Digital Agenda
Week of FEB 22
Check In/Do Now:
Essential Question (s):What were the opportunities and hardships that Americans faced during WWII
What were the motives behind Japanese Interment?
Was Truman’s decision to drop the atomic bomb Justified?
Standard(s) from Instructional Guide:
Students analyze America’s participation in World War II.
1. Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
2. Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
3. Discuss the constitutional issues and impact of events on the U.S. home front, in cluding the internment of Japanese Americans
. Interacting via written English - Collaborate with peers to engage in increas- ingly complex grade-appropriate written exchanges and writing projects, using technology as appropriate.
Student Objective (s):
Monday/Tuesday SWBAT by the end of the unit identify, recall, evaluate and analyze the events leading up to World War II and the impact the war had on the home front.
Students by the end of the period will be able to identify and analyze why Japanese Americans were placed in Interment camps during WW2. Students will prove their proficiency by receiving at least a 2 on their CEL paragraphs, two voice poems. and WWII essays.
Thursday/Friday SWBAT by the end of the unit identify, recall, and analyze how Americans were impacted during the War.
SWBAT by the end of the period be able to analyze the reasons behind the decision to drop the atomic bomb on Japan. Students will prove their proficiency by receiving a least a 2 on their CEl paragraphs, by creating a two voice poem that looks at both the opportunities and hardships that multiple groups went through proving their proficiency by receiving at least a 2 on their WWII essays.
Assessment and Student Reflection:
Exit Slips
Opportunities and Hardship organizer
Two voice poem.
CEL Paragraphs
Primary Source Annotations
Criteria for success.
WHOLE GROUP
Tuesday/Wednesday- Peardeck Lecture, Japanese Interment documentary 30 minutes.
Thursday/Friday- Two voice poem reading, Barefoot Gin Film 45 minutes.
DIRECT STATION / COLLABORATIVE STATION / INDEPENDENT STATION
Thursday/Friday
Teacher walks around during collaborative work sitting with each group checking for understanding and providing direct instruction when needed. / Tuesday/Wednesday- Students in collaborative groups will identify both the opportunities and hardships that Japanese Americans endured.
Thursday Friday-
Students in collaborative groups and pairs will analyze several primary sources to determine was Trumans decision to drop the atomic bomb justified. Students will also begin creating two voice poems from the perspective of two American groups. / Tuesday/Wednesday- Pear Deck responses, Exit Slip.
Thursday/Friday- Exit Slip, Independent Reading.