Sarah A. Huett U.S. History Lesson Plan T.I.S.D.

TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

Teacher: Sarah A. Huett Subject/Course: U.S. History
Grade(s): Grade 11 Time frame: 45 minutes

Lesson Plan Number: 108

Topic/Process: War in the Pacific

Textbook: The Americans: Reconstruction to the Present, McDougall Littell

Ch 17, sec 3, pgs 578-587

Texas Essential Knowledge and Skills (TEKS): US1 A-B, US6 B-C, US9 A, US19 A, US22 B, US24 A-B & F-G, US25 A-D

(1)History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(6)History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:

(B)analyze major issues and events of World War II such as fighting the war on multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle of Midway, the invasion of Normandy, and the development of and Harry Truman's decision to use the atomic bomb;

(C)explain the roles played by significant military leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall, and George Patton;

(9)Geography. The student understands the impact of geographic factors on major events. The student is expected to:

(A)analyze the effects of physical and human geographic factors on major events including the building of the Panama Canal; and

(19)Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:

(A)describe qualities of effective leadership;

(22)Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(B)explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs; and

(24)Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A)locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B)analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(F)identify bias in written, oral, and visual material;

(G)support a point of view on a social studies issue or event; and

(25)Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A)use social studies terminology correctly;

(B)use standard grammar, spelling, sentence structure, and punctuation;

(C)transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and

(D)create written, oral, and visual presentations of social studies information.

TAKS: US1 A-B, US6 B, US9 A, US24 A-B & F

(1)History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(6)History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:

(B)analyze major issues and events of World War II such as fighting the war on multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle of Midway, the invasion of Normandy, and the development of and Harry Truman's decision to use the atomic bomb;

(9)Geography. The student understands the impact of geographic factors on major events. The student is expected to:

(A)analyze the effects of physical and human geographic factors on major events including the building of the Panama Canal; and

(24)Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A)locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B)analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(F)identify bias in written, oral, and visual material;

Concepts / Enduring Understandings/Generalizations/Principles
The student will understand that
Conflict/War / Differences between people can create conflict/war. Social, economic and political oppression often leads to conflict/war.
Technology / Technology may result from a specific need. Technology may lead to social, political and economic changes.
Leadership / Effective leaders often emerge during times of conflict. Americans look to their president to be an effective leader. Effective leaders motivate and inspire those they lead

Sequence of Activities (Instructional Strategies):

1. Cooperative Learning Activity: Have students create a map and chart that shows the

location, date, significant individuals and the significance of each of the major battles in the Pacific. Be sure to include the following: Bataan, Midway, Guadalcanal, Leyte Gulf, Iwo Jima, Okinawa and Tokyo Bay. After students have finished, hold a class discussion over the major events to ensure understanding.

2. Primary Source Analysis: Have students read a few accounts of the Bataan death

march from Death March: The Survivors of Bataan by Donald Knox. Have

students respond to the following questions:

1. Why do you think the Bataan Death March is considered as big of a horror to

many Americans as Pearl Harbor?

2. What were some of the hardships the prisoners faced?

3. How did the prisoners, whose accounts you read, survive the march?

Questions to Consider in Lesson:

1) What do you think was the most significant battle in the fight for the Pacific?

Explain.

2) How did war in the Pacific differ from the war in Europe?

Assessment of Activities:

Classroom Observation

Classroom Discussion

Map/Chart Activity

Reading Questions

Prerequisite Skills:

1. Map construction skills

2. Chart construction skills

3. Primary Source analysis

Key Vocabulary:

Bataan, Midway, Guadalcanal, Leyte Gulf, Iwo Jima, Okinawa, Tokyo Bay, Douglas McArthur, Chester Nimitz, kamikaze

Materials/Resources Needed:

Textbooks, other resources, maps, pens, paper, copies of accounts from Death March: The Survivors of Bataan

Modifications: Allow students to have extended time to complete activities. Follow all modifications on student’s IEP.

Differentiated Instruction: Have students examine Joe Rosenthal’s famous Iwo Jima image. What human qualities does the photograph symbolize? Why do you think the photograph has stood the test of time?

Teacher Notes:

Sample Test Questions:

1. When forced to abandon the Philippines, ______made the vow, “I shall

return”.

A. Hideki Tojo

B. Chester Nimitz

C. Douglas MacArthur

D. Franklin D. Roosevelt

2. The general who led Allied troops in battles on the islands of Bataan, Leyte, and Iwo

Jima was -

A. Dwight D. Eisenhower

B. Chester Nimitz

C. Charles Brown

D. Douglas MacArthur

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.