Lesson Plan Pre-Service Teacher: Date of Lesson:

Lesson Title/Description: Pearl Harbor
Lesson # 1 of 3 / Time Allotted for this Lesson: 50 minutes
Goals:
Goal 1: Students will identify historical and current events, issues, and problems when national interests and global interest have been in conflict, and analyze the values and arguments on both sides of the conflict. (Oregon Social Sciences Standard HS.9)
Goal 2: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CCSS- WHST.9-10.4) / Objectives:
Objective 1.1: Following a brief overview of the Pearl Harbor conflict, students will be able to reflect on the reasons the Japanese attacked the United States, as well as, discuss why the U.S. did nothing despite several warning signs; focusing on at least one of the prevailing ideas in Japan at the time.
Objective 2.1: After discussing, in groups, the reasons for Japan’s attack on Pearl Harbor and, as a class, identifying the warnings the U.S. had and what actions they took, students will be able to write a short, well-written essay (1-2 paragraphs), which models good organization and portrays their thoughts on the historical subject.
Pre-Requisite Knowledge and/or Skills: Students should know about the global tensions felt during World War II prior to the Pearl Harbor attack and the world leaders in power at the time. In addition, they should be able to put their thoughts onto paper in the form of a paragraph or two.
How I know the students have this: This will be assessed through a short pre-test.
Preparation and Materials: For this lesson, a graphic organizer will be needed for the activity where the class will study the warning signs seen by the U.S. prior to the attack; the graphic organizer will be given to each student and filled in as a class. In addition, a computer and projector will be necessary for the Power Point presentation.
Procedure: Teacher Does………. / Procedure: Students Do……..
Time / Motivation/Hook:
Teacher will break-up the class into groups of 2-3 and ask them to discuss the possible reasons why Japan chose to attack when they did. Once the students have come up with some ideas, they will share with the class, with the teacher guiding it into the lecture. / Motivation/Hook:
Working together and without using their textbook, students will work off their previous knowledge to discuss the possible reasons why Japan chose to attack the United States when they did. Once done, ideas will be shared.
Teaching:
Teacher will present students with a brief overview of the conflict, using a Power Point with pictures. / Teaching:
Students will follow along with the Power Point and take cornell notes on the material being presented.
Group Application:
Using a graphic organizer, handing one to each student, the teacher will guide the class in identifying the warnings the United States had prior to the attack and what actions were taken. After completing the graphic organizer, students will discuss with their partner their thoughts on the United States’ inaction. / Group Application:
Students will each receive a graphic organizer and will work with the teacher to fill in the warnings the U.S. had prior to the attack and what actions were taken. “Think, Pair, Share” will be used at the end to discuss why the U.S. didn’t take action.
Independent Application:
Teacher will have the students write a short essay (1-2 paragraphs) as to whether or not they believe the United States acted correctly with what information they had at the time and why they believe Japan ultimately attacked the U.S. / Independent Application:
Students will write a short essay (1-2 paragraphs) as to whether or not they believe the United States acted correctly with what information they had at the time and why they believe Japan ultimately attacked the U.S.; the students will focus on at least one of the prevailing ideas in Japan at the time.
Closure:
Teacher will have a few students share their ideas and then will tie everything together, summarizing what took place. / Closure:
A few students will share their ideas with the class, with the teacher tying everything together and summarizing what took place .1
Meeting Varying Needs of Students:
Scaffolding for students without pre-requisite knowledge: Students will work together in the anticipatory set and the guided practice sections of the lesson to assure student collaboration and support for those who may not have had a solid grasp on the subject entering the lesson.
Extension task: In the essay, student discusses at least one of Roosevelt’s aggressive policies against Japan.
Assessment
1.  Evidence collected during/as a result of this lesson:
The short response will be collected at the end of class to assess if the students are comprehending what has been taught and have met the goal for the day.
2.  Summative assessment is 3 days after this lesson.
It will involve multiple-choice, fill-in-the-blank, and one short response question.
Reflection:
1. Did all the students meet the objectives? How do you know?
Reflection:
2. Describe any changes you made as you were teaching the lesson.
Reflection:
3. What would you change about this lesson plan before you teach it again? Pay attention to situations where students either did not learn or already knew.
Reflection:
4. How did the results of this lesson influence the way that you will teach in the future?

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Western Oregon University, Division of Teacher Education, ED 434/534 Harrington (Modified from Cochran, 2011) Fall 2012