Goals & Objectives
Goal:
Students will know the significant battles of the early years (1941-1943) of the war in the Pacific during WWII.
Objectives:
Students will compare and contrast the military strategies of Japan and the United States in the early years of the war in the Pacific during WWII.
Students will be able to identify and describe the significant battles in the early years of the war in the Pacific during WWII.
Students will know the significant battles of the early years (1941-1943) of the war in the Pacific during WWII.
Objectives:
Students will compare and contrast the military strategies of Japan and the United States in the early years of the war in the Pacific during WWII.
Students will be able to identify and describe the significant battles in the early years of the war in the Pacific during WWII.
California State Content Standards
10.8 Students analyze the causes and consequences of World War II
- Identify and locate the Allied and Axis powers on a map and discuss the major Identify turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
- Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
- Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
Common Core Literacy Standards
CCSS, ELA 9-10, RH 2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS, ELA 9-10, RH 3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS, ELA 9-10, RH 3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Driving Historical Question
That were the military strategies employed by both the Japanese and the United States during the early years (1941-1943) of the war in the Pacific, and how did those strategies of each country affect the outcome of the significant battles of the early years?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge)
QuickWrite:
Students will be asked to write a QuickWrite in their class notebooks. Students will work individually and will be asked by the teacher:
“Looking back at the lecture on drives for empire, why do you think the United States decided to stay neutral in the war? What factors do leaders of nations consider when it comes time to deciding to go to war with another nation?”
After the students complete their QuickWrite, the teacher will facilitate a whole class discussion in which students will share their answers. The teacher will then let the students know that in this lesson, they will be reading about the United States’ entrance into WWII and the first few years of battles in Asia and the Pacific.
Students will be asked to write a QuickWrite in their class notebooks. Students will work individually and will be asked by the teacher:
“Looking back at the lecture on drives for empire, why do you think the United States decided to stay neutral in the war? What factors do leaders of nations consider when it comes time to deciding to go to war with another nation?”
After the students complete their QuickWrite, the teacher will facilitate a whole class discussion in which students will share their answers. The teacher will then let the students know that in this lesson, they will be reading about the United States’ entrance into WWII and the first few years of battles in Asia and the Pacific.
Vocabulary (Content Language Development)
- Isoroku Yamamoto
- Pearl Harbor
- Battle of Midway
- Douglas MacArthur
- Battle of Guadalcanal
Content Delivery (Method of Instruction)
The teacher will begin the lesson by reading the “Setting the Stage” section of the portion of the textbook students will read. The students will then be told that they are to read Chapter 16 Section 2 (pg. 497-501) and to get into groups of four. After the students arrange themselves in groups, the teacher will instruct the students that they will be doing a Jig-Saw reading of the section. Each person in the group is to choose one of the four topics to read on: Surprise Attack on Pearl Harbor, Japanese Victories, The Allies Strike Back, and An Allied Offensive—all four topics should be chosen in each group. The students will then read the section they chose silently and independently. The teacher will instruct the students that they should be looking for significant information while reading such as: military strategies, victories and failures, turning points, etc. After the students read their sections, they will take turns “teaching” the other students in their group about what they have read. The teacher will go walk around the classroom to ensure that students are on track and are communicating the correct information from the text so that all students are learning the correct material.
Student Engagement (Critical Thinking & Student Activities)
Students will read the textbook independently and then will participate in group discussions to ensure that all sections of the assigned reading are communicated to all students and that all students in the group understand the entirety of the assigned reading. The students will remain in their groups and will work on a graphic organizer in which the students will write the important information of each section. The students will be told that they need to focus on the outcomes of the battles, the military strategies of both the United States and Japan, and need to incorporate the vocabulary words in their graphic organizers.
*This page will be printed out and given to students in class
*This page will be printed out and given to students in class
Lesson Closure
Students will be asked to complete an exit slip that will have two questions on it:
The exit slips will be turned in as the students walk out of the classroom.
- “What were the military strategies of Japan and United States?”
- “What were the major battles in the early years of the war in the Pacific and what were the outcomes?
The exit slips will be turned in as the students walk out of the classroom.
Assessments (Formative & Summative)
Formative: the exit slips will inform the teacher if the students understood the major point of the lesson for the day, or if major points need to be re-emphasized.
Summative: the graphic organizer will be turned in the next day and will be checked for completeness. After looking at the graphic organizer, the teacher will be able to ensure that the students are able to read the textbook and find pertinent information and that they understand the main points of the reading assignment—the entrance of the U.S. in the war, the military strategies of both Japan and the U.S., and significances of the discussed battles.
Summative: the graphic organizer will be turned in the next day and will be checked for completeness. After looking at the graphic organizer, the teacher will be able to ensure that the students are able to read the textbook and find pertinent information and that they understand the main points of the reading assignment—the entrance of the U.S. in the war, the military strategies of both Japan and the U.S., and significances of the discussed battles.
Accommodations for English Learners, Striving Readers and Students with Special Needs
EL/SSN/SR: Having an organizer that the students can write information on will help English learners, striving readers, and students with special needs because it gives them a more condensed view of the important information of the content in an organized way—rather than looking at a big chunk of text. Working in groups provides a support system.
Striving Readers: Focusing on only one section of the assigned reading will help these students to really take their time and read carefully so that they can better understand
English Learners: Being paired with other students will help to ensure that they are using communication skills so they do not have to focus on writing and reading language, but can practice listening and speaking as well.
Students with Special Needs: Teacher will be circulating the classroom as the groups are having discussions and will provide scaffolding as needed.
Striving Readers: Focusing on only one section of the assigned reading will help these students to really take their time and read carefully so that they can better understand
English Learners: Being paired with other students will help to ensure that they are using communication skills so they do not have to focus on writing and reading language, but can practice listening and speaking as well.
Students with Special Needs: Teacher will be circulating the classroom as the groups are having discussions and will provide scaffolding as needed.