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gOALS & OBJECTIVES
CALIFORNIA STATE CONTENT STANDARDS
10.8.6 Discuss the human costs of the war, with the particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan
COMMON CORE LITERACY STANDARD
CCSS.ELA.Literacy.R1.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Driving historical questions
Why did the United States become involved in WWII after being neutral for most of the war?
How did Pearl Harbor affect Japanese Americans?
How did Pearl Harbor affect Japanese Americans?
lesson introduction
We just passed the 75th anniversary of Pearl Harbor.
- I will start by asking students what they know about Pearl Harbor and start a short discussion on facts that student may know and any opinions they may have.
vocabulary
CONTENT DELIVERY
I will hand out 3 different readings, each depicting different views and opinions on Japanese involvement in WWII. Students will be put into groups of 4 to read and annotate each reading. I will be monitoring the class and circulating to assure groups are discussing their readings. I will also be asking leading questions to encourage students to think more critically about their readings.
After 15 minutes the class will participate in Four Corners. Each corner of the classroom will be labeled (agree, strongly agree, disagree, strongly disagree). I will read out a statement regarding Japanese Involvement and students will pick the corner that correlates with their opinion of the statement. I will randomly call on students in each corner and they will have to explain their position and cite at least 1 of their readings. Students will discuss amongst themselves their different stance on statements and try to convince one another to switch corners.
Statements
After 15 minutes the class will participate in Four Corners. Each corner of the classroom will be labeled (agree, strongly agree, disagree, strongly disagree). I will read out a statement regarding Japanese Involvement and students will pick the corner that correlates with their opinion of the statement. I will randomly call on students in each corner and they will have to explain their position and cite at least 1 of their readings. Students will discuss amongst themselves their different stance on statements and try to convince one another to switch corners.
Statements
- Japan’s attack of Pearl Harbor was necessary to advance their position in the war?
- The United States was rightfully concerned about Japanese-American loyalty, which led to their placement in internment camps?
STUDENT ENGAGEMENT
Students will read their articles in groups 4 and annotate them to use during the 4 Corners activity. Students will pick a corner after every statement I read regarding Japanese involvement in World War II.
Students will defend their stance using evidence from their readings. Students will try to convince their classmates of their stance and encourage them to switch corners. Students will be able to discuss ideas regarding Japan and World War II. Although some students may disagree, they will be in an environment that encourages them to share their ideas and opinions in a constructive manner.
Students will defend their stance using evidence from their readings. Students will try to convince their classmates of their stance and encourage them to switch corners. Students will be able to discuss ideas regarding Japan and World War II. Although some students may disagree, they will be in an environment that encourages them to share their ideas and opinions in a constructive manner.
LESSON CLOSURE
On the 75th anniversary of Pearl Harbor students will be able to revisit a crucial event that highly impacted the course of the war. Japan (among many other factors) ultimately shifted the course of the war by attacking the United States.
To close this lesson students will provide an exit slip explaining their positions on either statement using their readings. This will allow all students to express their opinions on the lesson, and not only the students who spoke out in class.
To close this lesson students will provide an exit slip explaining their positions on either statement using their readings. This will allow all students to express their opinions on the lesson, and not only the students who spoke out in class.
ASSESSMENTS
Formative: While students are working in groups, I will walk around and assess their conversations. I will check for understanding during group work and guide discussions.
Summative: the exit slip will be a summative assessment where all students can write their responses if they did not get to speak during the 4 corners activity.
Summative: the exit slip will be a summative assessment where all students can write their responses if they did not get to speak during the 4 corners activity.
ACCOMODATIONS
“Pearl Harbor and Japanese-Americans” by Patrick Parr, 2016.
“Nobody Expects the Japanese Invasion: How Pearl Harbor Blindsided America,” 2012.
“FDR reacts to news of Pearl Harbor bombing,” History.com
“Nobody Expects the Japanese Invasion: How Pearl Harbor Blindsided America,” 2012.
“FDR reacts to news of Pearl Harbor bombing,” History.com
RESOURCES
“Pearl Harbor and Japanese-Americans” by Patrick Parr, 2016.
“Nobody Expects the Japanese Invasion: How Pearl Harbor Blindsided America,” 2012.
“FDR reacts to news of Pearl Harbor bombing,” History.com
“Nobody Expects the Japanese Invasion: How Pearl Harbor Blindsided America,” 2012.
“FDR reacts to news of Pearl Harbor bombing,” History.com