Lesson on Tuesday, April 10, 2018

Aim: How did the United States respond to the post-World War II geo-political climate?  

Bell Ringer: EOC Review Guide pages 39-43  

Objectives: 

1. Students will examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact). · 

2. Students will analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations. 

Agenda: 

1. Bell Ringer (10 min)  

2. Grade and review WWII Exam (15 min) 

3. Update portfolios (10 min)  

4. Lesson Opening: Introduce students to the topic of the Cold War by asking them what they think the term “Cold War” means. How is a “cold” war different from a regular war? Then, show the political cartoon depicting Truman and Stalin engaged in a chess match (Attachment A) and ask students to think about what the cartoon tells them about the Cold War era. Finally, ask students to brainstorm what they already know about the Cold War. (5 min) 

5. Preview Chapter 13, Lesson 1 “The Origins of the Cold War” and Lesson 2 “The Early Cold War Years” in McGraw-Hill United States & Geography, pp. 318-326 by guiding students through a picture-walk of the sections. Use the following questions as a guide:  

· Examine the map on p. 319:  

o What happened to Germany after World War II?  

o Which countries occupied Germany after World War II?  

o In what zone was Berlin, the capital of Germany, located in 1945? Why is this location significant? 

· Examine the picture on p. 320 and read the caption:  

o Who were the “Big Three”? Why do you think they had this nickname?  

o What are the expressions / demeanor of the men in the photograph? Why do you think they look this way?  

· Examine the map on p. 322:  

o What do the symbols in the map key represent?  

o Where was the “iron curtain” located? Which countries were located to the east/west of the iron curtain? Why do you think the term “iron curtain” is used to describe the border between these countries?  

O How did the amount of territory controlled by the Soviets compare with that of the rest of Europe?  

· Examine the graph on p. 325:  

o Which country received the most aid through the Marshall Plan? Approximately how much did they receive?  

o What do the countries that received Marshall Plan aid have in common? Where are they located? Which European countries did not receive aid? Why is this significant?  

· Examine the map on p. 327 and read the caption:  

o Which countries are members of NATO, as indicated by the map?  

o Which countries on the map would have likely been members of the Warsaw Pact? (rest of class) 

Home Learning: Journal 63 - How is a “cold” war different from a regular war? 

Lesson on Friday, April 6, 2018

Aim: How did domestic and foreign political actions contribute to the causes, course and consequences of World War II?  

Bell Ringer: Review Attachment F questions. 

Objectives: 

1. Students will describe the United States' response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act)  

2. Students will explain the impact of World War II on domestic government policy. 

Agenda: 

1. Bell Ringer (10 min)  

2. BP: WWII Causes and WWII (10 min) / List the 4 causes of WWII, and define Blietzkrieg, Luftwaffe, RAF. List the 3 theaters of WWII, D-Day.  

Username: Cede148
Password: dekalb

3. WWII Exam (rest of class) 

Home Learning: EOC Review Packet pages 39-43 (due Monday)

Lesson on Wednesday and Thursday, April 4 and 5, 2018

Aim: Should the United States have used the atomic bomb against Japan during WWII?  

Bell Ringer: The Holocaust Questions  

Objectives: 

1. 1. Students will describe the United States' response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act)  

2. 2. Students will explain the impact of World War II on domestic government policy. 

Agenda: 

1. Bell Ringer(10 min)  

2. Collect Propaganda Posters  

3. History of US V9.43 (Little Boy)  

4. Activity: Have students work with a partner to categorize arguments about the use of the atomic bomb as either “pro” or “con” (Attachment G). Then have them decide for themselves which side they are on and respond in writing to the question: 

Should the United States have used the atomic bomb against Japan during World War II? 

(optional) Finally, have students debate the issue using the fishbowl strategy. To do this, select 3-4 students per side to take part in the oral debate – these students will sit in desks arranged in a circle in the center of the classroom. Have all other students sit outside of the circle and take notes during the debate. Notes should include not only what was said, but also reactions to what was said during the debate. (rest of class) 

5. Assign Attachment F questions to complete for HW 

Home Learning:  

1. 1. 1. Answer questions in Attachment F 
   2. 2. EOC Review Guide pages 39-43
   3. 3. WWII Exam tomorrow!  

Lesson on Tuesday, April 3, 2018

Aim: How did domestic and foreign political actions contribute to the causes, course and consequences of World War II?  

Bell Ringer: Bell Ringer: Think-Pair-Share (Japanese Internment Graphic Organizer questions) 

Objectives: 

1. Students will describe the United States' response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act)  

2. Students will explain the impact of World War II on domestic government policy. 

Agenda: 

1. 1. Bell Ringer (15 min)  

2. 2. EOC Review Guide (review up to page 38) 

3. 3. Have students explore the propaganda posters found in the National Archives collection (http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_home.html ). 
4. 4. Then have students work in groups to create a propaganda poster related to one of the following topics:  

o The role of women  

o Building the military  

o Rationing & conservation of materials 

o “Four Freedoms”  

o War bonds  

o Promoting anti-German or anti-Japanese sentiment (rest of class) 

Home Learning: Complete WWII Propaganda Poster Complete "The Holocaust Questions"