Digital Agenda

Week of Mar 7

Check In/Do Now:

Essential Question (s):
What were the opportunities and hardships that Americans faced during WWII?
Who was primarily responsible for the Cold War?
Standard(s) from Instructional Guide:
Students analyze America’s participation in World War II.
  1. Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
  2. Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
  3. Discuss the constitutional issues and impact of events on the U.S. home front, in­ cluding the internment of Japanese Americans
  4. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy,
. Interacting via written English - Collaborate with peers to engage in increas- ingly complex grade-appropriate written exchanges and writing projects, using technology as appropriate.
Student Objective (s):
Tuesday/WednesdaySWBAT by the end of the unit identify, recall, evaluate and analyze the events leading up to World War II and the impact the war had on the home front. Students will prove their proficiency by receiving at least a 2 on their WWII essays.
Thursday/Friday SWBAT by the end of the unitidentify, recall, and analyze how the Cold War impacted regions around the United States and evaluate who was responsible for Cold War. Students will prove their proficiency by analyzing several primary sources, being able to point out the bias, motives and literacy form of each author.
Assessment and Student Reflection:
Exit Slips
Opportunities and Hardship essay
CEL Response.
WHOLE GROUP
Monday/Tuesday- Modeled introduction essay
Thursday/Friday- Lecture on the causes of the Cold War
DIRECTSTATION / COLLABORATIVE STATION / INDEPENDENT STATION
Thursday/Friday
Teacher walks around during collaborative work sitting with each group checking for understanding and providing direct instruction when needed. / Monday/Tuesday- Students in collaborative groups will peer edit each others introduction paragraphs and score each introduction based off of a 4-3-2-1- rubric scale.
Thursday Friday- Students in collaborative groups and pairs will begin analyzing several primary source documents to determine who was primarily resonsible for the Cold War.
Documen A- Iron Curtain Speech
Document B- Truman Doctrine
Document C Nikolai Novikav Document
Document D Henry Wallace Document.
Annotate and identify the motive, bias, and rhetorical form used by the authors of the documents.
Essential Question- Who was primarly responsible for the Cold War?
Group Discussion- SPRITE Chart- / Monday/Tuesday- Exit Slip. Essay introduction based off rubric
Wednesday- Achieve 3000
Thursday/Friday- Exit Slip, CEL Response.