Social Studies SIOP Lesson Plan

Teacher: Sara Kunsberg

Site: Wakefield Middle School

Time Required: 3 class periods

Grade: 8th grade

Unit/Theme/Title: Supreme; Court Cases Interment Camps World War II
Standards: Strand 3: Civics/Government Concept 3: Functions of Government
Laws and policies are developed to govern, protect, and promote the well-being of the people.
·  Functions of Government. (SS08-S3C3) PO 7 & 8
Content Objective(s) Students will gain knowledge of the Executive Order 9066 and Interment Camps. Students will be able to summarize the Supreme Court Case Korematsu v. United States by gaining information from a PowerPoint, and viewing pictures. Students will also gain analysis skills.
Language Objective(s)
Acquire and use accurate, purposeful, and somewhat varied vocabulary needed to: express certainty and doubt; make predictions; express sympathy, empathy, and gratitude; summarize events; report to and inform others about various situations; draw inferences; and, comprehend content area words.,
Key Vocabulary: Korematsu v. United States,
Executive Order 9066, Interment Camp, Japan, Concentration Camp and World War II / Materials: PowerPoint, Analyzation imagining worksheet
Technology Integration: PowerPoint and Asset Video
Preparation: Create a T-Chart using World War II and Definition as the title.
Lesson Sequence:
Day one: Bell Work: What does a loyal American look like? Begin the PowerPoint. Have the students take notes using a t-chart World War II on one side and definition on the other. I have the information that I wanted my students to define in bold. End the lesson with a 3-2-1.
Day Two: Bell Work: What was life like for the Japanese in the Interment Camp? The students need to be put into groups no more then four. Pass out the analyzing imagining worksheet and go over it with the students. Give each group the same picture and analyze it together as a class. Hand each group a different picture to do on their own. Give each group ten minuets and then have them share their analysis with the class.
Day Three: Pass out copies of the poem “That Damned Fence” (anonymous poem circulated at the Poston Camp). Read the poem aloud with your class. Compare the poem with the pictures they looked at the day before as a class.
Review/Assessment
Students will write a response to “That Damned Fence” from the perspective of an American who wanted the Japanese to live in the camps.
Reflections

http://ushistory.tusd.us/participants.htm