SOCIAL SCIENCE WEEKLY LESSON PLAN FORMAT

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Unit Title World War II
Subject US History Grade 11 Week of 2/24/20
Essential/Driving
How was the war fought and won in the Pacific?
/Historical Question
What influenced the decision to drop the atomic bomb?
and/or Theme
Day M T W R F

Lesson Topic/Title The Pacific Theater The Pacific Theater A Necessary Evil? A Necessary Evil? A Necessary Evil?

Students will be able Students will analyze Students will analyze Students will analyze
Students will be able to identify the key primary source primary source primary source
to identify and explain battles of the Pacific documents and then documents and then documents and then
Objectives
the key battles of the Theater and explain evaluate whether evaluate whether evaluate whether
Pacific Theater. how the war was dropping the atomic dropping the atomic dropping the atomic
concluded. bombs was necessary. bombs was necessary. bombs was necessary.
Content Standards 11.7.1 Explain U.S. 11.7.7 Discuss the 11.7.7 Discuss the 11.7.7 Discuss the
and ELA Common 11.7.1 Explain U.S. and Allied wartime decision to drop decision to drop decision to drop
Core State Standards strategy, including atomic bombs and the atomic bombs and the atomic bombs and the
and Allied wartime
strategy, including the major battles of consequences of the consequences of the consequences of the
the major battles of Midway, Normandy, decision(Hiroshima decision(Hiroshima decision(Hiroshima
Midway, Normandy, Iwo Jima, Okinawa, and Nagasaki). and Nagasaki). and Nagasaki).
Iwo Jima, Okinawa, and the Battle of the
RH7: Integrate and RH7: Integrate and RH7: Integrate and
and the Battle of the Bulge.
evaluate multiple evaluate multiple evaluate multiple
Bulge. sources of information sources of information sources of information
11.7.2 Identify the presented in diverse presented in diverse presented in diverse
11.7.2 Identify the roles and sacrifices of formats and media formats and media formats and media
individual American (e.g., visually, (e.g., visually, (e.g., visually,
roles and sacrifices of
quantitatively, as well quantitatively, as well quantitatively, as well
individual American soldiers, as well as the
as in words) in order as in words) in order as in words) in order
soldiers, as well as the unique contributions to address a question to address a question to address a question
unique contributions of the special fighting or solve a problem. or solve a problem. or solve a problem.
of the special fighting forces (e.g., the
forces (e.g., the Tuskegee Airmen, RH9 Integrate
Tuskegee Airmen, the442nd Regimental information from
Combat team, the diverse sources, both
the442nd Regimental
primary and
 Combat team, the
Navajo Code Talkers).
Navajo Code Talkers).

11.7.6 Describe major

developments in 11.7.6 Describe major
aviation, weaponry, developments in
communication, and aviation, weaponry,
medicineand the war’s communication, and
impact on the location medicineand the war’s
of American industry impact on the location
and use of resources. of American industry
and use of resources. secondary, into a
11.7.7 Discuss the coherent
decision to drop 11.7.7 Discuss the understanding of an
decision to drop idea or event, noting
atomic bombs and the
discrepancies among
consequences of the atomic bombs and the
sources.
decision(Hiroshima consequences of the
and Nagasaki). decision(Hiroshima
and Nagasaki).
RH9 Integrate
information from RH9 Integrate
diverse sources, both information from
primary and diverse sources, both
secondary, into a primary and
coherent secondary, into a
understanding of an coherent
idea or event, noting understanding of an
discrepancies among idea or event, noting
sources. discrepancies among
sources.

Vocabulary Hideki Tojo, Isoroku Hideki Tojo, Isoroku Hideki Tojo, Isoroku Hideki Tojo, Isoroku Hideki Tojo, Isoroku
Yamamoto, Pearl Yamamoto, Pearl Yamamoto, Pearl Yamamoto, Pearl Yamamoto, Pearl
Harbor, The Harbor, The Harbor, The Harbor, The Harbor, The
Philippines, Douglas Philippines, Douglas Philippines, Douglas Philippines, Douglas Philippines, Douglas
MacArthur, Bataan MacArthur, Bataan MacArthur, Bataan MacArthur, Bataan MacArthur, Bataan
 Peninsula, Bataan Peninsula, Bataan Peninsula, Bataan Peninsula, Bataan Peninsula, Bataan
Death March, Death March, Death March, Death March, Death March,
Doolittle’s Raid, Battle Doolittle’s Raid, Battle Doolittle’s Raid, Battle Doolittle’s Raid, Battle Doolittle’s Raid, Battle
of the Coral Sea, of the Coral Sea, of the Coral Sea, of the Coral Sea, of the Coral Sea,
Midway, Guadalcanal, Midway, Guadalcanal, Midway, Guadalcanal, Midway, Guadalcanal, Midway, Guadalcanal,
island-hopping, island-hopping, island-hopping, island-hopping, island-hopping,
kamikaze, Iwo Jima, kamikaze, Iwo Jima, kamikaze, Iwo Jima, kamikaze, Iwo Jima, kamikaze, Iwo Jima,
Okinawa, Potsdam Okinawa, Potsdam Okinawa, Potsdam Okinawa, Potsdam Okinawa, Potsdam
Declaration, Operation Declaration, Operation Declaration, Operation Declaration, Operation Declaration, Operation
Downfall, Hiroshima, Downfall, Hiroshima, Downfall, Hiroshima, Downfall, Hiroshima, Downfall, Hiroshima,
Nagasaki, Yalta Nagasaki, Yalta Nagasaki, Yalta Nagasaki, Yalta Nagasaki, Yalta
Conference, baby Conference, baby Conference, baby Conference, baby Conference, baby
boomers, GI Bill boomers, GI Bill boomers, GI Bill boomers, GI Bill boomers, GI Bill
15 minutes: Students
will read a short article
10 minutes: Students
of the controversy
will respond to a 10 minutes: Students
surrounding the
warm-up prompt: will respond to a
10 minutes: Students Smithsonian’s exhibit
“Brainstorm two warm-up prompt:
will respond to a of the Enola Gay and
challenges that the US In your opinion, was
warm-up prompt: respond to a warm-up 3 minutes: I will
might have the use of the atomic
prompt: inform students of the
Lesson Intro encountered in the bomb justified?
Students will then TPS How should the atomic day’s agenda and what
Pacific.”
their responses as part bomb droppings be to expect next week.
Students will then TPS
of an introductory remembered?
Students will then TPS their responses as part
discussion.
their responses as part of an introductory
Students will then TPS
of an introductory discussion.
their responses as part
discussion.
of an introductory
discussion.
Content Delivery 25 minutes: I will 25 minutes: I will 10 minutes: I will 3 minutes: I will 5 minutes: I will
present a lecture that present a lecture that introduce the activity review and instruct introduce the study
covers they key battles covers the key battles that students will students to continue guide for the Unit 6
and turning points of near the end of the begin during this class. working on the exam next week.
the war in the Pacific. war, as well as the I will contextualize the documents
events that led to its decision to drop the I will also play a BBC
conclusion. atomic bombs and documentary,
highlight the Hiroshima: The Real
contrasting narratives History as students
about the bombings work.
that influence current
discourse about the
 decision.
40 minutes: Students
10 minutes: I will 10 minutes: I will 30 minutes: Students
32 minutes: Students will have the period to
prompt students to prompt students to will begin analyzing
will continue working complete their
Student Engagement discuss selected discuss selected primary source
on their documents in “Necessary Evil?”
quotes and TPS quotes and TPS documents in groups
groups of 3-4. packets and begin the
throughout the lecture throughout the lecture of 3-4..
study guide.
2 minutes: I will
5 minutes: I will hold 10 minutes: I will
5 minutes: I will ask 5 minutes: I will ask remind students of
a closing discussion hold a closing
students to discuss one students to discuss one next week’s exam and
Lesson Closure based on students’ discussion and have
thing they learned thing they learned encourage them to
progress through the students share their
from the day’s lecture. from the day’s lecture. complete the study
packet final thesis.
guide.
Informal formative: Informal formative: Informal formative:
students’ discussions students’ discussions students’ discussions
Informal formative: Informal formative: and verbal responses and verbal responses and verbal responses
students’ discussions students’ discussions during TPS during TPS during TPS
Assessments
and verbal responses and verbal responses
during TPS during TPS Formal Formative: Formal Formative: Formal Formative:
written responses in written responses in written responses on
the packet the packet the study guide
Preferential seating, Preferential seating, Preferential seating, Preferential seating, Preferential seating,
visual aids, vocabulary visual aids, vocabulary visual aids, vocabulary visual aids, vocabulary visual aids, vocabulary
Accommodations for
guidance, grouping, guidance, grouping, guidance, grouping, guidance, grouping, guidance, grouping,
ELs and SSNs
lecture slides posted lecture slides posted lecture slides posted lecture slides posted lecture slides posted
online online online online online, subtitles
PowerPoint, Google
PowerPoint, Google PowerPoint, Google
PowerPoint, Google PowerPoint, Google Classroom, “Necessary
Resources Classroom, “Necessary Classroom, “Necessary
Classroom Classroom Evil?” Packet, BBC
Evil?” Packet Evil?” Packet
documentary
 WWII ‖ A Necessary Evil?

Goals & Objectives

Goals: Students will explore on of the most controversial decisions of WWII.

Objectives: Students will analyze primary source documents and then evaluate whether dropping
the atomic bombs was necessary.

California State Content Standards

11.7.7 Discuss the decision to drop atomic bombs and the consequences of the decision(Hiroshima
and Nagasaki).

Common Core Literacy Standards

RH7: Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a
problem.

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 mins

Students will respond to a warm-up prompt:
In your opinion, was the use of the atomic bomb justified?

Students will then TPS their responses as part of an introductory discussion.

Vocabulary (Content Language Development) ‖ Time: Throughout

Hiroshima, Nagasaki, Enola Gay, Truman, Manhattan Project, Henry Stimson

Content Delivery (Method of Instruction) ‖ Time: 5 mins

I will introduce the activity that students will begin during this class. I will contextualize the
decision to drop the atomic bombs and highlight the contrasting narratives about the bombings
that influence current discourse about the decision.

Student Engagement (Critical Thinking & Student Activities) ‖ Time: 30 mins

Students will begin analyzing primary source documents in groups of 3-4..
Lesson Closure ‖ Time: 5 mins
I will hold a closing discussion based on students’ progress through the packet

Students will share their responses. On the last day, students will share their final theses.

Assessments (Formative & Summative)

Informal formative: students’ discussions and verbal responses during TPS

Formal Formative: written responses in the packet

Accommodations for English Learners, Striving Readers and Students with Special Needs
Preferential seating, visual aids, vocabulary guidance, grouping, lecture slides posted online

Resources (Books, Websites, Handouts, Materials)

PowerPoint, Google Classroom, “Necessary Evil?” Packet