Blended Learning Lesson Plan

Lesson Title: World War II: The Pacific Theater

Objectives:
Students will be able to identify key turning points and battles for the United States in the Pacific
Theater
Students will be able to analyze specific elements of the US Homefront during the 1940s
State Standards:
5.3.CX Contextualize the technological and geographic influence on military strategies in the Pacific and
European theaters of war of World War II. This indicator was developed to promote inquiry into how
geography played a role in the military strategy in the European and Pacific theaters. The indicator was
also developed to encourage inquiry into such strategies as island hopping, the use of technological
advancements, and effects of a three front war.

Context: This lesson is being taught to promote patriotism while also explaining major
worldwide events. Prior to this lesson, students were taught about the Atlantic Theater in Europe,
leading to the surrender of the Nazi Party, Adolf Hitler, and Benito Mussolini. After we finish
this lesson, we will talk about the “New Age” of America, including the nuclear family and the
baby boom. To prepare students for this, I will provide a smooth transition activity involving
students to make “Welcome Home” posters for those who served in the war.

Data: Students will be grouped based on prior test scores. Those who have higher scores will be
grouped with similar test takers, and the same precautions will be given to those with mid and
low-level scores. To ensure that the material being covered is understood, a small exit slip asking
students to recall one event, one significant person, and one battle will be completed to be
graded.

Materials: SmartBoard, PowerPoint, Social Studies Notebooks (students), East Pacific Dry-
Erase Map, Dry-Erase Markers and Erasers, Worksheet for Story Map,iPad Dorothea Lange’s
Censored Photographs of FDR’s Japanese Concentration Camps — Anchor Editions, World War II in the
Pacific (arcgis.com), Explained In 5 Questions: World War II | Encyclopaedia Britannica (youtube.com),
Island Hopping in the Pacific – WWII | primary-sources (odu.edu)
Procedures:
Introduction (20 minutes):
Teacher will address students and ask them to open up their social studies journals. A
PowerPoint on the Pacific Theater during WWII will appear on the Smart Board The teacher will
begin to teach a lesson on major events, significant people, and major battles that impacted the
American Homefront. After teaching the PowerPoint, the teacher will call out students into
groups based on prior data provided.
Teacher Directed (15 minutes):
In the teacher directed circle, students will look at photographs taken by Dorothea Lange
during World War II. The teacher will ask the students their feelings about the photographs after
telling them about the Japanese American Internment camps in the US. After the discussion, the
teacher will mention a man named Fred Korematsu and how he went to the Supreme Court.
Students will then write in their journals a short diary entry as if they were in one of these camps
and their personal feelings on Fred Korematsu’s journey to the Supreme Court.
Collaborative (15 minutes):
During this Collaborative activity, students will be asked to plot out major island-hopping
campaign locations. The students will be given a dry-erase map of the Eastern Pacific and by
using knowledge provided in a short paragraph about Douglas McArthur and his Island-Hopping
Strategy. Island Hopping in the Pacific – WWII | primary-sources (odu.edu) Then, students will circle
islands that McArthur thought were strategic and write in their journals why they might have
been thought to be strategic. Then, if the students think any more islands could have been
beneficial, they are to star them and write in their journals why. They should use their iPads to
take a photo of their map for class discussion at the end of the day.
Independent Digital (15 minutes):
Students will use the knowledge from the introduction to follow through an online Story
Map. Students will use their iPads to access the Pacific Theater Story map (World War II in the
Pacific (arcgis.com)). The students will then begin to answer the questions on the story map on a
provided worksheet. Students will be given a short YouTube video to help clarify the main
points being discussed throughout the Story Map. Explained In 5 Questions: World War II |
Encyclopaedia Britannica (youtube.com)

Closure (30 minutes):

Students will be asked to return to their desks. The teacher will ask the students about
their maps and if they believed other islands could have been used, which islands did they pick
and what is their rationale. After discussing the map activity, the teacher will pass out an exit slip
asking students to mention one event, one significant person, and one battle of the Pacific
Theater and why it should be remembered.
Rationale:
Multimedia -. Explained In 5 Questions: World War II | Encyclopaedia Britannica (youtube.com)
This video is a great example of multimedia for classroom use. First, the video is clear and
concise when discussing the most common questions on World War II. This aligns with the
standards when it comes to 5th grade Social Studies, as it is teaching students about significant
facts of WWII. When it comes to reusability, I can use this video once in my class but if I replay
it, it might become redundant. I know it is of high quality due to Encyclopedia Britannica being a
known site for educational articles and information. When it comes to Feedback, the video is
more informative and doesn’t leave room for questions. This learning style helps both visual and
auditory learners gain information, but can also allow students with assistive technology (such as
an auditory device) to be able to tune out the class and absorb information.

Multimedia- Dorothea Lange’s Censored Photographs of FDR’s Japanese Concentration Camps

— Anchor Editions,

This website is showcasing photos taken by Dorothea Lange of the US Japanese Interment
Camps. This helps show students a live look into the daily lives of those who were displaced by
FDR. For visual learners, this gives them more material to learn from. When it comes to
reusability, students can view these photos repeatedly and get the same startling effect. I know
this content is valid as I have researched Dorothea Lange, and she is known for her startling
photography of the Great Depression and the Dust Bowl. This aligns with the state standards
about the United States Homefront and livelihoods of Americans during the war.