Theme: Problems abroad\the beginning of WWII and US involvement Grade: Grade 11 and United States History Goals: develop

and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom) analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors perspectives analyze the United States involvement in foreign affairs and a willingness to engage in international politics, examining the ideas and traditions leading to these foreign policies prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history Objectives: 1. Students will be able to understand the cause and effect relationship of WWII 2. Students will analyze propaganda posters from varying countries during WWII and compare and contrast them 3. Students in groups will be able to create their own propaganda poster and present it to the class. 4. Students will be able to compare and contrast world leaders during WWII. 5. Students will be able to understand the basic events of WWII (ie. Why war began, why U.S. entered). 6. Students will be able to assess whether the United States was actually neutral during WWII. Materials Needed: Lecture notes Propaganda Worksheet Video clip of Roosevelt speech after Pearl Harbor Propaganda posters from varying countries Venn-Diagram Sheet Lesson: Warm up: I will ask students to give me a brief description of some of the hardships women, African Americans, farmers, and laborers faced in the 1930s, taking information from our research and class debate\discussion. 1. After students have answered the question we will begin with the lecture notes on the smart board about the rise of dictators in Europe. 2. Once in the lecture notes and I get to the section about propaganda I am going to show students propaganda posters from different countries during that time.

3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

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Germany http://24.media.tumblr.com/tumblr_m7rh0uGuE11qcytdro1_500.jpg http://www.rtsforce.com/propaganda/large/germany-ww2-poster17.jpg http://3.bp.blogspot.com/_YYMeAu4i7gA/THZTQ93PkvI/AAAAAAAAIug/b53ZkLo5ARU/s1600/n azi-propaganda-posters-ww2-second-world-war-001.jpg Italy http://www.rtsforce.com/propaganda/large/ww2-propaganda-italy-22.jpg http://www.rtsforce.com/propaganda/large/ww2-propaganda-italy-16.jpg Russia http://interdisciplinaryleeds.files.wordpress.com/2011/03/russian_propaganda_world_war_tw o_propaganda_posters-s550x386-48186-580.jpg http://all-that-is-interesting.com/wordpress/wp-content/uploads/2012/01/soviet.jpg United States http://2.bp.blogspot.com/_lawI3tpwZt8/SRuB85Qp0wI/AAAAAAAABAM/51e2jRzo4WM/s400/ WWII%2520Counting_jpg.jpg http://semperfiparents.com/wp-content/uploads/2011/06/ad1.jpg After we finish looking at the posters as a class, in a class discussion students will compare and contrast the posters from different countries and decide which ones were most effective. Once the discussion is complete I will then hand out the Propaganda work sheet and review it with the students. After the students understand the worksheet they will break up in to groups and then they will create their own propaganda poster. Once the students complete the posters they will present their posters to the class and describe why they choose their slogan and picture and what message they are trying to convey. After presenting the posters is complete we will then discuss if propaganda is used today in 2012 and if so where one can see it in use. After the discussion we will turn back to the smart board and continue with the lecture notes After I finish lecturing on the European world leaders during WWII, collectively students will compare and contrast them. I will hand out a venn-diagram sheet so the students can effectively compare and contrast them, we will do this as a class. After the comparing and contrasting has finished we will go back to the lecture notes. In the notes when I finish discussing Unites States neutrality I will spilt the class in to two groups and they will debate whether the United States was truly neutral. I will split the class down the middle, one side will debate that they were neutral; while the other will debate that they were involved and not neutral. A. The students will use the information they researched for the night before for homework, students were told to bring in three sources on either side, neutral or involved. B. They will have a few minutes to confer with their groups and then the debate will begin. After the debate the students and I will continue with the lecture notes until we end with the bombing of Pearl Harbor and the declaration of war.

14. After we finish the notes the students will listen President Roosevelts speech the day after the bombing of Pearl Harbor http://www.youtube.com/watch?v=M0PW1Jhuu2Q 15. After the students finish watching the video we will analyze his speech and try to understand what this meant for America at this time. Wrap-up: I will ask students to recall some of the causes of WWII, and ask them what policy France and England used in regards to Hitler and his aggression?