Time Allotted: 90 minutes
Grade Level: 5th
Number of Learners: 30
Unit Theme: “Why were Japanese-Americans interned, and how did the internment effect their lives?”
Standard(s) Met: (see below)
Goal: The learners will be able to explain different interpretations from diverse cultural perspectives and frames of reference (NCSS 1b); locate, analyze, organize, and apply information about a public issue recognizing multiple points of view (NCSS 10c).
Objectives: During and after lecture presentations, students will trace the events leading to the United States’ entrance into WWII by creating a timeline. (stand. 3 obj. 2)
Materials Needed: Text books, 5 poster papers (white or colored), 30 pencils, 30 erasers, 6 marker sets, 3 glue sticks, 35 pieces of type paper. Materials should be stacked in the back of the classroom (poster paper, pencils in basket, markers in basket, etc.)
Motivation: What are some important events that happened before the Untied States officially entered the war? What one or two do you think is the most important? Justify your rezoning for its (the event’s) importance? (5 minutes)
Accommodations: ESL students may brainstorm three to five ideas for their timeline that they may present with pictures as opposed to labeling. Also, working in groups, they may be assigned the drawing portion rather than the labeling.
Closure: Explain that even though some of the events were the same, some were different. Everyone had a different opinion on what is important and what caused certain events to happen. Ask what is good about knowing multiple points of view? What are the different points of view in WWII? Explain that alone, one timeline only gives us limited information, but with the entire classes timelines, a greater amount of information is given. (5 min)
Assessment/Evaluation: During individual and group brainstorming, walk around the classroom and view each student’s timeline. Observe and note behavior of five to seven students during group work. Ask each group to justify at least one event on their timeline. Listen for specific examples and complete explanations. Group timelines are hung on the wall; individual timelines are put in portfolios.
Extension: If more time is needed and is available in the classroom, students may have more brainstorm and research time. If they finish early, they may add more items to the timeline.