Lesson Plan #1

Charles Russell Yonce

University of Richmond

“I pledge that I have neither given nor received unauthorized assistance during the completion of

this work”

Signature________________________________________ Date: _________________________

Introduction:

• Lesson Topic: American Involvement in World War II

• Length of Lesson: 90 minutes

• VA Standard of Learning USII.6: The student will demonstrate knowledge of the major

causes and effects of American involvement in World War II by

o identifying the causes and events that led to American involvement in the war,

including the attack on Pearl Harbor;

Learning Objectives:

Students Will:

• understand the economic struggle across the world caused by World War I

• define fascism and discuss it’s rise in Germany, Italy and Japan

• identify totalitarian dictators Adolf Hitler, Benito Mussolini and Hideki Tojo

• understand isolationism and America's reluctance to get involved in another war

• define “cash and carry”

• create a timeline of important events leading up to and including America’s entrance into

World War II

• question measures taken by the United States to prevent an attack like the one on Pearl

Harbor

• compare the patriotism felt by Americans after the attack on 9/11/01 to the patriotism felt

by Americans after the attack on Pearl Harbor

Content

See attached content organizer

Materials and Advanced Preparation

• Textbook American Anthem: Modern American History

• Photographs of Hitler, Mussolini and Tojo

• White poster board - 6 sheets

• Pencils, pens, markers, colored pencils

• Passage from Mein Kampf

• Homework handout of matching terms and events

• Video clip of news broadcasts from 12/7/41

• Copy of President Roosevelt's speech

Teaching and Learning Sequence

• Anticipatory Set

o Show students a picture of a swastika and ask if anyone knows what it is.

o Ask who knows about World War II and if anyone knows that it went on for over

two years before the United States entered the war.

o Read a passage from Mein Kampf, Hitler's book meaning "My Struggle."

• Lesson Development

o Provide students with a definition of fascism.

o Show a picture of Germany, followed by a photo of Adolf Hitler. Show a picture

of Italy, followed by a photo of Benito Mussolini. Show a picture of Japan,

followed by a photo of Hideki Tojo.

o Ask students, "Why would a country elect a leader that believe in fascism?

Encourage discussion about the leaders and point out things they all had in

common, such as being great public speakers.

o Divide students into 4 groups of 6 students. Have each student draw a piece of

paper from a bowl. There will be six pieces of paper with the number 1, six with

number 2, etc.

o Assign each group a different year, starting with 1938 and ending with 1941.

Each group will construct a timeline of important events for their year.

o Give each group a set of materials including: one sheet of white poster board and

a box of markers or colored pencils.

o Inform students that each group will present their timeline in front of the class.

o As the groups are working, walk around the room and monitor progress, making

sure that all students are participating.

o Address any student questions to the entire class to encourage participation and to

keep everyone actively engaged.

o When finished, have groups present their findings to the class. Allow the group to

field questions, interjecting and helping where necessary.

o When all groups have presented, have students partner up with someone that was

not in their group and discuss their year of the timeline to help commit it to

memory.

o Define isolationism and "cash and carry."

o Discuss America's growing concern about the war and some events that led

officials to believe an attack could happen.

 o Watch a short video containing clips from actual news broadcasts the day of the

attack on Pearl Harbor. http://military.discovery.com/videos/pearl-harbor-news-

live-from-pearl-harbor.html

o Play audio clip of President Roosevelt’s “A date which will live in infamy,”

speech.

o Have the class debate how the United States might have avoided such an attack.

• Closure

o Students will write one paragraph about what they think was the most important

event that led to World War II. Also include which event or events, other than the

attack on Pearl Harbor, might have led to America's entry into the war.

o Collect papers as students are leaving.

Homework

• Provide students with a handout with important dates and events from 1938 - 1941.

Students must match the events and dates with the year in which they occurred. The

assignment will be graded.

Assessment

• Formative:

o As students are preparing their timelines, walk around and observe the class.

Make sure all students are participating and grasping the important events of their

assigned year. Answer any questions that come up.

 o When students partner up to share their year with someone not in their group,

check for participation and understanding.

• Summative:

o Read students' paragraphs about their ideas on the potential causes of World War

II. Use any unique or intriguing ideas to have a quick discussion at the beginning

of the next class.

o Collect homework assignment and grade for accuracy. Were students paying

attention to the groups when they were presenting?

References

• Commonwealth of Virginia Department of Education. (2004). United States History:

1877 to Present. History and Social Science Enhanced Scope and Sequence, World

War II, 86-92, 105.

• Ayers, E. L., Schulzinger, R. D., De La Teja, J. F., & White, D. G. (2009). American

Anthem: Modern American History. Austin, TX: Holt, Rinehart & Winston.

• The Military Channel. (2007). Pearl Harbor News Live from Pearl Harbor. Retrieved

from http://military.discovery.com/videos

• fascism. (2010) In Merriam-Webster Online Dictionary. Retrieved February 21, 2010,

from http://www.merriam-webster.com/dictionary/fascism

• isolationism. (2010) In Merriam-Webster Online Dictionary. Retrieved February 21,

2010, from http://www.merriam-webster.com/dictionary/isolationism

• patriotism. (2010) In Merriam-Webster Online Dictionary. Retrieved February 21, 2010,

from http://www.merriam-webster.com/dictionary/patriotism
• AmericanRhetoric.com (2001). Franklin Delano Roosevelt: Pearl Harbor Address to

the Nation. Retrieved from http://www.americanrhetoric.com/speeches

• Shaw, B.D. Mein Kampf, An Unexpurgated Digest. Retrieved from

http://ia350613.us.archive.org/0/items/MeinKampfAnUnexpurgatedEdition/MK01.pdf
 Content Organizer
Curriculum Framework Essential Understandings

-Political and economic conditions in Europe following World War I led to the rise of

fascism and to World War II.

-The rise of fascism threatened peace in Europe and Asia.

-As conflict grew in Europe and Asia, American foreign policy evolved from neutrality to

direct involvement.

Materials and Lesson Preparation

-Textbook American Anthem: Modern American History

-Photographs of Hitler, Mussolini and Tojo

-White poster board - 6 sheets

-Pencils, pens, markers, colored pencils

-Passage from Mein Kampf

-Homework handout of matching terms and events

-Video clip of news broadcasts from 12/7/41

-Copy of President Roosevelt's speech

Content Information and Vocabulary

-fas·cism
Pronunciation: \ˈfa-ˌshi-zəm also ˈfa-ˌsi-\
Function: noun
Etymology: Italian fascismo, from fascio bundle, fasces, group, from Latin fascis bundle &
fasces fasces
Date: 1921
1 often capitalized : a political philosophy, movement, or regime (as that of the Fascisti) that
exalts nation and often race above the individual and that stands for a centralized autocratic
government headed by a dictatorial leader, severe economic and social regimentation, and
forcible suppression of opposition
2 a tendency toward or actual exercise of strong autocratic or dictatorial control <early
instances of army fascism and brutality
-iso·la·tion·ism
Pronunciation: \-shə-ˌni-zəm\
Function: noun
Date: 1922

1 a policy of national isolation by abstention from alliances and other international political
and economic relations

-In this case, the United States was refraining from any participation in World War II, for good
or bad. World War I took such a toll on the country that they wanted to avoid a similar
situation at all costs, even if it meant turning a blind eye to what Germany was doing.
pa·tri·ot·ism
Pronunciation: \ˈpā-trē-ə-ˌti-zəm, chiefly British ˈpa-\
Function: noun
Date: circa 1726

1 love for or devotion to one's country

Text of President Roosevelt’s speech:

Mr. Vice President, Mr. Speaker, Members of the Senate, and of the House of Representatives:

Yesterday, December 7th, 1941 -- a date which will live in infamy -- the United States of
America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.

The United States was at peace with that nation and, at the solicitation of Japan, was still in
conversation with its government and its emperor looking toward the maintenance of peace in
the Pacific.

Indeed, one hour after Japanese air squadrons had commenced bombing in the American island
of Oahu, the Japanese ambassador to the United States and his colleague delivered to our
Secretary of State a formal reply to a recent American message. And while this reply stated that
it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint
of war or of armed attack.

It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was
deliberately planned many days or even weeks ago. During the intervening time, the Japanese
government has deliberately sought to deceive the United States by false statements and
expressions of hope for continued peace.

The attack yesterday on the Hawaiian islands has caused severe damage to American naval and
military forces. I regret to tell you that very many American lives have been lost. In addition,
American ships have been reported torpedoed on the high seas between San Francisco and
Honolulu.

Yesterday, the Japanese government also launched an attack against Malaya.

Last night, Japanese forces attacked Hong Kong.

Last night, Japanese forces attacked Guam.

Last night, Japanese forces attacked the Philippine Islands.

Last night, the Japanese attacked Wake Island.

And this morning, the Japanese attacked Midway Island.

Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The
facts of yesterday and today speak for themselves. The people of the United States have already
formed their opinions and well understand the implications to the very life and safety of our
nation.

As commander in chief of the Army and Navy, I have directed that all measures be taken for our
defense. But always will our whole nation remember the character of the onslaught against us.

No matter how long it may take us to overcome this premeditated invasion, the American people
in their righteous might will win through to absolute victory.

I believe that I interpret the will of the Congress and of the people when I assert that we will not
only defend ourselves to the uttermost, but will make it very certain that this form of treachery
shall never again endanger us.
Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests
are in grave danger.

With confidence in our armed forces, with the unbounding determination of our people, we will
gain the inevitable triumph -- so help us God.

I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on
Sunday, December 7th, 1941, a state of war has existed between the United States and the
Japanese empire.

-How did this speech (along with the attack itself) change people’s perception about entering the
war?

Connections – Cross-Curricular and Real-World

Patriotism - very similar to what American’s felt after 9/11. Unprovoked attack, leads to

a strike back at the enemy. People took pride in their country.