Oak Park School District

Weekly Learning Agenda

Teacher Name: Orlando Date: Unit 5 week 5

Subject: U.S. History Grade Level (s): 9th
School: Einstein Key Pepper OPPA DOK Level: Level 1 Level 2
NOVA OPFI OPHS Level 3 Level 4

Step 1: Learning Goal(s) & Learning Objective(s) – Learning goals answer the question of, what do I want students to learn today (teachable concept)?
Learning Objectives answer the question of, what will students be able to do today as a result of their learning (skill)?
Monday Tuesday Wednesday Thursday Friday
Learning target: SWBAT Learning target: SWBAT Learning target: SWBAT Learning target: SWBAT Learning target: SWBAT
list the cause and effect of draw a conclusion about summarize in a P the list cause and effect of the predict long term effect
the allied invasion of the allied strategy in the allied strategy in the Manhattan Project and of the Manhattan Project
Europe Pacific Pacific its aftermath. and its aftermath.

Success Criteria: I can
explain the D-Day
invasion and impact on
the war in a paragraph
Success Criteria: I can
explain the purpose of
Island Hopping in a
paragraph based on my
conclusions.
Success Criteria: I can
explain the use of Kamikaze
and compare too days
suicide bomber in the War
on terror
Success Criteria: I can
explain the purpose of the
Manhattan Project in a P
and also include the
impact of the bombing on
Japan.
Success Criteria: I can
describe the long term
effects of atomic weapons
on the world in a
paragraph

Modified Version of Blackboard Configuration (BBC)

 Step 2: Do-Now – A three- five minute activity done at the start of each class. This activity is intentionally designed to settle the students into an academic
mode immediately upon entering the class. It can also serve as a review of previous material, a warm-up to new material, to activate prior knowledge, or a
reflection on the learning they have recently been doing.
Monday Tuesday Wednesday Thursday Friday
Do-Now: Define the Do-Now: Look up the Do-Now: Use the Do-Now: Draw a Do-Now: Turn and
terms in your true definition. word in a complete picture of what it talk and discuss which
words. sentence would look like two terms are most
implemented confusing

Step 3: Learning Activities – Learning activities answer the question of, how will I get my students to arrive at the learning destination for the day? What
activities will my students engage in that introduces, reviews, or expands thinking about the topic? What differentiated instruction will be used?
Monday Tuesday Wednesday Thursday Friday
Learning Activities: R & Learning Activities: R & Learning Activities: R&D Learning Activities: R&D Learning Activities: R &
D pg video clip and D pg 586- 593 pg 586- 593 pg video clip D pages discussion and
discusssion video clips

Oak Park School District

Weekly Learning Agenda

Step 4: Assessment – A structure or tool for gathering real-time data regarding the type of progress each individual student is making in demonstrating
proficiency. Daily formative assessments answer the question of, how will we know if students are learning (evidence of student learning)? Use assessment
results to determine current level of proficiency and to diagnose future instructional adjustments.
Monday Tuesday Wednesday Thursday Friday
Assessment: class Assessment: Assessment: Assessment: class Assessment: class Assessment: class
assignment terms and class assignment terms assignment terms and assignment terms and assignment terms and
Questions and Questions Questions Questions Questions
Modified Version of Blackboard Configuration (BBC)
 Step 5: Extended Practice – An opportunity to provide a targeted learning activity to reinforce skills, expand thinking, or to synthesize new knowledge to
extend learning for students. Extended practice answers the question of, what activity will my students be able to complete on their own? How can I provide a
new or different context in which the students can practice their new skills?
Monday Tuesday Wednesday Thursday Friday
Extended Practice: Extended Practice: Extended Practice: Extended Practice: Extended Practice:

Which language and learning domains will be included in each daily lesson?
Monday Tuesday Wednesday Thursday Friday
xThinking x Listening xThinking x Listening x Thinking x Listening x Thinking x Listening x Thinking x Listening

x Reading x Speaking x Reading x Speaking x Reading x Speaking x Reading x Speaking x Reading x Speaking

x Writing x Writing xx Writing x Writing x Writing

7.2 World War II

Examine the causes and course of World War II, and the effects of the war on United States
society and culture, including the consequences for United States involvement in world
affairs.
USHG 7.2.1: Causes of WWII – Analyze the factors contributing to World War II in Europe and in the Pacific region, and
America’s entry into war including:
 the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, Munich
Agreement)
 the differences in the civic and political values of the United States and those of Nazi Germany and Imperial
Japan
 United States neutrality
 the bombing of Pearl Harbor.

USHG 7.2.2: U.S. and the Course of WWII – Evaluate the role of the U.S. in fighting the war militarily, diplomatically, and technologically across the
world (e.g., Germany First strategy, Big Three Alliance, and the development of atomic weapons).
Modified Version of Blackboard Configuration (BBC)
USHG 7.2.3: Impact of WWII on American Life – Analyze the changes in American life brought about by U.S. participation in World War II including:

 mobilization of economic, military, and social resources

 role of women and minorities in the war effort
 role of the home front in supporting the war effort (e.g., rationing, work hours, taxes)
 internment of Japanese-Americans.

USHG 7.2.4: Responses to Genocide – Investigate development and enactment of Hitler’s “final solution” policy, and the responses to genocide by
the Allies, the U.S. government, international organizations, and individuals (e.g., liberation of concentration camps, Nuremberg war
crimes tribunals, establishment of state of Israel).

USHG 8.1.1: Origins and Beginnings of Cold War – Analyze the factors that contributed to the Cold War including:

 differences in the civic, ideological and political values, and the economic and governmental institutions of the U.S. and U.S.S.R.
 diplomatic decisions made at the Yalta and Potsdam Conferences (1945)
 actions by both countries in the last years of and years following World War II (e.g., the use of the atomic bomb, the Marshall
Plan, the Truman Doctrine, North Atlantic Treaty Organization (NATO)1, and Warsaw Pact).

C1.2.1: Identify, distinguish among, and provide examples of different forms of governmental structures including anarchy, monarchy, military
junta, aristocracy, democracy, authoritarian, constitutional republic, fascist, communist, socialist, and theocratic states.

C2.2.3: Use past and present policies to analyze conflicts that arise in society due to competing constitutional principles or fundamental
values (e.g., liberty and authority, justice and equality, individual rights, and the common good).

C3.4.4: Describe considerations and criteria that have been used to deny, limit, or extend protection of individual rights (e.g., clear and
present danger, time, place and manner restrictions on speech, compelling government interest, security, libel or slander, public
safety, and equal opportunity).

1 While the expectation says “North American Treaty Alliance”, the correct name for NATO is the North Atlantic Treaty Organization. This correction is reflected in
the content expectation as written in this unit.
Modified Version of Blackboard Configuration (BBC)
C3.5.9: In making a decision on a public issue, analyze various forms of political communication (e.g., political cartoons, campaign
advertisements, political speeches, and blogs) using criteria like logical validity, factual accuracy and/or omission, emotional appeal,
distorted evidence, and appeals to bias or prejudice.

C4.1.3: Evaluate the means used to implement U.S. foreign policy with respect to current or past international issues (e.g., diplomacy,
economic, military and humanitarian aid, treaties, sanctions, military intervention, and covert action).

C4.1.4: Using at least two historical examples, explain reasons for, and consequences of, conflicts that arise when international disputes
cannot be resolved peacefully.

C4.2.1: Describe how different political systems interact in world affairs with respect to international issues.

C4.2.4: Identify the purposes and functions of governmental and non-governmental international organizations, and the role of the United
States in each (e.g., the United Nations, NATO, World Court, Organization of American States, International Red Cross, Amnesty
International).

Modified Version of Blackboard Configuration (BBC)