Social Studies – U. S. Since 1877 Unit of Study: World War I second Grading Period – Unit 1 curriculum overview

Textbook

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  McDougal-Littell - The Americans: Chapter 16
  
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  TCI – History Alive! Pursuing American Ideals – Chapter 34
  

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  Various Speeches of Winston Churchill and F.D. Roosevelt
  
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  Lend-Lease Act
  
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  Atlantic Charter
  
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  Roosevelt’s Declaration of War
  

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  SAISD Social Studies Resource
  
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  http://www.nytimes.com/learning/teachers/lessons/19981207monday.html?searchpv=learning_lessons%3e.
  
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  TEA SSC
  
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  The Gathering Storm.
  

Differentiation
What do you do for students who need more support? Create flash cards of the key terms, concepts, and people related to the Spanish-American War. Complete a cause-and-effect graphic organizer that explains the causes of World War II.		ELPS Objectives addressed in this lesson ELPS C.2f The student is expected to listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment. ELPS C.3f The student is expected to ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments. ELPS C.4c The student is expected to develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials. ELPS C.5f The student is expected to write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.
What do you do for students who master the learning quickly? Conduct research using various sources from the National Archives including video and audio clips to create a multimedia presentation on the causes of World War II.		College Readiness objectives addressed in this lesson Social Studies CCRS IA.1 The student is expected to use the tools and concepts of geography appropriately and accurately. CCRS IA.4 The student is expected to evaluate the causes and effects of human migration patterns over time. CCRS IA.5 The student is expected to analyze how various cultural regions have changed over time. CCRS IIIA.3 The student is expected to analyze how and why diverse communities interact and become dependent on each other. CCRS IVC.1 The student is expected to understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically. CCRS VA.2 The student is expected to use conventions of standard written English. Cross-Curricular CCRS IA.1 The student is expected to engage in scholarly inquiry and dialogue. CCRS IB.1 The student is expected to consider arguments and conclusions of self and others. CCRS IE.1 The student is expected to work independently. CCRS IE.2 The student is expected to work collaboratively. CCRS IF.4 The student is expected to understand and adhere to ethical codes of conduct. CCRS IIA.1 The student is expected to use effective pre-reading strategies. CCRS IIA.2 The student is expected to use a variety of strategies to understand the meanings of new words. CCRS IIA.8 The student is expected to connect reading to historical and current events and personal interest.
Evidence of Learning
Formative Mini Assessments	TAKS		College-Readiness Anticipated Skills for SAT/ACT/College Board/Career/Life
Cartoon taken from TCI History Alive The artist of this political cartoon is protesting the actions of the Lend-Lease Act. lack of American support. German attack on Poland. appeasement of Germany.	The type of government of Germany during the years of Adolph Hitler is known as Communism Nazism Democracy D. Monarchy		Conduct research on the BBC website The Gathering Storm. Answer the following question and provide supporting arguments: Was World War II Inevitable?