Teacher Candidate Caitlin Teetor

Date
April 20, 2015
School _________________________
Grade/Subject 11th grade 21st Century
History
Lesson Topic
Attack on Pearl Harbor

PURPOSE: This lesson starts the unit and will measure students prior
knowledge of the interactions between Japan and the United States. The
lesson will also show why Pearl Harbor was an important event in World War
II and in United States history.
BACKGROUND: This lesson will serve as an introduction to interaction
between the United States and Japan during World War II.
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will tested on their prior knowledge of the attack on Pearl Harbor,
Japanese internment camps, and the bombings of Nagasaki and Hiroshima as
well as the effect of those bombings upon the outcome of World War II.
2. Students will understand the attack on Pearl Harbor and what the attack
meant in terms of World War II.
3. Students will create a radio announcement that focuses on the attack on
Pearl Harbor and decisions made by the President after the event occurred.
BIG IDEAS
Identify the importance of the attack on Pearl Harbor in the entire view of
World War II.

GUIDING QUESTIONS

Why did the United States enter into World War II?
Why did the Japanese bomb Pearl Harbor?
Would the United States have entered the war had Pearl Harbor not
been attacked?

WV CSOs

SS.11.H.CL4.3
assess the ambitions of the Japanese in their decision to
attack Pearl Harbor and its influence on the outcome of WWII.
NATIONAL STANDARDS
Theme 2- Time, Continuity, and Change- The lesson will meet this theme as
students will examine the bombing of Pearl Harbor in the time that it too
place and what implications would the attack have in the context have in
World War II. Students will create a radio announcement and simulate the
history of a time past.
Theme 6- Power, Authority, and Governance- The lesson will meet this theme
as they will examine the decision made for the United States to enter into
World War II after the attack on Pearl Harbor.
WV 21ST CENTURY LEARNING OBJECTIVES

Information and Communication Skills

Thinking and Reasoning Skills
Personal and Workplace Skills

FACTS/CONCEPTS

The attack on Pearl Harbor as being the tipping point for the United
States to enter into World War II
Decisions leaders have to make during a world crisis- what decisions
did the leaders of Japan and the United States make during this time?

MANAGEMENT FRAMEWORK
Overall Time-

50 minute lesson

Time Frame-

5 min. teacher intro

5-10 min. pre-test

30 min. work on radio announcement
5 min. closure
STRATEGIES
Group project, group presentation.

CONTEXTUAL TEACHING AND LEARNING STRATEGIES

Strategy: students learning together
This is met in the lesson by the students working in groups together.
Not only are they learning about the attack on Pearl Harbor and having to
creatively come up with a script for the radio announcement, but they are
also learning about how to successfully working with other people in a group
setting.
DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS
In terms of learning styles, this lesson will meet auditory and hands-on
learners. Auditory learners can benefit from the hearing the projects of other
students and also by listening to what he or she has recorded and making
changes if needed. Hands-on learner will benefit by the creation of the
announcement and also by working with a technology device.
Multiple intelligences addressed (check all that apply):
___X___ Verbal/linguistic

______ Naturalist

______ Spatial

___X___ Interpersonal

______ Logical/mathematical

______ Intrapersonal

___X___ Bodily-kinesthetic

______ Existential

______ Musical

______ Others (explain):

The multiple intelligences that are addressed in the lesson are those checked
above. Verbal/linguistic intelligence is addressed by the students discussing
on what to include in their scripts as well as recording their voices for the
actual radio announcement. Bodily-kinesthetic intelligence is addressed as
the students are working hands-on with technology and creating their own
radio announcement. Interpersonal intelligence is met as the students have
to communicate with each other in groups to successfully create a radio
announcement. The students also have to communicate with one another to
make sure that they each are meeting the role that they took on for the
project.

PROCEDURES

Introduction/Lesson Set
Lesson (and unit) will be introduced by asking students if they know why
December 7, 1941 is important date in United States (and world) history and
what happened on that date. A brief introduction of the topic will be gone
over. Students will take the pre-test to measure their prior knowledge. A
radio announcement on the attack on Pearl Harbor will also be shown to
spark interest into the topic and have use as an example for the assignment.
Body and Transitions
1. The activity instructions will be gone over with the students.
2. Students will have one minute to get into groups of 4 and decide who will
be each of the following roles: Announcer, President, Interviewer, and
Eyewitness. All four members will write the script together
3. Students will start working on the script for their radio announcement.
4. If there is time, students can start recording their radio announcement if
their scripts are completed.
5. If students have not completed the script and started recording on the first
day, then the students will have time the next day to record up their
presentations/ presentations will start if any group is done.
Closure
Lesson objectives will be reviewed with the students and a closing statement
will be made. Students will finish the script for homework if not done.
ASSESSMENT
Diagnostic
This form of assessment will be met by the students taking a pre-test to see
prior knowledge of the subject. The opening questions will also provide a
diagnostic assessment (Objective 1)
Formative
Formative assessment will be met by the teacher walking around the room
and monitoring group progress (Objective 3).
Summative

Summative assessment will be met by observing group work and having a

summarizing discussion at the end of the lesson to see if all objectives have
been met (Objective 2).
MATERIALS

Pre-test
Technology device- iPad, Computer, etc.- something that can save a
file to be presented to the class later
SMART board/ computer to introduce lesson

EXTENDED ACTIVITIES
If Student Finishes Early
If a group finishes early writing the script, then the group may start recording
their radio announcement. If a group manages to write the script and record
the announcement, then a handout will be given introducing the next lesson
topic.
If Lesson Finishes Early
If the lesson finishes early, the students will have more time to work on the
assignment.
If Technology Fails
Students should mainly be working on the script the first day, but if they
complete the script before the end of class time and iPads or computers or
not working, then students could start by recording a test-run of the
announcement on their phones or rehearse the script for how they will record
it at a later time.

PRE-TEST
Instruction: Answer each of the questions to the best of your ability.

1. What is a Japanese-American Internment camp?

2. Why did the United States enter into World War II (WWII)?

3. What year did the United States enter into WWII?

4. What event caused the United States to enter into WWII?

5. What two cities had atomic bombs dropped on them?

6. Why were these two cities bombed?

7. What was the purpose of Japanese-American internment camps?

8. What was the Manhattan Project?

9. What was the purpose of the Manhattan Project?

10. What effect did the bombings have on the outcome of World War II?

RADIO ANNOUNCEMENT ASSIGNMENT

Instructions:
You will get into groups of four (or five if the class cannot be evenly divided
into groups of four). You will create a script for a radio announcement and
then actually record what you have written on your script. The finished
project will presented to the rest of the class. Each of the members of your
group must take on one of the following roles: Announcer, President,
Eyewitness, and Interviewer. The description for each of the roles is listed
below. You will turn in a copy of your script to me. You may use an iPad,
Computer, or any other appropriate voice recording technology device.
You and your group will give a brief introduction to your radio announcement
and state which student played which role. You will then present your radio
announcement to the rest of the class

ROLES:
Announcer: As this role you will give a general announcement to the
American public, stating what has happened during the Pearl Harbor attack.
Think about what a radio announcer back during that time would have said
and what information he or she may have known or included in the
announcement.
President: You are the President of the United States of America at the time
of the Pearl Harbor attack. The American people have just heard about the
attack on Pearl Harbor and they want to hear from their President. Make sure
to include what action (if any) that the United States will now take since the
attack.
Eyewitness: You just witnessed the Pearl Harbor attack and lived to tell
about. You and the Interviewer will sit down and discuss what you saw,
smelled, felt, etc. so that the rest of the American people can have a clearer
view of what is going on and what has happened.

Interviewer: Your mission is to ask the Eyewitness questions about what he or

she saw happened during the attack. Come up with questions that you think
the American public would be interesting on hearing the answers to.