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Terminal Behavioral Objective

This 145-minute lesson plan for 8th grade social studies students involves a museum walk activity on WWII battles. Students will be randomly assigned into groups focusing on different battles and work together to research their battle. They will then create a poster summarizing their battle and present it. Finally, students will view the other groups' posters and fill out a worksheet collecting data, before answering an exit slip question assessing which battle they think had the greatest impact on WWII.

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57 views

Terminal Behavioral Objective

This 145-minute lesson plan for 8th grade social studies students involves a museum walk activity on WWII battles. Students will be randomly assigned into groups focusing on different battles and work together to research their battle. They will then create a poster summarizing their battle and present it. Finally, students will view the other groups' posters and fill out a worksheet collecting data, before answering an exit slip question assessing which battle they think had the greatest impact on WWII.

Uploaded by

api-390582243
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Topic: Museum Walk of WWII Battles

Length of Class Period: 145 minutes

Course: GATE Social Studies Grade Level: 8th

TERMINAL BEHAVIORAL OBJECTIVE


State the terminal objective (including content and behavior):

This is an activity. To make it a learning objective you could state: SWBAT construct timelines of the
historical battles in WWII in order to determine the battles that were most significant to the outcome of
the war.
CURRICULUM/STANDARDS
List all appropriate national, state or district curriculum or content standards that align to this lesson.
1. Social Studies

Strand 2
Concept 1
PO 1: Construct charts, graphs and narratives using historical data
2. Social Studies
Strand 1: American History
Concept 1: Research Skills for History
Po 2: Interpret historical data displayed in graphs, tables and chart
3. Social Studies
Strand 2
Concept 1
Po 3: Construct timelines of the historical era being studied
4. Social Studies

Strand 2
Concept 1
PO 4: Formulate questions that can be answered by historical study and research
5. Social Studies
Strand 2
Concept 1
Po 5: Describe the relationship between a primary source and a secondary source
document
6. Social Studies
Strand 2
Concept 1
Po 6: Determine the credibility and bias of the primary and secondary sources
7. Social Studies
Strand 1: American History
Po 6: Summarize the United States’ role in the following events
a. Battles of the Pacific
b. Development and use of the atomic bomb
c. V-E Day/V-J Day
ELL STANDARDS AND ACCOMMODATIONS
List the language objective for listening, speaking, reading and writing: Arizona ELP Standards
[http://www.azed.gov/english-language-learners/elps/], as well as ELL accommodations, vocabulary,
strategies:

I have no English as a Second Language students in my classroom.


SPECIAL EDUCATION ACCOMMODATIONS
List accommodations you will make for special education students:

1. Requiring the students to write their individual ideas separately which allows students to share
their ideas with the group without feeling as much pressure to interact with their peers. The idea is that
the students will be encouraged to speak with their peers if the idea is confused between group members.
The student also has the option to read their ideas on the paper creating an easier social environment for
a few of the students.
2. Allowing for ten minutes of extended time and building it in for the groups. This increases the
amount of time the students individually work on the individual portion if it is a necessary
accommodation.
3. Placing the prompt on the board for the students to reference if they become distracted by
anything other than the assignment.
GATE/EXTENSION
List enrichment/extension activities you will provide for students:

All of my students are in the GATE program


HOMEWORK
If there is homework following this lesson, list it here:

There is no homework for this lesson plan.

RESOURCES/MATERIALS
List all resources that you will need to teach this lesson
 Textbook (The American Journey (Goldfield, David R. The American Journey: A History of the
United States. Boston: Pearson, 2012. Print.)
 Computers

Lesson Sequence
The Task Analysis must include the specific sub-tasks/topics. The first step in your Task Analysis should be
your BW/Anticipatory Set.
The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add
more rows to this chart as needed.)

TIME TASK ANALYSIS TEACHING STRATEGY WHAT ARE THE


(Sub-tasks/topics) (BW, lecture, lab, group work, STUDENTS DOING?
handout, etc) (Active participation, Int.
Closure)
5 BW: BW: Students are answering
minutes Each question is for a the prompt in their social
different day of the activity: studies notebook.
Identifying historical 1. If you were living in
battle relevance for the Germany at the time of
pacific battles World War II how
would you have reacted
to the Holocaust?
2. List one interesting fact
you learned about your
specific battle in a
complete sentence.
3. How did your specific
battle contribute to
WWII? Why was it
important? List two
important details about
your battle. Please
write in complete
sentences.
60 Activity: Students: Will work together
minutes Researching your battle Teacher: Students will be to research a specific battle
randomly grouped in numbers in WWII
1-8.
Students: As a group divide up
the questions for your specific
battle and share your answers
with your group members.

30 Activity: Create a poster with Students: Fill out their


minutes Creating your poster the information from your groups individual poster and
assigned questions (make sure it finish filling out their
can be read) individual worksheet for
their specific group.

40 Data Collection: filling out Students: Walk around the


minutes worksheet by recording the room and complete their
Museum Walk other groups data. worksheet

10 Exit slip: Which battle do you Students: Fill out exit slip
minutes think had the greatest impact on and hand it to the teacher as
Closure WWII and why? they exit the room

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