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Name(s) of Pre-service Teacher(s): Alex Chisholm, Tim Dill

Content Area: US History

Unit: World War Two

Grade Level: 9th Grade

Title of Lesson: The Path to Berlin

The lesson is an examination of the development of the European Theater of World War

Two. This lesson fits into the 9th grade US History curriculum in Howard County.

III.The Expanding Power of the United States Government at Home andAbroad, 1932-53

C. World War II

2. Military aspects

A. European theater

Core Learning Goal:

Standard 5:

Expectation 3: Students will demonstrate understanding of the cultural, economic,

political, social and technological developments from 1929-1945.

Indicator 2: Analyze the causes of World War II in Europe and the Pacific

and the involvement of the United States in the war (5.3.2).

Objective D: Examine military strategies and technologies employed by

the United States in WWII including D-Day, island hopping and the

development and use of atomic weapons (PS, PNW, G, E)

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Maryland Teacher Technology Standards and Performance Indicators:

Standard I: Information Access, Evaluation, Processing and Application

Access, evaluate, process and apply information efficiently and effectively.

Standard V: Integrating Technology into the Curriculum and Instruction

Design, implement and assess learning experiences that incorporate use of

technology in a curriculum-related instructional activity to support understanding,

inquiry, problem solving, communication and/or collaboration.

INTASC Principles:

Principle 2: The teacher understands how children learn and develop and can provide

learning opportunities that support their intellectual, social, and personal development.

Principle 7: The teacher plans instruction based upon knowledge of subject matter,

students, the community, and curriculum goals.

Principle 8: The teacher understands and uses formal and informal assessment strategiesto evaluate and ensure the continuous intellectual, social, and physical development of

the learner.

Principle 9: The teacher is a reflective practitioner who continually evaluates the effects

of his/her choices and actions on the others (students, parents, and other professionals in

the learning community) and who actively seeks out opportunities to grow professionally.

Materials:

Computers with internet access for each student

Projector and screen

PowerPoint Presentation

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Objectives:

Students will describe the spread of World War II in the European Theater.

Students will summarize the events of D-Day.

Procedure:

The lesson is introduced by describing the topic to the class.

The PowerPoint is started and the objectives are reviewed with the class.

The video describing the start, spread and end of the war in Europe is shown.

Students read the online article silently.

A class discussion reviews the information and assesses how well the studentshave learned the material. There will be questions for recall and critical thinking.

The Exit Ticket question and Homework BCR question are given.

Exit Tickets are collected.

Assessment Plan:

Informal assessment will take place following the video and reading activities. A BCRwill be assigned for homework to formally test the students knowledge of the content.

This BCR is aimed at assessing the core learning goal.

Homework BCR question: How did the US entry in WW2 turn the tide on Germany?

Formative Assessment and Differentiation:

Following the reading of the article, there will be a class discussion to gauge the students

mastery of the material. Questions will be initially aimed at recall, followed by criticalthinking questions. An exit ticket will be assigned at the end of the lesson.

Exit Ticket Question: What did you think would have happened if the US had not

entered the war?

To differentiate, students who may struggle with the reading will be given it the night

before in order to prepare it for class the next day.