L4+Boynton+III,+George

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON

__**Teacher’s Name**__ **:**  Mr. Boynton   __**Date of Lesson**__ **:**  4 Application __**Grade Level**__ **:**  11   __**Topic**__ **:**  Why did Japan go to war?

<span style="font-family: Times New Roman,serif;">__**Objectives**__ <span style="font-family: Times New Roman,serif;">**Student will understand that** <span style="font-family: Times New Roman,serif;"> certain foreign policy decisions can have repercussions and end up doing much more harm then good. <span style="font-family: Times New Roman,serif;">**Student will know** <span style="font-family: Times New Roman,serif;"> about the size of the Japanese Empire and how it's geography affected it's decision to go to war. Mainly to try and destroy the US Pacific Fleet so they could expand further south. <span style="font-family: Times New Roman,serif;">**Student will be able to** <span style="font-family: Times New Roman,serif;"> analyze why Japan decided to go to war with the United States.

<span style="font-family: Times New Roman,serif;">__**Maine Learning Results Alignment**__ //<span style="font-family: Times New Roman,serif;">- Grade 9-Diploma "Pre-World War II" ->Students understand major eras, major enduring themes, and historic influences in the United States and world history,including roots of democratic philosophy, ideals, and situations in the world. -> b. Analyze and Critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and the world and the implications for the present and future //<span style="font-family: Times New Roman,serif;">.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: Times New Roman,serif;">**Rationale:** <span style="font-family: Times New Roman,serif;"> Countries don't start wars lightly. There must be and there was a major reason why the war was started. Japan had a reason and that was caused by certain policy decisions and a fair bit of paranoia. We as citizens need to be aware of decisions that could cause blow back like what happened here.

<span style="font-family: Times New Roman,serif;">__**Assessment**__

<span style="font-family: Times New Roman,serif;">**Formative (Assessment for Learning)** <span style="font-family: Times New Roman,serif;">I will have students fill out a KWL sheet to help them apply what they learned from the last lesson and what they want to learn from this one. Also, once again I will be checking in with pairs as they are working and making sure they understand how Geography affected the decision to go to war.

<span style="font-family: Times New Roman,serif;">**Summative (Assessment of Learning)** <span style="font-family: Times New Roman,serif;">100/1000- Activity using Google Earth to explore the vastness of the Japanese Empire and show the perceived American threat. Students will create a tour on Google Earth talking about the geography of the Japanese Empire and how it would affect the decision to go to war. Students will need to satisfy a checklist with their Google Tour.

<span style="font-family: Times New Roman,serif;">__**Integration**__ <span style="font-family: Times New Roman,serif;">**Technology:** <span style="font-family: Times New Roman,serif;"> <span style="font-family: Times New Roman,serif;"> Students will be using Google Earth and creating a tour on it in the final assessment.

<span style="font-family: Times New Roman,serif;">**Other Content Areas:** <span style="font-family: Times New Roman,serif;"> English- Students will need to create a script of some sort for the tour.

<span style="font-family: Times New Roman,serif;">__**Groupings**__ <span style="font-family: Times New Roman,serif;">Students will be working in pairs on the Google tours. Students will be grouped with the neighbors they sit next to when they enter class. The tour will be on one computer. The other student will be responsible for providing a storyboard or script. However, both should be working equally on the entire project.

<span style="font-family: Times New Roman,serif;">__**Differentiated Instruction**__ <span style="font-family: Times New Roman,serif;">**Verbal Learners** <span style="font-family: Times New Roman,serif;"> will get the chance to talk about what they have learned on the Google Earth tour. <span style="font-family: Times New Roman,serif;">**Logical Learners** <span style="font-family: Times New Roman,serif;"> will get the chance to plan out the tour. <span style="font-family: Times New Roman,serif;">**Visual Learners** <span style="font-family: Times New Roman,serif;"> get to play with an awesome virtual globe and examine all the places in question at this time. <span style="font-family: Times New Roman,serif;">**Musical Learners** <span style="font-family: Times New Roman,serif;"> might even get a chance to add music to their tours. <span style="font-family: Times New Roman,serif;">**Naturalistic Learners** <span style="font-family: Times New Roman,serif;"> get to examine the Earth and the environment that had a strong influence on the war. <span style="font-family: Times New Roman,serif;">**Intrapersonal Learners** <span style="font-family: Times New Roman,serif;"> get to self reflect on their project and create the best thing they believe they can.

<span style="font-family: Times New Roman,serif;">**Modifications/Accommodations** <span style="font-family: Times New Roman,serif;"> I will review student's IEP, 504, or ELL/DEP and make appropriate modifications and accommodations. <span style="font-family: Times New Roman,serif;">

**<span style="font-family: Times New Roman,serif;">Absent Students **<span style="font-family: Times New Roman,serif;"> <span style="font-family: Times New Roman,serif;"> Absent Students: If students are going to miss class they or their guardian should make an attempt to email/call me in advance. If it is a simple one day illness, work will be due the next class you attend. In the event of family emergencies please meet (email tag is good enough) to try find out when work/classtime can be made up. If need be I could assign the work on this project as homework if students can take their laptops home. Since this project is supposed to be worked on for the most part in class attendance is important.

<span style="font-family: Times New Roman,serif;">**Extensions** <span style="font-family: Times New Roman,serif;"> Students will be making a tour on Google Earth to talk about the topography of the Pacific and how it affecting the Japanese decision to go to war. <span style="font-family: Times New Roman,serif;">

<span style="font-family: Times New Roman,serif;">__**Materials, Resources and Technology**__ <span style="font-family: Times New Roman,serif;">Materials: Computers, laptops or otherwise Internet Access A Working Word Processor Handouts for class
 * Work in Progress

<span style="font-family: Times New Roman,serif;">__**Source for Lesson Plan and Research**__ <span style="font-family: Times New Roman,serif;">Google Earth [|__Why did Japan Attack Us?__][| __<-An article on the reasons why Japan chose war__] [|__Call of Duty World at War Intro__][| __<- This lesson's hook__]<span style="font-family: Times New Roman,serif;">
 * more coming

<span style="font-family: Times New Roman,serif;">__**Maine Standards for Initial Teacher Certification and Rationale**__

<span style="font-family: Times New Roman,serif;">//**Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;"> “Beach Ball” learners will be able to jump from a video on the screen, to reading, to going into using Google Earth, which is a fun piece of technology. “Clipboard” learners will get the chance to plan out their tours in detail. “Microscope” learners will get the chance to go off from their KWL sheets and learn more about the Japanese decision to go to war. “Puppy Dog” learners will have a partner to work with and plenty of tutorial time to work with Google Earth and get used to it. I will also be around to give support when needed

<span style="font-family: Times New Roman,serif;">//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;"> Students will be applying the knowledge they gained in the last lesson to this one. Students will take the knowledge they learned in the previous lesson about the rise of the Japanese Empire and it's precarious position and then apply it to the new information, which is the oil embargo. Being an island nation with little or no natural resources the embargo forced the Japanese to expand. Students need to be able to apply this to real life because little policy changes can have huge effects. If the United States was to up the DEFCON level to 4, the entire world would freak out because we are one step closer to throwing nukes around, even though in reality we are far away from it.

<span style="font-family: Times New Roman,serif;">//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;"> **Verbal Learners** <span style="font-family: Times New Roman,serif;"> will get the chance to talk about what they have learned on the Google Earth tour. <span style="font-family: Times New Roman,serif;"> **Logical Learners** <span style="font-family: Times New Roman,serif;"> will get the chance to plan out the tour. <span style="font-family: Times New Roman,serif;"> **Visual Learners** <span style="font-family: Times New Roman,serif;"> get to play with an awesome virtual globe and examine all the places in question at this time. <span style="font-family: Times New Roman,serif;"> **Musical** <span style="font-family: Times New Roman,serif;">  <span style="font-family: Times New Roman,serif;"> **Learners**  <span style="font-family: Times New Roman,serif;"> might even get a chance to add music to their tours. <span style="font-family: Times New Roman,serif;"> **Naturalistic** <span style="font-family: Times New Roman,serif;">  <span style="font-family: Times New Roman,serif;"> **Learners**  <span style="font-family: Times New Roman,serif;"> get to examine the Earth and the environment that had a strong influence on the war. <span style="font-family: Times New Roman,serif;"> **Intrapersonal** <span style="font-family: Times New Roman,serif;">  <span style="font-family: Times New Roman,serif;"> **Learners**  <span style="font-family: Times New Roman,serif;"> get to self reflect on their project and create the best thing they believe they can.

<span style="font-family: Times New Roman,serif;"> **Technology-** <span style="font-family: Times New Roman,serif;"> Students will be using Google Earth and creating a tour on it in the final assessment. <span style="font-family: Times New Roman,serif;">

<span style="font-family: Times New Roman,serif;">//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;">Informal: I will use the KWL sheet to check students pre-knowledge on this part of the war and respond to these and hand them back.

<span style="font-family: Times New Roman,serif;">Formal: I will be looking over the student's tours checking for historical accuracy, and whether they were able to apply geography to why Japan decided on war. I will also be checking for their mastery of Google Earth.

<span style="font-family: Times New Roman,serif;">__**Teaching and Learning Sequence**__ <span style="font-family: Times New Roman,serif;">**:**

<span style="font-family: Times New Roman,serif;">The class will be set up so that all the desks paired up. Students will come in a file in at their own leisure. Whoever they end up sitting next to will be their partner for the next lesson.

<span style="font-family: Times New Roman,serif;">Day 1 <span style="font-family: Times New Roman,serif;">Homework before: Fill out a KWL sheet and bring to class <span style="font-family: Times New Roman,serif;">5 minutes: Hook <span style="font-family: Times New Roman,serif;">30 Minutes: Introduction of the material <span style="font-family: Times New Roman,serif;">Remainder of Class: Introduction and download of Google Earth

<span style="font-family: Times New Roman,serif;">Day 2 <span style="font-family: Times New Roman,serif;">40 minutes: Work on Projects <span style="font-family: Times New Roman,serif;">40 minutes: Review of the projects

<span style="font-family: Times New Roman,serif;">Students will learn why Japan went to war with America. Students will need to be aware that certain foreign policy decisions can have undesired effects. //<span style="font-family: Times New Roman,serif;">Analyze and Critique events and consequences in the history of the United States and the world and the implications for the present and future //**<span style="font-family: Times New Roman,serif;">. **<span style="font-family: Times New Roman,serif;"> **<span style="font-family: Times New Roman,serif;"> The hook I will use will involve using the opening video for the video game Call of Duty: World at War, which outlines the rise of Japan and the embargo that resulted from Japanese expansionism. ** <span style="font-family: Times New Roman,serif;">**(Where, Why, What, Hook, Tailors: Visual, Interpersonal, Linguistic)**

<span style="font-family: Times New Roman,serif;">The class before I will have handed out the KWL sheet for the students to fill out and bringing to class the next day. The first five minutes will be dedicated to showing the hook. I'll spend the next half hour of class introducing the material either from the text or the website below. The remaining half hour will be dedicated to the introduction of Google Earth and how to use it. Students will be introduced to the tour function especially because this is the basis of the assessment. <span style="font-family: Times New Roman,serif;">**Equip, Explore, Rethink, Tailoring: (Interpersonal, Visual, Logical, Naturalistic)** <span style="font-family: Times New Roman,serif;">

<span style="font-family: Times New Roman,serif;"> Day 2 <span style="font-family: Times New Roman,serif;">This will be a work day. I will pick up where we left off, hopefully students will be working on projects together at this point. I will dedicate half the class time to working on the project and the other half to reviewing them. Either throwing them up on the projector or group to group. <span style="font-family: Times New Roman,serif;">**Explore, Experience, Rethink, Revise, Refine, Tailoring: (Verbal, Interpersonal, Visual, Logical, Musical, Naturalistic)**

<span style="font-family: Times New Roman,serif;">I will be grading students on historical accuracy, whether or not they were able to show the effect geography had on the decision to go to war. This will be checked against a checklist that will be handed out. I will look over students KWL sheets and return them while students are working so they can use them as a reference while working. <span style="font-family: Times New Roman,serif;">**Evaluate, Tailors: (Logical, Intrapersonal, Interpersonal)**

<span style="font-family: Times New Roman,serif;">__**Content Notes**__ <span style="font-family: Times New Roman,serif;"> __[|Google Earth Tutorials]__ <span style="font-family: Times New Roman,serif;"> __[|Why did Japan Attack Us?]__ <span style="font-family: Times New Roman,serif;"> While Japan had a large Empire it was spread across the Eastern Pacific Ocean. It needed oil to keep it and it's economy running. When the United States pulled the rug out from under the Japanese with the oil embargo they knew they had to take desperate steps to protect their empire. These steps would no doubt bring a response from the United States, one they feared would be a military one. They thought if they got the jump on the Pacific Fleet at anchor they could outflank the US and end the war before it had a chance to begin, this was why the Japanese launched the Pearl Harbor attack.

<span style="font-family: Times New Roman,serif;">__**Handouts**__ <span style="font-family: Times New Roman,serif;">KWL Sheet <span style="font-family: Times New Roman,serif;">Assessment Checklist