Evan Barber

10th Grade World History

I. State Standards
Analyze aspects of World War II:
a. military strategies (e.g., air warfare, atomic bomb, Russian front,
concentration camps)

Writing 11-12

1. Write arguments to support claims in an analysis of substantive topics

or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of

the claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.

Speaking and Listening 11-12

2. Evaluate a speakers point of view, reasoning, and use of evidence and

rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used. (1112.SL.3)

II. Content Objectives

1. Students will use a primary source analysis tool to analyze FDRs Day
of Infamy speech in order to see and feel the gravity of a nation and
president that were declaring war on Japan.

III. The Why

Students will actually see a presidents speech declaring war on
another nation, after a surprise attack on U.S. soil.
Students will gain experience in analyzing a primary source speech.
Students will get to see the results of Pearl Harbor, in video form
 IV. Materials Needed

1. Instructor computer and projector.

2. YouTube video of FDRs Day of Infamy speech.
https://youtu.be/YhtuMrMVJDk
3. A copy of the Primary Source Analysis tool for sound recordings.
4. Pen or Pencil for the Primary Source Analysis worksheet
5. Notebook or scratch paper

V. Key Vocabulary

Infamy, Polio

VI. Bell Work/Do Now/Warm Up

The instructor will explain the objectives, written on the board, in order
to understand the purpose of the lesson.
The instructor will review the previous days lesson on the attack of
Pearl Harbor, focusing on what the students think the U.S.s response
will be. Students will be asked to write down what they think the United
States will do and why, i.e. do nothing, declare war, impose sanctions,
etc.

VII. Anticipatory Set/Grabber

The instructor will begin class by passing out copies of the primary source
analysis worksheet, then they will show the video of Franklin D. Roosevelts
Day of Infamy speech. Students will be encouraged to take notes on what
they are seeing. Students may take notes on their own paper, or write on the
primary source analysis sheet.

VIII. Instruction
 When the video ends, the instructor will start a whole class
discussion focusing on how accurate their responses were to the
diagnostic assessment questions posed during the grabber. The
instructor should make an effort to address differing student
responses. The instructor should also focus on the reasoning behind
the response and not on if the response was correct or not.
After the whole class discussion, the students will work in groups of
2. Each group will work to complete the primary source analysis
worksheet. As the students are working, the instructor will circulate
and answer questions and provide further guidance for students.
This will serve as the formative assessment. The instructor may also
play the video again if students missed or overlooked something.
Once the students are finished with the primary source analysis
worksheet, the instructor will review the worksheet with the entire
class. The instructor will review each question asking students to
share their answers, and then discussing their justification.
The instructor will pass out the prompts for the homework. The
instructor will explain the questions and what types of answers are
appropriate. The instructor will answer any questions students have
about the assignment.
The students will have the remaining time to begin working on the
questions. The instructor will circulate throughout the class and
answer any questions that arise. The instructor will also check in
with students who need extra help to make sure they know exactly
what to do.

IX. Differentiation

Students who are less advanced will receive different questions for the
homework assignment. They will also receive the diagnostic assessment
already written out so they only need to write their answer down.
Students who are ELL, will be given a transcript of the speech so they can
reference it in case they have trouble understanding the video.
Students who are advanced will be given the same homework but asked
to provide 3 examples or reasons why it took longer.

X. Assessment

Students will be assessed throughout the lesson, mainly formative,

through the discussion. These formative assessments can guide the
discussion, by showing where students need further clarification and re-
teaching.

XI. Closure

Before the end of class, the instructor will wrap up the students from
working on their homework questions. The instructor will have the
students revisit the objective and answer a few questions about the
primary source analysis tool and how it can aid in understanding the past.

XII. Independent Practice/Homework

Students will be given a prompt with a few questions to consider:

Why did the U.S. declare war on Japan so quickly, when it took much
longer to declare war on Germany? Provide at least 1 example.
Why do you think Japan resorted to a surprise attack, instead of
declaring war and then fighting head on?

XIII. Reflection

The instructor will constantly assess and reflect on the lesson. Throughout
the lesson the instructor can make notes of what went well and what
didnt. After the instructor finishes all the periods, they can adjust the
lesson using their own feedback.