Help your students understand the impact of World War II on the United States with readings, Doodle Notes™, and centers activities. Your students will learn vocabulary terms with Word Wall images and a Vocabulary Chart, read informational text on World War II, complete Doodle Notes™, show their learning with Exit Tickets, and then visit four different centers on the Contributions of Women, African Americans, Mexican Americans and Japanese Americans during World War II.
• Eight different Word Wall Images for World War II and a Vocabulary Chart,
• Five pages of Informational Text with discussion questions on World War 2 and it’s impact on Europe including the causes of World War 2, main events of World War 2, and the impact of World War 2,
• Doodle Notes on World War II,
• Three sets of Exit Tickets for formative assessments,
• Centers on the Contributions of African Americans, Women, Mexican Americans, and Japanese Americans, these centers include information on the Tuskegee Airmen, and the 442nd Regimental Combat Team,
• Two activities for students to choose at each center, and
• Google Slides on World War II.
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Doodle notes is a trademarked term used with permission. Please visit doodlenotes.org for more information.
5th Grade Social Studies TEKS
(5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to:
(A) explain the significance of issues and events of the 20th century such as industrialization, urbanization, the Great Depression, the world wars, the civil rights movement, and military actions;
(C) identify the accomplishments and contributions of individuals and groups such as …Franklin D. Roosevelt, Ronald Reagan, the Tuskegee Airmen, and the 442nd Regimental Combat Team in the areas of civil rights, women’s rights, military actions, and politics.
(21) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States culture. The student is expected to:
(B) summarize the contributions of people of various racial, ethnic, and religious groups to our national identity.
(22) Science, technology, and society. The student understands the impact of science and technology on society in the United States. The student is expected to:
(C) explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States.
(23) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences; and
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
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