|
Professor/Teacher Name: |
School District:
Campus: |
| Subject:
American Hiroshima - Understanding Why Terrorists Are At War With
America & Future Options |
Course Name: Strengthening
The American Democracy |
| Audience |
Grade Level: Undergraduates
Students Studying: Sociology, American History, Foreign Policy and Current
Events
Content Objective: The student is expected to explain how the United States
has eroded its image, moral authority, and given birth in the Middle East to movements that seek our
destruction. |
| Purpose or Goal of Lesson
|
What is the purpose
or goal of the lesson? (1)
The student will be able to explain the connection between the 1953
overthrow of Iran's Prime Minister and today's war on terror. (2) The
student will be able to explain how the separation of Kuwait gave birth to
the 1991 Gulf War. (3) The student will be able to understand the impact of
economic sanctions in Iraq and how this will continue to fuel the
insurgency. (4) The student will understand the real reasons for the
invasion of Iraq in 2003. (5) The student will understand how al Qaeda was
created and why it has waged war on the United States. (6) The student will
understand the threat to America's democracy and explain ideas on how to
defeat terrorists. |
| Anticipatory Set
or Introduction |
What activity will
focus attention on the subject matter of the upcoming lesson, establishing a
mental set to pique the students' interest?
Chapter 5 of American Hiroshima
will be assigned as advance reading. A discussion of the historical events
and implications will engage students and deepen the collective
understanding. |
|
Input or Procedures |
What approach will be
used to provide information (explain) the lesson to the students?
The teacher writes on the board Evil
Alliances, Saddam Hussein, and Osama bin Laden. Under Evil Alliances the
teacher writes Iraq and al Qaeda. The teacher draws a not equal sign between
Iraq and al Qaeda. Under Saddam Hussein, the teacher writes Kuwait's
separation, 1991 war, Economic Sanctions, 2003 and current war. Under Osama
bin Laden the teacher writes, Soviet invasion of Afghanistan, Largest Covert
Operation in U.S. history, Taliban created, al Qaeda created, offer to lead
1991 Arab force against Saddam, declaration of war on the United States,
plan to use a nuclear weapon. |
|
Modeling |
What modeling will take place to
provide some kind of visual or sensory support related to the lesson?
A map of the Middle East will be
drawn on the board.
If Internet access exists, the
www.americanhiroshima site can be visited to highlight areas for additional
information. |
|
Checking for Understanding |
What check(s) will be used to
determine if learners have understood the material and activities of the
lesson? The teacher asks
questions of the students to see if they can say in their own words key
learning points. |
|
Guided Practice |
What initial practice of lesson
skill or the follow-up activity, under direct supervision of the teacher
will be used? To help
initiate open thinking, students will be asked how many of the initial 598
prisoners held at the Guantanamo Bay prison were from Iraq. |
Checking for Understanding
(Initial Mastery) |
What check(s) will be used to
determine if learners have understood the material and activities of the
lesson?
The teacher will ask the students to write down the top five to ten
reasons for the invasion of Iraq. Students will be asked if Iraq has ever
had weapons of mass destruction. Students will be asked if Iraq had weapons
of mass destruction prior to the U.S. invasion. Other similar questions will
help keep the students engaged. |
Opportunities to Relearn
(Reteach) |
If necessary, what alternative
teaching methods will be used to teach the same information or skill?
The teacher will encourage the
students to visit the www.americanhiroshima website to learn more or to read
the entire book? |
| Independent
Practice |
What practice of the
skill concept of the lesson, without direct (step-by-step) adult supervision
will take place?
Students should be encouraged to
write their views on what the U.S. should do now that it has invaded Iraq. A
follow-up discussion among students, based on this two to four page essay,
is encouraged. |
| Assessment or
Evaluation (Assess Mastery) |
What formal
assessment that provides learning criteria and indicators through
traditional or alternative assessment means will be used?
The teacher will instruct each
person to take out a sheet of notebook paper and write the real reasons for
the war in Iraq and why the insurgency in Iraq is more serious than the
American people were led to believe. |
| Enrichment /
Extension |
What challenging
instructional activities can be provided for students who demonstrate
academic proficiency of curriculum objectives?
Students that wish to examine the
comparisons with Vietnam should view the movie Fog of War. The connection
between past and present should be explored in terms of the real reasons for
fighting, the projected and actual economic costs and the impact both have
and will have on how America is viewed internationally. |
| Closure or Ending
the Lesson |
What very brief
activity will take place that has students state or demonstrate the main
objective(s) of the lesson.
The student can explain the top five reasons why the United States invaded
another country. |
| Materials:
Preparation and Resources |
What preparation must
occur before the lesson is ready?
No advance preparation is required.
Reading Chapter Five of the American Hiroshima book will enable the
discussion to be more thoughtful and engaging.
If students are encouraged to
visit the
www.americanhiroshima.info site as part of their advance preparation,
that will also improve the overall learning experience. |
