Harlon Block & The Battle of Iwo Jima Lesson Plan

Harlon Block & The Battle of Iwo Jima Lesson Plan

World War II

Freedom

Battle of Iwo Jima

Harlon Block

The purpose of the lesson is to teach students the importance of freedom and courage that US Marines or any other military services offer to us. In our lessons we talk about World War II (WWII), the Battle of Iwo Jima and monuments especially the ones dedicated to this battle. Working our way to introducing Harlon Block and why is he important to society. Throughout the lesson, the essential questions are: Why we have freedom? Who was Harlon Block? How can you create an impact to society/community? The students will learn why there are wars and how the military has an impact on citizens lives. The students will participate in a series of activities that will not only teach them about the war and Harlon Block. They will also learn what it means to be good citizens. The pedagogy used in this lesson was the critical education theory of Paulo Freire since it centered on the curiosity of children, innovation and working collaboratively with one another to fight for social justice (Lewis, 2012, p. 29). Within this lesson, we have incorporated these keywords: Battle, freedom, courage, citizenship, symbolism, chronological events, and community.

SacNicte Garza

Laura Cortez

UTRGV College of Education

EDCI335-30

Spring 2019

University of Texas Rio Grande Valley Special Collections and University Archives

2010

1945

University of Texas Rio Grande Valley

UTRGV College of Education

Stephanie Anckle

Cortez, Laura, & Garza, SacNicte. (2019). Lesson Plan for Harlon Block &The Battle of Iwo Jima. Retrieved From https://rgvprimarysourceguides.omeka.net/items/show/47

PDF

English

Weslaco, Tx

§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
The student is expected to:
(A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation;
(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness.

1. The student will identify the importance of the Battle of Iwo Jima.
2. The student will understand the importance of having freedom.

● YouTube video- https://www.youtube.com/watch?v=T_iD4WN1aUU

● Powerpoint on monuments

● Colors/markers

● Construction paper

● Glue

● Scissors

5 Days

Subject / grade level: Social Studies, 1st and 2nd Grade
Materials:
1. YouTube video https://m.youtube.com/watch?v=HUqy-OQvVtI&t=114s
2. Simulations materials
3. Colors/ markers
4. Paper
5. Construction paper
6. PowerPoint on Battle of Iwo Jima
7. Coloring pages of US Marines
NC SCOS Essential Standards and Clarifying Objectives
§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
The student is expected to:
(A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation;
(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness;
Lesson objective(s):
1. The student will identify the importance of the Battle of Iwo Jima.
2. The student will understand the importance of having freedom
Differentiation strategies to meet diverse learner needs:
SPED/ELL/Specific Learning Disabilities- The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students.
ENGAGEMENT
● The teacher will create a discussion on what the students know about the WWII.
● Questions the teacher will ask?
○ Has anyone heard of WWII?
○ Do you know how it began?
○ Who can tell me about the Battle of Iwo Jima
● After the discussions they will watch a video of WWII

https://m.youtube.com/watch?v=HUqy-OQvVtI&t=114s

EXPLORATION
● Students will be doing simulations, where they will be given different cards. With names of US Marines, duties, etc. The teacher will group students in groups of four, then she will give them an assign US Marine, with different situations.
● As a group they will write who their soldier was and what happened in the situations given and draw a picture of the US Marine.
● After that the students will do a brief presentation about their information.
● The teacher may go around asking the students about the person they were given to make sure they are on task and know what to do.
EXPLANATION
● After they finish the activity of the simulations the students will be presented with vocabulary words and a brief explanation on the battle of Iwo Jima. A map of the location of Iwo Jima would be shown. The information would be display by a PowerPoint in the projector. When doing this the students will be writing important info and vocabulary on a trifold.
● Questions:
○ What was the importance of Iwo Jima in WWII?
○ What are the geographic features of Iwo Jima?
○ What is the importance of raising the United States flag?
ELABORATION
● The students will do an activity in the vocabulary learned. They will have index cards one containing the vocabulary words and others containing the definitions. The teacher will group students with vocabulary words and others with the definitions. Then the students will need to find their words and definitions.
● Vocabulary words:
○ Freedom
○ War
○ Peace
○ Battle
○ United States
○ Iwo Jima
○ Marines
EVALUATION
● At the end of the lesson students will color a us marine coloring page. In the same page the students will write something they learn or what they found interesting about the lesson.
● The teacher will display on bulletin board the color images.












Lesson 2: Monuments

Subject / grade level: Social Studies, 1st and 2nd Grade
Materials:
● YouTube video- https://www.youtube.com/watch?v=T_iD4WN1aUU
● Powerpoint on monuments
● Colors/markers
● Construction paper
● Glue
● Scissors
● Drawings of Iwo Jima
● Instructions on Monument Museum
● Different monuments and descriptions for the Monument Museum
● Templates on speech for the Monument Museum
● Invitations for Monument Museum
NC SCOS Essential Standards and Clarifying Objectives
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence
Day, and Thanksgiving; and
(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government
buildings.
Lesson objective(s):
1. The student will recognize the importance of monuments
2. The student will locate monuments of Iwo Jima
3. The student will apply what they learn about monuments by becoming one
Differentiation strategies to meet diverse learner needs:
SPED/ELL/Specific Learning Disabilities- The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students.
ENGAGEMENT
● The teacher will activate prior knowledge by asking students what they know about monuments.
○ Questions to ask:
■ Do you know what are monuments?
■ Have you seen one?
■ What is the importance of monuments?
● If students don't have prior knowledge on monuments, the teacher will briefly explain what they are and show a video: https://www.youtube.com/watch?v=T_iD4WN1aUU
EXPLORATION
● The students will create a craft or color a coloring page of a monument of their choice (Monument of Iwo Jima, Bald Eagle, Flag, Statue of Liberty, etc.)
● The teacher will provide models so students can guide themselves.
○ the teacher will be monitoring and letting the students know what monuments they are doing and their locations.
EXPLANATION

● Once they are done the teacher would do a brief explanation about monuments using a powerpoint presentation. The teacher will review several monuments but concentrating specifically on the monuments of Iwo Jima located in Washington, Virginia, and Harlingen, TX. The students will create a trifold foldable that will contain in one side the monument in Washington, in the middle the one in Harlingen and the last one will have the one in Virginia. They will write info about them and why they have it.
● Questions:
○ Why do you think people build monuments?
○ Are there any differences on the three monuments of the Iwo Jima?
ELABORATION
● The students will be give a drawing on the monument of Iwo Jima, that they will color, cut and paste on the top half of the construction paper. Then at the bottom part they will write what they learned about the monument and why was it important.
● Their work will be displayed on the bulletin board.
EVALUATION
● To evaluate the students they will have a take home assignment that will be done with the collaboration of parents.
● It will be a Monument Museum, were the teacher will give the students a different monument or US symbol. Then they have to do a small speech by answering this questions: Where is it located, the region, What they represent, what is known for, and an interesting fact. The teacher will provide a description of each monument given. The parents will be given instructions on the project and they will need to create a costume or drawing on the selected monument.
● Presentations on this Monument Museum will be done at the end of the week. We will invite parents to this activity. Where the students will be the monuments and will be standing until the audience press a button that they will have to begin talking about the monument.














Lesson 3: Who is Harlon Block?

Subject / grade level: Social Studies, 1st and 2nd Grade
Materials:
● Video Together we make football https://www.youtube.com/watch?v=DZtWuoGas_g
● Biography of Harlon Block
● Poster paper/construction paper
● Colors/Markers
● Pictures of Harlon Block
● scissors
● glue
● pencil
NC SCOS Essential Standards and Clarifying Objectives
§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
The student is expected to:
(A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr.,
who have influenced the community, state, and nation;
(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness;
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence
Day, and Thanksgiving; and
(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government
buildings.

Lesson objective(s):
● The student will learn about the importance of being a good citizen.
● The student will learn about Harlon Block life
● The student will identify Harlon Block, contributions to the United States
● The student will explain why is Harlon Block important to the United States

Differentiation strategies to meet diverse learner needs:
SPED,GATE gifted, Specific Learning Disabilities, ELL
The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students.

ENGAGEMENT
● To activate students’ prior knowledge, teacher will start by asking a set of questions to the students. Then, introduce the topic for the day.
● What is being a good citizen?
● What are the characteristics of a good citizen?
● Today we will learn about Harlon Block
● If students do not have or show prior knowledge teacher will review basic concepts of good citizenship.

EXPLORATION
● Teacher will guide a short story reading about Harlon Block life.
● Why Harlon Block became a historical figure?
● During the reading students will be able to identify important events that happened during Harlon Block life.
EXPLANATION
● Teacher will show the video “Together we make football” and explain to the students about important events that marked the life of Harlon Block
● Then students will form small groups and discuss about what made Harlon Block to be considered a good citizen and a historical figure. During this activity teacher will be walking around to verify that the students have understood the concepts of historical figure and good citizen.

ELABORATION
● Students will work in an activity about who Harlon Block was?
● For this activity the students will be given a poster and Harlon Block picture to glue it in the poster.
● Then around the poster students will put name, what is harlon Block famous for? place of birth and birth date.
● Students will list some key events on Harlon Block life.
● What were Harlon Block major accomplishments?
● After students gather all the information, students will create a poster about Harlon Block life.
● Vocabulary: good citizen, historical figure, community, freedom
● With this activity students will understand that anyone can contribute to their community.
● Students will connect the information given with local community places named after Harlon Block. For example the Harlon Block Sports Complex, Harlon Block exposition at the Weslaco Museum.

EVALUATION
● Students will write a reflection about what was learned during the lesson
● Student will explain why Harlon Block is important to our community.
● Families will be engaged by inviting them to assist to the Iwo Jima/Harlon Block Parade at the Marine Military Academy


Lesson 4: Rising of the Flag/Chronological order

Subject / grade level: Social Studies, 1st and 2nd Grade
Materials:
● Scissors
● Glue
● Rising of the flag monument pictures
● Harlon Block Pictures
● Construction Paper
● pencil
● crayons
NC SCOS Essential Standards and Clarifying Objectives
§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(3) History. The student understands the concepts of time and chronology. The student is expected to:
(C) create a calendar and simple timeline.
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(2) History. The student understands the concepts of time and chronology. The student is expected to:
(A) describe the order of events by using designations of time periods such as historical and present times;
Lesson objective(s):
● The student will create a simple timeline
● The students will describe significant events in Harlon Block life
Differentiation strategies to meet diverse learner needs:
SPED
GATE gifted
Specific Learning Disabilities
ELL
Teacher will provide a sample of the timeline this way student can follow the sample and work more independently.
ENGAGEMENT
● Teacher will activate prior knowledge of students by asking questions about previous lessons.
● What did we learn yesterday?
● Who is Harlon Block?
● What he did for the United States?
● Then teacher will introduce lesson topic.
● Today we will create a timeline about Harlon Block Life



EXPLORATION
● The student will create a simple timeline
● When was Harlon Block born?
● When did Harlon Block sign up to join the marines?
● When did Harlon Block went to World War II?
● When did the Battle of Iwo Jima Happened?
● When was the rising of the flag in Iwo Jima?
● When did Harlon Block dies?
● When was Harlon Block body translated to Weslaco TX?
● When was the Rising of the flag monument installed in Washington DC?
● When was the rising of the flag monument installed in Harlingen TX?
● When is the Harlon Block Parade?
● Teacher will review the events with the students as a whole group.

EXPLANATION
● Teacher will explain what is chronological order?
● Teacher will explain about the importance of knowing how to list events in chronological order.
ELABORATION
● After having listed all major events in Harlon Block life:
● Students will create the timeline
● Teacher will introduce the vocabulary concepts
● time
● chronological events
● calendar
● year
● past
● present
● Students will connect to real life understanding the concept of time
● Students will list the events per year and will understand the concept of past and present
● The students will connect the activity with the Harlon Block Parade.
EVALUATION
● Teacher will ask students what did you learn about chronological order?
● How do we use chronological order at home?







Lesson 5: Presentations on monuments

Subject / grade level: Social Studies, 1st and 2nd Grade
Materials:
● Paper button to place on students
● Snacks/ Drinks
NC SCOS Essential Standards and Clarifying Objectives
§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
The student is expected to:
(A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr.,
who have influenced the community, state, and nation;
(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness; and
(C) compare the similarities and differences among the lives and activities of historical figures and other individuals who have influenced
the community, state, and nation.
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence
Day, and Thanksgiving; and
(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government
buildings.

Lesson objective(s):
1. The student will apply their knowledge of monuments on the presentation
Differentiation strategies to meet diverse learner needs:
SPED/ELL/Specific Learning Disabilities- The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students.

ENGAGEMENT
● The teacher will create a discussion on what they learned throughout the week and clarify any questions the students may have.
○ Questions to ask:
■ Who can tell me one thing they learned this week?
■ Why was the battle of Iwo Jima important?
■ Who was Harlon Block and why is he remembered?
■ Where are the monuments of Iwo Jima located?
EXPLORATION
● Students will demonstrate the knowledge acquired during the week about the different lessons.
● Students will display their homemade monuments and artifacts about the Iwo Jima Battle and Harlon Block life events.

EXPLANATION
● Students will explain the significance of their monuments to the visitors of our Iwo Jima/Harlon Block exposition.
● Students will be able to show their knowledge of the previous vocabulary concepts learned during the lesson of Battle of Iwo Jima, Monuments, and Harlon Block.

ELABORATION
● Students will perform the activity “Our very own museum of Harlon Block in The Battle of Iwo Jima”
● Students will guide the exposition of their homemade monuments and artifacts related to the Battle of Iwo Jima and Harlon Block
● Students will respond to “press the button” by talking about their monument to visitors.
EVALUATION
● Students will demonstrate what they learned from the lessons as they give the explanations of their monuments and artifacts to the exposition visitors.