Course: This unit is designed for an 11th grade American Studies course.

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1 Wright 1 Sarah Wright World War II Unit Plan Unit Overview Course: This unit is designed for an 11th grade American Studies course. Topic: World War II Length: Eight 90-minute block periods Introduction: This unit will focus on American involvement in World War II (WWII). Over the course of two weeks students will develop an understanding of the causes of the war, defining battles, and the social impact of the war. Since this unit is for a team-taught American history and English class, this unit will be complemented by a shorter English unit. The students in eleventh grade have previously taken World History parts I and II, eighth grade civics and economics, and seventh grade U.S. History. Ideally, students should arrive in the classroom with a basic chronological understanding of United States history and World History. The unit would be taught in late March, early April after students have completed units on colonialism, the American Revolution, expansionism, the Civil War and Reconstruction, World War I, 1920s and 1930s. Since the American Studies course is taught in chronological order, the unit on World War II would fit smoothly into the existing curriculum. The unit follows and expands upon the curriculum framework and essential knowledge established by the Virginia Department of Education in the Standards of Learning. The unit begins with a review of what was been happening in Europe since the end of World War I. This lesson includes the rise of Adolf Hitler, British and French attempts at appeasement, and American isolationism. The unit continues with American entrance in the war following the Japanese attacks on Pearl Harbor. Lessons 3 7 are inquiry-based as students look at geography, primary source documents, and video. Through the inquiry-based lesson, the student will develop their own understanding of the political, social, and economic impact of the war. Lessons 6 and 7, while inquiry-based, look more at the lasting impact of World War II using a structured academic controversy lesson to analyze the pros and cons of dropping the atomic bomb, and a concept formation lesson to better understand genocide and the Holocaust. This unit is designed to help students build their knowledge about World War II while simultaneously building essential skills outlined by the Michigan Social Studies Education Project in Powerful and Authentic Social Studies (PASS) Standards for Teaching (1996). Rationale: The unit is primarily structured based on the curriculum framework found in the Virginia Standards of Learning. However, this unit plan is primarily focused on building students understanding of the social aspects of the war. Since students have learned about World War II in previous years and are most likely familiar with the key battles and outcome of the war, I have tried to develop lessons within this unit plan to reflect the voices and stories that often go untold. In particular I have tried to emphasize the injustices done to Japanese American citizens who

2 Wright 2 were placed in internment camps. Despite the primary focus being on the social implications of the war, the unit plan does still fulfill each sub-standard within VUS.11 and VUS.12. The activities put forth in this unit plan are purposefully structured to meet the six standards for powerful and authentic social studies teaching: (1) higher order thinking, (2) deep knowledge, (3) substantive conversation, (4) connections to the world beyond the classroom, (5) ethical valuing, (6) integration (i.e. the spanning of social studies disciplines) (PASS, 1996). Using these guidelines and focusing on the social implications of the war, I hope to create a meaningful learning experience for my students. SOL Objectives: Standard VUS.11 The student will demonstrate knowledge of World War II by a) Analyzing the causes and events that led to American involvement in the war, including military assistance to the United Kingdom and the Japanese attack on Pearl Harbor. b) Describing and locating the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing (D-Day), and Truman s decision to use the atomic bomb to force the surrender of Japan. c) Describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments. d) Examining the Geneva Convention and the treatment of prisoners of war during World War II. e) Analyzing the Holocaust (Hitler s final solution ), its impact on Jews and other groups, and the postwar trials of war criminals. Standard VUS.12 The student will demonstrate knowledge of the effects of World War II on the home front by a) Explaining how the United States mobilized its economic, human, and military resources b) Describing the contributions of women and minorities to the war effort c) Explaining the internment of Japanese American during the war. d) Describing the role of media and communications in the war effort. NCSS Standards: Strand II: Time, Continuity, & Change Strand III: People, Places, & Environments Stand V: Individuals, Groups, & Institutions Strand IX: Global Connections Unit Goals: Student will become familiar with the impact of World War II on minority groups in America and Europe. Students will articulate the causes, events, and outcomes of World War II. Students will develop discussion skills within small and large group settings. Students will become more comfortable with examining the purpose, function, and context of historical documents (speeches, artwork, etc.).

3 Wright 3 Essential Questions: What were the contributing factors that led to American involvement in World War II? How was American participation in World War II different from European participation? What were the short and long-term implications of World War II? Unit Objectives: 1. Students will understand how the United States participation and strategy in World War II was impacted by its geography. 2. Students will demonstrate knowledge of major battles and turning points in the war. 3. Students will analyze primary source documents to better understand the reality of life during World War II on the home front and for minorities involved in the war. 4. Students will understand how Allied victory in World War II cemented the status of the United States as a world power through to today. Outline of Content: I. Introduction: Making Connections: From World War I to World War II a. Treaty of Versailles b. The Rise of Hitler i. British and French attempts at appeasement ii. Treaty of Non-Aggression between Germany and USSR (1939) c. Hitler s invasion of Poland d. First two years of war i. The fall of France ii. The Lend-Lease Act iii. American isolationism and neutrality II. Entering the War a. Growth of Japan b. Attack on Pearl Harbor c. America s response i. Franklin Roosevelt s a date that will live in infamy address to Congress d. End of isolationism in the United States III. War strategies and turning points a. Allied strategy i. Defeat Hitler ii. Island hopping b. Axis Strategy i. Submarine warfare ii. Blitzkrieg c. Key Battles i. Battle of Britain (1941) ii. El Alamein (1942) iii. Stalingrad ( ) IV. iv. The Pacific War Midway (1942) Life in the US During World War II a. Life on the home front i. American industry

4 Wright 4 ii. Propaganda iii. Rationing iv. Selective service V. Life in the US During World War II, continued a. The internment of Japanese Americans b. Minority Participation in the war i. Tuskegee Airmen + African Americans ii. Nisei Regiments iii. Navajo iv. Mexican Americans v. Women vi. Recognition VI. The End of the War a. Eastern Front i. Normandy ii. V-E Day b. In the Pacific i. Iwo Jima and Okinawa ii. Hiroshima and Nagasaki iii. V-J Day VII. Postwar a. Recognizing genocide - The Holocaust i. Hitler s final solution ii. Affected groups iii. The Nuremberg Trials iv. Growth of Zionism b. The Geneva Convention

5 Wright 5 Unit Calendar: Day One Day Two Day Three Day Four Topic: Introduction Objective: VUS.11a, unit obj. #1 - Guided notes on video on Europe since World War I - Concept of fascism - Push-pulls chart: do we join? Topic: Life in the US, continued Objective: VUS.11c, VUS.12b, unit obj. #3 - Examination of Executive Order 9066 and posters associated with relocation of Japanese Americans, cross-examine with 14 th amendment - Notes on minority contributions in WWII Topic: Entering World War II Objective: VUS.11a, unit obj. #1, 2,3 - Notes on Japan and the Pearl Harbor attacks - Examination of newspapers December Listen to FDR s a date that will live in infamy speech Topic: War strategies and turning points Objective: VUS.11b, unit obj. #2 - Maps + Geography, a look at the Pacific and Europe - Dog & Pony chart seeing war strategies in play Topic: Life in the US During World War II Objective: VUS.11c, VUS.12 a-d, unit obj. # 3 - Notes on American life during WWII - Analyze propaganda, see Technology Enhanced Learning Lesson Plan: Propaganda in WWII* Day Five Day Six Day Seven Day Eight Topic: The End of the Topic: Postwar Topic: Unit Test War Objective: VUS.11b, unit obj. # 2 - Guided notes for video on Iwo Jima and Okinawa - Structured Academic Controversy: Should the U.S. have used the atomic bomb? Objective: VUS.11d, VUS.11e, unit obj. # 3, 4 - Concept Formation: Genocide - Notes on the Holocaust and Geneva Convention Homework: Study for unit test Objective: VUS.11- VUS.12 World War II Unit Examination * Dog and Pony is a two-column graphic organizer. In the left column the student describes the battle. In the right column the student illustrates the battle. **As is the Technology Enhanced Learning Lesson Plan calls for a 90-minute lesson. This lesson plan would be adjusted to fit the needs of the World War II Unit Plan.

6 Wright 6 Assessment: Formative Daily journal entry responses and participation o Everyday students will be asked to complete a ten-minute journal response at the beginning of the class period. These journal prompts will integrate both history and English content areas as students answer history-based prompts while developing essential writing skills. o The amount of class participation expected of any student will vary based on that day s instructional activity. However, students will be expected to satisfactorily complete all assignments and activities. o Unit Objectives: 1, 2, 3, 4 Homework o Twice a week the teacher will assign students homework from the textbook. The homework assignments will be available on the monthly calendar given to students during the last week of the previous month. The homework will ask students to read the textbook then answer four or five questions about the reading. The teacher will randomly collect one of the homework assignments each week. o Unit Objective: 2 Summative Universal Design for Learning Project o At the beginning of the unit, the students will be assigned a UDL project that will work on over the course of the two week unit both in class and at home. The unit project will include primary and secondary source document analysis and student responses or articulation of events during World War II. In the project students will also consider the lasting implications of WWII with a focus on American political, and economic power post-war. o The project will give students several options and ways to express their learning and knowledge of World War II. These options will appeal to different learning styles and keep in mind Howard Gardner s theory of multiple intelligences. o Unit Objectives: 2, 3, 4 Unit Exam o The exam will be a multiple choice history and English test on the topics covered during the World War II unit. o Students will receive a copy of the test review sheet one week before the scheduled exam. o After the multiple choice section, the students will be prompted to complete an SOL-style essay based on my cooperating teachers American Character (Core Values) chart. Using the chart, the students will be asked to connect at least two specific topics to the one of eight themes: American dream, diversity of people, conflict, geography, arts, desire for freedom, desire to fulfill political ideals, technology. On test day, the student will be provided with a copy of the chart to which they can refer to during the exam. o Unit Objectives: 1, 2, 4

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