Teacher(s) Doyle Wadhams, Andrew Cripps, Robert Beeley Subject group and discipline Individuals and societies: Humanities

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1 Teacher(s) Doyle Wadhams, Andrew Cripps, Robert Beeley Subject group and discipline Individuals and societies: Humanities Unit title Captain America (Unit 4) MYP Year Year 3 Unit duration 8 weeks Inquiry: Establishing the purpose of the unit Key concept Related concept(s) Global context Global interaction Individuals and societies Power Culture Causality (cause and consequence) Fairness and development The aggression of the Axis Powers threatened the United States national interests and security and led to the United States entry into World War II. The nature and consequences of warfare during World War II transformed the United States and the global community. The damage from total warfare and human atrocities, including the Holocaust, led to a call for an international organization and protection of human rights. Conceptual Understanding Statement of inquiry Nations form alliances to protect their military, power, identity, economic development and relationships. Inquiry questions Factual Why did the United States enter World War II? Conceptual Middle Years Programme Unit planner Page 1 of 17

2 What responsibilities come with power? Debatable Should we have used the Atomic bomb to end World War II? Objectives B: Investigating i. formulate/choose a clear and focused research question, explaining its relevance ii. formulate and follow an action plan to investigate a research question iii. use the methods to collect and record relevant information iv. evaluate the research process and results, with guidance. D: Thinking critically i. analyse concepts, issues, models, visual representation and/or theories ii. summarize information to make valid, well supported arguments iii. analyse a range of sources/data in terms of origin and purpose, recognizing values and limitations iv. recognize different perspectives and explain their implications. Approaches to learning (ATL) Summative assessment Outline of summative assessment task(s) including assessment criteria: Task S Captain America (B, D) Students will research a WWII topic of their choice. They will design a presentation to share with the class. The use of their ipad for their presentation is highly recommended. Relationship between summative assessment task(s) and statement of inquiry: Assignment of Choice: Independent Research Project- WWII. IB ATL CATEGORY MYP ATL CLUSTER SPECIFIC ATL SKILL LEARNING EXPERIENCES Communication I. Communication skills Reading, writing and using language to gather and communicate information Read critically and for comprehension Read a variety of sources for information and for pleasure Make inferences and draw conclusions Use and interpret a range of disciplinespecific terms and symbols Write for different purposes Understand and use mathematical notation Paraphrase accurately and concisely Middle Years Programme Unit planner Page 2 of 17

3 Social II. Collaboration skills Preview and skim texts to build understanding Take effective notes in class Make effective summary notes for studying Use a variety of organizers for academic writing tasks Find information for disciplinary and interdisciplinary inquiries, using a variety of media Organize and depict information logically Structure information in summaries, essays and reports Exchanging thoughts, messages and information effectively through interaction Give and receive meaningful feedback Use intercultural understanding to interpret communication Use a variety of speaking techniques to communicate with a variety of audiences Use appropriate forms of writing for different purposes and audiences Use a variety of media to communicate with a range of audiences Interpret and use effectively modes of nonverbal communication Negotiate ideas and knowledge with peers and teachers Participate in, and contribute to, digital social media networks Collaborate with peers and experts using a variety of digital environments and media Share ideas with multiple audiences using a variety of digital environments and media Working effectively with others Use social media networks appropriately to build and develop relationships Practise empathy Delegate and share responsibility for decision-making Help others to succeed Middle Years Programme Unit planner Page 3 of 17

4 Selfmanagement III. Organization skills V. Reflection skills Take responsibility for one s own actions Manage and resolve conflict and work collaboratively in teams Build consensus Make fair and equitable decisions Listen actively to other perspectives and ideas Negotiate effectively Encourage others to contribute Exercise leadership and take on a variety of roles within groups Give and receive meaningful feedback Advocate for one s own rights and needs Managing time and tasks effectively Plan short- and long-term assignments; meet deadlines Create plans to prepare for summative assessments (examinations and performances) Keep and use a weekly planner for assignments Set goals that are challenging and realistic Plan strategies and take action to achieve personal and academic goals Bring necessary equipment and supplies to class Keep an organized and logical system of information files/notebooks Use appropriate strategies for organizing complex information Understand and use sensory learning preferences (learning styles) Select and use technology effectively and productively (Re-)considering the process of learning; choosing and using ATL skills Develop new skills, techniques and strategies for effective learning Identify strengths and weaknesses of personal learning strategies (self-assessment) Middle Years Programme Unit planner Page 4 of 17

5 Research VI. Information literacy skills Demonstrate flexibility in the selection and use of learning strategies Try new ATL skills and evaluate their effectiveness Consider content - What did I learn about today? - What don t I yet understand? - What questions do I have now? Consider ATL skills development - What can I already do? - How can I share my skills to help peers who need more practice? - What will I work on next? Consider personal learning strategies - What can I do to become a more efficient and effective learner? - How can I become more flexible in my choice of learning strategies? - What factors are important for helping me learn well? Focus on the process of creating by imitating the work of others Consider ethical, cultural and environmental implications Keep a journal to record reflections Finding, interpreting, judging and creating information Collect, record and verify data Access information to be informed and inform others Make connections between various sources of information Understand the benefits and limitations of personal sensory learning preferences when accessing, processing and recalling information Use memory techniques to develop longterm memory Present information in a variety of formats and platforms Middle Years Programme Unit planner Page 5 of 17

6 Thinking VII. Media literacy skills VIII. Critical thinking skills Collect and analyse data to identify solutions and make informed decisions Process data and report results Evaluate and select information sources and digital tools based on their appropriateness to specific tasks Understand and use technology systems Use critical literacy skills to analyse and interpret media communications Understand and implement intellectual property rights Create references and citations, use footnotes/endnotes and construct abibliography according to recognized conventions Identify primary and secondary sources Interacting with media to use and create ideas and information Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks) Demonstrate awareness of media interpretations of events and ideas (including digital social media) Make informed choices about personal viewing experiences Understand the impact of media representations and modes of presentation Seek a range of perspectives from multiple and varied sources Communicate information and ideas effectively to multiple audiences using a variety of media and formats Compare, contrast and draw connections among (multi)media resources Analysing and evaluating issues and ideas Practise observing carefully in order to recognize problems Middle Years Programme Unit planner Page 6 of 17

7 IX. Creative thinking skills Gather and organize relevant information to formulate an argument Recognize unstated assumptions and bias Interpret data Evaluate evidence and arguments Recognize and evaluate propositions Draw reasonable conclusions and generalizations Test generalizations and conclusions Revise understanding based on new information and evidence Evaluate and manage risk Formulate factual, topical, conceptual and debatable questions Consider ideas from multiple perspectives Develop contrary or opposing arguments Analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding Propose and evaluate a variety of solutions Identify obstacles and challenges Use models and simulations to explore complex systems and issues Identify trends and forecast possibilities Troubleshoot systems and applications Generating novel ideas and considering new perspectives Use brainstorming and visual diagrams to generate new ideas and inquiries Consider multiple alternatives, including those that might be unlikely or impossible Create novel solutions to authentic problems Make unexpected or unusual connections between objects and/or ideas Design improvements to existing machines, media and technologies Design new machines, media and technologies Make guesses, ask what if questions and generate testable hypotheses Middle Years Programme Unit planner Page 7 of 17

8 X. Transfer skills Apply existing knowledge to generate new ideas, products or processes Create original works and ideas; use existing works and ideas in new ways Practise flexible thinking develop multiple opposing, contradictory and complementary arguments Practise visible thinking strategies and techniques Generate metaphors and analogies Utilizing skills and knowledge in multiple contexts Utilize effective learning strategies in subject groups and disciplines Apply skills and knowledge in unfamiliar situations Inquire in different contexts to gain a different perspective Compare conceptual understanding across multiple subject groups and disciplines Make connections between subject groups and disciplines Combine knowledge, understanding and skills to create products or solutions Transfer current knowledge to learning of new technologies Change the context of an inquiry to gain different perspectives Action: Teaching and learning through inquiry Content Knowledge & Skills: Common Core K-8 Social Studies Framework: 8.9 The aggression of the Axis Powers threatened the United States national interests and security and led to the United States entry into World War II. Learning process Learning Experiences How will students know what is expected of them? Will they see examples, rubrics, templates, etc.? How will students aquire the knowledge and practice the skills required? How will they practice applying these? Do the students have enough prior knowledge? Middle Years Programme Unit planner Page 8 of 17

9 8.9.a Economic depression, the rise of totalitarian rule, increased nationalism, and the unsuccessful efforts of the League of Nations contributed to the outbreak of World War II. 8.9.b A series of government actions from 1939 to 1941 that were designed to protect United States interests, eventually led to alliance building and entry into World War II. 8.9.c U.S. military strategy in World War II required divided allocation of resources and support during a conflict fought on three continents and as many oceans. 8.9.d. The growth of global militarism created new technologies used in World War II The nature and consequences of warfare during World War II transformed the United States and the global community. The damage from total warfare and human atrocities, including the Holocaust, led to a call for an international organization and protection of human rights a Advanced technologies and military strategy increased the impact of world war on human life and the environment b The United States emerged from World War II as a leader of democracy, creating alliances and providing economic support to protect democracy and advance its interests throughout the world c Human rights violations occurred during World War II and included Japanese internment and the Holocaust d The United Nations was formed after World War II to promote peace and protect human rights 8.11 The Cold War struggle between the United States and the Soviet Union dominated international military policy, global conflicts, technological advances, and global alliances for almost four decades a. The Cold War was an ongoing political struggle led by the United States and the Soviet Union in which the two global superpowers sought to advance their diplomatic and economic interests. -New American Lecture -create foldable -Reading and note making strategies (group summarizing) -Cornell notes w/streaming video -Learning stations -Guest speaker - On the Home front mural -Debate - Vocabulary strategies to further understanding - Socratic Seminars -Independent research project including mini-museum Teaching strategies How will we use formative assessments to give students feedback during the unit? What different teaching methodologies will be employed? How are we differentiating teaching and learning for all? Have we considered those learning in the language other than their mother tongue? Have we considered those with special educational needs? -Feedback is provided on written tasks and students are guided in peer evaluation of written tasks -Exemplars are given for each stage of the assessment -Use of graphic organizers -Short answer responses -Cornell Notes -Philosophical Chairs -Socratic Seminars Middle Years Programme Unit planner Page 9 of 17

10 8.11.b The United States based its military and diplomatic policies from 1945 to 1990 on a policy of containment c The Cold War shaped the reconstruction of national boundaries and political alliances across the globe d The legacies of Cold War actions and political ideologies continue to affect U.S. foreign policy today e Following the end of the Cold War, the United States sought to define a new role in global affairs. English Language Arts Standards: CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. -WICOR Strategies -Other AVID Social Studies specific strategies -Audio books -Pre-teaching vocabulary -Graphic organizers -Use of small group read alouds -Guided notes -Scaffolded questions -leveled reading books CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). CCSS.ELA-Literacy.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify Describe how you will differentiate teaching & learning for this unit? -Audio books -Pre-teaching vocabulary -Graphic organizers -Use of small group read alouds -Guided notes -Scaffolded questions -leveled reading books Middle Years Programme Unit planner Page 10 of 17

11 where the texts disagree on matters of fact or interpretation. CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence CCSS.ELA-Literacy.W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.8.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.W.8.1.d Establish and maintain a formal style. CCSS.ELA-Literacy.W.8.1.e Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.8.2.a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Middle Years Programme Unit planner Page 11 of 17

12 CCSS.ELA-Literacy.W.8.2.b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-Literacy.W.8.2.c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.W.8.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. How does conflict bring about change? What responsibilities come with power? When do the ends justify the means? How did the Versailles Treaty lead to WWII? - Understand the causes of WWII including the failure of the Treaty of Versailles, the rise of dictators, and European appeasement Vocabulary Fascism Adolf Hitler Axis Powers Allied Powers Benito Mussolini Appeasement Joseph Stalin Emperor Hirohito Blitzkrieg How does conflict bring about change? What responsibilities come with power? When do the ends justify the means? How did the U.S. become involved in the conflict? How was America s entry into WWII a turning point in the war? - Explain how the U.S. aided the allies prior to their entry into WWII - Explain why the U.S. entered WWII - Identify new war strategies and technologies Middle Years Programme Unit planner Page 12 of 17

13 Vocabulary Lend-Lease Act Pearl Harbor D-Day Island hopping Why was WWII considered a total war affecting all aspects of American life? How did the Americans entry into WWII create a sense of nationalism and unity within the U.S.? - Analyze the effect of the war on the American home front -Evaluate the effect of the home front on the war effort - Discuss the problems associated with fighting a two front war Vocabulary Rationing War bonds Victory gardens Rosie the Riveter Is it acceptable to suspend citizens rights during wartime? -Examine the impact of racism/discrimination on the Jewish populations of Europe during WWII and the people of Japanese descent in the United States. Vocabulary Holocaust Interment camps G.I. Bill of Rights Was the U.S. justified in dropping the atomic bomb on Japan? Scrutinize the morality of using atomic weaponry in WWII Vocabulary Manhattan Project Hiroshima How does the U.S. standing in the international community change as a result of WWII? How did the U.N. correct the weaknesses of the League Middle Years Programme Unit planner Page 13 of 17

14 of Nations? How did the U.S. and the Soviet Union deal with their differences at the conclusion of WWII? When should citizens surrender their rights to government in the name of national security? How and why did the leadership role of the United States differ after WWII? What were the reasons for the collapse of the Soviet Union? - Differentiate between U.S. capitalism and the Soviet command economy - Explain how the relationship between the Soviet Union and the U.S. in the 1970 s and 1980 s led to the creation of a new world order Vocabulary Communism Marshall Plan United Nations NATO Warsaw Pact Berlin Airlift Berlin Wall Harry S. Truman Cuban Missile Crisis Truman Doctrine Containment Domino theory Korean War McCarthyism Arms race Space race Détente War Powers Act Vietnamization Camp David Accords Glasnost SALT Middle Years Programme Unit planner Page 14 of 17

15 Learner Profile Inquirers: Students will investigate and research a topic of their choice. Communicators: Students will use their ipad to communicate their research. Principled: Students will need to cite their sources for their presentation. Open minded: Students may not agree with each others point of view of WWII but they will need to respect other's views. Risk takers: Students will be choosing a topic of their choice. International Mindedness World War 2 Resources Journal: -American History textbook -Topic specific leveled readers -Reader s Toolkit -Primary documents -Powers of persuasion-website -Streaming video Pearl Harbor clips Middle Years Programme Unit planner Page 15 of 17

16 -MapQuest Classroom Atlas -Ken Burns The War clips - If You Cried, You Died video -Guest speaker from CHAI -Speeches from Cold Warriors -Political Cartoons -Butter Battle Book -Propaganda posters -Castle Learning or American History test generator -American History Reading Study Guide -American History Test Practice -Best Practices toolkit -History Alive United States -Library Resources Middle Years Programme Unit planner Page 16 of 17

17 -American History Database Reflection: Considering the planning, process and impact of the inquiry Prior to teaching the unit During teaching After teaching the unit What potential interdisciplinary connections can we identify? What do we know about students preferences and patterns of interaction? How much do students know about WWII? Did they learn enough about WWI to build a strong foundation to learn about WWII? We will need to work closely with the library media specialist. We will set up time in the library to work with the library media specialist and carry out research. Middle Years Programme Unit planner Page 17 of 17