1. Students will demonstrate knowledge of the international background of World War II and the debates over America's involvement.

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1 World War II Unit(W) Artifact Type General I. MN: Strand VII - "Government and Citizenship II. This addresses the understanding of: C - How to locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues that are representative of multiple points of view. World War II (9th Grade United States History) Day-to-Day Outline Dan Massman Minnesota Social Studies Standard I. U.S. History. M. The Great Depression and World War II, The Student will understand the origins of World War II, the course of the war, and the impact of the war on American society. 1. Students will demonstrate knowledge of the international background of World War II and the debates over America's involvement. 2. Students will demonstrate knowledge of key leaders and events of World War II and how the Allies prevailed. 3. Students will describe the impact of the war on people such as women, African Americans and Japanese Americans. Guiding Question How did World War II, and the events leading up to it, change society?

2 The 1. Understand the political environment in Europe that lead to the raise of fascism, and imperial desires of Japan that resulted in conflict. 2. Assess the role of the leaders of the major powers (Roosevelt, Stalin, Churchill, Hitler, Mussolini and Hirohito.) 3. Analyze the social changes that occurred in America as a result of the war. Evaluation The 1. Complete multiple choice and short answer quiz related to the facts discussed over the course of a section. Students will be given a schedule of the quizzes. 2. Participate in a small group presentation discussing why the major powers: Great Britain, the Soviet Union, Germany, Italy, Japan and the United States joined the conflict. This will include a poster (with brief time line) and oral presentation. Higher level students will be given the choice of a resistance movement (Norwegian, French or even Socialist Movements). 3. Participate in a Yalta Conference simulation. Students will be put in small groups and take on the persona of Joseph Stalin, Winston Churchill. Charles de Gaulle or Franklin Roosevelt and advocate for how they believe the post-war period should be handled. Students will be given a list of key topics to help guide discussion. 4. Student notebooks of the completed notes, handouts and reflections given over the course of the three week unit. Day-to-Day Outline:

3 Day 1 1. Understand the political environment of the world following World War I and the Great Depression. 2. Identify the leaders of the major powers and what side of the conflict they were on. Academic Language: Totalitarian, Fascism, Treaty of Versailles The class will discuss the the world political environment and leaders, paying close attention to Europe and America. Students will be asked to draw from their past knowledge of World War I, the Depression and the Russian Revolution. (These items are covered in the previous Unit/Standard.) During the discussion students will be introduced to the leaders of the major powers of the coming war. Students will watch 3-5 minute speeches from FDR, Hitler, Stalin, Mussolini and Churchill. These speeches will show the distinct personalities of the leaders, as well as the ideals they advocate prior to the war. Speeches for each are readily available, with subtitle, on Youtube. Students with reading problems will be given transcripts of the speeches. Students will then be asked to write a brief reflection about what these speeches tell us about the leaders and their countries. For day 2 students should read and note chapter 14 section 1. Day 2 1. Understand the events leading up to the war in Europe and the Japanese attack on Pearl Harbor. 2. Understand the view point of both sides of the conflict entering into the war. 3. Recognize and analyze the debate within American society surrounding the decision to enter the war.

4 Academic Language: Appeasement, annex The instructor will present a Power Point presentation on the events from 1933 to Throughout the lecture students will be presented with maps of the area in question and asked to predict what will happen. (ex. Hitler has successfully incorporated Austria into the Reich. Knowing the German policy of Lebensraum and their desire to return all ethnic Germans to Germany, what do you believe his next step will be, and do you believe the international will respond?) Students will also be present with possible reasons behind the Japanese expansion throughout the Pacific. Students will be asked to think and contribute input regarding whether or not intervention at any point along the road may have prevented the upcoming war. The United States's debate over involvement will also be a topic of discussion. For day 3 students should read and note chapter 14 section 2. Students will also be put in small groups (3-5 students for the "Why we Fight" Project") and told what country they will be given. They should have a come to the next class with individual research for their group. Day 3 Project Day Students Will: 1. Work on their "Why We Fight" project in the computer lab. Students will be meeting in their groups, and given access to the computer lab and art supplies. The groups will each be given a country involved in the war (Germany, Great Britain, United States, Russia, Italy, Japan) and asked to make a poster about why the country got involved in the war and some of their defining moments in the conflict. Higher level students will be given the choice of Japan or a resistance movement (Norwegian, French, Socialist, etc.). Included in their 5-10 minute presentation should be a time line of important events, and a poster with important facts about their reasoning for joining the war and contribution to the conflict. Students will be given the entire period to work with their groups. Day 4 Project/Presentation Day Students Will:

5 1. Present their projects to the rest of the class. 2. Students not presenting will ask questions and take notes about key points. Students will be given 10 minutes at the beginning of class to make final adjustments to their project. The rest of the period will be spent listening to presentations. Students will be encouraged to ask questions and make comments about the presentations. The instructor will reinforce key ideas and concepts from the presentation with a slide outlining the main points. Any extra time will be given to the students to review chapter 14 section 2. Inform the students that the first section review quiz will be on day 5. Day 5 1. Identify and understand the significance of key events of the war on the western front from 1939 to Academic Language: Blitzkrieg, Lend-Lease Act Using a Smartboard, the instructor will present an interactive lecture regarding the major battles of the war. A map of Europe (and half of Russia) and north Africa will be marked with key events and the year they took place. Clicking each event will show more detailed information regarding that event. (ex. A mark on Normandy, France will be denoted with " D-Day, June Once the link is activated it will change over to pictures of the soldiers landing on the beach and information regarding the battle.) The instructor should make references to pop culture representations of these events "Saving Private Ryan" for D-Day, "Enemy at the Gates" for Stalingrad, etc. Students will be provided with a similar map and asked to color in the effective borders of German-occupied Europe, Asia and Africa by year. Students will take the section review quiz at the end of the class. This quiz will consist of 10 questions, 8 multiple choice and two short answers and one essay about what we have covered so far in class. The essay will ask "What were some of the key points in the debate over America joining the war? Provide at least 2 for both sides. Do you feel the points were valid?" Students should read and note chapter 14 section 4 for day 6.

6 Day 6a. 1. Understand what and the Holocaust was and he atmosphere of antisemitism throughout Europe and its effects on the Jewish population of Europe. 1. Compare these events to more modern examples Academic Language: Genocide, antisemitism, Nuremberg Trials The instructor will present information on the Holocaust through a 35 minute Power Point presentation. The lecture will focus on the the anti-semitic beginnings of the Third Reich and how it evolved into genocide. Finally the instructor will discuss how the Holocaust effected Europe and the treatment of the Germans after the war. The presentation will focus on pictures of the time rather than text as it is an affective topic. Discussion will revolve around the quote from Martin Niemoller, "First, they came for the... Then they came for me, and there is no one left to speak out for me," and modern events that are similar. Students will also break into small groups and read passages from "Survivors: True Stories of Children in the Holocaust" by Allan Zullo and Mara Bovsun. They will discuss their reactions to these passages. Day 6b. Students Will: 1. Identify the significance of the Nuremberg Trials and the partitioning of Germany by the Allies. The class will also discuss the end of the war in Europe, with a focus on the sectioning of Germany by the Allied Powers. The last 20 minutes of class will be spent watching an excerpt from the History Channel documentary "Nuremberg: Tyranny on Trial," available streaming through Netflix. Read and note chapter 14 section 3 for day 7.

7 Day 7 1. Identify and understand the key events of the war on the Pacific front from 1941 to Compare the course of the two fronts, and how they were fought Academic Language: Island Hopping, kamikaze, Manhattan Project The material will be present in the same manner as the western front material. Emphasis will be placed on the difficulties faced by American and British soldiers fighting a vastly different culture from their own. (ex. The willingness of Japanese soldier to fight to the last man.) The last minutes of class will be spent discussing the events surrounding the dropping of the atomic bombs on Hiroshima and Nagasaki and the ethical implications. Students will be provided with rationale for and against the dropping the bombs and asked to form their own opinion. Students will be asked to come prepared for day 7 with questions they will have for a guest speaker, a World War II veteran. Questions should focus on the experiences of a soldier rather than facts about the war. Day 8 Class Speaker Students Will: 1. Listen and ask thoughtful questions to a World War II veteran. The Class will be introduced to the guest speaker, a community member (possibly VFW member) who actively served in any theater of World War II. The class will be given the whole period to ask questions about the speaker's experiences and thoughts. Students will be expected to ask thoughtful questions and be given a participation grade accordingly. The discussion should be speaker and student-lead. Students should prepare a thank you letter for the speaker, due at the end of the week (day 10).

8 Students will be given a handout preparing them for the "Yalta Conference Simulation". The handout will describe the project, who is in their group and what role each group member will be taking on. Students should come to class prepared for the simulation. Their research should include at least one primary source on their leader and their aims for the post-war world. The most advanced students will be given the role of the Soviet Union. Day 9 Project Day 1. Analyze the challenges posed by having differing opinions of how the post-war world should look. The class will break into their small groups and begin their discussions as outlined above. They will be provided with a list of items to discuss (ex. Reparations, territorial borders, the war in Japan, etc.) The instructor should be available for student questions and to ensure that discussion is productive. They will be given 30 minutes to discuss and compromise. Each group should produce a treaty in which the 'gains' and opinions of each country are outlined. This will be handed in with each student's name on it. The remaining class time will be spent discussing the challenges the groups faced in coming to an agreement, and allowing them time to add observations to the notes that they will be turning in at the end of the unit. Inform the students that the second section review quiz is on day 10. Read and note chapter 15 section 1 and 15-3 for day 10. Day Understand and be able to explain how and why the production of goods in America changed, and how it was used in the war effort even before America's official entrance. 2. Analyze the changing role of African Americans and women in the workplace. Academic Language: War bonds, deficit spending

9 The class will begin with the section review quiz covering all the material since the previous quiz. It will have the same format as the previous quiz. The essay will be "Discuss the significance and results of the Nuremberg Trials." The class will discuss the increased need for war goods and its effect on American production and its workforce with an interactive slide show with images of the work being done and charts and graphs showing the change in production, economic consideration and workforce diversification. Data available in the text book and via the Smithsonian website. Students will be taught how to read and manipulate the data and understand the implications of the changes. Students will be asked to make predictions on what these charts and graphs may look like following the war. Students will also be made aware of the contributions made by labor unions, women and African Americans at this time. Class will end with a discussion regarding what students believe will happen to these members of the workforce when the soldiers return from abroad. Day 11 Students Will: 1. Identify the uses of propaganda on both sides of the war and analyze how it could be affective on its target audience. Academic Language: Propaganda The instructor will show students propaganda posters, political cartoons, war-bond advertisements, etc. for approximately minutes. Students will discuss the pieces presented - What they mean, how they may affect opinions, what they say about the time. Notes on each piece will be available for the instructor. Students will be given the remainder of time to make their own World War II propaganda posters for display in the classroom. They may be from either side of the conflict, given that they are classroom appropriate. During this time, their work time the instructor will show the 7 minute Disney propaganda cartoon "Der Fuehrer's Face" starring Donald Duck - available on Youtube. Students should read and note chapter 15 section 4 for day 12. Tell students that they will have more time to finish their posters on day 13.

10 Day Identify the role that ethnic groups within American, such as African Americans, Japanese Americans and Native Americans played in the allied war effort. 2. Predict how the new found status in American society will affect these groups and American society as a whole. Academic Language: Internment camp, segregation, bracero The instructor will present the content of chapter 15 section 4 "The Struggle for Justice at Home" in a summary presentation. The presentation will detail the roles of specific American ethnic groups throughout the course of the war. This will include combat roles (ex. Tuskegee Airmen and Nisei soldiers) and civilian roles. The class will discuss the significance of these contributions and how they set the stage for further change after the war. Special attention will be placed on the internment of Japanese Americans and their contributions to the war effort even from internment. The class will have a read-aloud of excerpts provided from the first chapter of "Only What We Could Carry: The Japanese American Internment Experience," By Lawson Fusao Inada. Students will then have a reflective discussion about what they learned about what it meant to be American. Inform the students that the final section quiz will be on day 13, and that it will be larger than the previous two. Day 13 Unit Wrap Up Students Will: 1. Take the final section quiz. 2. Finish their propaganda posters.

11 Students will be given a section quiz consisting of 15 multiple choice, two short answers and two essays. The first essay will ask, "How did civilian life change for African Americans, Japanese Americans and women?" The final essay will be an open ended reflection on what they have learned. "How did World War II change the world?" They will be allowed to choose changes in the United States or around the world, from any point in the unit. The essay should show an understanding of the events that transpired and analysis of possible ramifications. Students will be given the rest of the period to finish up their propaganda posters and watch more propaganda cartoons. Bibliography Text Book Used: Clayton, Andrew; Perry, Elisabeth, I.; Reed, Linda; Winkler, Allan, M. (2000). America: pathways to the present. (p. 930). Upper Saddle River, NJ: Prentice Hall. Nuremberg Video: Horan, Don. (1995). Nuremberg: tyranny on trial [Web].

12 Japanese Internment Reading: California HIstorical Society. (2000). Only what we could carry: the Japanese internment experience. (p. 439). Heyday Books. Propaganda Cartoon: Walt Disney Productions. (1943). Der furher's face [Web].