Social Studies Unit Structure

Transcription

1 Social Studies Unit Structure Section 1 Unit Title Grade Level Rationale / Abstract A) Essential question to be explored B) How and why the unit will be used? C) Why is the unit significant/relev ant? D) How does the unit meet state and national standards As World War II Turns Major Events and Turning Points 7 th grade This unit begins with exploring the events that have happened in Europe prior to the US entering WWII. Students participate in a briefing activity where they view Top Secret files about, the Battle of Britain, Lend-Lease, and the Invasions of France and Poland. This allows students to examine primary and secondary sources about these events. Students then begin to examine how the US enters WWII through activities centering on the events of Pearl Harbor. These activities include an interactive lecture with video clips, images. At the end of this students will be asked to write a newspaper article for December 7, Students continue with the turning points of each theater or front: D- Day in the West where students see what a paratrooper had in their pack and ask themselves what they would take on an invasion, students continue by completing a letter home; Stalingrad in the East where students will hear first hand accounts from both Germans and Russians and complete a sensory chart from the perspective of a soldier; and finally Midway in the Pacific. They will also examine the dropping of the Atomic Bomb and the ending of WWII. The unit culminates in a scrap booking activity where students are asked to reflect on the whole unit. While students work through the unit and its activities the essential question they are asking is: Why are these events significant or important?

2 Focus questions for the Unit (3 maximum). What makes these turning points or major events? This unit deals with one of the turbulent, tumultuous, and important times in American history. The events of WWII still impact foreign relations around the world including US foreign policy, our relationships with other countries, and shaped the map of the modern world. By using primary sources, sequencing historical events, and viewing World War II from various perspectives, students are exposed to the major events and turning points laid out by state and national standards. 1. What events took place in Europe before the United States Entered the War? 2. What caused the US to enter World War II? 3. What were the turning points for the 3 fronts of WWII Western Europe, Eastern Europe, and the Pacific

3 Section 2 Unit Goals (larger learnings from the focus questions and vice versa) a) What will students understand as a result of this unit (Wiggins and McTighe levels of understanding). Explanation: Students will know and be able to identify certain events and turning points D-Day, Midway, Stalingrad, Lend Lease, Battle of Britain, Pearl Harbor Interpretation: Students will examine what they think is important and essential knowledge by writing a newspaper article and completing the briefing activity Application: Students must use a variety of skills and process their knowledge by writing a letter home from the front line, and completing a sensory chart from Stalingrad Perspective: Students will take on the perspective of people in the War effort by writing letters home from the P.O.V. of a soldier, feeling what a soldiers felt at Stalingrad through a sensory chart and completing a scrap booking activity Empathy: Students will exhibit sensitivity for the plight of others by completing the letter home, sensory chart, and further by participating in class discussions about Stalingrad, the horrors of war, and the dropping of the Atomic Bomb Key concepts w/ definitions (min- 6) 1. Lend Lease: a program where the US would supply Great Britain, USSR, France, and other allied nations with war materials such as planes, ships, etc. for military bases 2. Blitzkreig: lightning war, swift sudden violent military offensive

4 usually involving combined air and mobile land forces 3. D-Day: term used to describe the Normandy landings that commenced on June 6, 1944 and began the liberation of Western Europe 4. Theater/Front: the foremost line or part of a line of battle, the place where combat operations are carried out 5. Island Hopping: important military strategy in the Pacific Front during WWII where Allies would target specific strategically important islands to attack 6. Atomic Bomb: (nuclear bomb) derived from nuclear fission of atoms with the conversion of part of their mass into energy; the first dropped on Japan in WWII

5 Section 3- Connecting Instruction Unit Goals Benchmarks/ outcomes. Objectives tied to NCSS standards and SOL s Acceptable evidence- Assessment Task Learning Experiences and Instruction Students will see WWII from a variety of perspectives including individuals, countries, and world leaders Time, Continuity and Change; Individuals, groups and institutions Students will: Demonstrate knowledge of the major causes and effects of American involvement in WWII by b) locating and describing the major events and turning points of the war in Europe and the Pacific (USII.7b) Sensory chart, soldier letter home Stalingrad perspective notes, D-day paratrooper activity Sequence major events and turning points of WWII Time continuity and change Students will: Demonstrate knowledge of the major causes and effects of American involvement in WWII by b) locating and describing the major events and turning points of the war in Europe and the Pacific (USII.7b) Unit Scrapbook Briefing activity of events pre-us involvement Identify major events that happened in the Pacific during WWII Time continuity and change Students will: Demonstrate knowledge of the major causes and effects of American involvement in WWII by b) locating and describing the major events and turning points of the war in Europe and the Pacific (USII.7b) Newspaper article for Pearl Harbor Lectures on Midway, Atomic Bomb, Pearl Harbor

6 Section 4- Resources Resources (link to specific activity) Stalingrad First Hand Accounts Schneider, F., & Gullans, C. (1965). Last Letters From Stalingrad.New York, New York: The New American Library. Bastable, Johnathan (2006). Voices from Stalingrad. Cincinnati, Ohio: David and Charles. Notes for D-Day, Midway, and end of War in the Pacific Hakim, J. (Ed.). (1999). A History of US: War, Peace, and All that Jazz. New York, New York: Oxford University Press. Web based resources Briefing activity about events pre-us entering the war Lend Lease. Retrieved February 8, 2009, from UShistory.com Web site: Battle of Britain. Retrieved February 8, 2009, from Ushistory.com Web site: ( ). The Attack on Poland. Retrieved February 8, 2009, from historylearningsite Web site: htm Images and Videos for this Unit Taken from: United Streaming through Discovery Education; and (see the link under Pearl Harbor) ( ). World War II Multimedia Database. Retrieved February 8, 2009, from worldwar2database.com Web site: (2007). France Surrenders Retrieved February 8, 2009, from eyewitnesstohistory.com Web site: htm D-Day ( ). American Experience: D-Day. Retrieved February 8, 2009, from PBS Web site: (2002). Valor, Fidelity, Sacrifice. Retrieved February 10, 2009, from The National D-Day Memorial Foundation Bedford, Virginia Web site: Pearl Harbor pearl harbor speech. ature=related (2001, 11 28). Pearl Harbor Lesson Plans. Retrieved February 10, 2009, from Naval Historical Center Web site: ng.htm

7 Section 5- Lesson Catalogue Lesson 1. Title Europe Can Do It!...even without the US? Big Question Specific Objectives (transfer from above) What events took place in Europe before the US became directly involved militarily? SWBAT: 1. Identify and describe the events of WWII before the US became involved militarily by participating in the in-class workshop Brief explanation of scope of lesson, significance, and explanation of task- How are you trying to motivate students in your opener? What is your closure? 2. Explain the significance of these events and how they shaped the war by participating in the in-class workshop Although this is a US History course students have to understand what was happening in Europe before the United States gets involved. This lesson will help students begin their study of WWII by showing them that these events had pulled Europe into a World War long before the US becomes directly involved. It will also serve to show that the US acted in other ways besides direct military action before the bombing of Pearl Harbor. These events include the Battle of Britain, Lend Lease, the Invasion of Poland, and the Occupation of France. By visiting briefing stations where students explore a short explanation of each event and viewing maps and other images that further explain the situation, students will walk away with basic knowledge about these events and their significance. The opening activity is designed as both a pretest of student understanding and a way to get them to think about WWII. How much they know, and a few things they might have wanted to know more about. Hopefully when they see how much there is to know about WWII they will become interested. The closing activity requires that the students write a paragraph explaining the situation in Europe and their recommendation for what we should do next. This requires that they not only review the day s activities but then apply their knowledge to a new situation.

8 Title: Europe Can Do It!...even without the US? Grade and Subject: 7 th Grade/ US History from 1877 Time Allotted: 45 minutes SOL #: USII.7b NCSS Theme: Time, Continuity, and Change What is the guiding question for this lesson? How will student understanding be assessed? -include assessments What events happened in Europe before the United States entered the War militarily? In-class worksheet (Major Events of WWII) Exit Slip: paragraph students write explaining what events are and how the president should react Key Concepts (no definition necessary): Lend Lease Act Blitzkrieg SWBAT (as many as required by lesson): 1. Identify and describe the events of WWII before the US became involved militarily by participating in the in-class workshop 2. Explain the significance of these events and how they shaped the war by participating in the in-class workshop Materials (List and attach primary sources and additional materials-ppt and question frames etc.): Material A: Lend Lease Act Information Sheets Material B: The Battle of Britain Information Sheets Material C: Invasion of Poland Information Sheets Material D: Capture of France Information Sheets Material E: Student In-Class Worksheet Material F: PowerPoint Just Do It (hook): Students will be asked to complete a spectrum activity where they place the WWII events, terms, places, etc, on a spectrum with know it well, heard of it, or clueless being the categories. The words include: The Blitz, Lend Lease, Maginot Line, Blitzkreig, Luftwaffe, Panzer, R.A.F, Axis powers, Warsaw, arsenal of democracy

9 Obj # Description of Lesson Procedure Check for Evidence of Understanding 1 & 2 After opening with the Just Do It, students will then be instructed to break up into groups of 2 (already pre-selected in PowerPoint Material F). They will then move to one of the four stations (see Materials A-D), one for each event Battle of Britain, Lend Lease, Invasion of Poland, and Occupation of France. After getting to these stations students will read the Teacher will walk around the room answering any questions and insuring that students stay on track with the given assignment. Check over their papers to ensure that good note-taking strategies are being used! documents, analyze the maps and other images for approximately 7 minutes taking notes on their class worksheet (see Material E). After working for 7 minutes they will switch to a new station. Transition: Set an egg timer for their 7 minutes and when those are up students will be asked to move onto the next designated station 1 & 2 Students will repeat the above process for all four stations. They will move in clockwise direction around classroom learning and taking notes about the four Teacher will walk around the room answering any questions and insuring that students stay on track with the given assignment. events. Transition: Continue to set an egg timer for the remaining stations. When students have completed all four stations have them quickly do a think-pair share with a partner. Someone who was not in their original group to get any important information they missed. Closure Activity see below Teacher will ask students to quickly share their suggestions if time permits. Otherwise they should turn this in as an exit slip Closure (How does this come back to the guiding question): Now that students have read through all the Top Secret Files, you must write a short paragraph telling the president what is happening. You are one of his top advisors so you must include at the end a recommendation for what the president should do! This will force students to revisit the topics learned in class about the events of WWII. Modifications (to meet the needs of diverse learners): All learners will be given the proper accommodations and modifications based on their unique situation in accordance will all IEPs, 504s, and any other adaptations required for their specific learning.

10 The Lend-Lease Act Early in World War II the United States came up with a plan, dubbed Lend- Lease, to assist the nations that were then fighting the Axis powers (Germany, Japan and Italy). The Lend-Lease Act was passed by Congress on March 11, It provided that the president could ship weapons, food, or equipment to any country whose struggle against the Axis assisted U.S. defense. By retooling U.S. industrial output to the demands of war, Lend-Lease formally eliminated any neutrality. President Franklin D. Roosevelt saw the Lend-Lease Act as "helping to put out the fire in your neighbor's house before your own house caught fire and burned down." In effect, it turned the U.S. into an "arsenal of democracy" following the eruption of hostilities. At the outset, $7 billion worth of American matérial was shipped to Great Britain, China, Russia, Brazil and eventually many other countries. The expenditure grew to $50 billion by Each of those nations was assumed to be fighting not only in its own defense, but in that of the United States as well.* By permitting the president to ship war equipment and supplies to a besieged Britain, without payback as stipulated by the 1939 Neutrality Act, Lend- Lease empowered the British to resist the German onslaught until Pearl Harbor spurred America into the conflict. In addition, it avoided the prickly issues of post-world War I war debts. Following World War II, no decision was arrived at for the return of Lend- Lease goods by recipient nations. Some countries, notably Great Britain, had previously offset part of their indebtedness by providing U.S. GIs with goods and services. *Information Adapted From

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12 Questions to Think About: Analyze the map above what three areas/countries are getting the most money? Why would we give these countries the most money?

13 What do you think this political cartoon is trying to say? Questions to Think About: What kinds of products is Uncle Sam unloading into the ocean? In this picture, where are all these things going?

14 The Battle of Britain The Battle of Britain was one of the major World War II battles. The battle was waged in the skies over the English Channel and England's eastern and southern coast in 1940 and World War II had broken out in Europe, and Adolf Hitler was determined to defeat England. The main combatants were the United Kingdom and Germany. Hope for American isolationism came to an end with the Battle of Britain. By the end of 1940, most Americans had come to realize that war was inevitable. Background On February 26, 1935, Hitler ordered to rebuild the German air force, the Luftwaffe (literally, air weapon, pronounced looft-vaaf-fa) against the rules of the Treaty of Versailles. The Battle and the Blitz The Battle of Britain was the longest and largest nonstop bombing campaign yet attempted by any government. In the autumn of 1940, Hitler, having grown impatient with the failure of the German air force to destroy the British air force, ordered a switch to bombing major British cities. Known by the British as The Blitz, the change of strategy was intended to demoralize the people and destroy industries. The Battle of Britain would continue until October 31, 1940, but after September 15th, most raids were conducted on a far smaller scale. The Blitz continued with constant night attacks for 57 consecutive days after September 7, but the bombing of British towns and industrial centers continued until Records report that 2,944 pilots took part in the historic battle, of whom 497 lost their lives. The Battle of Britain marked a turning point. Its outcome ensured the survival of an independent Britain and represented the first failure of the German war machine. *Information Adapted From

15 Questions to Think About: These are pictures of London after being bombed by the German air-force (Luftwaffe). Describe the picture, what is going on? What does London look like?

16 Questions to Think About? Where are the R.A.F (Royal Air Force) headquarters located? Why do you think they are located there Where were most of the German fighters coming from? (what country?)

17 Invasion of Poland Poland was attacked by Germany on September 1 st The attack on Poland started at hours when blitzkrieg (lightning warfare) tore through the Polish military and by the end of the month Poland had surrendered to the Germans and the country was occupied. How did Germany achieve such an overwhelming victory? While the German Army had been developing new tactics and building new fighting vehicles to implement these tactics, the Polish Army, like many others in Europe, had stayed the same. A comparison of both armed forces clearly indicates the problems faced by Poland. Germany had 11 tank divisions compared to Poland s 1 (Polish Cavalrymen on horses were attacking tanks!!) Such a massive superiority of modern weaponry could only lead to one result a swift and decisive victory for the Germans. The Germans put all their faith in a lightening attack that would a) militarily hammer the Poles and b) create such chaos in Poland that any form of a unified Polish attack simply would not occur. For the Germans, speed and success went together. England and France wearily knew they could not sacrifice Poland. On September 3, 1939, the Allies declared war against National Socialist Germany. Then the Russians invaded eastern Poland on September 17th, the defeat of Poland was sealed. On September 24th, Warsaw (Poland s capital) was bombed by 1,150 German aircraft. On September 27th, Warsaw surrendered. No-one doubts that the Polish military put up a brave fight, but they were the first army to feel the full might of Germany. Tanks versus a primarily non-mechanized army could only lead to one result. * Information Adapted From

18 Questions to Think About: Pictures of Polish Calvary Do these men look equipped to fight Tanks? Why or why not?

19 The Capture of Paris, France It took only six weeks for France to surrender to the German invaders. A stunning defeat - particularly since before the war the French army was considered the most powerful in Europe. France's Maginot Line (line of defense) failed to hold back the Nazi onslaught and the German Blitzkrieg (fast moving attack) poured into France. Thousands of civilians fled before it. Traveling south in cars, wagons, bicycles or simply on foot, the desperate refuges took with them what few possessions they could salvage. It wasn t long before the roads were blocked to the French troops who were headed north in an attempt to reach the battlefield. Paris was abandoned and declared an Open City. The French government joined the fleeing throng and after moving to, and then quickly abandoning one location after another, finally ended up in the city of Vichy. The ultimate humiliation came at the signing of the armistice on June 22. The French had maintained as a memorial the railroad car in which the armistice ending World War I had been signed twenty-two years earlier. It occupied a hallowed space within a small forest north of Paris. Hitler insisted that France's surrender to his Nazis be formally acknowledged in the same railroad car at the same spot. Under the terms of the armistice, France was divided into two sections: Occupied France under direct German control and Vichy France - a quasiindependent territory with Marshall Petain, an eighty-four-year-old hero of the First World War, as its head. *Information Adapted From

20 Questions to think about: What countries are being invaded in this map? The Maginot Line was said to be invincible. How did the Germans get past it?

21 Our Intelligence has gathered this Top Secret Picture! Questions to Think About: Who are the people in this picture? (Especially that guy in the center) What clues give away their location and what is its significance?

22 Battle of Britain Capture of Paris Battle of Britain Lend-Lease Act Major Events of World War II Capture of Paris Invasion of Poland Lend-Lease Act Invasion of Poland

23 Lesson 1. Title Big Question Specific Objectives (transfer from above) Brief explanation of scope of lesson, significance, and explanation of task- How are you trying to motivate students in your opener? What is your closure? Pearl Harbor: A Date Which Will Live in Infamy How did the attack on Pearl Harbor impact the American public and draw the US into WWII militarily? SWBAT: 1. Identify and describe the attack on Pearl Harbor including how it drew the US into the war by reviewing the notes and writing their newspaper article 2. Describe how different areas of the American public reacted to the attack on Pearl Harbor by participating in the in-class activity (reacting to FDR s famous speech) This lesson comes at the very beginning of our major events unit on WWII. It is designed to begin the War for the US by examining the attack on Pearl Harbor and how that forced the US to formerly enter WWII. After this unit students will move into learning more major events and turning points such as D- Day, Midway, etc. This lesson deals with a major event in US history that many Americans remember to this day or remember the way it impacted people in their lives. After receiving some notes, students will listen to FDR s speech to congress asking for a declaration of war. They will then be divided into groups representing sections of the American public. These groups are civilians, naval personnel at Pearl Harbor, and members of congress. From this view point students will answer some question and then prepare to write a newspaper article describing the day s events. (if students wish they may also video record their news broadcast instead of writing). This task will allow students the opportunity to view Pearl Harbor from a variety of views and but into perspective the magnitude of this event on the American people. The opening activity is designed to help students connect with an event that happened in their lives, How is this event similar to those events of Pearl Harbor, based on what they know? This requires them to not only have a pre-test but motivates them to connect with the past with an event that is closer to home. The closing activity for this lesson is for the students to complete a left-side assignment of writing a newspaper article about the day s events. This closes the loop of the lesson because it forces students to reflect back on the events that happened and write about them and to draw on their in-class experience by including reactions from the American people.

24 Title: Pearl Harbor: A Date That Will Live in Infamy Grade and Subject: 7 th Grade/ US History from 1877 Time Allotted: 45 minutes SOL #: USII.7b NCSS Theme: Time, Continuity, and Change; Power, Authority, and Governance What is the guiding question for this lesson? How will student understanding be assessed? -include assessments How did the attack on Pearl Harbor impact the American public and draw the US into WWII militarily? In Class Activity: Reaction to FDR speech Left-Side Assignment: newspaper article or broadcast about the events of Pearl Harbor Key Concepts (no definition necessary): Pearl Harbor SWBAT (as many as required by lesson): 1. Identify and describe the attack on Pearl Harbor including how it drew the US into the war by reviewing the notes and writing their newspaper article 2. Describe how different areas of the American public reacted to the attack on Pearl Harbor by participating in the in-class activity (reacting to FDR s famous speech) Materials (List and attach primary sources and additional materials-ppt and question frames etc.): Material A: Pearl Harbor Right Side Notes Material B: FDR speech print out and on youtube Material C: Role Cards Material D: Left Side Assignment Newspaper article Just Do It (hook): Do any of you remember 9-11? The events of that day and how you felt or how your parents reacted. Many have described the feelings of that day as similar to how people felt about Pearl Harbor. From what you know how these two events are similar

25 Obj # Description of Lesson Procedure Check for Evidence of Understanding 1 After the opening activity students will be given right side notes (see Material A). Students will follow along as the teacher reads and instructs them what to highlight. When notebooks are collected highlight will be checked to ensure students completed this activity Things to highlight will include: A date which will live in infamy, the date, surprise attack, declaration of war, and a few others. Transition: After reviewing the notes students will be instructed to preview the transcript of FDR s speech. While they preview I will set up the video of the speech to play. 2 Students will listen to FDR s address to Congress asking for war against Japan. They will follow along with the speech transcript at their tables. Following the 4 minute long clip the students will take on the role cards (Material C) and talk at their Students will informally present their information to the class, about their role. They have questions to guide their discussion and shape their presentation. tables about their role, either citizens, navy personnel, or members of congress. After answering their questions they will be asked to present their role to the class to further explore how many sections of the American public felt about the attack at Pearl Harbor. Transition: After students have presented their information to the class, explain that they will now write a newspaper article about the events of December 7, Move into closure. Closure: Left Side Assignment Newspaper article about the events of December 7, 1941 must include an image or political cartoon, and a quote from the American public Closure (How does this come back to the guiding question): Write a newspaper article about the events of December 7 th. Make sure to include at least one image or political cartoon about the event and a quote from the American people. This can be a quote you make up from either your group s role or another group. This returns to the guiding question because it forces them to think about how these events felt to the American people with the quote and image. They have to review all of the day s activities to prepare a quality article. Modifications (to meet the needs of diverse learners): All learners will be given the proper accommodations and modifications based on their unique situation in accordance will all IEPs, 504s, and any other adaptations required for their specific learning.

26 Pearl Harbor Big Idea: Pearl Harbor was a surprise attack conducted by the Empire of Japan on the United States Naval base at Pearl Harbor, Hawaii on December 7, It resulted in the United States declaring War on Japan and later her allies, Germany and Italy. (They declared war on the US first). The Japanese hoped to destroy the US Pacific fleet before it could be used against them in the Pacific. The surprise nature of the attack made many in America revise their earlier position of neutrality and want to go to war. The Attack December 7, 1941 The Japanese moved swiftly in two waves of airplane attacks. These airplanes bombed the naval base and sank four US battleships. The Japanese also sank or damaged three cruisers, three destroyers, and destroyed 188 aircraft. 2,402 US navy personnel were killed in this attack with another 1,282 wounded. The Reaction The American public reacted swiftly to the surprise nature of this attack. People were outraged that this attack had taken place before a formal declaration of war. The next day, December 8 th, President Franklin Delano Roosevelt went before a joint session of Congress and asked for a declaration of war against the nation of Japan. President Roosevelt declared this a date which would live in infamy, because of the sudden and deliberate nature of the attack.

27 To the Congress of the United States: FDR s Pearl Harbor Speech Yesterday, Dec. 7, a date which will live in infamy - the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with the government and its emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the Japanese ambassador to the United States and his colleagues delivered to the Secretary of State a formal reply to a recent American message. While this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or armed attack. It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace. The attack yesterday on the Hawaiian islands has caused severe damage to American naval and military forces. Very many American lives have been lost. In addition, American ships have been reported torpedoed on the high seas between San Francisco and Honolulu. Yesterday, the Japanese government also launched an attack against Malaya. Last night, Japanese forces attacked Hong Kong. Last night, Japanese forces attacked Guam. Last night, Japanese forces attacked the Philippine Islands. Last night, the Japanese attacked Wake Island. This morning, the Japanese attacked Midway Island. Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation.

28 As commander in chief of the Army and Navy, I have directed that all measures be taken for our defense. Always will we remember the character of the onslaught against us. No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory. I believe I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make very certain that this form of treachery shall never endanger us again. Hostilities exist. There is no blinking at the fact that that our people, our territory and our interests are in grave danger. With confidence in our armed forces - with the unbounding determination of our people - we will gain the inevitable triumph - so help us God. I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, Dec. 7, a state of war has existed between the United States and the Japanese empire. Source: The National Archives and Records Administration has posted this document at It has been widely reprinted in sources such as: The Public Papers and Addresses of Franklin D. Roosevelt volume (New York: Harper & Brothers Publishers, 1950): November 2001

29 Civilians You live in Cleveland, Ohio, thousands of miles away from Pearl Harbor. You know Europe is engulfed in World War II, but that the United States is not directly involved in war. You did not support American entrance to the war in Europe, but are reconsidering since the attack on December 7, Now, there is a possibility that some close relatives and friends will enlist in the Navy and be sent abroad. 1. Your neighbors' son is stationed at Pearl Harbor, how do you feel after learning the news about the attack? 2. What is your reaction after listening to President Roosevelt s address to the nation? 3. Has your opinion of the Japanese changed since the attack? 4. What do you plan to do after hearing this speech? 5. How might U.S. involvement in a war affect your hometown? Navy personnel stationed at Pearl Harbor Pearl Harbor was attacked only 24 hours ago. You and fellow sailors took a break from the clean up and rescue efforts to gather around the radio to listen to FDR's speech. The attack is still fresh in your mind, with the aftermath surrounding you. You also knew men killed on December 7th. 1. What are you thinking while listening to the speech? Your family at home? Your lost buddies? 2. What is your reaction towards the Japanese? 3. Do you think about the war in Europe? 4. Now that the United States is heading into war, what do you plan to do? 5. Did you expect that you would go to war while you were in the Navy?

30 Members of Congress For a long time, both the Senate and the House of Representatives were divided over the war issue. There was much resistance to involvement in Europe, because the destruction of World War I still lingered in your minds. Until now, the United States had only been helping Great Britain and France indirectly. After learning of the attack on Pearl Harbor, you are sitting in a special joint session of Congress listening to President Roosevelt. Later in the day, you will vote on a Declaration of War with Japan. Until now, you were against any involvement in war. You know that because of the Axis alliance, declaring war on Japan means war with Germany and Italy. 1. Does President Roosevelt's speech change your mind about involvement in the war? 2. What is your primary concern at this point? 3. As an isolationist before December 7, how has this event changed your world outlook? 4. How will your home district be affected by a declaration of war?

31 Write a Newspaper article about the events of December 7, 1945 (Pearl Harbor Day), using the notes on the right side of your notebook try to summarize the event of that day. Your article must include at least one image or political cartoon and a quote from a section of the American public. This is a quote you make up based on what you think someone in America have to say about Pearl Harbor.

32 Lesson 1. Title Big Question Specific Objectives (transfer from above) Brief explanation of scope of lesson, significance, and explanation of task- How are you trying to motivate students in your opener? What is your closure? Paratroopers, Infantry, Destroyers..Oh My! It s D-Day How does D-Day mark a turning point for the Allies and the beginning of the end for the Nazi s? SWBAT: 1. Identify and describe D-Day and the aspects that make it a turning point by following along with the class notes 2. Examine the role of the paratroopers and other soldiers played in the invasion by participating in the in-class activity and completing a soldier s letter home This lesson comes after Pearl Harbor and is the first of the major turning points students examine. D-Day marks a turning point in WWII because it begins the allied process of retaking Europe from Nazi control. It encompasses the liberation of France and allows the allies to get a foot in the door and work inward towards Germany. D-Day also represents a significant loss in American life as many died on the Normandy beaches. Students will examine all of these things by going over D-Day notes and then examining the role of the paratroopers. Students will be asked the question: what would you take on an invasion of Europe? After brainstorming and sharing answers students will then examine the contents of a real paratroopers pack. This will allow the experience of many of the soldiers to come alive for the students. They will hopefully begin to see that many of these soldiers were years old and make a personal connection for the students. Students will then write a letter home from the perspective of a soldier The opening will motivate students by making the topic connect to their world. In the opening students are asked if they have seen movies, videogames, or had any family stories dealing with the war. If so discuss them at their table? this will connect to making the War more personal for them by how it relates to their world. In the closure of the lesson, students will read a note written by a D-Day solider. They will then attempt to write their own note home and try to step back into feeling what so many soldiers felt as they prepared to face the horrors of war.

33 Title: Paratroopers, Infantry, Destroyers..Oh My! It s D-Day Grade and Subject: 7 th Grade/ US History from 1877 Time Allotted: 45 minutes SOL #: USII.7b NCSS Theme: Time, Continuity, and Change, Individuals, Groups, and Institutions What is the guiding question for this lesson? How will student understanding be assessed? -include assessments How does D-Day mark a turning point for the Allies and the beginning of the end for the Nazi s? In class brainstorm activity (what would you take with you on an invasion?) Left-Side Assignment: Soldier s letter home Key Concepts (no definition necessary): Paratrooper Western Front D-Day SWBAT (as many as required by lesson): 1. Identify and describe D-Day and the aspects that make it a turning point by following along with the class notes 2. Examine the role of the paratroopers and other soldiers played in the invasion by participating in the in-class activity and completing a soldier s letter home Materials (List and attach primary sources and additional materials-ppt and question frames etc.): Material A: PowerPoint Material B: D-Day Notes Material C: Left-Side Assignment Soldier Letter Home Just Do It (hook): Does anyone know of any personal stories of D-Day or the War in general, either from parents, grandparents, an older neighbor or relative. Have you seen any movies or played any videogames dealing with these topics Medal of Honor, Saving Private Ryan, the Longest Day etc. Talk about what you know at your table. Obj # Description of Lesson Procedure 1 After the opening activity, students will be given the notes for D-Day. (see Material B) They will take out their highlighters and Check for Evidence of Understanding When notebooks are collected for the unit, students are assessed and checked on if they have the

34 highlight the following important, essential points: the Big Idea, the turning point of Western theater, paratroopers and their role, beaches of Normandy. After highlighting these points students will color in the map (see Material B). They should take a red marker or coloring pencil and draw a line from England to the beaches of Normandy. proper highlighting in their notebook. Walk around the room to check that they have completed the mapping section correctly. Transition: After students have marked the map ask them to participate in a brainstorm. What would you take with you on an invasion of a foreign country? Remind them that they will be gone for several months and must rough it. After a minute ask students to share at their tables and then as a class. 2 Now that students have brainstormed and shared what they would take on an invasion show them what was in a paratrooper pack.(see Material A) Ask students what was on their list and what they are surprised to find in a paratrooper pack? Why would they have these items and not others? As students brainstorm walk around to see what is on their sheet. Keep one ear on the conversations to make sure they are on task. When they are finished participated in a class discussion of the paratrooper pack s contents. What is surprising? What items did they have in common? Transition: After students have examined the paratrooper pack activity, ask them to read the letter and directions for the left side assignment (see Material C). Give them a few moments to fully read the letter and then ask them what sticks out most to them? What is missing from the letter that you would expect? Why doesn t the soldier talk more about the war? After examining the letter and discussing it as a class, allow students to move into the closing activity. Closure: whatever class time is left students will have to work on their letter home or other left side assignments Left Side assignment will be assessed when notebooks are collected Closure (How does this come back to the guiding question): Have students work on their left-side assignment, a soldier s letter home. When they examine the letter written by the D-Day soldier ask them what he means by the line Have been discussing the difference in D-Day in America and over here. Ask them what is the difference between the hopes for D-Day and the on the ground experiences of the soldiers Modifications (to meet the needs of diverse learners): All learners will be given the proper accommodations and modifications based on their unique situation in accordance will all IEPs, 504s, and any other adaptations required for their specific learning.

35 My PowerPoint D-Day How Does D-Day mark a turning point for the Allies and the beginning of the end for the Nazis? Just Do It Does anyone know of any personal stories of D-Day or the War in general, either from parents, grandparents, an older neighbor or relative. Have you seen any movies or played any videogames dealing with these topics Medal of Honor, Saving Private Ryan, the Longest Day etc. Talk about what you know at your table.

36 Today s Activity Outline Go over D-Day notes and highlight important info Paratrooper activity what would you take on an invasion? Closure: Write a soldier s letter home Paratroopers Paratroopers are specially trained soldiers equipped with parachutes. In the Invasion of Normandy they had an especially important role because they had to parachute behind enemy lines What kinds of things would you take on invasion behind enemy lines?

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38 D-Day Big Idea: D-Day refers to the allied invasion of Normandy on June 6, 1944, where the allies began the liberation of Western Europe by landing on 5 beaches in France. US, Canadian, and British troops working together launched the largest amphibious invasion in history. D-Day marks the turning point for the war in the Western theater. Air Deployed paratroopers, specially trained soldiers equipped with parachutes, behind enemy lines to disrupt German resistance by cutting communication lines, railways, and other avenues of supply. Land Thousands of troops and tanks landed on the beaches of Normandy to establish an allied beachhead in Europe. This was the first step in working inwards and toppling Hitler s Nazi war machine. Sea The Navy was reasonable for softening up defenses with destroyer bombardment and landing troops on the beaches.

39 Here is a letter written by a D-Day Soldier. This soldier was killed on D-Day, just one week after writing this letter to his wife. My Darling Lynn, May 29, 1944 It has actually been hot here for the past two days. Hot enough to get a suntan but not quite as nice as the being at the beach with you. Remember? Several of the boys and I have just been discussing the nice thing we are missing at home. Have been discussing the difference in D-Day in America and over here. They seem to think it is going to be quite a show. How is mother getting along these days? Hope the hot weather isn t to much for her. It s getting late my sweet so I will have to say good nite. Always, Johnnie Imagine that you are a paratrooper or soldier about to land at D-Day. You know that this is a dangerous mission and you might not make it back. You want to write a letter home telling your family and friends what you are doing over in Europe and the feelings you are feeling.

40 Lesson 1. Title Big Question Specific Objectives (transfer from above) Brief explanation of scope of lesson, significance, and explanation of task- How are you trying to motivate students in your opener? What is your closure? Stalingrad: A Meat-grinder in the East What happened at Stalingrad and how is it a turning point in the war? SWBAT: 1. Identify and describe the basic events of the Battle of Stalingrad and why it is a major turning point by reviewing the class notes 2. Empathize with the plight of ordinary soldiers on both sides, German and Russian, by completing the perspective activity and their left-side assignment, a sensory chart. This lesson is designed to explain the war in the East through the eyes of just one battle, Stalingrad. Although this marks the turning point of the war in the East, the brutality and forces of nature the soldiers endured is a common theme for those in the East. Students will understand that Stalingrad was so important because it opened up a two-front attack on the Nazis. As the allies moved inland from France, the Russians did the same in the East essentially squeezing Germany on two sides. Students will identify the basics of Stalingrad through their notes and then complete a perspective activity. In this activity students will be read first hand accounts of the horrors of war from the point of view of the two sides, German soldiers and Russian. They will take notes on their perspective chart, which will help them complete their perspective chart about a soldier s experience at Stalingrad. The opening activity asks students to think about the importance of Stalingrad as a city With the following questions: Who do you think this city is named after? Why is that important? What kind of place would you want to name after you? This will motivate students to think about strategy in war and get them to realize the importance of Stalingrad as a city. The closure helps students review the day s activities by asking them to complete a processing assignment, the sensory chart. Students are asked to describe what a soldier would, hear, taste, touch, see, and smell. This will allow them to use their notes to understand the battle of Stalingrad.

41 Title: Stalingrad: A Meat-grinder in the East Grade and Subject: 7 th Grade/ US History from 1877 Time Allotted: 45 minutes SOL #: USII.7b NCSS Theme: Time, Continuity, and Change; Individuals, Groups, and Institutions What is the guiding question for this lesson? How will student understanding be assessed? -include assessments What happened at Stalingrad and how is it a turning point in the war? In-Class Work: perspective chart, note-taking Left Side Assignment: Sensory chart Key Concepts (no definition necessary): Eastern Front Stalingrad SWBAT (as many as required by lesson): 1. Identify and describe the basic events of the Battle of Stalingrad and why it is a major turning point by reviewing the class notes 2. Empathize with the plight of ordinary soldiers on both sides, German and Russian, by completing the perspective activity and their left-side assignment, a sensory chart Materials (List and attach primary sources and additional materials-ppt and question frames etc.): Material A: First Hand Accounts Material B: Right side notes/perspective Chart Material C: Left Side Assignment/ Sensory Chart Just Do It (hook): Stalingrad is a city in Russia where a major battle of WWII took place. Who do you think this city is named after? Why is that important? What kind of place would you want to name after you? Check for Evidence of Obj # Description of Lesson Procedure Understanding 1 After the opening activity students will be When notebooks are collected

42 given the Right Side Notes (see Material B) and asked to highlight the Big Idea and that this was a Russian victory over the Germans. Additional details will be given about the battle of Stalingrad, including showing students a map of where Russia is. student highlighting is checked as well as informally walking around the room Transition: After the students have highlighted the major sections have them read the directions and look at the bottom half of the notes the perspective chart (see Material B) 2 Tell students that you will be reading first hand accounts of the German and Russian soldiers at Stalingrad. (see Material A). As you read instruct them to take notes on these. Remind them of good note-taking strategies and to write down things that will After reading a few key quotes ask them the following questions: What stands out to you in these quotes? help them remember the conditions at Stalingrad. Read the First Hand Accounts How would it feel to be in stopping to ask the questions in the check this situation? What would for understanding box. you do? Transition: After going through all the first hand accounts and having students take notes in the perspective diagram. Tell them to use these notes to complete their sensory chart. (see Material C) Closure Left Side Assignment, Sensory Chart (see Material C). Examining what a soldier hears, sees, touches, smells, and tastes during a battle Any additional time will be used to complete the closing activity and any other left-side assignment Closure (How does this come back to the guiding question): Students will complete the sensory chart asking them what a soldier saw, heard, felt, smelled, and tasted. This will allow students the opportunity to recap the events at Stalingrad. Students will have to think about what happened at Stalingrad (back to the guiding question. They must also empathize with the plight of the soldiers and use their class work to complete the activity. Modifications (to meet the needs of diverse learners): All learners will be given the proper accommodations and modifications based on their unique situation in accordance will all IEPs, 504s, and any other adaptations required for their specific learning.

43 German First Hand Accounts My hands are done for, and have been ever since the beginning of December. The little finger of my left hand is missing and what s even worse-the three middle fingers of my right one are frozen. I can only hold my mug with my thumb and little finger. I m pretty helpless; only when a man has lost any fingers does he see how much he needs them for the smallest jobs. The best thing I can do with the little finger is to shoot with it. My hands are finished. German soldier The truth is the knowledge that this is the grimmest of struggles in a hopeless situation. Misery, hunger, cold, [abandonment], doubt, despair and horrible death. I will say no more about it German officer The army has been surrounded now for seven weeks and it can t last another seven. My leave was already due in September but it didn t come through.yesterday morning the word was that one-third of us are going home on leave towards the end of January. German soldier You were supposed to die heroically, inspiringly, movingly, from inner conviction and for a great cause. But what is death in reality here? Here they croak, starve to death, freeze to death it s nothing.they drop like flies; nobody cares and nobody buries them. Without arms or legs and without eyes, with bellies torn open, they lie around everywhere. German soldier.effective command no longer possible further defense senseless. Collapse inevitable. Army requests immediate permission to surrender in order to save lives of remaining troops. General Paulus radio message to Hitler on January 24, 1943 Capitulation is impossible. The 6 th Army will do its historic duty at Stalingrad until the last man, the last bullet Hitler s response to General Paulus request to withdraw from the city

44 Russian s First Hand Accounts If a day goes by when you have not killed a German, then that is a wasted day. If you don t kill a German, then a German will kill you. Russian soldier we were surrounded by Germans. They were very nearby, and more than once we had to stand up and fight them face to face or attack with hand grenades. Russian soldier The cavalry was riding out when suddenly it came upon the Germans.Some of us were on horses, others were on wheels. It was a cruel battle.we fought hand to hand. Pulat and his fellows used their swords, their bayonets and their knives. Blades flushed in the frosty air and down went the enemy. Russian soldiers

45 The Battle of Stalingrad Big Idea: Fought during the winter of 1942 to 1943, Stalingrad is the turning point for the Eastern Front. It resulted in a Russian victory over the German forces. The city was of vital importance because it was named after the Russian leader, Joseph Stalin, as well as having vital centers of manufacturing. This battle was one of the most brutal during WWII, with individual streets being fought over in hand to hand combat. As I read First hand Accounts from German and Russian Soldiers, listen carefully and make brief notes about what the soldiers are experiencing. Remember good note-taking strategies and make short bulleted lists of things that mean something to you. German Soldiers Russian Soldiers

46 Using your right side notes about the Battle of Stalingrad complete the sensory chart (What does a soldier, see, hear, taste, touch, and smell?) to step into the shoes of a soldier in the battle Using your right side notes about the Battle of Stalingrad complete the sensory chart (What does a soldier, see, hear, taste, touch, and smell?) to step into the shoes of a soldier in the battle

47 Lesson 1. Title Big Question Specific Objectives (transfer from above) Brief explanation of scope of lesson, significance, and explanation of task- How are you trying to motivate students in your opener? What is your closure? V-J Day! Victory in Japan! What events happened in the War of the Pacific and how did this conflict end? SWBAT: 1. Identify and describe the turning point for the Pacific front by reviewing the class notes 2. Examine the end of the War in the Pacific by reviewing class notes This lesson is supposed to wrap up the unit and get students started on their unit project by giving them class time to work on their scrap booking activity. They will start the beginning of the lesson by wrapping up the War in the Pacific and will be given the rest of class time to work on their scrap booking activity. This lesson deals with some of the most important issues impacting world politics today, i.e. the dropping of the atomic bomb. Students will understand the whole of WWII by identifying Midway as the turning point, Island Hopping was the important strategy for the Pacific, and the war ended with atomic bomb. Opening activity, Students will view the quote on the Battle of Midway memorial in DC and search for clues about the battle from this. This quote is extremely powerful and I think it will motivate students to want to learn more about the battle because it leaves out details. This way student will be playing detective and hopefully that will interest them. Closing activity, students will give President Truman a grade based upon his decision to drop the atomic bomb. They will consider the heavy loss to American life that would have been inevitable as well as a quote from Hirohito upon surrender about the destruction nature of the bomb. They must back up their grade with a short paragraph.

48 Title: V-J Day! Victory in Japan! Grade and Subject: 7 th Grade/ US History from 1877 Time Allotted: 45 minutes SOL #: USII.7b NCSS Theme: Time, Continuity, and Change What is the guiding question for this lesson? How will student understanding be assessed? -include assessments What events happened in the War of the Pacific and how did this conflict end? Exit Slip: what do you think about the dropping of the bomb Key Concepts (no definition necessary): Island Hopping Atomic Bomb SWBAT (as many as required by lesson): 1. Identify and describe the turning point for the Pacific front by reviewing the class notes 2. Examine the end of the War in the Pacific by reviewing class notes Materials (List and attach primary sources and additional materials-ppt and question frames etc.): Material A: War in the Pacific Notes Material B: PowerPoint Material C: Scrapbook Planning Guide Just Do It (hook): Students will examine the following quote found on the Battle of Midway Memorial in DC, and answer the question what clues does this give us about the Battle of Midway They had no right to win, yet they did and in doing so they changed the course of a war even against the greatest odds, there is something in the human spirit a magic blend of skill, faith, and valor that can lift men from certain defeat to incredible victory Obj # Description of Lesson Procedure 1 & 2 Go through the notes (see Material A) and the PowerPoint (see Material B), Students will highlight the appropriate key points in Check for Evidence of Understanding When notebooks are collected right side will be checked for highlighting

49 the notes as we go through, and answer the questions found in the check for understanding. More information will be supplemented and a short video clip is hyperlinked at slide 7. At Slide 3: What do you think of a Japanese General means when he says this quote? How is this a prediction of things to come? At Slide 5: What is this political cartoon trying to say? At Slide 12: What do you think of Emperor Hirohito s surrender speech? Transition: After going through the notes have students complete the following closure for the day s lesson and then give them time to work on their scrap-booking project for the Unit. Closure: Consider the quote on Slide 12 from the Emperor of Japan What do you think about President Truman s decision to end the War with an Atomic Bomb? Give him a grade (A-F) and explain why you gave him that. Remember that a conventional fighting technique would have cost as many as one million American lives, and the atomic bomb cost many innocent civilian lives in Japan Have students share their thoughts about the dropping of the bomb and answer any questions that arise.this may or may not be a topic students feel comfortable talking about so collect the exit slips if the room is hesitate Transition: Allow students the rest of the time to work on their scrapbooks by handing them the scrapbook planning guide (see Material C) Closure (How does this come back to the guiding question): Consider the quote on Slide 12 from the Emperor of Japan What do you think about President Truman s decision to end the War with an Atomic Bomb? Give him a grade based on how well he did and write a couple of sentences why. Remember that a conventional fighting technique would have cost as many as one million American lives, and the atomic bomb cost many innocent civilian lives in Japan --this returns to the guided question because it forces the student to think about the War in the Pacific and how tragic it was for those in America and the Japanese. Students reflect on the end of the war and the events that led up to it and make a judgment about Hoover s decision. Modifications (to meet the needs of diverse learners): All learners will be given the proper accommodations and modifications based on their unique situation in accordance will all IEPs, 504s, and any other adaptations required for their specific learning.

50 War in the Pacific Big Idea: Although Europe was plunged into WWII another front was opening up for the United States, this one in the Pacific. The main combatants in the Pacific were Japan and the United States. At first Japan had numerous victories in the Pacific; however the Battle of Midway marked a turning point in the War and was the first of many US victories. Midway Major naval battle that took place in June 1942 and is regarded as the turning point for the War in the Pacific. Initially the Japanese had planned to ambush our carriers and destroy what remaining of the US fleet. However code breakers were able to determine the plan and trap the Japanese in an ambush of our own. The heavy losses permanently weakened the Japanese navy because they were not able to build replacements fast enough. Island Hopping Sometimes known as leapfrogging, was an important military strategy used by the US in the Pacific. Instead of attacking all the islands the Japanese controlled, the US focused on strategically important island. The strategy was a success in part because the US was able to blockade Japanese efforts to re-supply these island bases. Other Important Islands Battles: Iwo Jima, Guadalcanal Atomic Bomb Japan refused to accept any terms of surrender and had made clear that they would defend their island at all costs. After evaluating this with the number of American lives it would take to launch an invasion of Japan, President Truman (FDR had died by this point) decided to drop an Atomic Bomb. The first bomb was dropped on Hiroshima on August 6, This was followed by a second atomic bomb being dropped on the city of Nagasaki on August 9, Over 220,000 people died as a result of these bombs and many more from Radiation. Six days after the Nagasaki bomb Japan surrendered on August 15, These are the only two times that an atomic bomb has ever been dropped in history.

51 My PowerPoint War in the Pacific Just Do It The following quote appears on the Battle of Midway Memorial in DC They had no right to win, yet they did and in doing so they changed the course of a war even against the greatest odds, there is something in the human spirit a magic blend of skill, faith, and valor that can lift men from certain defeat to incredible victory Write a couple of sentences about what clues this give you about the Battle of Midway

52 Remember Pearl Harbor I fear we have only awakened a slumbering giant and filled it with a terrible resolve Admiral Yamamoto Island Hopping An Important Strategy used by the United States which focused on attacking strategic points in the Pacific instead of every island controlled by the Japanese

53 Island Hopping Midway

54 Midway Atomic Bomb The United States had been developing an Atomic Bomb for some time. When it became clear that Japan would not surrender, President Truman made the decision to drop the bomb

55 Hiroshima/ Nagasaki The first bomb was dropped on Hiroshima on August 6, This was followed by a second atomic bomb being dropped on the city of Nagasaki on August 9, Over 220,000 people died as a result of these bombs and many more from Radiation The Surrender Six days after the Nagasaki bomb Japan surrendered on August 15, These are the only two times that an atomic bomb has ever been dropped in history

56 The Surrender On August the Japanese surrendered with the Emperor Addressing the Nation For many people this was the first time they had ever heard the Emperor speak The Emperor s Speech Despite the best that has been done by everyone.the war situation has developed not necessarily to Japan's advantage, while the general trends of the world have all turned against her interest. Moreover, the enemy has begun to employ a new and most cruel bomb, the power of which to do damage is, indeed, incalculable, taking the toll of many innocent lives. Should we continue to fight, not only would it result in an ultimate collapse and obliteration of the Japanese nation, but also it would lead to the total extinction of human civilization.

57 For the end of this unit you will need to complete a WWII scrapbook as if you lived throughout the War and collected these artifacts. Your scrapbook should allow you to look back through the events of WWII. You must have at least four artifacts from the War on four different pages. This can include letters, pictures, or items. Although there is only one artifact required perpage remember that people decorate scrapbooks so don t have too much white space. All must be student made (no pictures from online) and deal with the events of WWII from this Unit Rubric Scoring Guidelines: 20-17=A; 16-13=B; 13-10=C; 10-7=D; 7-0=F Planning Guide: Student should show that they have thought about the project and carefully planning out a draft BEFORE beginning work on the project First Page: Student should have included 1 artifact on this page as if this were an album or scrapbook. Points will be taken off for too much white space Second Page: Student should have included at least one artifact on this page as if this were an album or scrapbook. Points will be taken off for too much white space Third Page: Student should have included at least one artifact on this page as if this were an album or scrapbook. Points will be taken off for too much white space Fourth Page: Student should have included at least one artifact on this page as if this were an album or scrapbook. Points will be taken off for too much white space Student Response: In the space below self-evaluate your own work on this project. What grade do you think you should get on this Unit s project Be Honest!

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59 Monday Tuesday Wednesday Thursday Friday Pearl Harbor D-Day and the War Stalingrad the in Western Europe War in the East WWII in Europe before the US got involved Top Secret Briefing Activity in Class Brief Lecture in Class; Left side of Interactive Notebook Pearl Harbor newspaper article Notes on D-Day, Paratrooper pack activity, Left Side of Interactive Notebook Write soldier s letter home In Class reading of first hand accounts while students take notes using perspective map; Left side of Interactive Notebook Sensory Chart of a Soldier s experience Midway, Island Hopping, and the end of War in the Pacific Highlight Notes, watch short video clips and then begin work on WWII scrapbook What events took place in Europe before the US became directly involved militarily? How did the attack on Pearl Harbor impact the American public and draw the US into WWII militarily? How does D-Day mark a turning point for the Allies and the beginning of the end for the Nazi s? What happened at Stalingrad and how is it a turning point in the war? What events happened in the War of the Pacific and how did this conflict end?

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61 Social Studies Unit Structure Section 1 Unit Title Grade Level Rationale / Abstract A) Essential question to be explored B) How and why the unit will be used? C) Why is the unit significant/relev ant? D) How does the unit meet state and national standards As World War II Turns Major Events and Turning Points 7 th grade This unit begins with exploring the events that have happened in Europe prior to the US entering WWII. Students participate in a briefing activity where they view Top Secret files about, the Battle of Britain, Lend-Lease, and the Invasions of France and Poland. This allows students to examine primary and secondary sources about these events. Students then begin to examine how the US enters WWII through activities centering on the events of Pearl Harbor. These activities include an interactive lecture with video clips, images. At the end of this students will be asked to write a newspaper article for December 7, Students continue with the turning points of each theater or front: D- Day in the West where students see what a paratrooper had in their pack and ask themselves what they would take on an invasion, students continue by completing a letter home; Stalingrad in the East where students will hear first hand accounts from both Germans and Russians and complete a sensory chart from the perspective of a soldier; and finally Midway in the Pacific. They will also examine the dropping of the Atomic Bomb and the ending of WWII. The unit culminates in a scrap booking activity where students are asked to reflect on the whole unit. While students work through the unit and its activities the essential question they are asking is: Why are these events significant or important?

62 Focus questions for the Unit (3 maximum). What makes these turning points or major events? This unit deals with one of the turbulent, tumultuous, and important times in American history. The events of WWII still impact foreign relations around the world including US foreign policy, our relationships with other countries, and shaped the map of the modern world. By using primary sources, sequencing historical events, and viewing World War II from various perspectives, students are exposed to the major events and turning points laid out by state and national standards. 1. What events took place in Europe before the United States Entered the War? 2. What caused the US to enter World War II? 3. What were the turning points for the 3 fronts of WWII Western Europe, Eastern Europe, and the Pacific

63 Section 2 Unit Goals (larger learnings from the focus questions and vice versa) a) What will students understand as a result of this unit (Wiggins and McTighe levels of understanding). Explanation: Students will know and be able to identify certain events and turning points D-Day, Midway, Stalingrad, Lend Lease, Battle of Britain, Pearl Harbor Interpretation: Students will examine what they think is important and essential knowledge by writing a newspaper article and completing the briefing activity Application: Students must use a variety of skills and process their knowledge by writing a letter home from the front line, and completing a sensory chart from Stalingrad Perspective: Students will take on the perspective of people in the War effort by writing letters home from the P.O.V. of a soldier, feeling what a soldiers felt at Stalingrad through a sensory chart and completing a scrap booking activity Empathy: Students will exhibit sensitivity for the plight of others by completing the letter home, sensory chart, and further by participating in class discussions about Stalingrad, the horrors of war, and the dropping of the Atomic Bomb Key concepts w/ definitions (min- 6) 1. Lend Lease: a program where the US would supply Great Britain, USSR, France, and other allied nations with war materials such as planes, ships, etc. for military bases 2. Blitzkreig: lightning war, swift sudden violent military offensive

64 usually involving combined air and mobile land forces 3. D-Day: term used to describe the Normandy landings that commenced on June 6, 1944 and began the liberation of Western Europe 4. Theater/Front: the foremost line or part of a line of battle, the place where combat operations are carried out 5. Island Hopping: important military strategy in the Pacific Front during WWII where Allies would target specific strategically important islands to attack 6. Atomic Bomb: (nuclear bomb) derived from nuclear fission of atoms with the conversion of part of their mass into energy; the first dropped on Japan in WWII

65 Section 3- Connecting Instruction Unit Goals Benchmarks/ outcomes. Objectives tied to NCSS standards and SOL s Acceptable evidence- Assessment Task Learning Experiences and Instruction Students will see WWII from a variety of perspectives including individuals, countries, and world leaders Time, Continuity and Change; Individuals, groups and institutions Students will: Demonstrate knowledge of the major causes and effects of American involvement in WWII by b) locating and describing the major events and turning points of the war in Europe and the Pacific (USII.7b) Sensory chart, soldier letter home Stalingrad perspective notes, D-day paratrooper activity Sequence major events and turning points of WWII Time continuity and change Students will: Demonstrate knowledge of the major causes and effects of American involvement in WWII by b) locating and describing the major events and turning points of the war in Europe and the Pacific (USII.7b) Unit Scrapbook Briefing activity of events pre-us involvement Identify major events that happened in the Pacific during WWII Time continuity and change Students will: Demonstrate knowledge of the major causes and effects of American involvement in WWII by b) locating and describing the major events and turning points of the war in Europe and the Pacific (USII.7b) Newspaper article for Pearl Harbor Lectures on Midway, Atomic Bomb, Pearl Harbor

66 Section 4- Resources Resources (link to specific activity) Stalingrad First Hand Accounts Schneider, F., & Gullans, C. (1965). Last Letters From Stalingrad.New York, New York: The New American Library. Bastable, Johnathan (2006). Voices from Stalingrad. Cincinnati, Ohio: David and Charles. Notes for D-Day, Midway, and end of War in the Pacific Hakim, J. (Ed.). (1999). A History of US: War, Peace, and All that Jazz. New York, New York: Oxford University Press. Web based resources Briefing activity about events pre-us entering the war Lend Lease. Retrieved February 8, 2009, from UShistory.com Web site: Battle of Britain. Retrieved February 8, 2009, from Ushistory.com Web site: ( ). The Attack on Poland. Retrieved February 8, 2009, from historylearningsite Web site: htm Images and Videos for this Unit Taken from: United Streaming through Discovery Education; and (see the link under Pearl Harbor) ( ). World War II Multimedia Database. Retrieved February 8, 2009, from worldwar2database.com Web site: (2007). France Surrenders Retrieved February 8, 2009, from eyewitnesstohistory.com Web site: htm D-Day ( ). American Experience: D-Day. Retrieved February 8, 2009, from PBS Web site: (2002). Valor, Fidelity, Sacrifice. Retrieved February 10, 2009, from The National D-Day Memorial Foundation Bedford, Virginia Web site: Pearl Harbor pearl harbor speech. ature=related (2001, 11 28). Pearl Harbor Lesson Plans. Retrieved February 10, 2009, from Naval Historical Center Web site: ng.htm

67 Section 5- Lesson Catalogue Lesson 1. Title Europe Can Do It!...even without the US? Big Question Specific Objectives (transfer from above) What events took place in Europe before the US became directly involved militarily? SWBAT: 1. Identify and describe the events of WWII before the US became involved militarily by participating in the in-class workshop Brief explanation of scope of lesson, significance, and explanation of task- How are you trying to motivate students in your opener? What is your closure? 2. Explain the significance of these events and how they shaped the war by participating in the in-class workshop Although this is a US History course students have to understand what was happening in Europe before the United States gets involved. This lesson will help students begin their study of WWII by showing them that these events had pulled Europe into a World War long before the US becomes directly involved. It will also serve to show that the US acted in other ways besides direct military action before the bombing of Pearl Harbor. These events include the Battle of Britain, Lend Lease, the Invasion of Poland, and the Occupation of France. By visiting briefing stations where students explore a short explanation of each event and viewing maps and other images that further explain the situation, students will walk away with basic knowledge about these events and their significance. The opening activity is designed as both a pretest of student understanding and a way to get them to think about WWII. How much they know, and a few things they might have wanted to know more about. Hopefully when they see how much there is to know about WWII they will become interested. The closing activity requires that the students write a paragraph explaining the situation in Europe and their recommendation for what we should do next. This requires that they not only review the day s activities but then apply their knowledge to a new situation.

68 Title: Europe Can Do It!...even without the US? Grade and Subject: 7 th Grade/ US History from 1877 Time Allotted: 45 minutes SOL #: USII.7b NCSS Theme: Time, Continuity, and Change What is the guiding question for this lesson? How will student understanding be assessed? -include assessments What events happened in Europe before the United States entered the War militarily? In-class worksheet (Major Events of WWII) Exit Slip: paragraph students write explaining what events are and how the president should react Key Concepts (no definition necessary): Lend Lease Act Blitzkrieg SWBAT (as many as required by lesson): 1. Identify and describe the events of WWII before the US became involved militarily by participating in the in-class workshop 2. Explain the significance of these events and how they shaped the war by participating in the in-class workshop Materials (List and attach primary sources and additional materials-ppt and question frames etc.): Material A: Lend Lease Act Information Sheets Material B: The Battle of Britain Information Sheets Material C: Invasion of Poland Information Sheets Material D: Capture of France Information Sheets Material E: Student In-Class Worksheet Material F: PowerPoint Just Do It (hook): Students will be asked to complete a spectrum activity where they place the WWII events, terms, places, etc, on a spectrum with know it well, heard of it, or clueless being the categories. The words include: The Blitz, Lend Lease, Maginot Line, Blitzkreig, Luftwaffe, Panzer, R.A.F, Axis powers, Warsaw, arsenal of democracy

69 Obj # Description of Lesson Procedure Check for Evidence of Understanding 1 & 2 After opening with the Just Do It, students will then be instructed to break up into groups of 2 (already pre-selected in PowerPoint Material F). They will then move to one of the four stations (see Materials A-D), one for each event Battle of Britain, Lend Lease, Invasion of Poland, and Occupation of France. After getting to these stations students will read the Teacher will walk around the room answering any questions and insuring that students stay on track with the given assignment. Check over their papers to ensure that good note-taking strategies are being used! documents, analyze the maps and other images for approximately 7 minutes taking notes on their class worksheet (see Material E). After working for 7 minutes they will switch to a new station. Transition: Set an egg timer for their 7 minutes and when those are up students will be asked to move onto the next designated station 1 & 2 Students will repeat the above process for all four stations. They will move in clockwise direction around classroom learning and taking notes about the four Teacher will walk around the room answering any questions and insuring that students stay on track with the given assignment. events. Transition: Continue to set an egg timer for the remaining stations. When students have completed all four stations have them quickly do a think-pair share with a partner. Someone who was not in their original group to get any important information they missed. Closure Activity see below Teacher will ask students to quickly share their suggestions if time permits. Otherwise they should turn this in as an exit slip Closure (How does this come back to the guiding question): Now that students have read through all the Top Secret Files, you must write a short paragraph telling the president what is happening. You are one of his top advisors so you must include at the end a recommendation for what the president should do! This will force students to revisit the topics learned in class about the events of WWII. Modifications (to meet the needs of diverse learners): All learners will be given the proper accommodations and modifications based on their unique situation in accordance will all IEPs, 504s, and any other adaptations required for their specific learning.

70 The Lend-Lease Act Early in World War II the United States came up with a plan, dubbed Lend- Lease, to assist the nations that were then fighting the Axis powers (Germany, Japan and Italy). The Lend-Lease Act was passed by Congress on March 11, It provided that the president could ship weapons, food, or equipment to any country whose struggle against the Axis assisted U.S. defense. By retooling U.S. industrial output to the demands of war, Lend-Lease formally eliminated any neutrality. President Franklin D. Roosevelt saw the Lend-Lease Act as "helping to put out the fire in your neighbor's house before your own house caught fire and burned down." In effect, it turned the U.S. into an "arsenal of democracy" following the eruption of hostilities. At the outset, $7 billion worth of American matérial was shipped to Great Britain, China, Russia, Brazil and eventually many other countries. The expenditure grew to $50 billion by Each of those nations was assumed to be fighting not only in its own defense, but in that of the United States as well.* By permitting the president to ship war equipment and supplies to a besieged Britain, without payback as stipulated by the 1939 Neutrality Act, Lend- Lease empowered the British to resist the German onslaught until Pearl Harbor spurred America into the conflict. In addition, it avoided the prickly issues of post-world War I war debts. Following World War II, no decision was arrived at for the return of Lend- Lease goods by recipient nations. Some countries, notably Great Britain, had previously offset part of their indebtedness by providing U.S. GIs with goods and services. *Information Adapted From

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72 Questions to Think About: Analyze the map above what three areas/countries are getting the most money? Why would we give these countries the most money?

73 What do you think this political cartoon is trying to say? Questions to Think About: What kinds of products is Uncle Sam unloading into the ocean? In this picture, where are all these things going?

74 The Battle of Britain The Battle of Britain was one of the major World War II battles. The battle was waged in the skies over the English Channel and England's eastern and southern coast in 1940 and World War II had broken out in Europe, and Adolf Hitler was determined to defeat England. The main combatants were the United Kingdom and Germany. Hope for American isolationism came to an end with the Battle of Britain. By the end of 1940, most Americans had come to realize that war was inevitable. Background On February 26, 1935, Hitler ordered to rebuild the German air force, the Luftwaffe (literally, air weapon, pronounced looft-vaaf-fa) against the rules of the Treaty of Versailles. The Battle and the Blitz The Battle of Britain was the longest and largest nonstop bombing campaign yet attempted by any government. In the autumn of 1940, Hitler, having grown impatient with the failure of the German air force to destroy the British air force, ordered a switch to bombing major British cities. Known by the British as The Blitz, the change of strategy was intended to demoralize the people and destroy industries. The Battle of Britain would continue until October 31, 1940, but after September 15th, most raids were conducted on a far smaller scale. The Blitz continued with constant night attacks for 57 consecutive days after September 7, but the bombing of British towns and industrial centers continued until Records report that 2,944 pilots took part in the historic battle, of whom 497 lost their lives. The Battle of Britain marked a turning point. Its outcome ensured the survival of an independent Britain and represented the first failure of the German war machine. *Information Adapted From

75 Questions to Think About: These are pictures of London after being bombed by the German air-force (Luftwaffe). Describe the picture, what is going on? What does London look like?

76 Questions to Think About? Where are the R.A.F (Royal Air Force) headquarters located? Why do you think they are located there Where were most of the German fighters coming from? (what country?)

77 Invasion of Poland Poland was attacked by Germany on September 1 st The attack on Poland started at hours when blitzkrieg (lightning warfare) tore through the Polish military and by the end of the month Poland had surrendered to the Germans and the country was occupied. How did Germany achieve such an overwhelming victory? While the German Army had been developing new tactics and building new fighting vehicles to implement these tactics, the Polish Army, like many others in Europe, had stayed the same. A comparison of both armed forces clearly indicates the problems faced by Poland. Germany had 11 tank divisions compared to Poland s 1 (Polish Cavalrymen on horses were attacking tanks!!) Such a massive superiority of modern weaponry could only lead to one result a swift and decisive victory for the Germans. The Germans put all their faith in a lightening attack that would a) militarily hammer the Poles and b) create such chaos in Poland that any form of a unified Polish attack simply would not occur. For the Germans, speed and success went together. England and France wearily knew they could not sacrifice Poland. On September 3, 1939, the Allies declared war against National Socialist Germany. Then the Russians invaded eastern Poland on September 17th, the defeat of Poland was sealed. On September 24th, Warsaw (Poland s capital) was bombed by 1,150 German aircraft. On September 27th, Warsaw surrendered. No-one doubts that the Polish military put up a brave fight, but they were the first army to feel the full might of Germany. Tanks versus a primarily non-mechanized army could only lead to one result. * Information Adapted From

78 Questions to Think About: Pictures of Polish Calvary Do these men look equipped to fight Tanks? Why or why not?

79 The Capture of Paris, France It took only six weeks for France to surrender to the German invaders. A stunning defeat - particularly since before the war the French army was considered the most powerful in Europe. France's Maginot Line (line of defense) failed to hold back the Nazi onslaught and the German Blitzkrieg (fast moving attack) poured into France. Thousands of civilians fled before it. Traveling south in cars, wagons, bicycles or simply on foot, the desperate refuges took with them what few possessions they could salvage. It wasn t long before the roads were blocked to the French troops who were headed north in an attempt to reach the battlefield. Paris was abandoned and declared an Open City. The French government joined the fleeing throng and after moving to, and then quickly abandoning one location after another, finally ended up in the city of Vichy. The ultimate humiliation came at the signing of the armistice on June 22. The French had maintained as a memorial the railroad car in which the armistice ending World War I had been signed twenty-two years earlier. It occupied a hallowed space within a small forest north of Paris. Hitler insisted that France's surrender to his Nazis be formally acknowledged in the same railroad car at the same spot. Under the terms of the armistice, France was divided into two sections: Occupied France under direct German control and Vichy France - a quasiindependent territory with Marshall Petain, an eighty-four-year-old hero of the First World War, as its head. *Information Adapted From

80 Questions to think about: What countries are being invaded in this map? The Maginot Line was said to be invincible. How did the Germans get past it?

81 Our Intelligence has gathered this Top Secret Picture! Questions to Think About: Who are the people in this picture? (Especially that guy in the center) What clues give away their location and what is its significance?

82 Battle of Britain Capture of Paris Battle of Britain Lend-Lease Act Major Events of World War II Capture of Paris Invasion of Poland Lend-Lease Act Invasion of Poland

83 Lesson 1. Title Big Question Specific Objectives (transfer from above) Brief explanation of scope of lesson, significance, and explanation of task- How are you trying to motivate students in your opener? What is your closure? Pearl Harbor: A Date Which Will Live in Infamy How did the attack on Pearl Harbor impact the American public and draw the US into WWII militarily? SWBAT: 1. Identify and describe the attack on Pearl Harbor including how it drew the US into the war by reviewing the notes and writing their newspaper article 2. Describe how different areas of the American public reacted to the attack on Pearl Harbor by participating in the in-class activity (reacting to FDR s famous speech) This lesson comes at the very beginning of our major events unit on WWII. It is designed to begin the War for the US by examining the attack on Pearl Harbor and how that forced the US to formerly enter WWII. After this unit students will move into learning more major events and turning points such as D- Day, Midway, etc. This lesson deals with a major event in US history that many Americans remember to this day or remember the way it impacted people in their lives. After receiving some notes, students will listen to FDR s speech to congress asking for a declaration of war. They will then be divided into groups representing sections of the American public. These groups are civilians, naval personnel at Pearl Harbor, and members of congress. From this view point students will answer some question and then prepare to write a newspaper article describing the day s events. (if students wish they may also video record their news broadcast instead of writing). This task will allow students the opportunity to view Pearl Harbor from a variety of views and but into perspective the magnitude of this event on the American people. The opening activity is designed to help students connect with an event that happened in their lives, How is this event similar to those events of Pearl Harbor, based on what they know? This requires them to not only have a pre-test but motivates them to connect with the past with an event that is closer to home. The closing activity for this lesson is for the students to complete a left-side assignment of writing a newspaper article about the day s events. This closes the loop of the lesson because it forces students to reflect back on the events that happened and write about them and to draw on their in-class experience by including reactions from the American people.

84 Title: Pearl Harbor: A Date That Will Live in Infamy Grade and Subject: 7 th Grade/ US History from 1877 Time Allotted: 45 minutes SOL #: USII.7b NCSS Theme: Time, Continuity, and Change; Power, Authority, and Governance What is the guiding question for this lesson? How will student understanding be assessed? -include assessments How did the attack on Pearl Harbor impact the American public and draw the US into WWII militarily? In Class Activity: Reaction to FDR speech Left-Side Assignment: newspaper article or broadcast about the events of Pearl Harbor Key Concepts (no definition necessary): Pearl Harbor SWBAT (as many as required by lesson): 1. Identify and describe the attack on Pearl Harbor including how it drew the US into the war by reviewing the notes and writing their newspaper article 2. Describe how different areas of the American public reacted to the attack on Pearl Harbor by participating in the in-class activity (reacting to FDR s famous speech) Materials (List and attach primary sources and additional materials-ppt and question frames etc.): Material A: Pearl Harbor Right Side Notes Material B: FDR speech print out and on youtube Material C: Role Cards Material D: Left Side Assignment Newspaper article Just Do It (hook): Do any of you remember 9-11? The events of that day and how you felt or how your parents reacted. Many have described the feelings of that day as similar to how people felt about Pearl Harbor. From what you know how these two events are similar

85 Obj # Description of Lesson Procedure Check for Evidence of Understanding 1 After the opening activity students will be given right side notes (see Material A). Students will follow along as the teacher reads and instructs them what to highlight. When notebooks are collected highlight will be checked to ensure students completed this activity Things to highlight will include: A date which will live in infamy, the date, surprise attack, declaration of war, and a few others. Transition: After reviewing the notes students will be instructed to preview the transcript of FDR s speech. While they preview I will set up the video of the speech to play. 2 Students will listen to FDR s address to Congress asking for war against Japan. They will follow along with the speech transcript at their tables. Following the 4 minute long clip the students will take on the role cards (Material C) and talk at their Students will informally present their information to the class, about their role. They have questions to guide their discussion and shape their presentation. tables about their role, either citizens, navy personnel, or members of congress. After answering their questions they will be asked to present their role to the class to further explore how many sections of the American public felt about the attack at Pearl Harbor. Transition: After students have presented their information to the class, explain that they will now write a newspaper article about the events of December 7, Move into closure. Closure: Left Side Assignment Newspaper article about the events of December 7, 1941 must include an image or political cartoon, and a quote from the American public Closure (How does this come back to the guiding question): Write a newspaper article about the events of December 7 th. Make sure to include at least one image or political cartoon about the event and a quote from the American people. This can be a quote you make up from either your group s role or another group. This returns to the guiding question because it forces them to think about how these events felt to the American people with the quote and image. They have to review all of the day s activities to prepare a quality article. Modifications (to meet the needs of diverse learners): All learners will be given the proper accommodations and modifications based on their unique situation in accordance will all IEPs, 504s, and any other adaptations required for their specific learning.

86 Pearl Harbor Big Idea: Pearl Harbor was a surprise attack conducted by the Empire of Japan on the United States Naval base at Pearl Harbor, Hawaii on December 7, It resulted in the United States declaring War on Japan and later her allies, Germany and Italy. (They declared war on the US first). The Japanese hoped to destroy the US Pacific fleet before it could be used against them in the Pacific. The surprise nature of the attack made many in America revise their earlier position of neutrality and want to go to war. The Attack December 7, 1941 The Japanese moved swiftly in two waves of airplane attacks. These airplanes bombed the naval base and sank four US battleships. The Japanese also sank or damaged three cruisers, three destroyers, and destroyed 188 aircraft. 2,402 US navy personnel were killed in this attack with another 1,282 wounded. The Reaction The American public reacted swiftly to the surprise nature of this attack. People were outraged that this attack had taken place before a formal declaration of war. The next day, December 8 th, President Franklin Delano Roosevelt went before a joint session of Congress and asked for a declaration of war against the nation of Japan. President Roosevelt declared this a date which would live in infamy, because of the sudden and deliberate nature of the attack.

87 To the Congress of the United States: FDR s Pearl Harbor Speech Yesterday, Dec. 7, a date which will live in infamy - the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with the government and its emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the Japanese ambassador to the United States and his colleagues delivered to the Secretary of State a formal reply to a recent American message. While this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or armed attack. It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace. The attack yesterday on the Hawaiian islands has caused severe damage to American naval and military forces. Very many American lives have been lost. In addition, American ships have been reported torpedoed on the high seas between San Francisco and Honolulu. Yesterday, the Japanese government also launched an attack against Malaya. Last night, Japanese forces attacked Hong Kong. Last night, Japanese forces attacked Guam. Last night, Japanese forces attacked the Philippine Islands. Last night, the Japanese attacked Wake Island. This morning, the Japanese attacked Midway Island. Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation.

88 As commander in chief of the Army and Navy, I have directed that all measures be taken for our defense. Always will we remember the character of the onslaught against us. No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory. I believe I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make very certain that this form of treachery shall never endanger us again. Hostilities exist. There is no blinking at the fact that that our people, our territory and our interests are in grave danger. With confidence in our armed forces - with the unbounding determination of our people - we will gain the inevitable triumph - so help us God. I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, Dec. 7, a state of war has existed between the United States and the Japanese empire. Source: The National Archives and Records Administration has posted this document at It has been widely reprinted in sources such as: The Public Papers and Addresses of Franklin D. Roosevelt volume (New York: Harper & Brothers Publishers, 1950): November 2001

89 Civilians You live in Cleveland, Ohio, thousands of miles away from Pearl Harbor. You know Europe is engulfed in World War II, but that the United States is not directly involved in war. You did not support American entrance to the war in Europe, but are reconsidering since the attack on December 7, Now, there is a possibility that some close relatives and friends will enlist in the Navy and be sent abroad. 1. Your neighbors' son is stationed at Pearl Harbor, how do you feel after learning the news about the attack? 2. What is your reaction after listening to President Roosevelt s address to the nation? 3. Has your opinion of the Japanese changed since the attack? 4. What do you plan to do after hearing this speech? 5. How might U.S. involvement in a war affect your hometown? Navy personnel stationed at Pearl Harbor Pearl Harbor was attacked only 24 hours ago. You and fellow sailors took a break from the clean up and rescue efforts to gather around the radio to listen to FDR's speech. The attack is still fresh in your mind, with the aftermath surrounding you. You also knew men killed on December 7th. 1. What are you thinking while listening to the speech? Your family at home? Your lost buddies? 2. What is your reaction towards the Japanese? 3. Do you think about the war in Europe? 4. Now that the United States is heading into war, what do you plan to do? 5. Did you expect that you would go to war while you were in the Navy?

90 Members of Congress For a long time, both the Senate and the House of Representatives were divided over the war issue. There was much resistance to involvement in Europe, because the destruction of World War I still lingered in your minds. Until now, the United States had only been helping Great Britain and France indirectly. After learning of the attack on Pearl Harbor, you are sitting in a special joint session of Congress listening to President Roosevelt. Later in the day, you will vote on a Declaration of War with Japan. Until now, you were against any involvement in war. You know that because of the Axis alliance, declaring war on Japan means war with Germany and Italy. 1. Does President Roosevelt's speech change your mind about involvement in the war? 2. What is your primary concern at this point? 3. As an isolationist before December 7, how has this event changed your world outlook? 4. How will your home district be affected by a declaration of war?

91 Write a Newspaper article about the events of December 7, 1945 (Pearl Harbor Day), using the notes on the right side of your notebook try to summarize the event of that day. Your article must include at least one image or political cartoon and a quote from a section of the American public. This is a quote you make up based on what you think someone in America have to say about Pearl Harbor.

92 Lesson 1. Title Big Question Specific Objectives (transfer from above) Brief explanation of scope of lesson, significance, and explanation of task- How are you trying to motivate students in your opener? What is your closure? Paratroopers, Infantry, Destroyers..Oh My! It s D-Day How does D-Day mark a turning point for the Allies and the beginning of the end for the Nazi s? SWBAT: 1. Identify and describe D-Day and the aspects that make it a turning point by following along with the class notes 2. Examine the role of the paratroopers and other soldiers played in the invasion by participating in the in-class activity and completing a soldier s letter home This lesson comes after Pearl Harbor and is the first of the major turning points students examine. D-Day marks a turning point in WWII because it begins the allied process of retaking Europe from Nazi control. It encompasses the liberation of France and allows the allies to get a foot in the door and work inward towards Germany. D-Day also represents a significant loss in American life as many died on the Normandy beaches. Students will examine all of these things by going over D-Day notes and then examining the role of the paratroopers. Students will be asked the question: what would you take on an invasion of Europe? After brainstorming and sharing answers students will then examine the contents of a real paratroopers pack. This will allow the experience of many of the soldiers to come alive for the students. They will hopefully begin to see that many of these soldiers were years old and make a personal connection for the students. Students will then write a letter home from the perspective of a soldier The opening will motivate students by making the topic connect to their world. In the opening students are asked if they have seen movies, videogames, or had any family stories dealing with the war. If so discuss them at their table? this will connect to making the War more personal for them by how it relates to their world. In the closure of the lesson, students will read a note written by a D-Day solider. They will then attempt to write their own note home and try to step back into feeling what so many soldiers felt as they prepared to face the horrors of war.

93 Title: Paratroopers, Infantry, Destroyers..Oh My! It s D-Day Grade and Subject: 7 th Grade/ US History from 1877 Time Allotted: 45 minutes SOL #: USII.7b NCSS Theme: Time, Continuity, and Change, Individuals, Groups, and Institutions What is the guiding question for this lesson? How will student understanding be assessed? -include assessments How does D-Day mark a turning point for the Allies and the beginning of the end for the Nazi s? In class brainstorm activity (what would you take with you on an invasion?) Left-Side Assignment: Soldier s letter home Key Concepts (no definition necessary): Paratrooper Western Front D-Day SWBAT (as many as required by lesson): 1. Identify and describe D-Day and the aspects that make it a turning point by following along with the class notes 2. Examine the role of the paratroopers and other soldiers played in the invasion by participating in the in-class activity and completing a soldier s letter home Materials (List and attach primary sources and additional materials-ppt and question frames etc.): Material A: PowerPoint Material B: D-Day Notes Material C: Left-Side Assignment Soldier Letter Home Just Do It (hook): Does anyone know of any personal stories of D-Day or the War in general, either from parents, grandparents, an older neighbor or relative. Have you seen any movies or played any videogames dealing with these topics Medal of Honor, Saving Private Ryan, the Longest Day etc. Talk about what you know at your table. Obj # Description of Lesson Procedure 1 After the opening activity, students will be given the notes for D-Day. (see Material B) They will take out their highlighters and Check for Evidence of Understanding When notebooks are collected for the unit, students are assessed and checked on if they have the

94 highlight the following important, essential points: the Big Idea, the turning point of Western theater, paratroopers and their role, beaches of Normandy. After highlighting these points students will color in the map (see Material B). They should take a red marker or coloring pencil and draw a line from England to the beaches of Normandy. proper highlighting in their notebook. Walk around the room to check that they have completed the mapping section correctly. Transition: After students have marked the map ask them to participate in a brainstorm. What would you take with you on an invasion of a foreign country? Remind them that they will be gone for several months and must rough it. After a minute ask students to share at their tables and then as a class. 2 Now that students have brainstormed and shared what they would take on an invasion show them what was in a paratrooper pack.(see Material A) Ask students what was on their list and what they are surprised to find in a paratrooper pack? Why would they have these items and not others? As students brainstorm walk around to see what is on their sheet. Keep one ear on the conversations to make sure they are on task. When they are finished participated in a class discussion of the paratrooper pack s contents. What is surprising? What items did they have in common? Transition: After students have examined the paratrooper pack activity, ask them to read the letter and directions for the left side assignment (see Material C). Give them a few moments to fully read the letter and then ask them what sticks out most to them? What is missing from the letter that you would expect? Why doesn t the soldier talk more about the war? After examining the letter and discussing it as a class, allow students to move into the closing activity. Closure: whatever class time is left students will have to work on their letter home or other left side assignments Left Side assignment will be assessed when notebooks are collected Closure (How does this come back to the guiding question): Have students work on their left-side assignment, a soldier s letter home. When they examine the letter written by the D-Day soldier ask them what he means by the line Have been discussing the difference in D-Day in America and over here. Ask them what is the difference between the hopes for D-Day and the on the ground experiences of the soldiers Modifications (to meet the needs of diverse learners): All learners will be given the proper accommodations and modifications based on their unique situation in accordance will all IEPs, 504s, and any other adaptations required for their specific learning.

95 My PowerPoint D-Day How Does D-Day mark a turning point for the Allies and the beginning of the end for the Nazis? Just Do It Does anyone know of any personal stories of D-Day or the War in general, either from parents, grandparents, an older neighbor or relative. Have you seen any movies or played any videogames dealing with these topics Medal of Honor, Saving Private Ryan, the Longest Day etc. Talk about what you know at your table.

96 Today s Activity Outline Go over D-Day notes and highlight important info Paratrooper activity what would you take on an invasion? Closure: Write a soldier s letter home Paratroopers Paratroopers are specially trained soldiers equipped with parachutes. In the Invasion of Normandy they had an especially important role because they had to parachute behind enemy lines What kinds of things would you take on invasion behind enemy lines?

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98 D-Day Big Idea: D-Day refers to the allied invasion of Normandy on June 6, 1944, where the allies began the liberation of Western Europe by landing on 5 beaches in France. US, Canadian, and British troops working together launched the largest amphibious invasion in history. D-Day marks the turning point for the war in the Western theater. Air Deployed paratroopers, specially trained soldiers equipped with parachutes, behind enemy lines to disrupt German resistance by cutting communication lines, railways, and other avenues of supply. Land Thousands of troops and tanks landed on the beaches of Normandy to establish an allied beachhead in Europe. This was the first step in working inwards and toppling Hitler s Nazi war machine. Sea The Navy was reasonable for softening up defenses with destroyer bombardment and landing troops on the beaches.

99 Here is a letter written by a D-Day Soldier. This soldier was killed on D-Day, just one week after writing this letter to his wife. My Darling Lynn, May 29, 1944 It has actually been hot here for the past two days. Hot enough to get a suntan but not quite as nice as the being at the beach with you. Remember? Several of the boys and I have just been discussing the nice thing we are missing at home. Have been discussing the difference in D-Day in America and over here. They seem to think it is going to be quite a show. How is mother getting along these days? Hope the hot weather isn t to much for her. It s getting late my sweet so I will have to say good nite. Always, Johnnie Imagine that you are a paratrooper or soldier about to land at D-Day. You know that this is a dangerous mission and you might not make it back. You want to write a letter home telling your family and friends what you are doing over in Europe and the feelings you are feeling.

100 Lesson 1. Title Big Question Specific Objectives (transfer from above) Brief explanation of scope of lesson, significance, and explanation of task- How are you trying to motivate students in your opener? What is your closure? Stalingrad: A Meat-grinder in the East What happened at Stalingrad and how is it a turning point in the war? SWBAT: 1. Identify and describe the basic events of the Battle of Stalingrad and why it is a major turning point by reviewing the class notes 2. Empathize with the plight of ordinary soldiers on both sides, German and Russian, by completing the perspective activity and their left-side assignment, a sensory chart. This lesson is designed to explain the war in the East through the eyes of just one battle, Stalingrad. Although this marks the turning point of the war in the East, the brutality and forces of nature the soldiers endured is a common theme for those in the East. Students will understand that Stalingrad was so important because it opened up a two-front attack on the Nazis. As the allies moved inland from France, the Russians did the same in the East essentially squeezing Germany on two sides. Students will identify the basics of Stalingrad through their notes and then complete a perspective activity. In this activity students will be read first hand accounts of the horrors of war from the point of view of the two sides, German soldiers and Russian. They will take notes on their perspective chart, which will help them complete their perspective chart about a soldier s experience at Stalingrad. The opening activity asks students to think about the importance of Stalingrad as a city With the following questions: Who do you think this city is named after? Why is that important? What kind of place would you want to name after you? This will motivate students to think about strategy in war and get them to realize the importance of Stalingrad as a city. The closure helps students review the day s activities by asking them to complete a processing assignment, the sensory chart. Students are asked to describe what a soldier would, hear, taste, touch, see, and smell. This will allow them to use their notes to understand the battle of Stalingrad.

101 Title: Stalingrad: A Meat-grinder in the East Grade and Subject: 7 th Grade/ US History from 1877 Time Allotted: 45 minutes SOL #: USII.7b NCSS Theme: Time, Continuity, and Change; Individuals, Groups, and Institutions What is the guiding question for this lesson? How will student understanding be assessed? -include assessments What happened at Stalingrad and how is it a turning point in the war? In-Class Work: perspective chart, note-taking Left Side Assignment: Sensory chart Key Concepts (no definition necessary): Eastern Front Stalingrad SWBAT (as many as required by lesson): 1. Identify and describe the basic events of the Battle of Stalingrad and why it is a major turning point by reviewing the class notes 2. Empathize with the plight of ordinary soldiers on both sides, German and Russian, by completing the perspective activity and their left-side assignment, a sensory chart Materials (List and attach primary sources and additional materials-ppt and question frames etc.): Material A: First Hand Accounts Material B: Right side notes/perspective Chart Material C: Left Side Assignment/ Sensory Chart Just Do It (hook): Stalingrad is a city in Russia where a major battle of WWII took place. Who do you think this city is named after? Why is that important? What kind of place would you want to name after you? Check for Evidence of Obj # Description of Lesson Procedure Understanding 1 After the opening activity students will be When notebooks are collected

102 given the Right Side Notes (see Material B) and asked to highlight the Big Idea and that this was a Russian victory over the Germans. Additional details will be given about the battle of Stalingrad, including showing students a map of where Russia is. student highlighting is checked as well as informally walking around the room Transition: After the students have highlighted the major sections have them read the directions and look at the bottom half of the notes the perspective chart (see Material B) 2 Tell students that you will be reading first hand accounts of the German and Russian soldiers at Stalingrad. (see Material A). As you read instruct them to take notes on these. Remind them of good note-taking strategies and to write down things that will After reading a few key quotes ask them the following questions: What stands out to you in these quotes? help them remember the conditions at Stalingrad. Read the First Hand Accounts How would it feel to be in stopping to ask the questions in the check this situation? What would for understanding box. you do? Transition: After going through all the first hand accounts and having students take notes in the perspective diagram. Tell them to use these notes to complete their sensory chart. (see Material C) Closure Left Side Assignment, Sensory Chart (see Material C). Examining what a soldier hears, sees, touches, smells, and tastes during a battle Any additional time will be used to complete the closing activity and any other left-side assignment Closure (How does this come back to the guiding question): Students will complete the sensory chart asking them what a soldier saw, heard, felt, smelled, and tasted. This will allow students the opportunity to recap the events at Stalingrad. Students will have to think about what happened at Stalingrad (back to the guiding question. They must also empathize with the plight of the soldiers and use their class work to complete the activity. Modifications (to meet the needs of diverse learners): All learners will be given the proper accommodations and modifications based on their unique situation in accordance will all IEPs, 504s, and any other adaptations required for their specific learning.

103 German First Hand Accounts My hands are done for, and have been ever since the beginning of December. The little finger of my left hand is missing and what s even worse-the three middle fingers of my right one are frozen. I can only hold my mug with my thumb and little finger. I m pretty helpless; only when a man has lost any fingers does he see how much he needs them for the smallest jobs. The best thing I can do with the little finger is to shoot with it. My hands are finished. German soldier The truth is the knowledge that this is the grimmest of struggles in a hopeless situation. Misery, hunger, cold, [abandonment], doubt, despair and horrible death. I will say no more about it German officer The army has been surrounded now for seven weeks and it can t last another seven. My leave was already due in September but it didn t come through.yesterday morning the word was that one-third of us are going home on leave towards the end of January. German soldier You were supposed to die heroically, inspiringly, movingly, from inner conviction and for a great cause. But what is death in reality here? Here they croak, starve to death, freeze to death it s nothing.they drop like flies; nobody cares and nobody buries them. Without arms or legs and without eyes, with bellies torn open, they lie around everywhere. German soldier.effective command no longer possible further defense senseless. Collapse inevitable. Army requests immediate permission to surrender in order to save lives of remaining troops. General Paulus radio message to Hitler on January 24, 1943 Capitulation is impossible. The 6 th Army will do its historic duty at Stalingrad until the last man, the last bullet Hitler s response to General Paulus request to withdraw from the city

104 Russian s First Hand Accounts If a day goes by when you have not killed a German, then that is a wasted day. If you don t kill a German, then a German will kill you. Russian soldier we were surrounded by Germans. They were very nearby, and more than once we had to stand up and fight them face to face or attack with hand grenades. Russian soldier The cavalry was riding out when suddenly it came upon the Germans.Some of us were on horses, others were on wheels. It was a cruel battle.we fought hand to hand. Pulat and his fellows used their swords, their bayonets and their knives. Blades flushed in the frosty air and down went the enemy. Russian soldiers

105 The Battle of Stalingrad Big Idea: Fought during the winter of 1942 to 1943, Stalingrad is the turning point for the Eastern Front. It resulted in a Russian victory over the German forces. The city was of vital importance because it was named after the Russian leader, Joseph Stalin, as well as having vital centers of manufacturing. This battle was one of the most brutal during WWII, with individual streets being fought over in hand to hand combat. As I read First hand Accounts from German and Russian Soldiers, listen carefully and make brief notes about what the soldiers are experiencing. Remember good note-taking strategies and make short bulleted lists of things that mean something to you. German Soldiers Russian Soldiers

106 Using your right side notes about the Battle of Stalingrad complete the sensory chart (What does a soldier, see, hear, taste, touch, and smell?) to step into the shoes of a soldier in the battle Using your right side notes about the Battle of Stalingrad complete the sensory chart (What does a soldier, see, hear, taste, touch, and smell?) to step into the shoes of a soldier in the battle

107 Lesson 1. Title Big Question Specific Objectives (transfer from above) Brief explanation of scope of lesson, significance, and explanation of task- How are you trying to motivate students in your opener? What is your closure? V-J Day! Victory in Japan! What events happened in the War of the Pacific and how did this conflict end? SWBAT: 1. Identify and describe the turning point for the Pacific front by reviewing the class notes 2. Examine the end of the War in the Pacific by reviewing class notes This lesson is supposed to wrap up the unit and get students started on their unit project by giving them class time to work on their scrap booking activity. They will start the beginning of the lesson by wrapping up the War in the Pacific and will be given the rest of class time to work on their scrap booking activity. This lesson deals with some of the most important issues impacting world politics today, i.e. the dropping of the atomic bomb. Students will understand the whole of WWII by identifying Midway as the turning point, Island Hopping was the important strategy for the Pacific, and the war ended with atomic bomb. Opening activity, Students will view the quote on the Battle of Midway memorial in DC and search for clues about the battle from this. This quote is extremely powerful and I think it will motivate students to want to learn more about the battle because it leaves out details. This way student will be playing detective and hopefully that will interest them. Closing activity, students will give President Truman a grade based upon his decision to drop the atomic bomb. They will consider the heavy loss to American life that would have been inevitable as well as a quote from Hirohito upon surrender about the destruction nature of the bomb. They must back up their grade with a short paragraph.

108 Title: V-J Day! Victory in Japan! Grade and Subject: 7 th Grade/ US History from 1877 Time Allotted: 45 minutes SOL #: USII.7b NCSS Theme: Time, Continuity, and Change What is the guiding question for this lesson? How will student understanding be assessed? -include assessments What events happened in the War of the Pacific and how did this conflict end? Exit Slip: what do you think about the dropping of the bomb Key Concepts (no definition necessary): Island Hopping Atomic Bomb SWBAT (as many as required by lesson): 1. Identify and describe the turning point for the Pacific front by reviewing the class notes 2. Examine the end of the War in the Pacific by reviewing class notes Materials (List and attach primary sources and additional materials-ppt and question frames etc.): Material A: War in the Pacific Notes Material B: PowerPoint Material C: Scrapbook Planning Guide Just Do It (hook): Students will examine the following quote found on the Battle of Midway Memorial in DC, and answer the question what clues does this give us about the Battle of Midway They had no right to win, yet they did and in doing so they changed the course of a war even against the greatest odds, there is something in the human spirit a magic blend of skill, faith, and valor that can lift men from certain defeat to incredible victory Obj # Description of Lesson Procedure 1 & 2 Go through the notes (see Material A) and the PowerPoint (see Material B), Students will highlight the appropriate key points in Check for Evidence of Understanding When notebooks are collected right side will be checked for highlighting

109 the notes as we go through, and answer the questions found in the check for understanding. More information will be supplemented and a short video clip is hyperlinked at slide 7. At Slide 3: What do you think of a Japanese General means when he says this quote? How is this a prediction of things to come? At Slide 5: What is this political cartoon trying to say? At Slide 12: What do you think of Emperor Hirohito s surrender speech? Transition: After going through the notes have students complete the following closure for the day s lesson and then give them time to work on their scrap-booking project for the Unit. Closure: Consider the quote on Slide 12 from the Emperor of Japan What do you think about President Truman s decision to end the War with an Atomic Bomb? Give him a grade (A-F) and explain why you gave him that. Remember that a conventional fighting technique would have cost as many as one million American lives, and the atomic bomb cost many innocent civilian lives in Japan Have students share their thoughts about the dropping of the bomb and answer any questions that arise.this may or may not be a topic students feel comfortable talking about so collect the exit slips if the room is hesitate Transition: Allow students the rest of the time to work on their scrapbooks by handing them the scrapbook planning guide (see Material C) Closure (How does this come back to the guiding question): Consider the quote on Slide 12 from the Emperor of Japan What do you think about President Truman s decision to end the War with an Atomic Bomb? Give him a grade based on how well he did and write a couple of sentences why. Remember that a conventional fighting technique would have cost as many as one million American lives, and the atomic bomb cost many innocent civilian lives in Japan --this returns to the guided question because it forces the student to think about the War in the Pacific and how tragic it was for those in America and the Japanese. Students reflect on the end of the war and the events that led up to it and make a judgment about Hoover s decision. Modifications (to meet the needs of diverse learners): All learners will be given the proper accommodations and modifications based on their unique situation in accordance will all IEPs, 504s, and any other adaptations required for their specific learning.

110 War in the Pacific Big Idea: Although Europe was plunged into WWII another front was opening up for the United States, this one in the Pacific. The main combatants in the Pacific were Japan and the United States. At first Japan had numerous victories in the Pacific; however the Battle of Midway marked a turning point in the War and was the first of many US victories. Midway Major naval battle that took place in June 1942 and is regarded as the turning point for the War in the Pacific. Initially the Japanese had planned to ambush our carriers and destroy what remaining of the US fleet. However code breakers were able to determine the plan and trap the Japanese in an ambush of our own. The heavy losses permanently weakened the Japanese navy because they were not able to build replacements fast enough. Island Hopping Sometimes known as leapfrogging, was an important military strategy used by the US in the Pacific. Instead of attacking all the islands the Japanese controlled, the US focused on strategically important island. The strategy was a success in part because the US was able to blockade Japanese efforts to re-supply these island bases. Other Important Islands Battles: Iwo Jima, Guadalcanal Atomic Bomb Japan refused to accept any terms of surrender and had made clear that they would defend their island at all costs. After evaluating this with the number of American lives it would take to launch an invasion of Japan, President Truman (FDR had died by this point) decided to drop an Atomic Bomb. The first bomb was dropped on Hiroshima on August 6, This was followed by a second atomic bomb being dropped on the city of Nagasaki on August 9, Over 220,000 people died as a result of these bombs and many more from Radiation. Six days after the Nagasaki bomb Japan surrendered on August 15, These are the only two times that an atomic bomb has ever been dropped in history.

111 My PowerPoint War in the Pacific Just Do It The following quote appears on the Battle of Midway Memorial in DC They had no right to win, yet they did and in doing so they changed the course of a war even against the greatest odds, there is something in the human spirit a magic blend of skill, faith, and valor that can lift men from certain defeat to incredible victory Write a couple of sentences about what clues this give you about the Battle of Midway

112 Remember Pearl Harbor I fear we have only awakened a slumbering giant and filled it with a terrible resolve Admiral Yamamoto Island Hopping An Important Strategy used by the United States which focused on attacking strategic points in the Pacific instead of every island controlled by the Japanese

113 Island Hopping Midway

114 Midway Atomic Bomb The United States had been developing an Atomic Bomb for some time. When it became clear that Japan would not surrender, President Truman made the decision to drop the bomb

115 Hiroshima/ Nagasaki The first bomb was dropped on Hiroshima on August 6, This was followed by a second atomic bomb being dropped on the city of Nagasaki on August 9, Over 220,000 people died as a result of these bombs and many more from Radiation The Surrender Six days after the Nagasaki bomb Japan surrendered on August 15, These are the only two times that an atomic bomb has ever been dropped in history

116 The Surrender On August the Japanese surrendered with the Emperor Addressing the Nation For many people this was the first time they had ever heard the Emperor speak The Emperor s Speech Despite the best that has been done by everyone.the war situation has developed not necessarily to Japan's advantage, while the general trends of the world have all turned against her interest. Moreover, the enemy has begun to employ a new and most cruel bomb, the power of which to do damage is, indeed, incalculable, taking the toll of many innocent lives. Should we continue to fight, not only would it result in an ultimate collapse and obliteration of the Japanese nation, but also it would lead to the total extinction of human civilization.

117 For the end of this unit you will need to complete a WWII scrapbook as if you lived throughout the War and collected these artifacts. Your scrapbook should allow you to look back through the events of WWII. You must have at least four artifacts from the War on four different pages. This can include letters, pictures, or items. Although there is only one artifact required perpage remember that people decorate scrapbooks so don t have too much white space. All must be student made (no pictures from online) and deal with the events of WWII from this Unit Rubric Scoring Guidelines: 20-17=A; 16-13=B; 13-10=C; 10-7=D; 7-0=F Planning Guide: Student should show that they have thought about the project and carefully planning out a draft BEFORE beginning work on the project First Page: Student should have included 1 artifact on this page as if this were an album or scrapbook. Points will be taken off for too much white space Second Page: Student should have included at least one artifact on this page as if this were an album or scrapbook. Points will be taken off for too much white space Third Page: Student should have included at least one artifact on this page as if this were an album or scrapbook. Points will be taken off for too much white space Fourth Page: Student should have included at least one artifact on this page as if this were an album or scrapbook. Points will be taken off for too much white space Student Response: In the space below self-evaluate your own work on this project. What grade do you think you should get on this Unit s project Be Honest!

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119 Monday Tuesday Wednesday Thursday Friday Pearl Harbor D-Day and the War Stalingrad the in Western Europe War in the East WWII in Europe before the US got involved Top Secret Briefing Activity in Class Brief Lecture in Class; Left side of Interactive Notebook Pearl Harbor newspaper article Notes on D-Day, Paratrooper pack activity, Left Side of Interactive Notebook Write soldier s letter home In Class reading of first hand accounts while students take notes using perspective map; Left side of Interactive Notebook Sensory Chart of a Soldier s experience Midway, Island Hopping, and the end of War in the Pacific Highlight Notes, watch short video clips and then begin work on WWII scrapbook What events took place in Europe before the US became directly involved militarily? How did the attack on Pearl Harbor impact the American public and draw the US into WWII militarily? How does D-Day mark a turning point for the Allies and the beginning of the end for the Nazi s? What happened at Stalingrad and how is it a turning point in the war? What events happened in the War of the Pacific and how did this conflict end?

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