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America and World War II
[United States History II Grade 10]
In this unit, students will explore the causes of the rapid growth of American involvement
Foreign affairs in the years leading up to and after World War II.
Massachusetts Department of Elementary and Secondary Education
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Table of Contents
Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3
Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p.
Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p.
Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p.
Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p.
Lesson 3 ………………………………………………………………………………………………………………………………………………….… p.
Lesson 3 Resources …………………………………………………………………………………………………………………………………… p.
CEPA Overview…………………………………………………………………………………………………………………………..……………… p.
CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p.
CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p.
CEPA Rubric …………………………………………………………………………………………………………………………………………...… p.
CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.
Massachusetts Department of Elementary and Secondary Education
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Stage 1 Desired Results
ESTABLISHED GOALS
G
Common Core – Literacy in
History/Social Studies
Grades 9-10
2. Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of how key events or ideas develop over the
course of the text.
Curriculum Frameworks: US History II
World War II, 1939-1945
USII.14 Explain the strength of American
isolationism after World War I and analyze its
impact on U.S. foreign policy. (H)
USII.15 Analyze how German aggression in Europe
and Japanese aggression in Asia contributed to the
start of World War II and summarize the major
battles and events of the war. On a map of the
world, locate the Allied powers (Britain, France, the
Soviet Union, and the United States) and Axis
powers (Germany, Italy, and Japan). (H)
1.
2.
Fascism in Germany and Italy
German rearmament and militarization of
the Rhineland
Transfer
Students will be able to independently use their learning to...
--Analyze foreign affairs to understand and evaluate past, present, and future American
foreign policy decisions.
T
Meaning
UNDERSTANDINGS
U ESSENTIAL QUESTIONS
Students will understand that…
Students will keep considering:
U1. In times of economic crisis and political
instability, citizens can be swayed by
Q1. Can patriotism go too far?
persuasive, dynamic leaders who harness
popular discontent and latent patriotism to
Q2. When should one country become
offer a new version of government and
involved in the affairs of another?
country.
Q3. Does protecting national security justify
U2. Nations must weigh their immediate
limiting or depriving citizens of their rights?
and long-term interests when making
foreign policy.
Q4. What are the implications of winning
and losing a war?
U3. Violations of national sovereignty
command the attention of the international
Q5. Who should be responsible for
community and often lead to war.
maintaining world peace?
U4. In times of war, governments can justify
unusual control of the public and a
diminishing of civil rights with concerns for
national security.
Q6. Is it the responsibility and/or the right
of the United States to promote its values
and interests around the world?
U5. International organizations and
Massachusetts Department of Elementary and Secondary Education
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3.
4.
5.
Germany’s seizure of Austria and
Czechoslovakia and Germany’s invasion of
Poland
Japan’s invasion of China and the Rape of
Nanking
Pearl Harbor, Midway, D-Day, Okinawa,
the Battle of the Bulge, Iwo Jima, and the
Yalta and Potsdam conferences
Seminal Primary Documents to Read:
President Franklin Roosevelt, “Four Freedoms,”
speech (1941)
Seminal Primary Documents to Consider:
Justice Robert M. Jackson’s opinion for the
Supreme Court in West Virginia State Board of
Education v. Barnette (1943) and
Learned Hand’s The Spirit of Liberty (1944)
USII.16 Explain the reasons for the dropping of
atom bombs on Japan and their short and longterm effects. (H)
USII.17 Explain important domestic events that
took place during the war. (H, E)
1.
2.
3.
4.
how war-inspired economic growth ended
the Great Depression
A. Philip Randolph and the efforts to
eliminate employment discrimination
the entry of large numbers of women into
the workforce
the internment of West Coast Japanese-
diplomatic relations among nations are
intended to promote international peace
and justice.
U6. The United States has taken on an
increasingly more powerful role in
international affairs in the 20th and 21st
century.
Students will know…
*The causes of war in Europe in 1939
resulted from the rise of totalitarian
dictators in the aftermath of WWI.
Acquisition
K Students will be skilled at…
S
*reading and taking notes that include the
main ideas and key supporting details, and
summarizing.
*The US initially was neutral with the
European conflict, then began to provide
supplies and aid to England. The US became
directly involved in the war after the
Japanese attack at Pearl Harbor on
December 7, 1941.
*By 1941, the Axis Powers of Italy, Germany,
and Japan had taken control of most of
Europe, northern Africa, southeast Asia, and
the Pacific Islands.
*identifying the intended, persuasive
meaning of propaganda
*To prepare for war against the Axis
powers, the United States mobilized armed
forces, dramatically increased industrial
war production, and began work on the
atomic bomb.
*using political maps to identify expansion
of territory, location of key battles, political
compromise and division
*Write persuasively
*Trace change over time
*Recognize, define and use key vocabulary
in context
*Determine cause and effect
Massachusetts Department of Elementary and Secondary Education
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Americans in the U.S. and Canada
*With a boost from the United States, the
Allies were able to liberate northern Africa,
Italy, France, and the rest of Europe, ending
the Holocaust and defeating the Nazi regime
in May of 1945.
*In the Pacific, the United States fought a
long and costly war against Japan, regaining
lost territories and using two atomic bombs
to force surrender in August of 1945.
*On the American home front during World
War II, the government supported the war
effort by encouraging public support
through food conservation, bond purchases,
and a propaganda campaign.
*In 1942, President Roosevelt issued
Executive Order 9066, which called for the
internment of those of Japanese heritage
living in military zones on the west coast.
*The aftermath of World War II included the
creation of the United Nations, increased
tensions between the United States and the
Soviet Union, and further established the
United States as a global superpower.
*Key Terms: dictator, totalitarian, fascism,
Adolf Hitler, Joseph Stalin, Benito Mussolini,
appeasement, Winston Churchill, Allied
Powers, Axis Powers, Hideki Tojo, Franklin
Massachusetts Department of Elementary and Secondary Education
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D. Roosevelt, cash-and-carry, Lend-Lease
Act, Atlantic Charter, Pearl Harbor, mobilize,
Rosie the Riveter, Manhattan Project, atomic
bomb, Dwight D. Eisenhower, D-Day,
Holocaust, Battles of Midway, Okinawa and
Iwo Jima, Battle of the Bulge, rationing,
propaganda, internment, Yalta Conference,
V-E Day, Harry S. Truman, V-J Day, United
Nations, Potsdam Conference
Stage 2 - Evidence
Evaluative Criteria





Historically accurate
Well-crafted & clear
Informative & detailed (thorough)
Insightful & thoughtful
Mechanically sound
What will the criteria be that is in the rubric—
maybe make a few rubrics for breaking it into
specific rubrics…
Assessment Evidence
CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)
PT
It is late summer of 1945. You are a US Army General charged with the task of
determining what to do with the conquered Axis Powers. It is your task to evaluate
the past 20 years of history and to then write a report/prepare a presentation
for Congress that carefully explains your proposal for managing relations with the
conquered nations of Germany and Japan in the post WWII years.
Your Proposal will have five parts. Parts 1-4 require you to reflect on the past
events and connect them to the present situation. Part 5 asks you to apply that
knowledge to present and future conflicts from 1945 onward.
Part 1) evaluate the results from the Treaty of Versailles in 1919. (U3)
Part 2) analyze the effectiveness of the implementation of the League of Nations.
(U5)
Part 3) explain the cause and course of World War II. (U3)
Part 4) assess the growing tensions with the USSR based on the Potsdam and Yalta
Conferences. (U2)
Massachusetts Department of Elementary and Secondary Education
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Part 5) requires you to predict possible future international conflicts and then
propose any new roles the US should take on in a post-WWII world. You need to
specifically address what to do with Japan and Germany and then recommend a
plan for how the US should maintain its presence around the globe. (U5, U6)
Goal: inform a Joint Session of Congress of its options and then persuade Congress
of the best option you propose.
Role: you are a US General
Audience: Congress, the American public
Situation: It is late August, 1945. While there is much cause for celebration with
the recent surrenders of both Germany and Japan, we cannot pause and allow these
victories to distract us from the importance of establishing peace treaties and
future relations with these defeated nations. Among the top brass in the US
military, there is a sense of urgency to get funding for post-War Germany and postwar Japan, to truly ensure that there won't be another war like this again. We
harken back to Woodrow Wilson's call for this to be "the war to end all wars" and
his proposal for a League of Nations. Unfortunately, many members of Congress are
unfamiliar with the recent history from 1919 through the 1930s into the 1940s. It is
your job to remind them of the lessons of the past and to inform them on how to do
better looking ahead for a more peaceful world.
Product: They have asked you to present to them an analysis of the causes of
WWII, and your proposals to prevent such a war from happening again. You will
provide a written, persuasive analysis that is accompanied by either a poster or a
multimedia presentation that will include relevant visuals (photographs, maps,
charts, primary documents, video clips).
Massachusetts Department of Elementary and Secondary Education
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Standards for Success: Your visual, written, and oral presentation need to
include...
Historical Content:




address the specific failures and shortcomings of the Treaty of Versailles and
the League of Nations
provide evidence that these failures created the opportunities for violent
nationalism to spread in Germany and Japan
examples of and rationale for American foreign policy shifts from
isolationism to intervention
persuasive written analysis demonstrating strong understanding of the
events above.
Visual Support:



at least two maps showing changing political boundaries as a result of
foreign intervention during and after WWII (map must be labeled and have a
key)
at least one visual of relevant world leaders in the 1930s (individuals must
be identified, and the location and purpose of meeting explained)
at least one copy/replica of a primary source document that will support
one of the Parts of your Proposal.
OTHER EVIDENCE:
-periodic, informal checks on vocabulary, terminology, maps…content knowledge
and understanding (examples: hand signals; 3-2-1 on index cards; concept map;
one minute essay; agree/disagree with a statement)
Massachusetts Department of Elementary and Secondary Education
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-weekly quizzes on vocabulary, maps, content knowledge
-analysis activities with primary sources, visuals (maps, photos, graphs, etc.)
-in-class essay on the Decision to Drop the Atomic Bomb
-Unit Test
OPTION: As concepts are taught in the different lessons, it might be worth
considering having students start building the Parts of the CEPA concurrently. For
example, have students complete Part 1 (evaluate the results from the Treaty of
Versailles in 1919. (U3)) as the culminating assessment of Lesson 1. Then, it will
already be done and the CEPA at the end of the Unit will not be so huge. CEPA Parts
1-4 can all be completed in advance of the end of the unit. Part 5 serves as the
culmination and application of knowledge, understanding, and skills from Parts 1-4.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lessons to include:
Lesson 1: The Seeds of World War II. (U1, U3, U4, U5)



review terms of Treaty of Versailles and social, political, and economic impact on Germany
o Weimar Republic, inflation, discontent
Analyze the conditions in Europe that led to the rise of totalitarian dictators: Hitler, Mussolini, Stalin
o define key terms: dictatorship, totalitarianism, fascism Rise of Hitler
o primary sources from Facing History: life under Nazi Rule (ex: The Birthday Party), connect to Holocaust
o Map skills: German expansion in Europe; map where and when German forces invaded/annexed;
o Allied response of Appeasement
Rise of militarism and nationalism in Japan
o Japanese response to Paris Peace Conference, 1919, also planted seeds for empire to combat racism/paternalism
from the west
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
Compare/Contrast: Creation of Axis Powers: what did Nazi German, Imperial Japan, and Fascist Italy have in common?
Lesson 2: US Foreign Policy Shifts From Isolationism to War. (U2, U6)






Review and define imperialism, evaluate goals/assets to risk/losses
Define Isolationism using a Frayer:
o Isolationism, evaluate goals/assets and risks to this policy use primary sources from America First...
o Compare/contrast Imperialism and Isolationism
timeline: incremental steps of US aid to England (Neutrality Act --> cash-&-carry --> Lend-Lease)
primary source analysis: FDR's Quarantine Speech: how to persuade the American public this is the right thing?
causes and effects: Attack on Pearl Harbor
o timeline of Japanese imperialism, US attempts at diplomatic solutions
o In what ways does the attack on Pearl Harbor change American attitudes about the war?
o video clips from Ken Burns, The War--first hand accounts of Pearl Harbor; how did the nation react?
once the Allies know about the concentration camps, do they have a greater obligation to intervene?
Lesson 3: Mobilization. (U4)






mobilization and home front; 2 column notes from text
new roles for women: Propaganda posters targeting women; working; military jobs
spies among us? Evaluate Executive Order 9066 for Japanese Internment. Korematsu v. US
Current connections: compare and contrast then and now (Iraq and Afghanistan) regarding the homefront
winning hearts and minds: propaganda posters Primary Source analysis APPARTS charts on several posters
evaluate military technology and preparing for battle: soldiers, training, war time technology, Manhattan Project
o Manhattan Project: collaborate with Chemistry teachers about atomic bomb construction/use
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Lesson 4: Fighting on Two Fronts




Evaluate how fronts in Europe and in the Pacific are similar/different
war in Europe; key battles, D-Day, why did it take so long to invade mainland Europe?
Squeezing Germany from the East and West: goals for Allies with inevitable German surrender
Island Hopping, different kind of enemy with Japan--how to end the war?
Lesson 5: Ending the War: Solving one Problem, Starting Another (U2, U5, U6)





US and England—‘frenemies’ with the USSR: what changed from Yalta to Potsdam
ending the war in the Pacific: why is this front different from the European front?
Truman's choices: Operation Olympus v. Manhattan Project
persuasive essay: the decision to drop the bomb on Japan; weighing Truman's options
American reconstruction of Germany and Japan: why help to rebuild your enemies? has the lesson been learned?
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission
July 2012
Massachusetts Department of Elementary and Secondary Education
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CEPA Teacher Instructions:
It is late summer of 1945. You are a US Army General charged with the task of determining what to do with the conquered Axis Powers. It is
your task to evaluate the past 20 years of history and to then write a report/prepare a presentation for Congress that carefully explains
your proposal for managing relations with the conquered nations of Germany and Japan in the post WWII years.
Your Proposal will have five parts. Parts 1-4 require you to reflect on the past events and connect them to the present situation. Part 5 asks
you to apply that knowledge to present and future conflicts from 1945 onward. Parts 1-4 can/should be completed during/after
completion of each related Lesson in this unit.
Part 1) evaluate the results from the Treaty of Versailles in 1919. (U3)
Part 2) analyze the effectiveness of the implementation of the League of Nations. (U5)
Part 3) explain the cause and course of World War II. (U3)
Part 4) assess the growing tensions with the USSR based on the Potsdam and Yalta Conferences. (U2)
Part 5) requires you to predict possible future international conflicts and then propose any new roles the US should take on in a post-WWII
world. You need to specifically address what to do with Japan and Germany and then recommend a plan for how the US should maintain its
presence around the globe. (U5, U6)
Goal: inform a Joint Session of Congress of its options and then persuade Congress of the best option you propose.
Role: you are a US General
Audience: Congress, the American public
Situation: It is late August, 1945. While there is much cause for celebration with the recent surrenders of both Germany and Japan, we
cannot pause and allow these victories to distract us from the importance of establishing peace treaties and future relations with these
defeated nations. Among the top brass in the US military, there is a sense of urgency to get funding for post-War Germany and post-war
Japan, to truly ensure that there won't be another war like this again. We harken back to Woodrow Wilson's call for this to be "the war to end
all wars" and his proposal for a League of Nations. Unfortunately, many members of Congress are unfamiliar with the recent history from
1919 through the 1930s into the 1940s. It is your job to remind them of the lessons of the past and to inform them on how to do better
Massachusetts Department of Elementary and Secondary Education
Page 12 of 21
looking ahead for a more peaceful world.
Product: They have asked you to present to them an analysis of the causes of WWII, and your proposals to prevent such a war from
happening again. You will provide a written, persuasive analysis that is accompanied by either a poster or a multimedia presentation that
will include relevant visuals (photographs, maps, charts, primary documents, video clips).
Standards for Success: Your visual, written, and oral presentation needs to include...
Historical Content:




address the specific failures and shortcomings of the Treaty of Versailles and the League of Nations
provide evidence that these failures created the opportunities for violent nationalism to spread in Germany and Japan
examples of and rationale for American foreign policy shifts from isolationism to intervention
persuasive written analysis demonstrating strong understanding of the events above.
Visual Support:



at least two maps showing changing political boundaries as a result of foreign intervention during and after WWII (map must be
labeled and have a key)
at least one visual of relevant world leaders in the 1930s (individuals must be identified, and the location and purpose of meeting
explained)
at least one copy/replica of a primary source document that will support one of the Parts of your Proposal.
Massachusetts Department of Elementary and Secondary Education
Page 13 of 21
CEPA Student Instructions:
It is late summer of 1945. You are a US Army General charged with the task of determining what to do with the conquered Axis Powers. It is
your task to evaluate the past 20 years of history and to then write a report/prepare a presentation for Congress that carefully explains
your proposal for managing relations with the conquered nations of Germany and Japan in the post WWII years.
Your Proposal will have five parts. Parts 1-4 require you to reflect on the past events and connect them to the present situation. Part 5 asks
you to apply that knowledge to present and future conflicts from 1945 onward.
Part 1) evaluate the results from the Treaty of Versailles in 1919. (U3)
-consider who was/was not invited to attend the Paris Peace Conference and why and what the goals were of the main players
-consider Wilson’s 14 Points
Part 2) analyze the effectiveness of the implementation of the League of Nations. (U5)
-consider Wilson’s goal with the League of Nations—what did he hope would happen?
-what was successful about it? What was unsuccessful? Why?
Part 3) explain the cause and course of World War II. (U3)
-rise of Nazi Germany and Nationalist Japan: why? How?
Part 4) assess the growing tensions with the USSR based on the Potsdam and Yalta Conferences. (U2)
-what were the different goals of the US and USSR at these meetings?
-predict future problems
Part 5) requires you to predict possible future international conflicts and then propose any new roles the US should take on in a post-WWII
world. You need to specifically address what to do with Japan and Germany and then recommend a plan for how the US should maintain its
presence around the globe. (U5, U6)
-you have an opportunity to learn from the past and not allow history to repeat itself. Look carefully at your conclusions from Parts
1-4 and apply them to the current situation.
--What do you want to do with Germany and Japan? Punish them? Or rebuild them? Provide a thorough explanation.
-what’s most important for the US looking forward? Alliances and international organizations have been troublesome in the past. Is
it worth considering creating more now? Provide thorough explanations.
-what role should the US take on on the world stage? Leader? Bystander? Neutral? Explain.
Massachusetts Department of Elementary and Secondary Education
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Goal: inform a Joint Session of Congress of its options and then persuade Congress of the best option you propose.
Role: you are a US General
Audience: Congress, the American public
Situation: It is late August, 1945. While there is much cause for celebration with the recent surrenders of both Germany and Japan, we
cannot pause and allow these victories to distract us from the importance of establishing peace treaties and future relations with these
defeated nations. Among the top brass in the US military, there is a sense of urgency to get funding for post-War Germany and post-war
Japan, to truly ensure that there won't be another war like this again. We harken back to Woodrow Wilson's call for this to be "the war to end
all wars" and his proposal for a League of Nations. Unfortunately, many members of Congress are unfamiliar with the recent history from
1919 through the 1930s into the 1940s. It is your job to remind them of the lessons of the past and to inform them on how to do better
looking ahead for a more peaceful world.
Product: They have asked you to present to them an analysis of the causes of WWII, and your proposals to prevent such a war from
happening again. You will provide a written, persuasive analysis that is accompanied by either a poster or a multimedia presentation that
will include relevant visuals (photographs, maps, charts, primary documents, video clips).
Standards for Success: Your visual, written, and oral presentation need to include...
Historical Content: Look at the bullets above for each Part described.




address the specific failures and shortcomings of the Treaty of Versailles and the League of Nations
provide evidence that these failures created the opportunities for violent nationalism to spread in Germany and Japan
examples of and rationale for American foreign policy shifts from isolationism to intervention
persuasive written analysis demonstrating strong understanding of the events above.
Visual Support:
Massachusetts Department of Elementary and Secondary Education
Page 15 of 21



at least two maps showing changing political boundaries as a result of foreign intervention during and after WWII (map must be
labeled and have a key)
at least one visual of relevant world leaders in the 1930s (individuals must be identified, and the location and purpose of meeting
explained)
at least one copy/replica of a primary source document that will support one of the Parts of your Proposal.
Massachusetts Department of Elementary and Secondary Education
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CEPA Rubric:
CEPA RUBRIC: ACCURACY & UNDERSTANDING of EXPLAINING HISTORICAL CONTENT
America and World War II: PARTS 1-4
4
3
2
1
0
Complete accuracy
General accuracy and Inaccurate and partial Major inaccuracies
Incomplete/left blank
Part 1
and thorough &
substantial
& incomplete
and serious
or irrelevant
Treaty of
Versailles
Part 2
League of Nations
Part 3
WWII
complete
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
Complete accuracy
and thorough &
complete
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
Complete accuracy
and thorough &
complete
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
misunderstanding of
the historical context,
subcontext; key
indiviuals; dates;
geography; events.
information provided
General accuracy and
substantial
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
Inaccurate and partial
& incomplete
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
Major inaccuracies
and serious
misunderstanding of
the historical context,
subcontext; key
indiviuals; dates;
geography; events.
Incomplete/left blank
or irrelevant
information provided
General accuracy and
substantial
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
Inaccurate and partial
& incomplete
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
Major inaccuracies
and serious
misunderstanding of
the historical context,
subcontext; key
indiviuals; dates;
geography; events.
Incomplete/left blank
or irrelevant
information provided
Massachusetts Department of Elementary and Secondary Education
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Part 4
Potsdam & Yalta
Complete accuracy
and thorough &
complete
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
General accuracy and
substantial
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
Inaccurate and partial
& incomplete
understanding of the
historical context,
subcontext; key
indiviuals; dates;
geography; events.
Major inaccuracies
and serious
misunderstanding of
the historical context,
subcontext; key
indiviuals; dates;
geography; events.
Incomplete/left blank
or irrelevant
information provided
CEPA RUBRIC: INTERPRETATION and APPLICATION of HISTORICAL CONTENT
America and World War II: PART 5
Part 5
What to do with
Germany and Japan
Future use of
international
organizations/
alliances
4
Sophisticated
evaluation and
analysis of the
situation and
background; highly
effective and
extremely relevant
proposal
Sophisticated
evaluation and
analysis of the
situation and
background; highly
effective and
extremely relevant
proposal
3
2
1
0
Good evaluation and
analysis of the
situation and
background; effective
and relevant proposal
Adequate evaluation
and analysis of the
situation and
background;
somewhat effective
and somewhat
relevant proposal
Simple evaluation and
analysis of the
situation and
background;
ineffective and
irrelevant proposal
Incomplete/left blank
or irrelevant analysis
and proposal
provided
Good evaluation and
analysis of the
situation and
background; effective
and relevant proposal
Adequate evaluation
and analysis of the
situation and
background;
somewhat effective
and somewhat
relevant proposal
Simple evaluation and
analysis of the
situation and
background;
ineffective and
irrelevant proposal
Incomplete/left blank
or irrelevant analysis
and proposal
provided
Massachusetts Department of Elementary and Secondary Education
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Predict future role
of US in
international affairs
Sophisticated
evaluation and
analysis of the
situation and
background; highly
effective and
extremely relevant
proposal
Good evaluation and
analysis of the
situation and
background; effective
and relevant proposal
Adequate evaluation
and analysis of the
situation and
background;
somewhat effective
and somewhat
relevant proposal
Simple evaluation and
analysis of the
situation and
background;
ineffective and
irrelevant proposal
Incomplete/left blank
or irrelevant analysis
and proposal
provided
CEPA RUBRIC: PRODUCT and PROCESS for
America and World War II
**This rubric is a work in progress and an afterthought… not sure if/how to
incorportate the Persuasive Writing Rubric, Writing Mechanics, and the scores from
Parts 1-4.
Massachusetts Department of Elementary and Secondary Education
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% of final
4
3
2
1
Highly relevant;
meets or exceeds
required number;
clearly labeled
and accurately
cited.
Relevant; meets
required number;
labeled and cited.
Somewhat
relevant; required
number of fewer;
labeled and cited.
Barely relevant;
inadequate
number; no labels,
no citations.
0
CEPA grade
OPTIONAL:
Cumulative Scores
from Parts 1-4
*these can be counted as
individual grades
throughout the unit
60%
Cumulative Score
from Part 5 Rubric
20%
Persuasive Writing
Rubric
20%
Visuals
No visuals
included.
Massachusetts Department of Elementary and Secondary Education
Page 20 of 21
Massachusetts Department of Elementary and Secondary Education
Page 21 of 21