Download Unit Plan: World War II: The United States Experience

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Unit Plan: World War II: The United States Experience
Overview and Rationale
Topic: World War II
Course: Advanced American Studies
Grade Level: 11th
Length: Seven 90 minute Instructional Lessons; One 90 minute Unit Test
Overview: This unit focuses on two major SOL categories that focus on the events and
outcomes of World War II from the United States perspective. During this era of United
States history, the United States increased its presence as a world power and saw a
change in the way Americans lived their lives at home in the wake of the Great
Depression. To approach these topics, this unit is split into five ninety minute
instructional lessons (that can be split into ten forty five minute instructional lessons)
with a unit test. The first lesson focuses on the origins of World War I, in particular why
the United States became involved and the attack on Pearl Harbor. The second lesson
examines how the war played out, with a focus on the turning points of the war. Lesson
three looks at the home front, minorities, and a structured academic controversy (SAC)
on the use of the atomic bomb. Lesson four then looks at postwar events and a brief
overview of the Holocaust. The unit ends with a discussion of what constitutes a “just
war” and whether World War II meets the criteria. The unit features a variety of
formative and summative assessments and a variety of instructional techniques including
interactive lecture, document analysis, and the SAC.
Rationale: World War II marked a turning point not only in the history of the world, but
also United States history. In order to highlight the importance of this time in history, it is
necessary to approach content in two ways, both from a fact based perspective and an
impact based perspective. As a result, the lessons in this unit feature interactive lecture
followed by some sort of enrichment activity to allow students to better understand the
impact. Interactive lecture is defined as lecture with a great deal of student involvement.
For instance, lesson one will first involve a PowerPoint lecture on the origins of World
War II and how the United States became involved which will highlight the basic content
knowledge outlined in national and county standards. Then, the lesson moves to a deeper
look at Pearl Harbor that involves a reading of a 1998 “New York Times” article that
includes a first person account of the attacks. This same lesson structured is used in every
lesson expect lesson two, which addresses the major battles using a graphic organizer that
ask students to determine what the significance of the battle was.
In terms of instructional strategies and appropriateness, this unit teaches content
in a way that will maximize student understanding. As before, basic content knowledge
will be taught using interactive lecture, which is the most efficient way to deliver large
amounts on content. For enrichment activities, primary document analysis is widely used.
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The Pearl Harbor lesson is somewhat of an inquiry lesson as it allows students to
discover what happened at Pearl Harbor and why it was important. The Holocaust
Activity also relies on primary documents, including video and text on life during the
Holocaust. The atomic bomb provides an excellent opportunity to utilize SAC and allow
students to evaluate the appropriateness of an important event in world history.
Equally important to what is taught and how it is taught is how it will be assessed.
The unit will end with a Unit Test that will reflect how the unit was taught. This means
that questions will address a variety of cognitive levels, and seeing as higher level of
cognitive levels are addressed, items on the test will include multiple choice, matching,
and either one long or two short essay questions. In addition to this summative
assessment, there is a variety of pre and formative assessments. The warm-up question
the first day acts as a pre-assessment as it asks students what they already know about
World War II. The daily chalk talk activity, which has students write on the board what
they found important or interesting in the lesson, acts as an excellent form of formative
assessment. The interactive lectures also act as a form of formative assessment. The
various homework assignments also act as worthwhile formative assessments. In
addition, as it is designed now, this unit only has one quiz, but this can be changed based
on student understanding of the content.
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Goals, Essential Questions, and Objectives
Goals
1) Students will analyze why the United States abandoned neutrality and became
involved in World War II.
2) Students will describe the major battles and turning points of World War II
and how they reflected the political and military goals of alliance, resources
on hand, and extent of the war.
3) Students will describe how World War II affected the United States on the
home front, particular regarding the roles of minorities and women and the
impact it had on the Depression.
4) Students will analyze the affects of World War II on a world-wide scale,
including the Holocaust and the Geneva Convention.
Essential Questions
1)
2)
3)
4)
5)
Why did the United States become involved in World War II?
What affect did the United States have in World War II?
What factors determined the outcome of World War II on the battlefront?
What can we learn from the Holocaust?
Was World War II a just war?
Overarching Objectives
1) Students will be able to identify and analyze the reasons for World War II,
specifically why the United States became involved in World War II.
2) Students will be able to identify the strategies of the Allies and Axis powers and
major battles and describe the importance of the turning points of World War II.
3) Students will be able to describe the changing of the American home front and in
the war (minorities).
4) Students will be able to analyze and evaluate the use of the atomic bomb.
5) Students will be able to describe the treatment of prisoners and the Geneva
Convention.
6) Students will be able to describe and evaluate the Holocaust.
7) Students will be able to describe the outcomes of WWII.
8) Students will be able to define a just war and analyze whether the United States in
World War II constitutes a just war.
SOLs Addressed
Content Objectives
VUS.11
The student will demonstrate knowledge of World War II by
a. Analyzing the causes and events that led to US involvement in the war
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b. Describing and locating the major battles and turning points of the war in
North Africa, Europe, and the Pacific
c. Describing the role of all-minority military units
d. Examining the Geneva Convention and the treatment of prisoners of war
during World War II
e. Analyze the Holocaust, its impact on Jews and other groups, and postwar trial
of criminals
VUS.12
The student will demonstrate knowledge of the effects of World War II on
the home front by
a. Explaining how the United States mobilized its economic, human, and
military resources
b. Describing the contributions of women and minorities to the war effort
c. Explaining the internment of Japanese Americans during the war
d. Describing the role of media and communications in the war effort
VUS.13
The student will demonstrate knowledge of the United States foreign
policy since World War II by
a. Describing the outcomes of World War II
Skill Objectives
VUS.1
The student will demonstrate skill for historical and geographic analysis,
and responsible citizenship, including the ability to
a. Analyze and interpret primary and secondary source documents to increase
understanding of events and life in US history from 1865 to the present
b. Make connections between the past and present
c. Sequence events in US history from 1865 to the present
d. Interpret ideas and events from different historical perspectives
e. Evaluate and debate issues orally and in writing
h. Interpret patriotic slogans and excerpts from notable speeches and
documents
i. Identify the costs and benefits of specific choices made including
consequences, both intended and unintended, of the decision and how
people and nations responded to positive and negative incentives.
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Calendar
Sunday
Monday
Intro to
WWI and
US
Involvement
War in the
Pacific
Tuesday
Pearl
Harbor
Wednesday Thursday
Friday
Home
Japanese
War in
Front &
Internment Europe
Minorities
Quiz:
Battles
Holocaust
Outcomes
of WWII
Saturday
Just War
SAC: Use
of the
Atomic
Bomb
UNIT TEST
NOTE: Lessons are planned as a 90min block, but I take half the time (45 min) each day.
This is recommended by my CT and allow for easier planning for Regular American
Studies. The Unit Calendar provides
Unit Lessons and Content Outline
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Lesson 1: A War Begins (2 Days)
o Objectives
 Students will be able to identify the origins of World War II by
actively taking notes during interactive lecture. (VUS11.a)
 Students will be able describe the United States relationship with
Britain and how it influenced United States entry into WWII by
actively taking notes during interactive lecture and successfully
answering Lesson 2’s Warm Up Question. (VUS11.a)
 Students will be able to describe the events of Pearl Harbor and
how it influenced the United States entry into WWII by completing
a worksheet on a first-hand account. (VUS11.a, VUS1.a)
o Instructional Strategies
 Interactive Lecture
 Document Analysis
o Procedure
 Day 1
 1. Warm-Up Question.
o What do you already know about World War II?
 2. Pass out PowerPoint and review table of contents for
binder
 3. Discuss PowerPoint on the Origins of World War II and
US Policies
o Content
 Rise of Fascism, Hitler, etc
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

German invasion of Poland and WWII
beginning
Lend-Lease Act
Basics of Pearl Harbor


4. Chalk Talk
o Students develop a list of words or concepts they
learned

Day 2
 1. Warm-Up
o Describe one of the causes for WWII we discussed
yesterday.
 2. Review table of contents for binder
 3. Pass out document analysis activity
o “Pearl Harbor Diary: A Calm Sunday Abruptly
Shattered”- New York Times
o Students complete questions based on articles
o Go over answers
 4. Chalk Talk
o Homework
 Day 1: Terms p 741, 763
 Define and explain context and importance
o Day 2: Complete Questions
-
Lesson 2: The War at Home (2 Days)
o Objectives
 Students will be able to analyze WWII propaganda posters by
describing examples in a class discussion (VUS12.a,d)
 Students will be able to describe the changing role of minority
groups at home and in the war by completing a graphic organizer
during interactive lecture (VUS11.c, VUS12.b,c)
 Students will be able to describe how the United States supported
the war effort by actively taking notes during interactive lecture
(VUS12.a)
 Students will be able to describe the internment of Japanese by
completing a case study of “Korematsu v United States”.
(VUS12.c)
o Instructional Strategies
 Interactive Lecture
 Case Study
o Procedure
 Day 1
 1. Warm Up Question
o What were the major reasons the United States
became involved in World War II?
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

2. Pass out PowerPoint and review table of contents for
binder
3. Discuss PowerPoint: The Home Front
o Content
 War Propaganda Posters
 Tuskegee Airmen
 Nisei regiments
 Navajo Codes
 Role of Women
 War Bonds, etc
4. Chalk Talk

 Day 2
 1. Warm Up Question
o Describe how the role of one group of people
changed when the United States entered World War
II?
 2. Review Table of Contents
 3. Brief Lecture on Japanese Internment
 4. Activity: “Korematsu v United States”
o Give background
o Read Opinion and Dissenting
o Work in groups to summarize opinions
o Students will write their own opinions
o Discuss
 5. Chalk Talk
o Homework
 Day 1: Terms p 774, 801
 Define and explain context and importance
 Day 2: Complete Opinion
-
Lesson 3: The War in the East
o Objectives
 Students will be able to describe and evaluate the strategies of the
Allies and the Axis Powers in WWII by taking notes during
introduction to video and the video (VUS11.b)
 Students will be able to identify the major battles and their
implications on the European Front of WWII by completing a
graphic organizer in jigsaw groups and successfully passing a quiz
with at least 90% proficiency. (VUS11.b)
o Instructional Strategies
 Graphic Organizer
 Jigsaw
o Procedure
 1. Warm-Up Question
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 What were the reasons for interning Japanese Americans?
 2. Pass out Graphic Organizer and review table contents for binder
 3. General Strategy of War on the European Front
 4. Expert Groups of Major Battles
 Battles (Graphic Organizer)
o Dunkirk
o El Alamein
o Dunkirk
o Stalingrad
o Normandy
o Battle of the Bulge
 Complete graphic organizer for assigned battle and present
to the class
 5. Chalk Talk
o Homework
 Be sure Graphic Organizer is done
 Study for Quiz on Major Battles
-
Lesson 4: The War in the Pacific
o Objectives
 Students will be able to describe and evaluate the strategies of the
Allies and the Axis Powers in WWII by taking notes during
introduction to video and the video from Lesson 3 (VUS11.b)
 Students will be able to identify the major battles and their
implications in the Pacific of WWII by completing a graphic
organizer as part of a class simulation and completing a quiz with
90% proficiency. (VUS11.b)
o Instructional Strategies
 Graphic Organizer
 Student Simulation
o Procedure
 1. Warm Up Question
 What battle in the Eastern Front was the biggest turning
point and why?
 2. Pass out Graphic Organizer
 3. Simulation
 Roles
o Americans (3 Students)
o Japanese (12 Students)
 3 at Midway
 4 at Iwo Jima
 5 at Okinawa
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o Readers (3 Students)
 Set Up
o Trashcan on one side of the room
o Three Battle Sites in locations of Midway, Iwo
Jima, and Okinawa
 3 desks
 How it Plays Out
o 1. Americans given a paper ball
o 2. Try to shoot it into the trashcan (Japanese can
swat)
o 3. Reader reads what happened at Midway
o 4. Americans “Take over Midway” and try to shoot
and fail.
o 5. Same idea for Iwo Jima and Okinawa
 4. Chalk Talk
o Homework
 Study for Battle Quiz
-
Lesson 5: The A-Bomb: Yes or No???
o Objectives
 Students will be able to identify the major reasons for and against
the dropping of the atomic bomb on Hiroshima and Nagasaki in a
small group structured academic discussion.
 Students will be able to evaluate the major reasons for and against
the dropping of the atomic bomb on Hiroshima and Nagasaki by
participating in a full class discussion after the SAC.
o Instructional Strategy
 SAC
o Procedure
 1. Warm Up Question
 Where was the point of Island Hopping?
 2. See SAC Lesson Plan
o Homework
 Debrief on the SAC
-
Lesson 6: Holocaust: A Gallery Walk
o Objectives
 Students will be able to describe the conditions of the Holocaust by
participating in a gallery walk and/or discussion and reflection on
their feelings and the lessons learned in writing (VUS11.e)
o Instructional Strategies
 Interactive Lecture
 Document Analysis
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o Procedure
 1. Warm-Up Question
 What did you think of the SAC? Did you like it? Why or
why not?
 2. Pass out PowerPoint and review table of contents for binder
 3. Discuss PowerPoint: Holocaust
o Holocaust
 Video “Encountering Auschwitz”
 Holocaust Data Set
 Options
 1) Gallery Walk w reflection
 2) Structured Seminar
 Holocaust Museum Education Page.
 4. Chalk Talk
o Homework
 Reflective Writing
 What lessons can be learned from the Holocaust and why
are these lessons important?
 Begin Study Guide for the Test
-
Lesson 7: Outcomes of WWII
o Objectives
 Students will be able to identify the outcomes of World War II,
including the UN and Marshall Plan by actively taking notes
during interactive lecture (VUS13.a)
 Students will be able to analyze the Geneva Convention by
actively taking notes during interactive lecture (VUS11.d)
o Instructional Strategies
 Interactive Lecture
o Procedure
 1. Warm Up Question
 What is one lesson we can learn from the Holocaust?
 2. Pass Out PowerPoint and review Table of Contents
 3. Discuss PowerPoint: Outcomes of WWII
 Content
o Geneva
o Marshall Plan
o UN
o The Numbers
o Yalta
 4. Chalk Talk
o Homework
 Discussion Ticket
 What are some positives and negatives of War in general?
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-
Lesson 8: Just War
o Objectives
 Students will be able to describe what is meant by a “just war” by
brainstorming in small groups and participating in a class
discussion.
 Students will be able to analyze whether WWII was a “just war”
according to United States involvement by successful participation
in the class discussion and successfully completing the essay
question on the unit test.
o Instructional Strategies
 Small Group Work
 Class Discussion
o Procedure
 1. Review table of contents for binder
 2. Small Group Work: What is a Just War?
 Content
o What is a just war
 3. Class Discussion: Was the United States involvement in WWII a
just war?
 4. Review for Test
 Questions on Study Guide
o Homework
 Complete Study Guide
 Study for Test
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Assessments
Summative Assessments
-
-
-
1. Unit Test: Will be a complete assessment of all learning objectives. It will
include multiple choice, matching, and essay/short answer to account for all
cognitive levels addressed in the intended learning outcomes.
2. Battles Quiz: The battles of World War II make up the majority of the
questions regarding World War II on the SOL. This quiz will assess basic
knowledge of the relevant battles. (More quizzes can be added if necessary)
3. Notebooks: Students are responsible for keeping an up to date notebook based
on the table of contents provided in class. This will be collected and graded the
day of the test. To receive full credit for having a page, students must have
completed the assignment (Graphic Organizer, Questions, notes from the
PowerPoint)
Formative Assessment
-
-
1. Chalk Talk: This will be an ungraded uncollected assessment that will provide
a brief snapshot of what students took away from the lesson.
2. Power Points and Graphic Organizers: Students will be expected to take notes
on PowerPoints. Students will only receive partial credit for having the
PowerPoints in their notebook if incomplete.
3. Questions on Pearl Harbor: This will be a completion grade and must be
included in the notebook. Answers will be discussed in class.
4. SAC: Completing the Guided and Debrief Worksheet will be a completion
grade that is a part of the notebook.
5. Writing Assignment-Holocaust: Students will be graded on their reflection to
the Holocaust assignment. The grade will be based on mechanics and provided
evidence. Rubric to be developed later.
Resources
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Course Text: The Americans, McDougal Littell New York, NY 2003.
“Pearl Harbor Diary: A Calm Sunday Abruptly Shattered”- New York Times
“Encountering Auschwitz”
Holocaust Museum Education Page.
Davis, Kenneth C. Don’t Know Much About History, Perennial, New York, NY,
2003.
Davenport, Robert. Alpha Teach Yourself American History in 24 Hours,
Penguin Group, Indianapolis, IN, 2002.
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Adaptations
IEP and 504
- Lesson will be adapted where necessary to accommodate Individual Education
Plans (IEP) and 540 documentation
- Examples
o Provide Partial Notes or Complete Notes
o Parents emailed assignments
o Have students read sources together
Differentiation
-
-
This unit is designed as written for only one class period, Advanced American
studies. As a result, most lessons will follow the format above without much
variation as most of the students are on the same level.
Will be differentiated for Regular American Studies
o More structured activities
 Examples
 Pearl Harbor Activity: Questions will be more specific
 Simulation: Half the class will participate in simulation
while the other half does review exercises. This will help
with classroom management as well as help to reinforce
concepts
 Japanese Internment Activity: Opinions will be
summarized already in bullet fashion, much like in the SAC
 SAC: See SAC Lesson Plan
 Holocaust: Will almost certainly do the structured
discussion rather than the gallery walk.
o More Structured Notes
 Will be given more guidance as to what is important to take notes
on
Reflection