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SOCIAL STUDIES SS40—World War II Course #: SS-40 Course Name: World War II Prerequisites: None Grade Level: Level of Difficulty: Average # of Credits: ½ (One semester) The following Social Studies performance objectives are integrated throughout the entire course: SS40 World War II Students should know and be able to… Priority Performance Objective Link to S1C8-PO2 (d.) Analyze the impact the Treaty of Versailles had on European nations, with emphasis on Germany. Linking Performance Objective Vocabulary/ Knowledge Suggested Activities S2C8-PO4 (a.) Assess the impact of the rise of dictators with emphasis on the rise of Hitler and Nazism Analyze the causes and effects of German militarism and territorial gains S2C8-PO4 (f.) Analyze the consequences of the Munich Conference and appeasement S2C8-PO4 (C.) Analyze the impact of the Non-Aggression Pact Link to S1C8-PO2 (D.), S2C8-PO4 (d.) Describe the reasons for Japanese imperialism and militarism Link to S1C8-PO2 (g.) Analyze Japan’s strategy and decision to attack Pearl Harbor Assess Japan’s territorial gains after Pearl Harbor Link to S1C8-PO2 (b.) Describe the United States movement away from isolationism Examine the European Theater from 1939-1941, with emphasis on strategy, major battles, military and political leaders Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation. e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. MPS Governing Board Approval, March 10, 2009 1 SOCIAL STUDIES SS40—World War II SS40 World War II Students should know and be able to… Priority Performance Objective Link to S1C8-PO2 Examine the U.S. entry into the war Linking Performance Objective Link to S1C8-PO2 (e.) Analyze the economic and social impact of WWII on the home front, with emphasis on women and minorities, and the use of propaganda Link to S1C8-PO2 (f.) Cause and effects of Japanese Internment Assess the impact of the Manhattan Project Vocabulary/ Knowledge Suggested Activities Service Learning: Students will interview a WWII veteran and video tape & record their responses to present to the class Service Learning: Students will interview a veteran of Japanese internment and video tape & record their responses to present to the class Link to S1C8-PO2 (h.) Examine the Nazi’s Final Solution and the Holocaust Examine the European Theater from 1942-1943, with emphasis on strategy, major battles, military and political leaders Examine the Pacific Theater from 1942-1943, with emphasis on strategy, major battles, military and political leaders Examine the European Theater from 1944-1945, with emphasis on strategy, major battles, military and political leaders Analyze the final battles of the European Theater Examine the Pacific Theater from 1944-1945, with emphasis on strategy, major battles, military and political leaders Link to S1C8-PO2 (g.) Analyze the final battles of the Pacific Theater and the decision to use the atom bomb Assess the cost of WWII: financially, socially and geographically for all nations Link to S1C9-PO1 Examine the United States and Soviet philosophy in Europe, the beginning of the Cold War including the Marshall Plan, Berlin Airlift and the United Nations Plain text denotes Mesa Public Schools guidelines and/or performance objective. Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation. e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation. Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. MPS Governing Board Approval, March 10, 2009 2