US History Curriculum Map Unit 10: World War II Enduring Themes

Home , Battle of Berlin, Executive Order 8802, Executive Order 9066, Manhattan Project

U.S. History Curriculum Map

Unit 10: World War II Enduring Themes: Conflict and Change Production, Distribution, Consumption Individual, Groups, Institutions Location Technological Innovation Time Frame: 10 Days Standards: SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. a. Explain A. Philip Randolph’s proposed march on Washington, D.C., and President Franklin D. Roosevelt’s response. b. Explain the Japanese attack on Pearl Harbor and the internment of Japanese Americans, German-Americans, and Italian-Americans. c. Explain major events; include the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin. d. Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries. e. Describe the Manhattan Project at Los Alamos and the scientific, economic, and military implications of developing the atomic bomb. f. Compare the geographic locations of the European Theater and the Pacific Theater and the difficulties the U.S. faced in delivering weapons, food, and medical supplies to troops. Unit Essential Question: How did World War II impact the U.S.? Unit Resources: Unit 10 Vocabulary Unit 10 Study Guide Unit 10 Student Content Map Unit 10 Sample Assessment Items

Concept 1 Concept 2 Concept 3 Concept 4

Origins of the War Domestic Impact The U.S. at War End of the War

Concept 1: Origins of the War

Standard: SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. b. Explain the Japanese attack on Pearl Harbor and the internment of Japanese- Americans, German- Americans, and Italian-Americans. c. Explain major events; include the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin.

Lesson EQ: How did the U.S. try to stay out of WWII? Why did the U.S. get involved in WWII? Know Understand Be Able To Do (DOK 3)  Origins of World War II  The purpose of the  Evaluate the decision to  Isolationism Neutrality Acts, and the remain neutral at the  Totalitarianism growing desire to get beginning of WWII. involved in WWII.  Assess the United States  Japanese Attack on Pearl  Programs developed by ability to remain neutral Harbor FDR to help the following the passage of  Lend-Lease Program democratic countries in legislation such as the Lend  Neutrality Acts Europe, while at the Lease Act same time remaining a  Analyze the Japanese-US “neutral” country. relationship prior to the  The reasons for the attack on Pearl Harbor, attack on Pearl Harbor, and assess the effects the and the immediate attack had on the outcome impact it had on the of WWII. United States. Resources I Do (Teacher Point) We Do (Guided/Differentiated You Do (Independent Practice) Instruction) Causes of World War II Illustrated World War II Neutrality Act Think Tank Activity PowerPoint Timeline Causes of World War II Graphic (can be used ongoing Organizer throughout unit as students learn each component or at the end of the unit)

Concept 2: Domestic Impact

Standard: SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. a. Explain A. Philip Randolph’s proposed march on Washington, D.C., and President Franklin D. Roosevelt’s response. b. Explain the Japanese attack on Pearl Harbor and the internment of Japanese- Americans, German- Americans, and Italian-Americans. d. Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries.

Lesson EQ: How did World War II impact the U.S. on the home front? Know Understand Be Able To Do (DOK 3)  Domestic impact of World  The reason for A. Phillip  Evaluate the War II Randolph’s proposed constitutionality of  A. Philip Randolph march on Washington. Japanese internment  President Roosevelt’s camps.  1941 Proposed March on issuance of EO 8802  Assess the success that Washington and its impact on racial Executive Order 8802 had  Executive Order 8802 equality in the work on work place equality.  Internment place.  Analyze the role of women  Executive Order 9066  The xenophobic and African Americans in  War mobilization attitude towards the war effort. Japanese-Americans,  Rationing Italian-Americans and  War-time conversion German-Americans.  Role of women in war  The use of internment industries camps to centralize and control the perceived threat from Japanese- Americans  The concept of rationing, and the efforts on the home front to prepare for war. Resources I Do (Teacher Point) We Do (Guided/Differentiated You Do (Independent Practice) Instruction) World War II PowerPoint Illustrated World War II World War II Journal Entry US and World War II PowerPoint Timeline (can be used ongoing throughout unit as students learn each component or at the end of the unit)

Concept 3: The U.S. at War

Standard: SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. c. Explain major events; include the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin. f. Compare the geographic locations of the European Theater and the Pacific Theater and the difficulties the U.S. faced in delivering weapons, food, and medical supplies to troops.

Lesson EQ: How did major events of World War II impact the U.S.? Know Understand Be Able To Do (DOK 2-3)  Battle of Midway  The concept and  Be able to analyze the  D-Day importance of the differences between the  Allies/Axis Powers Battle of Midway. two Theaters and the  European Theater  The countries that importance of the battles  Pacific Theater made up the Axis and located within them.  Battle of Berlin Allies.  Evaluate the difficulties  The strategic and that geography created in geographic differences the Theaters as far as between the European delivering troops and and Pacific theaters supplies.  The purpose and importance of the D- Day invasions. Resources I Do (Teacher Point) We Do (Guided/Differentiated You Do (Independent Practice) Instruction) World War II PowerPoint Geography of European and The War PowerPoint Pacific Theaters PowerPoint World Map (for discussion of European and Pacific Theaters)

Illustrated World War II Timeline (can be used ongoing throughout unit as students learn each component or at the end of the unit)

Concept 4: End of the War

Standard: SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. e. Describe the Manhattan Project at Los Alamos and the scientific, economic, and military implications of developing the atomic bomb.

Lesson EQ: What were the scientific, economic and military implications of developing the atomic bomb? Know Understand Be Able To Do (DOK 2-3)  Manhattan Project  The arguments for and  Describe the scientific,  Los Alamos against the economic, and military  Atomic Bomb development and implications of developing  Hiroshima/Nagasaki dropping of the atomic the atomic bomb. bomb Resources I Do (Teacher Point) We Do (Guided/Differentiated You Do (Independent Practice) Instruction) World War II PowerPoint Illustrated World War II US Trial for Dropping the Bomb Timeline Assignment (can be used ongoing Primary Sources for Dropping the throughout unit as students Bomb Trial Assignment learn each component or at the end of the unit)