Unit Overview

Unit Plan

Unit Overview

This course is designed for eleventh and twelfth graders taking American Studies at Jamestown High School. This course is intended to be taught in twelve 90 minute blocks where the 13th class period the students would receive their course examination. This test will cover the beginning of World War II, the Holocaust, and the social, economic and political changes that result from World War II. This course provides the students with many opportunities to engage in the material including such activities as role play simulations of the Nuremberg Trails, a Socratic Seminar involving Truman’s use of the atomic bomb in Japan and debates surrounding Japanese Internment in the United States. There will be an inquiry based lesson done on the Holocaust where students will investigate Holocaust survivors and see what conditions were like for them in concentration camps. There will also be a Socratic Seminar on Truman’s use of the atomic bomb. These lessons are all designed to build on the previous one. In the first lesson students will brainstorm all prior knowledge on World War II and the unit will conclude will a culminating timeline activity. Students will be assessed by a cumulative unit test. More advanced courses might want to explore the option of a writing assignment involving the different uses of propaganda.

Rationale

I selected this specific content from first looking at the VA SOL objectives and focused my unit by weaving SOL objectives with engaging activities. I organized the unit in this way in hopes of keeping my students engaged in the material as much as possible. The SOL objectives can be very cut and dry and without activities to really captivate the student’s interests they can fall on deaf or sleeping ears. I elected to begin the Unit with an analysis of the political situation in Europe leading into World War II. Then students will explore the early years of the war in Europe before American intervention. They will then explore why and how the Americans entered the war and how they impacted the war in Europe. Students will then explore the significance of the Holocaust by not only looking how it affects the world today, but also the impact that it had on the individuals that were directly affected by its atrocities. They will then see how the war affected America’s economic, social and political landscape before returning to the war in the Pacific Theater culminating in the use of the atomic bomb on Hiroshima and Nagasaki. The unit will end with a Socratic Seminar about the use of the atomic bomb. I believe that doing it in this order will help student engagement in my classroom.

Essential Questions 1) How did America gradually move from staunch isolationism to intervention in World War 2 and what was its outcome?

2) What was the short and long term significance of the Holocaust?

3) How did the war effort change the economic, political and social landscape on the home front?

4) Why did President Truman drop the atomic bomb? Was he right or wrong in his decision? Why?

Objectives

1) Students will be able to sequence and make connections between each event (i.e. Hitler’s invasion of Poland, Battle of Britain, Lend-Lease Act, Pearl Harbor and Germany declaration of war on the United States) that drove the United States to direct involvement in World War II by creating a timeline.

2) Students will be able to compare and contrast Allied and Axis strategy.

3) Students will be able describe the role of women and minorities during World War II

4) Students will be able to summarize the significance of the Geneva Convention and its effects on the treatment of prisoners of war today.

5) Students will be able to breakdown the Holocaust and its impact on the world stage.

6) Students will be able to identify wartime changes that in American economics, political and social life.

7) Students will be able to debate the use of the atomic bomb on Hiroshima and Nagasaki with the aid of primary sources.

VA SOLs

VUS.11 The student will demonstrate knowledge of World War II by: a) Analyzing the causes and events that led to American involvement in the war, including military assistance to the United Kingdom and the Japanese attack on Pearl Harbor; b) Describing and locating the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing (D-Day), and Truman’s decision to use the atomic bomb to force the surrender of Japan; Bloom’s c) Describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments; d) Examining the Geneva Convention and the treatment of prisoners of war during World War II; e) Analyzing the Holocaust (Hitler’s “final solution”), its impact on Jews and other groups, and the postwar trials of war 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.

Content Outline

1) American Isolationism to Intervention

a. Germany invades Poland in 1939

b. American Isolationism 1939-1941

b.i. Neutrality Acts

b.ii. Trade on “cash and carry” basis

b.iii. Lend-Lease Act

b.iv. Pearl Harbor

2) War in Asia 1939-1941

a. Japanese Aggression in China and Manchuria

b. Negotiations between Japan and US

c. Pearl Harbor

c.i. “a date that will live in infamy”

d. US declaration of War

3) Major Events and Turning Points in the War

a. Europe a.i. Germany invades Poland (blitzkrieg)

a.ii. Germany overruns France

a.iii. Germany invades London

a.iii.b. Battle of Britain

a.iv. Germany declares War on US following World War II

a.v. Germany invades Russia

a.v.b. Stalingrad

a.vi. Allied victory at Normandy

a.vii. Battle of Bulge

b. Africa

b.i. El Alamein

b.ii. Germany occupied Northern Africa

b.iii. Allies drove Germany out of North Africa

c. Pacific

c.i. Battle of Midway

c.ii. Iwo Jima and Okinawa

c.iii. Atomic Bomb on Hiroshima and Nagasaki

4) Minority Participation in the War efforts

a. Tuskegee Airmen (African Americans)

b. Nisei Regiments (Asian Americans)

c. Mexican American and Navajo communication systems

5) Treatment of Prisoners of War

a. Geneva Convention

b. Bataan Death March

c. Suicide Among Japanese Soldiers to avoid capture 6) Holocaust

a. Genocide and the Final Solution

b. Affected Groups

b.i. Jews

b.ii. Poles

b.iii. Slaves

b.iv. Gypsies

b.v. Undesirables

c. Significance

c.i. Nuremburg Trials

7) War on the Home front

a. Economic resources

a.i. Ties between US government and Industry

a.ii. Rationing

a.iii. War Bonds

a.iv. Transition from peace time to war time production

b. Human resources

b.i. Introduction of women and minorities into the work force

b.i.b. Increased participation to replace men serving in the military

b.i.c. Propaganda (Rosie the Riveter)

b.i.d. Women participation in noncombat military roles

b.i.e. African American campaign for victory in war and equality at home

b.i.f. Migration to cities for jobs in war factories b.ii. Citizen efforts to support the war

b.iii. Introduction of Selective Services

c. Japanese Interment

c.i. Strong Japanese resentment following Pearl harbor

c.ii. False belief Japanese Americans were aiding the enemy

c.iii. Japanese Americans relocated to internment camps

c.iv. Supreme court upholds government’s right to act against Japanese Americans

c.v. Public Apology and Financial reparations were made to survivors

Materials and Resources

These materials can found below under the individual lesson plans. The materials that wil be used in this unit are as follows: Access to a laptop, Projector Screens, Colored Pencils, PowerPoint, Guided Notes, KWL Chart, Graphic Organizer of Axis Nations, Political Cartoon Analysis handout, Time Line Activity, Bataan Death March Interview, Geneva Convention Handout, Use of the Atomic Bomb Handout, Diagnostic Assessment, Propaganda Poster and Ad Campaign, Korematsu vs. United States Handouts Examples and Handout, WWII Flash Cards, Study Guide

Assessment Outline

Formative Assessments

 Students will be assessed through completion of daily homework assignments, worksheets and class notes.

 Students will also be evaluated on their participation in group work, class discussions and role play simulations

 Students will be assessed every Friday by completion of an exit ticket that will ask them the recall information from the week’s work

Summative Assessment

 Students will receive a mid-unit quiz  Students will have a summative test including true false, multiply choice, matching and short answer questions. Students will be required to respond to an essay prompt to allow students to show what they know at the unit’s completion.

Unit Calendar (See following page)

Day 1 Day 2 Day 3 Day 4 Topic: From WWI Topic: Outbreak of Topic: American Topic: War in to WW2 War in Europe 1939- Isolationism to Europe 1941 Intervention Objectives: Objectives: Compare Brainstorm prior Objectives: Objectives: Describe and contrast Allied knowledge of Conceptualize Early War Efforts in and Axis strategy World War II Europe prior to Europe WWII Activity: Allied and Activity: KWL Activity: Map Review, Axis Strategy Chart, Rise of Activity: Graphic Isolation to Intervention PowerPoint, Totalitarian Organizer Review, PowerPoint, Lend-Lease Timeline Activity Regimes Outbreak of War in Political Cartoon Activity PowerPoint, Europe PowerPoint, Materials: Timeline Graphic Organizer Map Activity Materials: Access to a Activity, of Totalitarian laptop with PowerPoint, PowerPoint, Guided Regimes Materials: Access to Quiz, Political Cartoon Notes a laptop with Analysis Handout, Guided Materials: Access to PowerPoint, Map Notes Assessment: a laptop with Handout, Guided Formative PowerPoint, Notes Assessment: Formative Assessment from Graphic Organizer Assessment from the Quiz Timeline of Axis nations, Assessment: http://www.youtube Formative .com/watch? Assessment through v=WZt2row7v88, collection of Map KWL Chart, Activity Guided Notes

Assessment: Formative Assessment through class discussion from graphic organizer and KWL Charts Day 5 Day 6 Day 7 Day 8 Topic: War in the Pacific Topic: The Topic: The Topic: End of War in Holocaust Holocaust Europe Objectives: Identify major battles and turning Objectives: Objectives: Write Objectives: Identify points in the Pacific Breakdown the about life during the major battles and Theater Holocaust and its Holocaust turning points in the impact on world Pacific Theater Activity: Pacific Theater stage Activity: Holocaust PowerPoint (Battle of Survivor Project Activity: End of War Midway, Iwo Jima, Activity: Silent in Europe (D-Day, Okinawa) PowerPoint, Holocaust Assessment: Battle of Bulge) Bataan Death March PowerPoint, Summative PowerPoint, Interview Discussion Holocaust Survivor assessment through President’s Press Project Intro Holocaust survivor Release After Atomic Materials: Access to a paragraph Bomb laptop with PowerPoint, Assessment: http://www.nytimes.com/ Formative (Taught by my CT) Materials: Access to a ref/international/24MEM Assessment through laptop with O-GUIDE.html?_r=0, Exit Ticket PowerPoint, Quiz, Quiz Bataan Death Guided Notes, Use of March Interview, Geneva (Taught by my CT) the Atomic Bomb Convention Handout, Handout Guided Notes Assessment: Assessment: Formative Formative Assessment from Assessment from Handout on major battles Handout on major in Pacific Theater battles in Pacific Theater

Day Nine Day Ten Day Eleven Day Twelve Topic: Life on the Home Topic: WWII Topic: Life in America Topic: The End of front Propaganda the War and Objectives: Explain Review Objectives: Describe Objectives: Investigate Japanese internment the changing role of the role of propaganda Objectives: women and minorities in and social media in Activity: Overview on Review material the work force World War II Japanese Internment for Test PowerPoint and Activity: Changing Role Activity: Propaganda Korematsu v. United Activity: of Minorities and PowerPoint, States Case Role Play Flashcard Women in the Propaganda Activity and Debate Review, Study PowerPoint Guide Review Materials: Access to a Materials: Access to a Materials: Access to a laptop with laptop with Materials: Access laptop with PowerPoint, PowerPoint, Guided PowerPoint, Guided to laptop with Diagnostic Assessment, Notes, Propaganda Notes, Korematsu PowerPoint, Guided Notes, Poster and Ad Court Case Handout WWII Flash http://www.youtube.com Campaign Examples Cards, Study /watch? PowerPoint, Assessment: Formative Guide v=7CUQOVfbij0 Propaganda Poster and Assessment from Role Ad Campaign Play Simulation Assessment: Assessment: Formative Handout, Color Formative Assessment through Pencils Assessment diagnostic assessment through flashcard Assessment: review Formative Assessment through Propaganda Activity

Differentiation

The class that will be taught this unit has a multitude of different learning styles. In that way to accommodate all my students I tried to change day-to-day activities frequently so that students who are visual learners are not just analyzing primary documents and likewise those students who learn best through reading and auditory responses are not stuck analyzing political cartoons and pictures. I believe that I have a good mix to accommodate all learners in my classroom. However, I do have several students that are in the United States on exchange programs and English is not their first language. For these students I felt that it was imperative that we did do a lot of visual and image orientated activities. This is because ESL students learn better with images rather than words. A picture is literally worth a 1,000 words for them and they will be differentiated for in my classroom. Group work is also something that I believe to be important when discussing Social Studies. Stronger connections will be made to the material when students are able to talk out difficult situations that many encountered during World War II and putting themselves into that situation will encourage greater student achievement. Overall, I believe this unit differentiates for all the learning styles in my classroom as well as my ESL students. I hope that by having students work in groups that stronger connections will be made to the material and their understanding will be reflected in their test scores. For more information on specific differentiation for each lesson plan, please scroll down to the differentiation section for each individual lesson plan.

Accommodations

Students with IEP and 504 plans will be accommodated in every way possible in my classroom. Most of my students require simple accommodations such as sitting in the front of the room to focus better or guided notes to help them study more effectively. All students will receive guided notes with every lecture. Guided Notes ask the students questions that they should be able to answer as we progress through the lecture. Students will complete one of these for every PowerPoint that they see. Students with IEP or 504 plans will be accommodated with their own completed version of guided notes as well as any additional notes they might take during class. This is so that students will not miss any important information as we go through the lectures. Before their unit assessment every student should have guided notes from each day of class that serve a solid bases to study from. Again, for specific instructions on accommodations please see the individual lesson plans below. Daily Lesson Plans

Note: For each PowerPoint students will be given guided notes for the students to answer as we go through these lectures. This provides students with a solid overview on the day’s lecture and a great place to start to study from. Students will IEP or 504 plans will be accommodated will receive a filled out copy of the guided notes at the end of class in addition to what they complete in class.

Unit: World War II Teacher: Austin Crocker

Topic: Introduction and Lesson 1 of 12 Teaching Date: 3/12/2013 Totalitarian Regimes in Europe

Subject/Course: American Grade Level: 11 Time Frame: 80 min Studies

Context: This lesson plan is designed for 11th graders in American Studies. This lesson will be an introduction into World War II. Students will have just completed a unit on the interwar period in America and have not discussed foreign affairs for a few weeks. The first activity following the bell ringer will be a KWL chart. Students will brainstorm what they already know about WWII and discuss what they want to know. At the end of each week students will refer back to their KWL charts and add things to the learned column that they have learned during the week. The second activity will be a short PowerPoint on what has been going on Europe during the Great Depression, focusing on totalitarian regimes. Students will be given guided notes for this PowerPoint. The last thing they will do is complete graphic organizer that asks them to name the leader, type of regime and their aggressive action prior to WWII. This will give the students a brief, but solid overview of the state of affairs in Europe.

SOL Objectives Outcome Objectives

 VUS 11a  Students will be able to brainstorm what they know and what they want to know about WWII.  Students will be able to identify the leaders of the axis nations and the commonalities they shared Materials and Resources Homework

 Access to a laptop with PowerPoint  Complete any unfinished classwork  Graphic Organizer of Axis nations  Quiz 3/15  http://www.youtube.com/watch? v=WZt2row7v88  KWL Chart  Guided Notes

Instructional Procedures: Bell Ringer/Role (10min) – The students will take their seats quietly and collect today’s papers at the front of the room. A bell ringer with three questions about the last class will be on the board and the students will complete those questions while role is taken.

KWL Activity (20 min)- Students will have ten minutes to think and write down what they already know about WWII and what they would like to know about World War II. This will then be opened up for a class discussion. As students answer these questions the instructor will use the document camera to write down their answers so they have a copy of this as well. This should take ten minutes as well. At the end of each week students will refer to their KWL chart and write down what they have learned during the course of the week. This will be a good formative assessment to see what they students have retained.

PowerPoint (30 Min) - Students will have guided notes as they discuss the new fascist leaders in Europe. The PowerPoint will discuss explore fascism, Nazism, communism and militarism in Italy, Germany, the Soviet Union and Japan respectively. They will synthesize this information and come up with a definition for what will describe totalitarian regime.

Graphic Organizer (30 Min) – Using their books (p. 735-738), students will fill out a graphic organizer about Italy, Germany and Japan. They will have to identify their leader, type of regime and their aggressive actions prior to WWII. Students may work in pairs for this activity. After the organizer is completed they will have to compare their answers with another group before it is gone over as a class.

Class Review (10 Minutes) - The Instructor will review what has been covered today and the students will have to answer questions proving their retention of the day’s activities. The questions that they struggle with will be considered for the following day’s bell ringer and/or will be discussed at further length during the next class period.

Differentiation: Students who struggle with individual work will be given the opportunity to work in groups during the graphic organizer and will be able to be social during the conversation regarding the KWL charts. Students who wish to work alone during the graphic organizer activity will be more than welcome too.

Accommodations / Modifications: Students with special needs will be given notes on the PowerPoint as well as an answer key for the graphic organizer. Any other accommodations that can be made will be for the students. Assessment

(Formative) (Formative)

 Students will be assessed on their prior  Students will be assessed on their retention of knowledge of WWII during the KWL chart the lesson during the class review as they will activity list things that they learned during the class period.

Name: Block: Date:

K-W-L Table

A table to help you clarify “What you KNOW”, “What you WANT TO KNOW; and “What you LEARNED” about World War II. Enter information below about what you already know about World War II and a couple of things that you may want to go. At the end of each week we will be referring back to these charts to find out what we have learned. K W L

What I Know What I Want to Know What I learned

Name:______

Date:______

Block:______The Rise of Totalitarianism in Europe

1) Define Totalitarianism

2) List six characteristics of a totalitarian regime

3) Draw a Political Spectrum and list where Totalitarianism, Communism, Liberals, Conservatives, Capitalism, Fascism and Nazism would fall.

4) Soviet Union a. Leader:

b. Type of Regime:

c. Define Communism:

5) Italy

a. Leader: Benito

b. Type of Regime:

c. Define Fascism:

6) Germany

a. Leader:

b. Type of Regime:

c. Define Nazism:

7) Japan

a. Leader:

b. Type of Regime:

c. Define Militarism:

8) Define the following Nazi terms. a. GESTAPO:

b. SS (Shutzstaffel):

c. SA (Sturmabteilung):

d. Lebensraum (living space):

9) How did propaganda influence the Nazi state?

10) What policy did foreign counties take to towards these new totalitarian states?

11) What was appeasement?

12) What was ironic about the policy of appeasement before WWII? Name:______

Date:______

Block:______

The Rise of Totalitarianism in Europe

13) Define Totalitarianism- Government establish complete control of all aspects of the state

14) List six characteristics of a totalitarian regime

a. Highly nationalistic

b. Military State

c. Censorship

d. Propaganda

e. Charismatic Leader

f. Total conformity of people to the ideas of the Leader

15) Draw a Political Spectrum and list where Totalitarianism, Communism, Liberals, Conservatives,

Capitalism, Fascism and Nazism would fall.

16) Soviet Union a. Leader: Joseph Stalin

b. Type of Regime: Communism

c. Define Communism: Left Wing, a classless society where the state had ownership and

control of the means of production (no private ownership)

17) Italy

a. Leader: Benito Mussolini

b. Type of Regime: Fascism

c. Define Fascism: Right Wing, the state was more important than an individual rights,

however it maintain class system and private ownership

18) Germany

a. Leader: Hitler

b. Type of Regime: Nazism

c. Define Nazism: An extremely fascist and nationalistic state that had a belief in the racial

superiority of the Aryan, the “master race”

19) Japan

a. Leader: Tojo

b. Type of Regime: Militarism

c. Define Militarism: Aggressiveness with the threat of military power

20) Define the following Nazi terms.

a. GESTAPO: The Secret State Police b. SS (Schutlzstaffel): Defense Corps, an elite guard unit formed out of the SA. “black

shirts”

c. SA (Sturmabteilung): Early private Nazi army that protected leaders and opposed rival

political parties

d. Lebensraum (Living Space): Concept that emphasized the need for territorial expansion

of Germany to the East

21) How did propaganda influence the Nazi state? It lead to extreme German nationalism and

promoted racial superiority as well as anti-Semitic relations in Germany

22) What policy did foreign counties take to towards these new totalitarian states? Appeasement

23) What was appeasement? The willingness to surrender to an aggressors’ demands to avoid war

24) What was ironic about the policy of appeasement before WWII? The policy was used to avoid

war, but only empowered Hitler to continue his aggressive campaign. Unit: WWII Teacher: Austin Crocker

Lesson 2 of 12 Topic: World War II Teaching Date: 3/13/2013

Context: This lesson plan is designed for 11th graders in American Studies. This lesson will be conducted on an early release day and the instructor will only have approximately 60 minutes with each class. Students will have a map activity and a short lecture that will be finished on the following class period. The map will be a map of Europe in 1939 that will be blank with countries for them to fill in. This should be completed individually. The lecture will begin the discussion of World War II starting with the invasion of Poland in England. The hope is to get through the war in Europe up to 1941before American intervention that will be discussed and finished on Friday.

 VUS 11a  Students will be able to identify countries in Europe from a map in 1939  Students will be able to describe the war effort in Europe up till 1941 Materials and Resources Homework

 Access to a laptop with PowerPoint  Complete any unfinished classwork  Map Handout  Quiz 3/15  Guided Notes

Instructional Procedures: Bell Ringer/Role (10min) – The students will take their seats quietly and collect today’s papers at the front of the room. A bell ringer with three questions about the last class will be on the board and the students will complete those questions while role is taken.

Map Activity (20 min)- Students will fill out a map of Europe in 1939 using page 741 in their book. Students will color code the allied and axis powers and be expected to use this map as a study aid for the quiz on 3/15.

PowerPoint (20 Min)- Students will have guided notes as they discuss the German invasion of Poland in 1939 and German domination in France and England. This will also go over which countries are allied with which countries which lead to the axis and allied power during the war. Students will be ready to discuss what was going on in America during this these years in the following class. It is important that students understand that US did not start in this war it was a long process that finally drew them into the conflict. If time allows I would encourage the instructor to try to engage the students in a conversation comparing and contrasting the ways US entered WWI and WWII.

Class Review (10 Minutes)- The Instructor will review what has been covered today and the students will have to answer questions proving their retention of the day’s activities. The questions that they struggle with will be considered for the following day’s bell ringer and/or will be discussed at further length during the next class period.

Differentiation: To differentiate in this lesson students who struggle with individual work will be allowed to work with a partner during the Map Activity. Due to time constraints it will be important that the students stay on task during their map work so the PowerPoint can be completed.

Accommodations / Modifications: Students with special needs will be given notes on the PowerPoint as well as an answer key for the map activity. Any other accommodations that can be made will be for the students.

Assessment

 While lecturing I will be gauging student  Students will be assessed on their retention of understanding of the lecture through inquiry the lesson during the class review as they will questions. list things that they learned during the class period.

Name:______

Date:______

Block:______

Directions: Label the countries below using page 741 in your books. Color code Allied and Axis Countries in blue and red respectively. Those nations who are not affliated leave without any color.

Label the following Countries: Italy, Switzerland, Austria, Hungary, Yugoslavia, Albania, Greece, Germany, Netherlands, Belgium, Denmark, Poland, Czechoslovakia, East Prussia, Lithuania, Norway, Sweden, Finland, and the Soviet Union

Label the following territories: The Rhineland and Sudetenland Name:______

Date:______

Block:______

Outbreak of War in Europe 1939-1941

1) Why did Germany feel the need to expand? 2) Why was Austria taken unopposed?

3) How did Germany take over Sudetenland?

4) Why were France and England so eager to hand this land over to Hitler?

5) What was the nonaggression pact?

6) What does blitzkrieg mean and how did it work?

7) What was the Maginot Line?

8) How did Germany take over Paris?

9) What was Germany’s air force called?

10) What were the primary targets of Luftwaffe during the Battle of Britain?

11) How was the Britain’s Royal Air Force (RAF) able to turn the tide against Germany? Name:______

Date:______

Block:______

Outbreak of War in Europe 1939-1941 1) Why did Germany feel the need to expand? The idea of Lebensraum or “living space” supported

the idea of German expansion to the East?

2) Why was Austria taken unopposed? The majority of Austrians support unification with Germany

3) How did Germany take over Sudetenland? The Munich Agreement in 1938

4) Why were France and England so eager to hand this land over to Hitler? Appeasement

5) What was the nonaggression pact? An agreement between Soviet Union and Germany to not

attack each other

6) What does blitzkrieg mean and how did it work? Lightning war, It attempted to take the enemy

by surprise and quickly crush all opposition with overwhelming force with the use of fast tanks

and powerful aircrafts.

7) What was the Maginot Line? A system of fortifications built along France’s eastern border

8) How did Germany take over Paris? They trapped almost 400,000 trips on the beaches of Dunkirk

where they had to retreat across the English channel

9) What was Germany’s air force called? Luftwaffe

10) What were the primary targets of Luftwaffe during the Battle of Britain? Airfields and cities

11) How was the Britain’s Royal Air Force (RAF) able to turn the tide against Germany? The

invention of radar

Unit: WWII Teacher: Austin Crocker

Subject/Course: American Grade Level: 11 Time Frame: 80 min Studies Context: This lesson plan is designed for 11th graders in American Studies. This lesson will have several components. Students will first be assessed on the previous lessons of the week. The instructor will then lecture to the class about American Intervention in World War II and some of the things that have been going on in the Pacific Theater. Students will then do a political cartoon activity looking at the Lend-Lease Act. The political cartoons show the different ways that the American people viewed the Lend-Lease act and what it would ultimately lead too. After the activity the lecture will continue about Japanese and American relations to give the students a background into the events leading up to Pearl Harbor. Finally, students will discuss the impact of Pearl Harbor that ultimately leads to American intervention into World War II.

 VUS 11a  Students will be able to identify countries in Europe from a map in 1939  Students will be able to describe the war effort in Europe up till 1941 Materials and Resources Homework

 Access to a laptop with PowerPoint  Complete any unfinished classwork  Quiz   Political Cartoon Analysis Handout  Guided Notes

Instructional Procedures:

Bell Ringer/Role (10min) – The students will take their seats quietly and collect today’s papers at the front of the room. A bell ringer with three questions about the last class will be on the board and the students will complete those questions while role is taken.

Quiz (20 min)- Students will fill out a map of Europe in 1939 using page 741 in their book. Students will color code the allied and axis powers and be expected to use this map as a study aid for the quiz on 3/15.

PowerPoint (30 Min)- Students will have guided notes as they discuss American intervention in World War II and what steps lead to their intervention. After going over the Lend-Lease Act they will do a cartoon analysis of three lend-lease act cartoons. A description of that activity is listed below. We will go back to the lecture after the activity. The lecture will continue with a discussion about what was going on in the Pacific Theater between 1939-1941. This PowerPoint will end with a discussion of Pearl Harbor and how the event still lingers on today. This will complete VUS 11a and provide a solid understanding of what was going on in World War II leading up to American Intervention in 1941.

Cartoon Analysis (20min) – Students will be given a worksheet with three political cartoons about the Lend-Lease Act. Each cartoon has a different view on the Lend-Lease Act and what it would eventually lead too. This activity will be completed individually and then students will have an opportunity to discuss their views of the political cartoons with other students. They will then be discussed and covered as a class.

Differentiation: Students will be able to discuss their thoughts as we go through the lecture. It should be more of a conversation than a formal lecture. Visual learners will be allowed to shine during this class period with the use of the political cartoons and social learners will have the opportunity to discuss their ideas about the political cartoons as well.

Accommodations / Modifications: Students with special needs will be given notes on the PowerPoint if they do not complete them during the lecture. It will be expected that these students be able to complete the cartoon analysis worksheet by themselves or with the help of a partner. They make work with a partner if it is necessary.

Assessment

(Formative) (Summative)

 While lecturing I will be gauging student  Students will be assessed through a short quiz understanding of the lecture through inquiry they will complete in the beginning of class. questions.  Students will be assessed on their retention of the lesson during the class review as they will list things that they learned during the class period.

Name: ______Block: ______

Political Cartoon Analysis: The Lend-Lease Act

Directions: Complete the steps to analyze each of the cartoons below. Name:______

Date:______Block:______

Quiz on Outbreak of World War II

Directions: Using the word bank below, answer the following questions.

Word Bank

Total War Luftwaffe Extreme Nationalism

An agreement between Russia and Germany to be peaceful with one another

An agreement between Great Britain and Germany to be peaceful with one another

Hitler Tojo Benito Mussolini

They believed they were entitled to more living space Blitzkrieg

A Charismatic leader Free enterprise Appeasement

Market Economy Extreme Nationalism Winston Churchill

Racial Superiority Total conformity of a nation’s people

1) What was foreign policy adopted by Britain and France before the start of World War II?

3) List three attributes (characteristics) of a totalitarian regime. 4) What leader was associated with the rise of fascism in Italy?

5) How did the ideology of lebensraum affect Germany’s decision to expand their territory?

Name:______

Date:______

Block:______

Directions: Answer the following questions using your knowledge of World War II.

3) List three attributes (characteristics) of a totalitarian regime.

4) What leader was associated with the rise of fascism in Italy?

5) How did the ideology of lebensraum affect Germany’s decision to expand their territory? Name:______

Date:______

Block:______

Word Bank

Total War Luftwaffe Extreme Nationalism An agreement between Russia and Germany to be peaceful with one another

A treaty between Great Britain and Germany to be peaceful with one another

Hitler Tojo Benito Mussolini

They believed they were entitled to more living space Blitzkrieg

A Charismatic leader Free enterprise Appeasement

Market Economy Extreme Nationalism Winston Churchill

Racial Superiority Total conformity of a nation’s people

Appeasement

7) What was the nonaggression pact? An agreement between Russia and Germany to be peaceful

with one another

8) List three attributes of a totalitarian regime. Extreme nationalism, A charismatic leader, total

conformity of a nation’s people

9) What leader was associated with the rise of fascism in Europe? Benito Mussolini

10) How did the ideology of lebensraum affect Germany’s decision to expand their territory? They

believed they were entitled to more “living space”

Name:______Block:______

Date:______

American Intervention in World War II

1) What was the United States position at the outbreak of World War II?

2) What is isolationism?

3) What does this political cartoon depict?

4) What is an embargo?

5) What did the neutrality acts of 1935 do?

6) How did the neutrality act of 1939 change the previous legislation?

7) What was the lend lease act?

8) Roosevelt believed the United States was supplying the Allied forces with an

______.

9) Where did Japan invade during the 1930s?

10) Why did the US put an embargo on Japan? 11) What products did the US put an embargo on?

12) When was Pearl Harbor?

13) What was Japan trying to destroy?

14) How many American were killed?

15) How did Roosevelt say that Pearl Harbor would be remembered?

16) What was the other famous quote from Roosevelt in his inauguration speech in 1932?

17) What were three effects of Pearl Harbor? a.

18) List four Allied Powers in 1941

19) List three Axis Powers in 1941

c. Name:______

Block:______

Date:______

American Intervention in World War II

20) What was the United States position at the outbreak of World War II? Isolationism

21) What is isolationism? A national policy of abstaining from political or economic relations with

other countries

22) What does this political cartoon depict? Germany taking over the world while the US watches.

23) What is an embargo? A partial or full restriction on trade or commerce with a country

24) What did the neutrality acts of 1935 do? Forbid trade with any country at war

25) How did the neutrality act of 1939 change the previous legislation? Allowed trade with warring

nations as long as it was on a “cash and carry” basis

26) What was the lend lease act? US agreed to supply Allied forces with wartime supplies to defend

themselves against the Axis Powers

27) Roosevelt believed the United States was supplying the Allied forces with an ______Arsenal of

Freedom______.

28) Where did Japan invade during the 1930s? Manchuria and China

29) Why did the US put an embargo on Japan? Japan was attempting military and economic

domination of Asia

30) What products did the US put an embargo on? Oil and Steel

31) When was Pearl Harbor? December 7, 1941

32) What was Japan trying to destroy? The American Pacific Fleet

33) How many American were killed? Over 2,400 34) How did Roosevelt say that Pearl Harbor would be remembered? “A date that would live in

infamy”

35) What was the other famous quote from Roosevelt in his inauguration speech in 1932? “There is

nothing to fear, but fear itself.”

36) What were three effects of Pearl Harbor?

a. Ended US isolationism

b. US declares war on Japan

c. Hitler honors agreement with Japan and declares war on US

37) List all Allied Powers in 1941

a. United States

b. Great Britain

c. France

d. Soviet Union

38) List all Axis Powers in 1941

a. Germany

b. Italy

c. Japan Unit: WWII Teacher: Austin Crocker

Context: This lesson plan is designed for 11th graders in American Studies. This lesson will be focused on the allied and axis strategies and early battles of World War II. Students will have to create a timeline with major events leading up to American Intervention in World War II. This will allow the students to review the material we have already covered in the unit and solidify their knowledge before American Intervention. Students will then have a lecture about the battles of World War II prior to D-Day. This will give students a knowledge basis of the World War II before the turning point at Normandy. Students will have the opportunity to show what they know following the lecture in a short review session to end the class.

 VUS 11b  Students will be able to construct a timeline of events leading to American intervention in World War II  Students will be able to list the major battles of World War II prior to D-Day Materials and Resources Homework

 Access to a laptop with PowerPoint  Complete any unfinished classwork  Timeline Work Sheet  Guided Notes  http://www.youtube.com/watch? v=GEMW3d2ZOGU

Bell Ringer/Role (10 min) – The students will take their seats quietly and collect today’s papers at the front of the room. A bell ringer with three questions about the last class will be on the board and the students will complete those questions while role is taken.

Timeline Worksheet (20 min)- Students will be given a timeline with dates leading to American intervention into World War II. Students will have to label the timeline with the dates and events. Students will have the opportunity to create the timeline in any way they see fit as long as it can be understood by all. This will be collected and graded as classwork. PowerPoint (40 min)- Students will have guided notes as they discuss battles in Europe and Africa between 1941-1944. These events will include the Battle of the Atlantic, Battle of Stalingrad and Operation Torch, and the Battle of El Alamein. These battles will provide a solid basis of knowledge of how the war changed in favor of the Allies before the storming of Normandy. Students will have the opportunity to analysis images during the lecture as well as asking questions for deeper understanding.

Differentiation: Students will be able to discuss their thoughts as we go through the lecture. It should be more of a conversation than a formal lecture. The goal is to have an intelligent conversation about this battles and how they all work within the greater context of World War II. Students will also have the opportunity to work with the material visually as they make a timeline of major events. This will allow students to tap into their creativity and allow them to process the material at another level. Students will also have the choice to work with a partner during the timeline activity as long as they are staying on task.

Accommodations / Modifications: Students with special needs will be given notes on the PowerPoint if they do not complete them during the lecture. It will be expected that these students be able to complete the timeline by themselves or with the help of a classmates. . They may work with a partner if it is necessary. Students will be accommodated in anyway laid out in students’ IEP or 504 plans.

Assessment

 While lecturing I will be gauging student  Students will be assessed on their retention of understanding of the lecture through inquiry the lesson during the class review as they will questions. list things that they learned during the class period. Name:______

Date:______

Block:______

Timeline Activity Directions: Below create a timeline of the following events leading up to American intervention in World War II. Use your books and notes to help you. With each event provide a brief description. You may create you timeline in any fashion that you like as long as the chronology of events is correct and your understanding is clear.

Events: Lend-Lease Act, Germany annexes the Rhineland, Battle of Britain, Munich Agreement, Invasion of Poland, Japan invades Manchuria, Hitler overruns France, Pearl Harbor, Nonaggression Pact, Neutrality Acts (Both), Italy invades Ethiopia, US enters WWII Name:______

Date:______

Block:______

Major Conflicts in the European Theater

1) What was the Allied strategy in Europe Theater?

2) What was the Allied strategy in the Pacific Theater?

3) What was the goal of the Allied strategy in the Pacific Theater?

4) What was the result of the Allied strategy in the Pacific Theater?

5) List the three parts of the Axis strategy in the European Theater. a.

6) Where did Japan hope to invade?

7) Why did the Japanese want to show their dominance in Southeast Asia?

8) What was Germany’s goal in the Battle of the Atlantic?

9) How did the Allies counter the early Axis success?

10) What did Roosevelt call the ships that were being produced to aid in the Battle of the Atlantic?

11) Within a month of the beginning of the Battle of Stalingrad Axis forces controlled _____ of the

12) How did winter play a role in the Battle of Stalingrad?

13) How did the Allies ultimately defeat the Axis forces at the Battle of Stalingrad?

14) What was the result of the Battle of Stalingrad?

15) Where did the Battle of El Alamein take place?

16) Why did the Allies see Germany as a threat in North Africa? 17) What was the result of the Battle of El Alamein?

18) Who were the two generals fighting against one another in Operation Torch?

19) What was the goal of Operation Torch?

20) Who was favored by the Spring of 1943?

21) With the battle turning in their favor, what did the allies begin to do?

Name:______

Date:______

Block:______

Major Conflicts in the European Theater

1) What was the Allied strategy in Europe Theater? “Defeat Hitler First”

2) What was the Allied strategy in the Pacific Theater? Island Hopping

3) What was the goal of the Allied strategy in the Pacific Theater? To cut off Japanese supplies through submarine warfare 4) What was the result of the Allied strategy in the Pacific Theater? Set up military bases for air attacks on Japan

5) List the three parts of the Axis strategy in the European Theater.

a. Defeat the Soviet Union quickly and control their oil fields b. Force Britain out of war through bombing campaigns and submarine warfare c. The US cannot be allowed to change the War’s momentum

6) Where did Japan hope to invade? Indonesia and Australia

7) Why did the Japanese want to show their dominance in Southeast Asia? Hoped Americans would accept Japanese dominance rather than fight a bloody and costly war

8) What was Germany’s goal in the Battle of the Atlantic? Prevent food and war materials from reaching Great Britain

9) How did the Allies counter the early Axis success? Used convoys with destroyer battle ships and airplanes using sonar and radar to cut down

10) What did Roosevelt call the ships that were being produced to aid in the Battle of the Atlantic? “Liberty ships”

11) Within a month of the beginning of the Battle of Stalingrad Axis forces controlled __90%___ of the city

12) How did winter play a role in the Battle of Stalingrad? It gave the Soviets the opportunity to mount a counter attack

13) How did the Allies ultimately defeat the Axis forces at the Battle of Stalingrad? Soviet tanks and forces surround the city starving the Germans out

14) What was the result of the Battle of Stalingrad? Prevents Germany from control of Soviet oil fields

15) Where did the Battle of El Alamein take place? North Africa 16) Why did the Allies see Germany as a threat in North Africa? Germany was trying to seize Egypt and the Suez Canal

17) What was the result of the Battle of El Alamein? This prevented Hitler from gaining oil supplies from the Middle East

18) Who were the two generals fighting against one another in Operation Torch? General Dwight D. Eisenhower and General Erwin Rommel

19) What was the goal of Operation Torch? Improve naval control of Mediterranean

20) Who was favored by the Spring of 1943? The Allies

21) With the battle turning in their favor, what did the allies begin to do? Mount their own offensive and march towards Germany begins

Context: This lesson plan is designed for 11th graders in American Studies. In the previous lesson students learned about battles before D-day in World War II in the European Theater. Today’s lesson will be focused on battles in the Pacific including Midway, Iwo Jima and Okinawa. After this lecture we will begin to talk about the Bataan Death March and the Geneva Convention. Students will be read an interview from a survivor of the Bataan Death March. The instructor will open up a discussion about the treatment of those prisoners of war which will segue into the discussion into about the Geneva Convention. Students will then review a memo from President Bush over the application of the Geneva Convention to members of the Taliban and Al-Qaeda. Students will then have to write a paragraph about this issue and defend their position. They will then have a class review about what was covered on the day.

 VUS 11b, VUS 11d  Students will be able to defend their position on the whether or not the Geneva Convention should be applied to the members of the Taliban and Al-Qaeda  Students will be able to describe the major battles in the Pacific Theater. Materials and Resources Homework

 Access to a laptop with PowerPoint  Complete the paragraph on the application  http://www.nytimes.com/ref/international/24MEMO- of the Geneva Convention GUIDE.html?_r=0  Quiz  Bataan Death March Interview  Geneva Convention Handout  Guided Notes

Quiz (10 min)- Students will be assessed on the week’s work in a short quiz. This quiz will be used to assess student learning and also provides a basis of things I may want to review with them during the next class to make sure that all students are up to speed with the content that we have covered in the World War II unit. PowerPoint (30 min)- Students will have guided notes as they explore the battles taking place in the Pacific Theater. Students will investigate the battles in the Pacific leading to the Bataan Death March. Students will explore the war crimes against humanity that go on during the Death March. Students will partake in a class discussion over these grave atrocities. The instructor should relate this to their lives as much as possible using the guiding questions below. This should be a quick PowerPoint in order to get to a writing and discussion exercise about the Geneva Convention.

Writing Exercise (30 min) – Students will be given a handout on a memo by President Bush. In the memo it says that the Geneva Convention does not apply to those prisoners of war captured in Afghanistan or that are affiliated with the Taliban or Al Qaeda. Secretary of State Colin Powell urges him to reconsider this position. Students will have to take a side on the issue and write a paragraph defending their position. If students finish early the instructor will lead the class in a discussion about what they wrote. This will be collected the next week and be graded as a quiz. Students will be allowed to do research at home and use it in their paragraph.

Differentiation: For the assessment in the beginning of the lesson, students in the regular American Studies classes will be given a word bank for their quiz while those students in the advanced block will have a quiz without it. Students will be given the opportunity to learn about the battles of pacific and the Geneva Convention before applying those ideas to a modern day situation. This will make the material more accessible to the students and will also set up the debate about the treatment of prisoners of war right before we start the holocaust the following week.

Accommodations / Modifications: Students with special needs will be given notes on the PowerPoint if they do not complete them during the lecture. It will be expected that these students be able to complete the paragraph by themselves. Students should be able to formulate their own position on the issue and defend it without the help of their peers. If students are struggling or it is designated in their IEP or 504 that they must have the option to work with others they will be accommodated as such.

Assessment

 While lecturing I will be gauging student  Students will be assessed on their ideas in the understanding of the lecture through inquiry writing exercise that will be collected and questions. graded. Name:______Date:______

Block:______

The Application of the Geneva Convention

*Memorandums = Memos

JANUARY A series of memorandums from the Justice Department, many of them written by John C. Yoo, a University of California law professor who was serving in the department, provided arguments to keep United States officials from being charged with war crimes for the way prisoners were detained and interrogated. The memorandums, principally one written on Jan. 9, provided legal arguments to support administration officials' assertions that the Geneva Conventions did not apply to detainees from the war in Afghanistan. JAN. 25 Alberto R. Gonzales, the White House counsel, in a memorandum to President Bush, said that the Justice Department's advice in the Jan. 9 memorandum was sound and that Mr. Bush should declare the Taliban and Al Qaeda outside the coverage of the Geneva Conventions. That would keep American officials from being exposed to the federal War Crimes Act, a 1996 law that carries the death penalty. JAN. 26 In a memorandum to the White House, Secretary of State Colin L. Powell said the advantages of applying the Geneva Conventions far outweighed their rejection. He said that declaring the conventions inapplicable would "reverse over a century of U.S. policy and practice in supporting the Geneva Conventions and undermine the protections of the laws of war for our troops." He also said it would "undermine public support among critical allies." FEB. 2 A memorandum from William H. Taft IV, the State Department's legal adviser, to Mr. Gonzales warned that the broad rejection of the Geneva Conventions posed several problems. "A decision that the conventions do not apply to the conflict in Afghanistan in which our armed forces are engaged deprives our troops there of any claim to the protection of the conventions in the event they are captured." An attachment to this memorandum, written by a State Department lawyer, showed that most of the administration's senior lawyers agreed that the Geneva Conventions were inapplicable. The attachment noted that C.I.A. lawyers asked for an explicit understanding that the administration's public pledge to abide by the spirit of the conventions did not apply to its operatives. FEB. 7 In a directive that set new rules for handling prisoners captured in Afghanistan, President Bush broadly cited the need for "new thinking in the law of war." He ordered that all people detained as part of the fight against terrorism should be treated humanely even if the United States considered them not to be protected by the Geneva Conventions, the White House said. Document released by White House. Questions 1) How did this debate over the Geneva Convention all begin? What was its original purpose? 2) What ramifications (consequences) are there for declaring Al-Qaeda and Taliban members outside the parameters of the Geneva Convention?

3) What is Colin Powell’s argument for applying the Geneva Convention?

4) What is William H Taft IV’s argument for apply the Geneva Convention? What attachment does he make to his argument? Explain its significance.

5) How did President Bush justify his actions?

Paragraph Response

Directions: Pick a side. Should President Bush apply or not apply the Geneva Convention to Al-Qaeda and Taliban members? What are the consequences of your decision? Write at least a paragraph with 6- 10 COMPLETE sentences defending your position.

4 - Above Standar 3 - Meets Standar 2 - Approaching Standar 1 - Below Standar CATEGORY ds ds ds ds Score

Position The position statement The position statement A position statement is present, There is no position Statement provides a clear, strong provides a clear but does not make the author\'s statement. statement of the statement of the position clear. author\'s position on author\'s position on the topic. the topic. Support for Includes 2 or more Includes 2 or more Includes 1 piece of evidence Author does not Position pieces of evidence pieces of evidence (facts, statistics, examples, real- provide any support for (facts, statistics, (facts, statistics, life experiences) that somewhat his position. examples, real-life examples, real-life supports the position statement. experiences) that experiences) that clearly supports the somewhat supports position statement. the position statement.

Counter The author provides a The author provides a The author attempts to provide The author does not Argument counter argument that counter argument that a counter argument that provide a counter includes 1 or more includes 1 or more includes 1 or more pieces of argument. pieces of evidence that pieces of evidence that evidence that does not support clearly supports the somewhat supports the counter argument. counter argument. the counter argument.

Sentence All sentences are Most sentences are Most sentences are complete Most sentences are not Structure complete sentences complete sentences sentences with at least 4-6 complete sentences or with at least 6-10 with at least 6-10 sentences in their paragraph. varied. sentences in their sentences in their paragraph. paragraph.

Grammar & Author makes no errors Author makes 1-2 Author makes 3-4 errors in Author makes more Spelling in grammar or spelling errors in grammar or grammar or spelling that distract than 4 errors in that distracts the reader spelling that distract the reader from the content. grammar or spelling from the content. the reader from the that distracts the content. reader from the content.

Name:______

Date:______

Block:______

Quiz: American Intervention and World War II 1941-1943

1) The United States put an embargo against Japan on what two goods?

2) What was the United States strategy in the Pacific Theater? 3) How did the “cash and carry” basis work?

4) What was the turning point in the European Theater?

5) Why were the German so focused on controlling oil fields?

Name:______

Date:______

Block:______

Quiz: American Intervention and World War II 1941-1943

Word Bank Steel Natural Gas Oil

Battle of Stalingrad Battle of El Alamein Defeat Hitler First

Island Hopping Embargo on foreign goods “A date that will live in infamy”

Foreign nations would pay cash and carry their goods back to their country

Hitler wanted a direct supply of oil

The Allies were dependent on foreign oil

1) The United States put an embargo against Japan on what two goods?

2) What was the United States strategy in the Pacific Theater?

3) How did the “cash and carry” basis work?

4) What was the turning point in the European Theater?

5) Why were the German so focused on controlling oil fields?

Name:______

Date:______

Block:______Quiz: American Intervention and World War II 1941-1943

Word Ban

Steel Natural Gas Oil

Battle of Stalingrad Battle of El Alamein Defeat Hitler First

Island Hopping Embargo on foreign goods “A date that will live in infamy”

Foreign nations would pay cash and carry their goods back to their country

Hitler wanted a direct supply of oil

The Allies were dependent on foreign oil

1) The United States put an embargo against Japan on what two goods? Steel and Oil

2) What was the United States strategy in the Pacific Theater? Island Hopping

3) How did the “cash and carry” basis work? Foreign nations would pay cash and carry their goods back to their home country

4) What was the turning point in the European Theater? The Battle of Stalingrad

5) Why were the German so focused on controlling oil fields? Hitler wanted a direct supply of oil Name:______

Date:______

Block:______World War II in the Pacific Theater

1) Did the “Defeat Hitler First” strategy in Europe halt military action in the Pacific Theater?

2) What happened at the Battle of Midway?

3) What was the end result of the Battle of Midway?

4) When and who led the Allied forces at the Battle of Iwo Jima?

5) Why was the Allied success at Iwo Jima so important?

6) What were Kamikaze air attacks?

7) Who were the prisoners of war that were subjected to the Bataan Death March?

8) What characterized the Bataan Death March?

9) What was the alternative to surrender for many Japanese soldiers?

10) What did the Geneva Convention accomplish?

11) What three types of people were protected under the Geneva Convention?

c. Name:______

Date:______

Block:______World War II in the Pacific Theater

1) Did the “Defeat Hitler First” strategy in Europe halt military action in the Pacific Theater? No.

2) What happened at the Battle of Midway? A small American fleet defeats a huge Japanese force and turned the tide of battle in the Pacific Theater.

3) What was the end result of the Battle of Midway? This ended the Japanese threat to Hawaii and allowed the Island Hopping campaign to begin

4) When and who led the Allied forces at the Battle of Iwo Jima? February 1945 and General Douglas MacArthur

5) Why was the Allied success at Iwo Jima so important? It allowed American planes to be within reach of the main island of Japan

6) What were Kamikaze air attacks? Suicide-plane crash into Allied ships

7) Who were the prisoners of war that were subjected to the Bataan Death March? Filipino and American

8) What characterized the Bataan Death March? Physical abuse and Murder

9) What was the alternative to surrender for many Japanese soldiers? Suicide

10) What did the Geneva Convention accomplish? Standards for human treatment during war

11) What three types of people were protected under the Geneva Convention? a. POWs b. Civilians c. The wounded Bataan Death March

Interviewer: You and your group began the march on April 12, 1942?

Survivor: Yes. We began walking the next morning. It was about eighty miles from where we started to where we ended up. It doesn’t seem very far, but we were in such awful condition that eighty miles was a heck of a long way to walk. It took six days to get to San Fernanado. There, the march ended and we got on board a train. But in that six days, a lot happened.

On the first day, I saw two things I will never forget. A Filipino man had been beheaded. His body lay on the ground with blood everywhere. His head was a short distance away. Also, there was a dead Filipino woman with her legs spread apart and her dress pulled up over her. She obviously had been raped and there was a bamboo stake in her private area. These are instances I would like to forget.

Interviewer: As you walked, were the Japanese constantly yelling and pushing or did they just walk along with everyone else?

Survivor: It depended on us. If we got below a certain walking speed, they would start hollering. As long as you kept a fairly decent pace, they didn’t say or do anything. It wasn’t a fast pace, just kind of shuffling along. The last two days we walked in a closer formation

Interviewer: What if you had to go to the bathroom?

Survivor: If anyone had to, they went right in their drawers as they walked. If you stopped or got off to the side, you would have been bayoneted or shot. I didn’t go to the bathroom because I had nothing to pass. Body fluid came out in sweat. The first time I urinated, I thought I was going to die. It burned like sin.

Interviewer: Were you injured in any way on the march? Survivor: I don’t remember what day it was because things were kind of hazy on the trip. On the march out of Bataan, a Japanese cavalryman was standing in the middle of the road swinging a baseball bat. He didn’t care who he hit. He just kept swinging that bat! When I walked by, that bat caught my across my upper left leg. Boy, did it hurt!

Interviewer: The Japanese showed no mercy to anyone, did they?

Survivor: No. If people would fall down and couldn’t go any further the Japanese would either bayonet or shoot them. They also would bayonet prisoners who couldn’t keep up.

Interviewer: One of the most horrifying aspects of this march was that some of our American soldiers were even buried alive?

Survivor: Yes. They were buried alive in the slit trenches, which we used as bathroom facilities.

Interviewer: What were you feeling and thinking about as you were walking along?

Survivor: Once the march started, everything, just sort of froze in my mind. I was pretty numb the whole time. I didn’t think and I didn’t feel. I was like a robot and just kept moving. Other than daylight or dark, I lost all track of time. I had to blank everything out and focus straight ahead. I lived from day to day, in fact, hour by hour. The only thing I thought about was the moment and, “The good Lord willing, I’ll get through the day.” Bataan Death March Questions (Instructor Only)

1) What is around 80 miles from here?

2) Has anyone run a half marathon?

a. What was your time?

b. It took this man 6 days to reach his destination

3) What are conditions like in South East Asia? Hot? Cold? Mild? Humid?

4) How would you feel if you saw the things he describes in his interview?

5) IF they got out of line or stopped to go to the bathroom they would be shot!

a. What if Mrs. Golden and Ms. Sumner shot someone every time they caught someone out of the room without a bathroom pass!

b. What does it mean to be bayoneted?

6) What does the necessary speed show you about what the goal of the march?

7) What kind of fear does this instill in a prisoner of war?

8) What are you going to do if you know you are going to be captured in a situation like this?

a. Are you just going to surrender? Fight? Suicide?

9) What does that show you about the appreciation of humanity if they bury you alive and then use your resting area as a toilet?

10) They still find bodies along this march every year that date back to this time and can now be identified.

11) How would you get through a situation like this? Would you try to escape? Would you take on the perspective of this survivor and become a robot?

12) How would you recover from this? Can you? 1) Day 6 (This lesson was taught by my CT)

a. Topic: The Holocaust (Overview)

b. Objective

b.i. Students will be able to identify different groups affected by the Holocaust and its outcome

c. Activities

c.i. Consequences of Holocaust PowerPoint

c.ii. Nuremberg Trials

d. Assessment

d.i. Students will have to complete an exit ticket regarding the affective groups of the Holocaust

2) Day 7 (This lesson was taught by my CT)

a. Topic: Holocaust (First Hand Accounts) and the Geneva Convention

b. Objectives

b.i. Students will be able to evaluate the experience of Holocaust survivors c. Activities

c.i. First Hand Accounts of Holocaust Survivors

c.ii. Laptop Research

d. Assessment

d.i. Students will be assessed through a paragraph that they will have to write about the typical day of the Holocaust victim that they are assigned. They will have to determine whether or not this victim survived or perished during the genocide.

Lesson 8 of 12 Topic: World War II Teaching Date: 3/29/2013 Subject/Course: American Grade Level: 11 Time Frame: 80 min Studies

Context: This lesson plan is designed for 11th graders in American Studies. This is the last class before spring break. Keeping that in mind it is important to remember that the students will be especially hyper and attendance may be lower than the usual class. This class will be tying up all the loose ends of World War II. There will be a brief PowerPoint on the end of the war in the European Theater and students will be given primary documents to explore the debate of the use of the atomic bomb in the Pacific Theater. Students will use their textbooks to investigate reasons for and against the use of the atomic bomb. Students will then look at the press release by President Truman following the deployment of the first atomic bomb. They will answer questions about it and discuss it in groups as well as a class. To end the class students will have to write an exit ticket picking a side on the atomic bomb debate and defend their position. This should include their position and one supporting detail. These activities should keep the interest of the students on the last day before spring break.

 VUS 11b  Students will be able to explain the end of war scenarios in both the European and Pacific Theater.  Students will be able to describe both sides of the use of the atomic bomb debate Materials and Resources Homework

 Access to a laptop with PowerPoint  Complete any unfinished class work  Quiz  Guided Notes  Use of the Atomic Bomb Handout

PowerPoint (30 min) - Students will have guided notes as they explore the battles taking place in the Pacific Theater. Students will investigate the ending battles in Europe such as the Battle of the Bulge and the storming of Normandy. They will also be introduced to the idea of the use of the atomic bomb in the Pacific Theater. This should be short enough to give students time to read and digest the material for the activity below.

President’s Press Release (40 min) - Students will be given the press release after the first bomb was dropped on Hiroshima. President Truman addresses the nation with the information about atomic power. Students will read the press release and answer questions as they go through it. Following the completion of the questions the instructor will go over the questions and start a discussion on the use of the atomic bomb using the questions as a guide.

Exit Ticket (10 Minutes)- Students will have to write a brief summary of their position on the atomic bomb debate and use the supporting details from the discussion to get out of class for the day. Students will be expected to turn in their exit ticket that will include their position statement and at least one supporting detail. These will be part of their formative assessment for the day.

Differentiation: Students will be given the opportunity to explore these primary documents and to choose and defend a side. Part of this coincides with the English part of the class where they have to start creating persuasive arguments. Students will have the option to work alone or in pairs when going over the press release, but will have to participate in the class discussion.

Accommodations / Modifications: Students with special needs will be given notes on the PowerPoint if they do not complete them during the lecture. It will be expected that these students be able to complete and find the supporting details for their exit tickets by themselves. Students should be able to formulate their own position on the issue and defend it without the help of their peers. However, students will be able to build ideas off one another during the discussion. If students are struggling or it is designated in their IEP or 504 that they must have the option to work with others they will be accommodated as such.

Assessment

 While lecturing I will be gauging student  Students will be assessed on their ideas in the understanding of the lecture through inquiry structured academic debate with their questions. supporting details.  Students will be assessed on the supporting details used in their exit tickets.

Name:______

Date:______Block:______

End of World War II

1) When was the storming of Normandy?

2) What was the storming of Normandy called?

3) What future president led the invasion of Normandy?

4) When was the Battle of the Bulge?

5) What was the result of the Battle of the Bulge?

6) What did Allied forces do on their march towards Berlin?

7) What was V.E. Day?

8) When did the war in Europe end?

9) Who led the Manhattan Project?

10) What was the Manhattan Project?

11) When was the first atomic bomb used in Japan?

12) What two cities where the atomic bombs were used? 13) What were the names of the atomic bombs used?

14) When did the Japanese surrender?

Name:______

Date:______Block:______

End of World War II

15) When was the storming of Normandy? June 6, 1944

16) What was the storming of Normandy called? D-day

17) What future president led the invasion of Normandy? Dwight D. Eisenhower

18) When was the Battle of the Bulge? December 1944

19) What was the result of the Battle of the Bulge? Permanently crippled Nazi forces

20) What did Allied forces do on their march towards Germany? Liberate death camps

21) What was V.E. Day? Victory Day in Europe

22) When did the war in Europe end? May 8, 1945

23) Who led the Manhattan Project? J. Robert Oppenheimer

24) What was the Manhattan Project? A project that developed the first atomic bomb

25) When was the first atomic bomb used in Japan? August 6, 1945

26) What two cities where the atomic bombs were used? Hiroshima and Nagasaki

27) What were the names of the atomic bombs used? “Little Boy” and “Fat Boy”

28) When did the Japanese surrender? September 2, 1945

Name:______

Date:______Block:______

Atomic Bomb Press Release Reading Guide

1. List at least 3 reasons Truman gives for dropping the bomb:

2. How many people were employed during peak construction of the atomic bomb? 125,000

3. What does Truman say is the “greatest marvel” of the Atomic Bomb enterprise and why it is

such a marvel?

4. Where and when did the U.S first give Japan an ultimatum- and what was the ultimatum? 5. What are other uses of atomic energy, according to President Truman?

**The Questions below are not in the press release. Take time to think about each question carefully and come up with your own response. One word answers are not acceptable.

6. Do you sense “bragging” in this press release? Why or why not?

7. What are the moral implications (i.e. Should humanity possess such power? Is it worth killing

hundreds of thousands to save millions?) of the bomb?

8. Why do you think the name of the city was left out?

9. Is Truman’s idea of “atomic power for peace” in the last paragraph an oxymoron (a self-

contradictory statement)? Why or why not? 10. Considering Truman’s last paragraph, do you think he could foresee a potential arms race once

other countries found out about the bomb? Explain. Unit: WWII Teacher: Austin Crocker

Lesson 9 of 12 Topic: American Home Front Teaching Date: 4/9/2013

Context: This lesson plan is designed for 11th graders in American Studies. This is first class back from spring break. Students will be asked how their breaks were spent while attendance is being taken. This will create a comfortable and inviting environment for the students to come back to. Students will take a short diagnostic assessment on what has already been covered during this unit and these results will be used later in the week to help guide their review session. After the diagnostic assessment students will be given the opportunity to make sure that they have all of their notes up to the day’s date. Students will then have an inquiry based lesson about life on the home front during World War II. They will be looking at how America changed and what adjustments had to be made for the American people to be successful. SOL Objectives Outcome Objectives

 VUS 11c, VUS 12a, VUS 12b  Students will be able to describe women’s role on the home front.  Students will be able to explain minorities’ role in World War II.  Students will be able to identify what changes were made so that the American economy could blossom during World War II Materials and Resources Homework

 Access to a laptop with PowerPoint  Complete any unfinished class work  Diagnostic  Guided Notes  http://www.youtube.com/watch?v=7CUQOVfbij0

Sharing of the Good News (10 min) – Students have not been in the classroom for over a week and will be asked about what good is going on in their lives. This is a good way to gain rapport with the students as well as a comfortable way to easy back into the life of being a scholar after a long break.

Diagnostic (15 min)- Students will take a 10 question diagnostic to see what they have retained over their spring break. This will help the instructor understand where the students are and what they need to review for the upcoming test next week.

Notes (10 min) - Students will have the opportunity to look through their notes and see what notes they do have and what notes they do not have for their upcoming test. Students will be able to get the notes that they are missing as long as there is proof that they were absent or missed class that day.

PowerPoint (40 Minutes) - Students will have guided notes as they go through a PowerPoint about life on the American Home Front during World War II. Students will quickly review the end of World War II in both Europe and the Pacific. Then, students will begin to investigate how the US economy changed from a peacetime economy to a wartime economy. There is a video in the PowerPoint that should last around 8 minutes. While students watch the video they should be prepared to talk about the video and its content as well as the tone of the video. They will look at specific changes in the economic, human and military resources used during the time. Students will end the lecture with a discussion of the draft and who must sign up for the selective services.

Differentiation: Students will have the opportunity to analyze pictures and political cartoons alongside the information that they are presented. This will appeal to the visual learners as well as the audio learners as they listen to the lecture and diligently take notes. Visual learners will also have the opportunity to watch a video about the material, giving them another way to process the content that they are receiving.

Accommodations / Modifications: Students with special needs will be given notes on the PowerPoint if they do not complete them during the lecture. It is expected that all students complete their classwork but if those special needs students do not finish they will be accommodated accordingly. If students are struggling or it is designated in their IEP or 504 that they must have the option to work with others they will be accommodated as such.

Assessment

 While lecturing I will be gauging student  Students will be assessed on the diagnostic understanding of the lecture through inquiry assessment that they will take in the beginning questions. of class. This should guide the instructor on where review should be focused for the following week’s test.

Name:______

Date:______

Block:______

Diagnostic Assessment

Directions: Clearly circle the best possible answer.

1) World War II began with the invasion of what country? a. England b. France c. Poland d. Austria

2) What was the US foreign policy before entering World War II? a. Interventionism b. Isolationism c. Moral Diplomacy d. Lend-Lease Act

3) What invention turned the tide in the Battle of Britain in 1941 a. Radar b. Sonar c. GPS d. Compass

4) Prior to World War II, China invaded what two countries? a. Vietnam and China b. China and Korea c. Korea and Manchuria d. China and Manchuria

5) December 7, 1941 would become “a date that will live in infamy” because of what World War II event? a. Neutrality Acts b. Blitzkrieg c. Pearl Harbor d. German Annexation of the Rhineland

6) What was the Allied strategy in the European Theater a. Defeat Hitler First b. Keep Calm and Carry On c. Island Hopping d. Operation Overlord

7) What battle was the turning point in the Pacific Theater? a. Battle of El Alamein b. Battle of Midway c. Operation Torch d. Battle of Stalingrad

8) The invasion of Normandy was led by what future US president? a. Douglas MacArthur b. Richard Nixon c. Lyndon B. Johnson d. Dwight D. Eisenhower

9) The United States deployed two atomic bombs in what two cities in the Pacific Theater? a. Hiroshima and Nagasaki b. Nagasaki and Iwo Jima c. Iwo Jima and Hiroshima d. Iwo Jima and Okinawa

10) All of the following are groups affected by the Holocaust except a. Jews b. Muslims c. Gypsies d. Homosexuals

Name:______

Date:______

Block:______Life on the Home Front

1) What event signaled the end of World War II in the European Theater on May 8, 1945?

2) List three types of resources that changed as a result of a wartime economy.

3) What organization enforced price and wage controls to prevent inflation?

4) How did the US control its food supply?

5) What is rationing?

6) What were two sources of income to pay for World War II?

7) List two examples of how US industry shifted from a peacetime to a wartime economy?

8) Video: List three things that you notice during the video.

9) Why were women accepted into the work force more willingly than minorities?

10) What was the first branch of the US Army that allowed women into it called?

11) Most women served in ______.

12) How did civilians contribute to the war effort?

13) What were Victory Gardens?

14) List two things that stick out to you in the Rosie the Riveter picture.

15) What were the Tuskegee Airmen?

16) What was the Nisei Regiment?

17) Were military units still segregated during World War II?

18) What Native American tribe contributed to the war effort through their communication codes? 19) What was special about the Navajo Indian’s communication codes?

20) How did minority units fair in battle?

21) Where did minorities who did not participate in these military units go?

22) What did minorities push for in war and at home?

23) When did FDR sign the Selective Training and Service Act (STSA)?

24) What ages were eligible for the Selective Services?

25) How many men were drafted into the US Army or Marine Corp during World War II?

Name:______

Date:______Block:______

Life on the Home Front

1) What event signaled the end of World War II in the European Theater on May 8, 1945? V.E. Day

2) List three types of resources that changed as a result of a wartime economy.

a. Economic Resources

b. Human Resources

c. Military Resources

3) What organization enforced price and wage controls to prevent inflation? Office of Price

Administration

4) How did the US control its food supply? Rationing

5) What is rationing? Controlling the distribution of scare resource

6) What were two sources of income to pay for World War II?

7) List two examples of how US industry shifted from a peacetime to a wartime economy? Car

manufacturing to tank manufacturing and typewriting to machine gun production

8) Video: List three things that you notice during the video.

9) Why were women accepted into the work force more willingly than minorities? They had to

replace the men serving in the military and were cheaper to hire than minorities 10) What was the first branch of the US Army that allowed women into it called? The Women’s

Auxiliary Army Corp (WAAC)

11) Most women served in ___noncombat military roles______.

12) How did civilians contribute to the war effort? Victory Gardens

13) What were Victory Gardens? Allowed civilians to contribute to the war effort by producing food

for troops overseas and also boosted American morale.

14) List two things that stick out to you in the Rosie the Riveter picture.

15) What were the Tuskegee Airmen? African American air unit that served in Europe

16) What was the Nisei Regiment? An Asian American military unit

17) Were military units still segregated during World War II? Yes.

18) What Native American tribe contributed to the war effort through their communication codes?

Navajo Indians

19) What was special about the Navajo Indian’s communication codes? They were oral codes that

proved to be unbreakable

20) How did minority units fair in battle? They suffered high causalities but won numerous unit and

individual honors for bravery in action.

21) Where did minorities who did not participate in these military units go? They migrated to cities

in search of work

22) What did minorities push for in war and at home? Victory in war and Equality at home

23) When did FDR sign the Selective Training and Service Act (STSA)? December 1940

24) What ages were eligible for the Selective Services? 18-45

25) How many men were drafted into the US Army or Marine Corp during World War II? 11 million

men Unit: WWII Teacher: Austin Crocker

Topic: Mass Media and Lesson 10 of 12 Teaching Date: 4/10/2013 Propaganda on the Home Front

Context: This lesson plan is designed for 11th graders in American Studies. This lesson will address SOL VUS 12d about the role of mass media and propaganda in World War II. Students will then analyze four different types of propaganda and ads from the 1940s and use that as inspiration to create their own posters later in the class periods. Students should enjoy the lesson as it taps into many different learning styles and allows the students to really be the masters of their own work. It will be crucial that the instructor walk around while the students work on their posters to make sure that students stay focused and on task. It will be collected and graded as a participation grade.

 VUS 12d  Students will be able to describe the role of mass media and propaganda on the Home Front  Students will be able to create their own propaganda or ad poster reflecting the background knowledge of the 1940s Materials and Resources Homework

 Access to a laptop with PowerPoint  Test 4/17  Guided Notes  Propaganda Poster and Ad Campaign examples (PP)  Propaganda Poster and Ad Campaign

PowerPoint (30 min)- Students will have guided notes as they explore the role of mass media in World War II. They will go through a short PowerPoint and lecture on the subject and look at all different kinds of propaganda posters found in the US. Following the PowerPoint students will create their own propaganda poster or ad based on what they have learned about different kinds of propaganda. Propaganda Activity (40 min) - Students will be given the opportunity to show what they know as they create a propaganda poster or ad campaign using the common techniques found in poster from the time. Students will be given colored pencils to create their posters. Students who wish to work together may do so, but they must each complete a propaganda poster or ad. Students who feel comfortable at the end will be able to share their work with the class explaining their poster and how it relates to WWII propaganda and mass media.

Differentiation: Students will be given the opportunity to really engage in the material in this class. Following a brief lecture and PowerPoint that will give visual and audio learners an opportunity to digest the material students will create their own ad or propaganda poster. This appeal to both the kinesthetic and visual learners that will be able to tap into their creative juices and really show what they have learned in a creative way.

Accommodations / Modifications: Students with special needs will be given notes on the PowerPoint if they do not complete them during the lecture. Accommodations and Modifications will be made as stated in each student’s IEP or 504 Plan.

Assessment

 While lecturing I will be gauging student  Students will be assessed on their ads and understanding of the lecture through inquiry propaganda posters and their effort to the questions. overall activity Name:______

Date:______

Block:______

Censorship and Propaganda

1) How did the United States control the reporting of World War II?

2) What is censorship?

3) Based off of the propaganda poster on the board, “Somebody Blabbed. Button your lip!”

a. Intended Audience –

b. Topic –

c. Message –

d. Likely effectiveness –

4) Based off of the propaganda poster on the board, “Someone Tweeted”

b. Topic – c. Message –

5) How did the United States keep Americans focused on the war effort?

6) Based off of the propaganda poster on the board, “Dig for Victory”

b. Topic –

c. Message –

7) What did the entertainment industry produce that boosted morale and patriotic support for the

war effort?

8) How were enemies depicted in #7?

9) What are the four types of propaganda

10) Define band wagon propaganda.

11) Define transfer propaganda.

12) Define stereotyping propaganda.

13) Define testimonial propaganda.

Name:______

Date:______

Block:______

Censorship and Propaganda

1) How did the United States control the reporting of World War II? Through strict censorship

2) What is censorship? The suppression of speech or public communication

3) Based off of the propaganda poster on the board, “Somebody Blabbed. Button your lip!”

a. Intended Audience – US citizens

b. Topic – censorship

c. Message – Don’t talk about ship movements or war production

d. Likely effectiveness – Highly effective

4) Based off of the propaganda poster on the board

a. Intended Audience – Mr. Crocker’s class

b. Topic – Censorship

c. Message – Relating censorship of World War II to modern day times d. Likely effectiveness – Highly effective

5) How did the United States keep Americans focused on the war effort? Through public morale and ad

campaigns

6) Based off of the propaganda poster on the board, “Dig for Victory”

b. Topic –

c. Message –

7) What did the entertainment industry produce that boosted morale and patriotic support for the war

effort? Movies, Plays, and Shows

8) How were enemies depicted in #7? In stereotypical ways

9) What are the four types of propaganda

a. Band Wagon

b. Transfer

c. Stereotyping

d. Testimonial

10) Define band wagon propaganda. Persuades people to do or use a certain product or idea because

many others are doing it as well 11) Define transfer propaganda. Use of images or words that have strong associations tied to them to

promote an idea or product

12) Define stereotyping propaganda. Depicting a person in a stereotypical way, usually to demonize the

enemy.

13) Define testimonial propaganda. Using a famous celebrity to promote an idea or product

Name:______

Block:______

Date:______

Propaganda/Ad Poster

Directions: Below or on the back of this sheet of paper create a propaganda or ad campaign poster like the ones you see in the packet. Posters should demonstrate background knowledge of 1940s life on the American Home Front. Be prepared to explain your poster to the class. Unit: WWII Teacher: Austin Crocker

Lesson 11 of 12 Topic: Japanese Internment Teaching Date: 4/12/2013

Context: This lesson plan is designed for 11th graders in American Studies. This is the last class before students will begin reviewing for their test. Today’s lesson will focus on Japanese internment in the United States. Students will participate in an inquiry-based PowerPoint following a bell ringer on Japanese internment and its implementation. Students will have guided notes and be reviewing the reasons for Japanese internment and how it took shape in the United States. Following the PowerPoint students participate in a trial simulation. Students will review the 1944 court case of Korematsu vs. United States. Students will read about their individual roles, either as a Supreme Court Judge, Prosecutor, Defense Attorney or Court Witness. Students will have to come to a conclusion as to whether the executive order that leads to Japanese American internment was constitutional. This should be a lively activity where students are thoroughly engaged and thinking about the material. SOL Objectives Outcome Objectives

 VUS 12c  Students will be able to describe the events leading to Japanese Internment  Students will be able to explain the Korematsu v. United States court case and its ruling. Materials and Resources Homework

 Access to a laptop with PowerPoint  Test 4/17  Guided Notes  Korematsu Court Case Handout

PowerPoint (20 min)- Students will have guided notes as they explore Japanese internment. Students will learn about the reasons for Japanese Internment and a timeline that ultimately lead to Japanese American relocation. During the PowerPoint students will have to analyze pictures from the relocation centers and participate in a Think/Pair/Share activity about how Japanese Americans were treated at these centers. Students will use the information about Executive Order 9066 in the upcoming simulation

President’s Press Release (60 min) - Students will be given the directions for the Korematsu court case simulation. Students will already be assigned certain roles that they will have to fulfill which include, Supreme Court Judge, Prosecutor, Defense Attorney and Court Witness. Students will read the directions and Prosecutors and Defense Attorney will select two people to speak for their groups. The two speakers will present each side of the argument while judges and witnesses take notes. Following the presentations the judges and witnesses will meet separately and come up with their decision. Students will be debriefed and a discussion will open up about how and why each group came to their decision.

Differentiation: Students will be given the opportunity to really engage in the material in this class. Following a brief lecture and PowerPoint that will give visual and audio learners an opportunity to digest the material students will participate in a simulation with the day’s material, addressing the needs of different types of learners. This appeals to the kinesthetic learners that will be able to live out the court case decision and process the content in another way.

Accommodations / Modifications: Students with special needs will be given notes on the PowerPoint if they do not complete them during the lecture. Accommodations and Modifications will be made as stated in each student’s IEP or 504 Plan. Assessment

 While lecturing I will be gauging student  Students will be assessed on their participation understanding of the lecture through inquiry in during the simulation. questions.

Name:______

Block:______

Date:______

Japanese Internment

1) Were there anti-Japanese sentiments in the United States before the attack on Pearl Harbor?

2) How many people of Japanese ancestry lived in California, Washington, and Oregon?

3) What legislation empowered the U.S. army to designate areas from which “any or all persons may be excluded” ? 4) List three reasons for Japanese Internment

5) What does internment mean?

6) Define Issei.

7) Define Nisei.

8) How much money was given to the War Relocation Authority to relocate Japanese Americans?

9) Where did the first group of Japanese American go for their “relocation”?

10) List three characteristics of Japanese internment camps.

c. Name:______

Block:______

Date:______

Japanese Internment

1) Were there anti-Japanese sentiments in the United States before the attack on Pearl Harbor?

2) How many people of Japanese ancestry lived in California, Washington, and Oregon? 119,000

people 3) What legislation empowered the U.S. army to designate areas from which “any or all persons

may be excluded”? Executive Order No. 9066

4) List three reasons for Japanese Internment

a. Existing anti-Japanese prejudice on the West Coast

b. The attack on Pearl Harbor shocked the American public, resulting in widespread

hysteria and paranoia.

c. False belief that Japanese Americans were aiding the enemy.

5) What does internment mean? The forced imprisonment and relocation of a group of people.

6) Define Issei. Those born to Japan, regarded by the U.S. as ineligible for U.S. citizenship.

7) Define Nisei. Those born to Japanese parents, but in the US, thus making them US citizens.

8) How much money was given to the War Relocation Authority to relocate Japanese Americans?

5.5 Million

9) Where did the first group of Japanese American go for their “relocation”? Manzanar, CA

10) List three characteristics of Japanese internment camps.

a. Student Choice

b. Student Choice

c. Student Choice

Lesson 12 of 12 Topic: Review World War II Teaching Date: 4/16/2013

Context: This lesson plan is a review session for the students’ test the following class. Students will be working with flash cards in the beginning of class. Students will quiz each other with the flash cards and then begin to work on their study guide. After students have spent time going through their study guide on their own the instructor will lead the students through the study guide by going over the answers on the document camera. Students should be given every opportunity to succeed on their test and having the opportunity to have a completed study guide is one of them.

 VUS 11 and 12  Students will be able to discuss events of World War II with their fellow classmates which will be made evident by their completed study guide Materials and Resources Homework

 Access to a laptop with PowerPoint  Test 4/17  Study Guide Answer Key  Study Guide due 4/17  Student Survey (Exit Ticket)

Flash Card Review (20 min)- Students will be working with the person next to them for the next activity. Each pair or threesome will have a stack of flash cards about World War II. Students will quiz each other on the flash cards in hopes that each student can go all the way through the flash cards without making a mistake. The first group to demonstrate to the instructor that the pair can get all the way through the flash cards without making a mistake will be allowed to keep the flash cards to study for the night. They will have to come after school to get the flash cards because they will be needed for other classes. Study Guide Review (40 minutes) – After studying the flash cards, students will begin to finish their study guides. This gives the students time to work on their study guide and complete it before they see the answers at the end of class. After twenty minutes the instructor should begin to go over the study guide. The instructor will put the answers to their study guide on document camera so the students can make sure that they have all the correct answers to the study guide. The instructor should answer any questions that students have about the material during this time as it will be the last opportunity for them ask questions before their test.

Exit Ticket (10 minutes (if time)) – Students will complete a short survey on what they did and did not like during the World War II unit. This is for the instructor in hopes of improving their instruction the next time that they teach the course. This will be anonymous so students can be as open and honest as possible. This could also be given out after students have completed the test during the next class period if time runs out.

Differentiation: Students will be given the opportunity to complete their study guides during this class. They will be able to do this individually and in groups appealing to both private and social learners. For visual learners, the answers to the study guide will be displayed on the document camera so that they can see the answers and write them down for theirselves.

Accommodations / Modifications: Students with special needs will be given the answer key directly if their IEP or 504 plan demands it.

Assessment

 While the students are working on their study  Students will be assessed on their participation guides the instructor will be walking around the in during the jigsaw activity. class, assessing student retention from the unit. Name:______

Date:______

Block:______

World War II Study Guide

1) What is Totalitarianism? Government establish complete control of all aspects of the state

2) What was the Gestapo? The Secret State Police

3) What foreign policy did England and France take towards Germany prior to World War II?

Appeasement

4) Why did Germany want to expand? The idea of Lebensraum or “living space” supported the idea

of German expansion to the East

5) What was the nonaggression pact? An agreement between Soviet Union and Germany to not

attack each other

6) What two countries did Japan invade prior to World War II? Manchuria and China

7) What was blitzkrieg? Lightning war, it attempted to take the enemy by surprise and quickly crush

all opposition with overwhelming force with the use of fast tanks and powerful aircrafts.

8) What invention allows the RAF to turn the tide against Germany? Radar

9) What was the United States position at the outbreak of World War II? Isolationism

10) What were the neutrality acts of 1935? How did the neutrality acts of 1939 change this? 1935:

Forbid trade with any country at war, 1939: Allowed trade with warring nations as long as it was

on a “cash and carry” basis 11) What was the lend lease act? US agreed to supply Allied forces with wartime supplies to defend

themselves against the Axis Powers

12) What affect did Pearl Harbor have on World War II? Causes the United States to enter into war,

Ended US isolationism, Hitler declares war on the US

13) What event will be called “a day that will live in infamy” by President Roosevelt? Pearl Harbor

14) In 1941, which countries were in the Allied Powers? Allied- US, GB, France, Soviet Union.

15) Which countries were in the Axis Powers? Axis- Germany, Italy, Japan.

16) What strategy did the Allies use on the European Front? Defeat Hitler first

17) What strategy did the Allies use in the Pacific Theater? Island Hopping

18) In the European Theater, what was the turning point in the war? Battle of Stalingrad

19) What was the turning point of the war in the Pacific Theater? Battle of Midway

20) In the Battle of Stalingrad, how did the Allies ultimately defeat the Axis forces? Soviet tanks and

forces surround the city starving the Germans out

21) What happened at the Battle of Midway? A small American fleet defeats a huge Japanese force

and turned the tide of battle in the Pacific Theater.

22) What event leads to the Geneva Convention? The Bataan Death March

23) What occurred during the Bataan Death March? What two groups were subjected to it? Abuse and

murder, Filipino and American

24) What was the Geneva Convention? Standards for human treatment during the war that protected

POWs, civilians, and the wounded

25) What groups were targeted in the Holocaust? Jews, African Americans, Homosexuals

26) What is genocide? The systematic and purposeful destruction of a racial, political, religious, or

cultural groups 27) What was Hitler’s final solution? Germany’s decision to exterminate all Jews

28) Who led the storming of Normandy? What was this called? Dwight D. Eisenhower, D-Day

29) What was the result of the Battle of the Bulge? When did this occur? Permanently crippled Nazi

forces, December 1944

30) What is V.E. Day? Victory Day in Europe, The surrender of Germany

31) What will lead to the development of the atomic bomb? The Manhattan Project

32) When will the atomic bomb first be used? August 6, 1945

33) What two cities will it be used on? Hiroshima and Nagasaki

34) List three reasons for dropping the atomic bomb. The belief it would bring a swift end to the war,

America wanted to show off its military strength, Japan’s refusal to surrender unconditionally

35) How did the US control its food supply? Rationing

36) What was the WAAC? The first branch of the US Army that allowed women into it, the Women’s

Auxiliary Army Corp

37) What were Victory Gardens? Allowed civilians to contribute to the war effort by producing food

for troops overseas and also boosted American morale.

38) Who are the Tuskegee Airmen? African American unit that fought in Italy

39) What was special about the Navajo Indian’s communication codes? They were oral codes that

proved to be unbreakable

40) What was a major outcome of the Nuremberg trials? Individuals are responsible for actions

41) What effect did media and communications have on the war? Us government maintained strict

censorship of reporting the war, public moral and ad campaigns kept Americans focused on the war effort, the entertainment industry boosted morale by portraying the war effort as patriotic

and the enemy in stereotypical ways

42) How did the United States mobilize resources on the home front? They instituted the draft, women

and minorities went to work in the work force, encouraged the purchasing of war bonds, shift

from peacetime to wartime production

43) Define Internment. The forced imprisonment or relocation of a group of people

44) What lead the United States to Japanese Interment? Strong Anti-Japanese and Fear of Japanese

45) What was the outcome of the Korematsu v. United States case? The Supreme Court found that the

United States lawfully instituted Japanese Internment

46) What theater did each of the following battles take place in: Battle of Midway, Battle of Britain,

Battle of the Bulge, Battle of Iwo Jima, Battle of Stalingrad, Battle of the Atlantic, Battle of El

Alamein, and The Battle of Okinawa.

Pacific Theater: Battle of Midway, Battle of Iwo Jima, Battle of Okinawa

European Theater: Battle of Britain, Battle of the Bulge, Battle of Stalingrad, Battle of the Atlantic,

Battle of El Alamein. Student Survey

1) What was the most interesting part of World War II? Why?

2) What was the least interesting part of World War II for you? Why?

3) What activities did you enjoy during this unit?

4) What were your least favorite activities during this unit?

5) In what ways could Mr. Crocker improve his instruction to better suit your needs? Unit: WWII Teacher: Austin Crocker

Lesson Test Day Topic: Test Day Teaching Date: 4/17/2013

Context: This is the end of unit summative assessment. Students will be taking a test with 40 multiple choice, 5 matching and 5 true or false items with a choice of an essay. The Advanced block will also have 4 short answer questions to answer. This should take the entire class period to complete, however if students finish early, we will continue watching The Boy in the Stripped Pajamas.

 VUS 11 and 12  Students will be able to pass the test with at least a 70% and with 95% of student’s passing the test overall. Materials and Resources Homework

 Test  N/A  The Boy in the Stripped Pajamas DVD

Role/Review (10 min) – The students will take their seats quietly. Students will be given an opportunity to do some last minute review for their test while attendance is being taken.

Test (70 minutes) – Students will put away all of their materials before the test is passed out. Scantrons will be passed out first and then the test itself. The test should take at least 45 minutes for most students; however, some will take the entire period to complete the test. The instructor will continue with the movie, The Boy in the Stripped Pajamas, if all students complete the test before the bell rings. Differentiation: Students in the advanced class will have a short answer response in addition to the test that the other regular blocks will take. The advance block’s test consists of a multiple choice, true/false, matching, short answer and essay section. The regular blocks will include multiple choice, true/false, matching and an essay section. The regular blocks will also have a list of events for one of the essay choices, unlike the advanced block who will have to remember what events lead to US intervention in World War II.

Accommodations / Modifications: Students with special needs will be extra time or whatever is mandated for them in their IEP or 504 plans.

Assessment

(Summative)

 Students will be able to pass the test with at least a 70% and with 95% of student’s passing the test overall. Name: ______

Date: ______

Block:______

World War II Unit Test

Part I. Multiply Choice (1 Point Each)

Directions: Please fill in the scantron with the best possible answer for the following multiply choice questions

1) What ethnicity or race was targeted by the Nazi for extermination during the Holocaust

a. Jews

b. Gypsies

c. Homosexuals

d. All the above.

2) “Arnold is a British soldier during World War II. While in combat he is captured by the Axis forces. Although he has been captured he must be treated humanely.”

The above passage is true because of which of the following?

a. The Geneva Convention

b. The Treaty of Paris

c. The Lend-Lease Act

d. Neutrality Acts 3) Name the events in order that lead the US to intervention in World War II.

a. Lend-Lease Act, Neutrality Acts, Pearl Harbor

b. Pearl Harbor, The sinking of the Lusitania, Lend-Lease Act

c. Neutrality Acts, Lend-Lease Act, Pearl Harbor

d. Neutrality Acts, Lend-Lease Act, The sinking of the Lusitania

4) What was the decision in the Korematsu v. United States court case?

a. The Supreme Court found that the United States lawfully instituted Japanese Internment

b. The Supreme Court found that the United States unlawfully instituted Japanese Internment

c. The Supreme court found Korematsu guilty and sent him to prison

d. The Supreme Court found Korematsu not guilty and released him.

5) What battle did not take place in the European Theater?

a. The Battle of Stalingrad

b. The Battle of Britain

c. The Battle of Midway

d. The Battle of Normandy

6) What event leads directly to US intervention in World War II?

a. The Lend-Lease Act

b. The sinking of American ships by German U-boats

c. German Declaration of War on the United States

d. Pearl Harbor

7) What is considered the turning point in the European Theater? a. Hitler’s invasion of Poland

b. The Battle of Stalingrad

c. The Battle of the Bulge

8) How was media and communications used during World War II?

a. The US government maintained strict censorship of reporting the war

b. Public morale and ad campaigns kept Americans focused on the war effort.

c. The Entertainment industry boosted morale by portraying the war effort as patriotic and the enemy in stereotypical ways.

d. All the above.

9) What was Hitler’s final solution?

a. Germany’s decision to start World War II

b. Germany’s decision to join Japan in the war effort against the United States

c. Germany’s decision to exterminate all Jews

d. Germany’s decision to invade Poland in 1939

10) The Geneva Convention was in response to what event?

a. The Bataan Death March

b. Nazi Concentration Camps

c. Japanese Internment

d. Pearl Harbor

11) President Roosevelt’s speech that contained the phrase “a day that will live in infamy” relates to which event that helped draw the United States into World War II? a. Hitler’s invasion of Poland

b. The dropping of the Atomic Bomb

c. Sinking of the Lusitania

d. Pearl Harbor

12) What was special about the Navajo Indian’s communication codes?

a. They were unbreakable.

b. They used sign language.

c. They never were used in combat.

d. They used Morse code.

13) What was the Allies strategy on the European Front?

a. Isolationism

b. Island Hopping

c. Defeat Hitler First

d. Blitzkrieg

14) What was the name of the African American unit that fought in Italy?

a. Nisei

b. Tuskegee

c. 64th Infantry

d. American Expeditionary Force

15) The systematic and purposeful destruction of a racial, political, religious, or cultural group is called ______. a. Genocide

b. Stereotyping

c. Discrimination

d. Prejudice

16) Which was not a way the United States mobilized resources on the home front?

a. Institution of the Draft

b. Women and minorities stepping into men’s roles in the work force

c. Encouraging the purchase of war bonds

d. Cancelling of schools

17) What was the primary reason behind Japanese Internment?

a. Retaliation for the Holocaust

b. Japanese spies infiltrating America

c. Military Necessity

d. Anti-Japanese Prejudice and fear of Japanese spies

18) Prior to World War II, Japan invaded what two countries? a. Vietnam and China b. China and Korea c. Korea and Manchuria d. China and Manchuria

19) The Manhattan Project was responsible for

a. Japanese Internment

b. The development of the atomic bomb

c. Instituting the draft d. Supervising the industries in the US

20) Which is not a reason for the dropping of the atomic bomb on Hiroshima and Nagasaki?

a. The belief it would bring a swift end to the war

b. America wants to show off its military power

c. Japan’s refusal to surrender unconditionally

d. American hatred for the Japanese

a. Lyndon B. Johnson

b. Dwight D. Eisenhower

c. Jimmy Carter

d. Richard Nixon

22) What was a major outcome of the Nuremberg Trials

a. Leaders are responsible for actions

b. The German government was responsible for actions

c. No one is responsible for action

d. Individuals are responsible for actions.

25) What was the nonaggression pact? a. An agreement between France and Great Britain to not attack each other b. An agreement between France and Germany to not attack each other c. An agreement between Russia and Great Britain to not attack each other d. An agreement between Russia and Germany to not attack each other

26) What way did the United States control its food supply? a. Conservationism b. Rationing c. Hoarding d. Victory Gardens

27) What was the Bataan Death March? a. A march on Washington to remember those who had died during the war b. An 80 mile march by Americans and Filipinos characterized by savage abuse and murder c. A march by women in support of equal rights in the workplace d. A march by minorities in support of equal rights in the workplace

28) By 1941 the Allied Powers included what three countries? a. America, France and Britain b. America, Britain and Italy c. America, France and Russia d. America, Britain and Russia

29) V.E. day signified what event in Europe? a. The surrender of Japan b. The surrender of Germany c. The surrender of Italy d. The surrender of all Axis Powers

30) The term lebensraum reflected the German desire to expand. What does it literally translate to? a. Living space b. Motherland c. Fatherland d. Lightning war True or False (1 point each)

Directions: For the following true or false questions answer “a” for true and “b” for false on your scantrons.

31) Blitzkrieg, meaning “lightning war”, was a military tactic used by the Japan to crush an opponent

by surprise using overwhelming force.

32) The foreign policy used towards Germany prior to World War II by England and France was

Isolationism.

33) The storming of Normandy is also referred to as “D-Day.”

34) The Battle of the Bulge was the last offensive made by Hitler against the Allies.

35) Victory Gardens helped boost American morale by allowing civilians to contribute to the war

effort on the home front.

Matching (1 point each)

Direction: Match the following terms with their definitions

36) Internment

37) WAAC

38) Gestapo

39) Totalitarianism

40) Censorship Part III. Short Answer (2 points each)

Direction: Answer the following questions in complete sentences on a separate sheet of paper.

41) How did the American workforce change following US intervention into World War II?

42) Summarize the significance of the Geneva Convention. What were its long term effects?

43) How did the Holocaust reflect Nazi ideology? (Your answers should include affected groups)

44) How did women during the 1940s lay the groundwork for the modern woman?

Part IV. Essay

Directions: Respond to ONE of the two prompts below. Write 3 paragraphs with a topic sentence that contains your thesis with at least 4-6 sentences per paragraph. Each paragraph should contain one argument to support your thesis. Begin your paragraph with a hook, transition and your thesis. Thoughtfulness and correct content is more important than grammar and sentence structure.

45) Option 1

President Truman made the decision to drop the atomic bomb on August 6, 1945 on Hiroshima and again three days later on Nagasaki. Should the US be charged with crimes against humanity for dropping these bombs (just as the Germans were for the Holocaust)?

46) Option 2

List three events leading to American intervention in World War II. How did each event push them further away from Isolationism? Short Answer:

2 Points- Correct content knowledge and complete sentences

1 Point- Correct content knowledge in incomplete sentences

1 Point- Partial content knowledge in complete sentences

0 Points- Incorrect content knowledge

Rubric For Essay

CATEGOR 4 - Above 3 - Meets S 2 - Approa 1 - Below Score Y Standards tandards ching Stan dards Standards

Focus or The thesis The thesis The thesis The thesis Thesis statement statement statement statement names the names the outlines some does not Statement topic of the topic of the or all of the name the essay and essay. main points to topic AND outlines the be discussed does not main points to but does not preview what be discussed. name the will be topic. discussed.

Evidence All of the Most of the At least one of Evidence and and evidence and evidence and the pieces of examples are examples are examples are evidence and NOT relevant Examples specific, specific, examples is AND/OR are relevant and relevant and relevant and not explained. explanations explanations has an are given that are given that explanation show how show how that shows each piece of each piece of how that evidence evidence piece of supports the supports the evidence author\'s author\'s supports the position. position. author\'s position.

Content All supportive Almost all Most Most Knowledg facts and supportive supportive supportive statistics are facts and facts and facts and e reported statistics are statistics are statistics were accurately. reported reported inaccurately accurately. accurately. reported.

Support Includes 3 or Includes 3 or Includes 2 Includes 1 or for more pieces more pieces pieces of fewer pieces of evidence of evidence evidence of evidence Position (facts, (facts, (facts, (facts, statistics, statistics, statistics, statistics, examples, examples, examples, examples, real-life real-life real-life real-life experiences) experiences) experiences) experiences). that support that support that support the position the position the position statement. statement. statement. The writer anticipates the reader\'s concerns, biases or arguments and has provided at least 1 counter- argument.

Grammar Author makes Author makes Author makes Author makes & Spelling no more than 2-3 errors in 4-5 errors in more than 5 1 error in grammar or grammar or errors in grammar or spelling that spelling that grammar or spelling that distract the distract the spelling that distracts the reader from reader from distracts the reader from the content. the content. reader from the content. the content. Name: ______

Date: ______

Block:______

World War II Unit Test

Part I. Multiply Choice (1 Point Each)

Directions: Please fill in the scantron with the best possible answer for the following multiply choice questions

1) What ethnicity or race was targeted by the Nazi for extermination during the Holocaust

a. Jews

b. Gypsies

c. Homosexuals

d. All the above.

2) “Arnold is a British soldier during World War II. While in combat he is captured by the Axis forces. Although he has been captured he must be treated humanely.”

The above passage is true because of which of the following?

a. The Geneva Convention

b. The Treaty of Paris

c. The Lend-Lease Act

d. Neutrality Acts

3) Name the events in order that lead the US to intervention in World War II.

a. Lend-Lease Act, Neutrality Acts, Pearl Harbor

b. Pearl Harbor, The sinking of the Lusitania, Lend-Lease Act

c. Neutrality Acts, Lend-Lease Act, Pearl Harbor d. Neutrality Acts, Lend-Lease Act, The sinking of the Lusitania

4) What was the decision in the Korematsu v. United States court case?

a. The Supreme Court found that the United States lawfully instituted Japanese Internment

b. The Supreme Court found that the United States unlawfully instituted Japanese Internment

c. The Supreme court found Korematsu guilty and sent him to prison

d. The Supreme Court found Korematsu not guilty and released him.

5) What battle did not take place in the European Theater?

a. The Battle of Stalingrad

b. The Battle of Britain

c. The Battle of Midway

6) What event leads directly to US intervention in World War II?

a. The Lend-Lease Act

b. The sinking of American ships by German U-boats

c. German Declaration of War on the United States

d. Pearl Harbor

7) What is considered the turning point in the European Theater?

a. Hitler’s invasion of Poland

b. The Battle of Stalingrad

c. The Battle of the Bulge d. The Battle of Normandy

8) How was media and communications used during World War II?

a. The US government maintained strict censorship of reporting the war

b. Public morale and ad campaigns kept Americans focused on the war effort.

c. The Entertainment industry boosted morale by portraying the war effort as patriotic and the enemy in stereotypical ways.

d. All the above.

9) What was Hitler’s final solution?

a. Germany’s decision to start World War II

b. Germany’s decision to join Japan in the war effort against the United States

c. Germany’s decision to exterminate all Jews

d. Germany’s decision to invade Poland in 1939

10) The Geneva Convention was in response to what event?

a. The Bataan Death March

b. Nazi Concentration Camps

c. Japanese Internment

d. Pearl Harbor

11) President Roosevelt’s speech that contained the phrase “a day that will live in infamy” relates to which event that helped draw the United States into World War II?

a. Hitler’s invasion of Poland

b. The dropping of the Atomic Bomb

c. Sinking of the Lusitania d. Pearl Harbor

12) What was special about the Navajo Indian’s communication codes?

a. They were unbreakable.

b. They used sign language.

c. They never were used in combat.

d. They used Morse code.

13) What was the Allies strategy on the European Front?

a. Isolationism

b. Island Hopping

c. Defeat Hitler First

d. Blitzkrieg

14) What was the name of the African American unit that fought in Italy?

a. Nisei

b. Tuskegee

c. 64th Infantry

d. American Expeditionary Force

15) The systematic and purposeful destruction of a racial, political, religious, or cultural group is called ______.

a. Genocide

b. Stereotyping

c. Discrimination d. Prejudice

16) Which was not a way the United States mobilized resources on the home front?

a. Institution of the Draft

b. Women and minorities stepping into men’s roles in the work force

c. Encouraging the purchase of war bonds

d. Cancelling of schools

17) What was the primary reason behind Japanese Internment?

a. Retaliation for the Holocaust

b. Japanese spies infiltrating America

c. Military Necessity

d. Anti-Japanese Prejudice and fear of Japanese spies

18) Prior to World War II, Japan invaded what two countries? a. Vietnam and China b. China and Korea c. Korea and Manchuria d. China and Manchuria

19) The Manhattan Project was responsible for

a. Japanese Internment

b. The development of the atomic bomb

c. Instituting the draft

d. Supervising the industries in the US

20) Which is not a reason for the dropping of the atomic bomb on Hiroshima and Nagasaki? a. The belief it would bring a swift end to the war

b. America wants to show off its military power

c. Japan’s refusal to surrender unconditionally

d. American hatred for the Japanese

a. Lyndon B. Johnson

b. Dwight D. Eisenhower

c. Jimmy Carter

d. Richard Nixon

22) What was a major outcome of the Nuremberg Trials

a. Leaders are responsible for actions

b. The German government was responsible for actions

c. No one is responsible for action

d. Individuals are responsible for actions.

25) What was the nonaggression pact? a. An agreement between France and Great Britain to not attack each other b. An agreement between France and Germany to not attack each other c. An agreement between Russia and Great Britain to not attack each other d. An agreement between Russia and Germany to not attack each other

26) What way did the United States control its food supply? a. Conservationism b. Rationing c. Hoarding d. Victory Gardens

27) What was the Bataan Death March? a. A march on Washington to remember those who had died during the war b. An 80 mile march by Americans and Filipinos characterized by savage abuse and murder c. A march by women in support of equal rights in the workplace d. A march by minorities in support of equal rights in the workplace

28) By 1941 the Allied Powers included what three countries? a. America, France and Britain b. America, Britain and Italy c. America, France and Russia d. America, Britain and Russia

29) V.E. day signified what event in Europe? a. The surrender of Japan b. The surrender of Germany c. The surrender of Italy d. The surrender of all Axis Powers

30) The term lebensraum reflected the German desire to expand. What does it literally translate to? a. Living space b. Motherland c. Fatherland d. Lightning war

True or False (1 point each) Directions: For the following true or false questions answer “a” for true and “b” for false on your scantrons.

31) Blitzkreig, meaning “lightning war”, was a military tactic used by the Japan to crush an opponent

by surprise using overwhelming force.

32) The foreign policy used towards Germany prior to World War II by England and France was

Isolationism.

33) The storming of Normandy is also referred to as “D-Day.”

34) The Battle of the Bulge was the last offensive made by Hitler against the Allies.

35) Victory Gardens helped boost American morale by allowing civilians to contribute to the war

effort on the home front.

Matching (1 point each)

Direction: Match the following terms with their definitions

36) Internment

37) WAAC

38) Gestapo

39) Totalitarianism

40) Censorship

Part IV. Essay

Directions: Respond to ONE of the two prompts below. Write 3 paragraphs with a topic sentence that contains your thesis with at least 4-6 sentences per paragraph. Each paragraph should contain one argument to support your thesis. Begin your paragraph with a hook, transition and your thesis. Thoughtfulness and correct content is more important than grammar and sentence structure.

Option 1

President Truman made the decision to drop the atomic bomb on August 6, 1945 on Hiroshima and again three days later on Nagasaki. Should the US be charged with crimes against humanity for dropping these bombs (just as the Germans were for the Holocaust)?

Option 2

The Neutrality Acts of 1935 and 1939, The Lend-Lease Act and Pearl Harbor all contribute to American intervention in World War II. How did each event push them further away from Isolationism?

Unit Reflection

I had a great time teaching this World War II unit to my American Studies students. Overall, I felt that the unit was very successful and by examining their test scores (All three blocks scored an average of 85 or above) it’s apparent they learned something too. The PASS standards served as a guide when I created my unit. I wanted to be as effective as possible when instructing my students and the PASS standards are a great guide when you are trying to appeal to your students. If instructors can effectively incorporate PASS standards into their lessons, student engagement will remain relatively high. By reflecting on each standard it is obvious how much they helped me created such a successful unit.

Higher order thinking is a crucial element in any high school level classroom. Students must be able to understand the concepts that they are learning about and be able to apply them to different situations. This can be as simply as using content knowledge as an example in an argument, but when students are able to do this it shows their capacity of high level thinking. I think that throughout the unit students were applying things that they had learned to broader ideas. I tried to push the envelope with my students and had them do activities where they were forced to apply their knowledge at higher levels. When we reviewed Japanese Interment on the American home front, students were given information about the topic and then were asked to apply it to the role play simulation. The class played out the Korematsu vs. United States court case, where Fred Korematsu fought against the constitutionality of Japanese Interment. Students had to understand not only Japanese Internment, but also how the United States Supreme Court worked so they could effectively play out the simulation. The simulation was very successful and really demonstrated the students’ higher order thinking ability. Overall, I believe my unit would receive a grade of a 3 in higher order thinking. Due to the rigor of the SOLs, many of the questions and assessments do not go past the first couple cognitive levels in Bloom’s taxonomy. However, through effective questioning during lectures and high order thinking activities placed throughout the unit it deserves a score of a 3.

One thing that I really tried to accomplish in this unit was to go beyond what they SOLs demanded I teach. Having a deep knowledge of the content is the first step of being successful in the classroom and it was my responsibility to make sure that the students possessed such knowledge. The SOLs did guide my pacing, however, many times through spontaneous conversations or scripted questions teaching moments arrive where you can capitalize on not only the content that you are teaching, but you can also make a greater point about life. While teaching my unit, I had several of these moments. It’s so great when you are teaching something and all of sudden you know exactly the right way to put an idea together so that students can really process material and gain that deep understanding. When these moment happen I like to call them “chain reaction events”, which not only help student understand the connect but they can also see the inner connectivity of the world around them. This unit should receive a 3 on deep knowledge. As previously, stated the SOLs do guide the pacing and provide minimums of achievement for students, however, many of the activities go much farther beyond these demands.

Substantive conversation is something that is never lacking in my classroom. I administered several student surveys during student teaching and one of my clear strengths that I discovered that I had from the student’s perspective was the ability to make history into a conversation. It is important that students do not view Social Studies as a pile of information for them to memorize and then forget. It’s an interwoven story that connects the present to the past and being able to talk about the major events through a medium that appears to be conversation to students is a great asset. Students can relate better to the material when they think they are just hearing a story, rather than a specific amount of information they need to be able to memorize. I genuinely get excited when I talk about these events and love to see the proverbial “light bulb” turn on in student’s head as we progress through these conversations. For substantive conversation I would give myself a grade of a 4 because of how often it is used in my classroom. Whenever the class was going through PowerPoints, it was my responsibility to make sure that the students are constantly engaged in relevant substantive conversation to make the material more attainable to the students.

Social Studies is great for making connection to the world beyond the classroom. This is because Social Studies is a simple narrative of human beings. Students, as fellow human beings, can relate to these stories. Often times during class I found myself asking questions like “How would that make you feel?” or “What would you do in that situation?”. Although their answers will often surprise you, this is an easy way to relate the material back to each individual’s person experience. Everyone has a story to tell and the great thing about history is that it often repeats itself in a variety of different forms. When I was teaching my students about Japanese Internment and the several rights that many Japanese Americans were forced to give up because of Pearl Harbor I was able to successfully transfer the conversation into another time period where we saw a revocation of rights and privacy, 9/11. We discussed how many Americans were willing to forgo some of their rights to make sure that the country was safe (i.e. The Patriot Act). We also talked about the paranoia around Arabs and Muslims following 9/11. This translated perfectly into our conversation about Japanese-Americans and the rights and liberties they had to forgo and the negative perception of Japanese-American following Pearl Harbor. Making connections beyond the classroom in a Social Studies came easy for me during this unit and I would give myself a 4 in this area of the PASS standards. I really enjoyed being able to relate some of this historical concepts to modern day events.

Ethical Valuing is a crucial skill that needs to be developed by students. While it is not the sole responsibility of the Social Studies teacher to shape the values and beliefs of the next generation, it is our responsibility to present both sides of an issue and allow the students to realize their own values. History is filled with controversial events that need to be discussed so that students can create their own values. One ethical topic that we touched upon during the World War II unit was the use of the atomic bomb in Japan. Students were presented with both sides of the argument during class. We said that the United States wanted to drop the atomic bombs to end the war quickly, to limit American causalities and to show off America’s new military weapon. Students who argued against these reasons had to wrestle with questions such as, Are American lives more valuable than Japanese lives? Do the ends justify the means? What is the difference between doing what’s right and doing what is just? Where do morality and the value of humanity come into play during times of war? Students had to wrestle with these questions and we had a fantastic dialogue between the students surrounding this debate. This is just one example where ethical valuing came up during this unit. However, ethical valuing needs to be an integral part of the Social Studies curriculum. For this area I would give myself a grade of a 3 because it is specifically discussed when we went over things such as the Holocaust, Bataan Death March and the dropping of the atomic bomb.

Integration is the final PASS standard, but one that can be a part of practically any lesson plan. Integration is about broadening student’s horizons, finding ways to enhance student learning through a variety of different mediums to process the material. Throughout this unit videos and PowerPoints were used in many classes. Students were able to process the material at both an audio and visual level. Most classes had at least one activity where they were interacting with the material in a “hands-on” way, appealing to kinesthetic learners. Technology is a good way to increase integration in the classroom. One thing that I really tried to stress during student teaching was the ability to use the concepts that we learned about and apply them when writing essays. One day students read about the Geneva Convention and how events like the Holocaust and Bataan Death March helped shape the way for the Geneva Convention. Students then were given an article about President George W. Bush and his decision to apply or not apply the Geneva Convention to members of the Taliban or Al-Qaeda in Afghanistan. Students had to write an essay about what President Bush should have done and to give reasons why. Students had to first annotate, highlight, and find supporting details for their essays from a handout and incorporate other skills to craft a persuasive essay. I think this was a really great activity and really showed what the students had learned thus far. Many of them integrated their background knowledge of World War II events and were able to create a successful persuasive essay. Overall I would give myself a grade of a 2 in integration. I used PowerPoints and videos consistently throughout the class room, but sometimes I felt that my lesson lacked creative activities necessary for the higher grade in this area.

These PASS standards are great tools to use in the Social Studies classroom. I have found them to be extremely helpful when lesson planning. They are great reminders of how to create a lesson that will really appeal to the students’ interest. For my first attempt at creating and teaching a unit, I feel very good about the PASS standards and how they have helped create engaging and effective lesson plans. If I can use these standards effectively in my classroom I am confident that I can be an effective classroom teacher and help inspire the next generation to be active, productive and successful citizens.