Stage 1 Desired Results s11

Unit 3.10 World War 2

Stage 1 – Desired Results Content Standard(s): Social Studies 7.H.1.1 Construct historical narratives to explain particular events or issues over time 7.H.1.2 Summarize the literal meaning of historical documents in order to establish context 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives 7.H.2.1 Analyze the effects of social, economic, military, and political conflict among nations, regions, and groups 7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies 7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies 7.G.2.2 Use maps…and available technology tools to interpret and draw conclusions about social issues 7.E.1.1 Explain how competition for resources affects the economic relationship among nations 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies 7.C&G.1.4 Compare the sources of power and governmental authority in various societies 7.C.1.1 Explain how culture unites and divides societies 7.C.1.2 Explain how cultural expressions influence modern society

Understanding (s)/goals Essential Question(s): Students will understand:  How did dictators like Hitler and Mussolini take and hold power in their countries?  Fascism and Nazism were a response  What is Fascism, and how is it different from other political systems? to the economic conditions within Italy  Why didn’t nations in Europe or the US stop Hitler? and Germany in post WW1 Europe  Why did Japan, who was an ally of the US and Britain in WW1 join the Axis Powers in  How dictators use people’s beliefs to WW2? consolidate their power  How is Fascism being used by groups in Europe today?  The European policy of appeasement  How did the invention of superior aircraft change the way WW2 was fought?  The economic conditions in Japan  Why don’t countries use nuclear weapons in modern warfare? that led to their joining the Axis powers  How were civilians impacted by WW2?  The connection between WW2 and  How did the entire United States culture, and daily life change during WW2? current political movements in Europe  How did Hitler convince an entire nation to allow the genocide of millions of people?  The tactics of WW2 and how they differed from WW1 due to technological advancement (aircraft, tanks, and nuclear bombs)  The impact of warfare on civilian populations  The way that total warfare impacts an entire nation, rather than simply the military personnel  The impact of Nazi control of Germany on “fringe groups” such as Jews, gypsies, and others.  The dilemma of using nuclear weapons and why they are not used in modern warfare.

Student objectives (outcomes): Students will be able to (SWBAT):  Answer all essential questions  Use academic vocabulary to describe historical events accurately  Answer reading comprehension questions  Compare and Contrast WW1 and WW2  Use Science (pedigree charts), Math (conversion of fractions to percentages), and Language Arts (reading comprehension and writing) to evaluate the impact of the Nuremburg Laws.  Debate historical perspectives related to warfare and ethical use of Atomic Weaponry

Stage 2 – Assessment Evidence Performance Task(s): Other Evidence:  Note-taking on powerpoint Summative Assessment presentations (direct instruction)  Multiple choice quizzes for comprehension of direct instruction  Vocabulary exercises  Reading comprehension questions and compare and contrast essays based on teacher-created informational texts  Debate or persuasive writing  Use of secondary and primary sources including pictures, videos, and writings to support historical interpretations Stage 3 – Learning Plan Learning Activities:

[What will the teacher will do to guide the learning] should be thought through in terms of WHERETO: Where is the unit headed? Hook the learner with engaging work Equip for understanding, experience and explore the big ideas Rethink opinions, revise ideas and work Evaluate your work and adjust as needed Tailor the work to reflect individual needs, interests, styles Organize the work flow to maximize in-depth understanding and success at the summative tasks

W: Students will understand the causes and characteristics of World War 2 and its impact on people. H: The teacher uses student-interest surveys given quarterly to evaluate which assignments students enjoy and learn best from. All units are designed to teach content to students who learn by listening, writing, reading, and doing assignments. E: Direct instruction will prepare students to evaluate historical context that will assist them in completing the extension activities. R: Teacher reads all work for demonstration of mastery, and offers suggestions and critiques until the work is representative of mastery for that student. E: See “R” T: Not every assignment will be interesting to all students, however there will be a variety of types of assignments. The curriculum will be connected to other subjects as well. Students will have the opportunity to create a battlefield model, which was extremely popular during the 1st quarter. O: Students are provided with a calendar which makes use of the worksheet ideas to reinforce concepts which are taught in the classroom at the same time. Since the curriculum re-loops on itself (direct instruction concepts are reinforced by worksheets at home, and writing prompts) the order that the work is done doesn’t matter so much as the fact that it is done to help students who learn differently still master the work. Unit #10—World War 2 Unit completion date: 03/12/15 Assignment 3-At Standard 4-Above Standard (Mastery) Vocabulary All unit vocabulary words are defined by the student in the vocabulary section of their binder Vocabulary Vocabulary exercises have been completed for all vocabulary Exercises words assigned for this unit. Worksheets 10.1 Comprehension questions are Comprehension questions are correctly answered. Write about correctly answered. Write about The Rise of it prompt is answered, but does it prompt is answered, and not reflect serious thought about reflects serious thought about European Fascism the topic assigned. the topic assigned and what the world would really be like. 10.2 Comprehension questions are Comprehension questions are correctly answered. Write about correctly answered. Write about The European it prompt is answered, but does it prompt is answered, and not reflect serious thought about reflects serious thought about Theater the topic assigned. the topic assigned and what the world would really be like. 10.3 Comprehension questions are Comprehension questions are correctly answered. Write about correctly answered. Write about The Pacific it prompt is answered, but does it prompt is answered, and not reflect serious thought about reflects serious thought about Theater the topic assigned. the topic assigned and what the world would really be like. Parent Interview Assignment is completed. Historical We will work on this assignment in Graphic organizer is class on 3/4/15 completed Detectives The Greatest We will work in class on this The student writes an The student writes an assignment on 3/2/15 and 3/3/15. appropriate essay response appropriate essay response Generation (5 paragraphs) that (5 paragraphs) that Writing Prompt: Using the addresses the question but addresses the prompt and examples read in class, why do does not use examples from uses examples from the many people refer to the World War the texts provided in class. texts provided in class. 2 generation as the “Greatest Generation?” Extension Activities The Nuremburg Students will complete the packet, using math, science, language arts, Laws Activity and social studies skills. See rubric Score from Rubric: ______(8 points) for more details.

In class: March 5th & 6th Atomic Bomb Drop Group debate Assignment. Students must be done with Unit 8 Role Play and 9 to participate in this Assignment assignment in class. Students Debate Score: ______/8______(8 points) ineligible to participate will write argumentative essays (5 Essay Score (if ineligible to do debate): ______/6__ paragraphs) for partial credit.

March 9th-12th in class Puzzle Piece Connects to: Puzzle piece(s) contain all Puzzle piece(s) contain all World War 1 required elements. See required elements and are (World War 2) Puzzle Project Rubric for attractive and functional. 8 points exact details.

Calendar: 2/25—Powerpoint presentation on the Axis Powers (builds context for economic/political/social conditions that contributed to World War 2) 2/26—Powerpoint presentation on Allied Powers (builds context for economic/political/social conditions that led to appeasement and isolationism) 2/27—Powerpoint presentation on WW2 (emphasis on how technology changed warfare in general, and the transition from WW1 tactics to modern tactics due to advancement of technology) 3/2 & 3/3—Greatest Generation Assignment—Students read and present to the class about why their assigned person was great, reading accounts and interviews of what they did during WW2 3/4—Historical Detectives—Stations where students evaluate “crime scenes” and try to determine what happened at their crime scene. 3/5-3/6—Nuremburg Laws activity—Students use pedigree charts, primary source material from the Nuremburg Laws, and determine whether fictional people meet the Nazi requirements for being considered a Jew. 3/9-3/12—Atomic Bomb Role Play—Students debate historical perspectives on whether or not to drop the bombs on Japan.