WWII

Lesson 1

1.    What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . The definition of Isolationism & Intervention The events and policies that lead the US from Isolationism to Intervention.	Students will be able to . . . Compare and Contrast American’s view of Isolationism and Intervention
What are possible “Good to Know” topics? American Neutrality- Neutrality Act, Good Neighbor Policy Lease-Lend Act	What are possible “Good to Do” topics? Link to a current event
2.   How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment Graph the acts and events on a graph with US desire for involvement in the War.	Evidence of Proficiency The graph shows that we were gradually leading towards intervention.
Types of Summative Assessments Choose one Act or event that lead to Intervention in the war and write how an Interventionist and an Isolationist would have reacted to the act. One paragraph for each view.	Evidence of Proficiency 4- Shows understanding of the Act or event and express the two views of the Americans. 3- Shows understanding of the Act or event and expresses one view of the Americans 2- Shows understanding of the Act or event but does not show either view of the Americans 1-Understands the difference between Isolationism and Interventionism but does not give a specific example of an Act or event with the two differing views.

3.            What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students As we lecture about these topics using a power point presentation the students will graph their opinion of US involvement, graphing each point as they are discussed in class. They also will be asked to write 3 main aspects of each of the topics. Japanese invasion of China -1931 Neutrality act -1935 Good Neighbor Policy- 1930’s get out of Latin America (Nazi Germany) Invasion of Poland Sept. 1939 Fall of France June 1940 Lend-Lease Act end of 1940 Military Buildup Sept 1940 Resources: -Worksheet that has all of the topics listed in boxes with three bullets for each topic -Graph of US involvement on the “y” axis starting from Isolationism to the top with Interventionism, and on the “x” axis all of these topics.

4.            How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” http://www.teachingamericanhistory.org/neh/interactives/neutrality/ This is a website that has a timeline of events that happened in Asia and Europe. It gives the student the opportunity to guess what the action of the United States was with each event. It will help the students understand how we changed from Isolationism to Intervention as more attacks were made.

5.            How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” Choose one current event and explain the conflict in the US about this event. Write one paragraph about the views of those who want to intervene and a paragraph about those who did not want to intervene.

Lesson 2

6.    What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . -Pearl Harbor and how it affected the intervention of the US in WWII	Students will be able to . . . -Critically analyze what lead up to Pearl Harbor -Share ideas in a group
What are possible “Good to Know” topics? Philippines, Midway, Island Hopping	What are possible “Good to Do” topics? A small one page research paper on a battle of the pacific to share with class.
7.   How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment Think–Pair-Share 1. Why do you think the United States was so concerned about Japanese expansion into Southeast Asia? 2. How were Japanese airplanes able to approach Pearl Harbor without being detected? And What should have been done beforehand to minimize the destruction that occurred when the Japanese attacked Pearl Harbor? 3. How did this attack push the US into Intervention in WWII? You are a member of the US Navy in 1941, stationed at Pearl Harbor. Write a Letter Home about why we must now go to war due to the attack on Pearl Harbor.	Evidence of Proficiency Each group is able to convey their reactions, and understandings of the content. Every student is able to use historical evidence of the bombing of Pearl Harbor in their letter home.
Types of Summative Assessments What was the significance of the attack on Pearl Harbor? a) It ended the conflict between Germany and Japan. b) It made the United States decide to enter WWII. c) It changed the way that the world viewed war and weaponry. d) It killed many US navy and forced the US army to fill in for the loss. Why was the US so uneasy about the Japanese expansion in Southeast Asia? a) US economic interests in the area b) Loss of ally in the area c) German takeover of the East d) Approaching contact with US territories Reflection of letter: Now that you have seen the end of the war. Write a follow-up letter to your family giving your opinion 1-whether it was effective or not to enter the war after the attack on Pearl Harbor, and 2-if the Japanese deserved the nuclear bombing that they received to end the war.	Evidence of Proficiency 80% of the students answer correctly Letter-Rubric 4-Both questions answered using historical evidence to support their opinion. 3- One question is answered using historical evidence to support their opinion. 2-Both questions answered without using historical evidence to support their opinion 1-One question is answered without using historical evidence to support their opinion.

8.            What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students Lecture on -Lead-ins to the Japanese attack on Pearl Harbor -December 7, 1941 Pearl Harbor- events of day -effect this event had on Isolationism pushing them to Intervention During the lecture we will stop and have the students perform a think - pair – share to check for understanding. Students will also fill out a flow chart worksheet showing the logical progression from one event to another leading to Pearl Harbor. Then the students will be asked to write a letter to a family member as if they were in the Navy at Pearl Harbor and explain to them why we must enter the war.

9.            How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” Have the students watch a documentary about Pearl Harbor, to understand events.      “Pearl Harbor, 2001” Directed by Michael Bay

10.         How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” -Have the students analyze primary sources of Journals/ Letters home from Pearl Harbor.

Lesson 3

11. What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . Effect of the war on civilians -Japanese Internment Camps -Women’s role in the war	Students will be able to . . . -create a political cartoon and understand the importance of them
What are possible “Good to Know” topics? -Zoot Suit Riots -Rosie the Riveter	What are possible “Good to Do” topics? -Expand on social movements in the US during this time; ie. African Migration
12.How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment -Create a political cartoon about the Japanese Americans in the US. Make sure that you do not create anything that may be offensive to someone else.	Evidence of Proficiency -Political cartoon Rubric Content reflects aspects of Japanese Internment 0-5pt. Cartoon is NOT offensive 0-2 pt. Cartoon is Funny or thought provoking 0-2 pt. Artistic 0-1pt. Total points 10
Types of Summative Assessments What did Rosie the Riveter represent in WWII? a) The progression of women’s rights b) Women having to join the workforce c) The strength of women in society d) Propaganda for women’s clothing Create a Venn Diagram comparing Japanese Americans and African Americans, list at least 3 things that happened to each separately and 3 things that both groups shared. Then Using the information that you have written, write a short paragraph explaining why you chose those answers.	Evidence of Proficiency 80% of the students will answer correctly. Rubric 4- All three parts of the Diagram are complete and accurate with 3 answers each, with explanations. 3- All three parts of the Diagram are started but incomplete, 2 answers, however accurate, with explanations 2- The student was unable to find similarities with the two minorities, fair explanation 1- The information given is inaccurate, with few similarities, poor explanation

13.         What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students Show ads for women before the war and compare them to women’s ads after the war started. After showing  ads from before 1941: -          Have students write down the attributes or characteristics you see in the person portrayed in the advertisement. -          What do these characteristics say about the media’s portrayal of women? Post 1942 (Rosie the Riveter) -          What attributes or characteristics do the students see now? -          What do these characteristics say about the media’s portrayal of women? -          What happened between these two ads to cause such a drastic change in the qortral of women? -          Why would the Media want to use these kinds of ads? -          Did they work? Facts of women before and after the war: -          Before 12Million women  (1/4 of workforce) were already working -          During 18 Million women (1/3 of workforce) Other questions – Before the war was occupations did women generally hold? – During the war what new occupations were made available to women?  Documentary about the Japanese Internment Camps, have students write 5 facts they learned from the video. News real clip: http://www.youtube.com/watch?v=WiOSUN4EgVQ Children of the Camps (PBS 1999) Or Topaz (1991)

14.         How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” Have students that are wearing red (orange blue whatever) Leave their desks and all of their stuff behind at their desks, to sit at a small table at the back of the classroom. Pass out a quiz on yesterdays lesson give the back table dull pencils and let the students at their desks use their notes. Afterwards discuss the outrage and prodigious of the quiz and compare it to Internment.

15.         How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” Have Students write a book report on a biography on someone that was in or involved with Internment: The Emperor was Devine, The Price of Prejudice, Topaz Moon: Art of the Internment, Drawing the Line, Legends from Camp, Only What We Could Carry, The Chauvinist and other stories, Unfinished Message: Selected Works of Toshio Mori, Yokohama, California, Citizen 13660, I Call to Remembrance: Toyo Suyemoto's Years of Internment, Jewel of the Desert: Japanese American Internment at Topaz, The Children of Topaz, Journey to Topaz,  Desert Exile

Lesson 4

16. What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . -Racism in the military	Students will be able to . . . Compare and Contrast the racism that the Japanese vs. the African Americans felt in WWII
What are possible “Good to Know” topics? -The effect of the war on military	What are possible “Good to Do” topics? Compare the treatment of white soldiers to African American Soldiers
17.How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment -In groups of 3 have the students work through the DBQ “Minorities During WWII”.  Write summaries of each Primary Source.	Evidence of Proficiency 4-Uses 6 documents in essay, addresses all parts of the question, shows comparison, grammatically correct. 3- Uses 4 documents, addresses all parts of the question, a fair comparison is made, few grammatical errors 2-Uses 2 documents, addresses most parts of the question, fair comparison is made, few grammatical errors 1- Uses 1 document, addresses few parts of the question, no comparison is made, many grammatical errors.
Types of Summative Assessments Why is it said the African and Japanese Americans were fighting a “two-front battle” during WWII? a) They were secretly supporters of their motherlands and were asked to fight against them. b) They were fighting with the United States and were battling the prejudice they received from other Americans. c) They were asked to fight both in Europe, in the east, and in Japan, in the west. d) They were not allowed to be in the US Army and felt like they couldn’t support the war at all. Create a Venn Diagram comparing Japanese Americans and African Americans, list at least 3 things that happened to each separately and 3 things that both groups shared in common. Then Using the information that you have written, write a short paragraph explaining why you chose those answers.	Evidence of Proficiency 80% of the students will answer correctly Rubric 4- All three parts of the Diagram are complete and accurate with 3 answers each, with explanations. 3- All three parts of the Diagram are started but incomplete, 2 answers, however accurate, with explanations 2- The student was unable to find similarities with the two minorities, fair explanation 1- The information given is inaccurate, with few similarities, poor explanation

18.         What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students Split the class into groups of 3; give assignments to each student, chair/reader, reader, and scribe. Have them read and analyze the primary sources of the “Minorities in the War: DBQ”. Each group is to summarize in one paragraph for each document. Then, each group is to write a response to the DBQ.

19.         How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” Give the students summaries of the documents if they are not able to summarize them as a group.

20.         How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” -Look forward or back in History from WWII to describe another time that racism was a problem in the US.

Lesson 5

21. What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . -       The decisions leading up to the development and dropping of the Nuclear bomb -       The pros and cons of dropping the nuclear bomb	Students will be able to . . . -       Formulate a lists of pros and cons and create an opinion though facts that they have found.
What are possible “Good to Know” topics? Manhattan project Hiroshima and Nagasaki	What are possible “Good to Do” topics? Write a letter to the stating your opinion for or against the dropping of the 2nd bomb.
22.How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment -Group Worksheet- 1. What would the cost be for invading Japan?  What would it take to win the war? 2. What was the Manhattan Project and what were the pros and cons to Nuclear experiments? 3. As you read the interview of the bomb survivor write how this makes you feel about the bombing. 4. What can you see happening as result of the nuclear bomb in the United States? -In small groups the students will make a list of 3 ways a nation could protect their interests without war and conflict. They are to choose one of these ideas and create a plan of how the US could use this now with the war in Iraq. Next, the students will have to defend their views in front of the class (as if they were defending them in front of the general defense department). The other students will play the devil’s advocates and try to understand how this plan would really work.	Evidence of Proficiency Students will create their lists/plan of implementation and be able to defend them in the class debate.
Types of Summative Assessments In the end why did Truman decide to drop the atomic bombs on Japan? a) Japan threatened to attack mainland US. b) Japan was becoming too powerful in Southeast Asia c) To save millions of Allied lives, end the war quickly. d) To show the world that the United States had power. -The letter home- this assessment is tied to the letter home in the Lesson Plan 2.	Evidence of Proficiency 80% of the students will answer correctly.

23.         What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students Lecture: with Group Worksheet Truman’s Dilemma: ending the War with Japan 1. What would the cost be for invading Japan?  What would it take to win the war? Manhattan Project (pros and cons lists) 2. What was the Manhattan Project and what were the pros and cons to Nuclear experiments? Dropping the bomb on Hiroshima and Nagasaki (letters from survivors http://www.inicom.com/hibakusha/ ) 3. As you read the interview of the bomb survivor write how this makes you feel about the bombing. Balance of Power and the United States 4. What can you see happening as result of the nuclear bomb in the United States? Next we will split the class into small groups and have them make a list of 3 ways a nation could protect their interests without war and conflict. They are to choose one of these ideas and create a plan of how the US could use this now with the war in Iraq. Next, the students will have to defend their views in front of the class (as if they were defending them in front of the general defense department). The other students will play the devil’s advocates and try to understand how this plan would really work.

24.         How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” Read in Textbook about the bombing of Nagasaki and Hiroshima.

25.         How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” Have the Students research the effects of Radiation poisoning or the effects advances in technology as a result of nuclear development.