Robert BurkeCourse: U.S History Grade: 11th Duration: 7 daysUnit Objectives. Students will be able to identify several important World War II figures and explain theirsignificance in the war.Students will examine several historical documents and newspaper articles during this era thatare relevant to World War II.Students will be able to compare specific cultural and traditional views and aspects of WorldWar II.Students will recognize important historical events such as Pearl Harbor and the bombing ofHiroshima.Unit OverviewMonday 12/3.Invasion of Normandy/Pearl HarborTuesday 12/4: U.S. enacts draft billWednesday 12/5: F.D.R, Hitler, Winston ChurchillThursday 12/6:Quiz/ Film about the Manhattan ProjectFriday 12/7:Concentration Camps/ Hiroshima/ LevittownMonday 12/8: Review SessionUnit EvaluationAuthentic Assessments: 150 pointsTraditional Assessments: 150 PointsHomework: 40 points Test: 100 points Quiz: 50 PointsProject: 100 points Participation/ Extra Credit: 10 pointsMultiple Intelligences:Verbal/Linguistic, Visual/Spatial, Logical, Intrapersonal, InterpersonalTeaching Tool Checklist
Interdisciplinary, Lecture, Technology, Group Activity, Primary Sources, Critical Thinking,Critical Pedagogy of Place, Place Based Education, Discussion, Traditional and AuthenticAssessment
Course: World War IIGrade: 11thDuration: 1 dayLesson Topic: Invasion of Poland/ Pearl HarborTarget Learners: A general education classroom with one student with EBD and a student withAutism Spectrum DisorderKey Concepts: Students will understand why World War II started and what were the influencesof United States involvement in World War II.New York State StandardsKey Idea #1.In what sense was the United States “involved” in World War II before the Pearl Harbor attackand the Congressional declaration of war in December 1941?Key Idea #2.3. German attack on Poland; start of World War II in EuropeNational Council for Social Studies: People, Place, Environment, Individual Development,Global Connections, Civic Ideals and PracticeLong Range Goals.Students will understand people, places and events that were significant in American history.Students will make justifications and in-depth analyses of specific laws and document ofhistorical significance.Short Range Goals.Students will examine the thoughts of views of FDR and his reasons of the United Statesinvolvement into World War II.Students will begin to learn about the impact World War II had on the American population andthe world in generalPerformance/Assessment: The students will be assessed on their homework given to them atthe end of class
Hook:Once students sit down for class, they will watch this video about Pearl Harbor from themilitary channelhttp://military.discovery.com/videos/pearl-harbor-news-live-from-pearl-harbor.htmlLesson:.Students will have a circle discussion about the video and what they already know about PearlHarbor. This is such a significant moment not only in World War II but in American History. Wewill discuss as a class the feelings of America toward the Japanese population after Pearl Harbor..After this discussion, students will compare the feelings and distinctions the Americanpopulation made about Japanese-Americans and what discriminations did they make againstthem, to the way Americans treated the middle-eastern population directly after 9/11.Students will then watch a video on the Invasion of Normandy and understand the significancethis day had during the World War and in American history in general. The students will takedown notes about D-Day which will be useful for their test and quiz.(http://www.history.com/topics/d-day/videos#d-day-invasion-of-normandy)Closure:Students will be handed homework, they will answer questions after reading pages intheir textbookBack-Up Plan- If there is still time left in class, students can ask about Pearl Harbor and D-DayMultiple Intelligences: Verbal/Linguistic, Visual/Spatial, Intrapersonal, And InterpersonalTeaching Tool Checklist:Interdisciplinary, Lecture, Technology, Group Activity, PrimarySources, Critical Thinking, Discussions
Course: World War IIGrade: 11thDuration: 1 dayTarget Learners: A general education classroom with one student with EBD and a student withAutism Spectrum DisorderKey Concepts: Students will understand what most of their roles would be if they were aliveduring World War II after President Roosevelt created the Draft bill. They will understandgender roles, culture and traditions during World War IINew York State StandardsIdea #1.The home front1. Total mobilization of resources2. Rationing3. Role of women4. War bondsIdea #2.United States military recruitment posters, and Rosie the Riveter posters; songs, “God BlessAmerica,” “This is the Army, Mr. Jones,”Long Range Goals.Students will understand specific gender roles during important historical eras.Students will compare and contrast popular culture from previous historical eras to current dayShort Range Goals.Students will take into consideration the impact that American soldiers had during World Wardue to the Draft Bill..Students will give a concise definition of what the home front was like during World War IILearning Cognitive Skills: Students will learn effectively by viewing primary sources such asletters and newspaper articles about the home front, gender roles during World War II and songsthat were popular during this time
Demonstrate Understanding: Students will demonstrate an understanding by discussing thecurriculum after reading a newspaper article with their partnerAssessment: Students will be assessed on their project due next week; the guidelines will behanded to the students today.Hook: http://www.youtube.com/watch?v=Eq2h-J63moohttp://www.youtube.com/watch?v=P8-uF3ro6xc Students will listen to these two songs and relate it to the fact that the U.S was full ofpatriotism towards their country and how almost every citizen was in support of the warLesson:.Students will then examine an article about the home front, the task of winning the war, role ofthe American worker and the plight of Japanese Americans during World War II. Students willread this article in groups and discuss what they see as a sign of patriotism in American culture..Following this assignment, students will watch a clip from the movie “A League of their own”(http://www.youtube.com/watch?v=8LhpYfjGZvw) This movie was about a group of womenwho replaced major league baseball players during their time deployed overseas during WorldWar II. We will then discuss the various opportunities for women while their husbands, fathersor brother were at war..To end class students will write a letter, pretending that they were either male or female duringWorld War II. Explain the conditions and your assignments overseas at war if you are a male,and if you are a female write about your job, family and the home front.Closure: Students will be presented with their project, which will be discussed with furtherdetail the following class.Multiple Intelligences: Verbal, Interpersonal, Intrapersonal, VisualTeaching Tool Checklist: Technology, Group Activity, Primary Sources, Critical Thinking, andDiscussion.
Course: World War IIGrade: 11thDuration: 1 dayTarget Learners:A general education classroom with one student with EBD and a student withAutism Spectrum DisorderKey Concepts- Students will understand the concepts of three leader’s influences on theircountries. (F.D.R, Hitler, Winston Churchill)New York State StandardsKey Idea #1.Take the role of one of the following—a soldier in the Pacific, a Jewish person in Europe, aJapanese-American, or a student in high school. How might the war have affected their lives?Key Idea #2.How could the use of the first atomic bomb be considered a turning point in United Stateshistory? Why World War II is considered a “total war” affecting all aspects of American life?National Council for the Social Studies Standards:Culture, Individual Development and Identity, Production, Distribution and Consumption,Individuals Groups and InstitutionsLong Range Goals.Students will effectively understand the impact important leaders had on their countries.Students will be able to demonstrate a complex comprehension of the subject by explaining theimpact of a dictator for this lesson and future lessons.Short Range Goals.Students will make justifications about the impact Hitler had on the entire world during WorldWar II.Students will make clear indications about the way that Churchill and Roosevelt made toenhance both America and Great BritainDemonstrate Understanding: Students will demonstrate an understanding of the subject byusing this information they learn from the power point and be able to use it on their quiz thefollowing day.
Evaluation/Assessment: Students will be evaluated on their participation and their quiz thefollowing dayHook: We will discuss the student’s projects that are due next Monday before their test thefollowing day. The students will do research about any leader during the World War II, therecountry must be involved in the warLesson:.After this students will view a list of characteristics of three leaders. Without knowing who eachleader is the students will choose who they would vote for. Then I will reveal which leader fiteach characteristic. For example Candidate A consults with astrologists. Hes had two mistresses.He chain smokes and drinks 8 to 10 martinis a day. This was President Roosevelt.Students will view a power point for Franklin D. Roosevelt, slides will be made up about theimpact he had on the American population during WWII, his speech after Pearl Harbor, the NewDeal and the final attack on Germany.The next few slides will be compiled of information about Winston Churchill. These slides haveto do with the characteristics of Churchill as well as the impact he had on Great Britain and therest of the world during World War II. Slides will also have information about his impact whileinvading the beaches of Normandy and his stand against Nazism.The last few slides will be compiled of information on Adolph Hitler. These slides will haveinformation about Mein Kampf his biography, his influence in World War II in Germany and theentire world. Other slides will have information about the Holocaust, concentration camps, theinvasion of Poland and the Nazi government.Closure:Students will have to do some research on their topic for their project and can ask anyquestions they have for their quiz the following day.Extensions: If there is extra time in class, students can ask more questions about the quiz thefollowing day.Homework: Students will work on their projects for homework and study for their quiz the nextdayMultiple Intelligences: Visual/Linguistic, Intrapersonal, And InterpersonalTeaching Tool Checklist: Lecture, Technology, Discussion, Authentic and TraditionalAssessment.
Course: World War IIGrade: 11thDuration: 1 dayLesson Topic: Quiz/ Film about the Manhattan ProjectTarget Learners: A general education classroom with one student with EBD and a student withAutism Spectrum DisorderKey Concepts: Some key concepts of this lesson are to understand the impact of the ManhattanProject on both the Axis and Ally Powers, also use their previous knowledge from previouslesson plans and incorporate them into their quiz answersNew York State StandardsKey Idea #14. The atomic bomba. The Manhattan Project (role of refugees)b. Truman’s decision to use the atomic bombKey Idea #2Atomic bombs against Japan: Hiroshima and Nagasakic. United States occupation of Japan; the “MacArthur constitution”National Council for the Social Studies Standards : Culture, People, Place, Environment,Power, Authority and Governance, Civic Ideals and PracticesLong Range Goals.Students will be able to achieve simple but effective answers for their quiz today from theirnotes and information from the unit thus far.Students will clarify certain distinctions made about certain races, ethnicities and cultures bylearning about other countries besides the United StatesShort Range Goals.Students will understand the impact that the Manhattan Project made on several countries duringthis World War
.Students will make justifications about American power and their reasons as to why they woulddrop the Atomic bomb.Demonstrate Understanding: Students will demonstrate an understanding by using theinformation that they have learned so far and incorporate it into their quiz in the beginning ofclassPerformance/Assessment: Students will be assessed on the quiz in the beginning of class andthe homework given to the students at the end of this classHook.Students will be given some time to review their notes or any other material they have for thequiz prior to taking it. They can also ask any questions about this quizLesson.Students will take everything off their desks and will be handed their quizzes, the quizzes willbe on the three previous lesson plans and the information that they learned about through theirnotes, discussions and power point. After the completion of the quiz, students will watch a film about the Manhattan Project; thisfilm will discuss the United States feelings towards this operation as well as Great Britain’s.Students will develop an understanding of the threat of nuclear warfare and the impact thenuclear bombs had on ending this World War.(http://www.youtube.com/watch?v=xwpgmEvlRpM)Closure:As a class we will only watch half of the video due to time, after this at the end of classstudent’s will be given time to work on their project that was given to them in the beginning ofthe week. Students should have already picked their topic, they will be given time to do researchon their topicExtensions: If there is any time left in class, students may ask questions about the quiz they tookat the beginning of classHomework: Students will hand in a one page rough draft from their project.Multiple Intelligences:Visual/Spatial, Verbal/Linguistic, Intrapersonal, Interpersonal andNaturalistTeaching Tool Checklist: Primary Sources, Critical Thinking, Discussion
Course:World War IIGrade: 11thLesson Topic:Concentration Camps/ Hiroshima/LevittownTarget Learners:A general education classroom with one student with EBD and a student withAutism Spectrum DisorderKey Concepts: Some key concepts are understanding the influence Hitler and other dictators hadon concentration camps during World War II, as well as the reasons why and the effects bombsdropping on Hiroshima and Nagasaki on Japan and the end of World War II. Also students willlook at the effects that Levittown, which is a town within a five mile radius of Wantagh, had onthe soldiers after World War IINew York State Standards:Key Idea #12. Migration and immigrationa. Suburbanization: Levittown’sKey Idea #2.Students should understand the role played by the United States in securing peace: (1) formationof the United Nations, (2) relief and refugee efforts, and (3) economic assistance to war-torneconomies and societies.National Council for the Social Studies Standards: People, Place, Environment, Production,Distribution, Consumption, Science Technology and Society, Global ConnectionsLong Range Goals.Students will take into consideration other countries views politically, economically andculturally while learning about American influence on these countries.Students will observe history from a standpoint that is not glorified as most historians depict itto be for AmericansShort Range Goals.Students will identify the horrors and hardships presented to individuals who were involved inconcentration camps.Students will compare what Levittown was like the immediate year after the World War as towhat it is now
Demonstrate Understanding: Students will demonstrate an understanding of this topic by usingthe information they have in this class and use it in class discussion as well as the test thefollowing MondayPerformance/Assessment: Students will be assessed on the their participation in class and theproject that will be due on Monday, students will have time to work on it in classHook: When students enter the classroom they will watch a movie about Truman’s influence asto why he dropped the bomb and the aftermath of the bombing(http://www.youtube.com/watch?v=t19kvUiHvAE)Lesson:.After watching this video, we will have a discussion about the reasons why Truman dropped thisnuclear bomb on Hiroshima and Nagasaki. We will also discuss the injustices that werepresented to these Japanese people during this time such as the radiation from the bombs andtheir skin diseases and cancers that were direct effects from the bombing. Students willunderstand that this event was one of the major reasons as to why World War II had ended..After discussing this we will watch a video about the concentration camps such as Auschwitz,Buna, Birkenau and Buchenwald and some things that the leaders of these camps performed onthe prisoners. We will then compare this lesson to a book that students are reading in Englishclass called “Night” which is a personal encounter of concentration camps of a man named ElieWiesel and look at an interview between him and Oprah(http://www.oprah.com/omagazine/Oprah-Interviews-Elie-Wiesel)http://www.youtube.com/verify_age?next_url=/watch%3Fv%3Dw5WXIF67J2w).Students will then work with their partners and make a Venn-Diagram comparing andcontrasting the injustices exposed to both people who were a part of concentration camps as wellas the people of Nagasaki and Hiroshima after the bombs hit these areas..Students will then look at an article of Levittown directly after World War II. These towns werebuilt for soldiers after World War II that were struggling to find areas to live. This town stillstands and most of the people who live there are sons, daughters, granddaughters or grandsons ofthe citizens who grew up in this area starting in1947.(http://www.levittownhistoricalsociety.org/history.htm) Students will then make a Venn-Diagram comparing and contrasting Levittown now and back in 1947.Closure: Students will have time to do research on their projects before they hand it in onMondayHomework: Students should finish their project which will be due on MondayMultiple Intelligence: Verbal/linguistic, Visual/Spatial, Interpersonal, Intrapersonal
Teaching Tool Checklist: Lecture, Technology, Group Activity, Primary Sources, CriticalThinking, Discussions, Placed Based
Course: World War IIGrade: 11thDuration: 1 dayLesson Topic: Review SessionTarget Learners: A general education classroom with one student with EBD and a student withAutism Spectrum DisorderKey Concepts: Key concepts in this lesson plan will deal with all of the information that theyhave learned in previous lessons that an incorporate it into their debate about several topics wehave covered throughout this unitNew York State StandardsKey Idea #1.4. The atomic bomba. The Manhattan Project (role of refugees)b. Truman’s decision to use the atomic bomb against Japan: Hiroshima and NagasakiKey Idea #2c. The Nazi Holocaust: United States and world reactionsd. The Nuremberg war crimes trials; later trials of other Nazi criminalsNational Council for the Social Studies Standards: People, Place and Environment,Individual, Development, Identity, Production, Distribution and Consumption, ScienceTechnology and SocietyLong Range Goals.Students will understand the influence of different countries on American actions and power.Students will make distinctions about powerful leaders and their respective countries, and thewhat kind of government and power they presented or enforced on their peopleShort Range Goals.Students will use previous knowledge they learned during this unit and incorporate it into theirdebates.Students will discuss and debate certain important topics we discussed during this unit
Demonstrate Understanding:Students will demonstrate an understanding of this lesson whileusing knowledge about World War II and using it into their debate, this will be effective for theirtest the next dayPerformance/Assessment: Students will be assessed on their project they handed in today andtheir test the following dayHook: Students will hand in their project and after will receive some sort of small reward suchas a piece of candy for their hard work on this projectLesson:. Students will be split into four countries. The United States, Germany, Japan and Great Briain.Each student will debate about important World War II events through the lens of their country.Topics will include the Manhattan Project, the Holocaust, concentration camps, culture of eachcountry, D-day, Hiroshima. Students will debate about these events through the thoughts andactions of their leader. Students are advised to take notes while other countries are speakingbecause this will be useful for their test the following day.Students will then look at each other notes and see if their fellow students have anything thatthey may not have. Students are welcome to share notes with any classmate and ask me anyquestions at any time about the subject.Closure: Students will be handed their quiz back so they can use this to study tonightMultiple Intelligences: Verbal/Linguistic, Visual/Spatial, Interpersonal, IntrapersonalTeaching Tool Checklist: Interdisciplinary, Lecture, Technology, Debate, Discussions, CriticalThinking.
Quiz (worth 50 pointsName:Date:Class: 1. What was started World War II and which country enacted the first attack? When did the United States join this World War and what were the reasons? Who was on the Americans side during World War II? 2. What was the impact that Hitler had on not only Germany but the whole entire world during World War II? Why was he so powerful and what were his beliefs? What certain strategies or procedures did he enforce on people who were Jewish, African American, Homosexual, etc.Rubric- 25 points each 5-10 sentences for each question
25/25- students understand the topic and questions and can make in-depth analysis aboutthe subjects they have learned20/25- students understand the topic, but have some confusing points in their answers.They do not necessarily think outside the box15/25- Students are unsure of the topic, the student does not necessarily use their ownperspectives in the answer.0/25- Students leave the question blank
TestName:Date:Class:DefinitionsDraft Bill-Concentration Camps-Holocaust-Pearl Harbor-Invasion of Normandy-Hiroshima and Nagasaki-Manhattan Project-Levittown’s-Rubric: Each definition will be worth 5 points for a total of 40 points40/40- Students understand each term fully and give an in-depth analysis from what wehave learned during this unit. They relate the definitions to World War II
35/40- Students understand each term to an extent but do not relate their answers to theWorld War II well30/40- Students understand the term vaguely and don’t relate their answers to the WorldWar II25/40-: Students don’t understand the term and do not relate their answer to the WorldWar IIStudents will receive a zero for the term if they leave the term blankShort Answer (15 Points Each) 1. What were the major factors presented to America after Pearl Harbor and what was their attitudes and feelings toward the Japanese population during this time and what did they do to them to prevent them to have contact with American citizens? 2. What were main reasons as to why President Roosevelt enacted the Draft Bill at the start of World War II? Why did this change United States military forever? What influences did Winston Churchill have on Great Britain and the United States government? Each question will be worth 15 points
15/15- Students understand each question fully and give an in-depth analysis from what we have learned during this unit. They relate the question to the World War II 10/15- Students understand each question to an extent but do not relate their answers to the World War II well 5/15- Students understand the question vaguely and don’t relate their answers to the World War II 0/15- Incomplete Essay Question (30 points What was the United States reason to bomb both Hiroshima and Nagasaki at theend of World War II? What significance did the Manhattan Project have for both the Allyand Axis Powers? What injustices were the Japanese people exposed to after the amount ofradiation that filled the land from the nuclear bombs?Rubric- The short essay will be two paragraphs long worth 20 points of the test30/30- Students understand each question fully and give an in-depth analysis from what wehave learned during this unit. They relate the question to the World War II
25/30- Students understand each question to an extent but do not relate their answers tothe World War II well20/30- Students understand the question vaguely and don’t relate their answers to theWorld War II15/30: Students don’t understand the question and do not relate their answer to the WorldWar II
Project-Pick one person from the list below. We will do research as a class and on your own on thisparticular person who was a leader of a country involved inWorld War II . Write a threepage autobiography about this person during their time in the World War II Research theimpacts he or she had on the government and global population during the GreatDepression. Students will also make a power point that includes facts about this person.This will be compiled of 7 slides a video and several pictures of this person.Neville ChamberlainWinston ChurchillCharles de GaulleAdolf HitlerF D RooseveltJoseph StalinHideki TojoHarry Truman