Unit Four: Post World War II

10th Grade Semester Two

Unit Four: Post World War II

Stage 1: Desired Outcomes
Topic / Unit Title: Post WWII
·  Was justice served after World War II ended?
NYS Content Standards
Standard : 2 Key Idea 1
Standard : 2 Key Idea 2
Standard : 2 Key Idea 3
Standard : 2 Key Idea 4 / Common Core Skills
·  RH 1, 2, 3, 4, 5, 6, 7, 8, 9
·  W 1, 3, 4, 9
·  SL 1, 2, 3, 4, 6
·  L 1, 4, 5, 6
Understandings:
·  Assess the effects of the U.S. Occupation of Japan
·  Discuss the goals of the Nuremberg Trials
·  Assess the effectiveness of the United Nations in current crises
·  Nuremberg Trials, United Nations, Security Council, Crimes Against Humanity, War Crimes, Proportionality, Conspiracy, Universal Human Rights, Occupation, The Showa Constitution, Article 9, MacArthur / Essential Questions:
·  How was the U.N different from the League of Nations?
·  Why was an International organization formed?
·  Why were trials held after WWII?
·  Is the U.N. successful in its aims?
·  What is the importance of the Declaration of Human Rights?
·  Have human rights been upheld?
Stage 2: Assessments and Tasks
Common Core Literacy Task
·  Analyze documents such as the Showa Constitution, Universal Declaration of Human Rights, U.N. Charter
·  Write one page editorial that outline the charges and crimes of a specific war criminal. / Performance Task(s) – Other Evidence
·  Determine the guilt of WWII War Criminals from Germany and Japan
·  Determine the appropriate charge and punishment
·  Analyze photographs from UN Occupied Japan to assess the political and economic changes that occurred.
·  Scenarios on the UN: analyze how the UN can resolve modern world conflicts.
Accommodations: Scaffolds and Differentiation
Content / o  Modify primary source texts (variety, complexity, length)
o  Incorporate alternative materials (visual, video, audio, internet)
o  Provide supplementary resources for supports
o  Group with a purpose
Process / o  Model skills, task and/or product
o  Utilize graphic organizers / note taking template
o  Provide individual or group intervention and support
o  Re-enforce vocabulary / concept development
o  Provide choice / variety of activities or tasks
o  Group with a purpose
Product / o  Assign specific, purposeful assessments to individuals or groups
o  Allow students to choose from a variety of assessments
o  Provide scaffolds / supports (outlines, templates, models)
o  Provide extension activities to expand thinking or understanding
o  Group with a purpose
How will students reflect upon and self-assess their learning?
·  Exit Tickets, Answering essential questions (above), Student responses, Literacy Tasks
Stage 3: Learning Plan
Aim: Should nations be held responsible for “war crimes”? OR Did Justice or revenge motivate the war crimes trials? (Case study: Germany or Japan)
·  Identify/define: war crimes, crimes against peace, crimes against humanity, International Military Tribunal, Nuremberg Trials, Tokyo Trial, Nanjing Massacre.
·  Discuss the reasons the Nuremberg Trials were held after WWII ended.
·  Analyze the charges, verdicts, and sentences of the Nuremberg Trials.
·  Evaluate the role and responsibility of other nations in the Holocaust such as Switzerland, France, Britain, and the United States.
·  Evaluate the role and responsibility of the individual in the Holocaust and other examples of genocide.
·  Discuss whether Japan’s actions during WWII constitute war crimes as set forth in Nuremberg: Nanjing Massacre (Dec. 1937-Feb. 1938), enforced prostitution of “comfort women”, medical experiments, treatment of POW’s, POW labor camps, Bataan death march.
·  Analyze the charges, verdicts, and sentences of the International Military Tribunal of the Far East.
·  Compare the extent to which Germany has accepted responsibility for its actions to the extent to which Japan has.
·  Evaluate whether nations have the authority and the responsibility to hold other nations responsible for their actions (Application: Indictment of Slobodan Milosevic for war crimes in June, 1999)
Aim: Did U.S. occupation create social change in japan? OR Did U.S. occupation make Japan an economic superpower? OR Was it wrong for the U.S. to change Japanese culture?
·  Identify/define: occupation, Renunciation of War Article, Diet, Showa Constitution of 1947.
·  Explain how Japan’s loss in WWII led to a desire for change.
·  Explain the major changes brought about by the US occupation of Japan.
·  Identify and discuss the democratic characteristics of the Parliamentary government created in Japan by the U.S. occupation.
·  Analyze the effects of US reforms on Japan and assess the extent to which they change Japan.
·  Compare and contrast the Showa Constitution of 1947 to the Meiji Constitution of 1867.
·  Evaluate the extent to which the United States occupation contributed to Japan becoming an economic superpower.
·  Assess whether or not US occupation resulted in significant social change and benefits for Japan.
Aim: Was World War II a victory for the allies?
·  Assess the casualties and damage of WWII to all sides.
·  Compare casualties in Soviet Union (an Allied power) to those of the Axis powers.
·  Analyze the territorial changes that took place as a result of WWII.
·  Evaluate the extent of the change resulting from the war from the points of view of the victors, the defeated, and the colonial peoples.
·  Hypothesize about how this shift in the “balance of power” will affect the modern world.
·  Evaluate whether WWII was truly a victory for the allies.
·  Suggested documents: geopolitical maps, charts showing relative casualties of the war.
Aim: Can the United Nations handle the problems of the world peace? OR Can the United Nations succeed as it was designed?
·  Identify/define: Security Council, General Assembly
·  Discuss the need for a world peace-keeping organization after WWII.
·  Explain and discuss a chart illustrating the functions and powers of the main parts of the United Nations organization.
·  Explain how the UN is designed to keep peace.
·  Assess how successful the UN has been in achieving its goal. (Case study: Somalia and/or Iraq)
·  Evaluate the potential for success of the Security Council, General Assembly, and one other important agency of the United Nations to promote and enhance world peace.
·  Suggested document: UN Declaration of Human Rights.
Teacher Reflection for Future Planning
·  Analyzing assessments, including exit tickets, exam and essay data, performance tasks, etc.

Regents Thematic Essays

January 2001
Theme: Economic Change
Since the 19th century, industrialization has had positive and negative effects on the lives of workers.
Task: Define the term "industrialization"
• Select one nation you have studied and discuss two specific examples of the ways in which industrialization changed the lives of workers in that nation
• Discuss the response of the workers, reformers, and/or government to these changes
You may use any nation from your study of global history except the United States. Some suggestions you might wish to consider include: Great Britain (19th century), Japan (19th or 20th century), Russia (19th or 20th century), Korea (post-World War 11), and Brazil (20th century).
August 2001
Theme: Change - Turning Points
Political, economic, and social conditions have often led to turning points that have changed the course of history for nations and peoples.
Task: Identify two turning points from your study of global history and for each:
·  Describe the causes and key events that led to the turning point
·  Explain how each turning point changed the course of history for nations and peoples .
You may use any turning point from your study of global history. Do not use the United States in your answer. Some suggestions you might wish to consider include: Neolithic Revolution, the fall of the Roman Empire, Commercial Revolution, the year 1492, French Revolution, the year 1914, Chinese Communist Revolution, the collapse of European imperialism, the fall of the Berlin Wall/collapse of Soviet Union.

Name: ______

Theme: Change - Turning Points

Political, economic, and social conditions have often led to turning points that have changed the course of history for nations and peoples.

Task: Identify ONE turning points from your study of global history and:

·  Describe the causes and key events that led to the turning point

·  Explain how each turning point changed the course of history for nations and peoples .

You may use the following turning points from Global History: Nuremberg Trials, US occupation of Japan after WWII, Creation of the United Nations.

Intro: Background and Thesis

______

Paragraph #1: (Explain the causes and key events that led to the turning point)

______

Paragraph #2: (Explain how the turning point changed the course of history)

______

Rubric / 5: Excellent work. / 3: Acceptable work. / 1: Not Acceptable
TASK / All aspects of the task are addressed evenly and in depth. / Most aspects of the task are addressed; or all aspects are addressed, but somewhat unevenly. / Essay is very uneven and/or addresses only a portion of the task.
EVIDENCE / Richly supports the theme with many (2-4) relevant facts, examples, and details. / Includes some (1-2) relevant facts, examples, and details; may include some inaccuracies. / Includes little or no relevant facts, examples, and/or has many inaccuracies.
ANALYSIS / Clearly demonstrates analysis well beyond description. Rich Analysis: evaluates the impact, change, extent of effectiveness for all aspects of the task. / Demonstrates some analysis but is mostly description. Some Analysis: discusses the impact, change, extent of effectiveness for some of the task. / Demonstrates some description and lacks analysis. Lacks analysis of the impact, change, or extent of effectiveness for all aspects of the task.
ORGANI
ZATION / Intro includes strong historical context with a clear, concise thesis.
Paragraphs start with a clear topic sentence. / Intro includes some historical context with a thesis.
Paragraphs start with a topic sentence. / Intro lacks relevant historical context and lacks a thesis statement.
Paragraphs lack a topic sentence.

Multiple Choice

1 One purpose of the Nuremberg Trials and of the Truth and Reconciliation Commission in South Africa was to

(1) address human rights abuses

(2) support the establishment of democratic governments

(3) establish free trade zones throughout the world

(4) provide encouragement to people behind the Iron Curtain

Base your answers to questions 2 and 3 on the passage below and on your knowledge of social studies.

The privilege of opening the first trial in history for crimes against the peace of the world imposes a grave responsibility. The wrongs which we seek to condemn and punish have been so calculated, so malignant, and so devastating, that civilization cannot tolerate their being ignored, because it cannot survive their being repeated. That four great nations, flushed with victory and stung with injury stay [stop] the hand of vengeance and voluntarily submit their captive enemies to the judgment of the law is one of the most significant tributes that Power has ever paid to Reason.... — Chief Prosecutor Robert H. Jackson, November 21, 1945, Nuremberg

2 The wrongs referred to in this passage include the

(1) occupation of Ethiopia by Italy

(2) invasion of Afghanistan by the Soviet Union

(3) mass murder of Jews and others in concentration camps

(4) deaths of American soldiers during the Bataan Death March

3 The speaker maintains that the guiding principle of the trial will be the

(1) payment of reparations

(2) denial of responsibility

(3) celebration of victory

(4) judgment of the law

4 In studying the United Nations, an example of a secondary source would be

(1) the charter establishing the United Nations

(2) a speech written by the Secretary General for the 50th anniversary of the United Nations

(3) a description in an encyclopedia of the first session of the United Nations Security Council

(4) photographs of the opening ceremonies at the original site of the United Nations

5 The Universal Declaration of Human Rights (1948) and the founding of Amnesty International (1961) are both associated with efforts to recognize and protect the

(1) economic diversity of nations

(2) dignity of individuals

(3) right of each nation to enforce its own laws

(4) balance of power between nations

Base your answer to question 6 on the cartoon below and on your knowledge of social studies.

6 The cartoonist’s point of view is best expressed in which statement about the United Nations?

(1) Its leadership celebrated its 50th successful military campaign.

(2) It engaged in acts of war as a method of peacekeeping.

(3) It succeeded in its diplomatic efforts.

(4) Its military forces received many awards for their actions.