[United States History II Grade 10]
In this unit, students will explore the causes of the rapid growth of American involvement
Foreign affairs in the years leading up to and after World War II.
Table of Contents
Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3
Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p.
Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p.
Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p.
Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p.
Lesson 3 ………………………………………………………………………………………………………………………………………………….… p.
Lesson 3 Resources …………………………………………………………………………………………………………………………………… p.
CEPA Overview…………………………………………………………………………………………………………………………..……………… p.
CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p.
CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p.
CEPA Rubric …………………………………………………………………………………………………………………………………………...… p.
CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.
Stage 1 Desired Results
ESTABLISHED GOALS G
Common Core – Literacy in History/Social Studies
Grades 9-10
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Curriculum Frameworks: US History II
World War II, 1939-1945
USII.14 Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy. (H)
USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan). (H)
1. Fascism in Germany and Italy
2. German rearmament and militarization of the Rhineland
3. Germany’s seizure of Austria and Czechoslovakia and Germany’s invasion of Poland
4. Japan’s invasion of China and the Rape of Nanking
5. Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferences
Seminal Primary Documents to Read:
President Franklin Roosevelt, “Four Freedoms,” speech (1941)
Seminal Primary Documents to Consider:
Justice Robert M. Jackson’s opinion for the Supreme Court in West Virginia State Board of Education v. Barnette (1943) and
Learned Hand’s The Spirit of Liberty (1944)
USII.16 Explain the reasons for the dropping of atom bombs on Japan and their short and long-term effects. (H)
USII.17 Explain important domestic events that took place during the war. (H, E)
1. how war-inspired economic growth ended the Great Depression
2. A. Philip Randolph and the efforts to eliminate employment discrimination
3. the entry of large numbers of women into the workforce
4. the internment of West Coast Japanese-Americans in the U.S. and Canada / Transfer
Students will be able to independently use their learning to...
--Analyze foreign affairs to understand and evaluate past, present, and future American foreign policy decisions.
T
Meaning
UNDERSTANDINGS U
Students will understand that…
U1. In times of economic crisis and political instability, citizens can be swayed by persuasive, dynamic leaders who harness popular discontent and latent patriotism to offer a new version of government and country.
U2. Nations must weigh their immediate and long-term interests when making foreign policy.
U3. Violations of national sovereignty command the attention of the international community and often lead to war.
U4. In times of war, governments can justify unusual control of the public and a diminishing of civil rights with concerns for national security.
U5. International organizations and diplomatic relations among nations are intended to promote international peace and justice.
U6. The United States has taken on an increasingly more powerful role in international affairs in the 20th and 21st century. / ESSENTIAL QUESTIONS
Students will keep considering:
Q1. Can patriotism go too far?
Q2. When should one country become involved in the affairs of another?
Q3. Does protecting national security justify limiting or depriving citizens of their rights?
Q4. What are the implications of winning and losing a war?
Q5. Who should be responsible for maintaining world peace?
Q6. Is it the responsibility and/or the right of the United States to promote its values and interests around the world?
Acquisition
Students will know… K
*The causes of war in Europe in 1939 resulted from the rise of totalitarian dictators in the aftermath of WWI.
*The US initially was neutral with the European conflict, then began to provide supplies and aid to England. The US became directly involved in the war after the Japanese attack at Pearl Harbor on December 7, 1941.
*By 1941, the Axis Powers of Italy, Germany, and Japan had taken control of most of Europe, northern Africa, southeast Asia, and the Pacific Islands.
*To prepare for war against the Axis powers, the United States mobilized armed forces, dramatically increased industrial war production, and began work on the atomic bomb.
*With a boost from the United States, the Allies were able to liberate northern Africa, Italy, France, and the rest of Europe, ending the Holocaust and defeating the Nazi regime in May of 1945.
*In the Pacific, the United States fought a long and costly war against Japan, regaining lost territories and using two atomic bombs to force surrender in August of 1945.
*On the American home front during World War II, the government supported the war effort by encouraging public support through food conservation, bond purchases, and a propaganda campaign.
*In 1942, President Roosevelt issued Executive Order 9066, which called for the internment of those of Japanese heritage living in military zones on the west coast.
*The aftermath of World War II included the creation of the United Nations, increased tensions between the United States and the Soviet Union, and further established the United States as a global superpower.
*Key Terms: dictator, totalitarian, fascism, Adolf Hitler, Joseph Stalin, Benito Mussolini, appeasement, Winston Churchill, Allied Powers, Axis Powers, Hideki Tojo, Franklin D. Roosevelt, cash-and-carry, Lend-Lease Act, Atlantic Charter, Pearl Harbor, mobilize, Rosie the Riveter, Manhattan Project, atomic bomb, Dwight D. Eisenhower, D-Day, Holocaust, Battles of Midway, Okinawa and Iwo Jima, Battle of the Bulge, rationing, propaganda, internment, Yalta Conference, V-E Day, Harry S. Truman, V-J Day, United Nations, Potsdam Conference / Students will be skilled at… S
*reading and taking notes that include the main ideas and key supporting details, and summarizing.
*identifying the intended, persuasive meaning of propaganda
*Write persuasively
*Trace change over time
*Recognize, define and use key vocabulary in context
*Determine cause and effect
*using political maps to identify expansion of territory, location of key battles, political compromise and division
Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
· Historically accurate
· Well-crafted & clear
· Informative & detailed (thorough)
· Insightful & thoughtful
· Mechanically sound
What will the criteria be that is in the rubric—maybe make a few rubrics for breaking it into specific rubrics… / CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)
PT
It is late summer of 1945. You are a US Army General charged with the task of determining what to do with the conquered Axis Powers. It is your task to evaluate the past 20 years of history and to then write a report/prepare a presentation for Congress that carefully explains your proposal for managing relations with the conquered nations of Germany and Japan in the post WWII years.
Your Proposal will have five parts. Parts 1-4 require you to reflect on the past events and connect them to the present situation. Part 5 asks you to apply that knowledge to present and future conflicts from 1945 onward.
Part 1) evaluate the results from the Treaty of Versailles in 1919. (U3)
Part 2) analyze the effectiveness of the implementation of the League of Nations. (U5)
Part 3) explain the cause and course of World War II. (U3)
Part 4) assess the growing tensions with the USSR based on the Potsdam and Yalta Conferences. (U2)
Part 5) requires you to predict possible future international conflicts and then propose any new roles the US should take on in a post-WWII world. You need to specifically address what to do with Japan and Germany and then recommend a plan for how the US should maintain its presence around the globe. (U5, U6)
Goal: inform a Joint Session of Congress of its options and then persuade Congress of the best option you propose.
Role: you are a US General
Audience: Congress, the American public
Situation: It is late August, 1945. While there is much cause for celebration with the recent surrenders of both Germany and Japan, we cannot pause and allow these victories to distract us from the importance of establishing peace treaties and future relations with these defeated nations. Among the top brass in the US military, there is a sense of urgency to get funding for post-War Germany and post-war Japan, to truly ensure that there won't be another war like this again. We harken back to Woodrow Wilson's call for this to be "the war to end all wars" and his proposal for a League of Nations. Unfortunately, many members of Congress are unfamiliar with the recent history from 1919 through the 1930s into the 1940s. It is your job to remind them of the lessons of the past and to inform them on how to do better looking ahead for a more peaceful world.
Product: They have asked you to present to them an analysis of the causes of WWII, and your proposals to prevent such a war from happening again. You will provide a written, persuasive analysis that is accompanied by either a poster or a multimedia presentation that will include relevant visuals (photographs, maps, charts, primary documents, video clips).
Standards for Success: Your visual, written, and oral presentation need to include...
Historical Content:
· address the specific failures and shortcomings of the Treaty of Versailles and the League of Nations
· provide evidence that these failures created the opportunities for violent nationalism to spread in Germany and Japan
· examples of and rationale for American foreign policy shifts from isolationism to intervention
· persuasive written analysis demonstrating strong understanding of the events above.
Visual Support:
· at least two maps showing changing political boundaries as a result of foreign intervention during and after WWII (map must be labeled and have a key)
· at least one visual of relevant world leaders in the 1930s (individuals must be identified, and the location and purpose of meeting explained)
· at least one copy/replica of a primary source document that will support one of the Parts of your Proposal.
OTHER EVIDENCE:
-periodic, informal checks on vocabulary, terminology, maps…content knowledge and understanding (examples: hand signals; 3-2-1 on index cards; concept map; one minute essay; agree/disagree with a statement)
-weekly quizzes on vocabulary, maps, content knowledge
-analysis activities with primary sources, visuals (maps, photos, graphs, etc.)
-in-class essay on the Decision to Drop the Atomic Bomb
-Unit Test
OPTION: As concepts are taught in the different lessons, it might be worth considering having students start building the Parts of the CEPA concurrently. For example, have students complete Part 1 (evaluate the results from the Treaty of Versailles in 1919. (U3)) as the culminating assessment of Lesson 1. Then, it will already be done and the CEPA at the end of the Unit will not be so huge. CEPA Parts 1-4 can all be completed in advance of the end of the unit. Part 5 serves as the culmination and application of knowledge, understanding, and skills from Parts 1-4.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lessons to include:
Lesson 1: The Seeds of World War II. (U1, U3, U4, U5)
· review terms of Treaty of Versailles and social, political, and economic impact on Germany
o Weimar Republic, inflation, discontent
· Analyze the conditions in Europe that led to the rise of totalitarian dictators: Hitler, Mussolini, Stalin
o define key terms: dictatorship, totalitarianism, fascism Rise of Hitler
o primary sources from Facing History: life under Nazi Rule (ex: The Birthday Party), connect to Holocaust
o Map skills: German expansion in Europe; map where and when German forces invaded/annexed;
o Allied response of Appeasement
· Rise of militarism and nationalism in Japan
o Japanese response to Paris Peace Conference, 1919, also planted seeds for empire to combat racism/paternalism from the west
· Compare/Contrast: Creation of Axis Powers: what did Nazi German, Imperial Japan, and Fascist Italy have in common?
Lesson 2: US Foreign Policy Shifts From Isolationism to War. (U2, U6)
· Review and define imperialism, evaluate goals/assets to risk/losses
· Define Isolationism using a Frayer:
o Isolationism, evaluate goals/assets and risks to this policy use primary sources from America First...
o Compare/contrast Imperialism and Isolationism
· timeline: incremental steps of US aid to England (Neutrality Act --> cash-&-carry --> Lend-Lease)
· primary source analysis: FDR's Quarantine Speech: how to persuade the American public this is the right thing?
· causes and effects: Attack on Pearl Harbor
o timeline of Japanese imperialism, US attempts at diplomatic solutions
o In what ways does the attack on Pearl Harbor change American attitudes about the war?
o video clips from Ken Burns, The War--first hand accounts of Pearl Harbor; how did the nation react?
· once the Allies know about the concentration camps, do they have a greater obligation to intervene?
Lesson 3: Mobilization. (U4)
· mobilization and home front; 2 column notes from text
· new roles for women: Propaganda posters targeting women; working; military jobs
· spies among us? Evaluate Executive Order 9066 for Japanese Internment. Korematsu v. US
· Current connections: compare and contrast then and now (Iraq and Afghanistan) regarding the homefront
· winning hearts and minds: propaganda posters Primary Source analysis APPARTS charts on several posters
· evaluate military technology and preparing for battle: soldiers, training, war time technology, Manhattan Project
o Manhattan Project: collaborate with Chemistry teachers about atomic bomb construction/use
Lesson 4: Fighting on Two Fronts
· Evaluate how fronts in Europe and in the Pacific are similar/different
· war in Europe; key battles, D-Day, why did it take so long to invade mainland Europe?
· Squeezing Germany from the East and West: goals for Allies with inevitable German surrender
· Island Hopping, different kind of enemy with Japan--how to end the war?
Lesson 5: Ending the War: Solving one Problem, Starting Another (U2, U5, U6)
· US and England—‘frenemies’ with the USSR: what changed from Yalta to Potsdam
· ending the war in the Pacific: why is this front different from the European front?
· Truman's choices: Operation Olympus v. Manhattan Project
· persuasive essay: the decision to drop the bomb on Japan; weighing Truman's options
· American reconstruction of Germany and Japan: why help to rebuild your enemies? has the lesson been learned?
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTigheUsed with Permission
July 2012
Massachusetts Department of Elementary and Secondary Education