Ragghianti 10
Unit Plan: World War II: The United States Experience
Overview and Rationale
Topic: World War II
Course: Advanced American Studies
Grade Level: 11th
Length: Seven 90 minute Instructional Lessons; One 90 minute Unit Test
Overview: This unit focuses on two major SOL categories that focus on the events and outcomes of World War II from the United States perspective. During this era of United States history, the United States increased its presence as a world power and saw a change in the way Americans lived their lives at home in the wake of the Great Depression. To approach these topics, this unit is split into five ninety minute instructional lessons (that can be split into ten forty five minute instructional lessons) with a unit test. The first lesson focuses on the origins of World War I, in particular why the United States became involved and the attack on Pearl Harbor. The second lesson examines how the war played out, with a focus on the turning points of the war. Lesson three looks at the home front, minorities, and a structured academic controversy (SAC) on the use of the atomic bomb. Lesson four then looks at postwar events and a brief overview of the Holocaust. The unit ends with a discussion of what constitutes a “just war” and whether World War II meets the criteria. The unit features a variety of formative and summative assessments and a variety of instructional techniques including interactive lecture, document analysis, and the SAC.
Rationale: World War II marked a turning point not only in the history of the world, but also United States history. In order to highlight the importance of this time in history, it is necessary to approach content in two ways, both from a fact based perspective and an impact based perspective. As a result, the lessons in this unit feature interactive lecture followed by some sort of enrichment activity to allow students to better understand the impact. Interactive lecture is defined as lecture with a great deal of student involvement. For instance, lesson one will first involve a PowerPoint lecture on the origins of World War II and how the United States became involved which will highlight the basic content knowledge outlined in national and county standards. Then, the lesson moves to a deeper look at Pearl Harbor that involves a reading of a 1998 “New York Times” article that includes a first person account of the attacks. This same lesson structured is used in every lesson expect lesson two, which addresses the major battles using a graphic organizer that ask students to determine what the significance of the battle was.
In terms of instructional strategies and appropriateness, this unit teaches content in a way that will maximize student understanding. As before, basic content knowledge will be taught using interactive lecture, which is the most efficient way to deliver large amounts on content. For enrichment activities, primary document analysis is widely used. The Pearl Harbor lesson is somewhat of an inquiry lesson as it allows students to discover what happened at Pearl Harbor and why it was important. The Holocaust Activity also relies on primary documents, including video and text on life during the Holocaust. The atomic bomb provides an excellent opportunity to utilize SAC and allow students to evaluate the appropriateness of an important event in world history.
Equally important to what is taught and how it is taught is how it will be assessed. The unit will end with a Unit Test that will reflect how the unit was taught. This means that questions will address a variety of cognitive levels, and seeing as higher level of cognitive levels are addressed, items on the test will include multiple choice, matching, and either one long or two short essay questions. In addition to this summative assessment, there is a variety of pre and formative assessments. The warm-up question the first day acts as a pre-assessment as it asks students what they already know about World War II. The daily chalk talk activity, which has students write on the board what they found important or interesting in the lesson, acts as an excellent form of formative assessment. The interactive lectures also act as a form of formative assessment. The various homework assignments also act as worthwhile formative assessments. In addition, as it is designed now, this unit only has one quiz, but this can be changed based on student understanding of the content.
Goals, Essential Questions, and Objectives
Goals
1) Students will analyze why the United States abandoned neutrality and became involved in World War II.
2) Students will describe the major battles and turning points of World War II and how they reflected the political and military goals of alliance, resources on hand, and extent of the war.
3) Students will describe how World War II affected the United States on the home front, particular regarding the roles of minorities and women and the impact it had on the Depression.
4) Students will analyze the affects of World War II on a world-wide scale, including the Holocaust and the Geneva Convention.
Essential Questions
1) Why did the United States become involved in World War II?
2) What affect did the United States have in World War II?
3) What factors determined the outcome of World War II on the battlefront?
4) What can we learn from the Holocaust?
5) Was World War II a just war?
Overarching Objectives
1) Students will be able to identify and analyze the reasons for World War II, specifically why the United States became involved in World War II.
2) Students will be able to identify the strategies of the Allies and Axis powers and major battles and describe the importance of the turning points of World War II.
3) Students will be able to describe the changing of the American home front and in the war (minorities).
4) Students will be able to analyze and evaluate the use of the atomic bomb.
5) Students will be able to describe the treatment of prisoners and the Geneva Convention.
6) Students will be able to describe and evaluate the Holocaust.
7) Students will be able to describe the outcomes of WWII.
8) Students will be able to define a just war and analyze whether the United States in World War II constitutes a just war.
SOLs Addressed
Content Objectives
VUS.11 The student will demonstrate knowledge of World War II by
a. Analyzing the causes and events that led to US involvement in the war
b. Describing and locating the major battles and turning points of the war in North Africa, Europe, and the Pacific
c. Describing the role of all-minority military units
d. Examining the Geneva Convention and the treatment of prisoners of war during World War II
e. Analyze the Holocaust, its impact on Jews and other groups, and postwar trial of criminals
VUS.12 The student will demonstrate knowledge of the effects of World War II on the home front by
a. Explaining how the United States mobilized its economic, human, and military resources
b. Describing the contributions of women and minorities to the war effort
c. Explaining the internment of Japanese Americans during the war
d. Describing the role of media and communications in the war effort
VUS.13 The student will demonstrate knowledge of the United States foreign policy since World War II by
a. Describing the outcomes of World War II
Skill Objectives
VUS.1 The student will demonstrate skill for historical and geographic analysis, and responsible citizenship, including the ability to
a. Analyze and interpret primary and secondary source documents to increase understanding of events and life in US history from 1865 to the present
b. Make connections between the past and present
c. Sequence events in US history from 1865 to the present
d. Interpret ideas and events from different historical perspectives
e. Evaluate and debate issues orally and in writing
h. Interpret patriotic slogans and excerpts from notable speeches and documents
i. Identify the costs and benefits of specific choices made including consequences, both intended and unintended, of the decision and how people and nations responded to positive and negative incentives.
Calendar
Intro to WWI and US Involvement / Pearl Harbor / Home Front & Minorities / Japanese Internment / War in Europe
War in the Pacific / Quiz: Battles
SAC: Use of the Atomic Bomb / Holocaust / Outcomes of WWII / Just War
UNIT TEST
NOTE: Lessons are planned as a 90min block, but I take half the time (45 min) each day. This is recommended by my CT and allow for easier planning for Regular American Studies. The Unit Calendar provides
Unit Lessons and Content Outline
- Lesson 1: A War Begins (2 Days)
o Objectives
§ Students will be able to identify the origins of World War II by actively taking notes during interactive lecture. (VUS11.a)
§ Students will be able describe the United States relationship with Britain and how it influenced United States entry into WWII by actively taking notes during interactive lecture and successfully answering Lesson 2’s Warm Up Question. (VUS11.a)
§ Students will be able to describe the events of Pearl Harbor and how it influenced the United States entry into WWII by completing a worksheet on a first-hand account. (VUS11.a, VUS1.a)
o Instructional Strategies
§ Interactive Lecture
§ Document Analysis
o Procedure
§ Day 1
· 1. Warm-Up Question.
o What do you already know about World War II?
· 2. Pass out PowerPoint and review table of contents for binder
· 3. Discuss PowerPoint on the Origins of World War II and US Policies
o Content
§ Rise of Fascism, Hitler, etc
§ German invasion of Poland and WWII beginning
§ Lend-Lease Act
§ Basics of Pearl Harbor
· 4. Chalk Talk
o Students develop a list of words or concepts they learned
§ Day 2
· 1. Warm-Up
o Describe one of the causes for WWII we discussed yesterday.
· 2. Review table of contents for binder
· 3. Pass out document analysis activity
o “Pearl Harbor Diary: A Calm Sunday Abruptly Shattered”- New York Times
o Students complete questions based on articles
o Go over answers
· 4. Chalk Talk
o Homework
§ Day 1: Terms p 741, 763
· Define and explain context and importance
o Day 2: Complete Questions
- Lesson 2: The War at Home (2 Days)
o Objectives
§ Students will be able to analyze WWII propaganda posters by describing examples in a class discussion (VUS12.a,d)
§ Students will be able to describe the changing role of minority groups at home and in the war by completing a graphic organizer during interactive lecture (VUS11.c, VUS12.b,c)
§ Students will be able to describe how the United States supported the war effort by actively taking notes during interactive lecture (VUS12.a)
§ Students will be able to describe the internment of Japanese by completing a case study of “Korematsu v United States”. (VUS12.c)
o Instructional Strategies
§ Interactive Lecture
§ Case Study
o Procedure
§ Day 1
· 1. Warm Up Question
o What were the major reasons the United States became involved in World War II?
· 2. Pass out PowerPoint and review table of contents for binder
· 3. Discuss PowerPoint: The Home Front
o Content
§ War Propaganda Posters
§ Tuskegee Airmen
§ Nisei regiments
§ Navajo Codes
§ Role of Women
§ War Bonds, etc
· 4. Chalk Talk
§ Day 2
· 1. Warm Up Question
o Describe how the role of one group of people changed when the United States entered World War II?
· 2. Review Table of Contents
· 3. Brief Lecture on Japanese Internment
· 4. Activity: “Korematsu v United States”
o Give background
o Read Opinion and Dissenting
o Work in groups to summarize opinions
o Students will write their own opinions
o Discuss
· 5. Chalk Talk
o Homework
§ Day 1: Terms p 774, 801
· Define and explain context and importance
§ Day 2: Complete Opinion
- Lesson 3: The War in the East
o Objectives
§ Students will be able to describe and evaluate the strategies of the Allies and the Axis Powers in WWII by taking notes during introduction to video and the video (VUS11.b)
§ Students will be able to identify the major battles and their implications on the European Front of WWII by completing a graphic organizer in jigsaw groups and successfully passing a quiz with at least 90% proficiency. (VUS11.b)
o Instructional Strategies
§ Graphic Organizer
§ Jigsaw
o Procedure
§ 1. Warm-Up Question
· What were the reasons for interning Japanese Americans?
§ 2. Pass out Graphic Organizer and review table contents for binder
§ 3. General Strategy of War on the European Front
§ 4. Expert Groups of Major Battles
· Battles (Graphic Organizer)
o Dunkirk
o El Alamein
o Dunkirk
o Stalingrad
o Normandy
o Battle of the Bulge
· Complete graphic organizer for assigned battle and present to the class
§ 5. Chalk Talk
o Homework
§ Be sure Graphic Organizer is done
§ Study for Quiz on Major Battles
- Lesson 4: The War in the Pacific
o Objectives
§ Students will be able to describe and evaluate the strategies of the Allies and the Axis Powers in WWII by taking notes during introduction to video and the video from Lesson 3 (VUS11.b)
§ Students will be able to identify the major battles and their implications in the Pacific of WWII by completing a graphic organizer as part of a class simulation and completing a quiz with 90% proficiency. (VUS11.b)
o Instructional Strategies
§ Graphic Organizer
§ Student Simulation
o Procedure
§ 1. Warm Up Question
· What battle in the Eastern Front was the biggest turning point and why?
§ 2. Pass out Graphic Organizer
§ 3. Simulation