INTRODUCTIONp1cdn4static.sharpschool.com/UserFiles/Servers... · Title INTRODUCTION Date 1 day Performance Objective 1.8.2 – Explain how Pearl Harbor led to the US’s involvement

Title INTRODUCTION Date

1 day

Performance Objective

1.8.2 – Explain how Pearl Harbor led to the US’s involvement in World War II 3.5.1 – Compare different world governments and ideologies (dictatorship, socialism, totalitarianism,

communism, democracy) 1.8.7 – Analyze the significance of individuals in WWII (Franklin Roosevelt, Dwight Eisenhower,

George Patton, Douglas MacArthur, Harry Truman, Eleanor Roosevelt)

Learning Objective

I can use a Venn to compare and contrast the reasons for going to war from the perspective of Europe versus the Pacific and then analyze their motives.

Essential Questions

What are some different models of government in the world? How are they similar/different? What were some events during WWII in which the US played a role? What was the impact of US

involvement in those events? Who were some of the significant individuals in WWII? What was their impact on the war?

Vocabulary Democracy Dictator Fascism Totalitarian

Standards Social Studies: Strand 1: Concept 8: PO4-5 – World War II Strand 2: Concept 8: PO3 – Rise of totalitarianism Strand 3: Concept 5: PO2 – Compare types of governments Strand 4: Concept 1 – Construct, Locate and Interpret with Maps Strand 5: Concept 1 – Foundations of Economics

Reading: Strand 1: Concept 4 – Vocabulary Strand 1: Concept 5 – Fluency Strand 1: Concept 6 – Comprehension Strategies Strand 3: Concept 1 – Expository Text

Writing: Strand 1: Concept 1 – Generate ideas/organizational strategies/time management

Materials Vocab Sheet; Bellwork Sheet; “Why War?: The Pacific Perspective”; “Why War?: The European Perspective”; “How It All Began” p. 3-10; “Reasons for War: Europe vs. Pacific” Venn Wksht.

Lesson Bellwork:

Who was to blame for starting World War II? You may think it is a person or a country, but be sure to explain why you say they are most to blame by giving specific examples.

Introduction:

Hand out Vocab sheets and have students write the definitions for fascism and dictator

Fascism - Government system led by a dictator who has absolute power, suppresses opposition and criticism by force, and promotes aggressive nationalism

Dictator – a ruler who takes absolute power and unrestricted control over a government, without a hereditary right to the position

Explain the icons we will be using for this unit: paradox and ethics. We will be looking at how opposite ideas and beliefs came into conflict in this war. We will also be

looking at ethics: the right and wrong of many of the actions that were taken during this time.

Model & Practice:

Divide the class in half. One half will read about the European perspective while the other reads about the Pacific perspective.

Have them work with a partner from within this group. Read the handouts (“Why War?: The Pacific Perspective” or “Why War?: The European Perspective”) and take notes on their side.

Reconfigure groups so that a Europe is paired with a Pacific.

Complete the Venn diagram section of the worksheet.

Independent Practice:

HMWK: Complete the worksheet.

Agree/Disagree: Statement 1: Japan is more to blame for World War II than Germany is.

Agree/Disagree: Statement 2: World War II could have been avoided.

How did economics help cause the war?

How did prejudice help cause the war?

How did politics help cause the war?

Modification Partnered reading. Choose one of the statements and one of the question on the back to answer.

Unit WORLD WAR II UNIT

Title Leaders Date


3.5.1 – Compare different world governments and ideologies (dictatorship, socialism, totalitarianism, communism, democracy)

1.8.7 – Analyze the significance of individuals in WWII (Franklin Roosevelt, Dwight Eisenhower, George Patton, Douglas MacArthur, Harry Truman, Eleanor Roosevelt)

Learning Objective

I can identify the leaders of the main countries in WWII and their forms of government.

Essential Questions

What are some different models of government in the world? How are they similar/different? What are some factors that affected the US homefront during WWII? How did they make an impact? What were some events during WWII in which the US played a role? What was the impact of US


Vocabulary Communism Democracy Dictator Fascism Totalitarian

Standards Social Studies: Strand 1: Concept 8: PO4-5 – World War II Strand 2: Concept 8: PO3 – Rise of totalitarianism Strand 2: Concept 10 – Contemporary World Strand 3: Concept 5: PO2 – Compare types of governments Strand 4: Concept 1 – Construct, Locate and Interpret with Maps Strand 5: Concept 1 – Foundations of Economics Strand 5: Concept 3 – Macroeconomics



Materials 20th Century CD, Yellow Book, Map Wksht, WWII Chart

Lesson Do Now:

Have students match these leaders with their countries: o Mussolini o Hitler o Stalin o Roosevelt o Tojo

Go over answers and have students self-correct.

Introduction:

Add the government styles for each of the abovementioned leaders. Explain what those mean to the students: dictatorship, communism, democracy, monarchy, etc.

Review causes from yesterday’s chart entry.

Play 20th Century CD, track 8 “Adolf Hitler on German Military Strength”

Model & Practice:

Read aloud together the yellow book: o “The Rise of Hitler” p. 11/12

o “20th Century Monsters: p. 105-109

Continue to fill in chart from previous day [2nd column = Governments and leaders]


HMWK: Complete Map Wksht 123. Color code the countries: red = Allies, Yellow = Axis; Green = neutral.

Modification Reading aloud will help students with lower reading levels. Allow partner work as needed with map-coloring activity.

Integration Reading: The Devil’s Arithmetic and Supplemental Holocaust Studies Activities


Title Pearl harbor Date


1.8.2 – Explain how Pearl Harbor led to the US’s involvement in World War II 1.8.7 – Analyze the significance of individuals in WWII (Franklin Roosevelt, Dwight Eisenhower, George

Patton, Douglas MacArthur, Harry Truman, Eleanor Roosevelt)

Learning Objective

I can cite and explain 3 reasons for the US entering the war.

Essential Questions

What event occurred on Dec. 7, 1941? How did it lead to US involvement in WWII? Who were some of the significant individuals in WWII? What was their impact on the war? What are some events that resulted from WWII? What was their impact?

Vocabulary Allies Axis

Standards Social Studies: Strand 1: Concept 8: PO4-5 – World War II Strand 2: Concept 8: PO3 – Rise of totalitarianism Strand 2: Concept 10 – Contemporary World Strand 3: Concept 2 – Declaring War Strand 4: Concept 1 – Construct, Locate and Interpret with Maps Strand 4: Concept 6 – Geographic Applications


Writing: Strand 1: Concept 1 – Generate ideas/organizational strategies/time management Strand 3: Concept 3 – Functional Writing

Materials 20th Century CD, We Interrupt This Broadcast CD, Tora, Tora, Tora, Yellow book, lined paper

Lesson Do Now:

Answer this question: Does a hostile action always require a hostile response?

Discuss student answers.

Introduction:

Discuss what neutrality means.

Point out that the United States tried to support Great Britain against Axis aggression without actually entering the war.

What finally caused the US to enter the war?

Compare this to how the United States entered World War I.

Listen to 20th Century CD, track 9, “President Franklin Roosevelt Announces Attack on Pearl Harbor”.

Model & Practice:

Show selected 10 minute clip from Tora! Tora! Tora! to show attack.

Listen to We Interrupt This Broadcast CD “Attack on Pearl Harbor”

Read aloud together yellow book p. 123-127 “Pearl Harbor”.


HMWK: Imagine you are someone living in Hawaii at the time of the bombing of Pearl Harbor. You may be a civilian or a member of the military. Describe what you have seen or heard during the day of December 7, 1941. Explain how you feel about the President’s announcement that the US is now entering the war and whether you think

that is a wise action. [3/4 page]

Modification Adapted length for writing assignment as needed. Visual and oral depictions of battle suits varied learning styles.


Title Pearl Harbor Date

1 day


1.8.2 – Explain how Pearl Harbor led to the US’s involvement in World War II 1.8.4 – Explain how factors affected the US homefront during WWII (war bonds, war industry, women

& minorities in workforce, rationing, internment) 1.8.5 – Describe Arizona’s contribution to war efforts (Code Talkers, Ira Hayes, mining, training bases,

internment) 1.8.6 – Summarize the US’s role in these events: D-day, battles in the Pacific, atomic bomb, VE/VJ

day 3.5.1 – Compare different world governments and ideologies (dictatorship, socialism, totalitarianism,

communism, democracy) 1.8.7 – Analyze the significance of individuals in WWII (Franklin Roosevelt, Dwight Eisenhower,

George Patton, Douglas MacArthur, Harry Truman, Eleanor Roosevelt) 2.8.5 – Describe the Holocaust, focusing on racism and intolerance 2.8.8 – Describe events resulting from WWII (Nuremburg Trial, creation of Israel, creation of UN,

Marshall Plan, NATO/Warsaw Pact)

Learning Objective

I can use a T-chart to compare and contrast the reasons Japan and the United states declared war and evaluate whose reasons were stronger.

Essential Questions



Vocabulary Isolationism Pearl Harbor




Materials Vocab Sheet; Bellwork sheet; “Japan’s Perspective: Imperial Rescript on the Declaration of War”; “The US’s Perspective: Address Delivered by President Roosevelt to Congress”;

Lesson Bellwork: Americans were outraged that the attack on Pearl Harbor was a surprise. If the same number

of people were killed, and the same amount of destruction occurred, but it was not a surprise,

would it be just as bad or not? Explain your answer.

Introduction:

Add definitions to Vocab sheet.

Pearl Harbor: site in Hawaii of a December 1941 surprise attack on the US Navy that drew the US into WWII

Play: http://thesoundsofhistory.com/pearlharbor.html

http://thesoundsofhistory.com/pearlharbor.html

Model & Practice:

Show clip of Japanese preparation for war. (Part 1 below).

Read together the play “Pearl Harbor”

Watch: a clip from the following

Pearl Harbor Movie – Attack Scene – Part 1: http://www.youtube.com/watch?v=1e6h9h7ky0E&feature=related

PEARL HARBOR ATTACK SCENE (Unedited) at http://www.youtube.com/watch?v=Sv1niwxQgoY

Pearl Harbor – Attack Scene – Part 2: http://www.youtube.com/watch?v=QnS1vDO-phQ&feature=related

Pearl Harbor – Attack Scene – Part 3: http://www.youtube.com/watch?v=3X6jzVvQ_vM&feature=related

Pearl Harbor – Wishmaster http://www.youtube.com/watch?v=hAxPrftI0mE&feature=fvst

Divide the class in half. One half will read the Japanese Declaration of War while the other will read the US Declaration of War.

After reading, have students match up with someone who read the other part.

Create a T-chart that compares the reasons given for each side in the attack/war.


HMWK: Complete the Wksht.

What is the strongest reason Japan gave for declaring war? What makes it strong?

What is the strongest reason America gave for declaring war? What makes it strong?

If you had been an isolationist (someone who felt the US should stay out of the war), would Franklin Roosevelt’s declaration of war convinced you we should go to war now? Explain.

Modification Partner reading Play re-enactment Select one of the three questions to answer and/or only 4 reasons.


http://www.youtube.com/watch?v=1e6h9h7ky0E&feature=related

http://www.youtube.com/watch?v=Sv1niwxQgoY

http://www.youtube.com/watch?v=hAxPrftI0mE&feature=fvst

Title Battles Date

1 day


1.8.6 – Summarize the US’s role in these events: D-day, battles in the Pacific, atomic bomb, VE/VJ day


Learning Objective

I can compare and contrast the locations, styles, and effects of three different battles of WWII.

Essential Questions

What were some events during WWII in which the US played a role? What was the impact of US involvement in those events?

Who were some of the significant individuals in WWII? What was their impact on the war?

Vocabulary Allies Appeasement Axis




Materials Vocab Sheet; Bellwork sheet; “Battle of Iwo Jima”; “Battle of Britain”; “Battle of Monte Cassino”; “Battle of Okinawa”; “Battle of Berlin”; “\Battle of Anzio”; “Battle of Philippines”; “Battle of Dunkirk”; “Battle of Kasserine Pass”; “Battle of Guadalcanal”; “Battle of the Bulge”; “Battle of Kursk”; “Battle of Midway”; “Battle of D-Day”; “Battle of Stalingrad”; “Battle of Tarawa”; “Battle of Sicily”; “Battle of El Alamein”; Battle fo World War II Wksht

Lesson Bellwork: Yesterday, we read about influences in the Pacific and Influences in Europe that lead the

world into war. Re-evaluate your bellwork answer from yesterday. Do you still agree with your

answer from yesterday or do you have a different opinion now? Explain.

Introduction:


Allies: Great Britain, France, the Soviet Union, and the United States who were allied against Italy, Japan and Germany

Axis: Germany, Italy, and Japan in WWII

Discuss what makes this a world war – the fact that it took place on every single continent except Antarctica

Model & Practice:

Give students a colored card when they walk in the door.

Explain that their job will be to read about three battles, take notes on each of them, and then use a Venn Diagram to compare and contrast them.

Yellow Group = Turning Points: Midway, D-Day, Stalingrad

Red Group = Bulges: Guadalcanal, Bulge, Kursk

Blue Group = From Defeat to Victory: Philippines, Dunkirk, Kasserine Pass

Green Group = Nearing the End: Okinawa, Battle of Berlin, Anzio

Orange Group = Icons of War: Iwo Jima, Battle of Britain, Monte Cassino

Purple Group = First Steps: Tarawa, Sicily, El Alamein

Rotate through three reading stations within your color.

Use the Venn diagram to compare and contrast the three battles. Think about location, strategy, countries involved, effects, etc.


HMWK: Complete Battle of World War II Wksht.

Agree/Disagree: Battles in the Pacific were more difficult than those in Europe or Africa.

Agree/Disagree: Fighting on different continents changed the techniques and styles of the battles.

I found the battle of ______ most interesting because…

All of my battles were related because….

Modification Partner reading. Only complete one agree/disagree and one sentence stem.


Title The Blitz Date

1 day


1.8.4 – Explain how factors affected the US homefront during WWII (war bonds, war industry, women & minorities in workforce, rationing, internment)



Learning Objective

I can compare and contrast the experiences of children during the Blitz after reading primary source accounts and then I can summarize my findings.

Essential Questions

What are some factors that affected the US homefront during WWII? How did they make an impact? What were some events during WWII in which the US played a role? What was the impact of US


Vocabulary Blitz Lend-Lease




Materials Bellwork Sheet; Vocab Sheet; Cardboard boxes with string; 2-pound weights; The Blitz PPT; “Living in Fear” handout; Primary Source Accounts; “The Homefront”; “The Blitz” play

Lesson Bellwork:

We are very fortunate here in America. With the exceptions of the attack on Pearl Harbor (an act of war) and the attacks on 9/11 (a terrorist attack), we have not faced damage and destruction from a foreign power since the War of 1812. Most countries are not that lucky. How do you think Americans would react if we were bombed and attacked in the same way other countries have been? Explain your reasoning.

Introduction:

Add definition to Vocab Sheet.

The Blitz: the targeted night-time bombing of Britain in 1940 and 1941 by the German Luftwaffe

Lend-Lease Act: an act of Congress, passed in 1941, that allowed the US to send war materials and supplies to our Allies during WWII, to be paid back after the war

Be sure you have already asked for volunteers who will be wearing the cardboard boxes to simulate the gas mask boxes that British children were required to wear.

Play the air raid sounds and announcements from the CD.

Review what you covered yesterday with life on the homefront here in America.

Discuss how they think it would be different for children in other countries more directly involved in the war.

Model & Practice:

Read “The Homefront” handout and/or “Living in Fear” p. 16-18

Have students work in groups of three to rotate among the primary source accounts. Read the account and fill out the document analysis/comparison sheet for three accounts.


Rationing game (British): http://www.show.me.uk/hosted/pro/act.htm

HMWK: Complete Map Wksht 6 [Label European countries]

Modification Partner work; different expectations for written work


http://www.show.me.uk/hosted/pro/act.htm

Title D-Day Date




Learning Objective

I can work with a jigsaw group to create and evaluate a plan for the D-Day attack. I can explain the significance of D-Day as a turning point of WWII.

Essential Questions

What were some events during WWII in which the US played a role? What was the impact of US involvement in those events?

Who were some of the significant individuals in WWII? What was their impact on the war?

Vocabulary Allies Axis

Standards Social Studies: Strand 1: Concept 1 – Research Skills for History Strand 1: Concept 8: PO4-5 – World War II Strand 2: Concept 8: PO3 – Rise of totalitarianism Strand 3: Concept 5: PO2 – Compare types of governments Strand 4: Concept 1 – Construct, Locate and Interpret with Maps Strand 4: Concept 6 – Geographic Applications



Objectives Students will memorize the date of D-Day. Students will explain the importance of D-Day as a turning point in WWII.

Materials Yellow Book, We Interrupt This Broadcast CD, lined paper

Lesson Do Now:

Have students define the word D-Day.

Discuss with students what they know about this event.

Introduction:

Listen to We Interrupt This Broadcast CD.

View 10 minute clip from Video.

Model & Practice:

Together read aloud from Yellow Book “Going for D-Day” p. 157-161.

Discuss the tactics used, the subterfuge and secrecy, the leading commanders, the importance as a turning point, etc.


HMWK: Imagine you are a combats soldier who has landed on the beaches of Normandy on June 6, 1944. Write a letter home to a loved

one, describing what it was like. First paragraph should describe combat, second paragraph should describe your feelings about being alive and why you are still glad to be a soldier even in the midst of this horror. [3/4 page]

Modification Adaptations made in length of writing assignment as needed.


Title Navajo Code Talkers Date


1.8.4 – Explain how factors affected the US homefront during WWII (war bonds, war industry, women & minorities in workforce, rationing, internment)

1.8.5 – Describe Arizona’s contribution to war efforts (Code Talkers, Ira Hayes, mining, training bases, internment)

Learning Objective

After reading, watching a video, and completing translation activities, I will evaluate the contributions of the Navajo to the WWII effort.

Essential Questions



Vocabulary Navajo Code Talkers Ira Hayes




Materials Vocab Sheet, Navajo Code Talkers History Channel Video, In Search of History: Navajo Code Talkers Video questions Wksht; Navajo Code Dictionary Copies, Navajo Code Talkers books form library (We the People: Navajo Code Talkers – 940.54 SAN; The Unbreakable Code – FIC HUN); Reading role cards

Lesson Bellwork:

Day One: Throughout our country’s history, minorities have been given chances and opportunities that they didn’t have in times of peace. Why do you think this happens? Is it fair? Explain

Day Two: If you were to create a code language for use by the military today, what would it be like? How would you create it and what would it be based on?

Introduction:

Day One: Add definition to Vocab Sheet.

Navajo Code Talkers: young Navajo men who used their native language to transmit secret communications on the battlefields of WWII

Play YouTube Clip: WWII Navajo Code Talkers (Humanities in a Minute)

http://www.youtube.com/watch?v=omMLFKHKyRQ

Day Two: Add definition to Vocab Sheet.

Ira Hayes: Pima Indian from Arizona who was one of the 6 men who raised the flag on Iwo Jima

Play YouTube Clip: WindTalkers: Part-2

Beginning = swearing in

5:40 = practicing translation

http://www.youtube.com/watch?v=omMLFKHKyRQ

8:13 = whites discuss

http://www.youtube.com/watch?v=znViMzz8GWo

Model & Practice:

Freedom isn’t free – these men, perhaps more than many others, recognized that. They’d had to fight for it all their lives.

Day One: Divide class into sections to read form the book: We the People: Navajo Code Talkers.

Group One: “Speaking the Language” p. 4-6; “The Navajo” p. 16-20

Group Two: “A World at War’ p. 7-10”; “Philip Johnston’s Idea” p. 11-15

Group Three: “Military Training” p. 21-23; “Creating the Code” p. 24-31

Group Four: “One the Battlefield” p. 32-35; “Back Home” p. 36-41

Hand out role cards while reading. Have groups read and summarize the section they read, in order to share it with the class.

Day Two: Show In Search of History: The Navajo Code Talkers from the History Channel.

Students should answer questions basic fact questions from the video while watching.


Day One: Hand out copies of the Navajo code dictionary. Have students write a one- or two-line message that a soldier/general might send about battle. Hand it off to another student to translate.

HMWK: None.

Day Two: Continue with the video.

HMWK: Complete the analysis and evaluation questions on the worksheet as homework.

Why do you think the Navajo volunteered to sign up for the war without even being drafted? What about their culture and ideas helped them make that decision?

The movie states that this is the only code that has never been broken while in use in a war. What are some features of the Navajo language that made it so great to use as a code?

Why is it so ironic that the whites had been trying for more than a hundred years to destroy the Navajo language and make the Navajo speak English?

Why did it take so long for the Navajo to receive recognition for their war-time contributions?

Modification Partner work; assigned role cards for reading


http://www.youtube.com/watch?v=znViMzz8GWo

Title The Homefront Date




Objectives I can read, analyze primary sources, and complete a rationing activity in order to summarize what life was like on the homefront during World War II.

Materials Vocab Sheet; Bellwork Sheet; War Time Rationing Wkshts 1 and 2; Photos of Lockheed Air force Base; “On the Homefront” handout; Lockheed Analysis Sheet; Lockheed PPT

Lesson Bellwork:

In the recent wars we have been involved in, those of us left here at home haven’t had our lives disrupted very much. But the same can’t be said for those in WWII. Life on the home-front was very different during the war. Do you think wartime is harder for the kids or the adults who are left behind at home? Explain.

Introduction:


Rationing: a fixed amount of food or other supplies, especially for soldiers or civilians during a time of war

Model & Practice:

Show the slide show of the Lockheed Base in Burbank, California.

Have students fill out the analysis card.

At Parts One through Three, what do they think they see?

Once you have revealed the truth, have them explain what it really was and what their impression of it were.

Have them read “On the Homefront” p. 11-14.

Discuss what other changes were made in life on the homefront. Be sure they identify rationing as one of them.


Have them work with a partner to complete the Rationing Wksht. Hand out the red and blue ration schedules and use these to determine the number of points they would have to use for various foods.

Rationing Game (British): http://www.show.me.uk/hosted/pro/act.htm

HMWK: Complete Rationing Wksht (Wksht 1 is for those you did not have as students last year; Wksht 2 is for those you already ad as students in 7th grade)

Modification Partner reading; partner assignment; selected items on rationing Wksht if needed


http://www.show.me.uk/hosted/pro/act.htm

Title Island hopping Date

Standards Social Studies: Strand 1: Concept 8: PO4-5 – World War II Strand 2: Concept 8: PO3 – Rise of totalitarianism Strand 2: Concept 10 – Contemporary World Strand 3: Concept 5: PO2 – Compare types of governments Strand 4: Concept 1 – Construct, Locate and Interpret with Maps Strand 4: Concept 6 – Geographic Applications



Objectives I can describe two characteristics of the fighting in the Pacific Theatre. I can define the term “island hopping”.

Materials Yellow Book, Blue Book, Pacific Theater Map Wksht., World Atlas, “A Fight to the Death” OH

Lesson Do Now:

Have students define the word kamikaze.

Why do you think Japanese soldiers would engage in such behavior?

Show and read OH “A Fight to the Death”.

Discuss their answers.

Introduction:

Play 20th Century CD, Track 9, “Allied Invasion of Iwo Jima”

Show Iwo Jima flag-raising picture and discuss its importance.

Model & Practice:

Together, read aloud from Yellow and Blue books: o “The Turning of the Tide” p. 15/16 blue [Midway] o “A Hot Island” p. 147-151 yellow [Guadalcanal] o “Iwo Jima” p. 26 blue o “Okinawa” p. 27 blue

Discuss such things as island hopping campaign, Japanese tactics, refusal to surrender, cost in lives, etc.


HMWK: Complete Map Wksht 11 – Label the Pacific Islands

Modification Reading aloud will help lower-lever readers. No adaptations needed for map exercise.


Title Japanese Internment Date

Day 1 of 3




Objectives I can gather, analyze, and interpret forensic evidence in order to evaluate the impact World War II had on the lives of Japanese Americans living in the United States.

Materials Bellwork sheet; Vocab sheet; “Student Directions”; “Forensic Report”; “Text Message News Alert”; ‘Mystery Solved: Press Release”

Lesson Bellwork:

Prejudices often come out in times of war – even here in America. Why do you think this is?

Introduction:


Internment: being restricted to confined limits and held there until the end of a war

Model & Practice:

Explain the process behind the forensic case and the difference between the notes from the crime scene, police report, and detective’s research.

After they view the items in each of these three areas, they will take notes and fill in each of these areas on the Forensic Report. Match the symbols on the file with the symbols on the report.

Show the slides from the PPT before handing out the individual slides at their table groups where they can look more closely.

Stage 1: Review the Crime Scene Photographs

Stage 2: Review Coroner and Medical Examiner’s Report

Stage 3: Review Detective’s Research

Stage 4: Forensic Analysis

Work on completing the Forensic Report after gathering and analyzing the data from the slides.


HMWK: Text Message News Alert

Depending on Time, you may want to give out and read “Mystery Solved: Press Release” or it may need to wait until the start of class tomorrow.

Modification May work with a partner if needed; Complete select areas of the forensic report



Day 2 of 3




Objectives After reading primary source letters, I can compare and contrast the experiences of children in Japanese internment camps and write my own fictional account.

Materials Bellwork sheet; Vocab sheet; Japanese Internment PPT; Japanese Internment Video; Japanese Internment Letters and Analysis Wksht; lined paper

Lesson Bellwork:

After being sent to the internment camps, some of the Japanese men volunteered to fight in the US army once they were given the chance. If you and your family had been treated this way by your own country and your own government, do you think you would be willing, like these men were, to defend their country? Why or why not?

Introduction:


Executive Order 9066: act passed in February 1942 that allowed for the rounding up of people of Japanese descent and their relocation to centers around the US

If you did not get to it yesterday, read the “Mystery Solved: Press Release” today.

Model & Practice:

Show the images from the Japanese Internment PPT.

Divide students into groups. Hand out Internment Wksht. Depends whether you want them to analyze two or four of the letters.

Hand out letters to each group and let them read the letters.

Use Compare/Contrast Wksht to analyze the letters and the accounts of the children who were interned.


Show final three slides of the PowerPoint.

Explain that now they will need to write their own account. They can either write it as a letter, too, or as a short story.

Read the example, while showing the picture of the booties.

HMWK: Complete Internment Story/Letter

Modification Partner reading. Modified expectations for writing length and style.



Day 3 of 3




Objectives I can evaluate a court case involving the legality of the internment of Japanese Americans and apply it to modern situations.

Materials Bellwork sheet; Vocab sheet; “Section 1: Into the Camp” ; “Section 2: The Actual Case”; “Case 8: Into the Camp”; Manzanar Play; United Streaming Video; Kenji PPT

Lesson Bellwork:

In 1988, the United States government apologized to Japanese Americans for imprisoning them without proof of any wrongdoing. It also paid survivors $20,000 each. Were these actions enough to make up for the actions taken against them during World War II? Explain.

Introduction:

Play Kenji and show lyrics


Tuskegee Airmen: African-American fighter pilots of World War II

Discuss this group as another minority group that also faced discrimination and overcame hardships during the time of WWII. We will talk more about them next week.

Model & Practice:

The Issue: During World War II, the US government required the relocation and internment of Japanese Americans. The issue here was whether the government could hold a group of people based on their race, and not based on actual suspicion of criminal activity.

The Players: Fred Korematsu – convicted of defying the executive order to move to a military area. Argued that he was under no suspicion of illegal activity and was being moved solely because of his ancestry. Hugo Black – Justice who wrote the majority opinion for the court

Read “Section 1: Into the Camp” together as a table group.

Have them answer questions #1-4 on p. 60 together as a table group.

Discuss as a class.

As a class, read “Section 2: The Actual Case – Korematsu vs. The United States, 1944”

Discuss the ruling and the aftermath.

The Ruling: The court upheld Korematsu’s conviction on the basis that protection against espionage (especially in a time of war) outweighs the rights of an individual

The Significance: The internment of Japanese Americans is considered a calamity of justice by many. The US government even paid restitution to survivors of the internment and admitted that the practice was wrong. Ironically, the Supreme Court has never overturned the decision, so the practice is still considered (technically) Constitutional.

Watch United Streaming Video: Japanese Internment Camps - Rights


If time allows, read the Manzanar Play

HMWK: Should the rights of an individual be limited in the government’s fight against terrorism or espionage?

Modification Partner/table reading and answering of questions; modified expectations for written response


Title The Tuskegee Airmen Date




Objectives I can read to find the main idea and supporting details in paragraphs about the Tuskegee Airmen.

Materials Yellow Book, Scratch Paper, Map Wksht., OH Mein Kampf Quotes, 20th Century CD

Lesson Do Now:

Get a Social Studies Book and find the chapter that talks about WWII.

Find a map in that chapter that shows the countries of WWII.

On how many continents did the fighting take place?

Introduction:

Play 20th Century CD, track 8, “British P.M. Neville Chamberlain Signs Non-Aggression Pact With Germany”.

Discuss appeasement and non-aggression ideas prevalent in Europe.

What caused so many to have this feeling/idea?

Model & Practice:

Read in the yellow book the following pages

Treaty of Versailles p. 7

German Unemployment p. 8

Pacifism and Isolationism p. 10

Global Crisis p. 87-89

Begin a 3-column chart.

Economic Issues, Governments and Leaders, Military and Diplomatic Actions.

Work to complete first and third categories, while leaving middle one blank for following day.

Review how World War I contributed to this conflict.

Show OH quotes from Mein Kampf.


HMWK: Complete Map Wksht 6 [Label European countries]

Modification Help with map exercise as needed, providing numbers for more obscure countries.


Title The Bomb Date




Objectives After reading and watching a video, I can write an essay that evaluates the reasons given for dropping the atomic bomb during WWII.

Materials Bellwork sheet; Vocab Sheet; “The Journey of Little Boy”; “Rain of Ruin”; “Were We Right or Wrong”; White Light, Black Rain Video and Worksheet

Lesson Bellwork:

Get a Social Studies Book and find the chapter that talks about WWII.

Find a map in that chapter that shows the countries of WWII.

On how many continents did the fighting take place?

Introduction:

Add definition to Vocab Sheet:

Manhattan Project: Code name for the top-secret project to build the atomic bomb, stationed in Los Alamos, New Mexico

Robert Oppenheimer: physicist who directed the top-secret scientific program to build the atomic bomb during WWII

Model & Practice:

Play “Would You Drop It?” and display lyrics.

Explain that this is a question they will be asked to answer on their test as one of their essays. – Why did the president choose to drop it? And would you have done the same?

Read “The Journey of Little Boy”; “Rain of Ruin”; and “Were We Right or Wrong”


Watch the Video “White Light, Black Rain” and answer questions while viewing.

HMWK: Study Guide

Modification Class reading; selected questions on video worksheet as needed


Title The end: Ve and vj Date

Standards Social Studies: Strand 1: Concept 1 – Research Skills for History Strand 1: Concept 8: PO4-5 – World War II Strand 2: Concept 8: PO3 – Rise of totalitarianism Strand 3: Concept 2 – Declaring War/Treaties Strand 3: Concept 4 - Rights, Responsibilities, Roles of Citizens



Objectives I can describe three effects of WWII.

Materials 20th Century CD, Yellow Book, “Aftermath” OH,

Lesson Do Now:

Have students answer this question: Do you think WWII was worth it? Explain.

Discuss their answers.

Introduction:

Play 20th Century CD, track 11 “Hitler Dead” and “President Harry Truman Announces German Surrender”

Discuss how there are really two ends to the war: the war in Europe and the war in the Pacific, VE and VJ.

Show “Aftermath” OH. Discuss numbers dead, and read quotes.

Model & Practice:

Together read aloud the following pages: o “Peace” p. 182-183 yellow o “VE Day” p. 28 yellow o “Surrender and Aftermath” p. 31 blue

Review the differences in fighting in these two areas, the leaders and types of governments, the turning points, and the effects, etc.


HMWK: Imagine you are a soldier who has survived the whole war. Pick whether you fought in Europe or in the Pacific. The first paragraph should describe what the war has been like for you, the second paragraph should describe your feelings now that the war has ended and what you hope happens for the world and for yourself next.

Modification Adapted length for writing assignments as needed.


Title Unit wrap-up Date

Standards Social Studies: Strand 1: Concept 1 – Research Skills for History Strand 1: Concept 8: PO4-5 – World War II Strand 2: Concept 8: PO3 – Rise of totalitarianism Strand 2: Concept 10 – Contemporary World Strand 3: Concept 2 – Declaring War Strand 3: Concept 4 - Rights, Responsibilities, Roles of Citizens Strand 3: Concept 5: PO2 – Compare types of governments Strand 4: Concept 1 – Construct, Locate and Interpret with Maps Strand 4: Concept 6 – Geographic Applications Strand 5: Concept 1 – Foundations of Economics Strand 5: Concept 3 – Macroeconomics


Writing: Strand 1: Concept 1 – Generate ideas/organizational strategies/time management Strand 3: Concept 2 – Expository Writing Strand 3: Concept 3 – Functional Writing

Objectives Students will evaluate knowledge and understanding of WWII events.

Materials WWII Study Guide, WWII Test, Holocaust Word Search

Lesson Do Now:

Day one: Get out notes and papers that are part of Study Guide. Staple them.

Day Two: Study for 5 minutes. Hand papers in.

Introduction:

Day One: Go over study guide and notes necessary to complete it.

Day Two: Go over questions and format of test.

Model & Practice:

Day One: Students will complete Study Guide. Answers will be reviewed before class period ends.

Day Two: Students will complete test individually.


HMWK: Day One: Study

HMWK: Day Two: Holocaust Word Search

Modification Selected questions on test to be excluded as needed. Testing with Resource teacher as needed.


Documents

INTRODUCTIONp1cdn4static.sharpschool.com/UserFiles/Servers... · Title INTRODUCTION Date 1 day Performance Objective 1.8.2 – Explain how Pearl Harbor led to the US’s involvement