A. TEXTBOOK/COURSE INFORMATION

NAME OF COURSE/GRADE LEVEL: Modern United States History 11 and 12

repeat

DESCRIPTION OF COURSE: This course is designed for 11th grade students. The

curriculum will include vocabulary terms, writing, reading and a project. The unit

will begin with the rise of dictators and end with Post-War America/ The origins of

the Cold-War.

NAME OF THE UNIT: Global Struggles; WWII and its influences.

DESCRIPTION OF THE UNIT: This unit helps students analyze WWII and the

struggles that Americans were put through during war times. The students will be

asked to write a paper about a topic in WWII of their choice with my approval, to

help them understand an aspect of WWII and why it was important. I will also have

the students make vocabulary lists, assign them homework worksheets, and a project

to help them realize the importance of WWII to American society.

TITLE OF TEXTBOOK: The American Vision: Modern Times

NAME OF AUTHORS: Dr. Joyce Appleby, Dr. Alan Brinkley, Dr. Albert S.

Broussard, Dr. James M. McPhereson, and Dr. Donald A. Ritchie.

NAME OF PUBLISHING COMPANY: The McGraw-Hill Company

COPYRIGHT DATE: 2010

READING LEVEL OF TEXTBOOK: 11th Grade reading level

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B. PHILOSOPHY OF READING IN THE CONTENT

STANDARDS:

5.1 Compare and contrast President Franklin D. Roosevelt's world view with that of Germany's Adolf Hitler

5.2 Identify and describe key events that resulted in the United States entry into World War II.

5.3 Identify and describe key leaders and events during World War II.

5.4 Describe Hitler's "final solution" policy and identify the Allied responses to the Holocaust.

5.5 Explain the significance of the Supreme Court cases Korematsu v. United States (1944) and Hirabayashi v. United States (1943), dealing with individual rights and national security during World War II.

5.6 Identify and describe the impact of World War II on American culture and economic life.

IMPORTANCE: This unit is important to 11th grade students because it will help them understand the importance of WWII. It will give them an eye opening experience of how this war has shaped America as it is today. It will also show the students how imperative it is to be involved with world affairs as opposed to being isolationists pertaining to international affairs.

PHILOSOPHY: My philosophy on reading in a history class is that it is essential to the learning experience. The teacher can only convey so much information to the student, the rest of the information is reliant on the student applying themselves to reading the text. If the student really wants to gain the knowledge of the topic in history, they will need to indulge in the reading themselves.

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C. FRY READABILITY Excerpt 1: While Portugal took the lead in searching for a sea route around Africa to Asia in the early 1400’s, Spain funded an expedition by Christopher Columbus, an Italian sea captain, to sail west across the Atlantic Ocean. In August 1492 Columbus and his crew set off in three ships-the Nina, the Pinta, and the Santa Maria. After a harrowing voyage, they landed on present-day San Salvador Island and then explored other islands in the Caribbean. Columbus claimed the new lands for Spain, believing all the time that he was in Asia. When Columbus returned home to Europe with the news (6) 4 1/5 sentence length 160 syllables Excerpt 2: One of the president’s goals for his second term was to provide better housing for the nation’s poor. Eleanor Roosevelt, who had toured poverty-stricken Appalachia and the rural South, strongly urged the president to do something. Roosevelt responded with the National Housing Act, establishing the United States Housing Authority. This organization received $500 million to subsidize loans for builders willing to provide low-cost housing. Roosevelt also sought to help the nation’s tenant farmers. Before being shut down, the AAA had paid farmers to take land out of production. In doing so it had inadvertently hurt tenant farmers. Landowners had expelled (444) 7 3/13 sentence length 180 syllables Excerpt 3: One way to increase international trade was to create regional trade pacts. In 1994 President Clinton convinced the senate to ratify the North American Free Trade Agreement (NAFTA). This agreement joined Canada, the United States, and Mexico in a free-trade zone. With NAFTA in operation, exports of American goods to both Canada and Mexico rose dramatically. From 1993 to 2000, it is estimated that combined exports to those two countries rose from $142 to $290 billion, an increase of 104 percent. Many Americans feared that NAFTA would cause industrial jobs to move to Mexico, where labor costs were lower. Some (795) 6 1/12 125 syllables

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I agree with the reading level of this text completely. It has graded out as a 10th grade reading level, and although this class is aimed at juniors, the slightly younger reading level is probably more beneficial so the students that do not have an 11th grade reading level can still follow along. I must admit I was slightly surprised at the readability level of the text. I thought it would be lower than it actually was. I have read quite a bit of the text when writing this unit plan and I find it very easy to read with very little difficult language. Just from reading this book I would have assumed that it was more of a 9th or 8th grade reading level. The book does a good job of relaying the information to the students in an easy and manageable way to help increase the value of the class in general.

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D. ANNOTATED LIST OF TRADE BOOKS

Beller, Susan Provost. Battling in the Pacific Soldiering in World War II (Soldiers on the

Battlefront). New York: Twenty-First Century Books (CT), 2007.

-This book provides insight to the experiences in World War II battles through soldiers

on the front. This book focuses primarily on the battles in the Pacific. It follows the

battles chronologically to show how they each individually impacted the overall war. It

also provides quotes from soldiers on the front as well as illustrations and statistics for

the reader to really gain insight on what the battlefront was like in the Pacific.

DePaola, Tomie. Why? A 26 Fairmount Avenue Book (26 Fairmont Avenue, the War

Years). New York: Putnam Juvenile, 2007.

-This is another book about life on the home front during WWII. This is about a boy

whose family life is being disrupted by the war efforts. Despite sacrificing and tragedy in

his family, the young boy remains smiling and laughing his way through problems. This

is a good book to demonstrate how people took the challenge of conserving during WWII

on the home front and did the best they could with what they had.

Peck, Richard. On the wings of heroes. New York: Dial Books, 2007.

-This book is about a young man named Davy Bowman who is struggling being raised in

a town during World War II. The war has taken over his Midwestern town, as well as his

family. His brother (Bill) was deployed to fly B-17s in Europe. This is a great story when

discussing life on the home front with the students.

Taylor, Peter Lane, and Christos Nicola. The Secret of Priest's Grotto A Holocaust

Survival Story (Holocaust). Grand Rapids: Kar-Ben, 2007.

-This is a story about a Jewish family that escaped the Nazi invasion of the Ukraine by

escaping through a series of underground caves. This would be a good way to show what

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Jews would do to try and avoid going to the concentration camps. It is also a great

example of how humans can overcome almost anything, something that history has,

unfortunately, repeated multiple times.

Tsuchiya, Yukio. Faithful Elephants A True Story of Animals, People, and War. Boston:

Houghton Mifflin, 1997.

-This is a touching story that is about the elephants at the Tokyo zoo during WWII. The

elephant keeper loved his elephants very much, but he was ordered to kill them so they

would not run a muck throughout the city if the zoo was bombed. This story exhibits the

pain that the Japanese felt due to American bombings and it shows what people from

other cultures had to overcome during WWII.

Trade books in social studies could be used to benefit the learning experience in

almost any unit. For nearly every subject, especially in history courses, there are trade

books that could help the students relate to the situations and stories easier. This

relationship that can be formed due to trade books is the main purpose for using trade

books in a social studies classroom. I believe that trade books will be used less often in

economics, psychology, and sociology. I believe this because these are specific topics

that probably do not have books that really help students relate to the topics covered in

those courses. The problem I would have with using trade books regularly with a US

history class would be that it would become too childish. The juniors and seniors in high

school do not want to be read to like they are in elementary school anymore, maybe a few

times this would be fun, but it is definitely a technique that I would not want to overuse.

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D. LESSON PLANS Lesson Plan to Activate Prior Knowledge

Lesson Plan by: U Robbie McKerr______________ Lesson: U The Rise of Dictators and America in the WorldU Length: _U75 minutes_ Age or Grade Intended: U _11th grade________________

Academic Standards: 5.1 Compare and contrast President Franklin D. Roosevelt's world view with that of Germany's Adolf Hitler

USH.5.2- Identify and describe key events that resulted in the United States entry into World War II

5.3 Identify and describe key leaders and events during World War II

Performance Objectives: The students will be put in pairs to identify the three major dictators listed in chapter 13 section one in Appleby with 100% completion. The students will make a list of facts about the dictator they chose. The groups will then quickly present to the class with 100% of the information presented in the text. The students will be given a homework assignment to complete with 80% accuracy. Assessment: I will assess the students based on their presentations they give to the class from their groups; I will expect the groups to present 100% of the information provided in the book about the dictators. I will also assess the students based on the homework assignment that will be due the next day with 80% accuracy from the students. Advance Preparation:

1. I will need to create the power point that I will be presenting to the class as well as making copies for all the students to use. I will have 3 slides on a page with three empty boxes with lines for note taking purposes.

Procedure: Introduction/Motivation: To get the attention of the students I will ask them if they have ever wanted to rule a country. After the hands go up, I will ask them what they would do with their country concerning what kind of government they would run, what would they do militarily, and where they would want their country to be located. I will then tie this into the beginning topic of dictators of the world after WWI. (Gardner: Intrapersonal)(Bloom: Application)

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Step-by-Step Plan:

1. I will explain the work that I want done regarding the students to take the three dictators listed in the chapter (Hitler, Mussolini, and Stalin) and make a list for all three with reasons they gained power, what sort of government did they endorse, and facts about the individuals.

2. I will then tell the students that they will be working in pairs to help them analyze the dictators more thoroughly. The students will have their books, any previous knowledge they may possess, along with any other resource of books or computers (with my approval) in my room to further their lists. They will create their lists on the large post it notes that I will give each pair to work on.(Gardner: Interpersonal)

3. After roughly 10 minutes of letting the students work, get their attention back to me.

4. Have the students shortly present what they found in order, telling groups to provide any information the group in front of them might have left out.

5. Once all the students have provided what they learned, fill in any gaps that might have been left from their descriptions of the rise of dictators.

6. Next I will begin the second part of the lesson about American Isolationism; I will hand out the power point slides to the students with blank space for them to take notes next to the slides. (Gardner: Verbal Linguistic)

7. Many questions will be asked during the power point presentation to keep the students listening to the presentation

a. What was the committee’s name that studied the belief that arms manufacturers tricked the US into WWI? Answer: Nye Committee. (Bloom: Knowledge)

b. Compare this belief and the war on terror? (Bloom: Comprehension) c. Do you agree with the actions of the government to restrict the people’s

right to travel? Explain yourself. (Bloom: Evaluation) d. What do you think “on a cash-and-carry basis” means? (Bloom:

Knowledge) e. Compare and contrast Isolationism and Internationalism. (Bloom:

Comprehension) f. Compare and contrast President Roosevelt’s world views vs. Adolf

Hitler’s world views. (Bloom’s: Analysis) g. Imagine a world where the United States was still an isolationist country.

What does it look like? Would the United States still be as powerful as it is now? (Bloom: Synthesis)

Closure: Inform the class that the next day they will be going over the how WWII began. Let them know that they will need to bring a pen/pencil and paper tomorrow specifically because there will be a writing activity. Wrap up the class by assigning homework at the end of section one, page 459 #1-4 and 6 in full sentences. Assign reading for the next day of section two to introduce them to the next topic.

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Adaptations/Enrichments For LD students: The working with partners should help them on the first task, while the second task will be easier because the power point slides will be directly in front of them and I will be going over them with the class. For ADHD students: Working with a partner should help the student focus on the assignment and when asking the questions over the PowerPoint to the classes make sure to ask these students frequently to keep them engaged. For students with emotional disabilities: Have this student hand out the power point notes to the class as well as pair them with somebody I know can handle it. For gifted students: Have the gifted students work in pairs and use the computer in the room to find more information on the dictators. When asking questions during the PowerPoint ask these students the upper level Bloom questions. Self-Reflection: Did the students bring up 100% of the information from the text like they were asked to? If they did not, did I fill in the blanks well enough for them? Did the students answer the questions attached to the PowerPoint? Did the questions lead into discussions or were the students not engaged enough to have a discussion? Did the students do the homework well? Did they get the 80% average like I want them to? Did they understand the content at the end of the period? Is there anything that I could have done better to enhance this learning experience for the students?

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Lesson Plan Adapted for Behavior Disorders

Name: Robbie McKerr Lesson: World War II Begins

Length: 70 minutes Grade Intended: 11th grade US History

Academic Standard: 5.2 Identify and describe key events that resulted in the United

States entry into World War II

USH.5.3 Identify and describe key leaders and events during World War II.

Performance Objectives: Students will complete the RAFT activity with 100%

completion/participation.

Students will complete the map of Europe demonstrating they understand the influences

of appeasement with an average of 80%.

Students will identify the policy of appeasement and the Battle of Britain with 75%

accuracy on end of unit exam.

Assessment: Students will be doing a writing-to-learn activity known as RAFT (Role,

Audience, Format, and Topic) to help them understand the plight of the both the British

and German people and they will complete the writing-to-learn activity with 100%

completion. Students will also be given a map with several different areas to color in to

represent that they understand the geography of where the appeasement policy is taking

place with 80% of the information colored in correctly. I expect the students to be able to

find this information in their books to fill in the map, and their grades will be determined

on if they label the different events correctly. Lastly the students will be assessed on the

end of unit exam and will be expected to know the policy of appeasement as well as the

Battle of Britain with 75% of the questions regarding these topics being answered

correctly.

Advanced Preparation:

1. Make copies of the map for students.

2. Write down the RAFT activity on the board and cover with overhead pull down.

3. Find a 15-20 minute introduction video regarding appeasement and other policies.

Will use the Whitko system of Montage to find a video.

4. Provide colored pencils/markers for students to color in maps.

Procedure:

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Introduction:

Students will watch a 15-20 minute video on the Montage system regarding appeasement

and how it influenced Europe into WWII. The video will cover how Hitler violated the

treaty of Versailles by building an army and by calling for the unification of all German

speaking countries. It will cover the Austrian Anschluss, the Munich Conference (where

appeasement really began on the Sudentland of Czechoslovakia), Hitler’s demand of

Danzig, the Nazi-Soviet Pact, the blitzkrieg strategy, the fall of France and the Miracle at

Dunkirk. I will stop the video a few times throughout to make sure the students are

gathering the information the video is providing. (Gardner’s: Visual-Spatial)

Step-by-Step Plan:

1. Once the video is over, ask the students if they have any questions over the video.

Answer any questions the students have, proceeded to ask the following questions

to check if students acquired the knowledge. (Gardner’s: Interpersonal)

a. How was Hitler breaking the Treaty of Versailles? (Bloom’s: Application)

b. Why did Hitler want Austria and the Sudentland? (Bloom’s:

Comprehension)

c. What happened at the Munich Conference? (Bloom’s: Comprehension)

d. Can you propose an alternative to the appeasement policy? (Bloom’s:

Synthesis)

e. Why did the Soviets want to create a non-aggression pact with the

Germans? (Bloom’s: Comprehension)

f. If the British and French lost almost all of its machines at Dunkirk, why

was it called a “miracle”? (Bloom’s: Analysis)

2. When the discussion period is over, move forward to a quick lecture (5 minutes)

on the Battle of Britain. Make sure to emphasize the idea that the Nazi’s believed

they could destroy the British morale by bombing London excessively. Then

explain that this completely backfired because the British people, led by Winston

Churchill, were never going to surrender. (Gardner’s: Verbal-Linguistic)

3. After the short lecture period, begin the writing to learn strategy. The strategy I

will be employing with the class will be the RAFT strategy. I will split the class in

two groups. Half of the class will do the RAFT simulation as a German student

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during WWII writing a letter to their father/mother who is away at the war effort

about the Battle of Britain. The other half of the class will take on the role of a

British student writing a letter to his parents who are involved in the war effort

and describing what things are like at home during the Battle of Britain. I will

have these directions written on the board before class and will reveal them

during this period. I will explain the scenario verbally and they can see it on the

board as well to make the instructions clear. I expect them to write at least two

paragraphs in their letter. Let the students know that this is going to be a five

point writing assignment that as long as they are completed with effort, they will

receive the full five points. (Gardner’s: Intrapersonal/Verbal-Linguistic)

4. At the end of the writing portion of the assignment, I will pull the class together

and ask what each side had to say about the Battle of Britain. I will expect the

German students to say that it is a great thing that they might be able to get

Britain to surrender and the war will end soon. For the British students, I expect

them to write more along the lines of how they will never surrender and that they

support their parents and that they hope they hit the Germans right back. Then we

will compare the two opinions and discuss why each side felt the way they did

about the war and how hard it must have been to be a student of parents in the war

at this time. (Gardner’s: Interpersonal) (Bloom’s: Evaluation)

5. Once the discussion is over, hand out the assignment due the next day. It is a

worksheet over the appeasement policy and then other terms covered in that days

lecture and also found in the book. It is a map that has instructions on it to color in

different items different colors (for example the Sudentland is to be colored in

red). This is a good way for the students to become familiar with the geography of

the countries we will be discussing the rest of the unit. All the questions provided

are very simple and can be answered with an atlas or map. The map will be worth

16 points, 11 points for labeling all the information correctly and 5 points for

neatness/coloring in the correct spots with the correct colors (Gardner’s: Visual-

Spatial) (Bloom’s: Knowledge).

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Closure:

To end the class the students will be reminded that their maps are due the next day. Also

assign the reading for the next day, chapter 13 section 3 pages 466-471. I will explain that

this will be a section on the Holocaust and that we will be going over some new

vocabulary.

Adaptations/Enrichments:

For student with ADHD- For this student it might be best to remind them that when a

video is on that they need to wait to ask their questions until the end. Also when they are

doing their maps make sure you emphasize to these students that they need to be neat and

colored correctly or else points will be taken off for neatness.

For student with Dysgraphia- When writing the RAFT letter give this student graph

paper to write on to help improve their writing neatness. When the map needs to be

labeled also helps them specifically and put boxes on their maps so they know a defined

area in which to write the answers. Do NOT count off for sloppy work with this student.

For student with Language Disorder- For this student try and have an assistant in the

classroom if possible to help them understand the video clearly, if not provide this

student with an outline of the video. The assistant can also help the student with the

RAFT activity to help them put their thoughts down on the paper. Also during class

discussion this student can try and provide any comments to me by writing them and

showing them to me after the discussion. This student should specifically benefit from the

map because they tend to like things graphically organized.

Self-Reflection:

Did the video portrait all the information I wanted to relay to my students? Did it provide

the information in an in depth say so that all the students understood what it was talking

about? Could I possibly find a better video to present to the students? When discussing

the Battle of Britain was there something I could have done better to present the

information to the students? In the RAFT activity, did the students really play the roles

that they were provided? Did they discuss their dispositions they wrote about with the

participation I would like? Did the students understand the map homework assignment?

Was a one day period long enough for all students to complete the assignment? Is there

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anything I could do to improve upon the map activity? Was there a better way to capture

the student’s attention at the beginning of the period?

Sources:

I received the map worksheet from my cooperating teacher and I believe it fit in perfectly

with this lesson.

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Lesson Plan to Introduce Vocabulary

Lesson Plan by: URobbie McKerr U Lesson: __ UThe Holocaust____U

Length: __U75 minutes______ U Grade Level Intended:U __11th grade U.S. History

Academic Standard: USH.5.4- Describe Hitler's "final solution" policy and identify the Allied responses to the Holocaust.

Performance Objectives: The students will complete the vocabulary self awareness chart with 100% completion.

On the end of unit assessment students will identify 8 out of 10 vocabulary terms correctly.

Assessment: I will assess the students based on the information they share with the class from the worksheet. I expect them to present 100% of the information from the vocabulary in the book. I will stop the video to discuss the questions from the video, so the students will be expected to receive an average of 100% on the videos worksheets.

Advance Preparation: Make the vocabulary self-awareness chart and make copies for each student. In addition I will try and find a suitable video relating to the holocaust to show the class as well as making copies of the worksheets for the video. I will also organize a slideshow of the concentration camp that I went to in Dachau Germany.

Procedure:

Introduction/Motivation: While the students walk in the lights will be off and there will be a power point on the projector showing numbers. These numbers will represent many different things, but the numbers will all correlate with a number of people killed in the holocaust on another slide. For example I will put 1.6 million and next to it put the total population of Indianapolis, I will then ask the students what else they think what these numbers could represent (Bloom’s Knowledge), then on the next slide I will put the number of people killed at the Auschwitz extermination camp. This will hopefully help the students relate the atrocities of the holocaust to numbers they can grasp in today’s society and only take about 5 minutes.

Step-by-Step Plan:

1. Once I get the student’s attention, I will hand out the vocabulary self-awareness worksheet for Chapter 13 section 3 and explain to them how it works. I will go through the first word with them, which is Shoah. The students will be working by themselves for 25 minutes. I will walk around the room to assist with any problems the student’s may be having. (Gardner: Intrapersonal).

2. The students will quickly go over what they wrote on the worksheets. I will ask who put +’s for which words, who put \/’s on what words, and who put –‘s for what words. I will ask for some of their examples and some of their personal

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definitions. I will add some additional information on each vocabulary word once the student’s are done presenting what they had. (Bloom’s Comprehension) (Gardner: Interpersonal)

3. Once we have completed going over the vocabulary self-awareness charts, I will have students hand out the worksheets that correlate to the video I will be showing (Gardner: Visual Spatial).

4. After the students hand out the video worksheets, I will play a video of the holocaust on the montage system. Unfortunately I do not have a specific video for this activity, but I will be able to find a video on this topic fairly easily. I would like this video to last roughly 20 minutes, but with the questions and stoppage time I expect this session to last closer to 30 minutes.

5. I will intermittently be stopping the video to ask questions to the students. a. Name 3 concentration/extermination camps during the video. (Bloom:

Knowledge) b. How many people were estimated to be killed during the holocaust?

(Bloom: Knowledge) c. List two different types of people besides Jews that were discriminated

against during the holocaust. Compare and contrast these two groups to each other and explain why they were discriminated against by the Nazi’s? (Bloom: Knowledge and Analysis)

d. What was Hitler’s motivation was behind the holocaust? (Bloom: Knowledge)

e. If you were living in Germany in the 1930’s and 40’s, how would you respond to living in an area with many Jew’s? You would be given more opportunities to succeed economically, but at the same time many of your friends are being rounded up and taken away. How would you feel about this situation? Would you do anything to help your neighbors even with the risk of being punished yourself? (Blooms: Evaluation).

Closure:

Once the video ended, I would finish the last 10-15 minutes with pictures of my trip to Germany last January. I went to the concentration camp at Dachau and I would put the images on a slideshow and talk to the students about how emotional my trip was. Once you set foot in a concentration camp you are never quite the same, and I hope I can convey this emotional trip for me onto my students. With about 2 minutes left in class I will shut off the PowerPoint and inform them on the next day’s lesson. I will let them know that it will be over how America entered the war and different events that pulled the United States into WWII.

Adaptations/Enrichments:

For LD students: For students with LD I will make sure to walk around and help them on the vocabulary self-awareness sheets. I will also make sure to stop the video after the answers have been on the video.

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For ADHD students: For these students I will have to really pay attention to them when filling out the vocabulary self-awareness sheets. When the video starts I will make sure these students answer some of the questions out loud to make sure they are paying attention.

For students with emotional disabilities: This is a very difficult topic to cover for the average student, so first before class even started I would make sure all of these students felt comfortable with the material that will be covered in class. If they choose to stay in class I will have them hand out papers throughout class to keep them engaged.

For gifted students: I will have these students give some of their examples to the class, because they will probably be slightly better than the other students. I will also ask these students to answer the last question on the worksheet out loud, have them answer what they would do if they were in a situation like that.

Self-Reflection:

Once class is finished I will collect the video worksheets and the vocabulary self-awareness worksheets. I will grade each of them out of 10 points. I will ask myself if I believe the students were engaged during the entire class. With a topic like the holocaust it has a major shock factor, I have to make sure that the shock factor at the beginning of class does not ware off throughout the 75 minute period. The way to assess this is by looking to see what the grades were on the both of the assignments. I would like to see the average for both assignments to be 95% considering we will be going over both in class.

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Vocabulary Self-Awareness Chart: The Holocaust

Word + \/ - Example Definition

Examine the vocabulary terms you have written in the first column. Next put a + next to each word you know well and can give an accurate example and definition of. The example and definitions should relate to the Holocaust or WWII in some way. Place a check mark next to any words for which you can put a definition or an example, but not both. Once you have filled out either the example or the definition on your own, look up the opposite one you do not know Place a – next to words that are new to you, then look up the definition and create an example.

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Holocaust Video Worksheet  

1. Name 3 concentration/extermination camps during the video     

2. How many people were estimated to be killed during the holocaust?     3. List two different types of people besides Jews that were discriminated 

against during the holocaust. Compare and contrast these two groups to each other and explain why they were discriminated against by the Nazi’s? 

        

4. What was Hitler’s motivation behind the holocaust?           

5. If you were living in Germany in the 1930’s and 40’s, how would you respond to living in an area highly populated with Jew’s? You would be given more opportunities to succeed economically, but at the same time many of your friends are being rounded up and taken away. How would you feel about this situation regarding your personal morals? Would you do anything to help your neighbors even with the risk of being punished by the Nazi’s yourself? Please answer this question on the back of your paper. 

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Lesson Plan Modified for Intellectual Disability

Lesson Plan by: U Robbie McKerr____U Lesson: UAmerica Enters the War

Length: U75 minutesU Age or Grade Intended: U _11th grade_

Academic Standard: USH.5.2 Identify and describe key events that resulted in the

United States entry into World War II.

Performance Objectives: Students will do the writing to learn activity with 100%

completion.

Students will identify the importance of the Lend-Lease Act on the unit exam with 75%

accuracy.

Assessment: The students will be assessed on their writing to learn strategies. If the

student puts effort into the activity and completes the assignment 100% they will receive

a full 5 points on the assignment. If the student does not complete it, they will receive a

lower score depending on how much they completed. The student’s will also be expected

to indentify the Lend-Lease Act on their end of unit exam with 75% accuracy.

Advanced Preparation:

1. Make handouts for the “what if” scenario over the Lend-Lease Act the United

States employed during WWII

2. Make a individualized “what if” scenario for the student with a mild intellectual

disability

Procedure

Introduction/Hook: Begin class with a very short discussion about the previous day’s lesson on the Holocaust. Ask the students if they remember what it is and who the persecuted people were. Then lead the class into a discussion about if anybody knows what the Lend-Lease act is. If any student thinks they know, let them explain it. If nobody knows, explain that it was an act prior to WWII that FDR enacted to supply any countries that were “vital to the defense of the United States”. I will ask the students what they think that meant prior to WWII beginning (Bloom’s: Analysis). Once we are done discussing this, I will read from an FDR fireside chat trying to gain support for the Lend-Lease Act. I will pull this excerpt up on the projector screen at HUhttp://edsitement.neh.gov/view_lesson_plan.asp?id=769UH so the students can follow along with my reading. The excerpt is as follows: Well, let me give you an illustration: Suppose my neighbor's home catches fire, and I have a length of garden hose 400 or 500 feet away. If he can take my garden hose and connect it up with his hydrant, I may help him to put out his fire. Now, what do I do? I don't say to him before that operation, "Neighbor, my garden hose cost me $15; you have to pay me $15 for it." What is the transaction that goes on? I don't want $15—I want

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my garden hose back after the fire is over. If it goes through the fire all right, intact, without any damage to it, he gives it back to me and thanks me very much for the use of it. But suppose it gets smashed up—holes in it—during the fire; we don't have to have too much formality about it, but I say to him, "I was glad to lend you that hose; I see I can't use it any more, it's all smashed up." He says, "How many feet of it were there?" I tell him, "There were 150 feet of it." He says, "All right, I will replace it." Now, if I get a nice garden hose back, I am in pretty good shape.

In other words, if you lend certain munitions and get the munitions back at the end of the war, if they are intact—haven't been hurt—you are all right; if they have been damaged or have deteriorated or have been lost completely, it seems to me you come out pretty well if you have them replaced by the fellow to whom you have lent them.

I can't go into details; and there is no use asking legal questions about how you would do it . . . .

Once I am done reading this excerpt to the students, I will have the students ask what he was trying to do with the analogy he created about his neighbors house being on fire (Bloom’s: Analysis). I will also ask the students what would happen if the fireside chats he used back then were used to try and motivate the country still today. (Bloom’s: Synthesis). (Gardner’s: Interpersonal, Verbal-Linguistic)

Step-by-Step Plan:

1. Once the discussion about the Lend-Lease Act is over, switch gears by splitting the class into three groups. Have the first group analyze the factors for why some Americans wanted to repeal all the neutrality acts and take a stronger stance against Germany and the Axis. The second group will comprise of an argument for why the Americans should not provide any sort of aid to the European military effort. The third group will create an argument for why America should provide aid to the allies for its own defense against the Fascist governments of the Axis powers. Tell the students that some reasons are on page 475 of their text. (Bloom’s: Evaluation) (Gardner’s: Interpersonal)

2. Once the students have had 5-7 minutes to create a concise argument, have each group present their case to the class. Once the groups are done, explain that each argument was strongly supported by some Americans. The Fight for Freedom Committee was a group dedicated to supporting the Allies militarily and joining the war as soon as possible. The America First Committee was staunchly isolationist that supported staying completely out of European affairs. Lastly the Committee to Defend America by Aiding the Allies pressed for increased American aid to the Allies. (Gardner’s: Verbal-Linguistic)

3. Once each group is done discussing their points, I will bring the Lend-Lease Act back up. I will lecture for only a few short minutes on its importance in aiding Britain during the War effort and some other events and promises that occurred because of its inaction. The act allowed FDR to lend of lease arms to any country considered “vital to the defense of the Untied States”. Make sure to really

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emphasize this point, because it essentially gives the president a great deal of power by letting him determine who is vital to the United States. Make sure the students know that by the end of the program the United States had lent more than $40 billion in weapons, vehicles, and other supplies to the Allied effort. Briefly touch on the Hemispheric Defense Zone, the Atlantic Charter, and the Japanese Embargo that occurred in direct reaction to the Lend-Lease Act. (Gardner’s: Verbal-Linguistic)

a. What are strategic materials? (Bloom’s: Knowledge) b. Do you think the United States is still today the “Great arsenal of

democracy”? (Bloom’s: Analysis) c. How did FDR help Britain while remaining Neutral? (Bloom’s:

Application) d. What was the main purpose of embargoing Japan? (Bloom’s:

Comprehension) 4. When this short lecture is completed, the students will be given a writing to learn

strategy. The strategy will include a “what-if” strategy. I want the students to take either the side of the Fight for Freedom Committee or the America First Committee to support a full out support of military effort or a total isolationist approach. I want them to predict what would have happened in WWII had the United States taken either of these policies. Make sure to hand out the instructions so the students are clear on what the process entails and what questions to answer. The students will have the remaining time to write on their handouts. This will be a five point grade and I will explain that as long as they complete it and provide answers and solid arguments with explanations of their points, they will receive full credit. If the students do not produce a fully completed assignment, they will have points deducted. Let the students know that the assignment will be due at the end of the period. (Bloom’s: Synthesis) (Gardner’s: Verbal-Linguistic)

Conclusion: With roughly two minutes left in class ask students to begin wrapping up their “what-if” scenarios. End class with introducing what will be on the schedule for the next class. Let the students know that the next day they will be discussing Pearl Harbor and how America began mobilizing for WWII.

Adaptations/Modifications: For student with Intellectual Disability: For a student with a mild intellectual disability I will have given them the introduction activity the day before verbally and written so they know that the next day what the main priority was to begin class. This way they can come prepared and possibly give some of their input. I will also reduce the “what-if” writing activity so that they only have to produce the answer to the first point instead of all five to get the full five points worth of credit. I will let this student know privately by both telling their aid (if they have one) and putting it on their handout (I will have to make a specific handout for this student particularly!). On this separate handout I will provide slightly wider areas for the student to write so it is easier for the student to write in the provided space.

Self-Reflection: Did the introduction activity gain their attention? Could I have created a more positive atmosphere that engaged them right from the beginning of

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class? What could be improved about the introduction activity? Did the students enjoy working in their groups? Was 5-7 minutes enough time for them to create a concise yet well articulated argument? Were the presentations helpful for the other students or did I have to provide a lot of assistance to the groups? When the group activity was over, was it a smooth transition into the short lecture? Were the students able to calm down and focus after the group work? Did the Lecture provide them with enough information on the Lend-Lease Act and its importance on the entrance to the war? Could I improve on this short lecture to provide more information to the students? With the writing to learn strategy, did the students really get into the “what-if” scenarios? Could I tweak this activity to help the students benefit more? Did the student with the intellectual disability feel engaged throughout the lesson? Did the writing to learn activity help them or frustrate them? Were the modifications enough to help this student?

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What If Scenario • What if the isolationists (The America First Committee) OR the

European supporters (The Fight for Freedom Committee) had their way in the early onset of WWII?

• What would have been the different outcomes? • What would be different about the world today? • Who would have won the war? • Would the Lend-Lease Act even occurred?

Answer all of these questions in the space provided. You should answer in complete sentences and provide explanations for your reasoning.

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What If Scenario • What if the isolationists (The America First Committee) OR the

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Lesson Plan adapted for Autism

Lesson Plan by: U Robbie McKerr____U Lesson: UMobilizing for War

Length: U75 minutesU Age or Grade Intended: U _11th grade_

Academic Standards: USH.5.6 Identify and describe the impact of World War II on

American culture and economic life.

Performance Objective: The students will analyze the mobilization effort during WWII

and explain its accomplishments in a paper with an 80% average.

Students will identify important topics from the mobilizing effort during the unit exam

with a 75% average.

Assessment: The students will be assessed on their papers at the end of the period on

how well they can explain the accomplishments of the mobilization effort. The students

should be able to list four different factors that helped the Americans be successful with

their final war effort. I expect the students to have an 80% average on this assignment.

The students will also be assessed on their end of unit exam on important topics from this

lesson.

Advanced Preparation:

1. Make PowerPoint on mobilization efforts of the United States in WWII

2. Make a note-taking guide and make copies for entire class

3. Have different visuals prepared for Autistic students.

Procedure:

Introduction/Hook: Begin class with a discussion on if the students remember the

period after 9/11 of patriotism in the United States. Explain to them the intensified

feelings of patriotism during the several months after the devastating attacks on 9/11. It

would be fun to wear the uncle Sam hat I purchased in that period (which looks very

goofy) along with the some pictures of different towns around the United States that

decorated with flags to show their support of America after the attacks. Begin to relate

this discussion to the Pearl Harbor attack by the Japanese and if the students believe that

the same sense of patriotism hit the United States after that shocking attack. Have

students compare the similarities to the two attacks and the differences in how they

affected the American economy and army. (Gardner’s: Verbal-Linguistic, Interpersonal)

(Bloom’s: Knowledge, Analysis)

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Step-by-Step Plan:

1. Hand out the note-taking guides for the students to follow along with. The

underlined words are the ones that will not be provided and the students will be

expected to fill in the blanks.

2. Once the discussion about the comparison of Pearl Harbor and 9/11 is complete,

begin the PowerPoint presentation about the mobilization of war. This

lecture/note taking period will provide information on the conversion of the

economy by the Government by giving companies incentives to switch to war

production, tanks replacing cars, liberty ships/Henry Kaiser, The War Production

Board, building the army up, segregation and discrimination in the military, and

lastly women in the military. (Gardner’s: Visual-Spatial, Verbal-Linguistic).

a. What would you have changed about the economy entering WWII?

(Bloom’s: Synthesis)

b. Would it be better if the government used cost-plus contracts to help

stimulate the economy today instead of the stimulus package? Why or

why not? (Bloom’s: Evaluation)

c. Can the automobile companies in the USA still convert to a war industry

today? (Bloom’s: Knowledge)

d. Do you believe it would have been better to build higher quality ships

opposed to building ships as quickly as possible? Compare the positives

and negatives of both. (Bloom’s: Analysis)

e. What changes could have been made to the WPD to start to make it more

efficient? (Bloom’s: Synthesis)

f. Should the United States have a military draft for the war in the Middle

East? Explain. (Bloom’s: Evaluation)

g. Would have the military functioned better or worse with an interracial

military in WWII? What is your reasoning? (Bloom’s: Analysis)

3. Once the PowerPoint is completed have the students write one page about the

accomplishments of the mobilization effort during WWII. The students will not

be allowed to use their notes and they need to draw on 4 different

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accomplishments/facts about the mobilization for war in the United States prior to

and during WWII. Depending on the length of the PowerPoint presentation may

have to make this a take home assignment or reduce the number of

accomplishment/facts to 2 or 3 for the sake of time. The assignment will be

graded out of 8 points. If the students answered with four different

accomplishments/facts with at least two sentences detailing what happened or

who accomplished something they will receive 8 points, 2 points for each

accomplishment/fact. Try and make it an in class assignment so the students can

truly be assessed on what they learned in class, not on what they took notes over.

(Gardner’s: Intrapersonal/Verbal-Linguistic) (Bloom’s: Comprehension)

Conclusion: To end class have the students turn in their one page written assignment. If

the student does not complete it make sure they come and talk to you why they did not

finish the assignment (time, or a student with a disability may not be able to write as

quickly). Remind the students that the next class period they will be going to the

computer lab to do the Web Quest!

Adaptations/Modifications: Students with Autism- For students with autism I would

make sure to use multiple visual aids during my PowerPoint with both images on the

screen as well as things I can bring in (such as the goofy Uncle Sam hat). I will use these

to keep their attention and make it easier for them to pay attention. I will also make sure

to warn them of the transitions with subtle hints towards them. For example on the

second to last slide of the PowerPoint I will tell the students they will be writing one page

at the end of the PowerPoint and that the assignment will be described once we finish the

PowerPoint. With the knowledge of when transitions are going to occur it should not be

as difficult for the students to transition from different activities.

Self-Reflection: Did the introduction/hook gain the students attention at the beginning of

class? Was there a good variety of students discussing or did a few students dominate the

conversation? Did the parallel to 9/11 help the students relate to the mobilization for

WWII better? Was the transition to the PowerPoint smooth or were students chattier

because of the discussion to start class? Did I do a good job keeping the students engaged

with a variety of questions during the PowerPoint presentation? Did my visual aids

increase the effectiveness of the presentation or did it distract students and hinder the

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effectiveness of providing the content? Did the students have enough time to cover four

different accomplishments/facts with the time remaining after the PowerPoint? Could

have I done a better job explaining what I wanted with the assignment? Were the students

able to complete the task without notes or their books?

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Web Quest

My web quest is a virtual tour of the battles in WWII. This will be a multiple day project where the student’s will be creating a timeline of different battles throughout the war (HBattle of the River PlateH, HBattle of BritainH, HThe Battle of Gazala H, HThe Battle of El AlameinH, HThe Battle of MoscowH, HThe Battle of StalingradH, HThe fall of Hthe Philippines, HThe Battle of KurskH, HThe Battle of BrittanyH, HThe Battle of ArnhemH, HThe Battle of the Bulge H, HThe Battle of BerlinH, HThe Battle of Coral SeaH, HThe Battle of MidwayH, HThe Battle of Guadalcanal H, HThe Battle of Iwo Jima H, HThe Battle of OkinawaH). The students would then present these battles to the class for a couple days, and the students will take notes over the different battles so they have information on all of them for the test. This web quest is essential to the unit plan because it covers all the battles, I will only sparsely be covering battles throughout the rest of the lessons, and this will be the large portion of the battle information.

Here is the link to my web quest: HUhttp://users.manchester.edu/Student/RWMckerr/WebQuest352/index.htmU

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Lesson Plan Adapted for ADHD

Lesson By: Robbie McKerr Lesson: Life on the Home Front (WWII)

Length: 75 minutes Grade Intended: 11th grade US History

Academic Standard: USH.5.6- Identify and describe the impact of World War II on American culture and economic life. (Core Standard) Example: Changes in the workforce, African-Americans in the military, rationing, mobilization of resources, use of media and communications, services available to returning veterans, sacrifice of lives and the effect on families, the G.I. Bill, and technological improvements in agriculture and industry.

5.5 Explain the significance of the Supreme Court cases Korematsu v. United States (1944) and Hirabayashi v. United States (1943), dealing with individual rights and national security during World War II.

Performance Objective: Students will take notes on the handouts with 100% completion. Students will find a primary source, read it, and type a one paragraph summary with 75% accuracy. On the end of unit assessment the students will identify a change in gender roles and at least two changes in minority roles on the home front during WWII with 80% accuracy. Assessment: Students will need to complete notes with 100% accuracy as well as turn in their typed paragraph summary with 75% accuracy on their understanding of their primary source. The 75% will be graded on two objectives needing to be met. The two objectives will be grammar/spelling and clear understanding of the document, each objective being worth 10 points, making the total assignment worth 20 points. Paragraphs will be a minimum of 5 sentences. Advanced Preparation:

1. I will need to organize a note taking sheet as a handout for the students and make copies for all students.

2. Create questions to ask the students/keep them engaged during the lecture. 3. Reserve library/computer lab time so the students can find a primary source and

type a paragraph about it. 4. Find 2-3 legitimate websites for students to find primary sources.

Procedure:

Introduction: I will open with a discussion about how on October 12, 1942, President Franklin D. Roosevelt declared, in one of his fireside chats to the American people, "This whole nation of 130 million men, women and children is becoming one great fighting force." The President made a point of including non-combatant women as part of the "fighting force." Ask the students why this was significant at this point in time to ask for women to help win the war? (Blooms: Knowledge)

I will then relay this conversation to something the students can relate too. I will talk about how on November 8, 2001, President George W. Bush called on ordinary

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Americans "To serve by bettering our communities and, thereby, defy and defeat the terrorists." How was this call on Americans correlated to FDR’s? How was it different? (Blooms: Analysis)(Gardner’s: Interpersonal/Verbal) Step by Step Plan:

1. Once the discussion is over, begin to hand out the note taking guides to the class. Go over it with them to make sure they understand what it is asking. For the four different ethnicities/genders listed, answer the questions at the top of the paper for the appropriate box. Write down the instructions on the board of what is expected while presenting to them orally for reinforcement throughout the lecture. (Gardner: Intrapersonal).

2. Lecture to the students about the home front during WWII, notably the different roles for women and minorities in the country. I will begin with discussing women and their increased role in the work force to support the war efforts. I will then discuss African Americans and how many migrated to the north to try and attain jobs in factories for the war, and how many were accepted more often because of the lack of man-power due to the war. Then the Mexican Americans will be discussed with the class and I will explain the Bracero program for Mexican American farm work. I will also go over the zoot-suit riots with the students so they can grasp the racial tensions on the West coast during the war time. The last group I will discuss is the Japanese Americans. I will explain the relocation program and how the internment camps were set up by discussing the importance of the Supreme Court cases Korematsu v. United States (1944) and Hirabayashi v. United States (1943).

3. Once I have finished with the note taking part of the lesson, I will hand out the instructions for the activity in the computer lab/library. I will write it on the board as well as present it orally to reinforce what I want from the students. I will describe to them what a primary source is, then I will ask them to find one regarding an issue on the home front during WWII and one of the groups we discussed about in class.

4. I will read an example of a primary source to the students. The source will be “Where They Lived, Where They Worked” by Jeanne Wakatsuki. The source will be in the book “Making a Nation” by Jeanne Boydston, Nick Cullather, Jan Ellen Lewis, Michael McGerr, and James Oakes, pages 732-733. I will do this dramatically so the students can get an idea of what it was like living in an internment camp.

5. Once I have described how to locate a primary source to the students as well as read an example of a primary source, I will tell them that I expect a one paragraph summary of the source. I expect it typed, double spaced, and at least five sentences long to ensure they understood what they read.

6. I will take the students to the computer lab/library and let them begin working on their search for a primary source. I will remind the students that they need to have the primary source checked by me before they can move on to typing a paragraph about it.

Closure: I will let the students work on the research for the remainder of the period, but I will continually walk around to make sure they are on task. With one minute until the bell

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rings I will tell students to begin logging off and remind them to give me their paragraphs by the next day’s class with the website attached so I can check the source. I will also inform them that the next class period we will continue discussing life on the home front, but take the discussion in another direction. We will be discussing rationing and sacrifices that the American people had to make to help support the war effort. I will let them know that I expect them to be on their best behavior the next day because we will have special guest speakers coming in to help me with the lesson. Adaptation: ADHD- For students with ADHD I will use both verbal and written directions for the note taking guide and the instructions for the primary source/writing assignment. I will also recommend writing down questions during the lecture part of the class so that I can answer them at the appropriate time, instead of having these students blurt out answers. I will ask these students many of the questions throughout the lecture to keep them engaged as well. Coercion Self-Reflection: Once I have finished the lesson I will ask myself if I believe the students really understand the significance of these changed in American society because of WWII. I will try and assess this by reading the students paragraphs and checking their notes when they turn in their notebooks for grading at the end of the unit. I will ask myself if the primary source assignment could be improved in any way. I will also ask myself if I could organize the note taking guide in an easier way.

For the introduction I got this idea from:

HUhttp://edsitement.neh.gov/view_lesson_plan.asp?id=224U

For the read aloud:

-Boydston, Jeanne, Nick Cullather, Jan E. Lewis, Michael McGerr, and James Oakes.

Making a nation: the United States and its people. Combined ed. Upper Saddle

River, N.J: Prentice Hall, 2002. Print.

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Life on the Home Front

What was it like before

the war?

What was it like

during the war?

Was the

change a + or

a – change?

Women

African

Americans

Mexican

Americans

Japanese

Americans

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Questions for Lecture on Home Front

1. What were some jobs that were stereotypically “for women”? (Knowledge)

2. Let’s compare and contrast the jobs women had prior to the war and the jobs they

began to take during the war. (Comprehension)

3. Why do you think racial tensions between whites and blacks were so high in

Detroit? (Knowledge)

4. What do you suppose would have happened to the United States if the Bracero

program had not been started? (Synthesis)

5. What is a “zoot-suit”? (Knowledge)

6. Give me some examples of why Mexican-Americans would be motivated to join

the military. (Application)

7. Compare and contrast Nazi concentration camps to the Japanese Internment

camps. (Comprehension).

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A Witness to History

1. Go to one of the websites at the bottom of your page and try to locate a primary

source.

-A primary source is a document that was written at the time of the event, for

example you could use a Mexican-American who took place in the zoot-suit

riots, or a woman who took a job in a factory during the war.

2. Once you have found a primary source that relates to the gender/ethnic issues on

the home front during WWII, call Mr. McKerr over to ok it before you begin writing.

3. When Mr. McKerr has checked your source, you will write a one paragraph

summary of it. I want this to be 5 SENTENCES at LEAST! You may write more

than 5 sentences, but no less. Your paragraph should be double spaced with 12 pt

font. Make sure your name is at the top of the page!

4. When you have finished writing your paragraph, print it off and hand it in to Mr.

McKerr before leaving class. If you do not finish your paragraph, it will be tomorrow

at the beginning of class.

-If you need a pass to work on this assignment during your study hall, come

ask for one once class is over.

HUwww.eyewitnesstohistory.comU

HUhttp://www.archives.gov/education/lessons/depression-wwii.htmlU

HUhttp://www.archives.state.al.us/teacher/ww2/lesson3/index.htmlUH (bottom of page)

HUhttp://www.shmoop.com/wwii-home-front/primary-sources.htmlU

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Lesson Plan Modified for Hearing Impairment

Lesson Plan by: U Robbie McKerr____U Lesson: U Daily Life in WWII___

Length: U75 minutesU Age or Grade Intended: U _11th grade_

Academic Standard: USH.5.6 Identify and describe the impact of World War II on

American culture and economic life.

Performance Objectives: Students will complete graphic organizer over the PowerPoint

with 100% completion

Students will be able to identify what rationing, the Office of Price Administration, and

victory gardens are on the unit test with 75% accuracy.

Assessment: Students will be assessed on their graphic organizers to make sure they

were engaged in the lesson. The graphic organizers will be assessed at the end of the unit

when binders are collected. The students will also be assessed on the level of

participation when the group of senior citizens come to speak to the class. Lastly they

will be assessed on how well they can identify key topics of daily life during WWII on

the home front with 75% accuracy.

Advanced Preparation:

1. Make a PowerPoint presentation to present to the class regarding daily life during

WWII.

2. Contact some senior citizens that would be willing to discuss their lives during

WWII. These people probably were children during the war, which means their

daily lives were affected greatly by WWII.

3. Copy of the text from the comic real for hearing impaired student.

Procedure:

Introduction/Hook: To begin the class I will see if the students can recall what the

previous day’s class was about. I will remind them that it was about the different minority

groups that either prospered or suffered during WWII. I will then explain to the students

that there was more going on in the United States during WWII than just minority

tensions. I will show the students the comic real “Der Fuehrer’s Face” by Walt Disney

( HUhttp://www.youtube.com/watch?v=iumEGAUceDg UH). This comic shows Donald Duck in

Nazi Germany and how horrible life is for him on a daily basis. Then at the very end of

the episode Donald Duck wakes up and realized it was all a dream and is in America and

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says “Thank God I am a citizen of the United States of America”. I will show this

because it gives a great example of how Hollywood helped the American morale towards

the war on a daily basis. Things like this were shown every day.

I will lead this clip into a conversation about if the students think the American media

still has a strong influence on our daily lives. I will ask the students if they believe the

media has the power to persuade our thoughts (Bloom’s: Analysis). I will also ask the

students what their opinion is of the media’s emphasis on our current war on Terror

(Bloom’s: Evaluation). (Gardner’s: Visual-Spatial/Verbal-Linguistic)

Step-by-Step Plan:

1. Once the discussion has ended, lead into the PowerPoint over daily life in the

USA during WWII. The PowerPoint will cover Hollywood’s influence during

wartime, wage and price controls, blue points and red points, victory gardens,

scrap drives, and how the federal government paid for the war. I will make sure to

make this visually pleasing and easy for the students to take notes from it.

(Gardner’s: Intrapersonal)

a. Do you think there were film makers that made anti-war films like we see

today? Why or why not? (Bloom’s: Analysis)

b. What do you think the Office of Price Administration did? (Bloom’s:

Knowledge)

c. Can you think of any alternative systems opposed to rationing that might

have helped people in the United States during WWII? (Bloom’s:

Synthesis).

d. Why would the government nick name the personal gardens “victory

gardens”? (Bloom’s: Analysis)

e. How would the government use bonds in the war effort? (Bloom’s:

Application)

2. Once the PowerPoint presentation is over, the last 20 to 30 minutes of class will

be dedicated to a senior citizen that has been arranged to come prior to the class.

The students will have this time to ask questions for the senior citizens to answer

about living during WWII. Unfortunately there are not many surviving veterans of

WWII, which is ok for this scenario though. It is fitting for the students to ask

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questions about life on the home front to these people because they were most

likely children or teens that could relate to what the students lives are like now.

(Gardner’s: Visual-Spatial, Verbal-Linguistic, Interpersonal).

Conclusion: Wrap class up by having the students thank the guest speaker. When the

class is done thanking the guest, inform the students that the next class they will be

discussing how the Allies planned on pushing back the Axis powers. I will assign

Chapter 14 Section 4 to read for the next class period prior to the bell ringing.

Adaptations/Modifications: For student with Hearing Impairment- For a student

with a hearing impairment I would provide the text of the introduction video to them

so they understand what the video is all about. I will also do a PowerPoint

presentation so he/she can read the text off of the screen as well as read my lips to

receive the information. Lastly with the discussion with the guest speakers, the

students will be told about this a day in advance so they are ready for it. It will also all

be discussion based so the student can either read the speaker’s lips or watch the

interpreter while they present.

Self-Reflection: Was the introduction activity a good way to gain the student’s

attention? Could they relate to the cartoon and understand what it is trying to convey?

Was the PowerPoint an effective way to relay the information to the students about

the daily life in the United States during WWII? Could there be another medium to

use while giving this lecture? Lastly with the guest speakers, was there enough

participation within the class? Should I have informed them about the guest speakers

a day prior so they could have questions prepared? Could I improve this activity in

any way? Was there a better way to end the class to transition into the next lesson?

Was the lesson overall effective in relaying the information that I wanted to provide

to the students?

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Name:_________________________

Graphic Organizer

Converting the Economy

Tanks Replace Cars Building Liberty Ships War Production Board

Segregated Army Women Join up Creating an Army

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Lesson Plan Adapted for Learning Disabilities

Name: Robbie McKerr Lesson: Pushing back the Axis

Length: 70 minutes Grade Intended: 11th grade US History

Academic Standard: USH 5.3 Identify and describe key leaders and events during

World War II (Government).

Performance Objectives: Students will take notes on the handouts with 100%

completion.

Students will write a story and discuss their stories of what they imagine D-Day was like

with an 80% average based on creativity and completion.

Students will identify the different key events and key leaders discussed in class on the

end of unit assessment with 80% accuracy.

Assessment: The students will write a story with details about Utah beach, Omaha beach,

or as if they were an American paratrooper with 100% completion and will discuss their

writings with a partner and then the entire class with 100% participation. The stories will

be collected at the end of class and assessed by completion and creativity with an average

of 80%.

Advanced Preparation:

1. Have laptop ready for students with learning disabilities

2. Have a sample of a well written story of d-day landing.

3. Make PowerPoint presentation and lecture notes for students to follow along.

4. Find short video to show about D-Day.

Procedure:

Introduction: Begin the class by discussing what the previous day’s lesson was over. See if the students remember anything about rationing in the United States during WWII or anything about the Office of Price Administration. Then discuss how the United States fought World War II as part of an international coalition. Similarly, the United States sought allies in its war against terrorism. Hold a debate on the following question: Should the United States generally pursue its foreign policy goals by cooperating with other nations, or should it generally act on its own? Ask students to defend their opinion with specific examples from past and current events (Bloom’s: Evaluation). At the end of the debate discuss D-Day and ask if the students know what it is, give a brief definition of what it is for the purpose of the discussion. Ask the students if they believe it would have been successful had the Americans acted alone (Bloom’s: Synthesis)? The most logical answer is no, the purpose of this is to let the students know that the Americans were not

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the only ones who sacrificed soldiers on D-Day, the British and Canadians also had soldiers risk their lives at the invasion of Normandy. At the end of this discussion relate this to the day’s lesson by saying we are going to go into more detail on D-Day and other events that led to the Allies pushing back the Axis powers. (Gardner’s: Interpersonal, Verbal-Linguistic)

Step-by-Step Plan:

1. Once introduction is finished, begin to hand out the lecture notes and open up the PowerPoint presentation. Before beginning the lecture, explain to students that the notes will follow along with the presentation slide by slide. Make sure to reinforce the importance of taking notes because some of the information will be on the unit test.

2. Begin lecturing over the PowerPoint presentation. The bold words on the PowerPoint are the words that will be left blank on the handout to the students, this will help the students know which words to identify and put on their lecture notes. I will make sure to engage the students with this PowerPoint by asking numerous questions. For example:

a. What do you believe the importance of bombing was in the war efforts (Bloom’s: Evaluation)

b. How much is 53 tons? (Bloom’s: Knowledge)(Gardner’s: Logical-Mathematical) Answer is 106,000lbs.

c. Where is Sicily? (Bloom’s: Knowledge) d. What does liberated mean? (Bloom’s: Knowledge) e. Why do you believe the loss of this small island in Southern Italy began a

crisis in the Italian Government? (Bloom’s: Analysis) f. Why did the Nazi’s want the Italians to keep Mussolini in power and

continue the war with the Allied powers? (Bloom’s: Application) g. I would continue to ask questions along these lines throughout the

PowerPoint. 3. Once the lecture is completed, explain the story assignment. Have the instructions

written on the board or the overhead before class so you can explain it both orally and students can read what the task is. I will explain that I want them to imagine they are storming the beaches of Normandy on either Omaha or Utah beach. I want them to describe what they see, and what is happening from start to finish. I want to know how they got over to the beach and what happened when they got off their boat. How were the enemy established on the beach? How did you and your fellow soldiers react to it? I want the students to be very creative with this. The students will have to write at least one page about their story of D-Day. After I have given instructions I will present an example of a good D-Day story to the class so they have an idea of what I am looking for. Once the students have finished writing their stories, if there is time remaining, I want them to discuss with a partner sitting next to them what their story was about. They need to either read their story directly to them or describe the events and sights of their story. Then if there is still time remaining I will have students who are willing to share

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their stories with the entire class do so. (Gardner’s: Verbal Linguistic/Interpersonal/Visual-Spatial) (Bloom’s: Synthesis)

Closure: To end the class I will collect the stories from the students. I will remind them that the next day we will discuss the plan of attack in the Pacific. We will be discussing the strategy of Island-Hopping that was employed and how effective it was against the Japanese Empire. I will lastly remind them to read pages 513-515 in their books for the next class period.

Adaptations:

Dyslexia LD- Provide this student with a laptop for the writing assignment so they do not have to struggle with spelling and grammar as much in their story. I will also make sure to provide this student with lecture notes that are completely filled in so they do not have to stress about finding the word that is left out.

Non-Verbal LD- For this student I will have to be very clear with my instructions, possibly even going over to the student after I have presented to the class to ensure they understood the instructions. I will also try to give this student a heads up if I am going to call on them during the lecture questions so they have a better idea and are not taken by surprise.

Dyspraxia LD- This student will be provided ear plugs during the writing session so they are not as easily distracted by outside noises. I will also alert this student 3 minutes prior to the bell ringing so he/she is aware that the commotion is going to happen. I will also have to manage the class well during the introduction period so it does not get too loud for this student.

Self-Reflection:

Once I have finished the lesson I will ask myself if I believe the students have a real understanding of significance of D-Day and how it changed the war. Do they know how D-Day was planned? Do they know who the key figures were in deciding the strategy to invade France? I will assess this partially through their stories, but also through the class discussion. Are the students participating and engaged with the questions? Did the students receive the instructions for the D-Day story well or is there something I should have explained better? I will lastly look at the lecture notes provided to the students to see if they were beneficial or if there is a way that could have kept the students engaged better and still gotten the notes.

The introduction came from HUhttp://www.pbs.org/wgbh/amex/dday/tguide/index.htmlU

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Example of Good D-Day Story

It was still dark out when we set off for Omaha Beach. Everyone has been very

nervous and quiet for the past couple of days, we all knew the invasion was happening

soon but we were not sure exactly when. Then on June 6th, 1944 we got the call from

General Eisenhower to leave for Normandy. I thought we would be on the boat for

awhile, but it was only a couple of minutes. Once we arrived at the beach there was

gunfire everywhere, I couldn’t see exactly what was going on because all the men in my

platoon were standing in front of me. As soon as the gate fell on our boat, which was the

signal for us to begin our invasion, I saw my comrades get mowed down. I couldn’t

believe there were so many Nazi’s on the beach. All I could see was the red water,

soaked in my fellow Americans blood, and bullets whizzing by me. I got into the water as

quickly as possible, giving the Germans a more difficult target to hit. As I swam to shore,

I had to avoid hundreds of bodies floating in the water. It was the single most horrific

scene I had ever witnessed in my life. I wanted to stop and help some of the men

screaming in pain, but I remember my commander drilling me with instructions for this

day, and I could not let down my country. I moved forward and met up with my platoon.

Once we had gotten together we found a location under a sand dune where we posted up

and began to return fire on the German pill-boxes. I knocked out a couple of machine

gunners while men kept getting killed all around me. I stayed calm through the 4 hours of

hell that ensued, and thankfully remained alive and in good condition, physically at least.

Mentally I was exhausted, but there was no time for rest, my commander insisted that we

move ahead to meet with American paratroopers like the General wanted us to.

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Lesson Plan Modified for Gifted and Talented

Name: Robbie McKerr Lesson: Island Hopping in the Pacific

Length: 70 minutes Grade Intended: 11th grade US History

Academic Standards: USH.5.3 Identify and describe key leaders and events during

World War II.

Performance Objectives: In pairs, students will complete the worksheet on the island

hopping strategy with 100% completion.

Students will create a post-card written as a soldier in the Pacific with an average of 80%

based on the rubric.

Students will be able to describe the island-hopping plan in the unit test with 80%

accuracy.

Assessment: The students will be assessed on the participation during discussion/lecture

and will be expected to have 100% participation. The students will also be assessed on

their worksheets that will be completed in pairs with 100% completion. Lastly the

students will be assessed on the post-cards created by students written as if they are a

soldier in the Pacific with an average of 80% based on the rubric which stresses

creativity, relation to content, and how well the post-card flows.

Advanced Preparation:

1. Make lecture notes for the students to follow along during my lecture on the

Pacific.

2. Create worksheet and make copies for students to work on in pairs.

3. Make sure to provide students with 4x6 note cards and markers/colored pencils

for the post card activity.

Procedure:

Introduction: To refresh the student’s memory from a few days prior, I will remind them

about the war in the Pacific and how it was going in 1943. I will remind them that the

U.S. victory over the Japanese Navy at Midway succeeded in stopping the Axis

advancement in the Pacific (this was covered earlier in the Web Quest). I will then begin

the discussion on the island hopping strategy. To gain their attention I will play a short 5

minute clip from episode seven of the film The War by Ken Burns. The clip I will show

will demonstrate how the Japanese were preparing for a land invasion from the United

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States by training men, women, and children how to defend themselves if the invasion

did occur. I will have to explain that this clip exemplifies the spirit of the Japanese in

battle and how they were willing to fight to the death rather than submit to their enemies.

(Gardner’s Visual-Spatial)

Step-by-Step Plan

1. Once the introduction activity is completed, hand out the lecture notes to students.

Put a copy on the overhead or projection screen so the students can follow along

with you as you fill in the information. Go through the notes with them and create

class discussion with some of the higher level blooms questions (Gardner’s:

Verbal-Linguistic).

a. When going through lecture, go on HUwww.glencoe.comUH to the teacher

section and show the three minute clip going through the battles in the

pacific (Gardner’s: Visual-Spatial).

2. Once the lecture is complete, have the students get into pairs. Once the students

have selected their partner for the activity, hand out a worksheet regarding the

island-hopping strategy in the Pacific, specifically regarding Okinawa and Iwo

Jima. Have the students complete this worksheet with their partners and then

bring the class together again to discuss their answers. Make sure to pay attention

to the different answers, some students may have great input that you did not

think of before! If any information is left out, or if it is incorrect, be sure to fill in

the blanks or correct the students so there is no confusion. (Gardner’s:

Interpersonal/Verbal Linguistic)

a. Why do you think the battles of Okinawa and Iwo Jima influenced the

decision to use the atomic bomb? Explain. (Bloom’s: Analysis)

b. Why was it important for the army to have soldiers speaking a variety of

languages in the Pacific, and particularly Navajo? (Bloom’s: Knowledge)

c. In one to two paragraphs, describe the strategy of island hopping in your

own words. Also include your opinion on if there could have been a better

strategy used to defeat the Japanese Empire in the Pacific. Please explain

this different strategy. (Bloom’s: Comprehension, Evaluation)

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3. For the last activity, hand out 4x6 note cards to the students. The students will be

assigned a post-card activity to complete by the next class. I will expect a drawing

of some sort on the blank side of the note card, with a minimum five sentence

“letter to home” on the lined side of the note card. The letter home should be as if

you are a soldier fighting in the Pacific. You will be recounting the horrors you

have seen in battle as well as noting on spirit of the Japanese soldiers. This will be

assessed on neatness and creativity of the post-card. For example a stick figure

drawing in pencil will result in a poor grade, but if the student obviously makes an

attempt at creating an image on the note card, they will receive credit. I WILL

NOT BE GRADING ON HOW GOOD OF AN ARTIST THEY ARE! I figure I

am a horrible artist, how can I judge them on their talent? I will be assessing the

post card on the neatness, the obvious attempt at creativity with the image as well

as the content on the written side of the card. The note card will be worth 15

points total (five points for neatness, five for creativity, and five for written

content). I will both present these instructions orally as well as write them on the

board so all students understand the procedures to finish the assignment.

(Gardner’s: Visual/Spatial, Intrapersonal) (Bloom’s: Application)

Closure: End the class by collecting the group work that was completed during class as

well as providing time for the students to work on the post-card assignment. Provide the

students with markers/colored pencils to complete the task. With roughly 5 minutes left

in class remind them that the next class period will be spent as a study session for the test

which will be in two class periods. Make sure to hand out a study guide on the unit so the

students can study the content more efficiently.

Adaptations/Enrichments:

The students with High Ability or Gifted and Talented in my classroom will have

a variety of enrichments throughout this unit. For this particular lesson I will have the

high ability students discuss more of the higher level of Bloom’s questions during the

lecture. I will also have them help the students around them to help them explain the

material to other people, thus learning it better themselves. When we split into pairs I

might suggest that these students work together so they can look into the questions deeper

and really critically think about them. Even if the high ability student paired up with a

50

normal student or a student with a learning disability of some sort, they could enhance the

learning for their fellow student. Then lastly with the post card activity, the students who

are creatively gifted and talented would love this and they could really design a very neat

post card. For the students who are high ability in English/writing this activity could also

become an enrichment for them because I could ask them to really dig into the details of

what they would see if they were a soldier, really be descriptive of what the island looks

like and what is around you, so they could be more creative with their response.

In other lesson plans I will also have enrichments set up for the high ability

students. In the lesson plan regarding life on the home front I could have the high ability

students do a more in depth analysis of the oppressions minorities faced at home. I could

possibly have them analyze and compare the racist tendencies in the army and compare

that to how life on the home front for the same minority group was going. I could also

engage students in this lesson plan with higher level Bloom’s questions. I believe that is

the best way to keep these kids engaged is by making them use critical thinking skills. If

they are asked only lower level Bloom’s questions then they will get bored very quickly

and be distracted in your class, so it is easy to say that for every lesson I design I will

gear the higher level questions towards the high ability students.

A third lesson that I designed and could use enrichments would be the lesson over

the rise of dictators. I said in the lesson that I would allow these students to do more in

depth research on Mussolini, Stalin, and Hitler on the classroom computer or my teacher

computer so they can do further research and learn more about the dictators. This would

be a great way for the student to get more in depth with the content.

While I love having enrichments for these students, sometimes the enrichment can

simply be helping their fellow classmates. I feel like these students can understand

content even better if they are willing to help classmates that maybe do not understand

the content as well as they understand it. I also believe that these students require less

instruction, so in many of my lessons I may have them begin work while I am still giving

oral instructions to the students that do not catch on as quickly. This would be a way for

them to get more in depth and thorough with their work as well, if they could possibly

receive the extra couple of minutes for an assignment at the end of class. They may be

51

able to finish faster but I would encourage them to dig deeper into the content instead of

just finishing the assignment quickly.

Self-Reflection: What could have I done better with the intro? Did the video clip grasp

their attention or should there be some sort of activity to engage them at the beginning of

the lesson? Did the lecture notes help provide guidance for the students learning? Did the

lecture provide the information necessary for the students? When doing the first group

activity, did the students fully participate? Where the questions too difficult for them to

answer? What could have been done better regarding the discussion based on the

questions handed out? With the post card assignment, did the students understand how to

complete the assignment? Were my instructions clear? Did the students gain knowledge

about island-hopping and the brutality of the war in the pacific? What could be improved

about the post card assignment to make it more beneficial for the learning experience?

For the interactive map, this website is required:

HUhttp://www.glencoe.com/quickpass/public/quickpass.do?_flowExecutionKey=_cCCCDC

D95-5F98-89C6-108C-F348E45755F0_k59AF94DE-B887-BDF1-B3BE-

8D09F454A031 U

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Island-Hopping Lecture Notes

• While the Allies were concentrating on invading France, The United

States was simultaneously developing a strategy on invading

UJapan________ U.

• The Americans wanted a Utwo-pronged attack________ U against Europe

and the Central Pacific.

• The two generals leading the attack in the Pacific were UGeneral

Nimitz U and UGeneral MacArthur.

• The two generals decided to attack the Pacific by UhoppingU from

island to island, thus the name UIsland hopping.

• UThe fall of 1943U the navy was ready to launch the island-hopping

campaign against Japan

• UTarawa Uwas the first island that the Americans attempted to capture.

It was a long and gruesome battle; only Uone in three U American

soldiers made it onto shore alive. More than U1,000 U marines died on

UTarawa.

• After the battle of UTarawa U, the marines invested in more Uamphtracs U,

which were tanks that could roll through coral onto the shore.

• The Americans then aimed at taking USaipan, Tinian, and Guam U from

the Japanese. These islands were crucial because the Americans

were planning on stationing B-29 bombers on them to bomb the

Japanese mainland.

• The UNavajo Code Talkers U played a crucial role in organizing and

defeating the Japanese because their language was so different that

the Japanese could not decode it.

• General MacArthur began his campaign by attacking UGuadalcanal U in

the USolomon Islands U.

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• MacArthur was aiming at taking the Philippines back more so than any

other place in the Pacific

• In the ULeyte Gulf U more than 700 American ships and 160,000

American troops took part in the largest naval battle in history.

• In this naval battle, the Japanese used UKamikaze U pilots, who were

pilots that would deliberately crash their planes into American ships.

• In the battle for the Philippines, more than U80,000 UJapanese died and

fewer than U1,000 U surrendered.

• More than 100,000 native Filipino civilians were killed in the battle

• Americans decided to invade UIwo Jima U to have an island closer to the

Japanese mainland for B-29 bombers to refuel at.

• This island had very hard terrain to fight on, with a volcano and very

jagged ravines and rocky cliffs, which made it very difficult to invade

for the Americans

• The Americans sent 60,000 troops to invade UIwo Jima U on February 19,

1945 and U6,800 U marines were killed during the invasion

• The island of UOkinawa U was the next target for the American military

because it was only 350 miles away from the Japanese homeland.

• The United States wanted to take UOkinawa U because they believed the

only way to have Japan surrender would be by invading the mainland

and Okinawa was the best island to stockpile supplies and build up

troops.

• UOkinawa U also had very rugged terrain which made it very difficult for

American troops to capture it

• More than U12,000 U American soldiers died trying to capture UOkinawa

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Name: ________________________________________

WWII in the Pacific:

Group Work

1. Why do you think the battles of Okinawa and Iwo Jima influenced the decision to use the atomic

bomb? Explain

2. Why was it important for the army to have soldiers speak a variety of languages in the Pacific?

3. In one to two paragraphs, describe the strategy of island hopping in your own words. Also

include your opinion on if there could have been a better strategy used to defeat the Japanese

Empire in the Pacific. Please explain this different strategy.

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World War II Study Guide THINGS TO KNOW: Policy of Appeasement Battle of Britain Lend-Lease Act Cost-Plus Contracts Converting the economy Liberty ships War Production Board Segregation in the Army Double-V Campaign Oveta Culp Hobby Women’s Army Corps Battle of El Alamein Battle of Moscow Battle of Stalingrad Battle of the Bulge Battle of Berlin Battle of Midway Guadalcanal Iwo Jima Okinawa Convoy system Office of price administration Rationing Victory gardens What funded WWII Omar Bradley D-Day The Tehran Conference Strategic bombing Casablanca Conference Island-hopping strategy Kamikaze Douglas MacArthur The Phillipines Japanese Fighting Spirit Mussolini Stalin Hitler Axis/Allied Powers The Holocaust Nuremberg Laws Kristallnacht Manchuria/Manchukuo

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Ethiopia Gestapo America First Committee Isolationism/Expansionism/Internationalism Cash-and-carry Hemispheric Defense Zones Possible Essay Questions: Lend-Lease Act information Island-Hopping Strategies Douglas MacArthur Holocaust Information America’s Entrance into WWII Appeasement 2 changes for minorities on Home Front

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Name: ________________________ UWorld War II Unit Test

Please read the directions prior to beginning every section. Good Luck!

Matching: Place the correct term with the correct definition. 1 point each. 1.____ He founded Italy’s Fascist Party A. Joseph Stalin 2.____ System where cargo ships traveled in groups B. Gestapo Escorted by navy warships C. Appeasement 3.____ When government would agree to pay a company Whatever it cost to make a product plus a guaranteed D. Rationing Percentage of the costs as profit E. Kamikaze 4.____ He was the dictator of the Soviet Union during WWII F. America First Committee 5.____ Pilots that would deliberately crash their planes into Ships G. Bracero Program 6.____ Roosevelt’s declaration that the entire western half of H. Benito Mussolini The Atlantic was part of the Western Hemisphere and neutral I. Cost-Plus Contracts 7.____ German government’s secret police J. Omar Bradley 8.____ American commander at Omaha and Utah beaches K. Office of Price Administration 9.____ Was the original director of the Women’s Army Corps L. Hemispheric Defense Zone 10.____ Policy of making concessions in exchange for Peace with Nazi Germany M. Convey System 11.____ Limiting the purchase of a variety of products N. Manchuria 12.____ This government organization regulated prices O. Oveta Culp Hobby On a variety of products to curb inflation 13.____ A resource rich region in Northern China 14.____ An organization that believed in America being an Isolationist nation 15.____ A government program to bring Mexican Americans To the United States to help collect the harvest

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Multiple Choice: Choose the correct response. 2 points. each. 16.____ Italy invaded this country in 1935 in an attempt at becoming an imperialist world power.

A. France B. Ethiopia C. Spain D. Egypt

17. ____ Japan invaded this area in 1931 in an attempt to gain control of more resources.

A. Soviet Union B. Vietnam C. Manchuria D. Indonesia

18. ____ He was a native Austrian who had fought for Germany in World War I.

A. Benito Mussolini B. Albert Einstein C. Gerald Nye D. Adolf Hitler

19. ____ The Nye Committee’s findings turned many Americans towards ________.

A. Expansionism B. Internationalism C. Isolationism D. Supporting the British

20. ____The cash-and-carry philosophy claimed what?

A. That the countries at war had to send their own ships to the Untied states to pick up the goods, and they had to pay cash.

B. That the countries at war had to carry American weapons on them and if any other soldiers found them they were required to pay cash to carry them.

C. The countries trading with the United States had to pay cash for American ships to carry the goods to their countries

D. The countries at war had to pay the United States Government cash for any American products related to the war.

21. ____What country/area did the Nazi’s NOT acquire during appeasement?

A. The Sudentland B. Austria C. Bulgaria

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D. Czechoslovakia 22. ____This was a new type of warfare that the Germans used to run through France and Poland in the early parts of WWII.

A. Blitzkrieg B. Hitler bombing C. Ran-sacking D. Nuclear warfare

23. ____ Hitler attacked the civilians in London during the Battle of Britain, what was his reasoning for doing this?

A. He wanted to force the British people to move to the countryside B. He wanted to terrorize the British people into surrendering C. He wanted to deflate the high population of Great Britain D. He wanted to destroy the British air force, which was mostly located in London

24. ____The Nuremberg Laws did what?

A. Made it legal to kill all non-Aryan’s on first sight in Germany B. Took citizenship away from Jewish Germans and banned marriage between Jews and

other Germans C. Forced all Jewish citizens of Germany to either emigrate or become slaves to the

German government D. Defined Jews as a person with “one-drop” of Jewish ancestry

25. ____What did the Nazi’s establish to help them with the “Final Solution”.

A. Concentration camps B. Collectives C. The War Production Board D. B-22 Bombers

26. ____What was the Destroyers-for-Bases Deal?

A. It allowed the United States to provide old American destroyers to Britain while the Americans were allowed to build bases all throughout Ireland, Scotland, and Wales.

B. It allowed the United States to provide old American destroyers to Britain while the Americans were allowed to build bases in Newfoundland, Bermuda, and the Caribbean.

C. It allowed the United States to provide new American destroyers to Britain while the Americans were allowed to take control of British bases in Indochina.

D. It allowed the United States to provide new American destroyers to Britain and in return Britain agreed to save American civilians located in bases along Northern Germany.

27. ____What was one step that the Roosevelt administration took to aid Great Britain?

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A. It founded the America First Committee B. It sent representatives to the Wannsee Conference C. It organized the Munich Conference D. It established a hemispheric defense zone

28. ____Henry Kaiser was considered a war hero for ________________________.

A. Building tanks B. Building mobile homes for soldiers C. Building liberty ships D. Building multiple war plants that hired women

29. ____In this battle the American’s cracked the Japanese code and launched a massive ambush.

A. Battle of the Coral Sea B. Battle of Okinawa C. Battle of El Alamein D. Battle of Midway

30. ____ Operation Overload is more commonly known as ________________.

A. D-Day B. The Ambush C. The Battle of the Bulge D. Paratroopers

True and False: Label either True or False NOT T or F 1 point each 31. ______The United States had a racially integrated army during WWII. 32. ______The War Production Board had the authority to set priorities and production goals and controlled the distribution of raw materials and supplies. 33.______The battle of El Alamein took place in Africa. 34. ______Victory Gardens were promoted heavily by media in the United States during WWII. 35. ______ Bonds and Loans from Canada kept the American war machine financed. 36. ______The Japanese soldiers had a tireless fighting spirit that made them difficult to defeat. 37. ______The “Double-V” campaign urged African Americans to support the war to achieve a victory over Hitler’s racism and the racism at home.

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38. ______Douglas MacArthur led the American troops on D-Day 39. ______ At the Miracle of Dunkirk millions of dollars worth of equipment was saved from France and taken to Great Britain. 40. ______After the Battle of Stalingrad, the German armies were on the defense for the remainder of the war 41.______Lietuenant Colonel James Doolittle led an air raid of Tokyo. 42. ______Vladimir Lenin led the Communist party in the Soviet Union before Joseph Stalin. 43. ______The Sunbelt is located in Southeastern Texas through Southern Florida. 44. ______Much of Hollywood did not support the war effort and made anti-war films. 45. ______The Island-Hopping technique used in the Pacific ended with the battle at Guadalcanal. Identifications: Answer 4 of the 7 identifications completely. 5 points each. Iwo Jima ___________________________________________________________________________

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Amphtrac

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The Tehran Conference

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Essay: choose one of the two essays and write 2 to 3 paragraphs 10 points

How did the Lend-Lease Act help the Allied Powers prior to the United States entering the

war? Why did President Roosevelt propose the Lend-Lease Act? How did President

Roosevelt have this passed with the Neutrality Acts? What impact did this have on the war as

a whole?

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What was Hitler’s “final solution”? What did he do to help him achieve his “final solution”?

What type of people did Hitler discriminate against? Why was his “final solution” so

controversial? When did the Allies find out about this “final solution”?

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Name: ________________________

UWorld War II Unit Test ANSWER KEY

Matching: Place the correct term with the correct definition. 1 point each. 1.__UH U__ He founded Italy’s Fascist Party A. Joseph Stalin 2.__UM U__ System where cargo ships traveled in groups B. Gestapo Escorted by navy warships C. Appeasement 3.__UI U__ When government would agree to pay a company Whatever it cost to make a product plus a guaranteed D. Rationing Percentage of the costs as profit E. Kamikaze 4.__UA U__ He was the dictator of the Soviet Union during WWII F. America First Committee 5.__UEU__ Pilots that would deliberately crash their planes into Ships G. Bracero Program 6.__ULU__ Roosevelt’s declaration that the entire western half of H. Benito Mussolini The Atlantic was part of the Western Hemisphere and neutral I. Cost-Plus Contracts 7.__UBU__ German government’s secret police J. Omar Bradley 8.__UJ U__ American commander at Omaha and Utah beaches K. Office of Price Administration 9.__UO U__ Was the original director of the Women’s Army Corps L. Hemispheric Defense Zone 10.__UCU__ Policy of making concessions in exchange for Peace with Nazi Germany M. Convey System 11.__UD U__ Limiting the purchase of a variety of products N. Manchuria 12.__UK U__ This government organization regulated prices O. Oveta Culp Hobby On a variety of products to curb inflation 13.__UN U__ A resource rich region in Northern China 14.__UF U__ An organization that believed in America being an Isolationist nation 15.__UG U__ A government program to bring Mexican Americans To the United States to help collect the harvest

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Multiple Choice. Choose the correct response. 2 points. each. 16.__UBU__ Italy invaded this country in 1935 in an attempt at becoming an imperialist world power.

E. France F. Ethiopia G. Spain H. Egypt

17. __UCU__ Japan invaded this area in 1931 in an attempt to gain control of more resources.

E. Soviet Union F. Vietnam G. Manchuria H. Indonesia

18. __UD U__ He was a native Austrian who had fought for Germany in World War I.

E. Benito Mussolini F. Albert Einstein G. Gerald Nye H. Adolf Hitler

19. __UCU__ The Nye Committee’s findings turned many Americans towards ________.

E. Expansionism F. Internationalism G. Isolationism H. Supporting the British

20. __UA U_The cash-and-carry philosophy claimed what?

E. That the countries at war had to send their own ships to the Untied states to pick up the goods, and they had to pay cash.

F. That the countries at war had to carry American weapons on them and if any other soldiers found them they were required to pay cash to carry them.

G. The countries trading with the United States had to pay cash for American ships to carry the goods to their countries

H. The countries at war had to pay the United States Government cash for any American products related to the war.

21. __UCU__What country/area did the Nazi’s NOT acquire during appeasement?

E. The Sudentland F. Austria G. Bulgaria

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H. Czechoslovakia 22. __UA U__This was a new type of warfare that the Germans used to run through France and Poland in the early parts of WWII.

E. Blitzkrieg F. Hitler bombing G. Ran-sacking H. Nuclear warfare

23. __UBU__ Hitler attacked the civilians in London during the Battle of Britain, what was his reasoning for doing this?

E. He wanted to force the British people to move to the countryside F. He wanted to terrorize the British people into surrendering G. He wanted to deflate the high population of Great Britain H. He wanted to destroy the British air force, which was mostly located in London

24. __UBU__The Nuremberg Laws did what?

E. Made it legal to kill all non-Aryan’s on first sight in Germany F. Took citizenship away from Jewish Germans and banned marriage between Jews and other

Germans G. Forced all Jewish citizens of Germany to either emigrate or become slaves to the German

government H. Defined Jews as a person with “one-drop” of Jewish ancestry

25. __UA U__What did the Nazi’s establish to help them with the “Final Solution”.

E. Concentration camps F. Collectives G. The War Production Board H. B-22 Bombers

26. __UBU__What was the Destroyers-for-Bases Deal?

E. It allowed the United States to provide old American destroyers to Britain while the Americans were allowed to build bases all throughout Ireland, Scotland, and Wales.

F. It allowed the United States to provide old American destroyers to Britain while the Americans were allowed to build bases in Newfoundland, Bermuda, and the Caribbean.

G. It allowed the United States to provide new American destroyers to Britain while the Americans were allowed to take control of British bases in Indochina.

H. It allowed the United States to provide new American destroyers to Britain and in return Britain agreed to save American civilians located in bases along Northern Germany.

27. __UD U__What was one step that the Roosevelt administration took to aid Great Britain?

72

E. It founded the America First Committee F. It sent representatives to the Wannsee Conference G. It organized the Munich Conference H. It established a hemispheric defense zone

28. __UCU__Henry Kaiser was considered a war hero for ________________________.

E. Building tanks F. Building mobile homes for soldiers G. Building liberty ships H. Building multiple war plants that hired women

29. __UD U__ In this battle the American’s cracked the Japanese code and launched a massive ambush.

E. Battle of the Coral Sea F. Battle of Okinawa G. Battle of El Alamein H. Battle of Midway

30. __UA U__ Operation Overload is more commonly known as ________________.

E. D-Day F. The Ambush G. The Battle of the Bulge H. Paratroopers

True and False: Label either True or False NOT T or F 1 point each 31. ___UF U___The United States had a racially integrated army during WWII. 32. ___UTU___The War Production Board had the authority to set priorities and production goals and controlled the distribution of raw materials and supplies. 33.___UTU___The battle of El Alamein took place in Africa. 34. ___UTU___Victory Gardens were promoted heavily by media in the United States during WWII. 35. ___UF U___ Bonds and Loans from Canada kept the American war machine financed. 36. ___UTU___The Japanese soldiers had a tireless fighting spirit that made them difficult to defeat. 37. ___UTU___The “Double-V” campaign urged African Americans to support the war to achieve a victory over Hitler’s racism and the racism at home.

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38. ___UF U___Douglas MacArthur led the American troops on D-Day 39. ___UF U___ At the Miracle of Dunkirk millions of dollars worth of equipment was saved from France and taken to Great Britain. 40. ___UTU___After the Battle of Stalingrad, the German armies were on the defense for the remainder of the war 41.___UTU___Lietuenant Colonel James Doolittle led an air raid of Tokyo. 42. ___UTU___Vladimir Lenin led the Communist party in the Soviet Union before Joseph Stalin. 43. ___UF U___The Sunbelt is located in Southeastern Texas through Southern Florida. 44. ___UF U___Much of Hollywood did not support the war effort and made anti-war films. 45. ___UF U___The Island-Hopping technique used in the Pacific ended with the battle at Guadalcanal. Identifications: Answer 4 of the 7 identifications completely. 5 points each. For every identification, I will be looking for whatever the student knows on that topic. I will be looking for who, what, when, where and how answers to the questions. If the students can answer any applicable question they will receive a 5, if they answer all but one they will have one point deducted for every who, what, when, where, and how question they do not answer. Iwo Jima ___________________________________________________________________________

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Amphtrac

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Essay: choose one of the two essays and write 2 to 3 paragraphs 10 points

For both of the essays I will be looking for the students to answer the questions provided

along with providing their own points on the happenings and bringing in any outside

information that may help answer the question. They will receive the full 10 points if they

answer the questions correctly and provide outside information that helps support their

points. Points will be deducted on how well they present their points and if they answer the

questions incorrectly.

How did the Lend-Lease Act help the Allied Powers prior to the United States entering the

war? Why did President Roosevelt propose the Lend-Lease Act? How did President

Roosevelt have this passed with the Neutrality Acts? What impact did this have on the war as

a whole?

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What was Hitler’s “final solution”? What did he do to help him achieve his “final solution”?

What type of people did Hitler discriminate against? Why was his “final solution” so

controversial? When did the Allies find out about this “final solution”?

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Name: ____________________________________________ UModified World War II Unit Test

Matching: Place the correct term with the correct definition. 1 point each. 1.__UH U__ He founded Italy’s Fascist Party A. Joseph Stalin 2.__UA U__ He was the dictator of the Soviet Union during WWII B. Gestapo 3.__UEU__ Pilots that would deliberately crash their C. Appeasement planes into Ships D. Rationing 4.__UB U__ German government’s secret police E. Kamikaze 5.__UC U__ Policy of making concessions in exchange for Peace with Nazi Germany F. America First Committee 6.__UD U__ Limiting the purchase of a variety of products G. Bracero Program 14.__UF U__ An organization that believed in America being an H. Benito Mussolini Isolationist nation 15.__UG U__ A government program to bring Mexican Americans To the United States to help collect the harvest Multiple Choice. Choose the correct response. 2 points. each. 16.__UB U__ Italy invaded this country in 1935 in an attempt at becoming an imperialist world power.

I. France J. Ethiopia

17. __UBU__ Japan invaded this area in 1931 in an attempt to gain control of more resources.

I. Vietnam J. Manchuria

18. __UBU__ He was a native Austrian who had fought for Germany in World War I.

I. Gerald Nye J. Adolf Hitler

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19. __UBU __ The Nye Committee’s findings turned many Americans towards ________.

I. Internationalism J. Isolationism

20. __UAU_The cash-and-carry philosophy claimed what?

I. That the countries at war had to send their own ships to the Untied states to pick up the goods, and they had to pay cash.

J. The countries trading with the United States had to pay cash for American ships to carry the goods to their countries

21. __UBU__What country/area did the Nazi’s NOT acquire during appeasement?

I. The Sudentland J. Bulgaria

22. __UAU__This was a new type of warfare that the Germans used to run through France and Poland in the early parts of WWII.

I. Blitzkrieg J. Nuclear warfare

23. __UAU__ Hitler attacked the civilians in London during the Battle of Britain, what was his reasoning for doing this?

I. He wanted to terrorize the British people into surrendering J. He wanted to deflate the high population of Great Britain

24. __UAU__The Nuremberg Laws did what?

I. Took citizenship away from Jewish Germans and banned marriage between Jews and other Germans

J. Forced all Jewish citizens of Germany to either emigrate or become slaves to the German government

25. __UAU__What did the Nazi’s establish to help them with the “Final Solution”.

I. Concentration camps J. Collectives

83

26. __UBU__What was the Destroyers-for-Bases Deal?

I. It allowed the United States to provide old American destroyers to Britain while the Americans were allowed to build bases all throughout Ireland, Scotland, and Wales.

J. It allowed the United States to provide old American destroyers to Britain while the Americans were allowed to build bases in Newfoundland, Bermuda, and the Caribbean.

27. __UBU__What was one step that the Roosevelt administration took to aid Great Britain?

I. It founded the America First Committee J. It established a hemispheric defense zone

28. __UAU__Henry Kaiser was considered a war hero for ________________________.

I. Building liberty ships J. Building multiple war plants that hired women

29. __UBU__ In this battle the American’s cracked the Japanese code and launched a massive ambush.

I. Battle of El Alamein J. Battle of Midway

30. __UAU__ Operation Overload is more commonly known as ________________.

I. D-Day J. The Ambush

True and False: Label either True or False NOT T or F 1 point each 31. ___UFU___The United States had a racially integrated army during WWII. 32.___UTU___The battle of El Alamein took place in Africa. 33. ___UTU___Victory Gardens were promoted heavily by media in the United States during WWII. 34. ___UFU___ Bonds and Loans from Canada kept the American war machine financed.

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35. ___UTU___The Japanese soldiers had a tireless fighting spirit that made them difficult to defeat. 36. ___UFU___Douglas MacArthur led the American troops on D-Day 37.___UTU___Lietuenant Colonel James Doolittle led an air raid of Tokyo. 38. ___UTU___Vladimir Lenin led the Communist party in the Soviet Union before Joseph Stalin. 39. ___UFU___Much of Hollywood did not support the war effort and made anti-war films. 40. ___UFU___The Island-Hopping technique used in the Pacific ended with the battle at Guadalcanal. Identifications: Answer 2 of the 7 identifications completely. 5 points each. For every identification, I will be looking for whatever the student knows on that topic. I will be looking for who, what, when, where and how answers to the questions. If the students can answer any applicable question they will receive a 5, if they answer all but one they will have one point deducted for every who, what, when, where, and how question they do not answer. Iwo Jima __________________________________________________________________________

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Island Hopping Strategy

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Essay: choose one of the two essays and write 2 to 3 paragraphs 10 points

For both of the essays I will be looking for the students to answer the questions provided

along with providing their own points on the happenings and bringing in any outside

information that may help answer the question. They will receive the full 10 points if they

answer the questions correctly and provide outside information that helps support their

points. Points will be deducted on how well they present their points and if they answer the

questions incorrectly.

How did the Lend-Lease Act help the Allied Powers prior to the United States entering the

war? Why did President Roosevelt propose the Lend-Lease Act, which would allow

Americans to lend British soldiers our weapons? What impact did the Lend-Lease have on

the war regarding how well Britain fought in the war?

90

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What was Hitler’s “final solution”? How did concentration camps and extermination camps

help him achieve this “final solution”? Why was his “final solution” so controversial? When

did the Allies find out about this “final solution”?

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MODIFICATIONS I believe a student that had a disability would have an even chance at succeeding on this modified test as a the rest of the class does on the normal test. I reduced the number of questions by quiet a bit so the student could finish in the same amount of time as the other students. If the student’s that had disabilities were to take this test they would have a legitimate shot at receiving a good grade on this test because it still lets them display what they have learned but in a way that is not overwhelming to them. I reduced the number of choices on the multiple choice section so the student would not have to attempt to choose from the more confusing answers. Instead I eliminated the answers that could have been perceived as the difficult choices and left the ones that made it more apparent what the correct answer was. Then for the Identification section I will have the learning disabled students only partake on two of the identification words instead of four. This will also help the student write a good identification and finish in the amount of time the other students do. Lastly I took the essays and changed some of the wording to be more specific of what I was asking. I would look for a few more specific examples from these students because the questions limit the amount of outside input they can put in their essay. These are all appropriate to help the learning disabled student succeed and I believe that if the student has the proper assistance with this test, then he/she will be successful and the assessment of the learning disabled student would be just as effective as the assessment of the rest of the students.

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Reflection over Reading in the Content

This particular textbook is an essential key in relaying the information to the students. I could not imagine trying to teach the students without having this textbook as a guiding light throughout the unit. I have learned that reading over this book would be extremely helpful to the general education students as well as the students with exceptionalities. There are a few examples why this book could be helpful to both. When discussing tools that the book possesses to help a student in the general classroom, one must discuss the fact that if the student reads the material then he/she will definitely succeed in the class. I have learned that if student’s read more, not just in the content area, then they will do better on the material, especially the test. If a student reads for pleasure outside of the classroom, they will not only be more likely to read my content area they will also be able to read questions more critically and be able to identify key points in a reading. This is why reading is crucial not just in a high school US history class, but throughout life in general. When being asked the question “what one tool do you think will be most helpful” I find it very difficult to answer. I say this because I think there are a wealth of good activities that can be pulled from the textbook. For example the writing to learn strategies, unfortunately I was only able to use a few like the RAFT activity and a writing prompt, but I would love to use those in the class. I would also love to implement think aloud activities, or essentially class discussion or debate. I want my classroom to have intelligent discussions where the student’s take sides and can articulate their points. If the students want to perform these tasks to a high degree, they will have to be reading the material. Ultimately the success of my classroom comes down to how much the students are willing to read. I must admit that throughout my career as a student I have not been the best reader, but I wish I had been. I wish I had gained all that knowledge that slipped through my fingers because I didn’t want to read. I regret it, and I do not want my students to regret the opportunity they have in front of them. I want them to read their material, and understand that reading is essential to being successful in life.