Curriculum Unit 1

Running Head: CURRICULUM UNIT

Curriculum UnitWorld War II

John D. Langworthy

Southwestern College

Curriculum Unit 2

Abstract

Curriculum is the map students follow on their educational journey. The map is helpful;

however it does not ensure success. That is where teachers and instruction come into the

picture. A good lesson is the road that students travel on to their destination and the

teacher is the guide. Consequently, planning units that meet the needs of all learners and

successfully teach the state standards is essential to the educational process. My unit is

designed to meet the demanding requirements of today’s curriculum and learner.

Curriculum Unit 3

Curriculum UnitWorld War II

The greatest challenge for any teacher is aligning their lessons with their school

curriculum and state standards. The purpose of a curriculum is to provide a framework to

work within while teaching students. This endeavor becomes increasingly difficult when

considering the variety of multiple intelligences, learning styles, and motivation level of

students in today’s classroom. The unit I prepared for one week of instruction is for my

tenth grade World History course. The unit is focused on World War II and the

Holocaust. This unit parallels standards and benchmarks for the Michigan Department of

Education. I have also implemented multiple teaching methods and assessment

techniques to ensure student success.

The primary goals for this unit include teaching students the events that led to

WW II, contributions of Americans, and the Holocaust. Secondary goals include

exposing students to cooperative learning exercises, various technology applications, and

improving individual writing skills. The following list of standards will be covered in

this unit (Style List for References, 2007).

7.2.2 Inter-war Period – Analyze the transformations that shaped world societies between World War I and World War II by• examining the causes and consequences of the economic depression on different regions, nations, and the globe• describing and explaining the rise of fascism and the spread of communism in Europe and Asia (See 7.3.1 and 7.3.2)7.2.3 World War II – Analyze the causes, course, characteristics, and immediate consequences of World War II by • explaining the causes of World War II, including aggression and conflict appeasement that led to war in Europe and Asia (e.g., Versailles Treaty provisions, Italian invasion of Ethiopia, Spanish Civil War, rape of Nanjing, annexation of Austria & Sudetenland) (National Geography Standard 13, p. 210)

Curriculum Unit 4

• explaining the Nazi ideology, policies, and consequences of the Holocaust (or Shoah) (See 7.3.2) (National Geography Standard 10, p. 203)• analyzing the major turning points and unique characteristics of the war (See 7.1.5) (National Geography Standard 17, p. 219)

When thinking about values in curriculum it is not difficult to see the relationship

in history curriculum. The purpose and content of social studies curriculum is preparing

students to become responsible citizens. Responsible citizens understand social

differences and the evolution of society over time. Students are also training to assume

civic responsibilities and make contributions to our constitutional democracy as an adult.

I strive to provide instruction that actively engages students so they learn about civic

participation. My students must be prepared to play a part in political activities, serve

their communities, and regulate themselves responsibly.

Exposing students to technology is another area that has become increasingly

important. The use of technology is critical for teachers to educate their students on

becoming responsible citizens. Adults in our society must possess the ability to read and

comprehend narratives from a variety of sources. Additionally, they must understand and

use data effectively, as well as know how to compile and present valid and reliable data.

This is exactly why I try to incorporate research and presentations in my classroom.

Perhaps the greatest need in today’s classroom is the need to develop vocabulary and

writing skills. These are critical to communication and must be addressed in social

studies curriculum. Persuasive writing is an empowering skill needed by all citizens. The

ability to clearly communicate one’s ideas and reasoned viewpoints is what made our

country great.

Curriculum Unit 5

More specifically, history is a discipline that is misunderstood by the majority of

students and some adults as well. History allows us to study the past which helps us

understand the present. I find this subject extremely liberating due to the fact that there

are no limitations or boundaries. Having the ability to investigate the development of the

world over time as well as the people and events that have prompted that change is very

exciting. Perhaps the most important factor to consider when studying history is the

volume of resources and viewpoints. Dates and participants are the only static pieces of

this subject. Occasionally, the curriculum focuses on one specific viewpoint which can

be problematic. Consequently, my job as a teacher is exposing students to multiple

accounts of historical events. With today’s technology it is possible to investigate several

sources to understand a variety of perspectives. Ultimately, history allows students to

understand and evaluate the world in which we live. The following paragraph provides

the expectations and focus of history in the State of Michigan (Style List for References,

2007).

Michigan’s World History and Geography content expectations encourage students to work with and across different scales of time and space to:• Investigate global patterns and developments over time while connecting more local patterns to larger interregional and global patterns.• Employ different analytical schemes, including global, regional, national and local to understand developments over time.• Compare within and among regions and societies, and across time.• Develop an understanding of the historical and geographic context of human commonalities and differences, particularly in considering claims of universal standards or of cultural diversity.In their studies students will focus on five large historical and geographic patterns• The causes, consequences, and patterns of changes in human governance systems and changes over time.

Curriculum Unit 6

• The causes, consequences, and patterns of interactions among societies and regions, including trade, war, diplomacy, and international institutions.• The impact of demographic, technological, environmental, and economic changes on people, their culture, and their environment.• Causes, consequences, and patterns of cultural, intellectual, religious and social changes across the world, and among and within societies.• The relationship between the environment and global and regional developments in population, settlement, economy, and politics.

The activities in this unit will allow me to assess whether my students have

learned the required information since they will demonstrate their knowledge in a variety

of activities. From the timeline exercise, group presentations, and then to the persuasive

writing assignment my students will have adequate opportunities to master the content. I

will also critique their computer skills on the presentations and timeline activity. The

assessment strategies for my unit are geared toward authentic assessment. I will provide

students with the rubrics to ensure they are completely prepared to complete their

assignments. I also plan on including their timeline and persuasive essay in their

portfolio. This will provide documentation on their learning and additional progress.

This entire unit is consistent and appropriate for my personal beliefs and

competencies. My teaching philosophy follows a constructivist approach which requires

a teacher to understand their individual role in the process. The simplest explanation for

this role is for a teacher to become a facilitator in the classroom. My unit clearly follows

this format in all aspects. Furthermore, constructivist activities support a curriculum and

allow students to truly express themselves. That is exactly why I utilized student

portfolios, cooperative learning projects, and authentic assessments. This entire unit is

geared toward student success and development. I am confident my students will benefit

from the lessons and enjoy the assignments.

Curriculum Unit 7

References

Retrieved August 5, 2009, from So What Do You Think? Writing a Review Web site: http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=876

Retrieved August 5, 2009, from Teaching with Documents: Powers of Persuasion - Poster Art of WW II Web site: http://sc.blackboard.com/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_14460_1%26url%3D

Retrieved August 5, 2009, from Persuasion Map Web site: http://www.readwritethink.org/materials/persuasion_map/

Retrieved August 5, 2009, from Timeline Web site: http://www.readwritethink.org/materials/timeline/.

Style List for References, (2007). High School Content Expectations. Retrieved August 9, 2009, Web site: http://michigan.gov/documents/mde/SS_HSCE_210739_7.pdf

Curriculum Unit 8

Lesson Plan #1 10th Grade World History

Events Prompting WW II

Michigan Curriculum Standards:

7.2.2 Inter-war Period – Analyze the transformations that shaped world societies between World War I and World War II by• examining the causes and consequences of the economic depression on different regions, nations, and the globe• describing and explaining the rise of fascism and the spread of communism in Europe and Asia(See 7.3.1 and 7.3.2)7.2.3 World War II – Analyze the causes, course, characteristics, and immediate consequences of World War II by• explaining the causes of World War II, including aggression and conflict appeasement that led to war in Europe and Asia (National Geography Standard 13, p. 210)

Objectives:

The learner will (TLW) identify how expansionism and nationalism prompted the events resulting in WW II.

TLW understand how fascism, racism, and isolationism escalated the events prior to WW II.

TLW use an online Timeline to document the events prompting WW II.

Materials/Resources Needed: Maps, Propaganda Poster Slides, slides of leaders, audio clip, and Computer Lab.

Anticipatory Set: Maps=Visual/Spatial & Discussion=Interpersonal

Show maps of Europe before and after WW I to explain how losing territory prompted expansionism by Germany.

Class discussion on the explanation and rise of fascism and racism in Europe and isolationism in the United States

Objective/Purpose:

Explain to students that we will discover the motives and means used to fuel the events that became WW II.

Input:

Curriculum Unit 9

Show students slides of the leaders of the Axis Powers, Germany, Italy, and Japan. Ask them to identify these people and to explain what movements or beliefs propelled them to become the leaders of their country.

Explain how the Great Depression influenced Germans to support a dictatorship and how it pushed the United States towards isolationism in the beginning stages of the war.

Model: Role-Playing=Bodily/Kinesthetic & Propaganda posters=Visual/Spatial

Divide students into the following groups: 1/3 becomes unemployed due to the depression, 1/3 becomes the media and businesses of Germany, and the remaining 1/3 becomes communist supporters, democracy supporters, and German Jewish citizens. I will explain how tough times were in Germany for those without jobs and how the media and large business in Germany was leaning towards the Nazi Party since the other option was communism. I will also explain how communism was unpopular since it would eliminate the media and large businesses.

1. Show a slide of Nazi Propaganda, which promises jobs, and the growth of Germany as a powerful nation. Read statements from Hitler blaming the Jews for Germany’s problems and then play the following audio clip: “if the international Jewish financiers in and outside Europe should succeed in plunging the nations once more into a world war, then the result will not be the Bolshevizing of the earth, and thus the victory of Jewry, but the annihilation of the Jewish race in Europe!”

2. Ask students to simulate their group and then ask them to sit down if they do not support Hitler and the Nazi plan for Germany, or remain standing if they do support Hitler. Those who were unemployed should remain standing as well as the media and big businesses of Germany. The remaining 1/3 would then be outnumbered, providing the support needed by the Nazi Party to take control of Germany.

Check for Understanding:

Students return to seats and then I will ask the following questions.

Did you feel like you had a choice in this matter? Do you think the Nazi Party planned to become a dictatorship from the

beginning?

What were you thinking as the person you were role-playing immediately after noticing the Nazi Party had the majority support?

Do you think the United States should have been more involved in Europe during this time?

Guided Practice: Timeline=Logical/Mathematical

Curriculum Unit 10

Using their textbook for reference students complete a timeline of events using the internet timeline tool. The following events must be included: The Treaty of Versailles, the League of Nations, the Great Depression, the Munich Agreement, Italian invasion of Albania, Japanese invasion of China and the Soviet Union, and the German invasion of Poland. Students will also complete a supporting word document explaining the significance of these events. The timeline will be put into each student portfolio.

Closure:

Group discussion on the influence of Propaganda and today’s Propaganda. Ask students to discuss the pros and cons of the Isolationist stance by the United States.

Independent Practice: Essay=Intrapersonal

Write a 300-word essay on the importance of Propaganda in pre-Nazi Germany. Explain how it influenced the people of Germany and if it would still work today. Also, reflect on the policy of isolationism by the United States and state your opinion.

Curriculum Unit 11

Timeline Rubric

Name: ________________________

Teacher: Langworthy Date of Assignment: ____________

Title of Work: ___________________  Criteria Points

1 2 3 4 5  Spelling and

CapitalizationMore than 5 spelling

and capitalization errors.

4 spelling and capitalization errors.

3 spelling and capitalization errors.

2 spelling and capitalization errors.

1 or no spelling and capitalization errors. ____

Content/Facts 4 or more inaccurate facts for events reported on the

timeline.

3 inaccurate facts for events reported on

the timeline.

2 inaccurate facts for events reported on the

timeline.

1 inaccurate fact for events reported on the

timeline.

All facts were accurate for all

events reported on the timeline.

____

Fonts and Colors The use of font styles and colors is not

consistent and detracts from the organization.

The use of font styles and colors is

consistent, but is not used effectively to

organize.

The use of font styles and colors is

moderately consistent and somewhat used to organize the material.

The use of font styles and colors is

consistent and helps organize the material.

The use of font styles and colors is

consistent and shows a logical pattern. It helps organize the

material.

____

Graphics Several graphics are not effective.

Some graphics are effective but there are too few or too many.

Some graphics are effective and their use is balanced with text

use.

All graphics are effective, but there

appear to be too few or too many.

All graphics are effective and

balanced with text use.

____

Readability The timeline is difficult to read.

The timeline appearance is pleasing but

somewhat difficult to read.

The timeline is relatively readable.

The overall appearance of the

timeline is somewhat pleasing and easy to

read.

The overall appearance of the

timeline is pleasing and easy to read.

____

Dates Dates are inaccurate and/or missing for all

but one event.

Dates are inaccurate and/or missing for

most events.

An accurate date has been included for

almost every event.

An accurate, complete date has been included for

almost every event.

An accurate, complete date has been included for

each event.

____

Preparation The student had not prepared adequate

notes before beginning to design

the timeline.

The student had prepared some notes before beginning to design the timeline.

The student had notes about most of the

events and dates s/he wished to include on the timeline before

beginning.

The student had notes about almost all the

events and dates s/he wished to include on the timeline before

beginning.

The student had notes about all the events

and dates s/he wished to include on the timeline before

beginning.

____

Time Use Student did not use classroom time to

work on the project and/or was highly

disruptive.

Some classroom time was used to work on the project, and some conversations were

not disruptive.

Classroom time was used to work on the project the majority

of the time, but conversations often did not focus on the

work.

Classroom time was used to work on the project the majority

of the time. Conversations were not disruptive and

focused on the work.

Classroom time was used to work on the

project. Conversations were not disruptive and

focused on the work.

____

TEACHER COMMENTS: Total----> /40

Curriculum Unit 12

Lesson Plan #2 10th Grade World History Contributions: Serving at home and abroad

Michigan Curriculum Standards:

7.2.2 Inter-war Period – Analyze the transformations that shaped world societies between World War I and World War II by• examining the causes and consequences of the economic depression on different regions, nations, and the globe7.2.3 World War II – Analyze the causes, course, characteristics, and immediate consequences of World War II by• analyzing the major turning points and unique characteristics of the war (See 7.1.5)(National Geography Standard 17, p. 219)

Curriculum Unit 13

Objectives:

TLW develop an understanding of the contributions of Americans during WW II. TLW understand how the efforts of all Americans supported war effort.

TLW complete a cooperative exercise on persuasive posters and create a poster.

Materials/Resources Needed: Propaganda Poster Slides, poster critique form, slides of all different groups of Americans serving the war effort at home and abroad, and Boogie Woogie Bugle Boy audio clip.

Anticipatory Set: Posters and pictures=Visual/Spatial & Song=Musical Rhythmic

Show slides of propaganda posters motivating Americans to serve, sacrifice, and support the war effort. Explain the importance of all Americans coming together.

Play song Boogie Woogie Bugle Boy by the Andrews Sisters to give the class perspective on the music of WW II and how it helped to boost morale.

Objective/Purpose:

Explain to students that we will study the contributions of Americans in WW II.

Input:

Each group will receive five posters to analyze. The class will then complete the poster analysis worksheet and determine how the poster motivated Americans. Next, the group will produce a PowerPoint presentation for another class session. The final element of the assignment is creating a group persuasive poster for any period in the United States and explaining how it would galvanize public support. Popular votes from students will select the best original poster as the winner of the competition. The students will glue the winning poster onto a classroom ceiling tile collage that I have assembled from other student projects while teaching.

Model: Group Project=Interpersonal & PowerPoint=Visual/Spatial & Slogan=Verbal

1. Divide students into four groups, and randomly distribute five posters to each group. Students must meet the following requirements:

a. 10 Minute Presentation

b. Describe the motivation behind each poster.

c. Was the poster successful?

d. 1 poster in this group that the group would like to learn more about.

e. Create a new slogan to motivate people to support a current issue.

Curriculum Unit 14

f. Create a persuasive poster for any period in the United States and explain how it would galvanize public support.

2. We will use the remainder of class to research in the computer lab. Students will have one additional class period to work on presentations in the computer lab.

Check for Understanding:

Students return to seats and then I will ask the following questions.

What is the importance of studying these posters? How do we receive information in 2009? What has replaced the posters of WW

II?

Guided Practice: Group Project=Interpersonal & PowerPoint=Visual/Spatial & Slogan=Verbal

Students will work in cooperative groups to research information. I will guide their research and answer any questions that arise.

Closure:

Ask for any questions about the project.

Independent Practice: Group Project=Interpersonal & PowerPoint=Visual/Spatial & Slogan=Verbal

Work on project and if possible practice the presentation as a group.

WWII Group PowerPoint Presentation Rubric

Name: ____________________

Teacher: Langworthy Date of Presentation: ____________

Curriculum Unit 15

____Title of Work: ___________________  Criteria Points

1 2 3 4 5

Organization

Audience cannot understand presentation

because there is no sequence of information.

Audience has difficulty following presentation because students jump

around.

Students present information in logical

sequence.

Students present information in logical

sequence, which audience can follow.

Students present information in logical, interesting sequence which audience can

follow.

Content Knowledge

Students do not have grasp of information; students cannot answer questions

about subject.

Students are uncomfortable with

information and are able to answer only

rudimentary questions.

Students are at ease with content, but fail to

elaborate.

Students demonstrate adequate knowledge with

explanations.

Students demonstrate full knowledge (more than

required) with explanations and

elaboration.

Visuals Students used no visuals.

Students occasionally used visuals that rarely

support text and presentation.

Visuals related to text and presentation.

Students used visuals to reinforce screen text and

presentation.

Students used all 10 required visual aids that supported presentation.

Mechanics

Students’ presentation had four or more spelling

errors and/or grammatical errors.

Presentation had three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical

errors.

Presentation has one misspelling or

grammatical error.

Presentation has no misspellings or

grammatical errors.

Delivery

Students mumble, incorrectly pronounce terms, and speak too

quietly for students in the back of class to hear.

Students incorrectly pronounce terms.

Audience members have difficulty hearing

presentation.

Student voices are clear. Students pronounce most

words correctly.

Students used a clear confident voice with no

more than two mispronunciations.

Students used a clear voice and correct, precise pronunciation of terms.

Use of Graphics

Several graphics are unattractive and detract from the content of the

presentation.

All graphics are attractive but a few do not seem to

support the theme/content of the presentation.

A few graphics are not attractive but all support the theme/content of the

presentation.

Fewer than two graphics are not attractive or do

not support theme /content of the presentation.

All graphics are attractive (size and colors) and

support the theme/content of the presentation.

Time-Limit 6 or fewer minutes. More than 7 minutes. More than 8 minutes. More than 9 minutes.More than 10 minutes no

more than 12 minutes.

Teamwork

Rarely listened to, shared ideas with, or helped other team members. Was not a

team player.

Did not consistentlylisten to, share ideas with, or support the efforts of

others. Made some effort to be a team player.

Listened to, shared ideas with, and supported the

efforts of others. Did not disrupt the group.

Consistently listened to, shared ideas with and supported others. 1-2

minor distractions.

Always listened to, shared ideas with, and

supported others. Worked consistently for

the good of the team.

TEACHER COMMENTS: Total----> /40

Curriculum Unit 16

Lesson Plan #3 10th Grade World History

The Holocaust

Michigan Curriculum Standards:

7.2.3 World War II – Analyze the causes, course, characteristics, and immediate consequences of World War II by• explaining the Nazi ideology, policies, and consequences of the Holocaust (or Shoah) (See 7.3.2) (National Geography Standard 10, p. 203)

Objectives:

TLW understand the events of the Holocaust. TLW comprehend the locations of concentration camps and what occurred at the

camps.

TLW use an online persuasion map to assist in the writing of a persuasive editorial essay.

Materials/Resources Needed: Maps, Documentary “Anne Frank Remembered”, slides of victims, and Computer Lab.

Anticipatory Set: Maps and pictures=Visual/Spatial

Show maps of German concentration and death camps and explain the purpose of the camps.

Show the pictures of the victims in the camps.

Explain the background of Anne Frank and prompt class discussion about the fear that they would feel if faced with the same situation.

Objective/Purpose:

Explain to students that we will study the motives for concentration camps and how it affected the lives of those sent there.

Input:

Provide students with the number of people sent to concentration camps on a slide and the number of those who died while in captivity.

Model:

1. Watch Documentary: Anne Frank Remembered

Curriculum Unit 17

2. Students will take notes on questions they would like to ask after the film.

Check for Understanding:

Students return to seats and then I will ask the following questions.

What part of the film did you enjoy the most and why? How would you feel if your family was in Anne’s situation?

What was the most difficult part of the movie for you to understand?

Guided Practice:

There will not be enough time for this in the class today.

Closure:

Discuss with the students the reasons that we study history is to remember the good and the bad. Ask opinions on their feelings towards studying history and if they have any additional comments or questions on the documentary.

Independent Practice: Editorial Essay=Logical & Intrapersonal

Students will use the online persuasion map organizer to come up with supporting details for an editorial essay. The editorial essay will be written for a newspaper in the early 1940’s trying to gain support for Holocaust victims. The essay will need to be very persuasive because the majority of Americans were not aware of the magnitude of events occurring in Europe. This map and essay will be put into each student portfolio.

Curriculum Unit 18

Persuasive Editorial Essay Rubric

Name: ________________________

Teacher: Langworthy Date of Assignment: ____________

Title of Work: ___________________  Criteria Points

Curriculum Unit 19

1 2 3 4 5  Capitalization &

PunctuationAuthor makes several errors in capitalization and/or punctuation that

catch the reader's attention and interrupt the flow.

Author makes a few errors in capitalization and/or

punctuation that catch the reader's attention and

interrupt the flow.

Author makes a fewer than 2 errors in

capitalization and/or punctuation that

interrupt the flow.

Author makes 1-2 errors in capitalization or

punctuation, but the essay is still easy to read.

Author makes no errors in capitalization or punctuation, so the essay is exceptionally

easy to read.

Grammar & Spelling Author makes more than 5 errors in grammar or

spelling that distracts the reader from the content.

Author makes 4 errors in grammar or spelling that

distract the reader from the content.

Author makes 3 errors in grammar or

spelling that distract the reader from the

content.

Author makes 2 errors in grammar or spelling that

distract the reader from the content.

Author makes no errors in grammar or spelling that distracts the reader from the

content.

Sentence Structure Most sentences are not well-constructed or varied.

Some sentences are well-constructed, but there is no

variation is structure.

Most sentences are well constructed, but

there is no variation is structure.

Most sentences are well-constructed and there is some varied sentence structure in the essay.

All sentences are well-constructed with

varied structure.

Audience It is not clear who the author is writing for.

Demonstrates some understanding of the

potential reader and uses arguments appropriate for

that audience.

Demonstrates an adequate

understanding of the potential reader and

uses arguments appropriate for that

audience.

Demonstrates a general understanding of the

potential reader and uses vocabulary and arguments

appropriate for that audience.

Demonstrates a clear understanding of the potential reader and

uses appropriate vocabulary and

arguments.

Transitions The transitions between ideas are unclear.

Some transitions work well, but some connections

between ideas are fuzzy.

Transitions show how ideas are connected,

but there is little variety.

Transitions show how ideas are connected, variety of

transitions could be improved.

A variety of thoughtful transitions are used. They clearly show how ideas are

connected.

Sequencing Many of the support details or arguments are

not in an expected or logical order; distracting

the reader and making the essay seem very

confusing.

A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a

little confusing.

Adequate support details or arguments

in a fairly logical order.

Arguments and support are provided in a logical order that makes it reasonably

easy to follow the author's train of thought.

Arguments and support are provided in a logical order that

makes it easy and interesting to follow the author's train of

thought.Position Statement There is no position

statement.A position statement is

present, but does not make the author's position clear.

A clear position statement is present, but is a very general overview of topic.

The position statement provides a clear statement of the author's position on the

topic.

The position statement provides a

clear, strong statement of the

author's position on the topic.

Support for Position 1 sentence of support. 2 sentences of support. 3 sentences of support.

4 sentences of support. 5 sentences of support.

TEACHER COMMENTS: Total----> /40