WHY THE WAR? - MSU Denver Home€¦ · Progressivism and Social Reconstructionism. I believe students learn through hands on exploration of the world around them. My lessons must

Unit Plan: World War II: Causes and Effects

WHY THE WAR?

11/2/13 EDS 3210-03 Rachel K. Brazell Dr. Francis MSU Denver Fall 2013

- Unit Plan- WWII Page 1

Table of Contents:

Pedagogy and Room Arrangement 2 Unit Topic and Big Ideas 3 Unit Standards 4 Enduring Understandings 7 Educational Objectives 8 Predictable Misunderstandings 9 Student Profiles 10 Grade Book 13 Unit Calendar 14 Lesson Plan #1 15 Materials and Resources for Lesson #1 18 Lesson Plan #2 20 Materials and Resources For Lesson #2 23 Grading Rubric #1 25 Lesson Plan #3 26 Materials and Resources for Lesson #3 30 Grading Rubric #2 32 Unit Assessment 33 Unit Assessment Materials and Resources 34 Grading Rubric for Unit Assessment 36 References 37


Pedagogy:

My philosophy of education incorporates main ideas from both Progressivism and Social Reconstructionism. I believe students learn through hands on exploration of the world around them. My lessons must be made personally relevant to their lives for education to have meaning and any hope of being remembered but I also believe that once students are given the chance to understand and learn about their world they must take action to right injustices and to maintain a sense of human equality. Furthermore I agree with the idea of constructivism I feel that without actively challenging our students we are not helping them reach their full potential. It is my job as a teacher to challenge my student’s previous ideas in order to facilitate higher level thinking and in order for real learning to occur within my classes. Allowing students to work in socially collaborative settings will help them to expand their zone of proximal development by using one another as a resource however I think social interaction and cooperative learning must internalized otherwise the interactions become superficial and useless.

Room Arrangement:

My classroom will be arranged with the student’s desks creating groups of fours. Each desk will have a number on a colored piece of paper taped to the corners. There are times in my instruction where I will have students work with their seatmates and there are times where I will use the numbers to rearrange students into new groups so that they have the opportunity to work with a variety of their peers. I believe that this rearranging of students in the classroom provides for differing social interactions which can in turn offer students the chance to discover additional perspectives on the content material. Since my classroom is equipped with digital whiteboard on the south wall my student’s desks are aligned to face this board for class notes and videos that I project. The west Wall of the class has additional chalk boards for notes and this is where my class objectives are posted for the day. The North wall has bookshelves and cabinets for supplies and other resource materials students may use for lessons and projects. The east wall has a bank of windows and the heat registers. My desk and file drawers are in the South east corner of the room. Posters depicting historically significant people and events are on the walls as well as a bulletin board where grades and other important notices like the bell schedule and class expectations are posted for the student’s perusal.


Unit Topic:

This three week unit plan was designed for an 11th grade U.S. History class and will focus on World War II. Prior to this unit students will have completed lessons related to World War I and the Great Depression. A written pre-test at the start of the unit will ask students to discuss the effects of the Great Depression on the American economy and how the “everyday American” was coping in an essay question. Students will also explain the American governmental policies of isolationism in the 1930’s in a short answer question. Knowing this information will offer the students a foundation to form which to assess how World War II differed from World War I and how the aftermath from the first conflict may have had lasting repercussions which caused the start of WW II. During the pre-test assessments students will also answer a short answer essay question about what the outcomes of WWI were. Finally students will write an essay style response discussing their thoughts on how redrawing map borders after territorial conflict might affect people living on both sides of the new borders. These previous topics will act as a review opportunity for past lessons and establish students’ previous knowledge base from which to move forward discussing how dissatisfaction with the treaties of WWI and the economic distress of the Great Depression led to international unrest which escalated into the conflicts we call WWII.

Big Ideas Covered in this Unit:

1. WWII as an extension of WWI 2. Is The Attack on Pearl Harbor Infamous or Noteworthy? 3. Who’s who in WWII and what did they do? 4. Propaganda as a Weapon of War 5. When war is over what remains? The Legacy of WWII


Standards to be addressed during this unit:

1. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time a) Outcomes: (US History)

i) Analyze continuity and change in eras over the course of United States

history (DOK 2-3)

ii) Investigate causes and effects of significant events in United States

history. Topics to include but not limited to WWI, Great Depression, Cold

War (DOK 1-2)

(1) Students will do a pre-assessment relating to WWI and the Great

Depression to establish a previous knowledge base

(2) Students will do a post-unit assessment on WWII at the end of the unit

to prepare them for a following unit related to the Cold War

b) Inquiry Questions:

i) How does American society decide what is important in its history?

ii) What ideas have globally united people over time?

iii) How has ethnic, racial and economic diversity impacted the concepts of

change over time?

c) Relevance and Application:

i) The complex relationships among change, diversity and unity have long-

lasting impacts on the cultural, political, and ideological components in

society. For example, there is a need to understand what happened

during the Holocaust to understand the creation of nation of Israel and

the tension over former Palestine.

ii) The complex interrelationship between the past and the present is evident

when solving issues over time. For example, nuclear weapons have only

ever been used once in warfare, to end WWII with Japan yet the threat of

nuclear warfare was recently in the news relating to both North Korea and

Syria.

2. Use the historical method of inquiry to ask questions, evaluate primary and

secondary sources, critically analyze and interpret data, and develop

interpretations defended by evidence


a) Outcomes

i) Evaluate a historical source for point of view and historical context

(DOK 2-3)

ii) Gather and analyze historical information, including contradictory

data, from a variety of primary and secondary sources, including sources

located on the Internet, to support or reject hypotheses (DOK 1-3)

iii) Differentiate between facts and historical interpretations, recognizing

that a historian’s narrative reflects his or her judgment about the

significance of particular facts (DOK 2-3)

b) Inquiry Questions

i) How does the point of view of the historian impact how history is

interpreted?

ii) What qualifies an event as historically significant rather than simply

noteworthy?

iii) What if the history of a war was told by the losing side?

iv) Why are historical questions important?

v) How do historical thinkers use primary and secondary sources to

formulate historical arguments?

vi) How might historical inquiry be used to make decisions on contemporary

issues?

c) Relevance and Application:

i) Historical information and context are used to interpret, evaluate, and

inform decisions or policies regarding such issues as discrimination of

various groups – like the establishment of anti-Jewish legislation under

Hitler or the establishment of Japanese Internment camps in the United

States following Pearl Harbor.

ii) The historical method of inquiry is used to continue to interpret and refine

history. For example, new information the discovery of journals and

artwork created by Jewish children living in the in the ghettos might

explain a different perspective on the Holocaust.


Standards which will be assessed during this unit:

1. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time

Outcomes: (U.S. History)

a. Investigate causes and effects of significant events in United States history. Topics to include but not limited to WWI, Great Depression, Cold War (DOK 1-2)

2. Use the historical method of inquiry to ask questions, evaluate primary and

secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence

Outcomes: (U.S. History)

a. Evaluate a historical source for point of view and historical context (DOK 2-3)

b. Differentiate between facts and historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the significance of particular facts (DOK 2-3)


Enduring Understandings

1. Students will understand the global nature of World War II and how the

causal effects of war like redrawn territorial borders, unresolved racial tension and excessive monetary restitution can prompt additional conflicts.

2. Students will understand how the attack on Pearl Harbor prompted a change

in U.S. foreign policy from isolationism to direct involvement in the war in both the European and Pacific theatres of engagement.

3. Students will understand how the world divided itself onto two opposing sides during the war and how various countries allied themselves with either the axis or allied powers during the fighting.

4. Students will understand the variety of uses for propaganda including use as a weapon or war or as recruiting and encouragement tool and interpret two differences and two similarities between German and US propaganda as tools of war.

5. Students will understand how the efforts of women in the factories on the home front helped the war efforts and brought about societal changes like the introduction of women in the workplace in larger numbers than prior to the war.

6. Students will understand the cultural legacy of the Holocaust like the survivor

guilt of those Jews who survived the concentration camps, the drastic changes in Jewish population statistics post war and the advocacy in the Jewish community to promote Holocaust education and victim remembrance as a way to prevent genocide in future.

7. Students will understand the political legacies of the Holocaust especially the establishment of the country of Israel as restitution by the international community for crimes committed against Jewish people during WWII focusing on how issues relating to Jewish refugees and tensions with former Palestine add to conflicts and tension in the Middle East.

8. Students will understand that the war in Europe ended before the war in Asia and that World War II did not fully end until the U.S. dropped two atomic bombs on Japan.


Educational Objectives:

At the end of this unit:

1. Using prior class notes and the text book students will name three economic, cultural and political factors which led to the start of WWII in a written paragraph.

2. Using class notes and lecture material students will identify 5 troop

movements, note 4 key battle locations and 3 main strategies on a map and graphic organizer.

3. Using primary resources and class notes students will interpret propaganda posters and analyze three ways that they were used in the United States to encourage national participation in war efforts in one paragraph.

4. Using primary resources, class notes, markers and poster paper students will design a propaganda style poster including a slogan, pertinent details relating to the event and a symbol or artistic image for a school sponsored event or activity and reproduce it in color on poster paper.

5. Using primary resources including audio recordings and newspapers and

small group discussions students will describe two ways the Japanese attack on Pearl Harbor prompted changes in US international and domestic policy in a paragraph.

6. Using class notes and their textbooks students will classify political leaders of

the 1940’s by their representative countries and identify which countries and people they were allied with during the war in a graphic organizer.

7. Using primary sources, personal experiences and small group discussions

students will document in writing one day in their life including a description of their surroundings both written and visually and 2 descriptions of important people in their lives in a two page diary entry which will be placed in the class archive.

8. Using primary sources and small group discussions students will describe the Holocaust and explain three ways that aftermath of the Holocaust is culturally and politically influential today in a one page essay.


Predictable Misunderstandings:

1. Adolph Hitler is a name which students might recognize as significant during World War II but they are likely to come with misinformation and misunderstandings about who he was and what he did. Many will know he is considered bad or even evil but they will not have any understanding of his role in the Holocaust or the war. Many will not understand his German political career prior to 1940 or know that he was in fact an elected government official when he first came to power.

2. Students may have misunderstandings about the Nazis, knowing this is a group but not understanding the politics or history of this group. The word Nazi is sometimes casually mentioned as a description of a disliked or harsh individual without understanding of its’ cultural and historical connotation.

3. Students may misunderstand how the combatants in the war divided themselves into two groups called the Allied and the Axis powers. They might know that the Americans were fighting the Germans but not realize that the Germans, Japanese and Italians were all allied together during the war. Students may not realize that the war was fought in Europe and in Asia at the same time. Students may have heard of places like Normandy and Iwo Jima but not know where those places are on a map.

4. Students may misunderstand the term Holocaust being unfamiliar with this word. They may not have a connection to anyone Jewish and therefore be unaware of the cultural and political ramifications of the Holocaust. Students may know that Jews were killed in World War II but not understand the systematic way in which it occurred.

5. Students might confuse concentration and internment camps as they are not familiar with the distinct differences between these two types of institutions. Some students may be unaware that Jews were not the only individuals who were interred in camps during the war. They may not realize that people of Japanese descent were held in internment camps in the US as were political dissidents, homosexuals and gypsies who were also rounded up and sent to concentration and work camps in Europe during this time.

6. Students may misunderstand the magnitude of Atomic or Nuclear warfare as

it is commonly discussed in the news and can even be seen in some video games. Students may believe that all bombs used in modern warfare are nuclear in nature and they may not understand the difference between these types of weapons and their destructive capabilities. Students may not realize nuclear weapons have only ever been fired in the course of war twice, both against Japan at the end of WWII.


Student Profiles: Struggling Student- K.D.

Background: K.D. has been in the country for two years having recently come from Sudan with his family. Prior to arriving in the U.S. he was not enrolled school consistently. He is inquisitive but not outspoken. He was recently diagnosed with a developmental disability. Likes: drawing and basketball Dislikes: writing things down , strong smells like perfume Intelligences: K.D. is visual and kinesthetic learner. He likes being in motion and often draws pictures on any piece of paper Strengths: K.D is artistic and enjoys drawing on everything. He has a strong visual memory. He often returns things to their places when they have been moved. He always volunteers to get supplies for activities as he likes to move around in class. In group activities he prefers to draw not write or speak. Communication: Since K.D.’s arrival he is still working on his English skills. His oral skills are improving but he struggles with written assignments. Behavior: When completing longer writing assignments K.D. gets frustrated and loses focus however he requires more time to complete written assignments . He begins to get agitated and rocks slightly in his seat when upset. Sometimes this distracts other students but if he is permitted to stand up or physically move a little between seated assignments he tends to calm down. Academic performance: K.D. is falling behind in class as he has a tendency to not turn in work on time or fully finished. His writing skills are significantly below the grade level Social Information: K.D. is tall and often stands a good foot above his peers however his quiet gentle nature often makes him socially excluded in the classroom. However, he is on the school basketball team and gets along with his coach and teammates. Concerns: K.D. has some trouble with social interactions and trouble reading social cues, unsure if it is a language issue or part of his developmental disability which has only recently been diagnosed. K.D. has eligibility issues related to his falling grades and class participation. He does not turn in work on time or turns in work only partially completed. Other Information: K.D. is on an IEP and requires extra time and assistance on tests and written assignments. He has recently been diagnosed with a developmental disability and spends part of the day in special education classes except for science, math and social studies.


Student Profile: Average Student- E.C.

Background: E.C. came from Mexico with her family six years ago. She is the oldest of four and she often spends time afterschool at her grandmother’s house watching after her younger siblings. E.C. always listens to music and hums in the hallways. Likes: singing, dancing, painting, cats, Dislikes: country music, science, dogs Intelligences: E.C. is an audible and visual learner. She says she thinks better when listening to music or when she hears something or can talk about thinks aloud. E.C. is a verbal and linguistical learner as well. Strengths: E.C. works well in groups where she gets to share her ideas. She is a talented musician who sings and plays the guitar. Communication: She explains things in a way that often helps her classmates and can speak in Spanish as needed to better help explain her points. E.C. often asks for help clarifying directions on assignments.

Behavior: E.C. is talkative and occasionally needs to be reminded to stop talking and focus back on her own work. She has trouble when asked to remain silent as in assessment situations. Academic performance: E.C. is doing passable work but she does not go beyond the basic requirements for assignments. She is an average student but she excels in any project which involves music or oral presentations. Social Information: E.C. is well liked and outspoken amongst her peers. She is a member of the art and music clubs, the vice president of the Drama society and a member of the Latino cultural activities alliance which promotes and organizes cultural activities and celebrations in the school. Concerns: E.C. is an active participant in several clubs and organizations in the school, however she does not always show the same level of commitment to her school work as she does to her extra-curricular activities. When a large event for one of these organizations happens E.C.’s grades tend to fluctuate while never dropping below a passing level. In most classes including this one she is currently has C’s.

Other Information: E.C.’s mother and grandmother have expressed concerns that E.C.’s grades are slipping and think she is over extended in extra-curricular activities. They want her to quit one activity but she has fought them. Both E.C and her family want her to bring her grades up in the next six weeks.


Student Profile: High Performing Student- J.T.

Background: J.T. was born in the U.S. to parents who immigrated to the U.S. from Mexico. She is the captain of the school volleyball team and holds current city wide record for aces on the serve. She is trying to get both academic and athletic scholarships to college. Likes: Volleyball, the color pink, looking her best, nice handwriting Dislikes: things that are “ratchet”, chipping her nails Intelligences: Due to her athletic nature J.T. learns kinetically. She also has strong interpersonal and verbal linguistical learning traits. Strengths: J.T. is focused and driven. She must maintain high grades to remain eligible for volleyball and to earn her scholarships for college. Communication: J.T. is outspoken and not shy about sharing her opinions. She tends to be appointed as a spokesperson by her classmates, teammates and friends because of her confident communication style. Behavior: J.T. leads by example in whatever she does. Other students look to her to set an example in their classes. She is very aware that her continued participation in school athletics is dependent on good grades and behavior in class. Academic performance: J.T. is a high achieving student who has high personal standards for her work. She prides herself on having nice penmanship and likes to go above and beyond on her assignments when possible. Social Information: J.T. is popular with her peers. She has a natural charisma that draws people to her. Concerns: J.T. is bright and thrives on challenges. She is driven and self motivated however if she pushes herself too hard she runs the risk of burning herself out. She is still learning how to pace herself and find balance between her athletic, personal and academic schedules.


Grade Book:

During this unit these are the assigned activities which will be graded:

WWII pre-test 10 points

Propaganda Analysis #1-Avenge Pearl Harbor 5 points

Pearl Harbor Note Catcher 10 points

Propaganda Analysis #2- Rosie The Riveter 5 points

Propaganda Analysis #3- German Posters 5 points

WW II Battle Map 15 points

School Activity Poster 25 points

Propaganda Comparison Essay 50 points

Who’s Who In WWII Quiz 15 points

Unit Assessment Part 1- Propaganda Analysis, People and Places 25 points

Unit Assessment –Personal Legacy Essay 50 points

Unit Points Total 215 points


Unit Calendar: Day 1- People and places Who’s Who in WWII graphic Organizer Pretest Map 1- pre 1941

Day 2- Pearl harbor- Video: YouTube- Learn History: Summary of attack on Pearl Harbor Infamy speech- group work Lesson Plan #1

Day 3- Propaganda DN: Explain two ways you think the U.S. foreign policy changed after the bombing of Pearl Harbor. Propaganda Poster Analysis: # as a class :“Avenge Pearl Harbor” 9/11 article corollary

Day 4- Home front DN: How was the attack on 9/11 the same or different from the attack on Pearl Harbor Dec. 7th, 1945? War effort Slides Propaganda Poster analysis #2 group (Rosie the Riveter, bowling) Content and Design Notes

Day 5- DN: What were the consequences of the “Rosie the Riveter” campaign? Do you think they were intended, why or why not? Global involvement Quiz review- people and places map 2

Day 6- D-Day: major battles Propaganda Poster Assignment

Day 7- Do Now: People and places review questions Propaganda Poster Work Day Lesson Plan #2

Day 8- People and Places quiz Student generated Poster Gallery

Day 9- Holocaust: Krystalllnacht, Ghettos Propaganda Analysis #3- German Posters Propaganda Essay Assigned

Day 10- Japanese Internment camps War in the Pacific People and Places Study Gide part 1

Day 11- Propaganda Essay Due Anne Frank Digital quiz And Article Lesson Plan #3

Day 12- Holocaust: Concentration Camps Map 3- camps Liberation audio: Murrow

Day 13- People and Places Study Guide part 2. Personal Legacy Essay Organizer

Day 14- Unit Assessment Part 1: People and Places , propaganda analysis #4 “Loose Lips”

Day 15- Unit Assessment: Part Two – Personal Legacy Essay


Week One: Day Two Lesson Topic: Pearl Harbor and the effect it had on U.S. foreign policy.

Essential Question(s):

What qualifies an event as historically significant rather than simply noteworthy? Was Pearl

Harbor noteworthy or historically significant? Why?

How did the attack on Pearl Harbor change U.S. Foreign Policy?

Enduring Understandings:

At the end of the lesson students will be able to explain two ways that the U. S. Foreign Policy changed from isolationism following the attack on Pearl Harbor and define they word infamy in their own words.

Big Ideas from Unit being addressed:

Effects of Pearl Harbor-Domestically and Internationally

Instructional Objectives:

Using primary resources including audio recordings and newspapers and small group discussions by the end of the lesson students will describe how the Japanese attack on Pearl Harbor prompted two changes in US international and domestic policy in a paragraph.

Performance Task(s) this lesson supports: Students will demonstrate their understanding by…

Writing a paragraph explaining how the Japanese attack on Pearl Harbor prompted two changes in US international and domestic policy.

Completing a graphic organizer analyzing FDR’s “Day of Infamy Speech”.

Evidence of Student Learning:

Class note taking

Group analysis of Day of Infamy speech – Graphic organizer

Formative assessment at end of lesson

Homework as extension activity and bridge for tomorrow.


Content Standards being Addressed: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. Investigate causes and effects of significant events in United States history. Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence.

Strategies for Differentiating Instruction:

Students will be working in groups to decode FDR’s “Day of Infamy Speech”. The groups will be arranged with mixed abilities doing so allows advanced students to offer assistance to lower functioning students as a form of scaffolding.

Advanced students will be asked to act as group leaders through a numbered system. 1-(advanced students) read part 2 and assist with definitions , 2- (struggling student) Read part 1 where it says “President” and part three 3 ,3(average student)- read part four and define words, 4- (average student) read part five and present one definition from your group to aloud to class. This assigning of tasks through seemingly random system is meant to help expand each students’ zone of proximal development by offering them challenges for the level they are while offering more advanced opportunities for the student who have a better understanding of the material.

Students will listen to the speech aloud which will help auditory learners. Reading the speech in groups according to assigned number and decode the speech as a group for analysis will help students who are verbal and linguistic learners and working in groups is good for interpersonal learners.

Sequence of Activities: Introductory Warm Up Estimated Time: 5 min

(1) Do Now: What qualifies an event as historically significant rather than simply

noteworthy? What historically significant events have you experienced?

Students will have 3 minutes to answer the question then one minute to share their ideas with their small groups.

In Small groups: Do you agree on what makes an event historically significant? Have you experienced the same significant events?

Coming back together as a class ask for volunteers to share their ideas with the group.


2) Video Estimated Time: 5- 8 min

As a class watch the video entitled Learn History: A Summary of the Attack on Pearl Harbor

Pass out graphic organizer and ask students to take notes on the film. Stop the film at intervals as necessary to allow for note taking.

Students will turn in the note catcher at the end of class.

(3) FDR Infamy speech Estimated Time 10 min

Students will listen to the speech excerpt and read along with their transcript underlining words with which they are unfamiliar.

As a class we will make a list of these words and underline them in our copies of the speech.

(4) Small group read and Define Estimated Time 10 min

Students will divide into their table groups and complete the following prompts:

As a table group read through the speech aloud again and see if you can determine the meaning of the words we marked as a class from the sentences before and after or from the context of the sentence with the new word.

Write your tables own definition of these words in the margins.

Share these definitions with the class.

(5) Closure: Exit Slip Estimated Time 5 min

Do you agree with President FDR when he said the attack on Pearl Harbor was infamous? Why or why not?

Explain your answer in one paragraph citing details from the video, notes and class discussions and turn in at the end of class as an exit slip.

Materials and Assistive Technologies:

Video : “A Summary of the Attack on Pearl Harbor”

“Date that will live in Infamy” Transcript (35 copies)

CD with FDR speech Audio- Dec. 8, 1945 “Address to Congress”

Summary of Pearl Harbor Graphic Organizer (25 copies)

Modified Pearl Harbor Graphic organizer (10 copies)


“A Date Which Will Live in Infamy”: FDR Asks for a Declaration of War

The Japanese attack on Pearl Harbor, Hawaii, on December 7, 1941, stunned virtually everyone in the United States military. President Franklin Roosevelt quickly addressed Congress to ask for a declaration of war as illustrated in this excerpt. As we listen to the excerpt please follow along in the text and underline words you do not know.

President Franklin D. Roosevelt: Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.

The United States was at peace with that nation, and, at the solicitation of Japan, was still in conversation with its government and its emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in the American island of Oahu, the Japanese ambassador to the United States and his colleague delivered to our secretary of state a formal reply to a recent American message. While this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or armed attack.

It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace.

The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost. In addition, American ships have been reported torpedoed on the high seas between San Francisco and Honolulu. Yesterday the Japanese government also launched as attack against Malaya. Last night Japanese forces attacked Hong Kong. Last night Japanese forces attacked Guam. Last night Japanese forces attacked the Philippine Islands. Last night Japanese forces attacked Wake Island. And this morning the Japanese attacked Midway Island.

Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday and today speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation. As commander in chief of the Army and Navy I have directed that all measures be taken for our defense. But always will our whole nation remember the character of the onslaught against us. . .

Source: Courtesy of the Franklin D. Roosevelt Library, Hyde Park, New York


Name: Date: Period: Learn History Video: A Summary of the Attack on Pearl Harbor

Watch the video and fill in this graphic organizer as we go through the video clip.

1. On what island is Pearl Harbor located?

2. President Franklin Delano Roosevelt called the attack on Pearl Harbor a “date

which will live in infamy….” what date is that?

3. According to the film, what three ways were the soldiers unprepared for the

bombings?

4. Explain two reasons why would it be bad for soldiers to be unprepared in these

ways? 1.

2.

5. Using three examples from the video explain how U.S. foreign policy changed

after the attack on Pearl Harbor.


Lesson Topic: Propaganda as a Weapon of War


Why do people join activities or form groups?

Does having a personal connection to a group or organization make you more or less likely to participate in that group in the future?

What is a “herd mentality”? Is it a bad thing or a good thing to follow a group?


Students will understand how the efforts of women in the factories on the home front helped the war efforts and brought about societal changes like the introduction of women in the workplace in larger numbers than prior to the war.

Big Ideas from Unit being addressed:

Propaganda as a Weapon of War

Instructional Objectives:

Using primary resources and class notes students will interpret propaganda posters and analyze three ways that they were used in the United States to encourage national participation in war efforts in one paragraph.


design a propaganda style poster including a slogan, pertinent details relating to the event and a symbol or artistic image for a school sponsored event or activity and reproduce it in color on poster paper


Class note taking

Propaganda poster with design and content elements

Formative assessment question at the end of lesson


Content Standards being Addressed:

Evaluate a historical source for point of view and historical context.

Differentiate between facts and historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the significance of particular facts


Allowing students to come and write notes up on the board creates learning opportunities for my kinesthetic learners a chance to get more physically involved in the process of learning and it offers additional visual and verbal opportunities for the class as well.

Instructions for the poster assignment will be given orally for students who are verbal learners and in written form for visual and liguistical learners.

Students will create posters for a school activity with drawings which help visual learners express their understanding of material. The project is has an open structure so advanced students can choose to go more in depth with their choice of theme or presentation if they wish while struggling students are also able to self pace their progress.

ELL students may choose to write their posters bilingually which is permissible provided they follow the instructions as outlined.

Sequence of Activities: Introductory warm-up Estimated Time 3 min

DO Now: Who decided when a military battle is a success?

Who might consider the Invasion of Normandy a success? Who might not consider it a success?

Look back at your D-Day notes from yesterday. Share your answer with your table mates then with the class.

(2) Review of Propaganda Elements Notes Estimated Time 7 min

Have students take out their Propaganda element notes from last week. Write AMP on the board like an acrostic have students come up and fill in the letters and give examples. Use the same process for CSAW and the design elements

A-Audience

M-Message

P- Point of View


(3) Propaganda Poster Assignment Instructions Estimated Time 3 min

Review instructions for propaganda poster design project which was assigned yesterday and remind them the grading information is on the rubric at the bottom of the instruction page.

(4) Propaganda Project work time Estimated Time 20 min

Pass out material and inform students they have 20 minutes of work time to finish their posters.

Tomorrow we will do a gallery walk and peer review of the posters so make sure they are finished and ready for presentation tomorrow.

If students finish early they can study for the people and places quiz we will do tomorrow.

(5) Clean up and return Supplies Estimated Time 3 min

Return materials to the front of the room and bring your finished posters to the class turn in tray. Then get out a half sheet of paper.

(6) Exit slip Estimated Time 5 min

In complete sentences answer:

What three ways might the government have used propaganda to influence public sentiment after D-Day?


Propaganda Content Elements Note Catcher:

Content Elements Of Propaganda Posters: (AMP)

1. Audience: a) Who is this message directed at? b) How will the audience react emotionally to the

propaganda?

2. Message: a) What is the purpose of this Propaganda? b) What does the poster want me to do? c) Is it a true or an exageration? d) What is the most important part of the poster?

3. Point of View- (POV) a) What does the artist believe based on this

poster? b) Do you agree or disagree with the Point of View

in the propaganda? c) Is the propaganda attacking or defending

something?

Poster 1: “Rosie the Rivetor”

A.

M.

P.

Poster 2: “Attack on All Fronts”

A.

M.

P.

How are these posters the same and how are they different?


Propaganda Design Elements Notes Catcher:

Design elements Of Propaganda Posters: (CSAW)

1. Color: a. What colors are used ? b. Why did the artist use these colors? c. Which colors do you notice first? d. What is the signifigants of different color

words? 2. Symbols and Images

a. What symbols do you see? b. What do the symbols represent? c. Are the images realistic or exagerated?

3. Arrangement of poster images and words a. What catches your eye first? b. What things are big and what things are

small? c. How do you know which things on the

poster are the most important? d. How are the words written?

4. Words or Slogans

a. What does the propaganda say? b. What do these words mean? c. How do they use punctuation? d. How many words are there?

What CSAW elements do these posters have in common and which elements make them different?


Propaganda Poster Assignment:

You are designing a propoganda poster for a school sponsored club, activity or sport. The audience for your poster is your fellow students but it must also be school appropriate as the poster is for a school activity. The way you present the message and point of view for your propaganda is up to you as an artist.

Your Poster should include the four CSAW elements of propaganda so be sure your finished poster has:

A slogan or phrase that grabs your audiences’ attention and can be read at a distance

An eye catching layout arrangement which can be seen at a distance A Symbol or illistration which can be seen at a distance Uses Color thoughtfully Is not on lined paper Has your name on it somewhere.

Propaganda poster rubric:

Level of Performance

Performance

Tasks

Accomplished

Developing

Beginning

Points

Propaganda Content Elements

Poster presents 3 content elements propaganda

Poster presents 2 conent elements of propaganda

Poster presents 1 content element of propaganda

Propaganda Design Elements

Poster has 3 design elements used effectively

Poster has 2 design elements used effectively

Poster has 1 design element used effectively

Legibility of Poster

3 elements are legible from a distance

2 elements are legible froma distance

1 element is legible from a distance

Form of poster Poster is in color, spelled correctly and on approved paper

Poster is in color and on Approved paper

Poster is in color

Comments:


Lesson Topic: Anne Frank, in hiding


When war is over what legacies remain?


Students will understand the cultural legacy of the Holocaust like the survivor guilt of those Jews who survived the concentration camps, the drastic changes in Jewish population statistics post war and the advocacy in the Jewish community to promote Holocaust education and victim remembrance as a way to prevent genocide in future. Big Ideas from Unit being addressed:

When war is over what remains? Cultural and Political Legacies of WW II

Instructional Objectives: [Knowledge, Procedures, Skills]

Using secondary sources , guided questions and small group discussions students will annotate a Biography article about Anne Frank and explain how her diary is a cultural legacy in a digital quiz.


Annotating a short biography of Anne Frank

answering some questions with the digital quiz and a personal whit board clicker


Students will turn in their Propaganda comparison essays.

Annotated Anne Frank biography

Clicker quiz answers for each student

Content Standards being Addressed:

The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time



Auditory learners can read the biography aloud in groups and verbal linguistic and visual learners can follow along on their copy of the text. As a group we will make notations of questions and terms to help decode the text as a form of scaffolding for ELL and struggling students.

Briefly looking at a map to find the location of Amsterdam and Frankfurt will help learners who are logical and spatially minded.

Later we use the promethean clickers to answer the quiz as a class students can use their annotated biographies for additional support on the exam. We will answer questions as a class and a bar graph will show the percentage of the class which got a certain answer correct. My students with mathematical learning styles can help assess the percentages of our class which have answered the question correctly. The clickers also allow the intrapersonal learners to work independently but still be engaged as a member of the whole class.

Sequence of Activities: Warm –Up Activity Estimated Time 4 min

Do Now: Students will put their name on a rubric grading sheet entitled “Propaganda Comparison Essay Rubric” and staple it to the back of their completed essays. Then they will turn them in to the class turn in tray and get a clicker from the carrying case at the front of the room for a later activity.

(2) Class Read and Annotation of “Anne Frank Biography” Estimated Time 20min

As a class we will read the biography excerpt aloud stopping to annotate the article as we go.

We will look at a map when we first begin to read so we can see where Amsterdam and Frankfurt are located.

Then as needed verbal cues can help students know what might be on the quiz later. So they can make notes.

Examples: Where was Anne Born? Where was she in hiding? Who helped hide Anne’s family and kept her diary safe? Do any of you keep journals? Who do you write to? Who did she write to in her diary?

(3) Prepare for Reading Comprehension Quiz Estimated Time 3 min

Students will turn on and log into the clickers using their first names and last initials.

Once all students clickers are showing up on the white board we will begin the Anne Frank Reading Comprehension quiz.


(4) Anne Frank Reading comprehension Quiz Estimated Time 15 min

Students will go through the digital quiz individually by clicking in their answers then we will review the correct answer as a class. Students will write down the correct answers for later study on the back of their Anne Frank biography.

(5) Clean up and return clickers Estimated Time 3 min

Power down clickers and return them to the case at the front of the room.


Anne Frank

Anne Frank, age twelve, at her school desk. Amsterdam, the Netherlands, 1941. Anne Frank was one of over one million Jewish children who died in the Holocaust. She was born Annelies Marie Frank on June 12, 1929, in Frankfurt, Germany, to Otto and Edith Frank.

For the first 5 years of her life, Anne lived with her parents and older sister, Margot, in an apartment on the outskirts of Frankfurt. After the Nazi seizure of power in 1933, Otto Frank fled to Amsterdam in the Netherlands, where he had business connections.

The Germans occupied Amsterdam in May 1940. In July 1942, German authorities and their Dutch collaborators began to concentrate Jews from throughout the Netherlands at Westerbork, a transit camp near the Dutch town of Assen, not far from the German border. From Westerbork, German officials deported the Jews to Auschwitz-Birkenau and Sobibor killing centers in German-occupied Poland.

IN HIDING During the first half of July, Anne and her family went into hiding in an apartment which would eventually hide four Dutch Jews as well—Hermann, Auguste, and Peter van Pels, and Fritz Pfeffer. For two years, they lived in a secret attic apartment behind the office of the family-owned business at 263 Prinsengracht Street, which Anne referred to in her diary as the Secret Annex because it was reached through secret door hidden behind a bookcase. Otto Frank's friends and colleagues, Johannes Kleiman, Victor Kugler, Jan Gies, and Miep Gies, had previously helped to prepare the hiding place and smuggled food and clothing to the Franks at great risk

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005142







http://www.ushmm.org/wlc/en/media_ph.php?ModuleId=10005210&MediaId=774


to their own lives. On August 4, 1944, the Gestapo (German Secret State Police) discovered the hiding place after being tipped off by an anonymous Dutch caller.

ARREST AND DEPORTATION That same day, Gestapo official SS Sergeant Karl Silberbauer and two Dutch police collaborators arrested the Franks; the Gestapo sent them to Westerbork on August 8. One month later, in September 1944, SS and police authorities placed the Franks, and the four others hiding with the Franks, on a train transport from Westerbork to Auschwitz, a concentration camp complex in German-occupied Poland. Selected for labor due to their youth, Anne and her sister, Margot were transferred to the Bergen-Belsen concentration camp near Celle, in northern Germany in late October 1944.

Both sisters died of typhus in March 1945, just a few weeks before British troops liberated Bergen-Belsen on April 15, 1945. SS officials also selected Anne's parents for labor. Anne's mother, Edith died in Auschwitz in early January 1945. Only Anne's father, Otto, survived the war. Soviet forces liberated Otto at Auschwitz on January 27, 1945.

DIARY While in hiding, Anne kept a diary, addressed to her imaginary friend “Kitty”, in which she recorded her fears, hopes, and experiences. She described life in the Annex including her anger at having to sharing a room with a bad tempered dentist whom she called Mr. Dussel. Found in the secret apartment after the family was arrested, the diary was kept for Anne by Miep Gies, one of the people who had helped hide the Franks. It was published after the war in many languages and is used in thousands of middle school and high school curricula in Europe and the Americas. Anne Frank has become a symbol for the lost promise of the children who died in the Holocaust.




Propoganda Writing Assignment:

Based on your Elements of Propaganda Note Catchers and the Compare and Contrast propaganda organizer write a one- two page essay explaining the similarities and differences between the two WWII propaganda posters below.

Your essay should include:

• A definition of the word propaganda • Three ways propaganda can be used • A description of the content and design elements used to analyze propaganda • Two ways the content or design elements from the “Shadow” and “Baut

Jugend…” are similar • Two ways the content or design elements from the “Shadow” and “Baut

Jugend…” are different


Propaganda Comparison Essay Rubric Levels of Performance:

Comments:

Performance Tasks:

Mastery

Accomplished

Developing

Beginning

Points:

Description of

Propaganda Content Elements

(10 points)

Student defines 3 content

elements and gives examples of each element.

Student defines 3 content based

elements of propaganda.




element of propaganda.

Description of

Propaganda Design Element

(10 points)

Student defines 4 design

elements of propaganda and gives examples of each element.





Student defines 1 design element of

propaganda.

Definition of

Propaganda and Examples of

Propaganda Uses

(10 points)

Student defines propaganda and explains 3 ways propaganda is

used.

Student defines propaganda and explains 2 ways propaganda is

used.

Student defines propaganda and explains 1 way propaganda is

used

Student defines propaganda.

Propaganda Analysis

(20 points)

Student identifies 2 elements of

similarity and 2 elements of

difference using appropriate

terminology.


similarity and 2 elements of

difference in the posters.

Student identifies 1 element of

similarity and 1 element of


Student identifies 1 similarity or 1 difference in the

posters.

http://www.teach-nology.com/web_tools/rubrics/general/display.php

http://www.teach-nology.com/web_tools/rubrics/general/display.php


Unit Assessment:

At the end of the Unit Students will complete a two part assessment. On the first day they will answer 10 multiple choice fact based identification type questions such as:

Which of the following political leaders was not a member of the Axis Powers?

A) Benito Mussolini B) Harry Truman C) Winston Churchill D) Joeseph Stalin

and complete a comparison analysis exercise of two WWII propaganda posters one from America and one from Germany looking for thematic and design similarities and differnces. This assesment will demonstrate students knowledge about the analysis criterion for evaluating propaganda thematicall and estetically and this assement will be used as the final piece of performnce evidence in the unit related to the analysis of historical documents for perspective and meaning. The rubric below explians how this section of the assesment will be scored.

Level of Performance:

When Students complete part one of the assessment they will be given the question for the essay section which will be written the following day. They may use their remaining time to outline their ideas and organize their essay arguments for the following day

Performance Task

Mastery Accomplished Developing Beginning Points:

Propaganda

Analysis

(15 points)

Student identifies 2 elements of similarity

and 2 elements of difference

using appropriate terminology.


similarity and 2 elements of difference

in the posters.

Student identifies 1 element of similarity

and 1 element of


Student identifies 1

similarity or 1 difference in the posters.


Unit Assessment- Propoganda Analysis:

“Loose Lips Sink Ships” Translation: “Attention Spies , Beware of Speaking!”

“Loose Lips” “Attention Spies…”

Using the design and content elements of propaganda analysis compare and contrast these two posters and fill in the Venn Diagram with 2 similarities and 2 differences.


Unit Assessment - Personal Legacy Essay

On day two of the assessment students will write a two page essay which they outlined on day one of the assessment. The essay will consist of three sections.

In the Introduction students will write a brief summary of WWII including what the names of the two opposing faction and an explanation of why they were fighting. Next students will define the Holocaust end explain who Anne Frank was and explain why she wrote her diary. Finally students will conclude their introduction by explaining how Anne Frank’s diary could be considered a cultural legacy of WWII.

In the Second section of their essay students will write their own Diary entry which will document one day in their life and include the following criteria:

• 1 detailed description of their location while writing • One illustration of something you could not live without • A detailed description of how it would feel to be without that valued item • 2 physical descriptions of important people in your life • 1 explanation about why each of those people is important to you.

In the conclusion of their essay students will:

• Describe2 aspects of your ideal future world • Explain the 2 things you want to be remembered as your legacy in that ideal

world • Do you think being remembered after you die is important? Why or Why not?

This essay will be graded using the rubric on the following page.


Personal Legacy Essay Rubric:

Levels of Performance:

Performance Tasks:

Mastery Accomplished Developing

Beginning: Points:

Introduction Content (10 points)

student answered 3 parts of prompt with three pieces of specific evidence and detailed explanations

student answers 3 parts of the prompt with explanations

student answers 2 parts of prompt with explanations

student answers 1 part of the prompt with an explanation

Diary Entry (15 points)

student includes 4 descriptions and one illustration

student incudes 3 descriptions and 1 illustration

student includes 2 descriptions and 1 illustration

student includes 1 description and 1 illustration

Conclusion Content (20 points)

student includes 2 detailed descriptions of the future world, 2 legacies and an offers justification of why being remembered matter on not with evidence

student includes 2 detailed descriptions of the future world, 2 legacies and an explanation of why being remembered matters or not

Student includes 2 descriptions of future, 2 legacies

Student includes 1 description of future or one legacy

Writing Conventions (5 Points)

Essay is organized, no spelling or grammatical errors, handwriting legible

Essay is organized, handwriting legible and no grammatical errors occur

Essay is organizzed and legible handwriting

Essay is written in legible handwriting

Comments:


References

Anne Frank Museum Amsterdam - the official Anne Frank House website.

(n.d.). Anne Frank. Retrieved November 1, 2013,

from http://www.annefrank.org/

Colorado Department of Education Home Page. (n.d.). Colorado Department

of Education Home Page. Retrieved September 30, 2013,

from http://www.cde.state.co.us/

Dec. 8th Address to congress. (n.d.). Franklin D. Roosevelt Memorial Library.

Retrieved October 15, 2013, from

http://www.fdrlibrary.marist.edu/â€Ž

Frank, A., & Doubleday, B. M. (1972). Anne Frank: the diary of a young girl.

New York: Washington Square Press :.

Gies, M., & Gold, A. L. (1987). Anne Frank remembered: the story of the

woman who helped to hide the Frank family. New York: Simon and

Schuster.

Library of Congress Home. (n.d.). Library of Congress Home. Retrieved

October 1, 2013, from http://loc.gov/index.html

http://www.annefrank.org/

http://www.cde.state.co.us/

http://loc.gov/index.html


Navy.mil Home Page. (2011, December 9). Hawaii Commemorates 70th

Pearl Harbor Day, National Pearl Harbor Survivors Association

Disbands. Retrieved October 1, 2013,

from http://www.navy.mil/search/display.asp?story_id=64281

Propaganda. (n.d.). - SourceWatch. Retrieved November 1, 2013,

from http://www.sourcewatch.org/index.php?title=Propaganda

Rubric Generators | www.rubrics4teachers.com. (n.d.). Rubric Generators |

www.rubrics4teachers.com. Retrieved November 1, 2013,

from http://www.rubrics4teachers.com/generator.php

Schools. (n.d.). Denver Public Schools. Retrieved October 29, 2013,

from http://www.dpsk12.org/calendars/

¨Never Again starts here. (n.d.). United States Holocaust Memorial Museum.

Retrieved October 1, 2013, from http://www.ushmm.org/

http://www.navy.mil/search/display.asp?story_id=64281

http://www.sourcewatch.org/index.php?title=Propaganda

http://www.rubrics4teachers.com/generator.php

http://www.dpsk12.org/calendars/

EDS 3210 Assessment Plan

Exceeds Expectations 3pts

Meets Expectations 2pts Below Expectations 1pt

[CO-PBST-3.2][ CO-PBST-3.3] [CO-PBST-3.4] [CO-PBST-3.5] Assessment Plan

Incorporates multiple sources of evidence, provides frequent opportunities for revision and self-evaluation, focused on students’ mastery of goals and development over time, and includes numerous occasions for formative and summative assessment.

Incorporates valid sources of evidence, provides some opportunities for revision, focused on mastery of goals, provides some occasions for formative and summative assessments.

Based on single source of evidence, based on limited (high stakes) performances, focused on student errors and summative assessment.

Performance Task Simulates authentic problems and numerous opportunities for investigation, highly aligned with learning goals, provides numerous opportunities for revision, and includes multiple subjects and transfers to other contexts.

Provides some opportunities to inquire into key ideas, aligned with learning goals, provides some opportunities for revision, focused on single subject-matter with limited transfer.

Focused on inauthentic tasks, unrelated to learning goals, limited opportunities for inquiry, performance few to no opportunities for revision.

[CO-PBST-3.6] Assessment Rubrics

Provides detailed and precise criteria for performance, dimensions of evaluation are ordered to promote learning, anchors students’ expectations for success in concrete and precise terms at each level.

Provides clear criteria for performance, dimensions of evaluation are present, conveys expectations for success at each level.

Limited criteria for performance, dimensions are unconnected to performance, fails to convey expectations for success at each level.

[CO-PBST-3.5] [CO-PBST-6.2] [CO-PBST-6.3] [CO-PBST-6.5] [CO-PBST-6.6] [CO-PBST-6.7] Pre-Assessment /

Highly connected to learning goals, provides extremely useful data to modify instruction, focused on significant concepts, big ideas and themes,

Aligned with learning goals, provides meaningful data to modify instruction, focused on main ideas and standardized

Limited connection to learning goals, provides inadequate data to modify instruction, focused on facts and isolated

Diagnostic Task and incorporates standards and objectives.

objectives. skills.

[CO-PBST-6.1] Integration of Theory & Research

Displays profoundly sound instructional decision making skills that clearly evidence the teacher candidate's exceptional reasoning and well-articulated knowledge of backward design.

Displays sound instructional decision making skills that are well justified by the teacher candidate's articulated knowledge of backward design.

Displays instructional decision making skills that are somewhat justified by the teacher candidate's articulation of backward design.

Reflections Includes a concise and rich synthesis of information with a detailed analysis of implications for future instructional needs.

Includes an effective synthesis of information and analysis of implications for future instructional needs.

Includes a basic synthesis of information and a brief discussion of implications for future instructional needs.

Professionalism All components of the assignment were completed at an exceptionally high level of professionalism with no consequential language and grammatical errors.

Most components of the assignment were completed at an expected level of professionalism with a limited number of language and grammatical errors.

Some components of the assignment were missing or completed at a low level of professionalism, and/or significant language and grammatical errors.

Documents

WHY THE WAR? - MSU Denver Home€¦ · Progressivism and Social Reconstructionism. I believe students learn through hands on exploration of the world around them. My lessons must