Atlas - Atlas - Unit 7: World War II 1939-1945 America’s ...



|[pic] |Unit Planner: Unit 7: World War II 1939-1945 America’s Impact |[pic] |

| |US History 11[pic] | |

| |Tuesday, February 23, 2016, 2:32PM | |

|High School (MYP) > 2015-2016 > Grade 11 > Social Studies/History > US History 11 > Week 22 - |Last Updated: Monday, February 15, 2016 by Theresa Mullin |

|Week 24 | |

Diana, Davison; Michelle, Taylor; Mullin, Theresa; Saribudak, Aylin

|Inquiry: Establishing the purpose of the unit |

|Key Concepts (Only Choose One) |Related Concepts |Global Context |

| | | |

|[pic]Choose Standards |Related Concepts | |

|Key Concepts |Causality |Orientation in time and space |

| |Conflict | |

|MYP |Cooperation | |

| |Conceptual Understanding: The development of conflict causes increased| |

|Key Concepts |cooperation from varying individuals and societies who perceive global| |

| |interaction as a necessary component of change. | |

|Key Concepts | | |

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|Change | | |

|[pic] | | |

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|Global interaction | | |

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|Statement of Inquiry |

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|Nations form alliances and defense forces to protect their military, cultural, and economic interests. |

|Inquiry Questions |

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|Factual -Students will explore the US and Canada's contributions to assist the allies during World War II. This will include an examination of both the |

|Atlantic and Pacific Theater. |

|What battles were the US and Canada involved in during World War II? |

|Conceptual -How can conflict create both cooperation and antagonism between individuals and societies? |

|Debatable - Is conflict rooted in ideological differences or power disparity? |

|MYP Objectives |Standards (TEKS) |

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|[pic]Choose Standards |[pic]Choose Standards |

|MYP: Individuals and societies (For use from September |TX: TEKS 113: Social Studies (2011) |

|2014/January 2015) | |

| |TX: High School |

|Year 5 | |

| |United States History |

|Objective A: Knowing and understanding | |

| |(7) History. The student understands the domestic and international impact of U.S. |

|In order to reach the aims of individuals and societies, students |participation in World War II. |

|should be able to: | |

| | |

| |[pic][pic](A) identify reasons for U.S. involvement in World War II, including Italian, |

|i. use a wide range of terminology in context |German, and Japanese dictatorships and their aggression, especially the attack on Pearl |

|[pic] |Harbor; |

| |[pic] |

| | |

|ii. demonstrate knowledge and understanding of subject-specific | |

|content and concepts through developed descriptions, explanations |[pic][pic](B) evaluate the domestic and international leadership of Franklin D. Roosevelt |

|and examples. |and Harry Truman during World War II, including the U.S. relationship with its allies and |

|[pic] |domestic industry's rapid mobilization for the war effort; |

| |[pic] |

|Objective B: Investigating | |

| | |

|In order to reach the aims of individuals and societies, students |[pic][pic](C ) analyze the function of the U.S. Office of War Information; |

|should be able to: |[pic] |

| | |

| | |

|ii. formulate and follow an action plan to investigate a research |[pic][pic](D) analyze major issues of World War II, including the Holocaust; the |

|question |internment of German, Italian, and Japanese Americans and Executive Order 9066; and the |

|[pic] |development of conventional and atomic weapons; |

| |[pic] |

| | |

|iii. use research methods to collect and record appropriate, | |

|varied and relevant information |[pic][pic](E) analyze major military events of World War II, including the Battle of |

|[pic] |Midway, the U.S. military advancement through the Pacific Islands, the Bataan Death March,|

| |the invasion of Normandy, fighting the war on multiple fronts, and the liberation of |

|Objective C: Communicating |concentration camps; |

| |[pic] |

|In order to reach the aims of individuals and societies, students | |

|should be able to: | |

| |[pic][pic](F) evaluate the military contributions of leaders during World War II, |

| |including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, Chester A. Nimitz, George |

|i. communicate information and ideas effectively using an |Marshall, and George Patton; and |

|appropriate style for the audience and purpose |[pic] |

|[pic] | |

| | |

| |[pic][pic](G) explain the home front and how American patriotism inspired exceptional |

|ii. structure information and ideas in a way that is appropriate |actions by citizens and military personnel, including high levels of military enlistment; |

|to the specified format |volunteerism; the purchase of war bonds; Victory Gardens; the bravery and contributions of|

|[pic] |the Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers; and opportunities and|

| |obstacles for women and ethnic minorities. |

| |[pic] |

|iii. document sources of information using a recognized | |

|convention. |(12) Geography. The student understands the impact of geographic factors on major events. |

|[pic] | |

| | |

| |[pic][pic](B) identify and explain reasons for changes in political boundaries such as |

| |those resulting from statehood and international conflicts. |

| |[pic] |

| | |

| |(17) Economics. The student understands the economic effects of World War II and the Cold |

| |War. |

| | |

| | |

| |[pic][pic](A) describe the economic effects of World War II on the home front such as the |

| |end of the Great Depression, rationing, and increased opportunity for women and minority |

| |employment; |

| |[pic] |

| | |

| | |

| |[pic][pic](B) identify the causes of prosperity in the 1950s, including the Baby Boom and |

| |the impact of the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of |

| |prosperity in the 1950s such as increased consumption and the growth of agriculture and |

| |business; |

| |[pic] |

| | |

| | |

| |[pic][pic](C ) describe the economic impact of defense spending on the business cycle and |

| |education priorities from 1945 to the 1990s; |

| |[pic] |

| | |

| | |

| |[pic][pic](D) identify actions of government and the private sector such as the Great |

| |Society, affirmative action, and Title IX to create economic opportunities for citizens |

| |and analyze the unintended consequences of each; and |

| |[pic] |

| | |

| |(19) Government. The student understands changes over time in the role of government. |

| | |

| | |

| |[pic][pic](B) explain constitutional issues raised by federal government policy changes |

| |during times of significant events, including World War I, the Great Depression, World War|

| |II, the 1960s, and 9/11; |

| |[pic] |

| | |

| | |

| |[pic][pic](E) evaluate the pros and cons of U.S. participation in international |

| |organizations and treaties. |

| |[pic] |

| | |

| |(22) Citizenship. The student understands the concept of American exceptionalism. |

| | |

| | |

| |(C) describe U.S. citizens as people from numerous places throughout the world who hold a |

| |common bond in standing for certain self-evident truths. |

| |[pic] |

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| |(24) Citizenship. The student understands the importance of effective leadership in a |

| |constitutional republic. |

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| | |

| |(A) describe qualities of effective leadership; and |

| |[pic] |

| | |

| |(25) Culture. The student understands the relationship between the arts and the times |

| |during which they were created. |

| | |

| | |

| |[pic][pic](A) describe how the characteristics and issues in U.S. history have been |

| |reflected in various genres of art, music, film, and literature; |

| |[pic] |

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| |(26) Culture. The student understands how people from various groups contribute to our |

| |national identity. |

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| | |

| |[pic][pic](E) discuss the meaning and historical significance of the mottos "E Pluribus |

| |Unum" and "In God We Trust"; and |

| |[pic] |

| | |

| | |

| |[pic][pic](F) discuss the importance of congressional Medal of Honor recipients, including|

| |individuals of all races and genders such as Vernon J. Baker, Alvin York, and Roy |

| |Benavidez. |

| |[pic] |

| | |

| |(27) Science, technology, and society. The student understands the impact of science, |

| |technology, and the free enterprise system on the economic development of the United |

| |States. |

| | |

| | |

| |[pic][pic](A) explain the effects of scientific discoveries and technological innovations |

| |such as electric power, telephone and satellite communications, petroleum-based products, |

| |steel production, and computers on the economic development of the United States; |

| |[pic] |

| | |

| | |

| |[pic][pic](B) explain how specific needs result in scientific discoveries and |

| |technological innovations in agriculture, the military, and medicine, including vaccines; |

| |and |

| |[pic] |

| | |

| | |

| |[pic][pic](C ) understand the impact of technological and management innovations and their|

| |applications in the workplace and the resulting productivity enhancements for business and|

| |labor such as assembly line manufacturing, time-study analysis, robotics, computer |

| |management, and just-in-time inventory management. |

| |[pic] |

| | |

| |(28) Science, technology, and society. The student understands the influence of scientific|

| |discoveries, technological innovations, and the free enterprise system on the standard of |

| |living in the United States. |

| | |

| | |

| |[pic][pic](A) analyze how scientific discoveries, technological innovations, and the |

| |application of these by the free enterprise system, including those in transportation and |

| |communication, improve the standard of living in the United States; |

| |[pic] |

| | |

| |(29) Social studies skills. The student applies critical-thinking skills to organize and |

| |use information acquired from a variety of valid sources, including electronic technology.|

| | |

| | |

| |[pic](A) use a variety of both primary and secondary valid sources to acquire information |

| |and to analyze and answer historical questions; |

| |[pic] |

| | |

| | |

| |[pic](B) analyze information by sequencing, categorizing, identifying cause-and-effect |

| |relationships, comparing and contrasting, finding the main idea, summarizing, making |

| |generalizations, making predictions, drawing inferences, and drawing conclusions; |

| |[pic] |

| | |

| | |

| |(C) understand how historians interpret the past (historiography) and how their |

| |interpretations of history may change over time; |

| |[pic] |

| | |

| | |

| |[pic](D) use the process of historical inquiry to research, interpret, and use multiple |

| |types of sources of evidence; |

| |[pic] |

| | |

| | |

| |(E) evaluate the validity of a source based on language, corroboration with other sources,|

| |and information about the author, including points of view, frames of reference, and |

| |historical context; |

| |[pic] |

| | |

| | |

| |(F) identify bias in written, oral, and visual material; |

| |[pic] |

| | |

| | |

| |[pic](G) identify and support with historical evidence a point of view on a social studies|

| |issue or event; and |

| |[pic] |

| | |

| | |

| |[pic](H) use appropriate skills to analyze and interpret social studies information such |

| |as maps, graphs, presentations, speeches, lectures, and political cartoons. |

| |[pic] |

| | |

| |(30) Social studies skills. The student communicates in written, oral, and visual forms. |

| | |

| | |

| |(A) create written, oral, and visual presentations of social studies information; |

| |[pic] |

| | |

| | |

| |[pic](B) use correct social studies terminology to explain historical concepts; and |

| |[pic] |

| | |

| | |

| |(C) use different forms of media to convey information, including written to visual and |

| |statistical to written or visual, using available computer software as appropriate. |

| |[pic] |

| | |

| |(31) Social studies skills. The student uses geographic tools to collect, analyze, and |

| |interpret data. |

| | |

| | |

| |(A) create thematic maps, graphs, and charts representing various aspects of the United |

| |States; and |

| |[pic] |

| | |

| | |

| |[pic](B) pose and answer questions about geographic distributions and patterns shown on |

| |maps, graphs, charts, and available databases. |

| |[pic] |

| | |

| |(32) Social studies skills. The student uses problem-solving and decision-making skills, |

| |working independently and with others, in a variety of settings. |

| | |

| | |

| |(A) use a problem-solving process to identify a problem, gather information, list and |

| |consider options, consider advantages and disadvantages, choose and implement a solution, |

| |and evaluate the effectiveness of the solution; and |

| |[pic] |

| | |

| | |

| |(B) use a decision-making process to identify a situation that requires a decision, gather|

| |information, identify options, predict consequences, and take action to implement a |

| |decision. |

| |[pic] |

| | |

|Summative Assessments |Summative Assessment Tasks & Statement of Inquiry |

| | |

|Outline of summative assessment task(s) including assessment |Relationship between summative assessment task(s) and statement of inquiry: |

|criteria: |Statement of Inquiry: Analyzing national contributions and cooperation to end conflict |

|Add New Assessment |creates stronger global interaction which creates a new change in time, place, and space. |

|  |This summative assessment allows students to analyze major military contributions of the |

|Summative: Oral: Presentation |US and Canada during WWII and how these contributions facilitated the development of |

|Task |allied cooperation and the development of US hegemony. |

|With a partner or by yourself (depending on the topic), you are to| |

|create a 20-minute presentation which answers the following | |

|question as it relates to your given topic(s): Examine the | |

|military contributions of either the United States or Canada to | |

|the Second World War. | |

|You must create a PowerPoint to accompany your presentation. | |

|If working with a partner, both partners must participate equally.| |

|You must create a one-to-two page handout outlining key ideas and | |

|important information from your presentation to be distributed to | |

|your classmates. | |

|You must create a poster to display in the classroom with maps, | |

|pictures, and key information that addresses the above question | |

|(military contributions to the Second World War). | |

|This project will count for one test grade. | |

|Presentations will begin Monday 4/8 (both classes) | |

|Information to include: | |

|Background to the battle (what led up to it?) – dates and context | |

|(when the battle took place in relation to other events) | |

|Explanation of how the battle fit into the overall U.S. or | |

|Canadian strategy and how the battle fit into the particular | |

|campaign | |

|Map of the battle | |

|People (military officers, government leaders, particular soldier | |

|heroes) | |

|Brief chronology of the battle | |

|Casualties (numbers of dead and wounded on each side) | |

|Outcome/significance (why this battle was worth studying, how did | |

|this battle affect the war) | |

|Unique battle characteristics: military strategies, technology, | |

|weather, terrain, timing, etc. | |

|  | |

|Topics | |

|Operation Torch (French North Africa), Battle of the Kasserine | |

|Pass (Tunisia), Battle of El Guettar (Tunisia) | |

|Battle of Sicily, Battle of Monte Cassino, Battle of Anzio | |

|D-Day (must include U.S. and Canadian contributions) | |

|Battle of the Bulge, Western Allied Invasion of Germany | |

|Dieppe Raid/Role of Royal Canadian Navy and Air Force/Strategic | |

|Bombing of Germany | |

|Battle of Bataan, Battle of Leyte Gulf, Battle of Luzon, Battle of| |

|Manila | |

|Battle of Coral Sea, Battle of Midway, Battle of Guadalcanal | |

|“Island Hopping”; Strategic Bombing of Japan | |

|Battle of Iwo Jima, Battle of Okinawa | |

|  | |

|  | |

|  | |

|  | |

|  | |

|  | |

|  | |

|[pic]15 Standards Assessed | |

|[pic]Hide Standards | |

|[pic][pic][pic](A) identify reasons for U.S. involvement in World | |

|War II, including Italian, German, and Japanese dictatorships and | |

|their aggression, especially the attack on Pearl Harbor; | |

|[pic][pic][pic](E) analyze major military events of World War II, | |

|including the Battle of Midway, the U.S. military advancement | |

|through the Pacific Islands, the Bataan Death March, the invasion | |

|of Normandy, fighting the war on multiple fronts, and the | |

|liberation of concentration camps; | |

|[pic][pic][pic](F) evaluate the military contributions of leaders | |

|during World War II, including Omar Bradley, Dwight Eisenhower, | |

|Douglas MacArthur, Chester A. Nimitz, George Marshall, and George | |

|Patton; and | |

|[pic][pic][pic](G) explain the home front and how American | |

|patriotism inspired exceptional actions by citizens and military | |

|personnel, including high levels of military enlistment; | |

|volunteerism; the purchase of war bonds; Victory Gardens; the | |

|bravery and contributions of the Tuskegee Airmen, the Flying | |

|Tigers, and the Navajo Code Talkers; and opportunities and | |

|obstacles for women and ethnic minorities. | |

|[pic][pic][pic](E) evaluate the pros and cons of U.S. | |

|participation in international organizations and treaties. | |

|[pic](A) describe qualities of effective leadership; and | |

|[pic][pic][pic](A) analyze how scientific discoveries, | |

|technological innovations, and the application of these by the | |

|free enterprise system, including those in transportation and | |

|communication, improve the standard of living in the United | |

|States; | |

|[pic][pic](A) use a variety of both primary and secondary valid | |

|sources to acquire information and to analyze and answer | |

|historical questions; | |

|[pic][pic](B) analyze information by sequencing, categorizing, | |

|identifying cause-and-effect relationships, comparing and | |

|contrasting, finding the main idea, summarizing, making | |

|generalizations, making predictions, drawing inferences, and | |

|drawing conclusions; | |

|[pic][pic](D) use the process of historical inquiry to research, | |

|interpret, and use multiple types of sources of evidence; | |

|[pic][pic](G) identify and support with historical evidence a | |

|point of view on a social studies issue or event; and | |

|[pic][pic](H) use appropriate skills to analyze and interpret | |

|social studies information such as maps, graphs, presentations, | |

|speeches, lectures, and political cartoons. | |

|[pic](A) create written, oral, and visual presentations of social | |

|studies information; | |

|[pic][pic](B) use correct social studies terminology to explain | |

|historical concepts; and | |

|[pic](C) use different forms of media to convey information, | |

|including written to visual and statistical to written or visual, | |

|using available computer software as appropriate. | |

| | |

|1 record(s) found. | |

|[pic]world war ii battle project-IB.docx | |

|Approaches to Learning (ATL) |Reading Focus |

| | |

|[pic]Choose Standards | |

|Approaches to Learning |Basic Reading Level |

| |2. Varied articles (variation in content) at students’ reading levels |

|MYP |3. Small group reading with the teacher |

| | |

|Skill Category: Communication | |

| | |

|Skill Clusters: | |

|I. Communication skills | |

|Exchanging thoughts, messages and information effectively through | |

|interaction | |

| | |

| | |

|Use a variety of media to communicate with a range of audiences | |

|[pic] | |

| | |

| | |

|Negotiate ideas and knowledge with peers and teachers | |

|[pic] | |

| | |

|Reading, writing and using language to gather and communicate | |

|information | |

| | |

| | |

|Read critically and for comprehension | |

|[pic] | |

| | |

| | |

|Write for different purposes | |

|[pic] | |

| | |

| | | | | | |

| |

 

|Content (Subject-specific) |

| |

|Central Idea: Students will examine, analyze, and determine the significance of each major operation/battle that the America's were involved in during WWII by|

|using a variety of primary and secondary sources to help with their final presentation. |

|Content: American Neutrality, Peace time Draft, Axis Powers, Allied Powers, Isolationism, Pearl Harbor, Pacific Theater, Atlantic Theater, Atomic Bomb, Cold |

|War, Containment, Marshall Plan, Truman Doctrine, Lend-Lease Act, GI Bill. |

|Action: Teaching and learning through inquiry |

|Learning Process |

|Learning Experiences and Teaching Strategies |

| |

|Students will analyze a series of primary and secondary source documents and then take notes via powerpoint lectures and through use of graphic organizers. |

|1. Daily warm-ups (sentence starters and quick write) |

|2. Brief PPT lectures-max 15 minutes. |

|3. Graphic Organizers to analyse primary sources |

|4. Quick Write to summarize primary source analysis |

|5. Foreign & Domestic Issues - What does that mean? |

|6. STAAR review questions |

|7. Look at different perspectives for each event/issue- Who would be for/against? Why? |

|8. Think Pair Share |

|9. Vocabulary Chart (Define terms and construct images to reinforce content comprehension). |

|[pic] |

|[pic]Road to WW2 PPT.pptx |

|[pic]World War II PPT Revised.pptx |

|[pic]Arsenal of Democracy PS.pdf |

|[pic]Lend-Lease PS Activity.pdf |

|[pic]Totalitarianism and Democracy WW2 activity.pdf |

|[pic]Arsenal of Democracy WS.docx |

|[pic]Manhattan Project PS Analysis.docx |

|[pic]dr-seuss-lesson-plan.pdf |

|[pic]Battle of Stalingrad WS.docx |

|[pic]World War II Stalingrad PS Activity.pdf |

|[pic]DDayPrimarySourceWorksheetInvasionofNormandyJuneOmahaBeach.docx |

|[pic]mapping-the-pacific-war WW2 Activity.pdf |

|[pic]Atomic Bomb Lesson Plan.pdf |

|[pic]internment documents .pdf |

|[pic]Unit 4 Test.pdf |

|[pic]Unit 4 Test Answer Key.pdf |

|[pic]Webquest - WWII Battles 20th HW.pdf |

|[pic]WWII Battle Webquest-2.pdf |

|[pic]WW2 PPT NEW REVISED.pptx |

|[pic]BeginningofColdWar PPT.ppt |

|Resources |

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|[pic] |

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|Weekly agenda to include: |Weekly Differentiation |

|Key vocabulary for the week | |

|Learning experiences (identify guided & independent practice |View Differentiation Details |

|ELL strategies |Add New Week |

|Checking for understanding (ex. VT) |  |

|Weekly Plans |Week 1 |

| |See attachment. |

|Week 1 |[pic]3 Differentiation |

|WW2 PPT REVISED |[pic]Hide Differentiation |

|Week 2 |Method of Differentiation: |

|WW2 PPT REVISED |Differentiation by Instruction |

|Week 3 |Differentiation by Task |

|WW2 PPT REVISED |Differentiation by Assessment |

|BEGINNING OF COLD WAR PPT | |

|Week 4 |  |

|Week 5 |Week 2 |

|[pic]Mullin-Unit 7 World War II-Week 1.docx |See attachment |

|[pic]Mullin-Unit 7 World War II-Week 2.docx |[pic]3 Differentiation |

|[pic]Mullin-Unit 7 World War II-Week 3.docx |[pic]Hide Differentiation |

| |Method of Differentiation: |

| |Differentiation by Instruction |

| |Differentiation by Task |

| |Differentiation by Assessment |

| | |

| |  |

| |Week 3 |

| |See attachment |

| |[pic]3 Differentiation |

| |[pic]Hide Differentiation |

| |Method of Differentiation: |

| |Differentiation by Instruction |

| |Differentiation by Task |

| |Differentiation by Assessment |

| | |

| |3 record(s) found. |

| |[pic]Differentiated Instruction Techniques.docx |

|Reflection: Considering the planning, process and impact of the inquiry |

|Prior to teaching the unit |During teaching |After teaching the unit |

| | | |

|Unit is designed to give students access to primary |Definitely took more time implementing the research |Will give a brief summary of what happened for each |

|sources and a variety of media to give students |component. To foster greater student autonomy, I |major event prior to investigative primary source |

|better understanding about the role of the US during|will do less PPT presentations and devote more time |analysis to identify major historical themes. |

|WWII. |to teaching through primary and secondary source |Will make students type out cheat sheets of their |

| |analysis so that students can identify major themes.|battles to give to students to use to study for their|

| |The battle presentations will serve to provide |final exam at the end of the year. |

| |individual students the more specific, factual | |

| |information that they will research themselves and | |

| |pass on to their peers. | |

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