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World War II UnitAnthony Tyrkala13 February 2011Unit Overview: The course in which this unit will be taught is 10th grade World History: 1500 to Present. An alternating block schedule has been implemented in this school, and the unit will take place over 5, ninety minute class meetings. The following unit will introduce to students the many features of WWII from a World History perspective. Specifically, this unit will cover the causes, major events, leaders, and outcomes of WWII. Additionally, the reconstruction efforts in Germany and Japan, as well as The Holocaust and genocide will be included in this unit. Students will engage some information, such as nationalism, militarism, and genocide at the conceptual level, while other information will be discriminated through lecture, and individual exploration. This lesson comes at a point in history when technology advancements made it possible to capture high quality video and audio, and I will use these representations to enhance student understanding. Throughout this unit, several overarching questions will continually be referred to, those questions are; “could a war such as WWII occur again,” “how did events from the WWI era influence the coming of WWII,” “what factors lead to genocide, and could an event like the Holocaust happen again?” Additionally, several skills will be weaved into the unit, students will purposely engage WWII in a way that helps them to develop the ability to recognize and identify links between events in history, improve their writing ability through daily writing exercises, and develop an appreciation for the study of history through consistently linking WWII and its relevance to contemporary times. Rationale:The content of this unit is organized in a way that will build students knowledge and understanding up. Beginning with the causes of World War II, provides an initial link to content from the previous unit on World War I, while also preparing students to engage the interconnectedness of the two Wars. After covering the causes, students will be introduced to the major leaders of WWII; the brief introduction will give students a passing knowledge of each leader, which will be enhanced throughout the unit. These two lessons will be followed by a concept formation lesson on Genocide and The Holocaust, this information was placed here so as to ensure an understanding of the Holocaust prior to engaging it as an event. The major events of WWII will then be covered over two class blocks. In those blocks the previous lessons on causes and major leaders will be referred to often, creating concrete links of knowledge. Students will then engage the end of WWII, and the outcomes of the War, followed by a comprehensive unit assessment. I believe that this progression enhances student’s ability to create clear connections across history, which is one of the skills that are embedded throughout my teaching. These connections will be made stronger through writing assignments, which will be given daily as reflection exercises. Many of the lessons will also reference the relationship between events of the time and contemporary times, which is designed to enhance student’s appreciation for the study of history. The Treaty of VersaillesWhat is the Treaty of Versailles?Germany’s Response:1. 2. 3. Name_______________________ Block______Worldwide Depression 1. High levels of _________________ and _______________ made it easier for _________________ to gain the support of a country.2. Countries could not afford to fight unless it was absolutely necessary.Weak League of NationsWhat is the League of Nations?Weaknesses:1.2. 3.Isolationism and PacifismIsolationism:Pacifism:Rise of Dictators1. Hideki Tojo of ________________2. Benito Mussolini of _______________3. Adolf Hitler of ___________________Causes of World War IICauses of World War II- The Treaty of Versailles- Worldwide Depression- Rise of Dictators- Aggressive Acts by Dictators- Appeasement- Isolationism and Pacifism- Weak League of NationsAggressive Acts by DictatorsPrior to war being declared. Dictators began to act more and more aggressively towards neighboring countries and lands.AppeasementAn Example: _________________________Individual Definition:Official Definition: Causes of WWII Think – Pair – ShareName__________________________ Block__________ 1. How could the German reaction to the Treaty of Versailles lead to another war?Individual Thoughts:Pair Thoughts:2. Why would unemployment and poverty make it easier for dictators to gain the support of a country?Individual Thoughts:Pair Thoughts:3. What do you think the Isolationism political cartoon is saying?Individual Thoughts:Pair Thoughts:4. Why do you think countries adopted policies of Appeasement, Isolationism and Pacifism?Individual Thoughts:Pair Thoughts:WWII in HD Viewing GuideWhy are islands so important in the Pacific?What is the name of the Allied landing in France in June of 1944?Why are British children in bunks in the subway?Why was aircraft sent ahead of the D-Day invasion?Why were amphibious landings dangerous on D-Day?Who were the Allies focused on defeating first, Europe or Japan?What did ‘The Big 3’ demand in their joint statement from Yalta?What was the “final solution?” Who was targeted?Why did the U.S. use Atomic Bombs instead of invading Japan?WWII in HD (Teacher’s Guide)Episode 19:24 – 1340(4 min)German invasions: Sequential early attacks Churchill SpeechesBattle of Britain– if we can stand up to him all of Europe may be free (Importance of stopping)U.S. on the sideline (isolationism)-FDR speech– isolationism is to invite future attack18:53-19:23(1 min)-Nazi spread20:55 to 23:20(2.5 min)(Episode 1 Chapter 3)– 4:40 Map & discusses spread of Nazism – June 1941-Summer 1941 - Hitler ready to head east-Map of plans to spread-axis powers ready to carve up world***- Pearl Harbor (why would San Francisco close off all air traffic?)25:40 to 26:32(1 min)-goes over Japanese attacks using a globe and shows a speech(Episode 2 ) – 8:34 to 9:50 – North African landing and fight(1.5 min)-44:36 to 47:07(2.5 min)-FDR observes amphibious assaults-The harder the sacrifice the more glorious the triumph(Episode 3) – 2:38 – 7:50(5 MIN)-U.S. war preparation ‘total war’ with speech by FDR-Losing the war..do we have the guts***-island hopping (great maps)and Japanese video-Why are islands so important in the Pacific?( Chapter 3) – 32:15 – 36:43 (4 min)-Chased axis soldiers out of Sicily- Italian surrender (Episode 4) (one skip) 2:40 – 5:44(3 min)-Churchill and FDR speeches…eventual attack on Europe…practice and prep for D-Day-large amounts of supplies…MASIVE ATTACK Being planned.***What is the name of the allied amphibious landing in France?20:05 – 24:17 (4 min)-London bombings-war is dirty, civilians in combat conditions-Churchill speech-indiscriminant slaughter and destruction…***-Why are British children in bunks in the Subway? How are the British showing courage?(Chapter 5) 36:36 – 44:20 (end) (8min)-D Day…Prep…Eisenhower speech*** Why was aircraft sent ahead of the D-Day invasion?***Why was amphibious landing, especially on D-Day, so dangerous?(Episode 5) (one skip)2:44 – 3:33(1 min)-FDR? Speech about strategy*** Who were the allies focused on defeating first? Europe or Japan?( Chapter 4) (skip forward) 29:30 – 33:30(4 min)-passage from Norfolk to Pacific through Panama Canal-Japanese sub gets blown up*** How did the Panama Canal help the Navy?(Episode 6) (one skip) 2:44 – 5:00(2.5 min)-FDR speech on progress on both fronts(Episode 7) 8:54– 11:30(2.5)Tuskegee Airman (one skip forward) 18:23 to 20:35)(2 min)Japanese internmentEpisode 8 (one skip) (2:44 to 6:30)(4 min)-Memories that last-Omaha Beach-strategy in EuropeEpisode 9 (skip forward to chapter 5) (33:00 – 34:30)(1.5 min)Big 3 meeting (FDR, Churchill & Stalin?) (Yalta Conference)***What did they demand in their joint statement? (41:15 – 43:19)(2 min)April 12, 1945 - FDR dies – nation stunned *** Why was FDR said to be a casualty of the war? VerbalEpisode 10 (2:40 – 5:30)(3 min)FDR Funeral precession through Washington…President Truman…Shows what Allies achieved during FDR’s termIt’s now up to inexperienced TrumanEpisode 10 (09:44 –15:00) (5.5 min)-Drive by allies across Nazi German-Soviet encircled Berlin-Hitler’s days are numbered…German war machine is crumbling-Concentration Camps-Final Solution-Concentration camps-Jews*** What was the final solution? Who was targeted?19:30 – 22:30 (Torgau, Germany)(3 min)-Allies all meet (east meets west)-Soviet will take Berlin-Hitler commits suicide25:33 – 26:30 (Moscow)(1 min)-Germany has surrendered-The Japanese still loom-we are not done until they surrender29:41 – 35:00(5.5 min)-planned invasion of Japan (Truman)-fear of losing too many soldiers-ultimatum for surrender (Potsdam something)-rejectedAtomic bombs dropped!-shows drop, wreckage, and individuals-Japan surrenders-Celebration of end*** Why did the U.S. use Atomic bombs instead of invading?-37:15 to end(maybe 1.5 for all but speeches)(6.5min)Signing of surrenderMacarthur speechReturn home (people will never understand)-American casualty information-War (waste of life…stupid…need love)-final numbers of war deaths-greatest generation-Roosevelt speech-if our brothers are oppressed then we are….if they hunger then we hunger….-evaluate the speech.Name: _____________________Pre & Post-Lesson Quote AnalysisDirections- Read the following quote and take a few moments to think about what it means to you.- Write down a few of your thoughts that you would want to share with the class.Vocabulary“Thou shalt not” → “You should not”“Perpetrator” → “an individual who commits an act” (usually negative) “Thou shalt not be a victim; thou shalt not be a perpetrator; but above all, thou shalt not be a bystander.”- Yehuda BauerInitial Thoughts:Post-Lesson Reflection: Concept Defining & Labeling WorksheetName: __________________________Differences:1.2.3.4.Similarities:1.2.3.4.My Critical Attributes:1.2.3.Our Classes’ Critical Attributes:1.2.3.My Definition:Our Classes’ Definition:Concept Name: ................
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