Title:



|Title: __ The US Home Front During WWII____ |Subject/Course: _ History-Social Science __ |

|Topic: _ United States History _ |Grade: ___11th____ |

| |Designer: _ Rebecca Johnston-Carter______ |

|Stage 1 – Desired Results |

|Established Goals |Transfer |

| | |

|California History-Social Science Standards |The big ideas and transfer goals of this unit are embedded into the California History-Social Science Standards, with the Content|

|Chronological and Spatial Thinking - 1. |Standard (11.7.5) covering the material relevant to the unit while the Chronological and Spatial Think, Historical Research, |

|Students compare the present with the past |Evidence and Point of View and Common Core standards cover the idea of “thinking like a historian” which forms an overarching |

|evaluating the consequences of past events and|theme for the course and encourage students to apply understanding gained in this class to the rest of their lives |

|decisions and determining the lessons that | |

|were learned. |For example, knowledge of the WWII internment of Japanese Americans could be combined with Chronological and Spatial Thinking and|

| |be applied to the present debates over creating a registry for Muslim Americans. Students should also be able to collect, |

|Historical Research, Evidence and Point of |evaluate and employ information gleaned from multiple primary and secondary sources for a variety of applications, noting |

|View – 4. Students construct and test |discrepancies among sources. |

|hypotheses; collect, evaluate, and employ | |

|information from multiple primary and | |

|secondary sources; and apply it in oral and | |

|written presentations. | |

| | |

|11.7. 5 - Discuss the constitutional issues | |

|and impact of events on the U.S. home front, | |

|including the internment of Japanese Americans| |

|(e.g., Fred Korematsu v. United States of | |

|America) and the restrictions on German and | |

|Italian resident aliens; the response of the | |

|administration to Hitler’s atrocities against | |

|Jews and other groups; the roles of women in | |

|military production; and the roles and growing| |

|political demands of African Americans. | |

| | |

|Common Core Standards | |

|CCSS.ELA-Literacy.RH.11-12.1 | |

|Cite specific textual evidence to support | |

|analysis of primary and secondary sources, | |

|connecting insights gained from specific | |

|details to an understanding of the text as a | |

|whole. | |

| | |

|CCSS.ELA-Literacy.RH.11-12.9 | |

|Integrate information from diverse sources, | |

|both primary and secondary, into a coherent | |

|understanding of an idea or event, noting | |

|discrepancies among sources. | |

| |Meaning |

| |ENDURING UNDERSTANDINGS |ESSENTIAL QUESTIONS |

| | | |

| |Students will understand the impact and consequences of |Students will consider the political, economic and social |

| |Executive Order 9066, including Korematsu v. United States. |ramifications of World War II. |

| | | |

| |Students will understand the impact of WWII upon the home |Students will consider how World War II shifted economic, |

| |front, including the draft, rationing and the rise of women |military and government power. |

| |working outside the home. | |

| | |Students will consider the question of if Executive Order 9066 |

| |Students will understand how civilian supported the war effort,|was justified or not. |

| |such as through growing victory gardens and buying war bonds. | |

| | | |

| |Students will understand how African Americans’ experiences | |

| |during WWII, both at war and on the home front, lead to growing| |

| |political demands. | |

| | | |

| |Students will be able to connect the past to the present, such | |

| |as by comparing the treatment of Japanese Americans during WWII| |

| |to present day propels relating to Muslim Americans. | |

| |Acquisition of Knowledge & Skill |

| | | |

| |Students will be able to define the following terms: |Students will be skilled at collecting, evaluating and employing |

| |Executive Order 9066 |information from multiple diverse primary and secondary sources |

| |Korematsu v. United States |to draw inferences and conclusions. |

| |Interment Camp | |

| |Manzanar (War Relocation Camp) |Students will be skilled at integrating the information from |

| |The Draft |these sources and using that information for a wide variety of |

| |Rationing |applications, such as oral and written presentations. |

| |Victory Garden | |

| |War Bonds |Students will be skilled at correctly citing textual evidence |

| |Rosie the Riveter |from primary and secondary sources to support their arguments. |

|Stage 2 –Evidence |

|Evaluative Criteria |Assessment Evidence |

| |PERFORMANCE TASKS |

|Students have attained the desired results if | |

|they can: |Task 1 - Executive Order 9066 WebQuest (Link) |

|Compare the present to the past, evaluating |GRASPS |

|the consequences of past events and decisions |Goal: To investigate if Executive Order 9066 was justified or unjustified. |

|and deterring the lesson that were learned. |Role: Students will play the role of a member of the Commission on Wartime Relocation and Interment of Civilians (CWRIC) |

|Collect, evaluate and employ information from |Audience: President Jimmy Carter |

|multiple primary and secondary sources and |Situation: It is 1980 and the President has asked the CWRIC to investigate Japanese interment during WWII and determine if camp |

|apply that information in a written |survivors are deserving of reparations from the US government. |

|presentation. |Product, Performance & Purpose: Students will collect, evaluate and employ primary and secondary sources relating to Executive |

|Cite specific textual evidence to support |Order 9066 to form an opinion on if Japanese Americans are deserving reparations and draft a report to President Carter. |

|analysis of primary and secondary sources. |Standards & Critic for Success: The report to the President needs to be informative and persuasive. It must integrate information|

|Integrate information from diverse sources |from several sources into a coherent understanding of Executive Order 9066 and persuade President Carter to support your stance |

|into a coherent understanding of an idea or |on reparations. |

|event. |Facets of Understanding |

|Discus the constitutional issues and impact of|Explanation: Students must explain Executive Order 9066 and it’s impact in their own words and explain their reasoning for |

|the events on the U.S. home front including |supporting or not supporting reparations to Japanese Americans. |

|internment of Japanese Americans, rationing |Interpretation: Students must interpret the information they find in primary and secondary sources in order to determine if that |

|and the growing political demands of African |information supports or hinders their position on reparations. |

|Americans. |Application: Students must use their knowledge of Executive Order 9066 in a new situation by writing an informative and |

| |persuasive report. |

| |Perspective: Students must consider the two points of view on reparations to Japanese Americans. |

| |Empathy: Through examining primary and secondary sources which elaborate the reasoning behind Executive Order 9066 students will |

|The “real-world” tasks which will reveal |practice understanding why such a measure was not only suggested but enforced. |

|students’ understanding and proficiency are: |Self-Knowledge: As part of the assessment portion of this webquest students will read each other’s work and, after offering |

|An essay that successfully argues the author’s|feedback to the student whose work they read, they will be asked to reflect on what they could have done differently to better |

|position using supportive information gleamed |support their argument. |

|from diverse sources. | |

|A magazine article, where the text is | |

|accompanied by relevant visuals to convey a | |

|particular point of view using information |Task 2 – Explaining Rationing (Warner Brothers Rationing Cartoon, How To Use Ration Points, Rationing Point Charts, Menu Plan, UK|

|gleamed from diverse sources. |Rationing 1, UK Rationing 2) |

|An informative essay which supports itself |GRASPS |

|through citation of primary and secondary |Goal: To examine rationing in the United States and England during World War II. |

|materials. |Role: Students will play the role of a writer for Life. |

|A presentation that critiques another author’s|Audience: The American public who are readers of Life magazine. |

|work and argues for how it may be improved. |Situation: It is November 1943and the editors of Life magazine, with some encouragement from the Office of Price Administration |

| |and Civilian Supply (OPACS), have decided to include an article on the new rationing system in their next issue. |

| |Product, Performance & Purpose: Students will create an article which explains the need for rationing and outlines how the ration|

| |points system works. In order to please the OPACS the article must portray rationing in a favorable light. |

| |Standards & Critic for Success: The students’ article must follow a magazine format, featuring text accompanied by appropriate |

|By meeting the standards students will |visuals such as photographs or illustrations. The article must explain the ration point system and present it in a favorable |

|demonstrate the following transfer |light to the American public. |

|performances: |Facets of Understanding |

|Proper collection, evaluation and employment |Explanation: Students will explain the big ideas behind rationing and it’s impact on the American home front in their own words. |

|of information from multiple primary and |Interpretation: Students will need to use primary and secondary sources to make sense of wartime rationing and explain it in |

|secondary sources. |simple terms. |

|Integration of information from multiple |Application: Students must use their knowledge of rationing and their writing skills in a new situation by creating a magazine |

|diverse sources for use in a variety of |article which incorporates both text and visuals. |

|applications. |Perspective: Students must focus on the necessity of rationing over personal like/dislike for rationing and craft their articles |

|Ability to assemble diverse primary and |so that the reader is directed towards adopting this perspective. |

|secondary sources into a coherent |Empathy: Students must place themselves in the position of an author working under the direction of Life magazine’s editors and |

|understanding of an idea or event, while |the OPACS and thus write something that is perhaps not entirely true/truthful. |

|noticing discrepancies among sources. |Self-Knowledge: As part of the assessment portion of this webquest students will read each other’s work and, after offering |

| |feedback to the student whose work they read, they will be asked to reflect on what they could have done differently to better |

| |support their argument. |

| | |

| | |

| | |

| | |

| | |

| | |

| |Task 3 – Not Just A DBQ (Link) |

| |GRASPS |

| |Goal: To examine how successful African Americans were in achieving equality on the home front and the military during WWII and |

| |to question how to this question should be examined. |

| |Role: Students will complete a document based question (DBQ) and then step into the role of teacher to edit/refine that DBQ. |

| |Audience: The initial DBQ completion will be done for the teacher, while the edited/revised version of the DBQ will be consumed |

| |by next year’s class. |

| |Situation: DBQs are a staple of high school History-Social Studies classes and the tests which those classes have students |

| |complete. |

| |Product, Performance & Purpose: Students will complete a DBQ, crafting an essay which cites primary and secondary sources. Then |

| |students will create a proposal for which document from the DBQ should be removed and suggest a document which should replace it |

| |in order to improve the DBQ for future classes. Students will orally present this proposal to the class. |

| |Standards & Critic for Success: Success on the DBQ easy will be graded on the classes’ established rubric (adapted from the AP |

| |DBQ Rubric) while success on the second part will be evaluated by peer grading of the proposal. |

| |Facets of Understanding |

| |Explanation: Students will form an opinion on the success of African Americans during WWII and explain that opinion in a |

| |persuasive essay in which they will cite primary and secondary sources. Students will also form an opinion on what documents are |

| |appropriate for this task and craft a persuasive presentation explaining this opinion. |

| |Interpretation: Students will use primary and secondary sources to form an opinion on the success of African Americans during |

| |WWII. Then students will examine other primary and secondary sources and determine which would be best used in a DBQ. |

| |Application: Students will be tasked with using their knowledge and skills relating to completing DBQs and apply that knowledge |

| |in the creation/modification of the DBQ . |

| |Perspective: Students will be tasked with focusing on the creation/modification of the DBQ from the perspective of a teacher who|

| |wants to evaluate their students’ understanding as opposed to the perspective of a student. |

| |Empathy: Students will place themselves in the position of a teacher via editing/revising the DBQ. |

| |Self-Knowledge: Students will self-assess by examining their completion of the DBQ, the standards that it is designed to assess |

| |and suggesting edits/refinements to the DBQ. |

| |OTHER EVIDENCE |

| | |

| |In Class Discussions / Student Interactions: Classroom discussions both those planned as part of lesson delivery and those which |

| |arise organically, such as through questions asked by students and other students responses to those questions. |

| | |

| |Journals / Notebooks: Through periodic examination of students’ journals (containing notes from teacher present lessons, |

| |questions asked for homework, notes taken on reading and prompted self-assessments) the teacher can gain evidence of |

| |understanding. |

| | |

| |More Traditional Tests: Although more traditional tests can be problematic at best the current structure of the educational |

| |system as well as the expectations of students, parents and administrators dicate that they should be used. Additionally there is|

| |some merit to using traditional tests in determining understanding of basic contextual information. |

|Stage 3 – Learning Plan |

|PRE-ASSESSMENTS |

| |

|KWL Chart: The day before the unit beings students will be encouraged to create a KWL Chart showing what they Know about the American home front during WWII and what they Want |

|to know. At the end of the unit students will fill in the last section of the chart with what they have Learned. |

| |

|LEARNING EVENTS |Progress Monitoring |

| | |

|Discussion: The teacher will hook students with World War II Propaganda Posters (Examples) some which may be familiar to |Overarching Potential Rough Spot: There is |

|students such as “We Can Do It” by J. Howard Miller (Link) or “I want You for the U.S Army” by James Montgomery Flagg (Link) |likely to be racist material and/or material |

|these will be used to start a discussion on why the home front was important to WWII. This discussion should include some review|with racist overtones in this unit, so it is |

|of the overarching unit and the segments of that overarching unit that have been previously covered, both this class and other |important for the teacher to plan ahead for how|

|classes, such as in World History in 10th grade. |to deal with student comments on this matter. |

| | |

|Group KWL Chart: The teacher will ask students to share their KWL Charts (completed as homework the night before) and create a |Discussion: Participation may be difficult to |

|class-wide chart which the teacher can use to evaluate the understanding and interests of their students and modify the lesson |get from certain students, so a strategy for |

|plan accordingly. |interaction should be considered, such as |

| |calling on students at random and |

|Instruction: The teacher will deliver a short lecture style presentation designed towards content knowledge acquisition. It will|less-interactive options such as showing yes/no|

|be accompanied by a PowerPoint presentation which provides a bullet point summery of the information presented alongside |opinions on teacher asked questions. |

|photographs from the period and other visual aids such as maps and cartoons to illustrate this information and make content | |

|comprehensible for students. Short videos will also be included in this PowerPoint, such as The Spirit of ’43 (Link) A Challenge|KWL Chart: There is a potential that student(s)|

|to Democracy (Link) and Why I Love A Country That Once Betrayed Me (Link) These presentations will be broken up by subject and |may not have much for the W section of the KWL |

|precede the appropriate Performance Task. |chart, either due to a lack of information in |

| |the K section or a lack of motivation. |

|Journals / Notebooks: Students will be responsible for keeping a journal / notebook containing notes from in-class instruction, |Therefore it is important for the teacher to |

|answers to homework questions, notes take on assigned reading and prompted self-assessments. This will aid in knowledge |brainstorm possible items to place in the W |

|acquisition, allow a platform for grappling with the meaning of knowledge and serve as a method of transferring knowledge beyond|section and how possible items in the K section|

|the unit as the same journal / notebook will be kept and used throughout the course. |can be extended into the W section. Example: |

| |Japanese Interment in the K section can be |

|Performance Tasks: Time shall be given in class for each performance task, though it is likely that work will have to be |extended to “what about Germans and Italians?” |

|completed outside of class. These performance tasks aid in the acquisition of content knowledge through exposure to and use of |in the W section. |

|multiple diverse primary and secondary sources. Additionally these performance tasks assist students in deciphering the meaning | |

|of the content knowledge they have gained though GRASPS and the Faucets of Understanding. (See above for examples/explanations.)|Journals / Notebooks : Should be periodically |

|Transfer will also be assisted by these performance tasks as they require students to apply their understanding in new ways |collected and graded, this offers an |

|which are similar to applications students might encounter in the real world. |opportunity for checking student understanding |

| |and correcting misunderstanding. |

|Executive Order 9066 Webquest - Students will take on the role of a member of the 1980 Commission on Wartime Relocation and | |

|Interment of Civilians to deliver a report to President Carter on if Exectuive Order 9066 was justified or unjustified and if |Performance Tasks: It is important for the |

|Japanese Americans should be given reparations. |teacher to circulate during class time allotted|

| |for these activities (and others) in order to |

|Explaining Rationing - Students will take on the role of a writer for Life magazine in November 1943 who has been tasked with |ensure that students remain on task. This is |

|creating a magazine article which will explain the ration points system and doing so in a favorable light in order to please the|especially important if the activities include |

|Office of Price Administration and Civilian Supply. |time in the computer lab / similar |

| | |

|Not Just A DBQ – Students will complete a DBQ examining how successful African Americans were in achieving equality on the home | |

|front and in the military, then students will assume the position of a teacher, editing/revising the DBQ they have completed for| |

|next year’s class. | |

| | |

|WHERETO | |

|Where – The pre-assessment KWL chart and the in-class group KWL chart allow for insight into where the unit is headed, as will | |

|sharing of the California Content Standards with the students. | |

|Hook – Capturing interest of students through visuals (WWII Propaganda Posters) and opportunities to participate in group | |

|discussion. | |

|Equip – The performance tasks will allow students experience with how to use primary and secondary sources for multiple diverse | |

|applications. | |

|Rethink – Students will be given opportunities to rethink, reflect and revise through the performance tasks, such as in Not Just| |

|A DBQ where students will be asked to edit/revise the DBQ for next year’s class. The KWL will further this by helping students | |

|to see how they have progressed since the beginning of the unit. | |

|Evaluate – In addition to evaluating progress via the KWL chart, opportunities for evaluation and self-assessment are built into| |

|the performance tasks. | |

|Tailored – The KWL and discussion at the beginning of the unit allows for the teacher to tailor content to the talents, | |

|interests, learning styles and needs. Organize – By focusing on the use of multiple diverse primary and secondary sources | |

|instead of textbook readings and the use of performance tasks instead of more traditional tests the lesson plan allows for deep | |

|understanding as opposed to superficial coverage. | |

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