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Impact of World War 2Germany, Japan, The United States, Russia,and the Aftermath7620006413500Kara Catherine EmeryCleveland Middle School7th Grade Unit Plan is adapted to fit all ability levelsImpact of World War 2Germany, Japan, the United States, Russia and the AftermathA.Introduction: The Class I will teach this Unit in will be a seventh grade class with a variety of ability levels. There are a group of advanced students, grade level students, and below grade level students which include English second language students, students with IEP’s, and students who have transferred to the school in the middle of the year. I will adjust the unit and lessons to have special features to accommodate these different ability levels. The focus of this unit will be on the Holocaust, culture, and the long-term effects of. The number of students all together is 95, but this number is spilt into four classes. The students have a block schedule the first two blocks have fewer students and less IEP students. The last 2 blocks each have 25 students and most of these students test with the inclusion teacher. The students are between the ages of 12 and 14 and there are about an equal amount of both genders in each class. The classroom is very diverse including; Caucasian-Americans, African-Americans, Hispanic Americans, Hawaiian-Americans, Indian-Americans etc. There are many students with learning disabilities, ADHD, and ADD. My students are from a rural county but share a lot of the same interests. The students like to get excited about lessons they can get involved in and like playing games. I will be working collaboratively on this unit with my CT Jennifer Price.Theme: Germany, Japan, the United States, Russia and the anizational PrincipleThis unit is about World War 2, so I thought it would be best to focus on the countries involved in the war and how they contributed in all the important events before, during, and after the war. I chose to focus the major assignments around the Holocaust, Hiroshima, and the major historical leaders during this time period because I feel these are 3 very important parts of World War 2 that all students should know about. All of the presentations and readings in the unit are student centered and built to spark questions and discussions. I decided to do the flip-cam and Voice-thread activities to integrate technology and promote good speaking/presenting skills. I also included a Novella book on Hiroshima to help the student’s practice speaking and reading aloud. This Novella is also about a young girl about their age, so hopefully they will be able to relate to her as a character. The students like to get involved in the lesson with a hands-on-approach so the paper cranes activity should be something they think is fun. At the end of the unit the students will use their journal entries to compose a summary of what they have learned during this unit. In this paper the students should use 7-10 vocabulary words and can choose these based on what they found most interesting. I think all of these projects and the daily activities mapped out in this unit plan will engage the students and help them make connections between World War 2 and War today.C.Primary Subject Matter Focus:-Economic and political causes-Major events and leadersoFranklin D RooseveltoHarry TrumanoDwight D. EisenhoweroDouglas MacArthuroGeorge C. MarshalloWinston ChurchilloJoseph StalinoAdolf HitleroHideki TojooHirohito- Holocaust-Other examples of genocide in the 20th century-Terms of Peace-War crime Trials-Division of Europe-Rebuilding Germany and Japan-Creation international cooperative organization-Universal declaration of Human rightsD. Organizing QuestionsWhat were the major causes for WWII and how could those causes be avoided?Who were the major leaders during WWII and why are they important?Who was involved in the Holocaust and what happened?What was it like for the Japanese when the U.S. dropped the A-Bomb on Hiroshima and Nagasaki and how did the cities and people recover?What were some of the good things that happened after the war and why are they important?E. Unit GoalsFor students to understand the causes of WW2 and why each country entered the war. For students to be able to identify key leaders during WW2 and give a brief summary of what they did.For students to see and hear what it would have been like to live through the holocaust as a Jew. For students to remember what happened at Pearl Harbor, Hiroshima, and Nagasaki.For students to understand that developing and using the Atomic bomb could still have dangerous effects on our future.For students to appreciate the how these previous event lead to some peace between countries and a universal declaration of human rights. F.General Unit Objectives for: Germany, Japan, the United States, Russia and the AftermathSWBAT:Cognitive:Distinguish the root causes for the beginning of World War 2.Understand what happened during the Holocaust.Evaluate the significance of using the Atomic Bomb on Hiroshima and Nagasaki.Interpret and draw inferences from the literature used in the pare the different leaders during the war and what they contributed.Identify why all the events included in the unit are important and have lasting effects on how we go to war today.Affective:Participate creatively in two group video projects about holocaust survivors and the major leaders of WW2.Demonstrate respect for peer’s opinions and materials provided by the teacher in all small group activities.Cooperate effectively with the teacher and peers.Performance:Create digital scripts, daily journal entries, and other types of written reflections of what they have learned.Demonstrate their knowledge of using media and technology.Use journal entries, worksheets, and other written activities to create their own collective and organized unit of information to turn in as mon Core Objectives for Social Studies:Reading Standards for Literacy in History/Social Studies Grades 6-8Key Ideas and DetailsCite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Craft and StructureDetermine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.Describe how a text presents information (e.g., sequentially, comparatively, and casually).Integration of Knowledge and Ideas Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.Distinguish among fact, opinion, and reasoned judgment in a text.Essential Standards selected by the 7th grade SS department:[7.H.1.2] Summarize the literal meaning of historical documents in order to establish context. [7.H.2.1] Analyze the effects of social, economic, military, and political conflict among nations, regions, and groups. (ex: war, genocide, imperialism, colonization)[7.H.2.2]Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups.[7.C&G.1.1] Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism.[7.C&G.1.4] Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-governmental groups and religious, political factions)[7.C.1.1] Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism)Common Core Objectives for Language Arts:Writing StandardsProduction and distribution of writingProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.Research to Build and Present KnowledgeConduct short research projects to answer question, drawing on several sources and generating additional related, focused questions for further research and investigation.Draw evidence from informational texts to support analysis reflection, and research.Speaking and Listening Standards from Language Arts Standards Grades 6-8Comprehension and CollaborationEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.d. Acknowledge new information expressed by others and, when warranted, modify their own views.Presentation of Knowledge and IdeasInclude multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.G.Possible Unit Materials & Supplementary Texts:Class Literature Focus“Hiroshima”A Novella by: Laurence Yep & ScholasticReading passages and some resources used for presentations“Spotlight on America: 20th Century Wars”A teacher created resource by: Robert W. Smith“Holocaust”A social studies activity book by: George Lee“Pearl Harbor: The U.S. enters WWII”By: Steve Dougherty & Scholastic“New Perspectives: Hiroshima and Nagasaki”By: R.G. Grant“America in World War II”By: Michael BurganH.Possible Activities / Instructional Strategies:Vocabulary Hunt ActivityAxis vs. Allies Map ActivityKrystalnanct Reader’s TheaterHolocaust Survivor Video ResponseJournal EntriesReading of “Hiroshima” and Socratic SeminarPearl Harbor JigsawSudako and the Paper Cranes ActivityMajor leaders Voice-thread Analysis of a Historical DocumentSkit about Peace and Human RightI.Unit Map / Narrative OverviewWeek 1Day 1:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Guess the topic 2. Vocabulary activity 3. TicketBefore the bell-work activity I will show the students pictures and they will try to guess what we will be studying. My plan for this guessing activity is to get the students excited about what they will be learning about.In the bell-work activity the student will write down what they think happened after World War One. They should have just finished a unit on the first World War, so this assignment should be easy and a review for the students.I will ask the students to share their responses and we will discuss them as a class. Next, the students will break into group for a vocabulary activity. During the activity the students will be given construction paper, glue sticks, and a paper bag with the vocabulary word strips in it. The students will hunt the textbook, dictionary, and other books to find a definition for the words. After the activity, the students will post their groups vocabulary on the wall beside a matching picture. If there is no picture for one of the words the group will select someone to draw the word in a picture on construction paper and tape it up beside the definition on the wall. Then the students will copy down all the vocabulary words.. At the end of class, the students will give me a ticket-out-the -door telling me what they are most interested in learning about in the unit. I will use these to determine the groups they will be in for a project later in the unit. Day 2:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Reading 2. Map Activity 3. JournalIn today’s bell-work activity the student will finish copying down their vocabulary from the wall so they have them in their notes. We will add a few vocabulary words along the way when we are studying specific events later in the unit.When they are finished with the vocabulary they will read a few paragraphs about the causes of World War 2 from a passage on their tables. Students who need a read-aloud will go out in the hall with the inclusion teacher. Next, the students will Complete an Axis vs. Allies map activity. I will pass out the map and colored pencils while the students are reading their passages and pull up the instruction for the activity on the smart board screen. During this activity the student will label the countries involved in the war and color them according to what side they were on (Axis, Allies, or Neutral).Then I will give a brief presentation about the entrance into the World War 2 on a Prezi to scaffold on the reading passages the students just read. At the end of class, I will introduce the concept of Journal logging and have the students complete their first journal assignment. Journal Topic: What do you think was the most significant cause of the second war? Who was involved? Day 3:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Readers’ Theater 2. Holocaust 3. JournalIn today’s bell-work activity the student will perform a readers’ theater about “Krystallnacht”, the night of broken glass. The readers’ theater is a scene about a group of Jewish teenagers trying to escape the angry mob of Nazis one boy gets taken by the mob to help the other kids get away to safety. Next, I will start a presentation/introduction to the Holocaust. The students will be writing a few new vocabulary words in as we go through the presentation. At the end of class the students will write a journal entry about what they learned today.Journal Entry 2: If your family was Jewish during the holocaust what would you do: Hide or try to escape? Which do you think is the most risky idea?Day 4:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Concentration Camps 2. Survivor story 3. Project In today’s bell-work activity the student will read about the conditions of the concentration camps and the specifics of what happened in Auschwitz. Next, the students will break into group and each read stories about a holocaust survivor. The survivors include: A man in a labor camp, a child who hid, a prisoner of war, etc.At the end of class, I will tell the students about the activity we will be doing on Monday. We will be making a response video to the holocaust survivor’s stories on a flip cam.Day 5:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Re-read 2. Discuss 3. Make Story MapIn today’s bell-work activity the student will be given back the stories that they read about a holocaust survivor. The students will talk about their survivor in their group and refresh each other about what they read. Next, everyone will watch some videos about the holocaust survivors the students read about and I will hand out the instructions for the holocaust survivor flip-cam activity. Then I will pass out a story map sheet to the groups. The students will work on mapping out exactly what they are going to say on camera and turn it in before they leave class.Week 2Day 6:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Story-map 2. Rehearse 3. Flip Response In today’s bell-work activities the students will get seated in their groups and will pass back the story map they made for the flip-cam activity. They will read through what they have and make any last changes. For the remainder of class, the students will rehearse for their turn in front of the flip-cam in class. Each group will get recorded in the hallway one at a time. Day 7:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Record 2. Video viewing 3. AssignmentIn today’s bell-work activity the student will finish up any last recordings.Next, we will watch the video’s the students made and the students will write down on interesting thing about each survivor. Then we will discuss what they students thought about the information in the videos and what they wrote down. Last, we will talk about other examples of genocide in the 20th century. The student will turn in their papers at the end of class.Day 8:The students will complete their daily log and then complete a bell-work activity. The daily log: 1. Video 2. Reading 3. Jigsaw ActivityIn today’s bell-work activity the students will watch a video about the attack on Pearl Harbor. Next, I will give a presentation about the attack. The students will get in groups and I will pass out a different set of passages about the attack. They will read a few paragraphs and discuss what they read. Then the students will jigsaw into another group. In those groups, each person will teach everyone what their group talked about and the students will take notes. They will number these notes and keep them with their vocabulary in their binder.Day 9:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1.Reading 2. Hiroshima and Nagasaki 3. DebateIn today’s bell-work activity the student will read a document about the A-Bomb. Next, I will give a presentation about the bombing of Hiroshima and Nagasaki which contains pictures and video clipsAt the end of class the students will split into groups and have a debate about using the atomic bomb.Day 10:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Pick up book 2. Hiroshima reading In today’s bell-work activity the student will pick up a copy of the novella book “Hiroshima” and have a seat quietly at their desk. Next, the students will take turns reading from the book aloud to the class and everyone will follow along in their book.Week 3Day 11:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. What we remember 2. Finish reading 3. Socratic SeminarIn today’s bell-work the student will take turns coming up to the board and write what they remember from our reading of “Hiroshima”. We will finish up the reading if we haven’t already. Next, the students will be given a packet for a Socratic seminar. The students know what to do because they did this type of activity in a previous unit. After the seminar the students will write a journal entry.Journal Entry 3: Describe what you think like was like in Hiroshima after the bombing? If you survived how would you begin to rebuild your life?Day 12:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Reading 2. Discussion 3. Paper CranesIn today’s bell-work activity the student will read about Sudoku and the paper cranes and we will discuss what the students read. Next, I will teach the students how to make paper cranes and they will have a chance to make a few of their own. At the end of class we will hang them from the ceiling. Day 13:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Project instructions 2. Rubric overview 3. Research timeIn today’s bell-work activity the student will pick up a copy of instructions for the major leaders of WW 2 activity and sit with the group that is their name is in on the board. Once the groups are together they will assign roles. The groups will need to select one person to research each part of the leader’s life and one person will be in charge of pictures. All students should record their voice on the voice thread. The person who is in charge of picture will record the introduction and conclusion to the voice-thread. Next, I will give out the rubric and explain how all students will be evaluating each other for their efforts on the project. The students can work collaboratively to fill in the instruction sheet with information from books I have provided about their historical figures until the end of class.Day 14:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. pick up books 2. Finish story map 3. Find picturesIn today’s bell-work activity the students will pick up the books about their historical figures and have a seat with their group. I will hand each group back their story map to work on today.Next, they will finish collecting information and filling out their story map for the project. At the end of class, the students will go online and find pictures to include in their story and write down where they found them so they can look them back up tomorrow in class. Day 15:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Get laps tops and start working 2. Voice-thread seminar 3. Computer work.In today’s bell-work activity the student will grab a lap-top from the lap top cart and get it set up to begin working. Next, I will give a seminar on how to use Voice-thread. This will be very detailed so the students really understand how to use the tool. Then students will have time to work on their voice thread and insert some of the pictures they found online that would match their story map. Week 4Day 16:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Find pictures 2. Develop Script 3. Begin Recording In today’s bell-work activity one student will get a lap-top for their group and continue working on finding pictures for their voice thread. Next, the students will write a script to go along with each picture based on the information they found making their story map. Once the students are ready to record I will take their group into the hallway where it is quiet and they will be able to record the text to their story.Day 17:The students will complete their daily log and then complete a bell-work activity. 1. Finish developing Script 2. Be ready to record In today’s bell-work activity the student will get a lap-top for their group and rehearse their script quietly until it is their time to record in the hallway. During this time groups will also have some time to finish up the script if they haven’t already. Students should read their script parts to the group before putting them in the video.Groups that are finish recording will choose a book about a different historical figure from the front table and read quietly at their desk until all the voice threads are finished.Day 18:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Get out Paper 2. Watch videos and write paragraphs 3. 3. Turn in filled out rubricIn today’s bell-work activity the student will have a seat quietly and take out a few sheets of paper. I will play the voice threads that the class made on each historical figure. While the videos are playing students will write down a 3-5 sentence summary for each historical figure stating what they learned about that person. This will be turned in on the last day and can be worked on for homework over the next two days.Day 19:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Historical Document 2. Videos & discussion 3. JournalIn today’s bell-work activity the students will read a historical document about the end of the war and summarize the literal meaning together in a group discussion. Next, the students will watch a video about the war time trials and Japanese prisoners of war and we will talk about the division in Europe and rebuilding of Germany and Japan. At the end of class the students will write a journal entry.Journal Entry 4: Do you think the Japanese were treated fairly? How would you re-build Germany and Japan? How would you prevent another war from breaking out?Day 20:The students will complete their daily log and then complete a bell-work activity. The daily log is: 1. Skit 2. Presentation 3. Binder CollectionIn today’s bell-work the students will pick up a skit about peace. I will assign roles and then the students will perform the skit. Next, I will give a brief presentation and we will talk about the creation if International Cooperative Organization and the Universal declaration of Human Rights. At the end of class, students will get together all of their bell-work and journal entries, in order by the number they are written on the board, and turn them in for a grade. ................
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