Running Head: TEAM TEACHING



Running Head: CURRICULUM UNIT

Curriculum Unit

World War II

John D. Langworthy

Southwestern College

Abstract

Curriculum is the map students follow on their educational journey. The map is helpful; however it does not ensure success. That is where teachers and instruction come into the picture. A good lesson is the road that students travel on to their destination and the teacher is the guide. Consequently, planning units that meet the needs of all learners and successfully teach the state standards is essential to the educational process. My unit is designed to meet the demanding requirements of today’s curriculum and learner.

Curriculum Unit

World War II

The greatest challenge for any teacher is aligning their lessons with their school curriculum and state standards. The purpose of a curriculum is to provide a framework to work within while teaching students. This endeavor becomes increasingly difficult when considering the variety of multiple intelligences, learning styles, and motivation level of students in today’s classroom. The unit I prepared for one week of instruction is for my tenth grade World History course. The unit is focused on World War II and the Holocaust. This unit parallels standards and benchmarks for the Michigan Department of Education. I have also implemented multiple teaching methods and assessment techniques to ensure student success.

The primary goals for this unit include teaching students the events that led to WW II, contributions of Americans, and the Holocaust. Secondary goals include exposing students to cooperative learning exercises, various technology applications, and improving individual writing skills. The following list of standards will be covered in this unit (Style List for References, 2007).

7.2.2 Inter-war Period – Analyze the transformations that shaped world societies between World War I and World War II by

• examining the causes and consequences of the economic depression on different regions, nations, and the globe

• describing and explaining the rise of fascism and the spread of communism in Europe and Asia (See 7.3.1 and 7.3.2)

7.2.3 World War II – Analyze the causes, course, characteristics, and immediate consequences of World War II by

• explaining the causes of World War II, including aggression and conflict appeasement that led to war in Europe and Asia (e.g., Versailles Treaty provisions, Italian invasion of Ethiopia, Spanish Civil War, rape of Nanjing, annexation of Austria & Sudetenland) (National Geography Standard 13, p. 210)

• explaining the Nazi ideology, policies, and consequences of the Holocaust (or Shoah) (See 7.3.2) (National Geography Standard 10, p. 203)

• analyzing the major turning points and unique characteristics of the war (See 7.1.5) (National Geography Standard 17, p. 219)

When thinking about values in curriculum it is not difficult to see the relationship in history curriculum. The purpose and content of social studies curriculum is preparing students to become responsible citizens. Responsible citizens understand social differences and the evolution of society over time. Students are also training to assume civic responsibilities and make contributions to our constitutional democracy as an adult. I strive to provide instruction that actively engages students so they learn about civic participation. My students must be prepared to play a part in political activities, serve their communities, and regulate themselves responsibly.

Exposing students to technology is another area that has become increasingly important. The use of technology is critical for teachers to educate their students on becoming responsible citizens. Adults in our society must possess the ability to read and comprehend narratives from a variety of sources. Additionally, they must understand and use data effectively, as well as know how to compile and present valid and reliable data. This is exactly why I try to incorporate research and presentations in my classroom. Perhaps the greatest need in today’s classroom is the need to develop vocabulary and writing skills. These are critical to communication and must be addressed in social studies curriculum. Persuasive writing is an empowering skill needed by all citizens. The ability to clearly communicate one’s ideas and reasoned viewpoints is what made our country great.

More specifically, history is a discipline that is misunderstood by the majority of students and some adults as well. History allows us to study the past which helps us understand the present. I find this subject extremely liberating due to the fact that there are no limitations or boundaries. Having the ability to investigate the development of the world over time as well as the people and events that have prompted that change is very exciting. Perhaps the most important factor to consider when studying history is the volume of resources and viewpoints. Dates and participants are the only static pieces of this subject. Occasionally, the curriculum focuses on one specific viewpoint which can be problematic. Consequently, my job as a teacher is exposing students to multiple accounts of historical events. With today’s technology it is possible to investigate several sources to understand a variety of perspectives. Ultimately, history allows students to understand and evaluate the world in which we live. The following paragraph provides the expectations and focus of history in the State of Michigan (Style List for References, 2007).

Michigan’s World History and Geography content expectations encourage students to work with and across different scales of time and space to:

• Investigate global patterns and developments over time while connecting more local patterns to larger interregional and global patterns.

• Employ different analytical schemes, including global, regional, national and local to understand developments over time.

• Compare within and among regions and societies, and across time.

• Develop an understanding of the historical and geographic context of human commonalities and differences, particularly in considering claims of universal standards or of cultural diversity.

In their studies students will focus on five large historical and geographic patterns

• The causes, consequences, and patterns of changes in human governance systems and changes over time.

• The causes, consequences, and patterns of interactions among societies and regions, including trade, war, diplomacy, and international institutions.

• The impact of demographic, technological, environmental, and economic changes on people, their culture, and their environment.

• Causes, consequences, and patterns of cultural, intellectual, religious and social changes across the world, and among and within societies.

• The relationship between the environment and global and regional developments in population, settlement, economy, and politics.

The activities in this unit will allow me to assess whether my students have learned the required information since they will demonstrate their knowledge in a variety of activities. From the timeline exercise, group presentations, and then to the persuasive writing assignment my students will have adequate opportunities to master the content. I will also critique their computer skills on the presentations and timeline activity. The assessment strategies for my unit are geared toward authentic assessment. I will provide students with the rubrics to ensure they are completely prepared to complete their assignments. I also plan on including their timeline and persuasive essay in their portfolio. This will provide documentation on their learning and additional progress.

This entire unit is consistent and appropriate for my personal beliefs and competencies. My teaching philosophy follows a constructivist approach which requires a teacher to understand their individual role in the process. The simplest explanation for this role is for a teacher to become a facilitator in the classroom. My unit clearly follows this format in all aspects. Furthermore, constructivist activities support a curriculum and allow students to truly express themselves. That is exactly why I utilized student portfolios, cooperative learning projects, and authentic assessments. This entire unit is geared toward student success and development. I am confident my students will benefit from the lessons and enjoy the assignments.

References

Retrieved August 5, 2009, from So What Do You Think? Writing a Review Web site:

Retrieved August 5, 2009, from Teaching with Documents: Powers of Persuasion - Poster Art of WW II Web site:

Retrieved August 5, 2009, from Persuasion Map Web site:

Retrieved August 5, 2009, from Timeline Web site: .

Style List for References, (2007). High School Content Expectations. Retrieved August 9, 2009, Web site:

Lesson Plan #1 10th Grade World History

Events Prompting WW II

Michigan Curriculum Standards:

7.2.2 Inter-war Period – Analyze the transformations that shaped world societies between World War I and World War II by

• examining the causes and consequences of the economic depression on different regions, nations, and the globe

• describing and explaining the rise of fascism and the spread of communism in Europe and Asia

(See 7.3.1 and 7.3.2)

7.2.3 World War II – Analyze the causes, course, characteristics, and immediate consequences of World War II by

• explaining the causes of World War II, including aggression and conflict appeasement that led to war in Europe and Asia (National Geography Standard 13, p. 210)

Objectives:

➢ The learner will (TLW) identify how expansionism and nationalism prompted the events resulting in WW II.

➢ TLW understand how fascism, racism, and isolationism escalated the events prior to WW II.

➢ TLW use an online Timeline to document the events prompting WW II.

Materials/Resources Needed: Maps, Propaganda Poster Slides, slides of leaders, audio clip, and Computer Lab.

Anticipatory Set: Maps=Visual/Spatial & Discussion=Interpersonal

➢ Show maps of Europe before and after WW I to explain how losing territory prompted expansionism by Germany.

➢ Class discussion on the explanation and rise of fascism and racism in Europe and isolationism in the United States

Objective/Purpose:

Explain to students that we will discover the motives and means used to fuel the events that became WW II.

Input:

Show students slides of the leaders of the Axis Powers, Germany, Italy, and Japan. Ask them to identify these people and to explain what movements or beliefs propelled them to become the leaders of their country.

Explain how the Great Depression influenced Germans to support a dictatorship and how it pushed the United States towards isolationism in the beginning stages of the war.

Model: Role-Playing=Bodily/Kinesthetic & Propaganda posters=Visual/Spatial

Divide students into the following groups: 1/3 becomes unemployed due to the depression, 1/3 becomes the media and businesses of Germany, and the remaining 1/3 becomes communist supporters, democracy supporters, and German Jewish citizens. I will explain how tough times were in Germany for those without jobs and how the media and large business in Germany was leaning towards the Nazi Party since the other option was communism. I will also explain how communism was unpopular since it would eliminate the media and large businesses.

1. Show a slide of Nazi Propaganda, which promises jobs, and the growth of Germany as a powerful nation. Read statements from Hitler blaming the Jews for Germany’s problems and then play the following audio clip: “if the international Jewish financiers in and outside Europe should succeed in plunging the nations once more into a world war, then the result will not be the Bolshevizing of the earth, and thus the victory of Jewry, but the annihilation of the Jewish race in Europe!”

2. Ask students to simulate their group and then ask them to sit down if they do not support Hitler and the Nazi plan for Germany, or remain standing if they do support Hitler. Those who were unemployed should remain standing as well as the media and big businesses of Germany. The remaining 1/3 would then be outnumbered, providing the support needed by the Nazi Party to take control of Germany.

Check for Understanding:

Students return to seats and then I will ask the following questions.

➢ Did you feel like you had a choice in this matter?

➢ Do you think the Nazi Party planned to become a dictatorship from the beginning?

➢ What were you thinking as the person you were role-playing immediately after noticing the Nazi Party had the majority support?

➢ Do you think the United States should have been more involved in Europe during this time?

Guided Practice: Timeline=Logical/Mathematical

Using their textbook for reference students complete a timeline of events using the internet timeline tool. The following events must be included: The Treaty of Versailles, the League of Nations, the Great Depression, the Munich Agreement, Italian invasion of Albania, Japanese invasion of China and the Soviet Union, and the German invasion of Poland. Students will also complete a supporting word document explaining the significance of these events. The timeline will be put into each student portfolio.

Closure:

Group discussion on the influence of Propaganda and today’s Propaganda. Ask students to discuss the pros and cons of the Isolationist stance by the United States.

Independent Practice: Essay=Intrapersonal

Write a 300-word essay on the importance of Propaganda in pre-Nazi Germany. Explain how it influenced the people of Germany and if it would still work today. Also, reflect on the policy of isolationism by the United States and state your opinion.

Timeline Rubric

|Name: ________________________ |

|Teacher: Langworthy |

| |

|Date of Assignment: ____________ |

|Title of Work: ___________________ |

| |

|  |

|Criteria |

|Points |

| |

| |

| |

| |

|1 |

|2 |

|3 |

|4 |

|5 |

|  |

| |

|Spelling and Capitalization |

|More than 5 spelling and capitalization errors. |

|4 spelling and capitalization errors. |

|3 spelling and capitalization errors. |

|2 spelling and capitalization errors. |

|1 or no spelling and capitalization errors. |

|____ |

| |

|Content/Facts |

|4 or more inaccurate facts for events reported on the timeline. |

|3 inaccurate facts for events reported on the timeline. |

|2 inaccurate facts for events reported on the timeline. |

|1 inaccurate fact for events reported on the timeline. |

|All facts were accurate for all events reported on the timeline. |

|____ |

| |

|Fonts and Colors |

|The use of font styles and colors is not consistent and detracts from the organization. |

|The use of font styles and colors is consistent, but is not used effectively to organize. |

|The use of font styles and colors is moderately consistent and somewhat used to organize the material. |

|The use of font styles and colors is consistent and helps organize the material. |

|The use of font styles and colors is consistent and shows a logical pattern. It helps organize the material. |

|____ |

| |

|Graphics |

|Several graphics are not effective. |

|Some graphics are effective but there are too few or too many. |

|Some graphics are effective and their use is balanced with text use. |

|All graphics are effective, but there appear to be too few or too many. |

|All graphics are effective and balanced with text use. |

|____ |

| |

|Readability |

|The timeline is difficult to read. |

|The timeline appearance is pleasing but somewhat difficult to read. |

|The timeline is relatively readable. |

|The overall appearance of the timeline is somewhat pleasing and easy to read. |

|The overall appearance of the timeline is pleasing and easy to read. |

|____ |

| |

|Dates |

|Dates are inaccurate and/or missing for all but one event. |

|Dates are inaccurate and/or missing for most events. |

|An accurate date has been included for almost every event. |

|An accurate, complete date has been included for almost every event. |

|An accurate, complete date has been included for each event. |

|____ |

| |

|Preparation |

|The student had not prepared adequate notes before beginning to design the timeline. |

|The student had prepared some notes before beginning to design the timeline. |

|The student had notes about most of the events and dates s/he wished to include on the timeline before beginning. |

|The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning. |

|The student had notes about all the events and dates s/he wished to include on the timeline before beginning. |

|____ |

| |

|Time Use |

|Student did not use classroom time to work on the project and/or was highly disruptive. |

|Some classroom time was used to work on the project, and some conversations were not disruptive. |

|Classroom time was used to work on the project the majority of the time, but conversations often did not focus on the work. |

|Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. |

|Classroom time was used to work on the project. Conversations were not disruptive and focused on the work. |

|____ |

| |

| |

| |

|TEACHER COMMENTS: |

|Total----> /40 |

Lesson Plan #2 10th Grade World History Contributions: Serving at home and abroad

Michigan Curriculum Standards:

7.2.2 Inter-war Period – Analyze the transformations that shaped world societies between World War I and World War II by

• examining the causes and consequences of the economic depression on different regions, nations, and the globe

7.2.3 World War II – Analyze the causes, course, characteristics, and immediate consequences of World War II by

• analyzing the major turning points and unique characteristics of the war (See 7.1.5)

(National Geography Standard 17, p. 219)

Objectives:

➢ TLW develop an understanding of the contributions of Americans during WW II.

➢ TLW understand how the efforts of all Americans supported war effort.

➢ TLW complete a cooperative exercise on persuasive posters and create a poster.

Materials/Resources Needed: Propaganda Poster Slides, poster critique form, slides of all different groups of Americans serving the war effort at home and abroad, and Boogie Woogie Bugle Boy audio clip.

Anticipatory Set: Posters and pictures=Visual/Spatial & Song=Musical Rhythmic

➢ Show slides of propaganda posters motivating Americans to serve, sacrifice, and support the war effort. Explain the importance of all Americans coming together.

➢ Play song Boogie Woogie Bugle Boy by the Andrews Sisters to give the class perspective on the music of WW II and how it helped to boost morale.

Objective/Purpose:

Explain to students that we will study the contributions of Americans in WW II.

Input:

Each group will receive five posters to analyze. The class will then complete the poster analysis worksheet and determine how the poster motivated Americans. Next, the group will produce a PowerPoint presentation for another class session. The final element of the assignment is creating a group persuasive poster for any period in the United States and explaining how it would galvanize public support. Popular votes from students will select the best original poster as the winner of the competition. The students will glue the winning poster onto a classroom ceiling tile collage that I have assembled from other student projects while teaching.

Model: Group Project=Interpersonal & PowerPoint=Visual/Spatial & Slogan=Verbal

1. Divide students into four groups, and randomly distribute five posters to each group. Students must meet the following requirements:

a. 10 Minute Presentation

b. Describe the motivation behind each poster.

c. Was the poster successful?

d. 1 poster in this group that the group would like to learn more about.

e. Create a new slogan to motivate people to support a current issue.

f. Create a persuasive poster for any period in the United States and explain how it would galvanize public support.

2. We will use the remainder of class to research in the computer lab. Students will have one additional class period to work on presentations in the computer lab.

Check for Understanding:

Students return to seats and then I will ask the following questions.

➢ What is the importance of studying these posters?

➢ How do we receive information in 2009? What has replaced the posters of WW II?

Guided Practice: Group Project=Interpersonal & PowerPoint=Visual/Spatial & Slogan=Verbal

Students will work in cooperative groups to research information. I will guide their research and answer any questions that arise.

Closure:

Ask for any questions about the project.

Independent Practice: Group Project=Interpersonal & PowerPoint=Visual/Spatial & Slogan=Verbal

Work on project and if possible practice the presentation as a group.

WWII Group PowerPoint Presentation Rubric

|Name: ________________________ |

|Teacher: Langworthy |

| |

|Date of Presentation: ____________ |

|Title of Work: ___________________ |

| |

|  |

|Criteria |

|Points |

| |

| |

| |

| |

|1 |

|2 |

|3 |

|4 |

|5 |

|  |

| |

|Organization |

|Audience cannot understand presentation because there is no sequence of information. |

|Audience has difficulty following presentation because students jump around. |

|Students present information in logical sequence. |

|Students present information in logical sequence, which audience can follow. |

|Students present information in logical, interesting sequence which audience can follow. |

|____ |

| |

|Content Knowledge |

|Students do not have grasp of information; students cannot answer questions about subject. |

|Students are uncomfortable with information and are able to answer only rudimentary questions. |

|Students are at ease with content, but fail to elaborate. |

|Students demonstrate adequate knowledge with explanations. |

|Students demonstrate full knowledge (more than required) with explanations and elaboration. |

|____ |

| |

|Visuals |

|Students used no visuals. |

|Students occasionally used visuals that rarely support text and presentation. |

|Visuals related to text and presentation. |

|Students used visuals to reinforce screen text and presentation. |

|Students used all 10 required visual aids that supported presentation. |

|____ |

| |

|Mechanics |

|Students’ presentation had four or more spelling errors and/or grammatical errors. |

|Presentation had three misspellings and/or grammatical errors. |

|Presentation has no more than two misspellings and/or grammatical errors. |

|Presentation has one misspelling or grammatical error. |

|Presentation has no misspellings or grammatical errors. |

|____ |

| |

|Delivery |

|Students mumble, incorrectly pronounce terms, and speak too quietly for students in the back of class to hear. |

|Students incorrectly pronounce terms. Audience members have difficulty hearing presentation. |

|Student voices are clear. Students pronounce most words correctly. |

|Students used a clear confident voice with no more than two mispronunciations. |

|Students used a clear voice and correct, precise pronunciation of terms. |

|____ |

| |

|Use of Graphics |

|Several graphics are unattractive and detract from the content of the presentation. |

|All graphics are attractive but a few do not seem to support the theme/content of the presentation. |

|A few graphics are not attractive but all support the theme/content of the presentation. |

|Fewer than two graphics are not attractive or do not support theme /content of the presentation. |

|All graphics are attractive (size and colors) and support the theme/content of the presentation. |

|____ |

| |

|Time-Limit |

|6 or fewer minutes. |

|More than 7 minutes. |

|More than 8 minutes. |

|More than 9 minutes. |

|More than 10 minutes no more than 12 minutes. |

|____ |

| |

|Teamwork |

|Rarely listened to, shared ideas with, or helped other team members. Was not a team player. |

|Did not consistently |

|listen to, share ideas with, or support the efforts of others. Made some effort to be a team player. |

|Listened to, shared ideas with, and supported the efforts of others. Did not disrupt the group. |

|Consistently listened to, shared ideas with and supported others. 1-2 minor distractions. |

|Always listened to, shared ideas with, and supported others. Worked consistently for the good of the team. |

|____ |

| |

| |

| |

|TEACHER COMMENTS: |

|Total----> /40 |

Lesson Plan #3 10th Grade World History

The Holocaust

Michigan Curriculum Standards:

7.2.3 World War II – Analyze the causes, course, characteristics, and immediate consequences of World War II by

• explaining the Nazi ideology, policies, and consequences of the Holocaust (or Shoah) (See 7.3.2) (National Geography Standard 10, p. 203)

Objectives:

➢ TLW understand the events of the Holocaust.

➢ TLW comprehend the locations of concentration camps and what occurred at the camps.

➢ TLW use an online persuasion map to assist in the writing of a persuasive editorial essay.

Materials/Resources Needed: Maps, Documentary “Anne Frank Remembered”, slides of victims, and Computer Lab.

Anticipatory Set: Maps and pictures=Visual/Spatial

➢ Show maps of German concentration and death camps and explain the purpose of the camps.

➢ Show the pictures of the victims in the camps.

➢ Explain the background of Anne Frank and prompt class discussion about the fear that they would feel if faced with the same situation.

Objective/Purpose:

Explain to students that we will study the motives for concentration camps and how it affected the lives of those sent there.

Input:

Provide students with the number of people sent to concentration camps on a slide and the number of those who died while in captivity.

Model:

1. Watch Documentary: Anne Frank Remembered

2. Students will take notes on questions they would like to ask after the film.

Check for Understanding:

Students return to seats and then I will ask the following questions.

➢ What part of the film did you enjoy the most and why?

➢ How would you feel if your family was in Anne’s situation?

➢ What was the most difficult part of the movie for you to understand?

Guided Practice:

There will not be enough time for this in the class today.

Closure:

Discuss with the students the reasons that we study history is to remember the good and the bad. Ask opinions on their feelings towards studying history and if they have any additional comments or questions on the documentary.

Independent Practice: Editorial Essay=Logical & Intrapersonal

Students will use the online persuasion map organizer to come up with supporting details for an editorial essay. The editorial essay will be written for a newspaper in the early 1940’s trying to gain support for Holocaust victims. The essay will need to be very persuasive because the majority of Americans were not aware of the magnitude of events occurring in Europe. This map and essay will be put into each student portfolio.

Persuasive Editorial Essay Rubric

|Name: ________________________ |

|Teacher: Langworthy |

| |

|Date of Assignment: ____________ |

|Title of Work: ___________________ |

| |

|  |

|Criteria |

|Points |

| |

| |

| |

| |

|1 |

|2 |

|3 |

|4 |

|5 |

|  |

| |

|Capitalization & Punctuation |

|Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. |

|Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. |

|Author makes a fewer than 2 errors in capitalization and/or punctuation that interrupt the flow. |

|Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. |

|Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. |

|____ |

| |

|Grammar & Spelling |

|Author makes more than 5 errors in grammar or spelling that distracts the reader from the content. |

|Author makes 4 errors in grammar or spelling that distract the reader from the content. |

|Author makes 3 errors in grammar or spelling that distract the reader from the content. |

|Author makes 2 errors in grammar or spelling that distract the reader from the content. |

|Author makes no errors in grammar or spelling that distracts the reader from the content. |

|____ |

| |

|Sentence Structure |

|Most sentences are not well-constructed or varied. |

|Some sentences are well-constructed, but there is no variation is structure. |

|Most sentences are well constructed, but there is no variation is structure. |

|Most sentences are well-constructed and there is some varied sentence structure in the essay. |

|All sentences are well-constructed with varied structure. |

|____ |

| |

|Audience |

|It is not clear who the author is writing for. |

|Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. |

|Demonstrates an adequate understanding of the potential reader and uses arguments appropriate for that audience. |

|Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. |

|Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. |

|____ |

| |

|Transitions |

|The transitions between ideas are unclear. |

|Some transitions work well, but some connections between ideas are fuzzy. |

|Transitions show how ideas are connected, but there is little variety. |

|Transitions show how ideas are connected, variety of transitions could be improved. |

|A variety of thoughtful transitions are used. They clearly show how ideas are connected. |

|____ |

| |

|Sequencing |

|Many of the support details or arguments are not in an expected or logical order; distracting the reader and making the essay seem very |

|confusing. |

|A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little|

|confusing. |

|Adequate support details or arguments in a fairly logical order. |

|Arguments and support are provided in a logical order that makes it reasonably easy to follow the author's train of thought. |

|Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought. |

|____ |

| |

|Position Statement |

|There is no position statement. |

|A position statement is present, but does not make the author's position clear. |

|A clear position statement is present, but is a very general overview of topic. |

|The position statement provides a clear statement of the author's position on the topic. |

|The position statement provides a clear, strong statement of the author's position on the topic. |

|____ |

| |

|Support for Position |

|1 sentence of support. |

|2 sentences of support. |

|3 sentences of support. |

|4 sentences of support. |

|5 sentences of support. |

|____ |

| |

| |

| |

|TEACHER COMMENTS: |

|Total----> /40 |

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