Transcript Unit Plan World War II - Marshall University Personal Web Pages

Unit Plan World War II
Ian Kennedy
Analyze Learners
 This
unit is aimed at children in eleventh
grade according to West Virginia
standards. This is not an honors class or
special need class; it is just a regular
eleventh grade class.
WV Content Standards and State
Objectives
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SS.11.5.7 - analyze and evaluate the major causes, events,
personalities and effects of World War II.
SS.11.5.8 - explain and assess the economic, social and political
transformation of the United States since World War II.
SS.11.5.9 - analyze and explain United States and world foreign
policy since World War II.
SS.11.5.10 - describe the development and impact of the United
States’ labor movement.
SS.11.5.12 - investigate concerns, issues and conflicts related to
universal human rights (e.g., Holocaust, diversity, tolerance,
genocide).
SS.11.4.1 - read and interpret maps, graphs, charts, cartoons
and timelines.
SS.11.4.2 - identify and locate the places significant to each
period of study.
SS.11.4 - transform primary data into maps, graphs and charts.
Performance Objectives
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To help my students explain significant causes of World
War II
 To have my students be able to identify major decisions
the United States government made during World War II
and considers alternative courses of action.
 To have my students explain how the spread of Nazism
and Fascism prior to and during World War II affected
people, societies, and cultures.
 To have my students engage each other in discussion
that deeply examines whether the United States should
have dropped the atomic bomb.
Materials Needed
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Pen
Pencils
Paper
Poster Board
Internet
Worksheets
Maps
Glue
Colored Pencils/Crayons
VCR and TV
Hitler/Mussolini and FDR/Pearl Harbor Video
Textbook
Utilize Media and Materials
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Day One:
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As the students enter the classroom, I will pass out a
blank map of Europe and Asia. I will ask then tell the
students to look at the map I have pulled down (a
map of Europe and Asia during World War II) and
label each country. After the students have labeled
each country, I will ask them if they knew who the
Allies of the war were and who the Axis powers were.
After this I will have them color in the allied nations
blue and the axis nations red. We will then begin to
talk about the major players in World War II: Britain,
France, Germany, Italy, Japan and Russia (we will
save the US for a different day). We will not get into
this lesson too much but we will continue it tomorrow.
 Day
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Two:
Today’s lesson will focus primarily on Adolf
Hitler and Benito Mussolini. I will start to talk
about Nazism and Fascism. I will list key
factors and beliefs for each party. I will
explain what a dictator is. I will then show a
small video on the lives of Adolf Hitler and
Benito Mussolini, mainly focusing on their
early lives and how they came to power. I will
later have the kids search on the internet
about their beliefs going to the Biography.com
sites I have listed.
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Day Three:
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Today, class will meet in the Computer Lab to search about Hitler
and Mussolini. I want the class to realize Hitler’s nazi socialist
beliefs and anti-Semitic ways and Mussolini’s belief in fascist
rule. Not only will they go to the biography.com sites they will go
to the “Nazi Germany, c.1930-39: Hitler, Nazism and Nazis
Beliefs” site and the slideshow site about Hitler, Mussolini and
Stalin. As long as the children have a basic knowledge of Stalin
and a good knowledge on Hitler and Mussolini, we will leave the
lab and go back to the classroom to discuss what they learned. I
will call on a few students to give me what they learned, as they
talk about their findings I will write their results on the board for
the children who did not get great answers. We will then discuss
why the war started and how it could have possibly been
stopped. We will touch on the Holocaust as well; we will not stay
here for long being it is a very touchy subject.
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Day Four:
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Now it is time to talk about the Allied powers with
focus on Winston Churchill and Britain. I will pass out
a worksheet that corresponds with the chapter on the
British involvement in World War II. I will then pair of
the students and have them work on this assignment,
I will go around the room and make sure the students
are getting the facts down and also to make sure one
kid is not doing all the work. After this I will have one
person from each group come up to the board and
find their answers.
 Day
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Five:
Day five will be devoted to the United States
with a main focus on industrialization, the
great depression, women in the workplace,
and FDR. I will put in a video from that
highlights key points from the Great
Depression till FDR’s presidency. As the
video ends I will ask each student to give me
on key fact that they learned from the video.
 Day
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Six:
Day Six will be devoted to FDR and his
presidency; we will once again journey to the
computer lab to find information about this
president. Once this information is gathered
we will return to the classroom where I will
lecture some on his life and presidency, I will
try to have the students be involved in this as
well, throwing in key facts such as the
Alphabet soup reforms or the fireside chats.
 Day
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Seven:
Day seven will be committed to the Japan and
the Pearl Harbor attacks; I will lecture on this
event for a short while and then show a video
from the actual bombings. I will show this
video to open the students’ eyes up to what
really took place. I will then talk about the US
response to Pearl Harbor: entering the war,
Japanese-American internment, the
Manhattan Project; and the atomic bombs.
 Day
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Eight:
Day eight will be the wrapping up of my
lesson. I will go around the classroom and
have each student give me two key facts they
learned about World War II. I will then lead an
open forum discussion to what the children
think could have been done better to avoid
such conflict, I will also have them discuss
whether or not we should have bombed
Japan.
Require Learner Participation
I
plan to keep my students involved and
active by mixing the lessons up between
lecture, videos, computer lab time, group
work, and class discussion. I believe
these different ways of learning will touch
each student at one point or another and
help them absorb the key facts of World
War II, the people, and the events.
Evaluate and Revise
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At the end of Day 8, I will once again give the
children a blank map. I will have them label:
Britain, France, Germany, Italy, Russia, and
Japan. I will then once again have them link the
Allies together and the Axis together. This time
without help from another map or each other, I
would like to see if they remember where each
place is. This will be graded but the point value
will be low. I will also take notice as to who
contributes to the discussions held on the 8th
day. I will not look down upon wrong answers, if
the students try their best and defend their point
of views; this is all I can ask. If a student is way
off, I will guide them toward the right path.