Martha M.

Hill FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 2012

Social Studies-Unit 5 WWII

Grade Level

5th grade

Standard: Georgia Performance Standard: SS5H6

THE STUDENT WILL EXPLAIN THE REASONS FOR AMERICAS INVOLVEMENT IN WORLD WAR II. a. Describe Germanys aggression in Europe and Japans aggression in Asia. b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, DDay, VE and VJ Days, and the Holocaust. c. Discuss President Trumans decision to drop the atomic bombs on Hiroshima and Nagasaki. d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler. e. Describe the effects of rationing and the changing role of women and African-Americans; include Rosie the Riveter and the Tuskegee Airmen. f. Explain the U.S. role in the formation of the United Nations.

Understandings: Students will understand that: a. Rationing was integral to the support of the war effort through discussion of the Victory Garden utilized during WWII. (Facet 1- Explanation) b. The story of Anne Frank was indicative of the Jews struggle through WWII due to Hitlers ethnic cleansing project by comparing their ordeal to present day mass genocide in Rwanda. (Facet 2 Interpretation) c. Shelters used during WWII were varied by constructing their choice of buildings to scale: barracks for internment and extermination camps, deep-level bomb shelters used in England, or military Quonset huts used by troops. (Facet 3- Application) d. Propaganda was used in a constructive and destructive manner by comparing and contrasting the role of Rosie the Riveter in championing womens contribution to the war and the infamous Tokyo Rose whose propaganda strived to decimate the Allied Troops. (Facet 4 Perspective) e. The order from Truman to drop the atomic bombs on Hiroshima and Nagasaki brought more than Japans surrender to the war, it also changed our countrys perspective of the Japanese from the devastation it created. (Facet 5 Empathy) f. The unjust action of internment camps for the Japanese-American population was due to fear of all Asian nationalities and was prejudicial because of the bombing of Pearl Harbor and its proximity to the United States. (Facet 6 Self-Knowledge)

Essential Questions: Overarching Questions: How has events during WWII changed our path in history? Why is sacrifice integral to the cooperative development of a nation? How did ideas of a nation affect the world in WWII? Topical Questions: EQ1. How did "Rosie the Riveter" change women's roles in the American household and workplace during WWII? EQ2. How did rationing define a unified front for the United States by illustrating home front cooperation? EQ3. Why is the outcome of WWII important to worldwide relationships today? EQ4. How did Hitler's influence, during WWII, change the perception of Germany throughout the world? EQ5. How did Japan's attack on Pearl Harbor ignite the U.S. involvement in WWII? EQ6. Why was the United Nations created, based on the Allied and Axis Powers involvement in WWII?

Stage 3: Plan Learning Experiences

Week 1 Activities: 1. Utilize historical photos and quotes on the bulletin board and around the room to stimulate the students interest in WWII as a historical event. 2. Utilize Overarching Questions to create thought provoking discussion prior to entry into WWII Unit. Teacher will utilize an anchor chart to introduce questions and students will brainstorm ideas to answer. This chart will be utilized throughout the unit to address misconceptions and accuracies of discussion. Allow for wait time/group time to assimilate ideas for all learners. 3. Utilize Pre-Test to assess students prior knowledge to unit:

(H)

(H)

(W)

Evidence 4: WWII Pre-assessment (used for understanding prior to Unit work) FACET 1: KNOWLEDGE

World War II Pre-Assessment 1. Which President led the United States into WWII? Abraham Lincoln Franklin D. Roosevelt John F. Kennedy Harry Truman 2. What event caused America to enter WWII? Germanys attack on England Japans attack on Pearl Harbor Soviet Unions attack on Poland Italys attack on Ethiopia 3. What country was an Allied Power with the United States? Germany Italy Great Britain Japan 4. Who won WWII, the Allied Powers or the Axis Powers? 5. Which president decided to drop the two atomic bombs on Hiroshima and Nagasaki? 6. What was Hitlers final solution to the Jewish question? 7. What time frame in years was WWII fought in? 8. What was the Treaty of Versailles? How was it important to WWII? 9. Define the following terms: D-Day: VE Day: VJ Day:

10. What does rationing mean? Why was it important during WWII?

3. Introduce vocabulary as warranted by the specific learning activities and performance tasks. Utilize foldable interactive journaling to assist with key terms, names, dates, events, and vocabulary. The use of the foldable will allow for those students who have difficulty with dates, names, and important events to have a resource for preparation for assessments; oral or written.

(T)

4. Present WWII unit by acquainting students with the Georgia Performance Standard. Students will be able to identify key words and concepts. Allow for study buddies to work together for a collaborative and cooperative learning experience. The utilization of their Social Studies journal and text will be used as a resource for learning. 5. Present the concept of Germanys aggression in Europe through a self-made Smart Board lesson that will describe leaders and countries off the Axis Powers and the Allied Powers. Students will create a foldable for the leaders describing their country of origin, involvement in WWII, and their contribution to the WWII events studied in the unit. This will be documented in their SS journals. Have the students that are visual learners to interact with the Smart Board lesson. The foldable will enable those students who have difficulty with dates, names, and important events to have a resource for preparation for assessments; oral or written.

(W)

(E-1)

(T)
6. Have students to discuss the term blitzkrieg as Germanys new warfare during WWII. Students will use prior WWI unit knowledge to compare and contrast Germanys abolishment of arms from the WWI Treaty of Versailles with their innovation and technological advancement through weaponry in WWII. Small group discussion will be used to discuss relevance of this concept and its implications to WWII. In small group discussion, utilize their number paddle to insure that all students have an opportunity to share and voice their thoughts and opinions. 7. Students will begin a timeline for WWII events that will be utilized in their journals for understanding and review. Students will also contribute to the ongoing timeline of events for 5th grade Social Studies that is on display in hallway. 8. Students will respond in their journals utilizing a Writing Prompt: How did Hitler's influence, during WWII, change the perception of Germany throughout the world? Students will be graded utilizing the rubric for 5th grade State Writing. Students will use as resource their journaling rubric to assist them in the weight of each component of writing. 9. Introduce the WWII concepts of rationing and the Victory Garden. Have students to utilize the Story Bird application via computer to create a story that incorporates the concepts in the view of a child of the 1940s. Teacher will model her individual story to demonstrate conventions and narrative style. Story will be published and shared during shared reading. Students that do not have access to computers at home will be given time during specials to utilize the Media Centers computer lab, or the Computer Center in the classroom.

(W) (R)

(E-1 &2) (O)

(R) (E-2)

(H)

10. Students will be introduced to the WWII rubric and guidelines of the SHELTER PROJECT. This project will be ongoing for the entire unit, and will be graded at the culmination of the unit:

(W)(H) (E-1&2)(R)(T)(O)

Shelters Integrated Interdisciplinary Unit

Promoting Rigorous Opportunities in Math and Science Education

Shelter is a basic need for people everywhere, from the icy arctic to the rainy tropics. Our homes give us protection from the weather, a place to cook, eat and sleep, and a center for family activities. People throughout the world use the resources of their environment for shelters and how they adapt their housing to their cultures and life styles. The study of shelters provides applications of science, mathematics, and technology. They also provide opportunities to study content areas such as social studies, history, art, and literature.

Objective:
Research a typical shelter from a particular era in history and a location around the globe. Use this information to build a scale model depicting the shelter and create an electronic presentation to visually explain the various factors that influence the type of shelter. Instructions: 1. Choose a period of time and location you desire to study. Accurately research the place and period, and determine what a typical family dwelling (shelter) would look like during that era and at that location. 2. Complete the Shelters Information Report that includes the architectural information and features: size, shape, number of rooms, heating/cooling, sanitation, kitchen/dining facilities and sleeping/living areas. Shelters are influenced by several factors including resources, lifestyle, culture, religion, technology, climate, and economics. Also, in the Shelters Information Report, list the factors that had an influence on the shelter you researched. Resources: What resources/materials were at hand? Lifestyle: Were the people of your era and location nomads, farmers, fishermen, miners or other? Were they constantly trying to fend off attacks? Culture and religion: What cultural or religious aspects influenced the design of your shelter? In the past, homes often reflected the ethnic background and religion. For example, Native American shelters had spiritual meaning. Also, many immigrants constructed homes that incorporated elements from their homelands. For example, Ukrainian settlers built homes of logs, clay, willow and grass, which were often roofed with rye thatching similar to that used in the regions they emigrated from. Mennonites

sometimes built combined house-barns as they had in Europe, Ukraine or Russia. Technology: What technology was available during the time the shelter was built? Over time, technology has continued to evolve, and has had an effect on the types of shelter constructed. Developments in transportation are one aspect of technology that has changed the types of homes we live in. For example, the introduction of the horse in the mideighteenth century allowed Native Americans to carry more material possessions from place to place, including larger tepees. Previously, the dog and travois limited the size of their homes. Railway expansion, and the corresponding town sites which popped up, increased the availability of lumber and building supplies. Economics: Consider the influence of economics on the size, design, construction, materials of the shelter. Climate: Consider how climate would determine the type of architecture and materials used to build the shelter.

3. Construct a scale model of a typical shelter for the time period and location you have selected to study. *Your model must be to a scale that you determine but cannot exceed a 24x 24 base. Use materials provided by your instructor and any found or purchased items you feel necessary to create an accurate depiction of the shelter. Your model may require you to paint, sculpt, draw, mold, cut, or shape various materials and use a variety of tools. Be sure to write the scale that you used on the Shelters Information Report. * Determining scale is a simple mathematics exercise. If you choose 1"=1' and have a room 10'x12' then on your model the room will be 10"x12". If the scale is 1/2"=1' then the same room will be 5"x6" on your scale model. If the scale is 1/4"=1' then the same room will be 2.5"x3" on your scale model. The first step in constructing your model will be to determine how large the structure and rooms are in real life. Then calculations can be made to determine what scale would best fit for your model considering materials to be used and details to be shown. 4. Create an electronic presentation of your research that includes the information from the Shelters Information Report. Also, include information showing the integration and interdisciplinary concepts. You can use the software of your choice to develop your presentation. Be creative! 5. Be prepared to present your research/model/electronic presentation during the Shelter Exhibition. You will be the docent for the exhibition providing visitors with the information regarding your research.

Shelters Information Report

Names: Grade Level: Time Period Geographical Location Size and shape Heating and cooling Number or rooms Sanitation Kitchen/Dining Facilities Sleeping and Living Areas Resources Lifestyle Culture and religion Technology Economics Climate Scaled used for your shelter

Week 2 1. Students will have a mini-lesson discussing the political involvement of the U.S. before entry into WWII. Discuss and identify key terms, vocabulary, and historic figures for comprehension. Utilize their journal in documenting facts for future reference. Students will be given flashcards to help with the terms, vocabulary, and historic figures. These will be used during ELT as a collaborative and cooperative study session with their peers.

(W)

2. What was the hesitancy of the U.S. in entering WWII? Utilizing note-taking and documentary montage presentation via Smart Board lesson, discuss the importance of the Pearl Harbor Attack and WWII Pacific battles for U.S. involvement in WWII. Utilize TimeToast.com/Interactive time lines as a research venue for students to understand the chronological timeline for the Pacific battles during WWII. Small group work for understanding of the timeline will be utilized. 3. Students will collaborate in small groups to develop the technology aspect of the unit. They will plan, develop, and create a radio broadcast showing their understanding of the term propaganda. How did this affect emotions and morale of U.S. troops in relation to the propaganda of Tokyo Rose? Students will use the literature available on Tokyo Rose, a.k.a. Iva Toquri dAquino to identify fact vs. opinion on the actual involvement of this American citizen to the WWII war effort. 4. What was the American civilians contribution to war? Students will watch video on Rosie the Riveter and womens ability to contribute to the war effort. Small group discussion/reaction to poster of Rosie the Riveter from war era. How did this portray women and did it make an impact on nations reaction to women in the workforce after WWII? Students will write a reflection based on the visual poster and how it accurately portrayed womens roles in the workplace during the war.

(H) (E 1&2)(T)(O)

(H)(E 1&2)(R)(T)

(H)(E 1&2)

5. Prejudicial Portrayal: Read historical text from former Japanese-Americans held in internment camp. Read Anne Frank: 10 Days as shared non-fiction reading. Students will journal and utilize a Venn diagram to identify and discuss prejudicial treatment. Was there a difference between countries? Compare and Contrast these prejudices and treatment of individuals; prepare to justify/condemn actions related to these historical texts. Students will be utilizing grade level reading with Anne Frank: 10 days. Student will used leveled reading comprehension questions for different reading levels. 6. America and their Allies: Students will be able to identify the allied forces during WWII. Using previously made foldable of world leaders, review and discuss the actions of these leaders and their countrys contributions to WWII. The foldable will assist those students that have difficulty with dates, events, and names for preparation for assessments; both oral or written. 7. Group Shared Reading: The Boy in the Striped Pajamas will be utilized during Shared Reading as a whole class. Students will be able to discuss Hitlers plan of mass genocide of the Jewish race and its implications to humanity and war. Students will utilize graphic organizers to map characters and theme. Students will read archived articles on the recent acts of genocide in Rwanda and compare similarities of the events. Students will plan, devise a rough draft, and then utilize editing and revision so to publish an opinion paper based on their discussions, readings, and research.

(H)(E)

(E) (T)

(H) (E 1&2)(R)

Week 3

1. Students will utilize classroom material/media to discuss the Tuskegee Airmen. How did these men provide assistance to the American war effort? Students will research/utilize prior knowledge on minority racism to prepare for a Readers Theatre in class.

(W)(H)(E)(R)(T)(O)

2. Media depiction of WWII will be presented and students will write a caption or headline for the pictures. Utilization of present day media will be used to model appropriate techniques for assignment. Students will write a reflection on the following questions: How accurate is media portrayal in recoding actual events? What emotions were generated by media of the atomic bombing of Hiroshima and Nagasaki? Why did Dwight D. Eisenhower, U.S. commander at surrender of mass extermination camps, order press pictures of Jewish concentration camp victims for historical documentation? 3. Implication of chemical mass destruction in wartime will be addressed by discussion of Trumans decision to drop atomic bombs on Hiroshima and Nagasaki. Students will be exposed to historical radio reports and Presidential address concerning the decision of atomic intervention to WWII. Discuss in small groups the urgency of the atomic decision in ending the war. Exposure to historical pictures of aftermath will be presented. Discuss in small groups the relevance and the appropriateness of the bombings on civilians in order to end further bloodshed of armed forces. Students will be able to write an opinion piece to be published and graded utilizing the 5th grade Writing Rubric.

(W)(H)(E)(R)(T)

(W)(H)(E1&2)(R)

4. Timeline construction: Students will observe historical clips on important events in WWII (D-Day, VE-Day, VJ-Day). Students will illustrate these events in poster form to add to the hallway timeline, they will plan, draft and document this in their journal timeline.

(E 1&2) (O)

(H)

5. Students will display and present their Structure project during a Museum Walk with the entire 5th grade class. They should be prepared to discuss their scaled models specifications, research and information, and share their technology developed report on the structure. (Prezi, Glogster, or VoiceThread) Students will be videoed for Media Cast (county-wide presentation) and will have their project on display in the Media Center for the entire school to view. 6. Students will present their finished radio broadcasts on propaganda. These finished assignments will be broadcast using Media Cast as a historical learning opportunity for the entire school during the morning announcements.

(W) (H) (E 1&2) (R)(T)(O) (W)

(H)(E1&2)(R)(T)(O)
the WWII Assessment:

7. Students will be able to show comprehension and understanding of the WWII unit by taking

(W)(R)(E-2)(T)

Standard: SS5H6: The student will explain the reasons for Americas involvement in World War II.

# Correct: DNM 0-20

IP 21-23

M 24-30

E 27-30 & 31 or 32

World War II Assessment Match the appropriate country with the correct dictator, prime minister or president during World War II. One of the countries can be used more than once. 1. 2. 3. 4. 5. 6. _______ Hirohito _______ Stalin _______ Franklin D. Roosevelt _______ Hitler _______ Harry Truman _______ Mussolini A. B. C. D. United States Japan Great Britain Soviet Union

E. F.

Italy Germany

Use the work bank to place the country in the appropriate column. France Canada Italy Soviet Union Germany Japan Great Britain Allied Powers 10. 11. 12. 13. 14.

United States

Axis Powers 7. 8. 9.

15. Using the Venn Diagram, compare and contrast democracy and a dictatorship.

Democracy

Both

Dictatorship

____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

16. What event caused America to enter the war? A) Japans attack on Pearl Harbor B) Germanys attack on England C) Italys attack on Ethiopia

D) The Soviet Unions attack on Poland 17. Why did the United States try to remain neutral about the worlds problems? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 18. The government had to ______ the goods that people could buy during the war. A) ticket B) stamp C) identify D) ration 19. Whom did Rosie the Riveter stand for during WWII? ___________________________________ _________________________________________________________________________________________ __________________________________________________________________________________________

20. Explain how the Tuskegee Airmen changed the role of African American servicemen. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 21. Who won WWII, the Allied Powers or the Axis Powers? ___________________________________ 22. Germany was aggressive over which continent? ___________________________ Japan was aggressive over which continent? ______________________________

23. Which president decided to drop the two atomic bombs on Hiroshima and Nagaski? __________________________________________________________________________________________ Match the term with the appropriate definition. 24. _______ United Nations 25. _______ Pearl Harbor 26. _______ Iwo Jima 27. _______ D-Day 28. _______ VE Day 29. _______ VJ Day 30. _______ Holocaust A) The purpose of this organization is to keep world peace and to promote cooperation among nations. B) After the United States dropped the second atomic bomb, this day was celebrated because Japan then agreed to surrender, and the fighting stopped. This marked the end of WWII. C) This was a battle over the island in Japan, and the Allies won. The cost of the victory in human lives was very high. D) Hitler had begun what he called the final solution to the Jewish question. It was the mass murder of all European Jews and other people he called undesirable. This is what the mass murder is called. E) Berlin fell to Soviet Union, and the German military leaders were asked to surrender. On May 8, the Allies accepted their surrender. This day marked the end of the war in Europe. F) The day the Allies worked together in the largest water-to-land invasion in history. The Allied Powers came ashore on the beaches at Normandy, in France, and attacked German forces there. G) This place is located on the Hawaiian island of Oahu. Its size and location made it a perfect home harbor for many of the ships in the United States. Japan attacked this place in which eventually forced the United States to enter WWII. 31. World War II was caused by the Treaty of Versailles. Do you agree with this statement? Explain your answer with specific examples that you learned during this unit. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 32. How did the Japanese attack on Pearl Harbor contribute to the ultimate success of the allies? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

Notes to the Instructor Use this area, if needed, to explain to the instructor how your planned activities above satisfy specific elements of the scoring rubric. Planning instruction for Gardners strategies for different intelligences will be as follows:

Linguistic Intelligence: lectures, and note-taking; Logical-Mathematical Intelligence: the planning of a scaled model during the Structure project; Spatial Intelligence: the representation of video, media, and radio broadcasts used for development of projects, historical portrayal, and understanding of events during WWII; BodilyKinesthetic Intelligence: Readers Theatre, the ability to create the structure in the PROMSE project, the historical representation of Rosie the Riveter as a poster, and the timeline that will be utilized throughout the unit in the hallway; Musical Intelligence: the ability to use music as a representation of the historical era in the radio broadcast project, and in the technological presentations for the structure project; Interpersonal Intelligence: use of empathy in the discussion of Hitlers theory of Jewish extermination comparing to present day Rwanda genocidal activity, utilization of group work with the structure project and the radio broadcast; Intrapersonal Intelligence: the ability to perform with varied groups, but primarily the demonstration of independence and initiative to perform for the groups and as an individual for requirements of unit components. Resources
Historical texts used: Boyne, John (2007, October 23) The Boy in the Striped Pajamas Colbert, David (2008, September 2) Anne Frank: 10 Days

Historical photos, videos, radio broadcasts, and media:

http://www.cicerohistory.com. Retrieved November 22, 2012 Web 2.0 tools used: http://www.storybird.com, http://www.prezi.com, http://glogster.com, http://www.timetoast.com

Stage 3 Scoring Rubrics

(0 Points) 1. Does not clearly communicate WHERETO for learning activities Fails to provide a pretest for learners. 2. Alignment is not demonstrated between instructional strategies, standards, and understandings of the unit. There is evidence of alignment between some of the instructional strategies, standards, and understandings of the unit. (3 Points) Codes some learning activities with WHERETO (5 Points) Clearly codes each activity with WHERETO Includes a pretest to check for prerequisite skills and knowledge. Alignment is clearly demonstrated between instructional strategies, standards, and understandings of the unit. Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy. 3. Instruction has one global starting point for Utilizes Gardners strategy to provide Utilizes Gardners strategy to provide different Entry
Your Score

all learners. No evidence of an attempt at differentiation

different Entry Points. Evidence of an attempt at differentiation exists, but differentiation is not illustrated using labeling. Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work. Includes the use of technology

Points to meet the needs of all types of intelligences. Clearly labels the parts of the plan that illustrate differentiation Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work. Includes the use of technology in a meaningful way. Off the shelf resources are properly referenced Assignment is organized Assignment Instructions followed No errors in grammar or form that distracted the reader.

4. Fails to provide opportunities for students to RETHINK ideas, REFLECT, and to REVISE work. 5. Does not indicate the use of technology in a meaningful way 6. Assignment is not organized Assignment Instructions not followed Several errors in grammar and form, which distracted the reader

Assignment somewhat organized Most assignment instructions followed A few errors in grammar and form which distracted the reader

Your Total Score

/30