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information.
Part I: Identification of Learning Problem
General Audience
The audience consists of students taking a world history course in a public school setting
designed for a mix of tenth to twelfth grades at Wheeler County Middle/High School. This
school consists of one campus housing sixth through twelfth grades. Students targeted for this
course vary in age from fifteen to eighteen years old. These students are from a lower socioeconomic area with few opportunities for travel, entertainment, or employment. This results in
limited experiences with other cultures. Students have access to school issued laptop computers
that can travel to and from school with them each day, making the fully online environment of
this unit conducive to the study of World War II.
Problem Identification
Students are excited to study World War II, but do not grasp the importance of this event.
They do not see the big picture of how it changed the world and impacted future generations,
even up to today and in our own community. Having little experience with cultures outside of the
students immediate environment makes it difficult to get students engaged in the study.
Students are more engaged when studying in an online environment. With the
implementation of student laptops for all students in this course beginning this year, an online
unit for the study of World War II will allow more engagement opportunities with the material
and provide a wider range of differentiation through the use of primary sources. Students will be
able to connect with other cultures through first hand accounts of those impacted by the war. It
will also give them a chance to consider how the world in which they live would be changed
through a different outcome of World War II. Since this will be a fully online project, the use of
technology will help provide motivation for learning, a wide resource for primary sources, and
opportunities for feedback will allow for more individualized attention.
The need to use primary sources and differentiation to allow students to better understand
the impact and events of World War II was identified through a comparative needs assessment.
World history classes for the previous two semesters have not been successful on the exit exams,
especially in the area of World War II. Students exited with scores at the 60% proficiency rating
in the domain of World War II. Previous students exhibit only a minimal understanding of the
events and impact of World War II and are unable to connect the historical events to situations
that exist today. They see no relevance in studying the mistakes of the past. This unit will be
designed to fully engage students through the use of primary sources and provide differentiated
instruction to ensure proficient achievement by all learners. The performance of this class should
reach an 80% proficiency rating on the exit exam, as set forth in the social studies performance
goals established by the school improvement team. This need was also identified through a felt
needs assessment. The fact that this key assessment will be fully online will keep the course
current and result in improvement for learners. Students will be able to access a variety of online
primary sources that will help them understand the attitudes and world events at the time of this
global war.
Instructional Goals
Students will be able to identify and interpret primary sources associated with World
War II.
Students will be able to compare maps with data sets and readings to draw conclusions
and make generalizations about World War II.
Students will be able to connect the outcomes of WWII to situations and events today.
Part II: Learner Analysis
Introduction
The targeted groups of learners are comprised of tenth to twelfth grade students enrolled
in world history at Wheeler County Middle/High School in Alamo, Georgia. There are a total of
50 students with 3 of these students repeating the course. Ages range from 14 to 19 years old
with the most common age being 15. There are 30 females and 20 males. The group is comprised
of 27 African-Americans, 13 Caucasians, 7 Hispanics, and 3 bi-racial students. Twelve of the
students have individualized educational plans outlining specific accommodations in the learning
environment. There are four students who are served by the special education teacher for reading
and math; however they do not receive services in the social studies setting. One hundred percent
of the students have attended public school since pre-Kindergarten. Eighty-four percent of the
students have attended this school system their entire academic career. Seventy-four percent of
the students have never traveled outside of the state of Georgia. Eight students have traveled
outside of the United States, with the all trips being limited to Mexico. Eighty-eight percent of
these students receive free or reduced lunches based on home income levels. The students live in
a county with a low socio-economic level, ranking 149th on the Georgia Economic List of
Income Levels by County for 2012.
To attain this information about the learners, several methods were employed. Data
sheets from the central office supplied the racial background of students, as well as student ages
and primary caregivers. Teacher meetings with the special education director provided the
information about students receiving special services and having individualized educational
plans. The school counselors office provided access to student records with information about
the students public school attendance. An in-class survey provided the results of those who have
traveled outside of the state and outside of the country. The county ranking was provided by the
Georgia Trends Economic Yearbook 2012. The information regarding income levels was
supplied by the applications for free and reduced lunch. An interview with the previous social
studies teacher was used to supply relevant information in regards to the students backgrounds
and test scores prior to this class.
Entry Skills and Prior Knowledge
Mastery of basic reading skills, map reading skills, and writing skills
Ability to create, post, save and submit basic documents, videos, and presentations on the
school website through linked classroom assignments
beginning of the school year. This tested knowledge of subject matter, as well as knowledge of
how to perform basic computer skills on the new laptops. This gave insight into the level of
computer competency each student had. Ninety percent of students ranked themselves as
competent with the basic functions of the laptop. One hundred percent of the students wanted to
use the laptops with all classes and wanted to learn more ways to utilize them in the educational
setting. The fully online nature of this unit will utilize the students desire to use the laptops in
world history class. The pre-test showed World War II subject matter knowledge at twenty-six
percent proficient and seventy-three percent below expectations. No students scored at the
mastery level on subject knowledge of World War II. Twenty-six percent of students correctly
distinguished primary sources from secondary sources. Thirteen percent of students correctly
identified the causes of World War II. Sixteen percent of the students correctly identified the
outcomes of the war. Thirty-two percent of the students matched events of the war to the correct
location on a map. The test was administered using the laptops and observed by the classroom
teacher.
Attitudes Toward Content & Academic Motivation
All of the students ranked themselves as motivated through the use of the laptops in the
educational setting and proficient with their knowledge of how to use the laptops. Forty-seven
percent of the students accurately distinguished between primary and secondary sources. Eightyeight percent of the students ranked their content knowledge of World War as needs
improvement. The other twelve percent ranked themselves as proficient with none choosing
mastery as their level of subject matter knowledge. Seventy-six percent of the students ranked
their attitude toward learning about World War II as favorable with twenty-four percent
ranking their desire to learn about the event as eager. These statistics clearly show that students
have a positive attitude toward the subject matter and are motivated to study World War II.
These results were gathered through a pre-test which included a survey section for self-analysis.
Educational Ability Levels
Academic standings show that fourteen percent of the students are below grade level.
This means they are one or more years off-track for graduation and are labeled at-risk. Sixteen
percent of the students are classified as gifted learners. Twenty-four percent of the students
follow individualized educational plans. Thirty-four percent of the students failed to pass the exit
exam in the previous social studies class. The largest area of weakness was the impact of the
world wars on modern history, as shown in the previous exit exams. The teacher was interviewed
and provided information that students function best with repetition, real-world applications, and
simulations. Students function on various ability levels within each group.
General Learning Preferences
The pre-test included a survey which showed students prefer to learn while using the
latest technology. Students asked to incorporate the laptops into all academic classes. Six
students expressed concern or nervousness about this new online environment, but still ranked
technology as the leading motivator in student success. Students also expressed a desire to work
cooperatively and in small group settings. Students overwhelmingly indicated that the use of a
variety of methods, such as documents, videos, and presentations, engaged them in the learning
process.
Attitude Toward Teachers and School
Students showed a positive attitude about school and teachers in the survey. Students had
a positive outlook about the year and how the use of the laptops would help them show growth in
their learning. This also had a positive impact on attitudes toward learning. Parents also showed
improved attitudes about the learning environment in the parent surveys that were issued.
Group Characteristics
Wheeler County Middle/High School is the only high school in the system. There are no
private school or charter school options within a forty mile radius. The median income is below
or at the poverty level. The school qualifies as a Title I school. All students speak English
fluently. The Hispanic students speak Spanish in the home. Students are very close to one
another socially. The small town setting allows for strong bonds of friendship, regardless of race.
There are seldom any racial problems in the school. However, the students are only around
Caucasians, African-American, and Hispanics. There are no other racial groups present in the
community. Students are from a very homogenous background socially, culturally, and
religiously. Most families have lived in this area for three or more generations. This combined
with the lack of travel opportunities isolates the students from interactions with other cultures,
limiting their knowledge of other cultures to social media, television, and movie portrayals.
Students are similarly dressed and have all needed supplies. The learners are divided into two
groups, each with fifty-five minutes of world history per school day. These students all have
access to laptop computers. These laptops are issued at the beginning of the semester and remain
with the student until the end of the semester, both inside and outside of school.
organization of the content. We reviewed the analysis and identified the facts, concepts, and
principles. We grouped the related facts, concepts, principles, interpersonal skills, and attitudes.
We discussed the students background knowledge of war, their excitement over studying the
weapons of war, and their entry-level knowledge of World War II. We discussed how to channel
this eager attitude and keep them engaged in the study. We then stepped back and looked at the
information we had come up with and arranged it in a logical, sequential order. After meeting
with the SME, I prepared the final outline of my task analysis. I then met the SME again using
the Developer Modeling Method to confirm the accuracy of my analysis. I modeled the analysis
by explaining the content to my SME. This helped me to check my understanding and
interpretation of the content. This also prompted my SME to provide additional details, such as
the inclusion of the Rape of Nanjing. I added notes using a laptop. This allowed me to keep
accurate records of the transactions each time we met. As we went over the analysis, I found we
switched to a procedural analysis approach. The SME asked, What does the learner do with this
information? We then determined what the learner needed to know in order to complete
mastery of this concept and ensured it was included in the facts listed under the concepts. Next,
we discussed cues that would inform the learner there was a problem, if the concept was
mastered appropriately, or if review of the material was needed. Then I put the task analysis in
an outline form and created a task diagram.
Task Analysis Outline
I. Concept I: Primary versus Secondary Sources- Primary sources are firsthand accounts of
events. Secondary sources discuss information originally presented elsewhere.
a. Secondary sources usually involve generalization, analysis, synthesis,
interpretation, or evaluation of the original information.
b. Consider the following points with primary sources: the authors tone, the
intended audience, the purpose of the publication, assumptions of the author.
II. Concept II: Causes of the War - World War II brought to light the unresolved issues from
the Great War.
a. The devastating effects of world-wide depression and Treaty of Versailles led to
the rise of totalitarian regimes.
i. Totalitarian leaders restricted the views of dissidents within their home
countries.
ii. Sept 3, 1939England & France declare war on Germany, but do not
fight Germany for eight months (time period known as Phony War)
iii. Blitzkrieg-lightening war-fast, efficient attacks used by Germans, who
quickly take Poland, Latvia, Estonia, Lithuania, Finland, Denmark,
Norway; the West is slow to arm with out-dated weapons. Hitler has new
weapons.
iv. June 1940Germans go around Maginot Line & take Paris
v. France is left split: Nazis occupy northern France; Hitler creates Vichy
government in South France (French leaders who work with Nazis); Free
Francerebels led by Charles de Gaulle who fought Nazis
vi. England was the only Allied country left.
1. German air force bombed England for eight straight months;
England held off Germans.
vii. Hitler turned on Stalin.
1. Hitler felt USSR would provide enough living space for Germans;
led surprise attack in June1941 & pushed close to Moscow; but
USSR counter-attacked and Stalin used scorched-earth policy to
stop Germans.
viii. Meanwhile: July 1940-Italy declared war on England & France; attacked
Egypt
ix. Dec. 1941-Japan attacked Indochina. US responded to attack by banning
sale of scrap iron to Japan
b. The Japanese bombing of Pearl Harbor brought the USA into the war.
i. Japan was mad at US for interfering with expansion
ii. December 7, 1941: Japan bombed Pearl Harbor (Hawaii)
iii. US declared war on Japan
c. Axis forces were defeated and driven out of North Africa at the Battle of ElAlamein.
i. El Alamein, Egypt - Allies defeated Rommels desert forces in North
Africa (October-November 1942)
d. The Battle of Stalingrad between the Germans and the Soviets demonstrates one
of the bloodiest moments in modern warfare.
i. StalingradGerman army was held & forced to surrender to Russians
(August 1942-February 1943)
e. July 1943Allies attack Italy
i. Italian king Victor Emmanuel III had Mussolini jailed
ii. Italy surrendered
f. D-Day showed the courage and determination of Allied forces in driving Germans
out of occupied Europe.
i. D-DayJune 6, 1944Allies invaded Nazi-held France at Normandy &
marched towards Germany
g. Guadalcanal was the first Allied victory in hand-to-hand Japanese/American
combat.
h. The island-hopping strategy of capturing one island at a time began in the
Philippines.
V. Concept V: The End of the War
a. Conferences between world leaders were held to devise political and military
strategies.
i. The Big Three met at Teheran, Yalta, and Potsdam to determine military
strategy
ii. They also discussed post-war plans and the impact on nations of Eastern
Europe.
b. The war ended with Victory in Europe first and then Victory in Japan and gave
birth to a new political landscape.
i. May 7, 1945- VE Day (Victory in Europe) Germany surrenders
ii. Allied forces concentrate on ending the war in Asia.
iii. President Truman makes the decision to drop atomic bombs on Hiroshima
and Nagasaki Japan.
iv. VJ Day August 15, 1945 when Japan announces surrender
Terminal Objective 2: Based on the assigned readings, compare the policies of Benito
Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan, enumerating at least three
characteristics of each. Cognitive (Analysis)
Enabling Objectives:
2A To identify fascism, Nazism, and totalitarianism Cognitive (Comprehension)
2B To identify Mussolini, Hitler, and Hirohito Cognitive (Comprehension)
2C To identify the effects of the policies of Mussolini, Hitler, and Hirohito Cognitive
(Analysis)
Terminal Objective 3: To differentiate between the aggression and conflicts leading to World
War II in Europe and Asia Cognitive (Analysis)
Enabling Objectives:
3A To identify the Italian invasion of Ethiopia, the Spanish Civil War, and the German
annexation of the Sudetenland Cognitive (Comprehension)
3B To identify the Rape of Nanjing in China Cognitive (Comprehension)
3C To identify the effects of the Italian invasion of Ethiopia, the Spanish Civil War, the
Rape of Nanjing in China, and the German annexation of the Sudetenland Cognitive
(Analysis)
Terminal Objective 5: Given a map of post-war Europe, evaluate the effect of World War II on
the political landscape of the world. Cognitive (Evaluation)
Enabling Objectives:
5A To identify the new spheres of influence that arose as a result of WWII Cognitive
(Comprehension)
5B To explain the diplomatic negotiations between Great Britain, the USSR, and the
USA Cognitive (Analysis)
5C To predict the effects these new spheres of influence will have on the world
Cognitive (Evaluation)
Recall
Application
Fact
Concept
1, 5A
2, 3, 5
3C, 5B, 5C
Procedure
4A, 4B, 4C
Interpersonal
Attitude
1A
1B
1C
2
SSWH17 c. Describe the rise of fascism in Europe and Asia by comparing the
policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in
2A
Japan. e. Describe the nature of totalitarianism and the police state that existed
2B
in Russia, Germany, and Italy and how they differ from authoritarian
2C
3A
Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil
3B
War, the Rape of Nanjing in China, and the German annexation of the
3C
Sudetenland.
MGS11 Compare maps of the same place at different points in time and from
4A
4B
about human activities. MGS12 Compare maps with data sets (charts, tables,
4C
5A
leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United
5B
States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact
5C
Instructional
Goals
Objectives
UDL
Assessments
Strategies
Lesson 1: Sources
Objective 1: To
Sources Quiz
distinguish between
multiple means of
primary sources
of primary and
by author, audience,
secondary sources;
War II.
and/or purpose
selection of sources.
1A To identify primary
sources as firsthand
secondary sources as
generalization, analysis,
synthesis, interpretation,
secondary sources.
or evaluation of the
secondary sources.
original information
1B To distinguish
between primary and
secondary sources
1C To differentiate
primary sources from
secondary sources by
Objective 3: To
Multiple means of
Chart: Aggressive
Aggressive Events in
3A To identify the
Italian invasion of
activity.
aggressive events
German annexation of
the Sudetenland
3B To identify the Rape
of Nanjing in China
3C To identify the
effects of the Italian
invasion of Ethiopia, the
Spanish Civil War, the
Rape of Nanjing in
China, and the German
annexation of the
Sudetenland
Lesson 3: People
Objective 2: Based on
Graphic Organizer:
means of representation.
Totalitarian Leaders
Benito Mussolini in
Differentiation by
learner is achieved
totalitarian
three totalitarian
characteristics per
characteristics per
in Japan, enumerating at
leader.
leader.
2A To identify fascism,
Nazism, and
totalitarianism
support.
2B To identify
Mussolini, Hitler, and
Hirohito
2C To identify the
effects of the policies of
Mussolini, Hitler, and
Hirohito
Lesson 4: Events
Objective 4: Interpret
Multiple means of
War Casualties
representation and
Presentation Students
war casualties by
4A Determine the
multiple means of
casualties by soldiers,
most soldiers
student learning.
of their choice.
4B Determine the
choice.
most civilians
4C Determine the year
with the greatest number
of casualties
Lesson 5: Ending the
Objective 5: Given a
Post-War World
choice of technology
Presentation
World
events today.
respond, optimizing
world.
autonomy.
impact on Japanese-
impact on Japanese-
arose as a result of
Eastern European
Eastern European
WWII
nations.
5B To explain the
diplomatic negotiations
between Great Britain,
the USSR, and the USA
5C To predict the effects
these new spheres of
influence will have on
the world
nations.
Lesson 1: Sources
The assessment in lesson one is criterion referenced. It is to obtain a description of the
specific knowledge and skills each student can demonstrate. This will allow for planning of
further instruction. Students must complete the assessment with 70% accuracy or higher, or they
will repeat elements of the lesson for remediation, depending on individual weaknesses.
Objective 1: To distinguish between multiple types of sources
1A To identify primary sources as firsthand accounts of events and secondary sources as
generalization, analysis, synthesis, interpretation, or evaluation of the original
information
1B To distinguish between primary and secondary sources
1C To differentiate primary sources from secondary sources by author, purpose and
intended audience
Assessment 1: Sources Quiz Students will define and give two examples of primary and
secondary sources. Students will choose two sources from the list provided on the National
Archives DocsTeach Site and identify the author, purpose, and intended audience. Students
will identify new examples into either primary or secondary sources. The quiz will be taken
online using the CMS.
UDL 1: Learners are given multiple means of representation as well as individual choice in the
selection of sources.
Assessment Example 1:
Define the following terms:
1. Primary Source: __________________________________________
2. Secondary Source: ________________________________________
Give two examples of primary sources:
3.
________________________________________________________
4. ________________________________________________________
Give two examples of secondary sources:
5. ________________________________________________________
6. ________________________________________________________
Choose two sources and identify the following: Sources will be linked from the National
Archives into the CMS system for students. The WWII sources may be found at
http://docsteach.org/documents/search?mode=browse&menu=open&era[]=the-greatdepression-and-world-war-ii&sortBy=arc_id
Sources a screen shot of the sources appears below
Effect
Location
Differentiation 2: The lower level learner will have a faded assessment with an example
provided as a model. There is an option for text and audio.
Directions for Differentiation 2: Using the example as a guide, fill in the following graphic
organizer. Be specific!
Cause
Effect
Location
Example:
Economic collapse of 9000
loans
Italian desire for Ethiopia
the Spanish Civil War
Japanese invasion of China
Germanys desire to reclaim
lands lost in the Great War
Key
Cause
Effect
Location
Europe
Asia
Europe
Sudetenland
Lesson 3: People
Lesson three also contains a criterion referenced assessment that directly measures the
skills described in the objectives. Again, this will give the instructor an opportunity to evaluate
the learners performance and offer feedback to have the student revisit certain instructional
strategies, if needed. Students will repeat the lesson if a score of less than 70% accuracy is met
on the assessment.
Objective 2: Based on the assigned readings, compare the policies of Benito Mussolini in Italy,
Adolf Hitler in Germany, and Hirohito in Japan, enumerating at least three characteristics of
each.
2A To identify fascism, Nazism, and totalitarianism
2B To identify Mussolini, Hitler, and Hirohito
2C To identify the effects of the policies of Mussolini, Hitler, and Hirohito
Assessment 3: Show What I Know Graphic Organizer: Totalitarian Leaders Students will
list three totalitarian characteristics per leader.
UDL 3: Multiple learning styles are engaged by multiple means of representation.
Differentiation by learner is achieved through a faded activity. Advanced students fill out all nine
items. Lower level students will have an example given as a model for completing the chart. The
option to have the text or audio version is also available.
Assessment Example 3: Fill in three totalitarian characteristics for each leader listed.
Benito Mussolini in Italy
Hirohito in Japan
Hirohito in Japan
Example:
Example:
Example:
Key
Hirohito in Japan
1. Emperor as leader
2. total control of the
economy
3. control of media and mass
communication
communication
(propaganda)
(propaganda)
communication
(propaganda)
4. secret terrorist police force
5. censorship
5. censorship
5. censorship
6. unquestioning obedience
6. unquestioning obedience
6. unquestioning obedience
to leader
to leader
to emperor
7. indoctrination of the youth
8. control of the military
Lesson 4: Events
Lesson four contains a performance based assessment. Students are familiar with web 2.0
tools. We have a link on the school homepage and there is a link in the CMS. Students have used
these throughout the semester. This assessment is performance based because the students create
a project and are rated according to the rating scale provided in the rubric.
Objective 4: Interpret graphs and charts
4A Determine the country that lost the most soldiers
4B Determine the country that lost the most civilians
4C Determine the year with the greatest number of casualties
Assessment 4: War Casualties Presentation Students will compare war casualties by
soldiers, civilians, and year using a web 2.0 tool of their choice.
UDL 4: Multiple means of representation and multiple means of expression will support student
learning.
Assessment Example 4: Using the following charts and graphs for reference, address the
following questions using a web 2.0 tool of your choice:
What country lost the most soldiers in WWII? What do you think caused this?
What country that lost the most civilians? Why do you think this is the case?
What year had the greatest number of casualties? Why do you think this year the
deadliest of the war?
Be sure to spell check/grammar check your presentation! Use the following outline of six
questions to help organize your thoughts before preparing the final presentation.
1. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most soldiers in WWII?
2. Based on what you have learned about WWII and looking at Graphic_4_3, why do you
think this country lost the most soldiers?
3. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most civilians?
4. Based on what you have learned about WWII, why do you think this country lost the
most civilians?
5. Looking at Graphic _4_2, what year had the greatest number of casualties?
6. Based on what you have learned about the battles of WWII, why do you think this year
was the deadliest of the war?
Graphic_4_1:
Graphic_4_2:
Graphic_4_3:
Differentiation 4: This assessment is differentiated through student choice of how to present the
information. Lower level students will be given a model from a previous study of World War I as
a guiding example.
Directions for Differentiation 4: Using the following charts and graphs for reference, address
the following questions using a web 2.0 tool of your choice:
What country lost the most soldiers in WWII? What do you think caused this?
What country that lost the most civilians? Why do you think this is the case?
What year had the greatest number of casualties? Why do you think this year the
deadliest of the war?
Be sure to spell check/grammar check your presentation! Use the following outline of six
questions to help organize your thoughts before preparing the final presentation. There is a
guiding example provided as a model.
7. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most soldiers in WWII?
8. Based on what you have learned about WWII and looking at Graphic_4_3, why do you
think this country lost the most soldiers?
9. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most civilians?
10. Based on what you have learned about WWII, why do you think this country lost the
most civilians?
11. Looking at Graphic _4_2, what year had the greatest number of casualties?
12. Based on what you have learned about the battles of WWII, why do you think this year
was the deadliest of the war?
Guiding Example:
Link to example from WWI:
http://prezi.com/fbgrjg07qu-e/?utm_campaign=share&utm_medium=copy&rc=ex0share
Screen shot of example from WWI:
Key
1. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most soldiers in WWII?
The Soviet Union
2. Based on what you have learned about WWII and looking at Graphic_4_3, why do you
think this country lost the most soldiers? The amount of German divisions in the USSR at
the Battle of Stalingrad
3. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most civilians? The
Soviet Union
4. Based on what you have learned about WWII, why do you think this country lost the
most civilians? The Battle of Stalingrads destructive use of the scorched earth policy
5. Looking at Graphic _4_2, what year had the greatest number of casualties? 1942
6. Based on what you have learned about the battles of WWII, why do you think this year
was the deadliest of the war? Allied advances into mainland Europe drew more countries
into the global fight.
4 Rubric
is difficult to
is sometimes difficult
understand.
distracting.
serve an informative
purpose.
Accuracy
Question is answered
Question is answered
Question is answered
inaccurately.
extensively and
little detail.
accurately. Detail is
specific and thorough.
Grammar
Presentation contains
Presentation contains
Presentation contains
multiple spelling
2 or more spelling or
no spelling or
and/or grammatical
grammatical errors.
grammatical errors.
errors.
Differentiation 5: Learners will be able to choose the tool they are most comfortable with,
allowing them to incorporate more or less detail according to learning levels. The outline is
offered in a text and audio version. Lower level students may also reference a guiding example
from a previous domain.
Directions for Differentiation 5: Using a web 2.0 tool of your choice, evaluate the post-war
political landscape. Be sure to address (1) the new spheres of influence, (2) Japanese American
relations, and (3) the nations of Eastern Europe. Each element should include a graphic to aid in
the explanation and the source of each graphic must be cited. You may use the following outline
to help organize your thoughts before creating the presentation. Attached is a model that you may
use for reference to guide you as you complete this assessment.
LESSON 5 POST-WAR PRESENTATION OUTLINE
1. POST-WAR SPHERES OF INFLUENCE
A. THE UNITED NATIONS What is it? How is power split?
I. What picture/graphic will you use to demonstrate this? What is the source
of the picture/graphic?
B. NEW SUPERPOWERS Who are they? Why are they the only two?
I. What picture/graphic will you use to demonstrate this? What is the source
of the picture/graphic?
2. EASTERN EUROPE What countries are no longer self-governing? What country
exerts the most influence over the area?
A. What picture/graphic will you use to demonstrate this? What is the source of the
picture/graphic?
Guiding Example:
Prezi link of example from previous domain of First World War:
http://prezi.com/xe-hxsxpphpn/present/?auth_key=e4ehtzd&follow=kqupvgv9rx6l
Screen shot of example from First World War:
Key
5 Rubric
Clarity of Ideas
is difficult to
is sometimes difficult
understand.
distracting.
serve an informative
purpose.
Knowledge of
Content
contain 2 or more
factual.
factual errors.
factual errors.
One element is
addressed.
addressed.
addressed.
Elements of Content
Graphics
given.
Complete Test:
Assessment Section 1:
Define the following terms:
1. Primary Source: __________________________________________
2. Secondary Source: ________________________________________
Give two examples of primary sources:
3.
________________________________________________________
4. ________________________________________________________
________________________________________________________
4. ________________________________________________________
Give two examples of secondary sources:
5. ________________________________________________________
6. ________________________________________________________
Choose two sources and identify the following: Sources will be linked from the National
Archives into the CMS system for students. The WWII sources may be found at
http://docsteach.org/documents/search?mode=browse&menu=open&era[]=the-greatdepression-and-world-war-ii&sortBy=arc_id
Sources a screen shot of the sources appears below
Effect
Location
Differentiation Section 2: Using the example as a guide, fill in the following graphic organizer.
Be specific!
Cause
Effect
Location
Example:
Economic collapse of 9000
loans
Italian desire for Ethiopia
the Spanish Civil War
Japanese invasion of China
Germanys desire to reclaim
lands lost in the Great War
Assessment Section 3: Fill in three totalitarian characteristics for each leader listed.
Benito Mussolini in Italy
Hirohito in Japan
Differentiation Section 3: Fill in three totalitarian characteristics for each leader listed. One
example for each leader is given to get you started.
Benito Mussolini in Italy
Hirohito in Japan
Example:
Example:
Example:
Assessment Section 4: Using the following charts and graphs for reference, address the
following questions using a web 2.0 tool of your choice:
What country lost the most soldiers in WWII? What do you think caused this?
What country that lost the most civilians? Why do you think this is the case?
What year had the greatest number of casualties? Why do you think this year the
deadliest of the war?
Be sure to spell check/grammar check your presentation! Use the following outline of six
questions to help organize your thoughts before preparing the final presentation.
1. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most soldiers in WWII?
2. Based on what you have learned about WWII and looking at Graphic_4_3, why do you
think this country lost the most soldiers?
3. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most civilians?
4. Based on what you have learned about WWII, why do you think this country lost the
most civilians?
5. Looking at Graphic _4_2, what year had the greatest number of casualties?
6. Based on what you have learned about the battles of WWII, why do you think this year
was the deadliest of the war?
Directions for Differentiation 4: Using the following charts and graphs for reference, address
the following questions using a web 2.0 tool of your choice:
What country lost the most soldiers in WWII? What do you think caused this?
What country that lost the most civilians? Why do you think this is the case?
What year had the greatest number of casualties? Why do you think this year the
deadliest of the war?
Be sure to spell check/grammar check your presentation! Use the following outline of six
questions to help organize your thoughts before preparing the final presentation. There is a
guiding example provided as a model.
1. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most soldiers in WWII?
2. Based on what you have learned about WWII and looking at Graphic_4_3, why do you
think this country lost the most soldiers?
3. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most civilians?
4. Based on what you have learned about WWII, why do you think this country lost the
most civilians?
5. Looking at Graphic _4_2, what year had the greatest number of casualties?
6. Based on what you have learned about the battles of WWII, why do you think this year
was the deadliest of the war?
Guiding Example:
Link to example from WWI:
http://prezi.com/fbgrjg07qu-e/?utm_campaign=share&utm_medium=copy&rc=ex0share
Screen shot of example from WWI:
Resources for 4:
Graphic_4_1:
Graphic_4_2:
Graphic_4_3:
Assessment Section 5:
Using a web 2.0 tool of your choice, evaluate the post-war political landscape. Be sure to address
(1) the new spheres of influence, (2) Japanese American relations, and (3) the nations of Eastern
Europe. Each element should include a graphic to aid in the explanation and the source of each
graphic must be cited. You may use the following outline to help organize your thoughts before
creating the presentation.
LESSON 5 POST-WAR PRESENTATION OUTLINE
1. POST-WAR SPHERES OF INFLUENCE
A. THE UNITED NATIONS What is it? How is power split?
I. What picture/graphic will you use to demonstrate this? What is the source
of the picture/graphic?
B. NEW SUPERPOWERS Who are they? Why are they the only two?
I. What picture/graphic will you use to demonstrate this? What is the source
of the picture/graphic?
2. EASTERN EUROPE What countries are no longer self-governing? What country
exerts the most influence over the area?
A. What picture/graphic will you use to demonstrate this? What is the source of the
picture/graphic?
3. JAPANESE AMERICAN RELATIONS What was MacArthurs Plan for Japan?
What was accomplished during this time?
What picture/graphic will you use to demonstrate this? What is the source of the picture/graphic?
Directions for Differentiation 5: Using a web 2.0 tool of your choice, evaluate the post-war
political landscape. Be sure to address (1) the new spheres of influence, (2) Japanese American
relations, and (3) the nations of Eastern Europe. Each element should include a graphic to aid in
the explanation and the source of each graphic must be cited. Attached is a model that you may
use for reference to guide you as you complete this assessment. You may use the outline below
the guiding example to help organize your thoughts before creating the presentation.
Guiding Example:
Prezi link of example from previous domain of First World War:
http://prezi.com/xe-hxsxpphpn/present/?auth_key=e4ehtzd&follow=kqupvgv9rx6l
Screen shot of example from First World War:
Complete Key:
Section 1:
Define the following terms:
1. Primary Source: Primary sources are firsthand accounts of events.
2. Secondary Source: Secondary sources discuss information originally presented
elsewhere.
Give two examples of primary sources:
3. A letter from a WWII soldier to his mother
4. Gerda Weismans letter to Kurt describing her death march experience
Give two examples of secondary sources:
5. An encyclopedia entry about WWII
6. The textbook account of WWII
Choose two sources and identify the following:
First Source Title: War Comes to America 1942
7. Author: War Department News Reel
8. Purpose: Information and Education of the American Public
9. Intended Audience: Americans
Second Source Title: Funeral of President Roosevelt
10. Author: United Newsreel
11. Purpose: To highlight the funeral procession of FDR for the American public
12. Intended Audience: the American public
Label each item below as a primary source (P) or a secondary source (S).
13. __P___ diary entry from an immigrant on his way to America in 1939
14. __S___ a biography written about Winston Churchill
15. __S___ encyclopedia entry about Nazi Germany
16. __P___ census data from 1945
17. __S___ documentary made by Ken Burns about World War II
18. __P___ WWII German propaganda poster from 1942
Effect
Location
Europe
Asia
Europe
Sudetenland
Section 3:
Students may have any three of the following:
Benito Mussolini in Italy
9. single party government fascist
10. total control of the
economy
11. control of media and mass
communication
communication
(propaganda)
(propaganda)
Hirohito in Japan
9. Emperor as leader
10. total control of the
economy
11. control of media and mass
communication
(propaganda)
12. secret terrorist police force
13. censorship
13. censorship
13. censorship
to leader
to leader
to emperor
15. indoctrination of the youth
16. control of the military
Section 4:
1. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most soldiers in WWII?
The Soviet Union
2. Based on what you have learned about WWII and looking at Graphic_4_3, why do you
think this country lost the most soldiers? The amount of German divisions in the USSR at
the Battle of Stalingrad
3. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most civilians? The
Soviet Union
4. Based on what you have learned about WWII, why do you think this country lost the
most civilians? The Battle of Stalingrads destructive use of the scorched earth policy
5. Looking at Graphic _4_2, what year had the greatest number of casualties? 1942
6. Based on what you have learned about the battles of WWII, why do you think this year
was the deadliest of the war? Allied advances into mainland Europe drew more countries
into the global fight.
4 Rubric
is difficult to
is sometimes difficult
understand.
distracting.
serve an informative
purpose.
Accuracy
Question is answered
Question is answered
Question is answered
inaccurately.
extensively and
little detail.
accurately. Detail is
specific and thorough.
Grammar
Presentation contains
Presentation contains
Presentation contains
multiple spelling
2 or more spelling or
no spelling or
and/or grammatical
grammatical errors.
grammatical errors.
errors.
Section 5:
5 Rubric
Clarity of Ideas
is difficult to
is sometimes difficult
understand.
distracting.
serve an informative
purpose.
Knowledge of
Content
contain 2 or more
factual.
factual errors.
factual errors.
One element is
addressed.
addressed.
addressed.
Elements of Content
Graphics
Sequence
1
Objective
1
Description
Distinguish between multiple types of sources by author,
audience, and/or purpose
Differentiate between the aggression and conflicts leading to
World War II in Europe and Asia
Compare the policies of totalitarian leaders
3
2
This sequence builds on concepts in a world-related order using the Posner and Strike
sequencing scheme. The learner will proceed through the instruction using the temporal
References: The initial presentation includes the concept, definition and a best example and the
generative strategy creates an active learning opportunity for the learner to generate new linkages
from existing information to new information. Both principles are referenced from Designing
Effective Instruction (Morrison, et al., 2013, p. 194).
UDL: The initial presentation presents multiple sources and students may choose to read or listen
to the audio version of the definitions. The generative strategy promotes engagement through the
choice of sources to use in students responses.
UDL: The motivational strategy makes the curriculum flexible for all learners and provides a
non-threatening dialogue between students. The initial presentation engages multiple learning
styles by varying the material. The generative strategy will be differentiated by having certain
answers filled in for the lower level learners.
Lesson 4: Events of the War
Terminal Objective 4: Interpret graphs and charts
Enabling Objectives:
4A Determine the country that lost the most soldiers
4B Determine the country that lost the most civilians
4C Determine the year with the greatest number of casualties
Motivational Strategy: Have students speculate which country suffered the most casualties of
WWII by posting on the discussion board. Tabulate the results of the class on a prediction table.
Initial Presentation: Have students view (1) civilian casualty charts from WWII, (2) a graph of
soldiers who died in WWII, (3) the table of deaths by year during WWII.
Generative Strategy: Have students compare these casualties by soldiers, civilians, and year by
using a web 2.0 tool of their choice. Submissions will be returned with feedback via the CMS.
References: The motivational strategy utilizes student prediction from Learning with Motivation
(Anderson and Dawson, 2011). The initial presentation uses multiple means of representation
and the generative strategy uses multiple means of expression as highlighted in Universal Design
for Learning (Rose and Gravel, 2010).
UDL: The motivational strategy makes the curriculum flexible for all learners and provides a
non-threatening dialogue between students. The learner is provided with multiple means of
representation in the initial presentation and multiple means of expression in the generative
strategy.
5C To predict the effects these new spheres of influence will have on the world
Initial Presentation: Have students read the summary Plans to End the War and Final Days
of War in the online textbook. Have students view the video footage of reactions to Hiroshima
and Nagasaki. Have the students view the interactive maps of post-war Europe.
Generative Strategy: Have students use a web 2.0 tool of their choice to present an evaluation
of the political landscape of the world after World War II, including the impact on JapaneseAmerican relations and Eastern European nations. Feedback will be provided through the CMS.
References: The initial presentation uses multiple means of representation and the generative
strategy uses multiple means of expression as highlighted in Universal Design for Learning
(Rose and Gravel, 2010).
UDL: Multiple means of representation are used in the initial presentation. The sources are
video, maps, and text. The more difficult text will be posted with an audio option. The generative
strategy allows for student choice as multiple means of expression.
Reference List:
Andersman, E. M., & Dawson, H. (2011). Learning with motivation. In R. E. Mayer & P. A.
Alexander (Eds.), Handbook of research on learning and instruction (pp. 219-241). New York:
Routledge.
Kerr, S. (2011). Tips, Tools, and Techniques for Teaching in the Online High School Classroom.
TechTrends, 55 (1), 28-30.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity
for processing information. Psychological Review, 63, 81-97.
Morrison, G. R., Ross, S. M., Howard, K. K., & Kemp, J. E. (2013). Designing effective
instruction. (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Rose, D.H. & Gravel, J.W. (2010). Universal design for learning. In E. Baker, P. Peterson, & B.
McGaw (Eds.). International Encyclopedia of Education, 3rd Ed. Oxford: Elsevier.
b. Very easy
c. Fairly easy
d. Not too hard
e. Very hard
4. Was the course challenging?
a. Extremely easy
b. Very easy
c. Fairly easy
d. Not too hard
e. Very hard
5. Did you always know what to do?
a. Very clear
b. Somewhat clear
c. Fairly clear
d. Not very clear
e. Confusing
6. Would you recommend the course to someone else?
a. Yes
b. No
7. What would you change?
8. What did you like?
Evaluation for Subject Matter Expert
Interview Questions:
1. Does the content of this unit match the objectives we discussed in our initial conference?
2. What are your impressions of the content? Is it sufficient, too much, too little?
3. What are your impressions of the approach of this unit? Is it sufficient, too complicated,
too simple?
4. What is your overall impression of the effectiveness of this unit?
5. What, if any, changes would you make to improve the effectiveness of this unit? Why?
6. Using the scale below, how would you rank this units effectiveness on student learning?
1) Unacceptable
2) Poor
3) Acceptable
4) On Target
5) Superior
Improvement Plan
I will use the data gathered from my leaner surveys and SME to make modifications to the
instructional design. This will incorporate a qualitative analysis. I will also analyze the student
scores on each assignment to incorporate a quantitative analysis. If students score particularly
low on a certain area, I will examine all of the data, review and revise that section. If the students
remark that any area is too hard, too easy, or too confusing, I will revisit that section and make
modifications. Finally, I will report the results of the evaluation to the SME.