Unit Title: World War II

Grade level: 10th

Length of unit: 20 days
Phase I

Enduring Understandings/Generalizations:
Historical thinking involves the ability to describe, analyze,
evaluate, and create diverse interpretations of the past
The justifications given for war may be subject to debate
War is usually caused by many factors including competition
over resources, territorial disputes and cultural divisions.

Meaning
Essential Questions:

What was the global legacy of World War II?

How would the outcome of World War II been different if the US
never got involved?
What international conditions led to the beginning of World War
II?
Was the use of an atomic bomb justified to end the war?
Knowledge & Skills Acquisition

Learning Goals: (e.g., Iowa/Common Core standards.)

SS.912.H.1
Understand historical patterns, periods of time, and the relationships among these elements.

Understand concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among
patterns of historical change and continuity.
Understand significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and
civilizations, the rise of nation states, and social, economic, and political revolutions.

SS.912.H.4
Understand the role of individuals and groups within a society as promoters of change or the status quo.

Understand the significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions,
discoveries, and the arts.
Understand the role the values of specific people in history played in influencing history.
SS.912.H.8
Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.

Understand processes such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of
sources, and searching for causality.
Understand relationships between and among significant events.
Understand facts and concepts drawn from history, along with methods of historical inquiry, to inform decisionmaking about and action
taking on public issues.
Understand the process of critical historical inquiry to reconstruct and reinterpret the past.
Understand multiple viewpoints within and across cultures related to important events, recurring dilemmas, and issues.
Students will know

The reasons for each countries participation in

the war
Key Events of the War
Italy and Germany form Axis
England and France declare war of Germany
German blitzkreig on British cities
Pearl Harbor, Battle at Midway
D-Day, V-E Day, V-J Day

World War II Vocabulary

Totalitarian, Fascism, Communism, Nazis, Total War, Axis

Students will be able to

Take notes daily and use them for studying later

Speak persuasively to an audience of their peers
Conduct independent and group research
Critically Think
Define and use World War II vocabulary
Totalitarian, Fascism, Communism, Nazis, Total War, Axis
Power, Allied Power, Neutrality Acts, Appeasement, Blitzkrieg,
Royal Air Force, Luftwaffe, Lend Lease Act, Ration, Internment
Camps, Executive Order 9066, War Bonds, USO, Rosie the Riveter,
Island Hopping, Atomic Bomb, Manhattan Project, Enola Gay, Treaty
of Versailles, Anti-Semitism, Final Solution, Holocaust, Genocide,

Power, Allied Power, Neutrality Acts, Appeasement,

Blitzkrieg, Royal Air Force, Luftwaffe, Lend Lease Act, Ration,
Internment Camps, Executive Order 9066, War Bonds, USO,
Rosie the Riveter, Island Hopping, Atomic Bomb, Manhattan
Project, Enola Gay, Treaty of Versailles, Anti-Semitism, Final
Solution, Holocaust, Genocide, Kamikaze

Kamikaze

Identify primary and secondary sources
Conduct a mock trial

Key Leaders of the War

Adolf Hitler, Joseph Stalin, Benito Mussolini, Hideki Tojo,
Franklin Delano Roosevelt, Winston Churchill
The prewar conditions that led to the rise of
totalitarian leaders
The effects of the war in Europe, Japan and
the US
The trial process
Resources/Materials:
Computer lab
Online Materials:
https://www.youtube.com/watch?v=WFVxT3qzVlQ --D-Day Video
https://www.youtube.com/watch?v=E_cpvkIU6IY -- Holocaust Video
http://teachingcivics.org/wordpress/wp-content/uploads/2013/06/Mini-MockTrial-Manual-Instructions-
2013.pdf

Readings:
United States History, Topic 14, Pearson
Excerpt from Night by Elie Wiesel
Excerpt from Anne Frank: The Diary of A Young Girl by Anne Frank
Article: When Time Stood Still
http://www.bbc.co.uk/news/special/2014/newsspec_8079/index.html

Stage 2 Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam,
discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance
Assessment (role-play, Simulation, labs, dramatization)
Pre-assessment:
Circle Graph: In-class brainstorm of students prior knowledge of World War II. The purpose of this activity is it engage students in
the unit, get them to think about the unit topic and for the instructor to modify lessons based on student knowledge.

Formative Assessment:
Jigsaw Activity: World War II Dictators
R.A.F.T. Activity: Holocaust Survivor
Poster- World War II Propaganda
Jigsaw Activity: American Minority Groups
Quizzes: Three quizzes on World War II facts
Mock Trial: Opening Statements and Questions

Summative Assessment:

Performance Assessment: Students will participate in a mock trial President Harry Truman for the detonation of the atomic bombs.
Students will also write a one page reflection on the experience of the mock trial.

Unit Calendar

Totalitarianism

Totalitarianism and
Dictators

The Coming of War

War in Europe

The Holocaust

Lecture:

Lecture:

The Rise of dictators in

Europe

Battle of Britain

Holocaust Survivor
Video

Opening Exercise:
-Class Discussion
World War II

Jigsaw Activity: The

Dictators of WWII

Circle Graph

-Adolf Hitler, Joseph

Stalin, Benito Mussolini,
Hideki Tojo

Whole class debrief of

Jigsaw Activity

Appeasement
Treaty of Non-
Aggression

Invasion of USSR
Battle at Stalingrad

Guided notes during the
video using instructor
made outline.
-A more detailed
outline will be provided
for ELL and other
students with special
education needs

Invasion of Poland

Quiz---Check for
Understanding

HW: United States
History Ch. 14 Part 1

HW: United States

History Ch. 14 Part 1

HW: United States

History Ch. 14 Part 1

HW: Holocaust book

excerpt

Students Holocaust book
excerpt will be assigned
by the instructor from
two options based
readiness and interest

HW: Holocaust book
excerpt

The Holocaust

Literature Circles:
Students will meet with
their groups and discuss
their assigned reading,
using an instructor made
worksheet to guide
discussion.

America from 1939-

1941

Lecture:
Lend-Lease Act
Embargo against Japan
Pearl Harbor

Life on the Home front

Computer Activity:
Students analyze WWII
propaganda online and
begin to work on their
own propaganda poster
in class

December 7, 1941

Minority Participation
in the War Effort

American Troops in
Europe

Jigsaw Activity:
Participation in WWII

Lecture:

-Women, Tuskegee
Airmen, Navajo Codes,
Japanese American
internment

A Date that will live

in infamy

HW: United States
History Ch. 14 Part 2

Video
Battle of the Bulge
V-E Day

QuizCheck for
Understanding

Listen to President
Roosevelts Speech
HW: RAFT Activity,
Students will write a
diary entry taking on the
role of a Holocaust
victim.

United States History Ch.
14 Part 2

D-Day

HW: Students will create

their own example of
propaganda from the
period.



United States History Ch.
14 Part 2

War in the Pacific

The End of the War

Carousel Activity:
Based on textbook
readings that have been
completed. Students will
complete a carousel
activity detailing key
events of the Pacific
Front.

-Island hopping, Battle
of Midway, Iwo Jima,
Okinawa








HW: Article When Time
Stood Still

Lecture:
The Manhattan Project
Hiroshima
Nagasaki
V-J Day


Introduce Project Based
Learning Assignment:
-The Trial of Harry
Truman

PBL

PBL

PBL

Research Day in Class

-Students will
research their assigned
role in the trial
-Roles will be
assigned by the
instructor based on
student readiness

Research Day Two

HW: Questions and
Opening Statements

The Trial of Harry

Truman
-Student will
participate in a mock
trial
- Using the rubric
provided to students the
instructor will grade
students











HW: Personal Reflection
on the PBL assignment

The Trial of President Harry Truman

Scenario:
The year is 1946, and the worlds most destructive war if over. Million of people all over the world are
dead, land is devastated, and the economies of many nations are in ruins. Even though the war is officially over,
the suffering continues in Japan due to the dropping of the two atomic bombs. None of the scientists foresaw
the effects that radiation would have on people and the land. The deaths of over 90,000 people in Hiroshima
and 75,000 in Nagasaki is only the beginning. Thousands of people are dying monthly and there are cures and
very little treatment available. Even though people around the world are grateful the war is over, many have
begun to questions Trumans decision to drop one or both of the bombs on the Japanese.
For this simulation, enough people have banded together to put President Harry S. Truman on trial for
his decision to drop one or both of the bombs. For the sake of time, Truman has already been impeached on
the trial is now being held in the Senate with the Chief Justice of the Supreme Court presiding.
The sole crime Truman is being tried with is Crimes Against Humanity, the same crimes levied
against the Nazi war criminals.

Instructions:
Students will be separated into four groups for the trial, the prosecution, defense, and witnesses. Each
group will be responsible for researching their roles and successfully participating in the mock trial.
The prosecution and defense will be responsible for an opening statement, direct examination, crossexamination, and closing arguments.
Witnesses may only testify on first-hand knowledge; therefore each witness will be responsible for
researching their character.
We will spend three days on this mock trial, the first two days will be spent researching in class and the final
day will be the actual trial.
Students will be provided with a handout explaining their roles and responsibilities more clearly.
Assessment: The instructor will assess students during the mock trial using the rubrics below. Students will
also complete a one-page reflection on the mock trial experience.
Objectives: Upon completion of this activity participants will be able to:
1. Identify the reasons why President Truman agreed to the bombing.
2. Identify the political, military, civilian, and scientific personalities of the Manhattan Project.
3. Compare circumstances, political consequences, military actions, and ethical and moral questions of
dropping the bomb.

Roles and Responsibilities

MOCK TRIAL ROLES:
Prosecution:
This group is responsible for articulating the charges against the defendant (President Truman.) You must
define the arguments that form the basis of the (legal/moral/criminal?) charge and introduce witnesses to
provide evidence in support of these arguments. You will also need to predict the counter-arguments of the
defense in order to prepare witnesses to testify against the defendant, and to prepare questions for the
witnesses of the defense.
Lawyers-- The lawyers will address the jury, presenting the arguments and questioning witnesses in order to
convince the jury of the defendant's guilt.
Witnesses-- Prosecution witnesses will be questioned by the lawyers for the prosecution and for the
defense, so you will have to develop an interpretive presentation of the character that is consistent with the
arguments of the prosecution AND based on the text.
KNOW YOUR MATERIAL!
Defense:
This group is responsible for articulating arguments for the innocence of the defendant. You must define
arguments in opposition to the initial charge against the defendant, and introduce witnesses who can give
evidence in support of these arguments. You will also need to predict arguments the prosecution might use
against the defendant and other witnesses in order to prepare them to testify, and in order to prepare
questions for the witnesses of the prosecution. In order to fulfill these responsibilities, you will choose people
from your group for the following roles:
Lawyers--The lawyers will address the jury, presenting the arguments and questioning witnesses in order to
convince the jury of the defendant's innocence.
Witnesses--Witnesses will be questioned by the lawyers for the prosecution and for the defense, so you will
have to develop an interpretive presentation of the character that is consistent with the arguments of the
defense AND based on the text. KNOW YOUR MATERIAL!

Jury: (ALL THOSE NOT PROSECUTION, DEFENSE OR WITNESSES)

This group will be the audience for all arguments presented in the trial. You will be responsible for evaluating
the arguments presented by the prosecution and the defense in order to determine the guilt or innocence of
the defendant. To accomplish the task, jury members must
* Develop a set of criteria for judging the effectiveness and merit of the arguments and evidence presented by
the prosecution and defense teams.
* Vote on the outcome of the trial according to the established criteria, NOT based on knowledge of the
characters from reading and personal opinion.
* Suggest to the prosecution and defense teams evidence or methods that would have made their arguments
more effective.
* Assign a FORPERSON (MALE OR FEMALE) TO make sure everyone participates both in
the verdict/decision during-the trial.

INDIVIDUALLY answer the following questions in a 1 page paper (typed):

o
What legal questions/issues were raised by this case?
o
What was the defenses argument?
o
How did the plaintiff attempt to prove their case?
o
If you were the defense what would you have done differently?
o
If you were the prosecution what would you have done differently?
o
Do you agree with the overall verdict the jury came up with? WHY?

Mock Trial Scoring Rubric (Lawyers and Witnesses)

PREPARATION AND RESEARCH (X6)
9-10 Witness statement fully developed, completely consistent with historical record, accurately
performed. Attorney questions relevant, logical, and clear; questions properly formed and delivered.
7-8 Witness statement adequately developed, fairly consistent, and accurately performed.
Attorney questions clear, logical, and relevant most of the time; most questions properly formed.
6-5 Written work or performance shows a lack of preparation.
VOICE (X1)
9-10 Easily understood; consistent use of appropriate rate, volume, and intonation
7-8 Understood most of the time; appropriate rate, volume, and intonation most of the time.
5-6 Not easily understood; delivery needs work.
EYE CONTACT (X1)
9-10 Establishes appropriate eye contact for the situation and setting.
7-8 Establishes appropriate eye contact most of the time.
5-6 Does not establish eye contact.
AUTHENTICITY (X1)
9-10 Seems very real; excellent use of body and facial expression; words and gestures match; well
adapted to setting; appropriate costume.
7-8 Believable; adequate use of body and facial expression; fairly well adapted to setting
5-6 Needs to be more convincing.
COURTROOM DECORUM (X1)
9-10 Appropriate interaction with Justices and attorneys; stays in character.
7-8 Appropriate interaction with others most of the time
5-6 Distracted, inappropriate behavior

Jury Rubric
6

Participation

Jury Summary

Trial
Notes

10

Student did very little

work. He/she had to
He/She had a tendency to
be reminded
talk instead of working.
repeatedly to pay
attention.

Student worked well but

had to be reminded a few
times to work.

Student worked at all times

without being told to.

Paper was less than

satisfactory. Many
errors. Questions were
not answered
appropriately.

Paper was
satisfactory. There were
several errors. All
questions were answered
but not completely.

Paper was well written. No

grammar, spelling and/or
punctuation
errors. Answered all
questions completely.

Notes were not taken

Notes were incomplete.
during the trial.

Notes were missing a few

parts.

Notes were useful and

complete. Useful in
determining a verdict.

Student did not put

forth any effort.

Score