The University of Mississippi School of Education

Written Unit Plan

Understanding by Design (UBD)

Unit Cover Page

Unit Title: World War II Pt. 2 Grade Level Tenth Grade
Subject/Topic Areas: Social Studies
Key Words: Pearl Harbor, G.Is, Womens Auxiliary Army Corp,
Philip Randolph, Franklin Roosevelt, Office of Scientific Research
and Development, Internment Camps, Churchill, Hitler, Stalin,
Battle of the Atlantic, Battle of Stalingrad, Luftwaffe, North Africa,
Operation Torch, Dwight Eisenhower, General Patton, General
Erwin Rommel, Italian Campaign, Mussolini, Fascism, Nazism,
Operation Overlord, Omaha Beach, Battle of the Bulge, Death
Camps, Jewish, Holocaust, Genocide, Nuremburg Laws, Star of
David, Kristallnacht, Weimar Republic, Zionist, Theodor Herzi,
Palestine, Anti-semitism, Berlin, Eva Braun, Pacific Theater,
Philippines, Battle of Coral, Battle of Midway, Iwo Jima, Okinawa,
Yalta Conference
Designed By: Rebecca Lewis Length of Unit: 10 days
School District: DeSoto County School: Olive Branch High School
Brief Summary of Unit:

World War Two Part One lesson covers the beginning of the war before the U.S
involvement when the European dictators were rising to power. World War Two Part
Two lesson covers the war after Pearl Harbor and after the U.S joins the war. In this
lesson I will discuss the build-up of the U.S Army, the Battle of the Atlantic, the
Battle of Stalingrad, North Africa, the Italian Campaign, the Pacific Theater, D-Day,
the Battle of the Bulge, the Holocaust, the death camps, what a Jew is and why Jews
were targets, the end of WWII and the release of the Atomic Bomb.
List and attach Print Materials/Resources
List and attach Internet Resources/Links
PowerPoint of WWII pt. 2

Notes over WWII pt. 2 (student and teacher copy)

Bellwork Packet for students
Bellwork Packet with answers
Study Guide (student and teacher)
Crossword and Word Search (student and teacher)
Girls of Atomic City website girlsofatomiccity.com
History in Five: The Manhattan Projects Secret City (YouTube video-6:14)
https://www.youtube.com/watch?v=JSf3GOMziOg
Battle of Stalingrad-Reply History video (YouTube-4:54) https://www.youtube.com/watch?
v=bCQBSf1rb7o
Kristallnacht video https://www.youtube.com/watch?v=-y0uwd9QAYE
Holocaust Pictures PowerPoint- http://www.history.com/topics/world-war-ii/theholocaust/pictures/remembering-the-holocaust/entrance-gate-to-dachau-concentrationcamp-3 http://www.history.com/topics/world-war-ii/the-holocaust/pictures/holocaustconcentration-camps/poland-auschwitz-birkenau-death-camp
http://www.jewishvirtuallibrary.org/jsource/Holocaust/aupictoc.html
Test
Test Answers
Movie: Boy in the Striped Pajamas

Contextual Information
1. Knowledge of characteristics of students
Use the spaces provided below to address indicated characteristics of your students.
Age-Range, Gender, Total number of students
The students taking World History are in the age range of 15- 17 years old range.
First block: 24 students (16 male/ 8 female)
Third block: 23 students (14 male/ 9 female)
Fourth Block: 28 students (16 male/ 12 female)
Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in
percentiles or grade-equivalent)
After observing Ms. Lamberts three class blocks I have noticed that the achievement
levels differ drastically. Her first block class has about 4-5 advanced students and 1-2
remedial students. The rest are average. Her third block class contains 1-2 advanced

students, 1-2 remedial and the rest are average. Her fourth block has 1-2 advanced
students, 5-6 remedial students and the rest have average achievement levels.
Socio-Economic Description
Olive Branch consists of 68.1% Caucasian, 24.3 % African American, 5% Hispanic and
1.4% Asian. The median household income in 2013 was $63,941 and the average cost of
housing in 2013 was $164,284. By observing I can tell that most of the childrens parents
are well off financially. The students have name brand clothes and the latest phones and
accessories.
Typical Demeanor of Students
The students are very cheerful and overall happy to be in class. I have noticed that it is
very hard to get them to do their work. Most of the students goof off or are on their
phones while they should be working. A few of the girls often have drama and like to
bring it into the classroom setting. She allows eating and drinking in her class which I
believe only adds distraction to the classroom.
Typical Interest and Involvement of Students
Most of the students are involved in the school in some sort of way. Some are in football,
basketball, soccer, cheer, dance, ultimate frisbee, weightlifting, DECA, student council,
Quistor Voices and many other activities.
2. Knowledge of students varied approaches to learning (Include information from
learning styles inventory)
Most children learn using one of the top three approaches to learning (visual, auditory or
kinesthetic). Most students in the classroom I work in are visual and auditory learners. A select
few are kinesthetic learners. Visual and auditory needs are met with lecture PowerPoints and the
kinesthetic needs are met with hands-on projects. Ms. Lambert usually has one project every
unit. Most of the students prefer to work in groups and only 1-2 out of each class prefer to work
alone.

3. Knowledge of students skills and prior learning

Prior to 10th grade World History these students have only barely dipped into history. Prior to
this, students have taken Geography and Mississippi Studies. None of the current students have
written a research paper yet and when asked to do strenuous activities such as these they show
heavy resistance.
4. Knowledge of community and school district (Include a description of the community
and school district)
Olive Branch had a total population of 35,457 in 2014. 16,969 are males and 18,488 are females. The
median age of Olive Branch residents is 38 years old. The median household income was $63,941 yet it
was $37,963 in the whole state of Mississippi. The median house value in 2013 in Olive Branch was
$164,284 and $97,500 in Mississippi. The community has both rural and urban areas. It has several stores,

restaurants and entertainment areas for the students. The DeSoto County School District is the largest
school district in the state of Mississippi with more than 30,000 students. DeSoto County has 19
elementary schools, 3 intermediate schools, 8 middle schools and 8 high schools. DeSoto County is an A
rated school district. Olive Branch High School currently has 1200 students. Olive Branch High School
was created by combining East Side High School and Olive Branch High School. They choose the
Conquistador as their mascot because it was neither black nor white and since a Conquistador is a
conqueror it was thought to conquer the racial feud between whites and blacks of the time. Olive Branch
was a 5A school but because of the rapid growth has developed into a 6A school and can now play
schools in Starkville, Columbus and South Panola.

Stage 1 Identify Desired Results

(Stage 1 completed once for the unit)
Goal: Identify overall goal (s) of the unit based on the Mississippi
Curriculum Frameworks or Common Core Standards.
Domestic Affairs
1. Understand different political systems in the Modern Western World and
their impact on the respective societies that adopted them.
a. Compare and contrast governmental forms (Democracy,
aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism,
monarchy and republic) as practiced by the societies that adopted them over
time. (DOK 2)
b. Compare and contrast the ideologies and practices of communism,
socialism, liberalism, fascism, nationalism, and imperialism. (DOK 2)
c. Analyze the different governmental systems of countries in Europe, Asia,
and the Americas (e.g., Fascism in Italy and Germany, Communism in Russia
and China, Democracy in the United States, Monarchy in England, etc.) since
the Age of Enlightenment in terms of the main factors that contributed to
their rise and fall. (DOK 4)
2. Understand the impact of political, technological, economic, cultural,
religious, and demographic changes within the global community.
d. Analyze international demographic trends (population growth, decline,
movement) and their relationship with the development of various societies
around the world. (DOK 2)
Global Affairs
3. Understand causes and consequences of contact, cooperation, and conflict
(e.g.,
diplomatic, economic, political, cultural/ethnic, military,
biological) between various
societies, nations, and groups of people.

a. Analyze the role of imperialism and industrialism as factors in the rise of

global conflict since the Age of Enlightenment. (DOK 3)
b. Critique the successes and failures of initiatives to create international
security (e.g., Bourbon Family Compact, Concert of Europe, Holy Alliance,
League of Nations, United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
c. Analyze the causes, effects, and unique features of World War I and World
War II in terms of the changes in diplomatic relationships among the various
countries involved. (DOK 3)
What understandings are desired?
Students will understand that:
The world knew what was happening during the Holocaust but did not
believe it was as bad as it was portrayed.
The United States tried to stay isolated because they had signed the
Kellogg-Briand pact stating that they would not enter into another war.
The Treaty of Versailles only created more tensions within Germany
and led to the rise of Hitler.
People of Jewish descent were not the only people targeted during the
Holocaust.
No one knew about the atomic bomb until it was being dropped.
The conflict with Israel and Palestine is still alive today and Israel has
taken almost all of their territory.

Daily objectives: What key knowledge and skills will students

acquire as a result of this unit? What should learners be able to do
as a result of such knowledge? Include integrated content areas
from the Mississippi Curriculum Frameworks. Label objectives with
the DOK level of learning.
The students will:

Predict, using prior knowledge, how the United States was able to enter
World War II. (DOK 2)
Identify the different changes to the United States because of the war.
(DOK 1)
Identify the purpose of the Office of Scientific Research and
Development and discuss its purpose and its contributions. (DOK 1)
Name the reason for the internment camps. (DOK 1)
List the different ways the government took over economically. (DOK 1)

Name the number one enemy of the United States and Great Britain.
(DOK 1)
List the main factors of the Battle of the Atlantic and the Battle of
Stalingrad. (DOK 1)
Name the way the North African front came to be. (DOK 1)
List how the Italian Campaign led to the demise of Italys influence in
the war. (DOK 1)
Identify the outcome of D-Day. (DOK 1)
Name the importance of the Battle of the Bulge. (DOK 1)
Recognize the characteristics of a Jew. (DOK 1)
List the reasons the U.S did not want to join the war. (DOK 1)
Develop a logical argument for Israel or Palestine. (DOK 3)
Develop a logical argument for isolationism or against isolationism.
(DOK 3)
State the outcome of the Nuremberg Trials. (DOK 1)
State the outcome of the Pacific Theater. (DOK 1)
Collect and display 6 events from the WWII era. (DOK 2)

Stage 2 Planning Assessment

(Stage 2 completed once for the unit)
Performance Task(s): List the names of each performance task here and attach a copy of the
entire assignment (including grading rubric) to your plan.
The Newspaper project:
Students will work individually on this project.
The students will be given a big sheet of paper in which they will fold it in half.
The students will come up with a name for the magazine and put pictures from the WWII
era on the front on each page after that they will come up with 2 events per page. (6 events
total)
The students will put pictures for each event and describe it.
The newspaper must be neat.

Test/Quiz Item(s) and Other Traditional Assessments: List the names of each
test/quiz/homework/etc. here and attach a copy of each to your plan.
The bellwork each day serves as a daily quiz grade.

The test over Chapter 17 is November 18th.

Informal Check(s): List ways you will check for understanding throughout your unit.
The daily exit slip questions serve as informal checks. I also ask questions throughout the
lesson to ensure the students are truly grasping the material.

Academic Prompt(s): List higher level thinking questions used throughout

the unit.
Day 1- I ask the students to predict how the U.S was able to enter the war so
quickly.
Day 2- I ask the students to list an advantage the Soviets had during the
Battle of Stalingrad. I do not specifically say this in the lesson so I am asking
the students to infer from what I have told them.
Day 4- I ask the students to develop an argument for or against isolationism.
Day 5- I ask the students to develop and argument for Palestine or for Israel.

Stage 3 Daily Lesson Plans

( Stage 3- attach lesson plans)
Make a calendar to outline the objectives taught each day, the activities/strategies used and

the assessments used. Next, attach a separate lesson plan for each day of your unit using
the format on the following page.

Monday

Tuesday

STAGE 3: Daily Plans

Wednesday
Thursday
TSW:
TSW:
Predict,
List the
using
different
prior
ways the
knowle
governm
dge,
ent took
how
over
the
economic
United
ally.
States
(DOK 1)
was
Name
able to
the
enter
number
World
one
War II.
enemy of
(DOK 2)
the
Identify
United
the
States
differen
and
t
Great
change
Britain.
s to the
(DOK 1)
United
List the
States
main
becaus
factors of
e of the
the
war.
Battle of
(DOK 1)
the
Identify
Atlantic
the
and the
purpos
Battle of
e of the
Stalingra
Office
d. (DOK
of
1)
Scientifi
Name
c
the way
Researc
the North
h and
African
Develo
front
pment
came to
and
be. (DOK
discuss
1)
its
List how
purpos
the
e and
Italian
its
Campaig
contrib
n led to
utions.

Friday
TSW:

Identify
the
outcome
of D-Day.
(DOK 1)
Name the
importan
ce of the
Battle of
the
Bulge.
(DOK 1)
Library
Day

TSW:

Recogniz
e the
character
istics of a
Jew. (DOK
1)
List the
reasons
the U.S
did not
want to
join the
war.
(DOK 1)
Develop
a logical
argument
for
isolationi
sm or
against
isolationi
sm. (DOK
3)
Watch
the

TSW:

Develop
a logical
argumen
t for
Israel or
Palestine
. (DOK
3)
State
the
outcome
of the
Nuremb
erg
Trials.
(DOK 1)
State
the
outcome
of the
Pacific
Theater.
(DOK 1)
Possibly
talk with
my

TSW:

(DOK 1)
Name
the
reason
for the
internm
ent
camps.
(DOK 1)
Look at
Girls of
Atomic
City
website
.
History
in Five:
The
Manhat
tan
Project
s
Secret
City
video

Collect
and
display
6
events
from
the
WWII
era.
(DOK 2)
Library
Day

TSW:

the
demise
of Italys
influence
in the
war.
(DOK 1)
Watch
the
Battle of
Stalingra
d video.

Memoriz
e the
study
guide
question
s. (DOK
1)
Recite
the
answers
to the
study
guide
question
s. (DOK1)
Collect
and
display 6
events
from the
WWII
era.
(DOK 2)
Jeopardy
Library
Day

Predict,
using
prior
knowledg
e, how
the
United
States
was able
to enter
World
War II.
(DOK 2)
Identify
the
different
changes
to the
United
States
because
of the
war.
(DOK 1)
Identify
the
purpose

Kristallna
cht
video.
Look at
the
pictures
of the
concentr
ation
camps.

friend
from
Palestine
.

of the
Office of
Scientific
Research
and
Develop
ment and
discuss
its
purpose
and its
contributi
ons.
(DOK 1)
Name the
reason
for the
internme
nt
camps.
(DOK 1)
List the
different
ways the
governm
ent took
over
economic
ally. (DOK
1)
Name the
number
one
enemy of
the
United
States
and
Great
Britain.
(DOK 1)
List the
main
factors of
the
Battle of
the
Atlantic
and the
Battle of
Stalingra
d. (DOK
1)
Name the

way the
North
African
front
came to
be. (DOK
1)
List how
the
Italian
Campaig
n led to
the
demise of
Italys
influence
in the
war.
(DOK 1)
Identify
the
outcome
of D-Day.
(DOK 1)
Name the
importan
ce of the
Battle of
the
Bulge.
(DOK 1)
Recogniz
e the
character
istics of a
Jew. (DOK
1)
List the
reasons
the U.S
did not
want to
join the
war.
(DOK 1)
Develop
a logical
argument
for Israel
or
Palestine.
(DOK 3)
Develop
a logical

TSW:

Recogniz
e the
horrors of
the
Holocaus
t as we
watch
The Boy
in the
Striped
Pajamas.
(DOK 1)
Watch
Boy in
the
Striped
Pajamas

TSW:

Recogniz
e the
horrors
of the
Holocau
st as we
watch
The Boy
in the
Striped
Pajamas.
(DOK 1)
Watch
Boy in
the
Striped
Pajamas

Daily Lesson Plan

argument
for
isolationi
sm or
against
isolationi
sm. (DOK
3)
State the
outcome
of the
Nurembe
rg Trials.
(DOK 1)
State the
outcome
of the
Pacific
Theater.
(DOK 1)
Notes
and
Study
Guides
due
Projects
due
Test on
Chapter
17

Day: (Day 1)
Objectives:
Predict, using prior knowledge, how the United States was able to enter World War II.
(DOK 2)
Identify the different changes to the United States because of the war. (DOK 1)
Identify the purpose of the Office of Scientific Research and Development and discuss
its purpose and its contributions. (DOK 1)
Name the reason for the internment camps. (DOK 1)
Materials:
Flash drive with PowerPoints
Notes Handouts (student and teacher copy)
Girls of Atomic City Website (girlsofatomiccity.com)
Bellwork Handout
History in Five: The Manhattan Projects Secret City (YouTube video-6:14)
https://www.youtube.com/watch?v=JSf3GOMziOg
Pencil/Pens
Paper
Opening (Set):
Last week we watched Pearl Harbor. What was the result of Pearl Harbor? (The
entrance of the U.S into WWII.)
Today we are going to discuss the entrance of the U.S into WWII, the Selective
Service, the lottery, the execution of the war effort at home, the furtherance of
science, the atomic bomb and the internment camps created for Japanese
Americans.
Learning Tasks (Procedures):
1. Choose a student to handout bellwork.
2. Tell the students they will have 20 minutes to complete Section 1 of bellwork. (Inform
students what time to stop.)
3. Allow students the 20 minutes to finish the bellwork.
4. Walk around as students are completing the bellwork and help any students that
need help.
5. Check to make sure students stay on task.
6. After 20 minutes have passed ask students to put up their bellwork.
7. Ask a student to handout the notes packets.
8. While the student is passing out the notes turn on the projector and pull up the WWII
pt. 2 PowerPoint.
9. Assign a student the task of turning off the lights.
10.Begin WWII pt. 2 PowerPoint notes
a. Slide 1: Selective Service
i. Japan expected the U.S to shrink away from the war effort because of
Pearl Harbor
ii. How was the U.S able to enter the war so quickly? (Selective Service/
Draft)
iii. What usually has to happen in order for the U.S to enter into war?
(actual overt acts/ attack on American soil)
iv. Pearl Harbor made Americans want to fight and defend their country.
v. There was an increase of men joining the war. (5 million volunteers)
vi. 5 million volunteers were still not enough men for war on two different
global fronts. (Europe and the Pacific)
vii. The draft brought another 10 million men into the war.
viii. These men were subjected to 8 weeks of basic training where the
sergeants did their best to turn these recruits into GIs. (Government
Issue)
ix. George Marshall forms the Womens Auxiliary Army Corps (WAAC)

1. He believed that some jobs could be better performed by

women.
2. The positions were noncombat.
x. Discrimination run rampant in the service. It was racially segregated.
Many questioned why they should die for democracy for another
country when America does not have democracy.
xi. What happens today if you do not register for the Selective Service
within 6 months of your 18th birthday?
1. Could be fined up to $250,000, 5 years in prison or both.
2. Men could not get federal financial aid or work in government
jobs.
3. If a draft is enacted the government conducts a lottery to
randomly select men who will be drafted into the service.
4. The last draft ended in 1973 during the final years of the
Vietnam War.
b. Slide 2-3: Home Front/Labor
i. What happened to industries during WWI? (began standardizing
production to increase wartime industries)
ii. During WWII the government completely stopped the production of
automobiles and began producing war-related products such as tanks,
planes and boats.
iii. There were 18 million workers during WWII.
iv. 6 million were women who earned only 60% of what a man earned.
v. All factories were converted to producing war-related products.
vi. At the time blacks were discriminated against.
1. Philip Randolph, the most respected African American labor
leader, organized a march on Washington.
2. FDR called on employers and labor unions to end discrimination.
vii. The Office of Scientific Research and Development brought scientists
into the war effort.
viii. The OSRD made improvements in radar, sonar, DDT (pesticide),
penicillin and the atomic bomb.
ix. The atomic bomb was called the Manhattan Project because most of
the research took place at Columbia University in Manhattan.
x. Most of the creation of the atomic bomb took place in Oak Ridge,
Tennessee.
xi. We will look into more about the secret city of Oak Ridge after we are
finished with notes.
c. Slide 4: The Federal Government takes control
i. FDR begins subjecting Japanese Americans to internment camps.
ii. Why were Japanese Americans the ones subjected to the internment
camps? (It was the Japanese who bombed Pearl Harbor so the U.S
reacted both with fear and retaliation.)
11.Ask students to put up notes.
12.Start the video History in Five: The Manhattan Projects Secret City. (6:14)
13.Once the video is finished pull up girlsofatomiccity.com
14.First show the students the map of Oak Ridge.
a. Point out interesting factors like the housing quarters, the gate to Knoxville
and the power plants.
15.Show the students pictures of daily life in Oak Ridge, as well as, pictures of women
working in the plants.
Closure:
Exit Slipso Ask students to get out a piece of paper and answer the following questions
and turn in on their way out the door.

How was the U.S able to enter WWII so quickly? (Selective Service/
Draft)
Who organized the march of blacks to end discrimination? (Philip
Randolph)
List three things the Office of Scientific Research and Development
created or improved? (sonar, radar, pesticides, penicillin and the
Atomic Bomb)
What city was the majority of the atomic bomb created in? (Oak Ridge,
Tennessee)
o Once finished inform students that they can begin packing up and wait for the
bell to ring.
Differentiated Instruction:
Enrichment: Asking students to predict using prior knowledge is very challenging for
students. I have incorporated that into my lesson by asking students to predict how
the U.S was able to mobilize so quickly.
Intervention: Students receive notes that are almost complete. The notes only
require them to pay attention and fill in the blanks. This helps students with learning
disabilities who have trouble reading. On the PowerPoints the portions that students
are required to fill in are highlighted in a different color than all of the other words.
This will help children with an auditory processing disability.
Accommodation: Students with IEPs receive services from the school. Mrs. Arnold,
the inclusion teacher, comes in during both 3rd and 4th block to help these students.
During tests they are removed from the general classroom setting and taken to a
different room where they are read to and can take the test without distractions. Mrs.
Arnold also receives notes that are already filled out for students who struggle
completing them during specified class time.

Day: (Day 2)
Objectives:
List the different ways the government took over economically. (DOK 1)
Name the number one enemy of the United States and Great Britain. (DOK 1)
List the main factors of the Battle of the Atlantic and the Battle of Stalingrad. (DOK 1)
Name the way the North African front came to be. (DOK 1)
List how the Italian Campaign led to the demise of Italys influence in the war. (DOK
1)
Materials:
Flash drive with PowerPoints
Notes Handouts (student and teacher copy)
Bellwork Handout
Battle of Stalingrad-Reply History video (YouTube-4:54)
https://www.youtube.com/watch?v=bCQBSf1rb7o
Crossword Puzzle and word search (blank copy and copy with answers)
Pencil/Pens
Paper
Opening (Set):
Use previous days exit slip questions to bring the students back on subject.
How was the U.S able to enter the war so quickly? (Selective Service/ Draft) Who
organized the march of blacks to end discrimination? (Philip Randolph)
List three things the Office of Scientific Research and Development created or
improved? (sonar, radar, pesticides, penicillin and the Atomic Bomb)
What city was the majority of the atomic bomb created in? (Oak Ridge, Tennessee)

Today we are going to discuss the government takeover of the economy, the Battle
of the Atlantic, the Battle of Stalingrad, the North African front and the Italian
Campaign.
Learning Tasks (Procedures):
1. Ask the students to get out their bellwork.
2. Tell the students they will have 20 minutes to complete Section 2 of bellwork. (Inform
students what time to stop.)
3. Allow students the 20 minutes to finish the bellwork.
4. Walk around as students are completing the bellwork and help any students that
need help.
5. Check to make sure students stay on task.
6. After 20 minutes have passed ask students to put up their bellwork.
7. Assign a student the task of turning off the lights.
8. Begin WWII pt. 2 PowerPoint notes
a. Slide 5:
i. Ask students to open their books to page 575.
ii. Tell the students to read over the table on page 575.
iii. Once the students are finished reading ask them a few questions.
1. What regulations were added to the National War Labor
Board? (limited wage increases, allowed negotiated benefits
and workers were not allowed to change unions)
2. What did the Office of Price Administration do? (fought
inflation/ started rationing)
3. What did the Department of Treasury do? (issued war bonds
to raise funds for war)
b. Slide 6: Great Britain and U.S
i. Churchill came to Washington and spent 3 weeks developing a plan to
win the war.
ii. Churchill convinced FDR that Germany and Italy were bigger threats
than Japan.
iii. Both came to the conclusion that Hitler was the #1 enemy.
c. Slide 7: Battle of the Atlantic
i. Hitler orchestrates submarines to attack allied ships.
ii. Wanted to keep food and war materials from getting to GB and the
Soviet Union.
iii. He believed that he could starve GB into submission.
iv. In 1942, U-boats sank 87 U.S ships within the first four months.
v. Within the first 7 months U-boasts sank 681 allied ships.
vi. Allies organized cargo ships into convoys.
vii. Convoys were escorted by destroyers equipped with sonar to detect
submarines.
viii. U-boats were destroyed faster than Germany could make them.
ix. Tide began to turn.
d. Slide 8: Battle of Stalingrad
i. The USSR and Germany were allies until Hitler decided to invade
Russia.
ii. German army had been fighting the Soviet Union since June 1941.
iii. The bitter cold stopped the advances outside of Moscow and Leningrad
so they waited until spring to resume.
iv. Hitler wanted to capture oil fields in Caucasus Mountains to have oil for
his tanks.
v. Also wanted to take Stalingrad.
vi. Luftwaffe (German air force) performed nightly air raids over the city.
vii. Defeat was inevitable.
viii. Stalin ordered troops to defend his namesake city.

ix. By the end of September Germany controlled nine-tenths of the city.

x. Winter set in- Soviet troops surrounded the Germans- cut off access to
supplies-freeze to death or surrender
xi. Germans surrendered January 31, 1943.
xii. Soviets continue to move westward.
e. Slide 9: North Africa
i. Stalin pressured GB and U.S to open a second front in Europe to divert
German attention from the Soviet front.
ii. Churchill and Roosevelt did not feel like they had enough manpower to
launch on European soil so they compromised.
iii. Operation Torch was the invasion of Axis-controlled North Africa.
iv. It was commanded by Dwight D. Eisenhower.
v. General Erwin Rommel (Desert Fox) chased Afrika Korps out of North
Africa.
vi. The Allies win.
f. Slide 10: The Italian Campaign
i. America believed that the best idea was to invade through the English
Channel and then into the heart of Germany.
ii. Churchill thought it would be best to fight Italy first because Italy was
the soft underbelly of the Axis Powers.
iii. Troops capture Sicily.
iv. Mussolini is forced to resign and is stripped of his power.
v. Hitler did not want fighting on German soil so he sends troops to
reinstate Mussolini.
vi. 18 months of fighting and then the allies won.
vii. Mussolini was killed.
9. Ask students to put up notes.
10.Pull up video of the Battle of Stalingrad-Reply History.
11.Make comments during the video.
a. What was the German air force called? (Luftwaffe)
b. What was the result of the Battle of Stalingrad? (Soviet Union wins)
12.Once the video is over ask a student to pass out the crossword puzzle and word
search.
13.Allow students the rest of the class period to work on the crossword puzzle and word
search.
Closure:
Exit Slipso Ask students to get out a piece of paper and answer the following questions
and turn in on their way out the door.
Name 2 different organizations altered so that the government could
take control of the economy. (Office of Price Administration/ War
Production Board/ National War Labor Board/ Department of Treasury)
Who did the U.S and GB think was the number one enemy? (Hitler)
What system was used to combat the U-boats? (convoy)
Name an advantage the Soviets had on German troops during the
Battle of Stalingrad. (could withstand the cold winters/ new the terrain
and area/ forced by Stalin to preserve his namesake)
Who was the leader of Italy before the Allies invaded? (Mussolini)
o Once finished inform students that they can begin packing up and wait for the
bell to ring.
Differentiated Instruction:
Enrichment: My exit slip question, Name an advantage the Soviets had on German
troops during the Battle of Stalingrad is a higher level thinking question because I
never directly tell the students what the advantages are. I am asking students to
infer based on what I told them about the Battle of Stalingrad.

Intervention: Students receive notes that are almost complete. The notes only
require them to pay attention and fill in the blanks. This helps students with learning
disabilities who have trouble reading. On the PowerPoints the portions that students
are required to fill in are highlighted in a different color than all of the other words.
This will help children with an auditory processing disability.
Accommodation: Students with IEPs receive services from the school. Mrs. Arnold,
the inclusion teacher, comes in during both 3rd and 4th block to help these students.
During tests they are removed from the general classroom setting and taken to a
different room where they are read to and can take the test without distractions. Mrs.
Arnold also receives notes that are already filled out for students who struggle
completing them during specified class time.
Day: (Day 3)
Objectives:
Identify the outcome of D-Day. (DOK 1)
Name the importance of the Battle of the Bulge. (DOK 1)
Materials:
Flash drive with PowerPoints
Notes Handouts (student and teacher copy)
Bellwork Handout
Pencil/Pens
Paper
Opening (Set):
Use previous days exit slip questions to bring the students back on subject.
Name 2 different organizations altered so that the government could take control of
the economy. (Office of Price Administration/ War Production Board/ National War
Labor Board/ Department of Treasury)
Who did the U.S and GB think was the number one enemy? (Hitler)
What system was used to combat the U-boats? (convoy)
Name an advantage the Soviets had on German troops during the Battle of
Stalingrad. (could withstand the cold winters/ new the terrain and area/ forced by
Stalin to preserve his namesake)
Who was the leader of Italy before the Allies invaded? (Mussolini)
Today we are going to discuss the importance of D-Day and its outcome as well as
the Battle of the Bulge.
Learning Tasks (Procedures):
1. Ask the students to get out their bellwork.
2. Tell the students they will have 20 minutes to complete Section 3 of bellwork. (Inform
students what time to stop.)
3. Allow students the 20 minutes to finish the bellwork.
4. Walk around as students are completing the bellwork and help any students that
need help.
5. Check to make sure students stay on task.
6. After 20 minutes have passed ask students to put up their bellwork.
7. Assign a student the task of turning off the lights.
8. Begin WWII pt. 2 PowerPoint notes
a. Slide 11: D-Day
i. The code name for D-Day was Operation Overlord
ii. Consisted of 3 million British, American and Canadian troops.
iii. It was the largest land, air and sea invasion ever.
iv. Troops arrived on the beaches of Normandy, France.
v. The German retaliation was brutal at Omaha Beach.
vi. There were heavy casualties but the Allies took the beach.

vii. Within a month they landed 1 million troops, 567,000 tons of supplies
and 170,000 vehicles in France.
viii. Allies freed the Capital of France (Paris)
1. What happens when you take the capital of a country? (you
control the whole country)
ix. September 1944- freed France, Belgium, Luxemburg and the
Netherlands.
x. Who is the only president to have served more than 2 terms? (FDR)
xi. FDR is reelected for his fourth term.
b. Slide 12: Battle of the Bulge
i. Occurred in October of 1944
ii. Americans captured the first German town
iii. German troops caused a bulge in the lines at Antwerp
iv. Germany broke through and captured 120 American GIs
1. What does GI stand for? (Government Issue)
v. Germany lost 120,000 troops. 600 tanks and assault guns and 1,600
planes from this one battle.
vi. The Axis defeat was inevitable.
9. Ask students to put up notes.
10.Choose a student to hand out the project list and rubric.
11.Go over project list and rubric.
12.Tell the students to pack up their belongings and head to the library to work on
project.
13.Once in the library walk around and make sure every student stays on task.
14.Have a sheet with each students name listed and write down their progress.
15.Allow students the rest of class to work on the project.
Closure:
Inform students of the due date for the project and tell them we will have two more
days of library time to work on the project. (November 18 th)
Differentiated Instruction:
Enrichment: The project is an enrichment activity. The project I am assigning is a
newspaper. Each page will have two articles on it from the time period not
necessarily about the war.
Intervention: Students receive notes that are almost complete. The notes only
require them to pay attention and fill in the blanks. This helps students with learning
disabilities who have trouble reading. On the PowerPoints the portions that students
are required to fill in are highlighted in a different color than all of the other words.
This will help children with an auditory processing disability.
Accommodation: Students with IEPs receive services from the school. Mrs. Arnold,
the inclusion teacher, comes in during both 3rd and 4th block to help these students.
During tests they are removed from the general classroom setting and taken to a
different room where they are read to and can take the test without distractions. Mrs.
Arnold also receives notes that are already filled out for students who struggle
completing them during specified class time.
Day: (Day 4)
Objectives:
Recognize the characteristics of a Jew. (DOK 1)
List the reasons the U.S did not want to join the war. (DOK 1)
Develop a logical argument for isolationism or against isolationism. (DOK 3)
Materials:
Flash drive with PowerPoints
Notes Handouts (student and teacher copy)
Bellwork Handout

Kristallnacht video https://www.youtube.com/watch?v=-y0uwd9QAYE

Holocaust Pictures PowerPoint- http://www.history.com/topics/world-war-ii/theholocaust/pictures/remembering-the-holocaust/entrance-gate-to-dachauconcentration-camp-3 http://www.history.com/topics/world-war-ii/theholocaust/pictures/holocaust-concentration-camps/poland-auschwitz-birkenau-deathcamp http://www.jewishvirtuallibrary.org/jsource/Holocaust/aupictoc.html
Pencil/Pens
Paper
Opening (Set):
Yesterday we talked about D-Day and the Battle of the Bulge. We also began
working on our projects.
Today we are discussing the Holocaust. We will talk about what a Jew is and why
Hitler choose Jews. We will then take and in-depth look into the concentration camps.
We will also talk about where the Jews who could not immigrate to other countries
went.
Learning Tasks (Procedures):
1. Ask the students to get out their bellwork.
2. Tell the students they will have 20 minutes to complete Section 4 of bellwork. (Inform
students what time to stop.)
3. Allow students the 20 minutes to finish the bellwork.
4. Walk around as students are completing the bellwork and help any students that
need help.
5. Check to make sure students stay on task.
6. After 20 minutes have passed ask students to turn in their bellwork.
7. Assign a student the task of turning off the lights.
8. Begin WWII pt. 2 PowerPoint notes
a. Slide 13: Liberation of the death camps
i. Allied troops pushed eastward into Germany and Soviets pushed
westward through Poland.
ii. Soviet troops first came across death camps in July of 1944.
iii. Guards tried to burn or bury evidence of crimes.
iv. Soviets found 1,000 starving prisoners, the worlds largest
crematorium and 800,000 pairs of shoes.
v. Hitler blamed the Jews for everything.
1. Losing WWI
2. The terrible economy
vi. The Holocaust was the systematic killing of Jews.
vii. The systematic killing of an entire group of people is called genocide.
viii. The Nuremburg Laws took away Jews civil rights.
ix. They were required to wear the yellow Star of David pinned to their
clothes to make them easier to identify.
x. Kristallnacht happened on November 9, 1938.
1. Kristallnacht means The Night of Broken Glass.
2. Storm troopers attacked Jewish homes, businesses and
synagogues.
3. 100 Jews were killed.
4. 30,000 Jews were arrested.
5. Jews were blamed for the destruction.
b. Slide 14: The Holocaust
i. Is Judaism a Race of Religion?
1. Judaism is one of the oldest religions still in existence today.
2. Monotheistic religion.
3. What does monotheistic mean? (Belief in one God)
4. They believe in one God and they also believe in Heaven.

5. The only major difference between Christianity and Judaism is

Jews do not believe that Christ was the Messiah but only a
prophet.
6. Judaism was not just a religion it is also a way of life.
7. It determined what they ate, how they acted and what they
believed.
8. Hitler banned them from government jobs and they were forced
into jobs that were shamed such as trading and money lending.
9. Hitler convinced the German people that Jews were the root of
the economic problem.
10.The Nuremberg Laws stripped Jews of citizenship, jobs and
property.
11.Jesus and the 12 Apostles were Jewish.
12.The Old Testament is written by Jews.
13.Judaism splits into two groups (Christians and Jews).
14.Jews have always been targets throughout history.
15.Believed to have kidnapped Christian children to drain them of
blood to use as wine.
16.Believed to have stolen the wafer used to symbolize the body of
Christ during Communion.
ii. Jews were thought to be the cause of the fall of Germany.
iii. Hitlers final solution
1. Aryan race must be preserved.
2. Germany had nowhere else for the Jews to go so imprisonment
and the systematic killing of Jews began.
3. In order to preserve the Aryan race all blemishes to it must be
dealt with (Jews, disabled, gypsies, Jehovahs Witnesses,
mentally ill, etc.)
4. Hitler created special Nazi death squads (security squadronsSS) to round up Jews and shoot them on the spot.
5. Sent to ghettos in Polish cities where they were forced to work.
6. Creation of concentration campsa. Jews were herded into trains and sent to concentration
camps
b. Suffered hunger, humiliation and were forced to work
c. Crammed into wooden barracks
7. Slaughter and starvation methods were already used.
8. The killing was not happening fast enough.
9. Introduced gas chambers.
10.There were 6 death camps in Poland- the largest was Auschwitz.
11.12,000 people could be killed in one day.
12.With the wave of the hand, doctors determined who would live
and who would die when the Jews got off the train.
13.The bodies would either be thrown into pits and buried or taken
to the crematorium to be burned.
14.The medical experiments carried out by doctors at the death
camps were far worse than death itself.
a. Joseph Mengele was called the Angel of Death
i. His main interest was twins for genetic research
and most of his subjects died because of the
experiments.
iv. Hitler begins his process of destroying the Jews the moment he steps
into office
1. He boycotts Jewish businesses in 1933 for 3 days and labeled
them Juden.

2. The Anti-Jewish laws of 1933a. Jews were fired from their Civil service positions
b. Stopped the Kosher method
c. Books by Jewish authors were destroyed.
d. Hitler destroyed any book that did not follow his idea of
an Aryan society. (Book Thief)
3. The Nuremburg Laws of 1935a. Took citizenship away from Jews
b. Had no political rights
c. Jews could not marry Aryans
4. If the Holocaust were to happen today what famous people
would be subjected to it?
a. Jake Gyllenhaal, Natalie Portman, Mila Kunis, Adam
Sandler, Kate Hudson, Pink, Jack Black etc.
5. Pictures of concentration camps
a. The gates of Auschwitz that says work makes one free.
b. Door to the gas chamber.
c. Execution wall where people were lined up and then shot
dead.
d. Pictures of the holes they threw the bodies into.
6. Did we know?????
a. It is downright impossible to not notice millions of people
being carted off and killed.
b. The U.S wanted to remain isolated from the situation.
c. The U.S believed that it was Germanys civil rights
problem.
d. The U.S interfering with it would be like another country
interfering with our civil rights issues during the 60s.
e. People believed that the reports were exaggerated. This
was called yellow journalism.
9. Ask students to put up notes.
10.While students are putting up their notes pull up the Kristallnacht: Night of Broken
Glass video. (4:52)
11.Once the video is finished pull up the Holocaust pictures PowerPoint.
12.Pictures:
a. 1- This is a picture of the train tracks leading into Auschwitz.
b. 2- This is the gate at the entrance of Auschwitz. Arbeit Macht Frei Work
makes you free
c. 3- This is a picture of the crematorium chimneys.
d. 4- This is a picture inside the gas chamber. There were hatches at the top and
SS soldiers would drop canisters of Zyklon B into them killing everyone inside.
We will see this when we watch the Boy in the Striped Pajamas. Before
sending them to the gas chambers their heads would be shaved and the hair
was saved.
e. 5- This is a picture of Jews leaving the train. While on the platform SS soldiers
would determine if you went to the left or right with the wave of a hand. Left
was straight to the gas chambers and crematorium. These people were
deemed unfit for work and would be killed. If they waved their hand right you
lived. But at what cost?
f. 6- These are the crematorium chambers. They look like large ovens. The
smoke would go up the chimney. The grey stuff is ash from the bodies.
g. 7 & 8- The next two pictures are of the barracks. What do you notice about the
barracks? (answers will differ)
h. 9- Is of a couple being forced to wear the Yellow Star of David. Why were they
required to wear this? (To make it easier to spot a Jew)

i.

10- This is a picture of the wedding rings taken from all the prisoners. Jews
were stripped of everything of value.
j. 11- This is how the SS identified the prisoners. If a person was allowed into the
camp they would be given a tattoo identification number.
k. 12- This is one of the experiments conducted during the Holocaust. Scientists
wanted to figure out how to keep pilots from freezing who had to eject
themselves over icy water. Prisoners were put into aviation suits and held in
icy water for extended periods of time.
l. 13- They also tried to see at what elevation a pilot could survive if he had to
eject himself.
m. 14 & 15- We also already talked about Josef Mengele, the Angel of Death, and
how he loved to experiment on twins. He would go to the platform while
prisoners were unloading and seek them out. His most famous experiment
was trying to change the color of a twins eyes. It is also said that he was
trying to find a way to quickly multiply the Aryan race.
Closure:
Exit slip questions:
o Ask students to get out a piece of paper and answer the following questions
and turn in on their way out the door.
Develop an argument for or against isolationism. Should we have
joined the war earlier since we knew what was going on with the Jews
or should we have stayed isolated? (answers will differ)
For homework I want everyone to research Palestine and read about the Palestinian
conflict with Israel. Tomorrow we are going to have a guest speaker talk about the
conflict from the Palestinian point-of-view.
If you print the article and write a synopsis on it will count as extra credit.
Differentiated Instruction:
Enrichment: The exit slip question requires higher level thinking in order to answer
the question fully. The homework is also an enrichment exercise. By asking the
students to research the Palestinian conflict I am asking them to read and think about
what is going on in Palestine.
Intervention: Students receive notes that are almost complete. The notes only
require them to pay attention and fill in the blanks. This helps students with learning
disabilities who have trouble reading. On the PowerPoints the portions that students
are required to fill in are highlighted in a different color than all of the other words.
This will help children with an auditory processing disability.
Accommodation: Students with IEPs receive services from the school. Mrs. Arnold,
the inclusion teacher, comes in during both 3rd and 4th block to help these students.
During tests they are removed from the general classroom setting and taken to a
different room where they are read to and can take the test without distractions. Mrs.
Arnold also receives notes that are already filled out for students who struggle
completing them during specified class time.
Day: (Day 5)
Objectives:
Develop a logical argument for Israel or Palestine. (DOK 3)
State the outcome of the Nuremberg Trials. (DOK 1)
State the outcome of the Pacific Theater. (DOK 1)
Materials:
Flash drive with PowerPoints
Notes Handouts (student and teacher copy)
Bellwork (student and teacher copy)
Pencil/Pens

 Paper
Opening (Set):
Yesterday we talked about the horrors of the Holocaust.
o What does Kristallnacht mean and what was it? (Night of broken glass/
vandalized Jewish property)
o What was the name of the largest death camp? (Auschwitz)
o What does monotheistic mean? (One God)
o What country was the first to discover the death camps? (Russia)
Today we are discussing the after war response and the Pacific Theater.
Learning Tasks (Procedures):
1. Assign a student the task of handing out the bellwork packets to random people for
them to grade.
2. Once every student has a paper to grade begin going over the answers.
3. After every paper has a grade on it assign a student the task of picking them up.
4. Assign a student the task of turning off the lights.
5. Begin WWII pt. 2 PowerPoint notes
a. Slide 14-The Holocaust
i. The after war response
1. Jewish refugees were emigrating to France, GB and Palestine.
2. Countries began refusing Jewish refugees.
3. The U.S accepted 100,000 refugees.
a. Most were of exceptional merit.
b. Albert Einstein was the most notable.
4. The plight of the St. Louis
a. Was a German ocean liner bound for the U.S
b. 740 of 943 passengers on board had immigration papers
c. Coast Guard refused to let the passengers disembark
into America.
d. Most of these passengers were killed in the Holocaust.
5. GB owned Palestine since WWI and gave it to the Jews
6. Arabs were angry.
7. Arabs were given three-fourths of Palestine and Jews were given
one-fourth.
8. United Nations split Palestine in half in 1947.
9. Israel is born.
10.Show the students a map of current day Palestine and show
how it has changed since 1947.
11.What three religions is Jerusalem home to? (Christianity,
Judaism and Muslim)
ii. Nuremberg Trials
1. Nazi officials, leaders and police force are tried for war crimes.
2. Documents regarding the Nazi reign took up 1,500 2 ton trucks.
3. It was held in Nuremberg, Germany. That is why it is called the
Nuremberg Trials.
4. Only 30,000 war criminals were brought to trial. The rest
escaped.
b. Slide 15- Germany Surrenders
i. After all this, Germany finally surrenders.
ii. USSR stormed Berlin in April of 1945.
iii. Hitler was married to Eva Braun.
iv. He shoots himself and she poisons herself to avoid capture.
v. What would have happened had they been caught? (opinions will
vary)

vi. Eisenhower stated from the beginning that he would only accept
unconditional surrender and thats what he got on May 8, 1945. This is
called V-E Day (Victory over Europe).
vii. FDR died in April 12, 1945 so he did not even get to experience the
end of the war.
c. Slide 16: The Pacific Theater
i. The U.S had to prevent Japanese advances.
ii. Japanese conquered Hong Kong, French Indochina, Malaya, Burma,
Thailand, Guam, a majority of China, etc.
iii. The Japanese had already conquered Pearl Harbor and the Philippines
(U.S).
iv. What advantage did these islands have for the U.S? Why was it
necessary that we did not lose hold over them? (These islands served
as a midway point from the Western United States coast and the coast
of Eastern Asia/ used for military bases/ held various supplies)
v. The Battle of Coral Sea
1. Japanese were heading for Australia
2. Both American and Australian soldiers
3. The entire battle was fought by airplanes
4. Stopped Japanese advances
vi. The Battle of Midway
1. Allies broke the Japanese code and knew the Japanese were
heading for the Midway Islands.
2. Chester Nimitz was the commander in charge.
3. He sent torpedo planes and dive bombers to attack.
4. Lost 4 aircraft carriers, a cruiser and 250 planes
5. A Japanese official said the Americans had avenged Pearl
Harbor.
6. Allies won.
vii. Allies began island hopping in order to get closer to Japan.
viii. The Guadalcanal took 6 months for Allies to capture.
ix. Allies and General McArthur recaptured the Philippines.
x. Japanese sent their entire fleet to Leyte Gulf. Huge disaster!
1. Japanese tried out a new tactic where suicide bombers would
driver their planes holding bombs into the Allied ships.
2. This was called kamikaze.
xi. Allies needed Iwo Jima and Okinawa in order to orchestrate an attack
on Japan.
1. 20,700 Japanese were on Iwo Jima when Allies attacked. Only
200 survived.
2. During the battle for Okinawa 100,000 Japanese lost their lives.
a. 1,900 of these were kamikaze attacks.
3. Why was it important for the U.S to capture these two
islands? (Their proximity to the Japanese mainland)
xii. The Atomic Bomb
1. Most kept secret
2. Over 600,000 were working on it and most did not know exactly
what they were producing
3. The U.S warns Japan that it will face prompt and utter
destruction if they do not surrender and they refused.
4. On August 6, 1945 Enola Gay dropped the atomic bomb named
Little Boy on Hiroshima. It only took 43 seconds to completely
destroy the city.
5. Japan still refused to surrender.

6. Three days later the second atomic bomb, Fat Man, was
dropped on Nagasaki leveling half of the city.
7. Emperor Hirohito stated that he could not bear to see his
innocent people suffer so he surrendered. Known as V-J Day.
Victory over Japan.
6. Ask students to put up notes.
7. Possible video chat with friend from Palestine for the rest of class.
a. Allow her to talk and the students to ask questions.
8. Any student who did the extra credit assignment will turn it in now.
Closure:
Exit slip questions:
o Ask students to get out a piece of paper and answer the following questions
and turn in on their way out the door.
Develop an argument for Israel or for Palestine. Who has a right to the
land between the Jordan and the Mediterranean? (answers will differ)
Differentiated Instruction:
Enrichment: The exit slip question requires higher level thinking in order to answer
the question fully.
Intervention: Students receive notes that are almost complete. The notes only
require them to pay attention and fill in the blanks. This helps students with learning
disabilities who have trouble reading. On the PowerPoints the portions that students
are required to fill in are highlighted in a different color than all of the other words.
This will help children with an auditory processing disability.
Accommodation: Students with IEPs receive services from the school. Mrs. Arnold,
the inclusion teacher, comes in during both 3rd and 4th block to help these students.
During tests they are removed from the general classroom setting and taken to a
different room where they are read to and can take the test without distractions. Mrs.
Arnold also receives notes that are already filled out for students who struggle
completing them during specified class time.
Day: (Day 6)
Objectives:
Collect and display 6 events from the WWII era. (DOK 2)
Materials:
Pencil/Pens
Paper
Newspaper paper
Glue Sticks
Markers
Color Pencils
Study Guide (student copy)
Opening (Set):
Today we are going to be working on our projects. Let us head to the library and get
started.
Learning Tasks (Procedures):
1. This entire day will be spent in the library.
2. Walk around to make sure students are staying on task and using their time wisely.
3. Give examples in some students are stumped.
4. Allow students the entire class period to work on the project.
Closure:
At the end of class hand out the study guide and tell the students that the study
guide is due the following day.
Inform the students that the test will be on November 18th.
Differentiated Instruction:

Enrichment: The project is the enrichment exercise for this day.

Intervention: Students receive notes that are almost complete. The notes only
require them to pay attention and fill in the blanks. This helps students with learning
disabilities who have trouble reading. On the PowerPoints the portions that students
are required to fill in are highlighted in a different color than all of the other words.
This will help children with an auditory processing disability.
Accommodation: Students with IEPs receive services from the school. Mrs. Arnold,
the inclusion teacher, comes in during both 3rd and 4th block to help these students.
During tests they are removed from the general classroom setting and taken to a
different room where they are read to and can take the test without distractions. Mrs.
Arnold also receives notes that are already filled out for students who struggle
completing them during specified class time.
Day: (Day 7)
Objectives:
Memorize the study guide questions. (DOK 1)
Recite the answers to the study guide questions. (DOK1)
Collect and display 6 events from the WWII era. (DOK 2)
Materials:
Pencil/Pens
Paper
Newspaper paper
Glue Sticks
Markers
Color Pencils
Study Guide (student and teacher copy)
Opening (Set):
Today we are going to be working on our projects but first we are going to play
jeopardy.
Learning Tasks (Procedures):
1. Allow students 5 minutes to look over their study guide.
2. After 5 minutes have passed ask them to put away their study guides.
3. Choose a student to be the scorekeeper.
4. Count the number of students in the room and divide them into two teams.
5. Use the teacher copy of the study guide with the answers to play jeopardy.
6. I will ask a question to whichever teams turn it is. They have ten seconds and two
tries to answer the question correctly. If they get it right they get a point. If not then
the question goes to the other team. If the other team gets it right they get a point
and it is their turn for a question.
7. I will ask all of the questions on the study guide.
8. The winning team will receive 10 extra bonus points on their test.
9. The losing team will receive 5 extra bonus points.
10.Write down the names of the people on the winning team.
11.After the game is over we will head to the library to finish up the projects.
12.Once in the library I will walk around to make sure everyone is on task and the
students are using their time wisely.
13.The students will have until the end of class to work on their projects.
Closure:
Inform the students that the test will be on November 18th.
Inform the students the projects are also due on November 18 th.
Differentiated Instruction:
Enrichment: The project is the enrichment exercise for this day.
Intervention: Students receive notes that are almost complete. The notes only
require them to pay attention and fill in the blanks. This helps students with learning

disabilities who have trouble reading. On the PowerPoints the portions that students
are required to fill in are highlighted in a different color than all of the other words.
This will help children with an auditory processing disability.
Accommodation: Students with IEPs receive services from the school. Mrs. Arnold,
the inclusion teacher, comes in during both 3rd and 4th block to help these students.
During tests they are removed from the general classroom setting and taken to a
different room where they are read to and can take the test without distractions. Mrs.
Arnold also receives notes that are already filled out for students who struggle
completing them during specified class time. Mrs. Arnold also gets a copy of the test,
test answers and the study guide with answers.
Day: (Day 8)
Objectives:
Predict, using prior knowledge, how the United States was able to enter World War II.
(DOK 2)
Identify the different changes to the United States because of the war. (DOK 1)
Identify the purpose of the Office of Scientific Research and Development and discuss
its purpose and its contributions. (DOK 1)
Name the reason for the internment camps. (DOK 1)
List the different ways the government took over economically. (DOK 1)
Name the number one enemy of the United States and Great Britain. (DOK 1)
List the main factors of the Battle of the Atlantic and the Battle of Stalingrad. (DOK 1)
Name the way the North African front came to be. (DOK 1)
List how the Italian Campaign led to the demise of Italys influence in the war. (DOK
1)
Identify the outcome of D-Day. (DOK 1)
Name the importance of the Battle of the Bulge. (DOK 1)
Recognize the characteristics of a Jew. (DOK 1)
List the reasons the U.S did not want to join the war. (DOK 1)
Develop a logical argument for Israel or Palestine. (DOK 3)
Develop a logical argument for isolationism or against isolationism. (DOK 3)
State the outcome of the Nuremberg Trials. (DOK 1)
State the outcome of the Pacific Theater. (DOK 1)
Materials:
Test
Answer Sheet(student and teacher)
Students finished projects
Opening (Set):
Take 10 minutes to study over your study guide.
Learning Tasks (Procedures):
1. Allow students 10 minutes to study their study guide.
2. After 10 minutes have passed collect both the study guide and the notes.
3. Assign a student the task of passing out the test.
4. Assign a student the task of passing out the answer sheet.
5. Inform the students that once the first test is passed out anyone talking will get an
automatic zero.
6. Walk around the room while the students are testing to make sure none of the
students are cheating.
7. Once all the tests are in ask students to turn in their newspapers. (These will be
graded over Thanksgiving Break and given back the Monday after.)
8. The test will take up the majority of the class time.
Closure:

The projects will be graded over the Thanksgiving holiday and will be returned to
you on the Monday after. Have a great week off from school and when you come back
we will spend two days watching The Boy in the Striped Pajamas.
Differentiated Instruction:
Enrichment: The project is the enrichment exercise for this day.
Intervention: Students receive notes that are almost complete. The notes only
require them to pay attention and fill in the blanks. This helps students with learning
disabilities who have trouble reading. On the PowerPoints the portions that students
are required to fill in are highlighted in a different color than all of the other words.
This will help children with an auditory processing disability.
Accommodation: Students with IEPs receive services from the school. Mrs. Arnold,
the inclusion teacher, comes in during both 3rd and 4th block to help these students.
During tests they are removed from the general classroom setting and taken to a
different room where they are read to and can take the test without distractions. Mrs.
Arnold also receives notes that are already filled out for students who struggle
completing them during specified class time. Mrs. Arnold also gets a copy of the test,
test answers and the study guide with answers.
Day: (Day 9)
Objectives:
Recognize the horrors of the Holocaust as we watch The Boy in the Striped Pajamas.
(DOK 1)
Materials:
Test Grades
Project Grades
The Boy in the Striped Pajamas movie
Opening (Set):
We are watching The Boy in the Striped Pajamas today but first I have to tell you
your test and project grades.
Learning Tasks (Procedures):
1. Call up the students one by one to see their grades on both the test and the project.
2. After every student has seen their grade inform the students that they can pick up
their projects and take them home.
3. Start the movie.
4. Use this time to input the grades.
5. Once class is coming to an end write down the exact hour and minute mark so that I
can start it where they left off.
Closure:
Tomorrow we will finish the movie.
Differentiated Instruction:
Enrichment: None for this day.
Intervention: Students receive notes that are almost complete. The notes only
require them to pay attention and fill in the blanks. This helps students with learning
disabilities who have trouble reading. On the PowerPoints the portions that students
are required to fill in are highlighted in a different color than all of the other words.
This will help children with an auditory processing disability.
Accommodation: Students with IEPs receive services from the school. Mrs. Arnold,
the inclusion teacher, comes in during both 3rd and 4th block to help these students.
During tests they are removed from the general classroom setting and taken to a
different room where they are read to and can take the test without distractions. Mrs.
Arnold also receives notes that are already filled out for students who struggle
completing them during specified class time. Mrs. Arnold also gets a copy of the test,
test answers and the study guide with answers.

Day: (Day 9)
Objectives:
Recognize the horrors of the Holocaust as we watch The Boy in the Striped Pajamas.
(DOK 1)
Materials:
The Boy in the Striped Pajamas movie
Crossword Puzzle/ Word Search
Opening (Set):
We will finish The Boy in the Striped Pajamas and if we have time we will finish the
crossword puzzle and turn it in.
Learning Tasks (Procedures):
6. Start the movie where each class left off.
7. Finish the movie.
8. If time permits ask students to get out their crossword puzzle and word search.
9. Allow the students the rest of the class period to finish it.
10.Once finished choose a student to pick them up.
Closure:
So what did we learn about WWII? (answers will vary)
Differentiated Instruction:
Enrichment: None for this day.
Intervention: Students receive notes that are almost complete. The notes only
require them to pay attention and fill in the blanks. This helps students with learning
disabilities who have trouble reading. On the PowerPoints the portions that students
are required to fill in are highlighted in a different color than all of the other words.
This will help children with an auditory processing disability.
Accommodation: Students with IEPs receive services from the school. Mrs. Arnold,
the inclusion teacher, comes in during both 3rd and 4th block to help these students.
During tests they are removed from the general classroom setting and taken to a
different room where they are read to and can take the test without distractions. Mrs.
Arnold also receives notes that are already filled out for students who struggle
completing them during specified class time. Mrs. Arnold also gets a copy of the test,
test answers and the study guide with answers.