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IDPInstructional Design Project

Topic: World War IIAmerican History II

By: Brittany CallowayApril 20, 2016

Table of Contents

Introduction Page 3

Student Background Knowledge Page 3

Unit Overview Page 4

Lesson Plan #1 Page 5 – Page 16 Includes directions, worksheets, and annotated references

Lesson Plan #2 Page 17 – 6 Includes directions, worksheets, and annotated references




Culminating Unit Assessment Page 66 – Page 68

I. Introduction

I chose World War II because it is a topic I have always enjoyed learning about, but I realized I did not actually know a lot about different aspects of it. I knew a lot of basic knowledge, but I saw this as an opportunity to further my knowledge of World War II (especially the battles). My topic relates to my field placement because I am in an American History II class. I am also placed in an American History I and an AP European History class. World War II can be talked about or referenced in both of those courses, and it is focused on more in-depth in American History II. The topics I knew the most about prior to beginning my research was Pearl Harbor and the Holocaust. I had always been interested in Pearl Harbor and just how shocking it was to the people of the United States. Also, I have always been intrigued by the Holocaust and how absolutely unbelievable it was. Mainly, I like to study victim’s experiences during the Holocaust and I have read a couple of books on medical experiments conducted within the Concentration Camps. World War II vertically aligns with numerous aspects such as: civics, economics, geography, sociology, and psychology. Japanese Internment displays the violation of civil liberties guaranteed to citizens by the U.S. constitution, which vertically aligns with civics. Franklin Roosevelt ending sales of scrap iron and steel affected the economy. There is a lot of geography associated with this topic. For example, all of the battles in Europe and the Pacific must be identified on a map within their assignment. The Holocaust vertically aligns with sociology and psychology because it is the study of a group of people and how they were affected physically, mentally, and emotionally.

II. Student Background Knowledge

The students at my field placement are very diverse. They come from all ranges of socioeconomic status – from parents having a private jet to some kids not having food at home. There are a lot of students who miss school in order to work, so that they can provide additional funds for their family. In the American History I class, there is a male student who sits in the back of the second row who always has his headphones in. The student never looks up, never smiles, and always looks troubled. My mentor teacher for that class informed me that this student had just moved there from Idaho the week before and did not know anyone. He was having troubled adjusting and was upset about his parents making him move. In my American History II class, there is a student who sits in the front of the third row on the right who has an IEP. It is recommended that he spend more time on the computer, so I tried to incorporate a lot of Internet time into many of my lesson plans. Also, there is a student who sits in the back of the first row on the left that my mentor teacher for that class calls his “trouble student.” This student always wears a Bass Pros Cap with two fishing hooks attached to the bill, a belt with a Rebel

Flag belt buckle, and Justin boots. In school, he is stereotyped as a “Redneck”. I have actually heard other students call him that. This student does not always want to participate, so I tried to incorporate activities I thought would interest him. Most of the students at my field placement are very opinionated. I tried to provide them with numerous opportunities to voice their opinion or take a stance on a certain topic. I like to see them engaged in the activities and learning the material so that they can become more active and informed citizens. Racially, the school is 95% white and 5% black/Hispanic/Asian/etc.

III. Evidence of Teachers’ Essential Content Knowledge Teacher Notes are attached with each lesson plan.

IV. Lesson Plans

Unit Overview:During the World War II unit in American History II, students will explore several events that occurred during the Second Great War. Students will study Pearl Harbor, Japanese Internment, the War in Europe and the Pacific, the Holocaust, and the dropping of the Atomic Bomb in order to gain a better comprehension of the extent of U.S. involvement in the war. This unit will also offer them different perspectives than what they may have normally encountered throughout their education. It is important for students to evaluate the United States’ role in WWII and view America in context with the rest of the world.

Throughout the unit, students will regularly participate in formative assessments that will be assigned during class time. There are numerous opportunities for them to express their comprehension of events that occurred during WWII including: discussions, creating acrostic poems, evaluating film clips, composing diary entries, and various exit tickets. Based upon each activity, the teacher will be able to assess each student and determine whether any topic or concept needs to be adjusted.

The ultimate goal for students at the end of this unit is for students to be able to construct their own narrative of WWII, separate from what they have been told to think up until this point in their education.

North Carolina Secondary Social Studies Lesson Plan #1Subject: American History II Topic: Pearl HarborIntern: Brittany Calloway Date: 03/01/2016Mentor Teacher: Mr. Ingram/Mrs. Britt Grade Level: 11th

NC Standard Course of Study Objective (taken directly from the NCES):AH2.H.6 Understand how and why the role of the United States in the world has changed over time.Objective – AH2.H.6.2 Explain the reasons for United States involvement in global wards and the influence each involvement had on international affairs (e.g., Spanish-American War, WWI, WWII, Cold War, Korea, Vietnam, Gulf War, Iraqi War, etc.).

NCSS Theme addressed: Global Connections – The realities of global interdependence require an understanding of the increasingly important and diverse global connections among world societies. This theme prepares students to study issues arising from globalization. It typically appears in units or course dealing with geography, culture, economics, history, political science, government, and technology.

C3 Dimension: 2

Objective Statement (must be measurable and aligned with assessment; this is specific to THIS lesson): I can display my prior knowledge of the material by writing words on the board associated with the concept of Pearl Harbor. I can engage in discussion with the teacher and my peers by critically thinking and generating well thought out responses that further promote the discussion. I can display my understanding of the content of the lesson by creating an Acrostic Poem, as well as completing the exit ticket.

Concepts/Vocabulary:From the Speech:InfamyPremeditatedImplicationsOnslaughtMincingDastardly

Other content area(s) to be integrated (include standards/objectives here—minimum ONE, maximum TWO):Anchor Standards for Writing (1)Anchor Standards for Speaking and Listening (1)

Vertical Alignment (connections with other SS content: civics, economics, history, etc.)

This lesson will be the first in the unit. The unit before this lesson will deal with the 1920s, the Great Depression, and FDR’s New Deal. Students will have learned about the United States’ involvement in WWI and how the Treaty of Versailles contributed to the start of WWII. The lesson following this one will be on Japanese Internment camps. This will show the President’s response after declaring war on Japan and formally entering the United States into WWII. Regarding geography, students get to look at a map of Pearl Harbor and where the attacks occurred.

NCSS: War is an issue that arises from globalization. This will show students the global connection between the United States and Japan during the 1940s.

Horizontal Alignment (connections with other content areas: science, English/Language Arts, music, math, art, etc.)

Anchor Standards for WritingText Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selections, organization, and analysis of content.

Anchor Standards for Speaking and ListeningComprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

This topic correlates with horizontal alignment because students must engage in conversation with their peers, as well as the teachers. They have to generate responses to higher order thinking questions based upon their analysis of the Prezi and FDR’s speech. This correlates with the Anchor Standards for Writing because the students must generate an Acrostic Poem to convey their ideas and information they understood to be important and critical to understand Pearl Harbor.

Activity Description of Activities in Detail Materials and Time

I. Focus and Review (establish prior knowledge)

T will have “Pearl Harbor” written on the board as students enter the classroom. Students will walk up to the board and write words or phrases that they associate with the event. Upon completion (when no one has walked to the board in a prolonged period of time), S and T will compare words on the board and note any similarities. Also, the T can use this as an opportunity to find out if the S have any questions about the event that can be answered later. If so, these questions are to be written on the board.

White board/Chalk board/Smart boardDry-Erase markers/Chalk

10-15 minutes

II. Teacher Input (Present tasks, information, and guidance)

The T will show a Prezi outlining the facts of Pearl Harbor - http://prezi.com/uhntibr0urtn/?utm_campaign=share&utm_medium=copyThe notes for the T to use in accompaniment with the Prezi are attached below. Students will take notes of what the main points are of what the teacher says during this time. If the students have questions as the teacher is talking, they are free to raise their hand and ask. If the T does not know the answer, that question will be written on the board to be evaluated at a later

Computer/ProjectorSmart Board

S will need pencil, paper, and a highlighter

25-30 minutes

http://prezi.com/uhntibr0urtn/?utm_campaign=share&utm_medium=copy


time. At the end of the Prezi, students will watch FDR’s speech following the events that occurred at Pearl Harbor. S will also be provided a transcript of FDR’s speech so they can highlight important quotes.

(including video)

III. Guided Practice (Elicit performance, provide assessment and feedback)

Following completion of the YouTube video, students will arrange their desks into small circles to prepare small group discussion in regards to FDR’s speech and Pearl Harbor. Students are encouraged to participate openly, honestly, and with tolerance. Students will facilitate discussion using these questions:

1. We heard President Roosevelt describe the Japanese attack on Pearl Harbor as “a day that will live in infamy....” Infamy means disgrace, dishonor, or great wickedness. What do you think were the various emotions of Americans in the first hours and days after they heard the news of the attack?

2. How do you think young Americans your age reacted to the news of Pearl Harbor? In what ways did the coming of WWII to the United States affect students your age?

3. Most Americans who experienced the Pearl Harbor attack remember to this day where they were when they heard the news. To them it is a shared generational moment. The same can be said of people who experienced President John Kennedy or Rev. Martin Luther King, Jr.’s assassinations. Do you think you have experienced a historical moment that you will always remember? Do you think the September 11 terrorist attacks on the United States will be such a memory?

4. What do you think were the biggest concerns of Americans following the attack on Pearl Harbor?

5. The U.S. government, seeking internal security, responded to the Japanese attack on Pearl Harbor by interning 110,000 Japanese Americans in relocation camps across the country for the duration of the war. The U.S. government recently admitted that it had violated those individuals’ civil rights and compensated those still living with $20,000 each. Do you think the United States was justified in doing this? Why or why not?

Students can take notes during the discussion if they wish to do so. They may come in handy during their independent practice. Following small group discussion, we will come together as a class and the T will ask each group a question to see what their answer is. Based upon the answer, T will know if any content needs to be readdressed.

No materials needed, unless students want to take notes during the discussion.

20-25 minutes

IV. S will be instructed to complete an Acrostic Poem. They are allowed to complete this activity in pairs or

Poster BoardMarkers/

Independent Practice – Working independently of the teacher (Retention and transfer)

individually. The Acrostic Poem must be completed using either the term “Pearl Harbor” or “Day of Infamy”. An Acrostic Poem is a poem where the first letter of each line spells a word and each line gives details and helps explain the chosen word. S are to use their notes to create an acrostic poem for the term “Pearl Harbor” or “Day Of Infamy”. The Acrostic Poem should be drawn on poster board, which will be provided. The Acrostic Poem should describe events that occurred at Pearl Harbor, emotional response to Pearl Harbor, or deal with FDR’s speech. Use the examples for guidance. The instructions for the Acrostic Poem are attached below.

If students do not finish their Acrostic Poem in class, they must complete it for homework.

Crayons/Colored Pencils

15-18 minutes

V. Student-generated Closure

If students finish their Acrostic poem before class is coming to a close, they can take their poster to the front of the class and read it out loud to their peers.

An exit ticket will be collected as students leave. Students have two choices for their exit ticket:

1. State one thing learned during class today.2. What was something you liked/disliked about

class today?

Index card or Scrap piece of paper

2 minutes

Details to Consider:

1. *Assessment and Plan for Evaluation of Student Learning: For this lesson, assessment is formative in three different ways. The answers formulated during discussion, the Acrostic Poem, and the exit ticket will all be utilized to display the student’s understanding and analysis of the content of the lesson. The answers formulated during discussion will be evaluated as the S answers the T when called upon.

2. Adaptations & Modifications: The Prezi contains mainly pictures so the students have something to associate the words with. Also, the T will hand out transcripts of FDR’s speech following Pearl Harbor.

3. Classroom management plan: For the beginning of class, desks will be arranged individually. They will be angled towards the middle of the classroom in aisles so that students are able to get up and walk to the board to complete the first activity. I will try to make sure and have enough markers for everyone to have one. The S will have to be patient and wait their turn to write on the board. They will remain in there seats until the completion on the prezi (and the viewing of FDR’s speech). Upon completion of the speech, the desks will be arranged into a circle for teacher-led discussion about FDR’s speech. Following completion of this activity, the desks can be arranged in pairs or individually (if the student wants to work alone) for the acrostic poem exercise.

4. Blooms Taxonomy: The S will evaluate FDR’s speech and generate evidence-supported answers to the discussion questions provided. The S will have to apply

their knowledge to create an Acrostic Poem about Pearl Harbor and this (along with the exit ticket) will display their comprehension.

5. 21st Century Skills: Describe how this lesson includes skills such as global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; health literacy; creativity and innovation; critical thinking and problem solving; communication and collaboration; information literacy; media literacy; ICT (information, communication, and technology) literacy; flexibility and adaptability; initiative and self-direction; social and cross-cultural skills; productivity and accountability; leadership and responsibility.

6. References: Lesson Plan Resource/Notes to Accompany Prezi/Part of Discussion

Questions/FDR’s Transcript: http://www.nationalww2museum.org/assets/pdfs/lesson-plan16.pdf

o This is a lesson plan from the National World War II Museum website. I chose to use this source because it is credible, and provided ample resources for the students. It provided some teacher notes that a teacher could use for a Prezi or Powerpoint, Discussion Questions that engage the students and encourage critical thinking, and a transcript of FDR’s speech that is beneficial to diverse learners (especially ELL students).

FDR Speech following Pearl Harbor: https://www.youtube.com/watch?v=YhtuMrMVJDk

o This is a live view of FDR giving his famous “Day of Infamy Speech” posted on YouTube by Periscope Film LLC. Periscope Film is one of the largest military and transportation archives in the USA. This provides the students with a sense of being at the speech in 1941, and gives them a visual to associate with the words.

Images that were not located on the Prezi website were found using Google Image (www.google.com)

http://prezi.com/uhntibr0urtn/?utm_campaign=share&utm_medium=copy - Prezi created by Brittany Calloway

o Prezi is an engaging alternative to Powerpoint. Acrostic Poem: http://www.mrroughton.com/assignments-new/acrostic-poem

o Mr. Roughton provides examples/instructions for activities that teachers can use throughout various lessons in history/social studies classrooms. They can actually be used in any subject. This promotes critical thinking because students have to take what they have learned and translate it into a poem using certain letters.

http://www.mrroughton.com/assignments-new/acrostic-poem


http://www.google.com/

https://www.youtube.com/watch?v=YhtuMrMVJDk

https://www.youtube.com/watch?v=YhtuMrMVJDk

http://www.nationalww2museum.org/assets/pdfs/lesson-plan16.pdf

Notes to Accompany PreziOn December 7, 1941, the Japanese military launched a surprise attack on the United States Naval Base at Pearl Harbor, Hawaii. Since early 1941 the U.S. had been supplying Great Britain in its fight against the Nazis. It had also been pressuring Japan to halt its military expansion in Asia and the Pacific. With the Japanese attack on Pearl Harbor, the U.S. could no longer avoid an active fight. On December 8, U.S. President Franklin Delano Roosevelt asked Congress for and received a declaration of war against Japan. On December 11, Germany and Italy, allied with Japan, declared war on the U.S. The United States had entered World War II.

Japanese Admiral Isoroku Yamamoto planned the Pearl Harbor attack. Two things inspired Yamamoto’s Pearl Harbor idea: a prophetic book and a historic attack. The book was The Great Pacific War, written in 1925 by Hector Bywater, a British naval authority. It was a realistic account of a clash between the United States and Japan that begins with the Japanese destruction of the U.S. fleet and proceeds to a Japanese attack on Guam and the Philippines. When Britain’s Royal Air Force successfully attacked the Italian fleet at Taranto on November 11, 1940, Yamamoto was convinced that Bywater’s fiction could become reality.

On December 6, 1941, the U.S. intercepted a Japanese message that inquired about ship movements and berthing positions at Pearl Harbor. The cryptologist gave the message to her superior who said he would get back to her on Monday, December 8. On Sunday, December 7, a radar operator on Oahu saw a large group of airplanes on his screen heading toward the island. He called his superior who told him it was probably a group of U.S. B-17 bombers and not to worry about it.

The Japanese attack on Pearl Harbor began at 7:55 that morning. The entire attack took only one hour and 15 minutes. Captain Mitsuo Fuchida sent the code message, “Tora, Tora, Tora,” to the Japanese fleet after flying over Oahu to indicate the Americans had been caught by surprise. The Japanese planned to give the U.S. a declaration of war the moment the attack began so they would not violate the first article of the Hague Convention of 1907, but the message was delayed and not relayed to U.S. officials in Washington until the attack was already in progress.

The Japanese strike force consisted of 353 aircraft launched from four heavy carriers. These included 40 torpedo planes, 103 level bombers,

131 dive-bombers, and 79 fighters . The attack also consisted of two heavy cruisers, 35 submarines, two light cruisers, nine oilers, two battleships, and 11 destroyers.

The attack killed 2,403 U.S. personnel, including 68 civilians, and destroyed or damaged 19 U.S. Navy ships, including 8 battleships. The four aircraft carriers of the U.S. Pacific fleet were out to sea on a practice maneuver. The Japanese were unable to locate them and were forced to return home with the U.S. carrier fleet intact. The battleship USS Arizona remains sunken in Pearl Harbor with its crew onboard. Half of the dead at Pearl Harbor were on the Arizona. A United States flag flies above the sunken battleship, which serves as a memorial to all Americans who died in the attack.

Dorie Miller, a steward on the USS West Virginia, distinguished himself by courageous conduct and devotion to duty during the Japanese attack on Pearl Harbor. He first assisted his mortally wounded captain and then manned a machine gun, which he was not accustomed to operating, successfully destroying two Japanese aircraft. He was the first African American awarded the Navy Cross, the service’s highest award, for his actions during the attack.

The Japanese lost 29 aircraft and 5 midget submarines in the attack. One Japanese soldier was taken prisoner and 129 Japanese soldiers were killed. Out of all the Japanese ships that participated in the attack on Pearl Harbor only one, the Ushio, survived until the end of the war. It was surrendered to the U.S. at Yokosuka Naval Base. When Admiral Yamamoto learned that his forces had not destroyed the U.S. aircraft carriers or completely destroyed the U.S. fleet, he feared that the United States, with its enormous industrial potential, would soon recover and fight back.

The United States did recover—and quicker than Yamamoto could have imagined. After only six months, the U.S. carrier fleet dealt a decisive blow to Yamamoto’s navy in June 1942 at the Battle of Midway, sinking four Japanese aircraft carriers. This U.S. victory marked the height of Japanese expansion in the Pacific. U.S. CasualtiesService

Killed

Wounded

Total

Navy 2,008 710 2,71

8Army 218 364 582Marines 109 69 178

Civilians 68 35 103

Total 2,403 539 3,58

1

U.S. Aircraft Damage

Service Damaged

Destroyed

Navy 31 92Army Air Corps 128 77

U.S. Ship DamageType of Ship

Damaged

Destroyed

Years Repaired

Battleships 6 2 1942-1944

Cruisers 3 0 1942Destroyers 3 0 1942-1944

Auxiliaries 4 1 1942


Discussion Questions following FDR’s Speech:Directions: After students have listened to President Roosevelt’s “Day of Infamy” speech, begin a class discussion using the following questions..

1. We heard President Roosevelt describe the Japanese attack on Pearl Harbor as “a day that will live in infamy....” Infamy means disgrace, dishonor, or great wickedness. What do you think were the various emotions of Americans in the first hours and days after they heard the news of the attack?

2. How do you think young Americans your age reacted to the news of Pearl Harbor? In what ways did the coming of WWII to the United States affect students your age?

3. Most Americans who experienced the Pearl Harbor attack remember to this day where they were when they heard the


news. To them it is a shared generational moment. The same can be said of people who experienced President John Kennedy or Rev. Martin Luther King, Jr.’s assassinations. Do you think you have experienced a historical moment that you will always remember? Do you think the September 11 terrorist attacks on the United States will be such a memory?

4. What do you think were the biggest concerns of Americans following the attack on Pearl Harbor?

5. The U.S. government, seeking internal security, responded to the Japanese attack on Pearl Harbor by interning 110,000 Japanese Americans in relocation camps across the country for the duration of the war. The U.S. government recently admitted that it had violated those individuals’ civil rights and compensated those still living with $20,000 each. Do you think the United States was justified in doing this? Why or why not?http://www.nationalww2museum.org/assets/pdfs/lesson-plan16.pdf

Transcript of Speech



Acrostic Poem Instructions

An Acrostic Poem is a poem where the first letter of each line spells a word and each line gives details and helps explain the chosen word.

Your Task: Use your notes to create an acrostic poem for the term “Pearl Harbor” or “Day Of Infamy”. The Acrostic Poem should be drawn on poster board, which will be provided. The Acrostic Poem should describe events that occurred at Pearl Harbor, emotional response to Pearl Harbor, or deal with FDR’s speech. Use the examples for guidance.

Example 1:

Poems should showOriginality,Explain something from the unit, andMakeSense

Example 2:

How do we learn about the past?Investigating ancient ruins,Studying artifacts,Translating foreign languages,Observing human behavior, andReading primary sources, but we can’t time travel…Yet.

(found at http://www.mrroughton.com/assignments-new/acrostic-poem)

Teacher Notes

http://www.mrroughton.com/assignments-new/acrostic-poem

Pearl Harbor Japan attacks Pearl Harbor

o FDR was aware of Japan’s aggression in Pacifico July 1940 – FDR began limiting what Japan could buy from

the U.S.o September – ended sales of scrap iron and steelo Hoped to use threat of further trade restrictions to stop

Japan’s expansiono Year later: Japanese forces took complete control of French

Indochinao Roosevelt froze Japanese financial assets in the U.S.

Cut off all oil shipments Japan desperately needed raw material, ant this

embargo encouraged Japan to look to the lightly defended Dutch East Indies for new supplies of oil

Final Weeks of Peaceo Japanese and American diplomats negotiated, but a

militant officer took power in Japano General Tojo Hideki

Supported war against United States Became prime minister in October 1941

o Year earlier, American technicians cracked a top-secret Japanese code

Could read intercepted diplomatic messages By November 27, American military leaders knew

that Japanese aircraft carriers were on the move in the Pacific

Expected an attack, but not sure whereo Japanese fleet of 6 aircraft carriers and more than 20 other

ships were already on the moveo Target was Pearl Harbor: Naval base on the Hawaiian

island of Oahu that served as the home of the U.S. Pacific Fleet

The Attacko Shortly after 7 A.M. on December 7, American army radar

operator on Oahu noticed a large blip on his radar screeno Called headquarters to report planes were headed toward

islando Only officer on duty thought they were American and

disregarded ito Less than an hour later, more than 180 Japanese warplanes

streaked overheado Half of the pacific fleet lay at anchor, crowded into an area

less than three miles square

o Japanese planes bombed and strafed (machine-gun fire) the fleet and airfields nearby

o 9:45 – attack had endedo In less than two hours:

2,400 Americans killed 1,200 wounded 200 American warplanes damaged or destroyed 18 warships sunk or heavily damaged (8 of the 9

fleet’s battleships) Japan lost 29 planes

Declaration of Waro December 7, 1941: a date which will live in infamyo Roosevelt asked Congress the next day to declare war on

Japano Congress (within hours) passed war resolution

Pacifist Jeannette Rankin of Montana voted against ito December 11: Germany and Italy declared war on the U.S.

North Carolina Secondary Social Studies Lesson Plan #2

Subject: American History II Topic: Japanese Internment during WWIIIntern: Brittany Calloway Date: 02/18/2015Mentor Teacher: Mr. Ingram/Mrs. Britt Grade Level: 11th

NC Standard Course of Study Objective (taken directly from the NCES):AH2.H.7 Understand the impact of war on American politics, economics, society and culture.Objective - AH2.H.7.1 Explain the impact of wars on American politics since Reconstruction (e.g., spheres of influence, isolationist practices, containment policies, first and second Red Scare movements, patriotism, terrorist policies, etc.).

NCSS Theme addressed: Power, Authority, and Governance –One essential component of education for citizenship is an understanding of the historical development and contemporary forms of power, authority, and governance. Through this theme, learners become familiar with the purposes and functions of government, the scope and limits of authority, and the differences between democratic and non-democratic political systems. In schools, this theme typically appears in units and courses dealing with government, history, civics, law, politics, and other social sciences.

C3 Dimension: 4

Objective Statement (must be measurable and aligned with assessment; this is specific to THIS lesson): I can analyze a poster implemented during WWII that issued an order for all persons of Japanese ancestry to be placed in internment camps. I can evaluate film segments using social media to display my understanding of the content. I can generate answers for discussion in between film segments to further display my understanding.

Concepts/Vocabulary:ContainmentInternmentAlien

Other content area(s) to be integrated (include standards/objectives here—minimum ONE, maximum TWO):Anchor Standards for Speaking and Listening (2)

Vertical Alignment (connections with

Prior to this lesson, students will have learned about the incident at Pearl Harbor. This lesson will follow-up on that lesson and present the President’s response to that event. In order to globalize this lesson,

other SS content: civics, economics, history, etc.)

students can compare the interment of Japanese persons in America to the containment of Jews in Europe during the Holocaust. Regarding civics, students can investigate the violation of civil liberties and examine the use of Executive powers.

NCSS: This occurrence restricted civil liberties of citizens, which helps contribute to the understanding of contemporary forms of power.


Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborate with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.Presentation of Knowledge and Ideas: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

This topic correlates with horizontal alignment because students must talk to one another about their personal ideas regarding the evaluation and interpretation of the Japanese-Interment poster. They must also use the Fillmore and Twitter to express their understanding of the effects of Interment upon persons of Japanese ancestry.

Activity Description of Activities in Detail

Materials and Time


T will have the Japanese Interment Poster displayed on the Smart Board, doc cam, or handed out individually to the students. Teacher will pose the questions:

What does the poster announce?

Who printed the poster? When was it printed?

Who was the poster directed to?

Why was the poster displayed?

Students can get into small groups of three or four (or work individually) to generate responses to the questions. T will elicit responses from S for brief discussion. This should show the T where the S is in regards to Japanese Internment.

Japanese Interment Poster and Transcript of words on Poster found here: http://www.learnnc.org/lp/editions/nchist-worldwar/5851Markers for the whiteboardPaperPrinted copies of Poster transcript

10-15 minutes


T will begin lesson by reading the introduction (attached below).

T will instruct students to access any form of technology with access to Twitter (smartphone, iPad, laptop).T will instruct students who do not have a Twitter account to create one.

Introduction of Japanese InternmentTwitterTechnology (Smartphone, iPad, Laptop)

Pen/Pencil/Paper

5-10 minutes

http://www.learnnc.org/lp/editions/nchist-worldwar/5851


T will instruct students to generate responses to questions (found below and given out to students) using a tweet containing the Hashtag “#InternmentProbz”.

If S are not allowed to have a twitter or do not have access to Twitter, they can simply write their answers on a piece of paper.


T will show three segments of part four of “The Fillmore—Neighborhoods: The Hidden Cities of San Francisco”. The segments are described as:

1 0:08-0:14 The Japanese American community in the Fillmore before internment; internment and loss of property, assets, pride; survivors' desires to forget

2 0:20-0:22 Japanese Americans return to the Fillmore after World War II to find their property occupied and businesses gone

3 1:20-1:23 Japantown today; a neighborhood for Japanese American living in other places; the Day of Remembrance

In between segments, teacher will pause film and elicit responses to the questions provided.

The Fillmore Film will need to be purchased ahead of time for this activity: http://www.amazon.com/The-Fillmore-Neighborhoods-Hidden-Francisco/dp/0984136916

11 minutes total for the segments of the film5-10 minutes in between each segment for discussion

50-55 minutes

IV. Independent Practice – Working independently of the teacher (Retention and transfer)

During the film, students will be tweeting responses using “#InternmentProbz” to these questions:

Segment 1: What was life like for the people in this neighborhood prior to the war? How did the surrounding neighbors feel when the Japanese went missing? Why didn’t the Japanese resist?

Segment 2: What changes in the neighborhood occurred during the war? What options did the Japanese-Americans have once they were released?

Segment 3: What is the

TwitterInternet AccessTechnology (smartphone, iPad, laptop)

http://www.amazon.com/The-Fillmore-Neighborhoods-Hidden-Francisco/dp/0984136916



emotional atmosphere for Japanese Americans today in regards to internment? Among different age groups?

These responses will be displayed on a running live twitter feed next to the film as it plays. This will also be used to formatively assess the S.


At the end of class, students will write on an index card their answer to “Name one important thing you learned in class today.” This will be used as an exit ticket and will show the T the different things S learned from the material. It can also be used as a formative assessment.

Index CardPen, Pencil, Marker

10 minutes

Details to Consider:1. *Assessment and Plan for Evaluation of Student Learning: For this lesson, assessment is formative in three different ways. The responses to the evaluation of the Japanese Interment poster, Twitter responses (which must be 140 characters or less), class discussions, and exit tickets will all be used to display the student’s understanding of the content of the lesson. The responses to the Japanese Internment poster will mostly be a participation grade, but the T will use these responses to assess if S understand the concept of Internment. The Twitter responses and class discussion regarding the film segments will be graded upon the quality of the responses. S must use evidence from the film segments to support their answers.

2. Adaptations & Modifications: For ELL students: a transcript of the poster will be handed out.

3. Classroom management plan: At the beginning of class, desks can be arranged in small groups of three or four for the poster evaluation segment. After this activity, desks should be arranged in a horseshoe (or U) shape to prepare for the film. This allows everyone to have direct vision of the film and also allows the teacher to have good visualization of the students. If students are not participating in the Twitter activity, they will have to do an alternative assignment (write a paper on the film). If students wish to work individually on the evaluation of the poster at the beginning of class, they are permitted to do so. If students have other questions pertaining to the film segments, teacher should write them on the board to be addressed later.

4. Blooms Taxonomy: Students will analyze the film with respects to the questions outlined for each segment. They will then generate responses tailored to the questions in a condensed tweet showcasing their ability to summarize the main points. Students also evaluate a poster at the beginning of class, which displays their understanding of the meaning of Japanese Interment.


6. References: Lesson Plan Resource:

http://www.pbs.org/kqed/fillmore/classroom/internment.htmlo PBS provides good educational resources for teachers to use to create

lesson plans. This lesson plan allowed me to utilize technology in the classroom (by implementing twitter in response to the film). The lesson plan was laid out clearly and was easy to understand. It was also easy to change and make it my own.

Japanese Interment Poster: http://www.learnnc.org/lp/editions/nchist-worldwar/5851

o Having a printed copy of the Japanese Internment Poster is beneficial just in case there is no access to technology in the classroom. Learn NC is a program of the UNC School of Education and they find the most innovative and successful practices in K-12 education and make them available to teachers and students of North Carolina, and the entire world.

The Fillmore (for purchase): http://www.amazon.com/The-Fillmore-Neighborhoods-Hidden-Francisco/dp/0984136916

o This was from the Peabody and Emmy Award-winning PBS series Neighborhoods: The Hidden Cities of San Francisco. Rick Butler directed the documentary. This is needed to accompany the Japanese Internment Lesson Plan.





http://www.pbs.org/kqed/fillmore/classroom/internment.html

Introduction to be read before showing The Fillmore:

“As a result of war hysteria and paranoia throughout the U.S. following the Japanese attack on Pearl Harbor, Roosevelt signed Executive Order 9066 on February 19, 1942. This executive action (an action taken by the President without an act of Congress) resulted in the internment of Japanese emigrants and American citizens of Japanese heritage in huge detention centers scattered throughout the western U.S. In March, 1942, the War Relocation Authority was established to administer the evacuation and internment. General John L. DeWitt, in charge of the Western Defense Command, ordered the mass evacuation, and the U.S. Congress passed Public Law 77-503, allowing for fines and imprisonment of those who disobeyed the evacuation orders. Shocked and angered by this act, the Japanese-Americans were unaware they would be confined, in some cases, for nearly four years.

Evacuees were each allowed to bring only one duffel bag and two suitcases; all other possessions were to be sold or stored. The Farm Security Administration was charged with overseeing all agricultural produce and farmland owned by Japanese-Americans to be sold at a fair price; however, businesses, homes, cars, and other items were sold quickly, and ruthless profiteers took advantage of the chaotic situation.

Ten relocation centers were established, mostly in isolated and remote parts of the western United States: Manzanar, California; Poston, Arizona; and, Topaz, Utah, were some of the largest. These camps were surrounded by barbed wire, as well as guard towers and armed soldiers. The structures in the camps were erected hastily; in several locations, animal stables were converted into apartments.

In July, 1942, the Selective Service assigned a 4-C (enemy alien) draft classification to Japanese-Americans. This enraged many Japanese-Americans, who interpreted it as further questioning of their loyalty to the United States. Six months later, however, Secretary of War Henry L. Stimson formed a special combat team of Japanese-American volunteers to serve in the European theater. These volunteers were to become the 100th Infantry Battalion and the 442nd Regimental Combat Team, the most decorated units of the war with the highest casualty rates.

By August, 1942, over 100,000 people had been forcibly interned in the camps, 70,000 of whom were American citizens. Not one case of treason or subversion was ever proven in one of domestic America’s darkest hours.

It was not until 1990 that the Japanese-Americans who suffered this great injustice were to be given a formal apology from the United States government and compensation for these acts.”

Questions for Film Segment: Segment 1: What was life like for the people in this neighborhood

prior to the war? How did the surrounding neighbors feel when the Japanese went missing? Why didn’t the Japanese resist?

Segment 2: What changes in the neighborhood occurred during the war? What options did the Japanese-Americans have once they were released?

Segment 3: What is the emotional atmosphere for Japanese Americans today in regards to internment? Among different age groups?

Teacher NotesJapanese Internment

Japanese Americanso Suffered official discrimination during the waro Late 1941 – tiny minority in the United States (127,000

= .1% of entire population)o Most lived on West Coasto 2/3 of Japanese Americans had been born in the U.S.

Still had hostility from white neighbors o After Japan attacked Pearl Harbor, hostility turned into

hatred and hysteriao Press increased people’s fears with inaccurate reports and

had Americans believing Japanese spies were everywhere Japanese Internment

o Government decided to remove all “aliens” from West Coast

o February 19, 1942 President Roosevelt signed Executive Order 9066

authorizing the Secretary of War to establish military zones on the West Coast and remove “any or all persons” from such zones

Officials told foreign-born Italians and Germans to move away from the coast, but within a few months, those orders were canceled

o Government set up War Relocation Authority to move out everyone of Japanese ancestry – about 110,000 people, both citizens and non-citizens

Interned, or confined, in camps in remote areas far from the coast

o Relocation happened so fast that Japanese Americans had little time to secure their property before they left

Many lost their businesses, farms, homes, and other valuable assets

They had no idea where they going when they boarded buses and trains for the camps

o All camps were located in desolate areaso Families lived in wooden barracks covered with tar paper,

in rooms equipped only with cots, blankets, and a light bulb

People had to share toilet, bathing, and dining facilities

Barbed wire surrounded the camps, and armed guards patrolled the grounds

Similar to Concentration camps Legal Challenges

o Some challenged interment policy in courtso Four cases reached Supreme Courto Korematsu v. United States (1944)

Ruled education policy was not based on race California resident – Fred Toyosaburo Korematsu, a

defense-plant worker, was arrested for refusing to report to a relocation center

He appealed saying that his civil rights had been violated

Majority opinion said “military urgency of the situation demanded that all citizens of Japanese ancestry be segregated from the West Coast temporarily”

Dissenting opinion = policy was obvious racial discrimination

o Early in 1945, Japanese were allowed to leave the campso Some returned home and resumed their lives, others had

lost nearly everythingo Many Americans, over time, believed internment to be a

great injusticeo 1988 – Congress passed a law awarding each surviving

Japanese American internee a tax-free payment of $20,000o More than 40 years after the event, the U.S. government

officially apologized Japanese Americans in the War

o Military refused to accept Japanese-Americans into armed forces until early 1943

o More than 17,000 fought in the U.S. armed serviceso Nisei – citizens born in U.S. to Japanese immigrant parentso Some volunteered while in internment campso Many all-Nisei units won recognition for courage in Europe

Soldiers of all-Japanese 442nd Regimental Combat Team won more medals for bravery than any other unit in U.S. history

North Carolina Secondary Social Studies Lesson Plan #3Subject: American History II Topic: War in Europe and the PacificIntern: Brittany Calloway Date: 03/11/2016Mentor Teacher: Mrs. Britt/Mr. Ingram Grade Level: 11th Grade

NC Standard Course of Study Objective (taken directly from the NCES):Essential Standard: AH2.H.6 Understand how and why the role of the United States in the world has changed over time.Clarifying Objective: AH2.H.6.2 Explain the reasons for United States involvement in global wars and the influence each involvement had on international affairs (e.g., Spanish-American War, WWI, WWII, Cold War, Korea, Vietnam, Gulf War, Iraqi War, etc.).

NCSS Theme addressed: Global Connections: The realities of global interdependence require an understanding of the increasingly important and diverse global connections among world societies. This theme prepares students to study issues arising from globalization. It typically appears in units or courses dealing with geography, culture, economics, history, political science, government, and technology.

C3 Dimension: 1

Objective Statement (must be measurable and aligned with assessment; this is specific to THIS lesson): I can display my comprehension of encouragement for the U.S. to get involved in the war by analyzing the cartoon displayed at the beginning of class. I can conduct historical research assigned to my group by the teacher and identify “who, what, when, where, and why” in regards to the two battles/events assigned to my group and apply them to a poster board clearly and in an organized manner. I can express the information laid out on my group’s poster boards to the rest of the class, so that the other students are capable of comprehending the importance of the two battles I was responsible for teaching about. I can also take notes on the graphic organizers provided to me by the teacher while other groups are presenting to display my understanding of the other ten battles of WWII.

Concepts/Vocabulary:ConflictBattle of the AtlanticNorth Africa Campaign/Battle of El AlameinThe Invasion of ItalyBattle of StalingradD-DayThe Battle of the BulgeBattle of the Coral SeaBattle of MidwayBattle of GuadalcanalBattle of Leyte Gulf

Battle of Iwo JimaBattle of Okinawa

Other content area(s) to be integrated (include standards/objectives here—minimum ONE, maximum TWO):Anchor Standards for Writing (1)Anchor Standards for Speaking and Listening (1)


This will be the third lesson in the unit. S will have learned about Pearl Harbor and Japanese Internment prior to this lesson. S learning about Pearl Harbor will provide them with the knowledge of why the United States entered the war, and will help them to comprehend their involvement in the battles they will be researching. The lesson following this one will be on The Holocaust. This will show the S what is happening socially and politically in Europe, and it will further globalize the unit. Following the Holocaust lesson will be a lesson on the Atomic Bomb, which will wrap up WWII. This topic vertically aligns with geography because students will have to locate where the battles took place.

NCSS: This lesson focuses on numerous battles during WWII happening all around the world. This helps globalize the unit and displays the global connections the United States had with other countries during WWII.


Anchor Standards for WritingText Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selections, organization, and analysis of content.

Anchor Standards for Speaking and ListeningMake strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

This topic correlates with horizontal alignment because students must engage in research and convey their research in a clear and organized manner. Following completion of their activity, they must present their information to the rest of the class and how well their material is expressed, organized, and presented will determine what the other S learn about the various battles.



When students enter the classroom, there will be a political cartoon displayed on the projector screen/smartboard. If neither of those are available, then an individual copy will be laid out on each student’s desk.

Smartboard/Projector(if neither available, individual copies of political cartoon

(https://apus-b.wikispaces.com/WWII-political+cartoons)Students are to examine the political cartoon for a few minutes, and then the T will ask the S:

What do you see in the cartoon? Who is represented? What is the tone? What is the overall message of the

cartoon?

After analysis of the cartoon is complete, S should have an understanding of the threat of Nazi Germany and the fear that they would not be able to be stopped. The S should acknowledge how this cartoon promotes U.S. involvement in the war.

T will also provide the students with a list of the Allied and Axis powers to avoid any confusion during their research.

provided)

Political Cartoon: https://apus-b.wikispaces.com/WWII-political+cartoons

Allied/Axis Powers Sheet

5-7 minutes


The T will not lecture for this lesson. This is a student-driven lesson. The T will present the S with a task they are to complete by conducting research on assigned battles. There are twelve battles during WWII that will be researched: Battle of the Atlantic, North Africa Campaign/Battle of El Alamein, The Invasion of Italy, Battle of Stalingrad, D-Day, The Battle of the Bulge, Battle of the Coral Sea, Battle of Midway, Battle of Guadalcanal, Battle of Leyte Gulf, Battle of Iwo Jima,Battle of OkinawaStudents will be split into 6 groups (in groups of either 4 or 5 depending on how large the class is). Each group will be assigned two battles. Students are to conduct research using sources provided by the T (either www.loc.gov/ or www.britannica.com). If the S finds another resource they would like to use, they must ask the T first. They will then use the instructions handed out by the T (attached below) to complete their assignment. The poster boards will be displayed throughout the room after class is over.

S can use their personal devices (phone/laptop/tablet) to conduct research. If there are not enough available for every group, then the T will set aside library time to conduct research.

T will inform S after everyone gets done with

Electronic Device with Internet Access (phone/laptop/tablet)

Library AccessPrinter Access (if S want to print pictures)

Colored pencils, Markers, Crayons (if students want to draw pictures)

Scissors, GlueTwelve pieces of Posterboard

Activity handouts

Twelve graphic organizers per student

Teacher input: 5-10 minutes

http://www.britannica.com/

http://www.loc.gov/

https://apus-b.wikispaces.com/WWII-political+cartoons





their posters, each group will stand at the front of the class and present their posters on their assigned battles. S who are not presenting and are listening will have a graphic organizer to fill out for each battle that they were not assigned (attached below). S are to fill out graphic organizers for their assigned battles as they complete their poster boards. Graphic organizers will be used as exit tickets.


Upon explanation of the activity, the T will ask the S if they have any questions about the activity. While S are conducting research, the T will be walking around and monitoring the group’s activities on the internet. T will make sure S are staying on task during this time. This is the opportune time for S to ask T any questions they have about their research or assignment.



25-30 minutesIV. Independent Practice – Working independently of the teacher (Retention and transfer)

S will remain in their groups following completion of research. They will receive two poster boards, one for each assigned battle. They are to complete the instructions laid out in the handout for the “Annotated Illustration” assignment for each poster board/each battle. Upon completion of both posters, S are to fill out a graphic organizer for each of their battles so they will have a complete set.

When all S are done, groups will present their information on their assigned battles/events in front of the class. While groups are presenting, other S are to fill out graphic organizers for the battles/events that are being presented.



Colored pencils, Markers, Crayons (if students want to draw pictures)

Scissors, GlueTwelve pieces of Posterboard

Activity handouts


40-45 minutesV. Student-generated Closure

The graphic organizers S fill out will be stapled together or put together with a paper clip and turned in as a set. They will be returned to the S within the next couple of days. The projects will be graded based upon the rubric attached


Stapler or Paper

below.

S will fill out an exit ticket on a separate piece of paper answering these two questions:

1. What was the most significant battle in the war in Europe? Why?

2. What was the most significant battle in the war in the pacific? Why?

Clips

Scrap PaperPen/Pencil

Details to Consider:1. *Assessment and Plan for Evaluation of Student Learning: Student progress will be assessed by how they conduct research, their poster boards, and their graphic organizers. All of these aspects will be used as formative assessments. The Graphic Organizers (also used as an exit ticket) will display their comprehension of the material presented by their classmates and it will also show which groups conveyed their information in the clearest and most organized manner. The projects/presentations will be evaluated using the rubric attached below.

2. Adaptations & Modifications: The Annotated Illustration activity allows students to print or draw pictures representing their battle/event. This allows the more artistic students to showcase their talents. Also, this lesson is student-driven so all students are responsible for their own learning, which allows them to use their personal styles to learn.

3. Classroom management plan: At the beginning of class, desks will be arranged facing the front of the classroom with the political cartoon displayed at the front. During research, S will be in their groups either in the classroom or in the library. The T will be walking around to monitor what the S are doing during this time. Upon completion of research, S will begin on their poster boards. T will be observing the class, making sure the S are staying on topic and completing their activity.

4. Blooms Taxonomy: Students will display their understanding by applying their research to their poster boards created for their assigned battles/events. Students will also identify important aspects of other S presentations by evaluating the information conveyed and fill in their graphic organizers for exit tickets.


6. References: *Annotated Illustration Activity: http://www.mrroughton.com/assignments-new/annotated-illustration

Mr. Roughton’s CYOA (create your own assignment) page is useful because it allows teachers to take activities and correlate them with whatever lesson plan they are using. I liked this Annotated Illustration Activity because it allowed creativity from the students.

Graphic Organizer: Created by Brittany Calloway

http://www.mrroughton.com/assignments-new/annotated-illustration

*The Annotated Illustration Activity was altered to fit specifically for this lesson planPolitical Cartoon: https://apus-b.wikispaces.com/WWII-political+cartoons

The political cartoon is useful because it engages the students right as they walk in the door. It also provides them with a better understanding of Hitler’s influence (and Nazi Germany’s influence) on the rest of the world.

*Analysis of Political Cartoon idea borrowed from “Ways to Begin Class” on ASULearn site

The “ways to begin class” PDF that was provided by Dr. Bellows is super helpful for beginning class. It provides ways for the T to get the S focused and ready to learn. A lot of the ideas on the list are fun and gets the students thinking about the topic they are about to learn.

Information for Allied vs. Axis Chart: http://www.nww2m.com/2011/12/allies-and-axis-whos-who-in-wwii/

The National WWII Museum displays America’s experience in the Second Great War. They are very knowledgeable about every aspect of WWII and I found this link useful in making my Allied and Axis Powers chart to give to my students when talking about battles in Europe and the pacific.

http://www.nww2m.com/2011/12/allies-and-axis-whos-who-in-wwii/

http://www.nww2m.com/2011/12/allies-and-axis-whos-who-in-wwii/


Main Allied Powers Main Axis Powers

United States

Leader: Franklin D. Roosevelt

Germany

Leader: Adolf HitlerGreat Britain

Leader: Winston Churchill

Japan

Leader: Emperor HirohitoChina Italy

Leader: Benito MussoliniSoviet Union

Leader: Joseph Stalin

Annotated IllustrationYour task: Draw/print a picture of your assigned battle/event. Annotate this with who was involved in the battle/event, what happened during the battle/event, when the battle/event occurred, where the battle/event occurred, and why the battle/event was significant.

Instructions:1. Conduct research on your assigned battle using these two sources:

www.loc.gov/ or www.britannica.com/.2. Draw/print a picture, in color, of your battle/event. 3. Neatly write a title identifying the battle/event.4. Complete all information requested in the “Your Task” section above.5. You must also include a map of where your battle/event took place.

Annotated IllustrationYour task: Draw/print a picture of your assigned battle/event. Annotate this with who was involved in the battle/event, what happened during the battle/event, when the battle/event occurred, where the battle/event occurred, and why the battle/event was significant.

Instructions:1. Conduct research on your assigned battle using these two sources:

www.loc.gov/ or www.britannica.com/.2. Draw/print a picture, in color, of your battle/event. 3. Neatly write a title identifying the battle/event.4. Complete all information requested in the “Your Task” section above.5. You must also include a map of where your battle/event took place.


http://www.loc.gov/


http://www.loc.gov/

War in the Europe and the Pacific Project Rubric

CATEGORY Excellent Good Fair Poor Total Points:

Content

Covers topic in-depth with details and examples. Subject knowledge is excellent.

(25-30 points)

Includes essential knowledge about the topic. Subject knowledge appears to be good.(15-25 points)

Includes essential information about the topic but there are several factual errors.

(5-15 points)

Content is minimal OR there are many factual errors.

(0-5 points)

Followed Instructions

Student followed all of the instructions listed.

(15-20 points)

Student followed most of the instructions listed.

(10-15 points)

Student followed some of the instructions listed.

(5-10 points)

Student followed very few or none of the instructions listed.

(0-5 points)

OrganizationContent is well organized using headings to group related material.

(11-15 points)

Uses headings to organize, but the overall organization of topics appears flawed.(7-11 points)

Content is logically organized for the most part.

(3-7 points)

There was no clear or logical organizational structure, just lots of facts.

(0-3 points)

Presentation

All members of the group contributed equally and the presentation flowed smoothly.

(20-25 points)

Most of the group members contributed more than others, and the presentation had few errors.

(15-20 points)

Some of the group members contributed, while others remained quiet. The presentation lacked flow and clarity.

(10-15 points)

Only one of the group members seems to have contributed. The presentation was very disorganized and hard to follow.

(0-10 points)

Pictures/Graphics

All parts of the project have pictures/graphics present

(10 points)

Most parts have a picture/graphic present

(8 points)

Some parts have a picture/graphic present

(5 points)

Very few or zero pictures/graphics are included

(0 points)

Project Grade = _________/100

Comments:

Teacher NotesWar in Europe and the Pacific

The Battle of the Atlantico At sea, Britain and the United States desperately struggled to control

Atlantic trade routes vital to British survival. Britain relied on:

Shipments of food and supplies from the United States and from its territories overseas

o Allied merchant ships crossed the Atlantic German U-boats/Submarines sailed out from ports in France to

attacko To protect themselves, Allied ships formed convoys led by American and

British warshipso Wolf packs = groups of as many as twenty U-boats

Carried out coordinated nighttime attacks on the convoyso After U.S. entered war, U-boats begin attacking merchant ships within

sight of American coasto Allied warships used underwater sound equipment called sonar to locate

and attack U-boats Wolf packs still had success even against this equipment

In Atlantic = sank 175 ships in June 1942 aloneo Allied convoys later developed better defensive strategies, including the

use of long-range sub-hunting aircraft U-boat success rate plummeted

The North Africa Campaigno Starting in August 1940, a British army had successfully battled Italian

troops in the Egyptian and Libyan deserts of North Africao In February 1941, Hitler sent General Erwin Rommel and a German

division to reinforce the Italians Rommel, who earned the nickname “Desert Fox” for his shrewd

tactics, won several battleso Germans pushed deep into British-controlled Egypt and threatened the

Middle Easto Rommel’s offensive failed, however, in November 1942, when the British

under General Bernard Montgomery won a decisive victory at El Alamein German army retreated West

o Days later, Allied troops landed in the French territories of Morocco and Algeria on the northwest coast of North Africa

This largely American force, under command of American General Dwight D. Eisenhower, quickly pushed eastward

British troops chased Rommel westward from Egypt In response, Hitler sent some 20,000 combat troops across the

Mediterranean Sea from Italy to reinforce Rommel’s army in Tunisia

In Tunisia, in February 1943, the inexperienced Americans suffered a major defeat of the war while trying to defend the Kasserine Pass

Learned from their defeat, and by early May 1943, Allied armies had the Axis forces in North Africa trapped

Despite Hitler’s instructions to fight to the death, about 240,000 Germans and Italians surrendered

o Churchill and Roosevelt met in January 1943 at Casablanca, Morocco Here, they mapped out their strategy for the rest of the war

Decided to maintain the approach of dealing with Europe first

Continue to concentrate Allied resources on Europe before trying to win the war in the Pacific

They also agreed to accept nothing less than the unconditional surrender of Italy, Germany, and Japan

Invasion of Italyo Control of North Africa freed the allies to make the next move toward

retaking Europeo They decided to target Italy, which lay North, across the Mediterranean.o July 1943: the U.S. Seventh Army, under General George S. Patton,

invaded the large island of Sicily with British forceso With Italian mainland in jeopardy, Italians lost faith in Mussolini’s

leadershipo An official Fascist council voted to remove him from office, and King

Victor Emmanuel III had him arrestedo The Fascist Party promptly disbanded, but the Germans freed Mussolini

and evacuated him to northern Italyo September 1943: Allied troops threatened to overrun the South and take

Rome Italy’s new government surrendered

o October 13: government declared war on Germanyo German army in Italy, however, continued to resist, blocking roads and

destroying bridges as it retreated northward through the mountainous Italian peninsula

o Germans set up Mussolini as the puppet ruler of a fascist Italian state in northern Italy

o By November: the Allied advance had stalled in the face of a stiff German defense

o Town of Cassino = key to German defensive line Stood between Allies and Rome

o January 1944: Allies made a surprise move Landed an American army unit behind German lines on the beach

at Anzio, just 35 miles South of Rome American commander took too long to organize his forces

German force blocked off the beach in time to trap Allied troops

For next 4 months, Germans fiercely attacked the trapped soldiers

Before Americans finally broke through German defenses in May 1944, tens of thousands of American soldiers had been killed or wounded

o Allies attacked Cassino and succeeded in breaking through German line Joining with the forces from Anzio, the Allied army quickly

captured Rome Faced more months of heavy fighting, however, before the

Germans in northern Italy finally surrendered in April 1945 Mussolini was shot and killed by Italians as he tried to flee across

northern Italian border (in same month) The Battle of Stalingrad

o Cold Russian winter stopped Germany’s advance in October, and the Soviets regained some of their lost territory

o Next summer = new German offensive aimed at oil fields to the southeast.o Red Army decided to make its stand at Stalingrad, a major rail and

industrial center on the Volga Rivero Mid-September 1942: Germans began a campaign of firebombing and

shelling that lasted more than two monthso Soviet fighters took up positions in the charred rubble that remained of

Stalingrado They engaged the advancing German troops in bitter house-to-house

combat, but lost most of the cityo In mid-November, Soviet forces took advantage of the harsh winter

weather and launched a fierce counterattack Hitler had ruled out a retreat, so the German army was soon

surrounded in the ruined city with few supplies and no hope of escape

Late January = Red Army launched a final assault on freezing enemy

January 31, 1943 = more than 90,000 surviving Germans surrendered

Germany lost some 330,000 troops at Stalingrad Soviet losses unknown; estimates range as high as

1,100,000o Turning Point of the War in the East!

Germany’s seemingly unstoppable offensive was over After victory, Soviet forces began a long struggle to regain the

territory lost to the Germans As Red Army slowly forced the German invaders back, Stalin

continued to push for the long-promised Soviet invasion of Western Europe

D-Day

o Shortly after midnight on June 6, 1944, some 4,600 invasion craft and warships slipped out of their harbors in southern England

o As ships crossed the English Channel, about 1,000 RAF bombers pounded German defenses at Normandy

At same time, 23,000 airborne British and American soldiers, in a daring nighttime maneuver, parachuted behind enemy lines

o At dawn (known as D-Day), the day the invasion of Western Europe began, Allied warships in the channel began a massive shelling of the coast

o Some 1,000 American planes continued the RAF’s air bombardmento 150,000 Allied troops and their equipment began to come ashore along 60

miles of the Normandy coast in the largest landing by sea in historyo Hitler’s generals advised Hitler to launch a quick counterattack, but Hitler

hesitatedo Due to a complex Allied deception, Hitler feared a second, larger invasion

at the narrowest part of the English Channel near Calaiso Limited German force at Normandy resisted fiercelyo At Omaha Beach, the code name for one landing site, the Allies suffered

some 2,000 casualtieso In spite of heavy casualties of D-Day, within a week a half million men

had come ashoreo By late July, the Allied force in France numbered some two million troopso Another name for D-Day = Operation Overlord

The Battle of the Bulgeo Nazis fought desperately to defend their conquestso To the North, Allied attack on the Netherlands faltered at the Rhine Rivero Hitler reinforced the army with thousands of additional draftees (some as

young as 15)o Mid-December 1944: Germany launched a counterattack in Belgium and

Luxembourg This attack smashed into the U.S. First Army and pushed it back,

forming a bulge in the Allied line (how the battle got its name)o Many small units, cut off from the rest of the American army, fought

gallantly against overwhelming oddso Eisenhower (from his headquarters near Paris) ordered more troops to the

sceneo General Patton rapidly moved his U.S. Third Army North to help stop the

German advanceo In a few weeks, the First and Third armies, under overall direction of

General Omar N. Bradley, knocked the Germans back and restarted the Allied drive into Germany

o Battle of the Bulge was the largest battle in Western Europe during WWII, and the largest battle ever fought by the United States Army

Involved 600,000 GIs (80,000 were killed, wounded, or captured) German losses totaled about 100,000

After this battle, most Nazi leaders acknowledged the war was lost Battle of the Coral Sea

o May 1942: largely American naval group engaged a superior Japanese fleet in the Coral Sea, northeast of Australia

o Aircraft launched from aircraft carriers bombed and strafed enemy ships more than 70 miles away

o Five-day battle cost both sides more than half their planeso Japanese destroyed the Lexington and badly damaged the Yorktown,

another carriero One Japanese carrier sank, another lost most of its planes, and a third was

put out of action.o Battle was ultimately a drawo This kept Japan from invading Australia

Battle of Midwayo Japanese Admiral Yamamoto Isoroku (mastermind of Pear Harbor attack)

hoped to destroy what remained of the U.S. Pacific fleet by luring it into battle near Midway Island

1,100 miles northwest of Hawaii Committed large part of Japan’s navy to his planned invasion of

Midway Yamamoto believed (and he was right) American Admiral Chester

Nimitz would use all his resources to protect the island so vital to the defense of Hawaii

o Battle began on June 4, 1942 Japanese bombers attacked the island Simultaneous, unsuccessful American strike on the Japanese fleet Just like Battle of the Coral Sea, this battle was fought entirely

from the air At first, American planes based on Midway’s airfields tried to fend

off the Japanese carrier-based bombers American carriers intervened Their war planes surprised Japan’s carriers at a vulnerable time as

the Japanese were refueling planes and loading them with bombs Aboard targeted Japanese ships, fuel hoses caught fire and bombs

stacked on the decks exploded Americans swiftly sank three of the four heavy Japanese carriers

and finished off the fourth, the Hiryu, the next day Before the Hiryu’s destruction, planes from that carrier had

managed to disable the Yorktown, which was later sunk by a Japanese submarine

Other two American Carriers, the Enterprise and the Hornet, emerged undamaged

o The sinking of four Japanese carriers, combined with the loss of 250 planes and most of Japan’s skilled naval pilots, was a devastating blow to the Japanese navy

o American victory was owed much to Commander Joseph Rochefort

He broke the Japanese code JN-25 in time to learn crucial information before the attack began

o After this battle, Japan was unable to launch any more offensive operations in the Pacific

Battle of Guadalcanalo Victory at Midway allowed Allies to take offensive in the Pacifico First goal: capture Guadalcanal in the Solomon Islands, where the

Japanese were building an airfield to threaten nearby Allied bases and lines of communication with Australia

o When more than 11,000 marines landed on the Island in August 1942, the 2,200 Japanese who were defending the island fled into the jungle

o This battle provided the Marines with their first taste of jungle warfare Slogged through swamps, crossed rivers, and hacked through

tangles of vines in search of the enemy Marines made easy targets for Japanese snipers hidden in the thick

underbrush or in the tops of palm treeso Both sides landed thousands of reinforcements in five months of fightingo After several fierce naval battles, the American navy too control of the

waters around the island in November, limiting Japanese troop landingso Japan’s outnumbered forces finally slipped off the island in February 1943o Allies had conquered their first piece of Japanese-held territory; now

they made plans for rolling back Japan’s other conquests Battle of Leyte Gulf

o Greatest naval battle in world history (1944)o Occurred off the coast of the Philippine Islandso More than 280 warships took part in this three-day battleo Japanese high command directed nearly every warship still afloat to attack

the U.S. Navyo First battle in which Japanese kamikazes, or suicide planes, were used

Kamikaze pilots loaded their aircraft with bombs and then deliberately crashed them into enemy ships to inflict maximum damage

American forces still destroyed the Japanese navy and emerged victorious

o Japanese land forces in the Philippines still continued to resisto American troops needed two months to liberate Leyteo Some 80,000 Japanese defenders were killed and fewer than 1,000

Japanese surrenderedo Not until June 1945 did the Allies control the Philippines

Battle of Iwo Jimao Mid-February 1945 – less than 700 miles from Japano Marines stormed the beaches – encountered furious resistance from

Japaneseo After 3 days of combat, Americans had only made it about 700 yards

inland

o 110,000 troops took part in campaign; opposed by fewer than 25,000 Japanese

Marines still needed almost a month to secure the island Only 216 Japanese taken prisoner

o American forces suffered an estimated 25,000 casualtieso United States awarded 27 Medals of Honor for actions on Iwo Jima, more

than in any other single operation of the waro Admiral Nimitz described the island as a place in which “uncommon valor

was a common virtue”o A photo of servicemen raising the U.S. flag on Mt. Surabachi came to

symbolize the struggles and sacrifices of American troops during WWII Battle of Okinawa

o Fought from April to June 1945o Equally bloody as Iwo Jimao Little more than 350 miles from Japan (historically Japanese soil)o Last obstacle to Allied invasion of Japanese home islandso Many of the island’s 100,000 defenders had pledged to fight to the deatho Allies gathered 1,300 warships and more than 180,000 combat troops to

drive enemy from Okinawa in an effort second only to Normandy invasion in size

o Japanese pilots flew nearly 2,000 Kamikaze attacks against this fleeto As American soldiers stormed ashore, defenders made equally desperate

banzai charges – attacks in which the soldiers tried to kill as many of the enemy as possible until they themselves were killed

o In June, when Japanese resistance finally ended, only 7,200 defenders remained to surrender

o 50,000 casualties made Battle of Okinawa the costliest engagement of the Pacific War; Allies now had clear path to Japan

North Carolina Secondary Social Studies Lesson Plan #4

Subject: American History II Topic: The HolocaustIntern: Brittany Calloway Date: 03/11/2016Mentor Teacher: Mrs. Britt/Mr. Ingram Grade Level: 11th Grade

NC Standard Course of Study Objective (taken directly from the NCES):AH2.H.6 Understand how and why the role of the United States in the world has changed over time.AH2.H.6.2 Explain the reasons for the United States involvement in global wars and the influence each involvement had on international affairs (e.g., Spanish-American War, WWI, WWII, Cold War, Korea, Vietnam, Gulf War, Iraqi War, etc.).

NCSS Theme addressed: Individuals, Groups, and Institutions: Institutions such as families and civic, educational, governmental, and religious organizations, exert a major influence on people’s lives. This theme allows students to understand how institutions are formed, maintained, and changed, and to examine their influence. In schools, this theme typically appears in units and courses dealing with sociology, anthropology, psychology, political science, and history.

C3 Dimension: 2

Objective Statement (must be measurable and aligned with assessment; this is specific to THIS lesson): I will use critical thinking skills to generate a definition for the word “genocide” at the beginning of class. Then, I will conduct research to identify synonyms for the word “holocaust” and evaluate my personal emotions in regards to the Holocaust. I will pay close attention to the teacher’s Prezi and identify the main points by completing my graphic organizer that deals with ways Jews were persecuted. This will help display my comprehension of the content. I will make logical inferences from the biography of the child that is assigned to me and then I will apply that knowledge (and prior knowledge) to compose two diary entries from my character’s point of view. This will show my understanding of the material. Also, my exit ticket will serve as a self-assessment on whether I learned something I had not known before and if my emotional response was changed in any way.

Concepts/Vocabulary:GenocideAnti-SemitismHolocaustConcentration CampKristallnachtWarsaw GhettoDeath camp

Other content area(s) to be integrated (include standards/objectives here—minimum ONE, maximum TWO):

Anchor Standards for Reading (1)Anchor Standards for Writing (1)


Prior to this lesson, students will have learned about Pearl Harbor, Japanese Interment, and War in Europe and the Pacific. Students will also have evaluated a political cartoon about Hitler’s powerful Nazi influence. Following this lesson, students will learn about the Atomic Bomb and the end of WWII. This lesson vertically aligns with history and students can relate it to Japanese Interment because the Japanese (like the Jewish) were singled out and placed in camps. The treatment was significantly different, but they were still isolated due to their race. Also, S can tie it to civics and the rights guaranteed to Americans by the Bill of Rights. They can see how Jewish people were not guaranteed any rights during the Holocaust.

NCSS: The Nazi Party (a governmental group) exerted an extreme amount of influence on other group’s lives during WWII (especially Jewish lives). This will show S how influential and dominating the Nazi Regime was during the Holocaust.


Anchor Standards for ReadingRead closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Anchor Standards for WritingProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

This topic correlates with horizontal alignment because S must read biographies of children of the Holocaust and then take their comprehension of that material and put it into context in a diary entry they write as if they were a victim of the Holocaust. They have to cite textual evidence and use terms from the lesson in their entries. The S must have well-developed, organized, and clear entries that demonstrate their understanding of the Holocaust.



When students walk in, the word “Genocide” will be written on the board. S will be instructed to get out their journals and write what they think that word means. Following completion, T will ask S to suggest their definitions out loud and the class will come up with a definition together based on similarities in answers.

Then, S will be allowed to get out their phones or laptops and search the definition of Holocaust. They are to jot down synonyms for that word. If a S does not have access, they can work with a partner who does. When they are finished, T will write down synonyms the students find on the board. Then, as a class, we will talk about what emotions arise when hearing the word

White BoardMarkers for Board

Pencil/PaperSocial Studies Journal

Smartphone/Laptop/Tablet

10 minutes

“Holocaust”.


The teacher will use Prezi located here:http://prezi.com/gdkm1icbjjq6/?utm_campaign=share&utm_medium=copyStudents will follow along, while taking notes on a Graphic Organizer (attached below) provided by the T. In the middle bubble of the graphic organizer, S are to write “Persecution of Jews” and the S are to fill in the blank bubbles surrounding that with examples of German persecution of Jews.

Computer/ProjectorSmart Board

Graphic Organizer for each student

Pen/Pencil to write with (S)

20 minutesIII. Guided Practice (Elicit performance, provide assessment and feedback)

T will explain activity S will be doing. T explains to S that the will individually write a diary entry in character of a child that was a victim of the Holocaust. S are to pick a child from the list provided on http://www.graceproducts.com/fmnc/main.htm and using the information from their biography as well as their notes from the Prezi, the S are to compose two diary entries of what a day in the life of that child would have been like during the Holocaust and what it was like before they entered the death camp. They are to use vocabulary terms from the Prezi. If both entries are not completed by end of class, they are to finish them for homework. It may be best to individually assign S a child, so that no two S pick the same child from the list on http://www.graceproducts.com/fmnc/main.htm. S need access to the Internet through a smartphone/tablet/laptop for this exercise. If the S do not have this access, the T will need to reserve library time. This will allow the T to see if the S have any questions about the Prezi material before they begin their diary entries. T can review Prezi at this time if needed.

Internet AccessSmartphone/Tablet/Laptop

Or Library Access

10 minutes


S will compose two diary entries as their assigned child from http://www.graceproducts.com/fmnc/main.htm. The first diary entry is to be about their life before they were taken to the death camp or murdered. They are to use terms from the Prezi and their notes to compose this entry. The second entry is to be about their experience in a death camp (or ghetto if they never made it to a death camp). They are to make logical inferences from the child’s biography in order to compose a clear and organized diary entry. They can write these on notebook paper or type them and share them with the T in a Google Doc.

Pencil/PaperInternet Access

30 minutes


S who finish their diary entries are welcome to share them out loud with the class. S are to complete an exit ticket at the end of class before they leave. They can choose one of the two options for the exit ticket:

1. What is something new you learned today that

Pencil/Paper

20 minutes

http://www.graceproducts.com/fmnc/main.htm



http://prezi.com/gdkm1icbjjq6/?utm_campaign=share&utm_medium=copy

http://prezi.com/gdkm1icbjjq6/?utm_campaign=share&utm_medium=copy

you did not know prior to this lesson?2. What emotions did today’s lesson trigger for you?

Details to Consider:1. *Assessment and Plan for Evaluation of Student Learning: The S diary entries will be used as formative assessment. The S use of terms and vocabulary from the Prezi and their incorporation of material from the children’s biographies will show the T if they comprehend the material from the lesson. Also, they have to conduct research and make logical inferences from the biographies before they can create their diary entries. The exit ticket also serves as a formative assessment because it shows the T if they grasped any of the concepts and also if it affected them on a psychological level. The opening activities (genocide and holocaust) will give the T a sense of where the S minds are in regards to the topic about to be presented.

2. Adaptations & Modifications: S who are more English or Literature minded will appreciate this lesson because they have the opportunity to express themselves through written words. Also, the graphic organizer will help them to arrange the important aspects of the lecture.

3. Classroom management plan: S will be in their desks facing the front of the room for the majority of the class. While reading their assigned child’s biography, the T will be walking around and monitoring the S behavior. This will help the T to make sure the S are staying on task and not venturing off to other sites.

4. Blooms Taxonomy: The S are to organize their notes from the Prezi into a graphic organizer (provided). Then, the S must research information and infer what a child’s life would have been like during the Holocaust based upon that information. The S must apply what they have learned to create two diary entries as a child during the Holocaust. This will show understanding and comprehension of the material from the leson.


6. References: Lesson Plan Reference: http://www.educationworld.com/a_lesson/00-2/lp2015.shtml

This lesson plan was actually created for grades 3-5 or grades 6-8, but I altered it in order to fit a high school history classroom. It sparked the idea of diary entries as an activity, and it provided me with the Child Biography resource listed below. Education World is an online resource for teachers, administrators, and school staff to find high quality content. The material is updated daily and provides resources such as: news, lesson plans, worksheets, and professional development articles.

Child Biography List: http://www.graceproducts.com/fmnc/main.htm


http://www.educationworld.com/a_lesson/00-2/lp2015.shtml

This list is a great resource for students to engage with actual victims of the Holocaust. It allows them to take a walk in their shoes and also tests their historical thinking skills.

Prezi: http://prezi.com/gdkm1icbjjq6/?utm_campaign=share&utm_medium=copy&rc=ex0share Graphic Organizer: Googled “Blank Bubble Map” and found on Google Image

http://prezi.com/gdkm1icbjjq6/?utm_campaign=share&utm_medium=copy&rc=ex0share

http://prezi.com/gdkm1icbjjq6/?utm_campaign=share&utm_medium=copy&rc=ex0share

Graphic Organizer:

Name: ___________________ Date: ___________________ Class: _______________

Persecution of Jews

Teacher NotesThe Holocaust

Setting the Sceneo Jews in Europe faced persecution for their religious beliefs for centurieso Some thinkers claimed Germanic people called “Aryans” were superiors

to Middle Eastern people called “Semites” Semitic people included Arabs and Jews, but the term often only

applied to Jewso Most scholars rejected these theorieso Others used them to justify continued persecution of “non-Aryans” o Anti-Semitism = discrimination or hostility, often violent, directed at Jewso Despite rise of Anti-Semitism, most European countries repealed old anti-

Jewish laws between mid-1800s and WWIo Mein Kampf

Written by Adolf Hitler Revived Aryan superiority and expressed an especially hateful

view of Jews He despised the mixing of the two races “Let the desolation which Jewish hybridization daily visits on our

nation be clearly seen, this blood-poisoning that can be removed from our body national only after centuries or nevermore; let it be pondered, further, how racial decay drags down, indeed often annuls, the final Aryan values of our German nation . . .”

Persecution in Germanyo Hitler became Germany’s leader in 1933

Anti-Semitism then became the official policy of the nationo No other persecution of Jews in modern history equals the extent and

brutality of the Holocaust – Nazi Germany’s systematic murder of European Jews

Six million Jews, about 2/3 of Europe’s Jewish population would lose their lives

5 to 6 million others would also die in Nazi captivityo Nazi Policies

Early persecution aimed to exclude Germany’s Jews from all aspects of the country’s political, social, and economic life

April 1, 1933 – Nazis ordered a one-day boycott of businesses owned by Jews

1935 – Nuremberg laws stripped Jews of their German citizenship, and outlawed marriage between Jews and non-Jews

Nazi-controlled newspapers and radio constantly attacked and caricatured Jews as enemies of Germany

1938 – Nazis made life more difficult for Jewish people Many Jews already lost jobs Nazis forced Jews to surrender their own businesses to

Aryans for fraction of their value

Jewish doctors and lawyers were forbidden to serve non-Jews

Jewish students expelled from public schools Jew = defined as any person who had three or four Jewish

grandparents, regardless of his or her current religion, as well as any person who had two Jewish grandparents and practice the Jewish religion

Nazis marked Jews’ identity cards with a red letter “J” Gave new middle names – “Sarah” for women and “Israel” for

men = this appeared on all documents Eventually, Jews in Germany and German-occupied countries were

forced to sew yellow stars marked “Jew” on their clothing Jews exposed to public attacks and police harassment

o Hitler’s Police Gestapo = Germany’s new secret state police

Formed to identify and pursue enemies of Nazi regime SS (Schutzstaffel)

Elite guard that developed into private army of the Nazi Party

By 1939, Gestapo had become part of the SS Duties

o Guarding concentration camps (places where political prisoners are confined, usually under harsh conditions

o Camps held communists, homosexuals, Jehovah’s witnesses, Gypsies, homeless people, and mainly Jews

These people considered “undesirable”o Kristallnacht

November 9, 1938 Nazi thugs throughout Germany and Austria looted and destroyed

Jewish stores, houses, and synagogues “Night of the Broken Glass”

Reference to the broken windows of the Jewish shops Nearly every synagogue destroyed

Nazis arrested thousands of Jews that night and shipped them off to concentration camps

These actions followed by enormous fine to make Jews pay for the damage

Germany’s remaining Jews sought any means possible to leave the country

From Murder to Genocideo In 1939, invasion of Poland brought 2 million additional Jews under

German controlo Establishment of Ghettos, areas in which members of a minority group are

concentrated

o Warsaw – Nazis rounded up more than 400,000 Jews, about 30% of the Polish capital’s population

Confined them in an area that was less than 3% of entire city Sealed off the Warsaw Ghetto with a wall topped with barbed wire

and guarded by Germans Jews received little food, and hunger, overcrowding, and a lack of

sanitation brought on disease Thousands of Jews died each month

o Einsatzgruppen During invasion of Soviet Union, Hitler established these mobile

killing squads to shoot communist political leaders as well as all Jews in German-occupied territory

Rounded up victims, drove them to gullies or freshly dug pits, and shot them

Ravine called Babi Yar outside Kiev, Nazis killed more than 33,000 Jews in 2 days

Hitler considered mass murder by firing squad acceptable in a war zone, the method was deemed unsuitable for the conquered nations of western and central Europe.

Wannsee Conference January 1942 Nazi officials met outside Berlin to agree on new approach Developed a plan to achieve what one Nazi leader called

the “final solution to the Jewish question” Special camps in Poland to carry out genocide against

Europe’s Jewish population Genocide – deliberate destruction of an entire ethnic or

cultural groupo Death Camps

Nazis chose poison gas as the most effective way to kill people Zyklon B – pesticide proved to be most efficient as killing agent January 1942 – Nazis opened specially designed gas chamber

disguised as shower room at the Auschwitz camp in western Poland

Nazis outfitted six camps like this in Poland Concentration camps were meant to be used as prisons and centers

of forced labor; death camps existed primarily for mass murder Jews in Poland, the Netherlands, Germany, and other lands were

herded into train cars built for cattle and transported to these camps Most told they were going to “the East” to work

At four of the six death camps, nearly all were murdered soon after they arrived

On arrival at two of the largest camps, Auschwitz and Majdanek, prisoners were organized into a line and quickly inspected

Elderly, women with children, and those who looked too weak to work were directed to the gas chambers and killed

Jewish prisoners carried the dead to the crematoria, or huge ovens, where the bodies were burned

Those selected for work endured almost unbearable conditions Life expectancy of Jewish prisoner at Auschwitz was a few

months Men and women alike had their heads shaved and a registration

number tattooed on their arms Given one set of clothes and slept in crowded, unheated

barracks on hard wooden pallets Daily food was usually a cup of imitation coffee, a small

piece of bread, and thin, foul-tasting soup made with rotten vegetables

Disease swept through the camps and claimed many who were weakened by harsh labor and starvation

Others died from torture or from cruel medical experiments At periodic “selections,” German overseers sent weak prisoners to

the gas chambers Auschwitz – 12,000 victims could be gassed and cremated in a

single day Nazis killed as many as 1.5 million people, some 90% of

them Jewso Rescue and Liberation

U.S. government was aware of the mass murder of Jews by the Nazis as early as November 1942

Press showed little interest in reporting the story War Refugee Board

Created by Roosevelt to try and help people threatened by the Nazis

Even though it started late, WRB helped save 200,000 lives Allied armies advanced in late 1944

Nazis abandoned the camps outside Germany and moved prisoners to camps on German soil

On eve of liberation, thousands of Jews died on death marches from camp to camp as their German guards moved them ahead of advancing armies

1945 – American troops witnessed horrors of Holocaust for the first time

Nuremberg Trials Allies placed a number of Nazi leaders on trial Charged them with crimes against peace, crimes against

humanity, and war crimes International Military Tribunal composed of members

selected by the U.S., Great Britain, Soviet Union, and France conducted these trials in November 1945

Of 24 Nazi defendants, 12 received the death sentence

Trial established the important principle that individuals must be responsible for their own actions

o Rejected Nazi argument that they were just “following orders”

North Carolina Secondary Social Studies Lesson Plan #5Subject: American History II Topic: Dropping the BombIntern: Brittany Calloway Date: 03/11/2016Mentor Teacher: Mrs. Britt/Mr. Ingram Grade Level: 11th Grade

NC Standard Course of Study Objective (taken directly from the NCES):AH2.H.6 Understand how and why the role of the United States in the world has changed over time.AH2.H.6.1 Explain how national economic and political interests helped set the direction of United States foreign policy since Reconstruction (e.g., new markets, isolationism, neutrality, containment, homeland security, etc.).

NCSS Theme addressed: Science, Technology, and Society: By exploring the relationships among science, technology, and society, students develop an understanding of past and present advances in science and technology and their impact. This theme appears in a variety of social studies courses, including history, geography, economics, civics, and government.

C3 Dimension: 4

Objective Statement (must be measurable and aligned with assessment; this is specific to THIS lesson): I will use the NukeMap activity to understand the effects of the Atomic bomb on locations that are relevant in my life. I can fill out the Observation Graphic Organizer during the Crash Course video to identify the main points of the video. I can analyze two historical narratives and acknowledge the author’s main points and decide which viewpoint I identify most with. I can engage in discussion with my peers regarding my opinions about the historical narratives. I can evaluate documents and use information from them to generate an evidence-supported argument in favor of my assigned stance. I can then collaborate with my peers (who share that stance) and come to an agreement on the main points of the argument. I can listen and take notes on the opposing argument’s main points. I can display my understanding by my short essay, notes, and exit ticket.

Concepts/Vocabulary:International AffairsHiroshimaNagasakiEnola GayFat ManLittle Boy

Other content area(s) to be integrated (include standards/objectives here—minimum ONE, maximum TWO):Anchor Standards for Reading (1)Anchor Standards for Writing (1)


Prior to this lesson, students will have learned about Pearl Harbor, Japanese Interment, War in Europe and the Pacific, and The Holocaust. Students should have a good understanding of the U.S.’s relationship with Japan during WWII. This is the last lesson of the unit and will be followed by a culminating project. Regarding geography, S will see the effects of Atomic bombs on locations they are familiar with (almost making it more relevant to the S).

NCSS: The development and use of the Atomic bombs were a huge advance in science and technology. They had a lasting impact on not only Hiroshima and Nagasaki, but the entire world.


Anchor Standards for ReadingAnalyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Anchor Standards for WritingDraw evidence from literary or informational texts to support analysis, reflection, and research.

This topic aligns horizontally because students must analyze various documents to compare the author’s tone and stance. They must then draw evidence from those documents to support their argument on whether the U.S. was justified in dropping the Atomic bombs on Hiroshima and Nagasaki.



Prior to the NukeMap activity, T will explain to S that they will be encountering a topic that should be taken seriously and if the S start making jokes or inappropriate comments, there will be an alternative assignment they can complete in the hallway outside

When S arrive in class, the T will pull up the NukeMap and as a class, the T and S will experiment with dropping “Fat Boy” and “Little Man” on numerous cities around the world. This will help the S see the effects and catastrophic outcomes of the bombs (if they were dropped today somewhere close to home, in heavily populated areas, etc.).NukeMap: http://nuclearsecrecy.com/nukemap/

S can write their suggestions on a slip of paper and T will put them in a pile (or

Internet Access – on Smartboard or Computer/Projector

NukeMap: http://nuclearsecrecy.com/nukemap/

10 minutes

http://nuclearsecrecy.com/nukemap/



basket if T has one) and randomly draw out 5 locations to test both bombs.


T will play John Green’s World War II Part 1: Crash Course US History video from 9:05 – 12:55. This will inform S of basic knowledge of the Atomic bombs.

S will fill out Observation Graphic Organizer (attached below) as they watch the short video. We will review the information as a class at the end of the video.

YouTube AccessComputer/ProjectorSmartboard

Copies of Observation Graphic Organizer for every student

Pen/Pencil5-10 minutes


As a class, T and S will read two historical narratives: “Hiroshima as Victimization” and “Hiroshima as Triumph” – excerpts from John W. Dower’s “Three Narratives of our Humanity”.

S will then engage in a snowball discussion about what the narratives are about and which one they agree with more and why.*Snowball Discussion: Students begin in pairs, responding to a discussion question only with a single partner. After each person has had a chance to share their ideas, the pair joins another pair, creating a group of four. Pairs share their ideas with the pair they just joined. Next, groups of four join together to form groups of eight, and so on, until the whole class is joined up in one large discussion. (http://www.cultofpedagogy.com/speaking-listening-techniques/)S will end in a full group discussion with the T included. The T can assess the S progress and mindset based upon the two historical narratives before they begin their independent practice.

T will divide class into two halves (one for Japanese Experience and one for American experience). T will do this by having S count off “1, 2, 1, 2, 1, 2 . . .” until all S have a number. Then S will receive 5 documents each. S are to decide which documents fits their experience and highlight what they believe to be important and significant to their argument (Japanese Experience = America wrong to drop bomb and

Historical Narratives from Document Packet for every student

15-20 minutes

http://www.cultofpedagogy.com/speaking-listening-techniques/

http://www.cultofpedagogy.com/speaking-listening-techniques/

American Experience = America justified in dropping bomb.)


Upon completion of reading the documents, S are to complete the “Justified or Not?” sheet (attached below) using information from the Crash Course video and their documents to support their argument on whether the U.S. was justified in using the Atomic bombs. After about 25 minutes, S will join with the other members who shared the same stance and come to a consensus on the main points about why the U.S. was or was not justified in using the A-bomb.

Documents A-E from Lesson Plan Resource

Pen/PencilPaper

35 minutes


Each group will stand up and face the members of the opposing stance explaining why the U.S. was or was not justified in dropping the bomb. The group who is listening will take notes on what the group’s main points were.

Exit ticket (choose one):1. What is something you learned

today?2. Do you have any questions

about the material presented today?

Pen/PencilPaper

15 minutes

Details to Consider:

1. *Assessment and Plan for Evaluation of Student Learning: There are numerous opportunities to assess student progress throughout this lesson. The first activity will display if they understand the effects of the Atomic bomb on various locations. Their ability to take notes using the graphic organizer provided will display if they understand the main points of the Crash Course video. The ability to summarize and discuss the two historical narratives will display comprehension. S analysis of the five documents, their ability to discern which documents pertain to their argument, and the usage of the documents to generate their argument will show comprehension as well. The notes they take on the opposing stance and the exit ticket can be used as formative assessments too.

2. Adaptations & Modifications: This lesson allows individual activity as well as group activity, so it pertains to those who like to work alone as well as those who do better in groups. The NukeMap will be fun for everyone, and will really engage the class because it makes it relevant to their lives now.

3. Classroom management plan: T will monitor S behavior during all activities of the lesson plan. Prior to the NukeMap activity, T will explain to S that they will be encountering a topic that should be taken seriously and if the S start making jokes or inappropriate comments, there will be an alternative assignment they can complete

in the hallway outside. T will be walking around the classroom during the reading of the historical narratives and assisting S on any questions they may have. During independent practice, T will make sure S are staying on task by making sure they are keeping their phones/technology devices put away.

4. Blooms Taxonomy: Students analyze and evaluate multiple sources to be used in generating an argument for or against the use of the atomic bombs in Japan in August 1945. Their short essays and exit tickets will display their understanding of the content.


6. References: Lesson Plan Resource: https://sheg.stanford.edu/atomic-bomb

Stanford History Education Group is an amazing resource for teachers. They provide lesson plans, documents, assessments, projects, and numerous other useful resources for the classroom. Full-time staff members, graduate students, practicing teachers, undergraduate volunteers, and interns maintain SHEG. These people are interested in issues of how history is taught and learned. This lesson plan is engaging and allows students to evaluate two different perspectives on the same event, and then create an argument using evidence from documents provided. It allows them to utilize their historical thinking skills.

All Documents/Sources located in Lesson Plan Resource: http://sheg.stanford.edu/upload/Lessons/Unit%2010_New%20Deal%20and%20World%20War%20II/Atomic%20Bomb%20Lesson%20Plan.pdf (PDF version)Graphic Organizer: http://www.myfoa.org/docs/mentoring/lessonplans/46GraphicOrganizers.pdf (page 35)

I stumbled across this huge list of graphic organizers just by googling “graphic organizers”. Graphic Organizers are a great way for students to organize their thoughts instead of just writing down everything the teacher says and not really knowing what is important.

YouTube Video: https://www.youtube.com/watch?v=Objoad6rG6U&index=36&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

John Green’s Crash Course videos are a great tool to entertain your students while they are still learning. He addresses the main ideas of the lesson, and he provides a look at both perspectives the students are going to be evaluating later. This was just a different take on teacher input that I thought would be interesting.

NukeMap: http://nuclearsecrecy.com/nukemap/ This is a fantastic resource for any lesson that deals with bombs, attacks, or

radiation exposure. It allows students to see the effects of numerous different types of bombs on places they are familiar with. It also shows them how far the radiation from different types of bombs would reach if they were dropped on various locations. It is an eye-opening activity for the students to participate in.


https://www.youtube.com/watch?v=Objoad6rG6U&index=36&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=Objoad6rG6U&index=36&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

http://www.myfoa.org/docs/mentoring/lessonplans/46GraphicOrganizers.pdf

http://sheg.stanford.edu/upload/Lessons/Unit%2010_New%20Deal%20and%20World%20War%20II/Atomic%20Bomb%20Lesson%20Plan.pdf

http://sheg.stanford.edu/upload/Lessons/Unit%2010_New%20Deal%20and%20World%20War%20II/Atomic%20Bomb%20Lesson%20Plan.pdf

https://sheg.stanford.edu/atomic-bomb

Your Stance:__________________________

Evidence to Support your Stance:

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Justified Or

Not Justified?

Teacher NotesDropping the Bomb

The Manhattan Projecto Next challenge for American soldiers was to prepare themselves for the

invasion of Japano They were unaware, however, of work nearly complete on a bomb that

would make the invasion unnecessaryo August 1939, Roosevelt receive letter from Albert Einstein (brilliant

Jewish physicist who fled Europe) Einstein suggested that an incredibly powerful new type of bomb

could be built by the Germans Determined to build bomb before Germany, FDR organized top

secret Manhattan Project to develop an atomic bombo Scientists had already succeeded in splitting the nucleus of the uranium

atomo To make an atomic bomb, they had to discover how to create a chain

reaction In such a reaction, particles released from the splitting of one atom

would cause another atom to break apart Energy released by splitting of so many atoms would produce a

massive explosiono 1942 – Enrico Fermi produced first controlled chain reaction in a

laboratory at the University of Chicagoo July 16, 1945

Manhattan project scientists field-tested the world’s first atomic bomb in the desert of New Mexico

Blinding flash of light Blew a huge crater in the earth and shattered windows 125 miles

away J. Robert Oppenheimer (supervisor of the building of the bomb)

recalled the words of the Hindu Holy Book (Bhagavad Gita), “Now I am become Death, the destroyer of worlds.”

o Decision to Drop the Bomb Alternative possibilities

Massive invasion of Japan, expected to cost millions of Allied casualties

Naval blockade to starve Japan, along with continued conventional bombing

Demonstration of the new weapon on a deserted island to pressure Japan to surrender

Softening of Allied demands for unconditional surrender Interim Committee

Scientists, military leaders, and government officials Met in Spring 1945 to debate these ideas – did not

recommend any of the alternatives

Heavy casualties in Iwo Jima and Okinawa were factors in support for bomb

Final decision came to Harry S. Truman (President) who had taken office three months earlier after FDR died in April 1945

Was not difficult for Truman Bomb was a military weapon – no doubt it should be used “You should do your weeping at Pearl Harbor” – he told

his critics in 1963 Japan Surrenders

o On August 6, 1945, the Enola Gay, dropped a single atomic bomb on Hiroshima, a city in southern Japan and the site of a large army base

Blast of intense heat annihilated the city’s center and residents in an instant

Many buildings that survived initial blast were destroyed by fires spread by strong winds

Perhaps 80,000 died and as many injured by fire, radiation sickness, and force of explosion

At least 90% of city’s buildings were damaged or totally destroyedo Three days later, a second bomb was dropped on Nagasakio August 14 – government of Japan accepted American terms for surrendero August 15, 1945 – Americans celebrated V-J Day (Victory in Japan Day)

Formal surrender agreement signed on September 2, 1945 aboard USS Missouri in Tokyo Bay

This ended WWII

V. Culminating Unit Assessment and Evaluation of Student Learning

For the Culminating Unit Assessment, students will be creating an A-Z book for World War II (idea borrowed from www.mrroughton.com and I also saw this implemented in American History I/AP European History classes at Field Placement). The instructions for the culminating assessment are listed in detail below. Also, there is a rubric attached to explain how the students will be evaluated on their culminating assessment.

http://www.mrroughton.com/

A-Z World War II BookYour Task:Create a book explaining 24 terms, people, places or ideas from the World War II Unit. Each page will consist of a single word starting with a letter from the alphabet, a graphic, and an explanation of the term outlining the “who, what, when, where, and why it is important”. This should be completed with a partner.

Directions:

1. Take 7 pieces of white paper and fold them in half.

2. On the front cover design a title page.

3. On the next two pages create a table of contents.

4. On each of the 2 panels of the remaining pages:

a. Beginning with the letter “A” choose a term from the unit that begins with that letter. Example: If the page is “H”, and this was the unit on the 1920s, you might choose the “Harlem Renaissance.” You may choose any two letters to skip if you want (Q and X most likely!) However, if you do all 26 letters, I will use two as extra credit. Also, Battle of Midway would fall under “M”.

b. Write the term in big, colorful letters on the top or bottom of the page.

c. Answer the “Who, What, When, Where, and Why it is important” for each term. You may use your notes and each other, but no technology (except to print pictures)!

d. Draw and color a picture (or print a picture) to go along with your term. This could be a map, chart, image, or your own drawing.

Example:

Japan

Japan is an island country. It is isolated because it is surrounded by water. Legends say water drops from a spear created it.

Korea

Buddhism came to Japan from China through Korea. Japan traded with Korea regularly. The Mongols conquered Korea and tried to attack Japan from there.

RubricContent Accuracy

All of the content is accurate throughout the A-Z WWII book.(40-50 points)

Most of the content is accurate throughout the A-Z WWII book.(20-30 points)

Some of the content is accurate throughout the A-Z WWII book.(10-20 points)

Little or none of the content is accurate throughout the A-Z WWII book.(0-10 points)

Ability to Follow Directions

Students followed all directions listed in the instructions.(15-20 points)

Students followed most of the directions listed in the instructions.(10-15 points)

Students followed some of the directions listed in the instructions.(5-10 points)

Students followed little or none of the directions listed in the instructions.(0-5 points)

Creativity Students displayed a great amount of creativity on each page of the book.(12-15 points)

Students displayed a good amount of creativity on most pages of the book.(8-11 points)

Students displayed some creativity on some pages of the book.(4-7 points)

Students lacked creativity throughout the book.(0-3 points)

Presentation Material was organized, clear, and well-developed. The book was also neat and colored.(12-15 points)

Material was mostly organized, clear, and developed. The book was neat and mostly colored.(8-11 points)

Material was somewhat organized, needed more clarity, and was slightly developed. The book was somewhat messy and needed more color.(4-7 points)

Material was disorganized, messy, and unclear. The book was sloppy and was not colored.(0-3 points)

Total

VI. Annotated References

All of the resources and references are annotated within each lesson plan. For my teacher notes, they were a mixture of my personal notes from previous courses, high school history classes, and the Teacher’s Edition of Prentice Hall’s America: Pathways to the Present textbook. This was the book I actually used in U.S. History in high school, so a lot of my notes from high school correlated with the material from the textbook. This textbook was a pretty good reference for content.