3/3/2014 Social Studies Unit Plan Title of Unit(s): World War II Unit Topic or Main Ideas: The topics

and ideas within the unit will focus on and around the remnants leftover from WWI, the build up to WWII, Germanys rise to power via Hitler and the Nazi regime, Japan expanding their boundaries and becoming malevolent, and Italy and fascism. The lessons within the unit will also focus on the eastern European front, western European front, Japan attacking and bringing the United States into the war, the Europe first strategy, the North African Campaign, and the Pacific theatre, the surrender of Germany, the development of the Atomic Bomb, the surrender of Japan, and the founding of the United Nations as well. Objectives: Students will learn and understand the causes and effects of WWII and how the United States became involved in the war. Students will comprehend the significance of the lasting impact WWII had on America and the world. Students will learn what the reasons were for the Europe First strategy and how the Allies put increased pressure on the Axis Powers in North Africa and Europe. Students will also understand the significance of the atomic bomb and how it changed the world as well. Standards Used: Standard 1: Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students Standard 2: demonstrates the ability to integrate the concepts, tools of inquiry, and structures among the disciplines. Standard 3: demonstrates knowledge of the diverse ways in which students develop and learn by providing learning opportunities that support students intellectual, physical, emotional, and social development. Standard 4: plans instruction based upon knowledge of subject matter, students, and curriculum goals. Standard 5: understands and uses a variety of instructional strategies and appropriate technologies. Standard 6: creates and maintains a classroom environment which supports and encourages learning. Standard 7: demonstrates the ability to support students learning and well being by engaging students, home, school, colleagues, and community. Standard 8: understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Standard 9: demonstrates an awareness of and commitment to ethical and legal responsibilities of a teacher. Standard 10: demonstrates a strong professional ethic and a desire to contribute to the education profession.

Materials: United States History, Lapsansky-Werner, Levy, Roberts, Taylor (Prentice Hall, 2009) Pencil/Pen with Paper/or a laptop with a document program that can be used to take notes Activity: During this unit students will be assigned a small project that will be due halfway through March. This project involves the student interviewing someone who served during WWII or who grew up during WWII. (This interview can also be used to interview someone who served or grew up

during the Korean War as well as that will be the following unit coming after this one as well.) The interview can be done via Skype, telephone, or in person. Assessment: Throughout this unit I will deliver quizzes and activities at random to determine whether students are reading and understanding the material. I will adapt to this as it progresses if anything needs to be added to help the students with the content. At the end of the unit there will be a comprehensive exam over the unit. This exam will contain between 40-60 multiple choice and mix matching questions, with 1-2 essays at the end of the examination. The exam is designed to cover a broad range of the material that will be covered this unit in consideration to its length and depth. Homework: Before each class, students will be assigned 1-2 pages of note taking from the chapter ahead of time, and will pass them in prior to the next class session. This will count as a participation grade to see that students are reading and taking notes outside of the classroom learning and note taking. I will also occasionally ask a thought provoking question at the start or end of a class, and at the end of the class or beginning of the next class, I will ask students what they believe is the answer to the question. (Ex. Why do you think the German people were so willing to allow an extremist like Hitler to take power in Germany?)