Table of Contents. Unit Map. Day 1 Introduction 1. Day 2 The European Theatre 2. Day 3 D-Day 3. Day 4 The End of the War in Europe 4

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1 Table of Contents Unit Map i Day 1 Introduction 1 Day 2 The European Theatre 2 Day 3 D-Day 3 Day 4 The End of the War in Europe 4 Day 5 The Holocaust 5 Day 6 The Pacific Theatre 6 Day 7 The Atomic Bomb and the End of the War in Asia 7 Day 8 Review 8 Day 9 Test 9 Day 10 Film 9 Notes 10 Nowak 1

2 Unit Calendar World War II Day 1 Day 2 Day 3 Day 4 Day 5 Lesson: Introduction Lecture Verbal-Linguistic, Visual- Spatial, Logical- Mathematical (maps), Tactile-Kinesthetic (objects passed around) Lesson: The European Theater Group Work Interpersonal, Intrapersonal, Verbal- Linguistic Lesson: D-Day Film Visual-Spatial, Musical- Rhythmic Lesson: The End of the War in Europe Lecture Verbal-Linguistic, Visual- Spatial, Interpersonal Lesson: The Holocaust Group Discussion and Reading Interpersonal, Intrapersonal, Existential, Naturalist, Verbal- Linguistic Day 6 Day 7 Day 8 Day 9 Day 10 Lesson: The Pacific Theatre Group Discussion and Group Presentation Interpersonal, Logical- Mathematical, Verbal- Linguistic Lesson: Presentations of Group Projects; The Atomic Bomb and the End of the War in Asia Discussion and Debate Interpersonal, Verbal- Linguistic, Intrapersonal, Existential Lesson: Review Discussion Interpersonal, Verbal- Linguistic TEST Lesson: Watch the Musical This is the Army Film Musical-Rhythmic, Visual- Spatial Nowak 2

3 Day 1 - Introduction Lecture Content Expectations: W o First sub-point: explaining the causes of World War II, including aggression and conflict appeasement that led to war in Europe and Asia. o Second sub-point: explaining Nazi ideology. In order to provide a basis for understanding World War II, the first lesson of the unit will be based on a teacher-led lecture. In doing this the teacher will establish: o The conditions in Germany that led to the rise of Adolph Hitler and fascism. Define Fascism Impact of Spanish Civil War o The conditions in Europe that allowed for Hitler to begin annexing parts of the continent. Post WWI Woodrow Wilson s Fourteen Points and The League of Nations Appeasement The Treaty of Versailles Reparations o Italian Expansion in Ethiopia o The expansion of the Japanese Empire o During the lecture, various (safe) artifacts from World War II will be passed around the classroom (helmets, non-live grenades/ammunition, MRE s, etc) Assessment: Students will be given guided notes during this lecture. Though they will not be graded for accuracy, they will be collected at the end of the unit for credit as incentive to listen and pay attention in class Homework: Students will be given a brief summary of a topic on the European Theatre, including segments from Michael J. Lyons World War II: A Short History. Their homework is to read their segments and be prepared to discuss in class the following day. These topics include: o The non-aggression pact o Pearl Harbor Nowak 3

4 o The Battle of Stalingrad o Operation Torch o The War in Italy (more can be added for large classes). Verbal-Linguistic, Visual-Spatial, Logical-Mathematical (maps), Tactile-Kinesthetic (objects passed around) Day 2 The European Theatre Group Work Content Expectations: W o Third sub-point: analyzing major turning points and unique characteristics of the war. Students will be split into groups depending on their topics they received for homework the previous day. o In their groups they are to discuss the topics they read about the previous night. As groups, they will be given ten minutes to provide a five minute summary of the key points of their topic. They will be given a work sheet describing the requirements for this. o After their ten minutes are up, the groups will return to a full class environment for review with other groups. o Groups are to use their full five minute allotment to explain the importance, impact, and results of their topic. All members of the group must speak. o Students are to take notes of other groups while listening intently. Assessment: Notes will be turned in for credit at the end of the unit. Homework : none Interpersonal, Intrapersonal, Verbal-Linguistic Nowak 4

5 Day 3 D-Day Film Content Expectations: W o Third sub-point: analyzing major turning points and unique characteristics of the war. o Fourth sub-point: explaining the spatial and political impact of the Allied negotiations on the nations of Eastern Europe and the world. A brief (at most 5 minutes) introduction to the D-Day invasion will be given, noting: o Date o Key Players o Relevance After the brief introduction, a segment of the British World War II documentary The World at War will be shown (Episode 18: Morning: June-August 1944 ) depicting the development and execution of Operation Overlord (the battle of Normandy). o Guided notes will be given for the film. Assessment: Notes will be turned in for credit at the end of the unit. Homework: None Visual-Spatial, Musical-Rhythmic (the film has a very moving soundtrack) Day 4 The End of the War in Europe Lecture Content Expectations: W o Third sub-point: analyzing major turning points and unique characteristics of the war. o Fourth sub-point: explaining the spatial and political impact of the Allied negotiations on the nations of Eastern Europe and the world. o Fifth sub-point: analyzing the immediate consequences of the war s end including the devastation, effects on population, dawn of the atomic age, the occupation of Germany and Japan. Nowak 5

6 A lecture will be given on the ending of the war in Europe. Key points include: o The Battle of the Bulge Attack of inexperienced American Allied troops at Bastogne. German use of blitzkrieg, breaking lines creating a bulge. Allied counterattack and defeat of German troops Importance: opened the way for Allies into Germany o The Yalta Conference Division of Germany Stalin given oversight of Eastern Europe The importance of the above points on the upcoming Cold War o The Allied invasion of Berlin Two front invasion The suicide of Hitler and its importance Assessment: Notes to be turned in at end of unit for credit. Homework: None Verbal-Linguistic, Visual-Spatial, Interpersonal Day 5 The Holocaust Reading and Discussion Content Expectations: W o Third sub-point: explaining Nazi ideology, policies, and the consequences of the Holocaust. Class will begin with a brief discussion of the idea of genocide and in particular its exact connection with World War II (the Holocaust). Inter-disciplinary learning can be incorporated if students have previously read The Diary of Anne Frank in English classes. Nowak 6

7 After introductory discussion has finished, students will be given a handful of readings from Shindler s List, Ordinary Men, The Diary of Anne Frank. o These pieces will read aloud by students to the class. o After each piece is finished, discussion will be had on the emotions that the piece triggers, what it makes the students think about, and general reactions to the readings. o After all of the readings are finished final discussion will occur, wrapping up the topic. Included in this will be discussion of current examples of genocide that the students know of (or brought up by the teacher if necessary). The common traits between these genocides should be addressed. Assessment: General participation in discussion and reading Homework: Students will be given excerpts from World War II: A Short History to read at home. They are to be prepared to discuss their topic the following day. The topics will be: o The Battle of Midway o The Battle of Guadalcanal o The Battle of Okinawa o The Battle of Iwo Jima o The War in the Philippines o Invasion on the Japanese home islands Interpersonal, Intrapersonal, Existential (discussion of personal accounts of war), Naturalist (discussion of the impact of the war on the land), Verbal-Linguistic, Existential (discussion of war and its necessity/futility) Day 6 The Pacific Theatre Group discussion and presentation of a poster board. Content Expectations: W Nowak 7

8 o Fourth sub-point: explaining the spatial and political impact of the Allied negotiations on the nations of Eastern Europe and the world. Students will be split into groups according to the topics they read the previous night. They will be given 5-10 minutes to discuss their topic and the rest of the time to create an artistic rendering of their topic. The poster will be both artistic and informative, including: o An artistic element, depicting their battle o Key points explaining the importance of their topic, and what made it unique. o On the back side of the poster board they are to draw a map showing where the event took place Assessment: Students will present their posters to the class the following day. Homework: If not finished by the end of the class, they are to finish their posters. Interpersonal, Visual-Spatial, Logical-Mathematical (maps, charts) Day 7 Atomic Bomb and the End of the War in the Pacific Discussion and Debate Content Expectations: W o Fifth sub-point: analyzing the immediate consequences of the war s end including the devastation, effects on population, dawn of the atomic age, the occupation of Germany and Japan. o Fourth sub-point: describing the emergence of the United States and the Soviet Union as global superpowers. To begin class, groups from the previous day will be given 2-3 minutes to present the poster that they created to the class. These posters will later be hung around the room for display. After finishing presentations of posters, the discussion will go into the use of the atomic bomb in Japan at Hiroshima and Nagasaki. Ideally the presentations will end with the Invasion of the Japanese home islands, which is an easy segway into this topic. A short lecture will begin this topic, describing: o The Manhattan Project o Alternatives to the use of atomic bombs Possible death tolls Nowak 8

9 o The lasting effects of the use of atomic weapons o The relationship with the Soviet invasion of Japan and the oncoming Cold War Students will then be asked to split into two groups, those in favor of the use of the atomic bombs, and those against it. They will be given 5-10 minutes to prepare their arguments. o The rest of class will be used for debate. Assessment: Participation in debate and presentation of posters. Notes from the short lecture will be turned in for credit at the end of the unit. Homework: Come up with questions regarding review for the test. Interpersonal, Visual-Spatial, Verbal-Linguistic, Logical-Mathematical, Naturalistic, Existential Day 8 Review Discussion Content Expectations: none For today the students are to ask the questions they came up with the night before with regard to the upcoming test and anything from the unit they are unsure about. Questions are first to be answered by other students if they know the answers. If other students are unable to provide substantial answers to questions, the teacher is to answer them. If necessary, some time can be used to finish the debate from the previous day. Assessment: none Homework: study for test Interpersonal, Verbal-Linguistic Day 9 Test The full class period will be used for an exam covering the previous eight lessons. Nowak 9

10 Day 10 Free Film Content Expectations: None This is a cool down day from the unit. After a stressful day with a test on Day 9, the unit concludes with a mellow, informal day. For Day 10 the students will watch a World War II musical entitled This is the Army. The film also stars future president Ronald Reagan, which can be an interesting call back later in the semester. Assessment: None Homework: None Musical-Rhythmic, Visual-Spatial Notes: Frank, Anne. Anne Frank s Tales from the Secret Annex. Bantam, Keneally, Thomas. Schindler s List. Touchstone, Lyons, Michael J. World War II: A Short History. Prentice Hall, Nowak 10

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