frit 7430 understanding by design

7/27/2019 FRIT 7430 Understanding by Design

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Martha M. Hill

FRIT 7430: Instructional Design

Stage 3, Understanding by Design

Fall 2012


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Social Studies-Unit 5 WWII Grade Level 5th grade

Standard: Georgia Performance Standard: SS5H6

THE STUDENT WILL EXPLAIN THE REASONS FOR AMERICAS INVOLVEMENT IN WORLD

WAR II.

a. Describe Germanys aggression in Europe and Japans aggression in Asia.b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-

Day, VE and VJ Days, and the Holocaust.

c. Discuss President Trumans decision to drop the atomic bombs on Hiroshima and Nagasaki.d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.e. Describe the effects of rationing and the changing role of women and African-Americans; include

Rosie the Riveter and the Tuskegee Airmen.

f. Explain the U.S. role in the formation of the United Nations.

Understandings: Students will understand that:

a. Rationing was integral to the support of the war effort through discussion of the Victory Gardenutilized during WWII. (Facet 1- Explanation)

b. The story of Anne Frank was indicative of the Jews struggle through WWII due to Hitlers ethniccleansing project by comparing their ordeal to present day mass genocide in Rwanda. (Facet 2

Interpretation)

c. Shelters used during WWII were varied by constructing their choice of buildings to scale:barracks for internment and extermination camps, deep-level bomb shelters used in England, or

military Quonset huts used by troops. (Facet 3- Application)

d. Propaganda was used in a constructive and destructive manner by comparing and contrasting throle of Rosie the Riveter in championing womens contribution to the war and the infamous

Tokyo Rose whose propaganda strived to decimate the Allied Troops. (Facet 4 Perspective)e. The order from Truman to drop the atomic bombs on Hiroshima and Nagasaki brought more tha

Japans surrender to the war, it also changed our countrys perspective of the Japanese from the

devastation it created. (Facet 5 Empathy)

f. The unjust action of internment camps for the Japanese-American population was due to fear ofall Asian nationalities and was prejudicial because of the bombing of Pearl Harbor and its

proximity to the United States. (Facet 6 Self-Knowledge)


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Essential Questions:

Overarching Questions:

How has events during WWII changed our path in

history?

Why is sacrifice integral to the cooperative

development of a nation?

How did ideas of a nation affect the world in WWII?

Topical Questions:

EQ1. How did "Rosie the Riveter" change

women's roles in the American household

and workplace during WWII?

EQ2. How did rationing define a unified

front for the United Statesby illustrating

home frontcooperation?EQ3. Why is the outcome of WWII

important to worldwide relationships

today?

EQ4. How did Hitler's influence, during

WWII, change the perception of Germany

throughout the world?

EQ5. How did Japan's attack on Pearl

Harbor ignite the U.S. involvement in WWI

EQ6. Why was the United Nations created,

based on the Allied and Axis Powers

involvement in WWII?

Stage 3: Plan Learning Experiences

Week 1

Activities:

1. Utilize historical photos and quotes on the bulletin board and around the room to stimulate th

students interest in WWII as a historical event. (H)2. Utilize Overarching Questions to create thought provoking discussion prior to entry into WWI

Unit. Teacher will utilize an anchor chart to introduce questions and students will brainstorm

ideas to answer. This chart will be utilized throughout the unit to address misconceptions and

accuracies of discussion. Allow for wait time/group time to assimilate ideas for all learners.(H

3. Utilize Pre-Test to assess students prior knowledge to unit:(W)

Evidence 4: WWII Pre-assessment (used for understanding prior to Unit work)FACET 1: KNOWLEDGE


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World War IIPre-Assessment1. Which President led the United States into WWII?Abraham Lincoln Franklin D. RooseveltJohn F. Kennedy Harry Truman2. What event caused America to enter WWII?Germanys attack on EnglandJapans attack on Pearl HarborSoviet Unions attack on PolandItalys attack on Ethiopia3. What country was an Allied Power with the United States?Germany ItalyGreat Britain Japan4. Who won WWII, the Allied Powers or the Axis Powers?5. Which president decided to drop the two atomic bombs on Hiroshimaand Nagasaki?6. What was Hitlers final solution to the Jewish question?7. What time frame in years was WWII fought in?8. What was the Treaty of Versailles? How was it important to WWII?9. Define the following terms:D-Day:VE Day:VJ Day:


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10. What does rationing mean? Why was it important during WWII?

3. Introduce vocabulary as warranted by the specific learning activities and performance tasks.

Utilize foldable interactive journaling to assist with key terms, names, dates, events, andvocabulary. The use of the foldable will allow for those students who have difficulty with dates,

names, and important events to have a resource for preparation for assessments; oral or written

(T)4. Present WWII unit by acquainting students with the Georgia Performance Standard. Students

will be able to identify key words and concepts. Allow for study buddies to work together for acollaborative and cooperative learning experience. The utilization of their Social Studies journa

and text will be used as a resource for learning.(W)5. Present the concept of Germanys aggression in Europe through a self-made Smart Board

lesson that will describe leaders and countries off the Axis Powers and the Allied Powers.Students will create a foldable for the leaders describing their country of origin, involvement in

WWII, and their contribution to the WWII events studied in the unit. This will be documented in

their SS journals. Have the students that are visual learners to interact with the Smart Board

lesson. The foldable will enable those students who have difficulty with dates, names, and

important events to have a resource for preparation for assessments; oral or written. (E-1)

(T)6. Have students to discuss the term blitzkriegas Germanys new warfare during WWII. Studentwill use prior WWI unit knowledge to compare and contrastGermanys abolishment of arms from

the WWI Treaty of Versailles with their innovation and technological advancement through

weaponry in WWII. Small group discussion will be used to discuss relevance of this concept andits implications to WWII. In small group discussion, utilize their number paddle to insure that al

students have an opportunity to share and voice their thoughts and opinions. (W) (R)7. Students will begin a timeline for WWII events that will be utilized in their journals for

understanding and review. Students will also contribute to the ongoing timeline of events for 5th

grade Social Studies that is on display in hallway. (E-1 &2) (O)8. Students will respond in their journals utilizing a Writing Prompt: How did Hitler's influence,

during WWII, change the perception of Germany throughout the world? Students will be graded

utilizing the rubric for 5th grade State Writing. Students will use as resource their journaling

rubric to assist them in the weight of each component of writing. (R) (E-2)9. Introduce the WWII concepts of rationing and the Victory Garden. Have students to utilize the

Story Bird application via computer to create a story that incorporates the concepts in the view o

a child of the 1940s. Teacher will model her individual story to demonstrate conventions andnarrative style. Story will be published and shared during shared reading. Students that do not

have access to computers at home will be given time during specials to utilize the Media Centers

computer lab, or the Computer Center in the classroom. (H)


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10. Students will be introduced to the WWII rubric and guidelines of the SHELTER PROJECT. Thi

project will be ongoing for the entire unit, and will be graded at the culmination of the unit:

(W)(H) (E-1&2)(R)(T)(O)

Shelter is a basic need for people everywhere, from the icy arctic to the rainy tropics. Our homes give us

protection from the weather, a place to cook, eat and sleep, and a center for family activities. People

throughout the world use the resources of their environment for shelters and how they adapt their

housing to their cultures and life styles. The study of shelters provides applications of science,mathematics, and technology. They also provide opportunities to study content areas such as social

studies, history, art, and literature.

Objective:Research a typical shelter from a particular era in history and a location around the globe. Use this

information to build a scale model depicting the shelter and create an electronic presentation to visually

explain the various factors that influence the type of shelter.

Instructions:1. Choose a period of time and location you desire to study. Accurately research the place and perio

and determine what a typical family dwelling (shelter) would look like during that era and at tha

location.2. Complete the Shelters Information Reportthat includes the architectural information andfeatures: size, shape, number of rooms, heating/cooling, sanitation, kitchen/dining facilities and

sleeping/living areas. Shelters are influenced by several factors including resources, lifestyle,

culture, religion, technology, climate, and economics. Also, in the Shelters Information Report, lis

the factors that had an influence on the shelter you researched. Resources: What resources/materials were at hand? Lifestyle: Were the people of your era and location nomads, farmers, fishermen, miners orother? Were they constantly trying to fend off attacks? Culture and religion: What cultural or religious aspects influenced the design of your

shelter? In the past, homes often reflected the ethnic background and religion. For

example, Native American shelters had spiritual meaning. Also, many immigrants

constructed homes that incorporated elements from their homelands. For example,

Ukrainian settlers built homes of logs, clay, willow and grass, which were often roofed wit

rye thatching similar to that used in the regions they emigrated from. Mennonites

Promoting Rigorous Opportunities in

Math and Science Education

SheltersIntegrated Interdisciplinary Unit


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sometimes built combined house-barns as they had in Europe, Ukraine or Russia.

Technology: What technology was available during the time the shelter was built? Overtime, technology has continued to evolve, and has had an effect on the types of shelter

constructed. Developments in transportation are one aspect of technology that has chang

the types of homes we live in. For example, the introduction of the horse in the mid-

eighteenth century allowed Native Americans to carry more material possessions fromplace to place, including larger tepees. Previously, the dog and travois limited the size of

their homes. Railway expansion, and the corresponding town sites which popped up,

increased the availability of lumber and building supplies.

Economics: Consider the influence of economics on the size, design, construction, materiaof the shelter.

Climate: Consider how climate would determine the type of architecture and materialsused to build the shelter.

3. Construct a scale model of a typical shelter for the time period and location you have selected tostudy. *Your model must be to a scale that you determine but cannot exceed a 24x 24 base. Use

materials provided by your instructor and any found or purchased items you feel necessary tocreate an accurate depiction of the shelter. Your model may require you to paint, sculpt, draw,

mold, cut, or shape various materials and use a variety of tools. Be sure to write the scale that youused on the Shelters Information Report.* Determining scale is a simple mathematics exercise. If you choose 1"=1' and have a room 10'x1

then on your model the room will be 10"x12". If the scale is 1/2"=1' then the same room will be

5"x6" on your scale model. If the scale is 1/4"=1' then the same room will be 2.5"x3" on your sca

model. The first step in constructing your model will be to determine how large the structure and

rooms are in real life. Then calculations can be made to determine what scale would best fit foryour model considering materials to be used and details to be shown.

4. Create an electronic presentation of your research that includes the information from the ShelterInformation Report. Also, include information showing the integration and interdisciplinary

concepts. You can use the software of your choice to develop your presentation. Be creative!5. Be prepared to present your research/model/electronic presentation during the Shelter

Exhibition. You will be the docent for the exhibition providing visitors with the information

regarding your research.


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Shelters

Information Report

Names:Grade Level:Time PeriodGeographical LocationSize and shapeHeating and coolingNumber or roomsSanitationKitchen/DiningFacilitiesSleeping and LivingAreasResourcesLifestyleCulture and religionTechnologyEconomicsClimateScaled used for yourshelter


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Week 2

1. Students will have a mini-lesson discussing the political involvement of the U.S. beforeentry into WWII. Discuss and identify key terms, vocabulary, and historic figures for

comprehension. Utilize their journal in documenting facts for future reference. Students

will be given flashcards to help with the terms, vocabulary, and historic figures. These wil

be used during ELT as a collaborative and cooperative study session with their peers.

(W)2. What was the hesitancy of the U.S. in entering WWII? Utilizing note-taking and

documentary montage presentation via Smart Board lesson, discuss the importance of thePearl Harbor Attack and WWII Pacific battles for U.S. involvement in WWII. Utilize

TimeToast.com/Interactive time lines as a research venue for students to understand the

chronological timeline for the Pacific battles during WWII. Small group work for

understanding of the timeline will be utilized. (H) (E 1&2)(T)(O)3. Students will collaborate in small groups to develop the technology aspect of the unit.

They will plan, develop, and create a radio broadcast showing their understanding of the

term propaganda. How did this affect emotions and morale of U.S. troops in relation to

the propaganda of Tokyo Rose? Students will use the literature available on Tokyo Rose,

a.k.a. Iva Toquri dAquino to identify fact vs. opinion on the actual involvement of this

American citizen to the WWII war effort. (H)(E 1&2)(R)(T)4. What was theAmerican civilians contribution to war? Students will watch video on Rosie

the Riveter and womens ability to contribute to the war effort. Small groupdiscussion/reaction to poster of Rosie the Riveter from war era. How did this portray

women and did it make an impact on nations reaction to women in the workforce after

WWII? Students will write a reflection based on the visual poster and how it accurately

portrayed womens roles in the workplace during the war. (H)(E 1&2)


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5. Prejudicial Portrayal: Read historical text from former Japanese-Americans held ininternment camp. ReadAnne Frank: 10 Daysas shared non-fiction reading. Students will

journal and utilize a Venn diagram to identify and discuss prejudicial treatment. Was ther

a difference between countries? Compare and Contrast these prejudices and treatment of

individuals; prepare to justify/condemn actions related to these historical texts. Students

will be utilizing grade level reading withAnne Frank: 10 days. Student will used leveled

reading comprehension questions for different reading levels. (H)(E)6. America and their Allies: Students will be able to identify the allied forces during WWII.

Using previously made foldable of world leaders, review and discuss the actions of these

leaders and their countrys contributions to WWII. The foldable will assist those students

that have difficulty with dates, events, and names for preparation for assessments; both

oral or written.(E) (T)7. Group Shared Reading: The Boy in the Striped Pajamas will be utilized during Shared

Reading as a whole class. Students will be able to discuss Hitlers plan of mass genocide ofthe Jewish race and its implications to humanity and war. Students will utilize graphic

organizers to map characters and theme. Students will read archived articles on the recenacts of genocide in Rwanda and compare similarities of the events. Students will plan,

devise a rough draft, and then utilize editing and revision so to publish an opinion paper

based on their discussions, readings, and research. (H) (E 1&2)(R)

Week 3


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1. Students will utilize classroom material/media to discuss the Tuskegee Airmen. How didthese men provide assistance to the American war effort? Students will research/utilize

prior knowledge on minority racism to prepare for a Readers Theatre in class.(W)(H)(E)(R)(T)(O)

2. Media depiction of WWII will be presented and students will write a caption or headline fothe pictures. Utilization of present day media will be used to model appropriate techniqu

for assignment. Students will write a reflection on the following questions: How accurate

media portrayal in recoding actual events? What emotions were generated by media of th

atomic bombing of Hiroshima and Nagasaki? Why did Dwight D. Eisenhower, U.S.

commander at surrender of mass extermination camps, order press pictures of Jewish

concentration camp victims for historical documentation? (W)(H)(E)(R)(T)3. Implication of chemical mass destruction in wartime will be addressed by discussion of

Trumans decision to drop atomic bombs on Hiroshima and Nagasaki. Students will beexposed to historical radio reports and Presidential address concerning the decision of

atomic intervention to WWII. Discuss in small groups the urgency of the atomic decision iending the war. Exposure to historical pictures of aftermath will be presented. Discuss in

small groups the relevance and the appropriateness of the bombings on civilians in order

to end further bloodshed of armed forces. Students will be able to write an opinion piece

be published and graded utilizing the 5th grade Writing Rubric.(W)(H)(E1&2)(R)

4. Timeline construction: Students will observe historical clips on important events in WWI(D-Day, VE-Day, VJ-Day). Students will illustrate these events in poster form to add to the

hallway timeline, they will plan, draft and document this in their journal timeline. (H)

(E 1&2) (O)5. Students will display and present their Structure project during a Museum Walk with the

entire 5th grade class. They should be prepared to discuss their scaled modelsspecifications, research and information, and share their technology developed report on

the structure. (Prezi, Glogster, or VoiceThread) Students will be videoed for Media Cast

(county-wide presentation) and will have their project on display in the Media Center for

the entire school to view. (W) (H) (E 1&2) (R)(T)(O)6. Students will present their finished radio broadcasts on propaganda. These finished

assignments will be broadcast using Media Cast as a historical learning opportunity for th

entire school during the morning announcements. (W)(H)(E1&2)(R)(T)(O)

7. Students will be able to show comprehension and understanding of the WWII unit by takinthe WWII Assessment: (W)(R)(E-2)(T)


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Standard: # Correct:DNM IP M E

SS5H6: The student will explain the reasons

for Americas involvement in World War II.0-20 21-23 24-30 27-30 &

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World War II Assessment

Match the appropriate country with the correct dictator, prime minister or president during

World War II. One of the countries can be used more than once.

1. _______ Hirohito2. _______ Stalin3. _______ Franklin D. Roosevelt4. _______ Hitler5. _______ Harry Truman6. _______ Mussolini

A. United StatesB. JapanC. Great BritainD. Soviet Union


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E. ItalyF. Germany

Use the work bank to place the country in the appropriate column.

France Italy Soviet Union Japan

Canada United States Germany Great Britain

Axis Powers Allied Powers

7. 10.

8. 11.

9. 12.

13.

14.

15. Using the Venn Diagram, compare and contrast democracy and a dictatorship.

DemocracyBoth

Dictatorship

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

16. What event caused America to enter the war?

A) Japans attack on Pearl HarborB) Germanys attack on EnglandC) Italys attack on Ethiopia


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D) The Soviet Unions attack on Poland17. Why did the United States try to remain neutral about the worlds problems?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

18. The government had to ______ the goods that people could buy during the war.

A) ticketB) stampC) identifyD) ration

19. Whom did Rosie the Riveter stand for during WWII? __________________________________

________________________________________________________________________________________

________________________________________________________________________________________

20. Explain how the Tuskegee Airmen changed the role of AfricanAmerican servicemen.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

21. Who won WWII, the Allied Powers or the Axis Powers? __________________________________

22. Germany was aggressive over which continent? ___________________________ Japan wa

aggressive over which continent? ______________________________


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23. Which president decided to drop the two atomic bombs on Hiroshima and Nagaski?

________________________________________________________________________________________

Match the term with the appropriate definition.

24. _______ United Nations

25. _______ Pearl Harbor

26. _______ Iwo Jima

27. _______ D-Day

28. _______ VE Day

29. _______ VJ Day

30. _______ Holocaust

A)

The purpose of this organization is to keep world peace and to promote cooperatioamong nations.

B) After the United States dropped the second atomic bomb, this day was celebratedbecause Japan then agreed to surrender, and the fighting stopped. This marked th

end of WWII.

C) This was a battle over the island in Japan, and the Allies won. The cost of the victory human lives was very high.

D) Hitler had begun what he called the final solution to the Jewish question. It was thmass murder of all European Jews and other people he called undesirable. This is

what the mass murder is called.

E) Berlin fell to Soviet Union, and the German military leaders were asked to surrender.On May 8, the Allies accepted their surrender. This day marked the end of the war i

Europe.

F) The day the Allies worked together in the largest water-to-land invasion in history. ThAllied Powers came ashore on the beaches at Normandy, in France, and attacked

German forces there.

G) This place is located on the Hawaiian island of Oahu. Its size and location made it aperfect home harbor for many of the ships in the United States. Japan attacked this

place in which eventually forced the United States to enter WWII.

31. World War II was caused by the Treaty of Versailles. Do you agree with this statement?

Explain your answer with specific examples that you learned during this unit.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


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________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

32. How did the Japanese attack on Pearl Harbor contribute to the ultimate success of the

allies?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


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Notes to the Instructor

Use this area, if needed, to explain to the instructor how your planned activities above satisfy

specific elements of the scoring rubric.

Planning instruction for Gardners strategies for different intelligences will be as follows:

Linguistic Intelligence: lectures, and note-taking; Logical-Mathematical Intelligencthe planning of a scaled model during the Structure project; Spatial Intelligence: th

representation of video, media, and radio broadcasts used for development of

projects, historical portrayal, and understanding of events during WWII; Bodily-

Kinesthetic Intelligence: Readers Theatre, the ability to create the structure in the

PROMSE project, the historical representation of Rosie the Riveter as a poster, and

the timeline that will be utilized throughout the unit in the hallway; Musical

Intelligence: the ability to use music as a representation of the historical era in the

radio broadcast project, and in the technological presentations for the structure

project; Interpersonal Intelligence: use of empathy in the discussion of Hitlerstheory of Jewish extermination comparing to present day Rwanda genocidal

activity, utilization of group work with the structure project and the radio

broadcast; Intrapersonal Intelligence: the ability to perform with varied groups,

but primarily the demonstration of independence and initiative to perform for the

groups and as an individual for requirements of unit components.

Resources

Historical texts used:

Boyne, John (2007, October 23) The Boy in the Striped Pajamas

Colbert, David (2008, September 2) Anne Frank: 10 Days

Historical photos, videos, radio broadcasts, and media:http://www.cicerohistory.com. Retrieved November 22, 2012

Web 2.0 tools used:

http://www.storybird.com,http://www.prezi.com,

http://glogster.com,

http://www.timetoast.com
http://www.cicerohistory.com/http://www.cicerohistory.com/http://www.storybird.com/http://www.storybird.com/http://www.prezi.com/http://www.prezi.com/http://glogster.com/http://glogster.com/http://www.timetoast.com/http://www.timetoast.com/http://www.timetoast.com/http://glogster.com/http://www.prezi.com/http://www.storybird.com/http://www.cicerohistory.com/


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Stage 3 Scoring Rubrics

(0 Points) (3 Points) (5 Points) YourScore

1. Does not clearlycommunicate

WHERETO for learning

activities

Fails to provide a pretestfor learners.

Codes some learning

activities with

WHERETO

Clearly codes each activity

with WHERETO

Includes a pretest to check for

prerequisite skills and

knowledge.

2. Alignment is notdemonstrated between

instructional strategies,

standards, and

understandings of the

unit.

There is evidence of

alignment between some

of the instructional

strategies, standards, and

understandings of the

unit.

Alignment is clearly

demonstrated between

instructional strategies,

standards, and

understandings of the unit.

Matches all essential

questions, understandings,skills, and knowledge with a

corresponding instructional

strategy.

3. Instruction has oneglobal starting point for

Utilizes Gardners

strategy to provide

Utilizes Gardners strategy to

provide different Entry


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all learners.

No evidence of an

attempt at

differentiation

different Entry Points.

Evidence of an attempt at

differentiation exists, but

differentiation is not

illustrated using labeling.

Points to meet the needs of

all types of intelligences.

Clearly labels the parts of

the plan that illustrate

differentiation

4. Fails to provideopportunities for

students to RETHINK

ideas, REFLECT, and to

REVISE work.

Provides opportunities

for students to RETHINK

big ideas, REFLECT on

progress, and REVISE

their work.

Provides numerous

opportunities for students to

RETHINK big ideas, REFLECT

on progress, and to REVISE

work.

5. Does not indicate the useof technology in a

meaningful way

Includes the use of

technology

Includes the use of technology

in a meaningful way.

Off the shelf resources areproperly referenced

6. Assignment is notorganized

Assignment Instructions

not followed

Several errors in

grammar and form,

which distracted the

reader

Assignment somewhat

organized

Most assignment

instructions followed

A few errors in grammar

and form which

distracted the reader

Assignment is organized

Assignment Instructions

followed

No errors in grammar or form

that distracted the reader.

Your Total Score /30

frit 7430 understanding by design

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