unit on world war ii by: stephanie...

Unit on World War II

By: Stephanie Scherer

Instructional Rationale

Teaching is to inform and inspire those who are the future and in order to fully

invigorate this future, they need to know what happened in the past because history

repeats itself. In order to do this, students must have a social sciences education. This

education looks at the past and the present, human and societal interactions, and the

results from those interactions. Students need to be offered this information, at their

individual levels, as early as possible. Starting early is key in any form of education. If a

topic is started in elementary school, it can be built upon as they continue through

elementary, middle, and high school. This depth and continuation of a social science

education will produce responsible citizens that have the ability to navigate and

participate in the twenty-first century.

It is the job of the school to provide these students with the resources and

materials they need to be responsible citizens. Materials could be books and papers,

but the true resources are the teacher they put in front of these students. Finding

teachers who truly believe that one of the aspects of a public education is to create well

rounded citizens is key to these students futures. Teachers will not only provide the

worksheets and books, but, if you find good teachers, they will also provide students

with experiences that can not come from books.

This is the teacher that I want to be. I was to inspire students to be responsible

citizens and to change the world. Any teacher can teach from a book, but I want to bring

the Civil War to life. I want to bring a presidential debate to the class room showing

students all the preparation and research that go in to them. I want to help students find

themselves and help refine their beliefs and values so that they know where they can

begin their journey as citizens of this great country.

Year Term Units Sub-Units Sub-Units

Review of Colonial America

US Constitution US and IL Constitution Test

IL State Constitution

Bill of Rights

Amendments

Industrial Revolution Carnegie/ Rockefeller

Immigration Ellis Island

Progressive Era Women's Rights

WWI US as World Power

1920's Culture, Women's rights, Prohibitions

Depression Era New Deal Dust Bowl, Economy

*WWII Holocust

Cold War McCarthy Communism

Korean War 1950-60's Culture

Vietnam War

201

2-2

013

Fa

ll W

inte

r S

pring

Unit Plan and Descriptions

Monday Tuesday Wednesday Thursday Friday

We

ek 1

The beginning of WWII. Concept: Totalitarianism

Totalitarianism and Dictators.

War in Europe Day 1

War in Europe Day 2

Day 1 The Holocaust

We

ek 2

Day 2 The Holocaust

Pearl Harbor

Life on the Home-front: Propaganda

Life on the Home-front: Propaganda Day 2

Life on the Home-front: Rationing

We

ek 3

War in the Pacific

Atom Bomb Review Review End of Unit Test

I will be doing my 15 lesson unit of WWII. My five lessons are in red above,

Pearl Harbor, Life on the home-font: Propaganda (a two-day lesson), Life

on home-front: Rationing, The War in the Pacific and The Atom Bomb, and

will fall in the middle of the unit. The six lessons before will cover How the

war Got started, Totalitarianism, Dictators, two days covering the War in

Europe, and two days covering The Holocaust. There are only three

lessons after the five I have in red and those will be review days and the

Unit test.

Lesson Plans With supplemental materials

Lesson Plan Template MAT Elementary Education Program

Name of Candidate__Stephanie Scherer______ School ________________________ Subject Being Taught Social Studies __________Grade Level __8_________________ Date of Lesson _____________________Time Frame of Lesson __45 minutes________

Connecting to Standards State/District Goal(s), Standard(s), Benchmark(s)

16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.A.3c Identify the differences between historical fact and interpretation. CC 8.W.3a Engage and orient the reader by establishing a context and point of veiw CC 8.W.3b Use narrative techniques to develop experiences, events and/or charaters

Learning Outcomes (Objectives)

- Students will be able to recount sequence of events before, during and after the attacks at Pearl Harbor. -Students will be able to use a time line to understand historical events - Students will be able to take another persons point of view and recount historical events

Assessment(s) Formative/Summative

Formative: Ask students what they already know about Pearl Harbor, before starting the lesson. Students show that they are understanding basic concepts in their brain storming notebooks. When asked for an example, students will be able to give an example of their character in a historically accurate time/place. Summative: Students final papers show understanding of the attack on Pearl Harbor, including the sequence of events before, during and after. Students will be able to show their understanding of historical events through their own creative interpretation.

Materials/References/ Technology

- Students brain storming notebooks - Hour by hour account of Pearl Harbor from Scholastics http://teacher.scholastic.com/pearl/hour/index.htm -iPad, with inspiration for time line. -Another timeline http://my.execpc.com/~dschaaf/timeline.html -Maps http://my.execpc.com/~dschaaf/routex.html http://my.execpc.com/~dschaaf/bshipro2.html

http://teacher.scholastic.com/pearl/hour/index.htm

http://my.execpc.com/~dschaaf/timeline.html

http://my.execpc.com/~dschaaf/routex.html

http://my.execpc.com/~dschaaf/bshipro2.html

Procedures Include time frames • Opening • Instruction • Closing

Opening (10 Minutes): Ask students what they already know about the attack on Peal Harbor. Give brief introduction on the attack on Pearl Harbor. Ask students what they know about timelines. Ask students to get out their brain storming notebook. Lesson (25 Minutes): I will begin by drawing a line on the board with Dec 6 on one end and Dec 7 at the other end. I will explain that as I read the account that I will write brief statements about the historical events. The students are going to write in their notebooks about what they think that they might see, think, feel, hear, smell, ect. if they were there, not about the historical events. I will begin reading the hour by hour account at Dec 6, 10:30p and end at Dec 7, Noon. I will write brief descriptions of the happening on the board and give students time to write in their brainstorming notebooks. Closing (10 Minutes): After reading the entire "day" I will ask students what they thought they might experience (formative assessment). After hearing responses I will have them begin to brainstorm and outline a story with their own characters that they can incorporate the historical timeline with their creative, fictional experiences. After I will collect the notebooks to asses their outlines so that they may begin their narrative papers on the right foot.

Differentiation (Special needs, language needs, learning styles, enrichment, etc.)

I will have paper copies of the account (separated by time slots so that student can not go a head of the class) available for those who would prefer to read the accounts. Students can doodle, write, scribble, outline- brainstorm any way they feel in their notebooks. Different levels of "experiences" will be expected for each student depending on their achievement level. Students will be able to create a drawing, painting, or picture of one of the scenes if they finish the assignment early. This will not be expected from all students.

Hour by Hour Account: Dec 6 1941, 10:30p World War II is raging, but the United States is at peace on this calm evening of December 6, 1941. It's just another ordinary Saturday night at Pearl Harbor, the naval base of the U.S. Pacific fleet on the island of Oahu, Hawaii. Some of the thousands of soldiers and sailors stationed at Pearl Harbor have gone ashore to clubs and parties, while others have gone to Honolulu. Young families, like U.S. Navy commander Hubert "Dale" Gano and his wife Margaret "Johnie" Gano, a newlywed couple, are spending a relaxing evening at home. Dale has served in the Navy since 1938, and was assigned to Pearl Harbor in July 1941. Nearby, at Hickam airfield, an annual charity dance is in progress. Outside in the darkness, hundreds of American fighter planes are parked and lined up in neat rows — a perfect target for an air attack — because they can be more easily guarded against sabotage. Driving home from the charity dance, a general and his wife notice the reflection of thousands of ships' lights playing on the still water of the harbor. "What a target they would make!" the general remarks. At that very moment, 220 miles north of Oahu, dozens of ships under the command of Admiral Chuichi Nagumo stand in position, waiting. The sailors and pilots on board the aircraft carriers are in good spirits, toasting the Emperor and listening to music. The deck crews are hard at work making final preparations to launch hundreds of attack planes at dawn. Their destination: Pearl Harbor. Dec 7, 1941, 3:40a Political and military tensions between Japan and the United States are high, and Pearl Harbor commanders General Walter Short and Admiral Husband Kimmel have received orders from Washington to be on guard, as have U.S. base commanders throughout the Pacific. But during these dark, early morning hours of December 7, navy officers, soldiers, and sailors stationed at Pearl Harbor are not on any extra special alert. Just a few miles from the naval base, the Condor, a U.S. Navy mine-sweep, is on patrol. As the ship slides through the ocean's black waters, an officer sites a submarine's periscope. The Condor follows its wake for several minutes, then alerts the Ward, a nearby destroyer. The Ward's skipper, Lieutenant William Outerbridge, wakes his sleepy crew, and they scramble to their battle stations. But mysteriously, the submarine seems to have disappeared. Shaking off his concerns, Outerbridge calls off the alert and dismisses the crew. Neither the Condor nor the Ward radio headquarters to report the incident.

Dec 7, 1941 6a It's a calm December morning. The sun starts to slowly rise over the eastern horizon, glittering peacefully on Pearl Harbor. In one of the small houses in Pearl City--a peninsula that juts out into the harbor--Dale and Johnie Gano sleep soundly. As they do, Japanese bombers are warming up their engines on the decks of four aircraft carriers, including the Kiryu. Then, with deckhands cheering them on, Commander Mitsuo Fuchida leads the way as 185 planes, in a first wave of attack, rise into the sky and head south toward Pearl Harbor. 6:30a On the ships anchored at Pearl Harbor this Sunday morning, men are sleeping, eating breakfast, relaxing on the sunny decks, or preparing to go ashore for last minute Christmas shopping. On the cruiser Helena, some of the Marines are getting ready for a softball game. For the second time in three hours, the Ward is on alert, having again detected a strange movement in the water. Upon closer inspection, Lieutenant Outerbridge is stunned to see a stubby black submarine, half submerged. He immediately orders the crew to sink it, and any other submarines they may find. Outerbridge radios the following message back to headquarters at Pearl Harbor: "We have attacked, fired on, depth-charged, and sunk submarine operating in defensive sea area." But the Lieutenant's message is decoded very slowly. No one knows to call an alert. 7:00a On the northeast coast of Oahu, two army privates finish up duty at a mobile radar station. Just as they are about to turn off their radar screens, a huge "blip" appears. The privates immediately recognize the blip as a large group of aircraft, which appear to be only 130 miles out to sea and closing fast on Oahu! The privates try phoning the air warning center in Honolulu, but at first the lines are dead. When they finally get through, the lieutenant who takes the call dismisses their worries. He says that the blip is a squadron of American B-17 bombers returning from the mainland.

7:55a Fuchikama Tadao, a Japanese-American messenger, hops on his motorcycle and races towards Pearl Harbor's military headquarters. In his satchel is a crucial message from Washington warning of a possible attack. At that same moment, Johnie Gano is in her home getting ready for Sunday morning church services. She is about to wake her husband, when the windows begin to rattle. Suddenly, "Boom!"an explosion cuts through the air. The last moments of peace the U.S. will know for the next three years, eight months, and eight days end as the first wave of Japanese planes reaches Pearl Harbor. Within seconds the Sunday morning calm is shredded by the explosions of bombs and torpedoes. Smoke and fire rise through the serene blue sky as the U.S. Navy's great battleships are bombed, one after another. Aboard the U.S.S. Oklahoma, a frantic announcement comes over the PA system: "Real planes, real bombs; this is no drill!" Dressing quickly, the Ganos run outside their house. "Look Johnie!" exclaims Dale, spotting a squadron of fighter planes tearing through the sky, flying low and shockingly near. "That is the rising sun painted on their wings!" It is hard for them to believe that they are in the middle of this massive and unexpected attack. By the end of the first raid, which lasts 30 minutes, much of America's Pacific fleet is in ruins. The battleship Oklahoma is blown up by three torpedoes; the West Virginia and California are struck by bombs and have sunk to the bottom. The Arizona is also hit by a bomb that goes off below deck, just a few feet from a vast stockpile of explosives. The huge explosion rips apart the ship and causes it to sink within minutes--killing most of the crew, some of whom are still in their beds. 8:25a Dale Gano rushes off to report for duty on Ford Island (located in the middle of the harbor). Johnie, meanwhile, picks up some friends and is directed to evacuate Pearl City. They are told to head for the hills. Upon reaching the dock at the foot of Pearl City Peninsula, Dale and several other sailors watch in shock as the battleship Utah capsizes and sinks. As a boat takes them out to Ford Island, Dale and the others witness large formations of Japanese planes flying overhead. Hundreds of wounded men are struggling in the water, trying to reach safety ashore or on board other ships. Sailors not in trouble are trying to help out in any way they can. But because the attack has been a complete surprise, they are unprepared. A second wave of Japanese attack planes begins to swoop down and strike the harbor. The heavy smoke of destruction now covers Pearl Harbor, and it becomes difficult for

Japanese pilots to aim accurately at their targets. Nevertheless, severe damage has already been done. Finally, by 9:30 a.m. Japanese planes withdraw and the attack is over. NOON "Yesterday, December 7, 1941 -- a date which will live in infamy -- the United States of America was suddenly and deliberately attacked by the naval and air forces of the Empire of Japan" begins President Franklin Roosevelt's six minute speech to both houses of Congress. He details the damage of the Pearl Harbor attack: 18 ships sunk or heavily damaged, over 300 army and navy planes destroyed, and over 2,400 American lives lost. President Roosevelt closes by asking Congress to declare a state of war. Congress votes 435-1 to declare war on Japan. The Eye Witnesses: Margaret Ellen "Johnie" Johnson and Hubert "Dale" Gano were both born in 1916. Each grew up in a small town in Illinois—she in Keywanee, he in Mattoon. In 1936, at the height of the Great Depression, they met at a University of Illinois dance. Johnie graduated in 1938 while Dale — unable to afford his college tuition — left and enlisted in the U.S. Navy. After completing training school, the Navy sent Dale to Pearl Harbor, Hawaii, for his first duty station. In July 1941, Dale made first-class petty officer and asked Johnie — "the love of my life," as he describes her — to marry him. By December the newlyweds had settled into a house in Pearl City. On Sunday morning December 7, Johnie was just waking Dale for church when bombs began to fall. Dressing quickly, the couple ran outside to see what the commotion was. Johnie and Dale did not make it to church that December day. Instead, as Johnie says, they had "front row seats for the Japanese sneak attack at Pearl Harbor." After World War II ended, Dale remained in the Navy. His 30-year career took the couple and (eventually) their four children to many places including Virginia, Illinois, California, Hawaii, and Italy. They finally settled in Pensacola, Florida, where Dale retired as a Commander. At 80-years-old, after a full career in aviation mechanics and technical training, Dale is a flight instructor and ground school trainer in retirement. He enjoys flying, and spends many hours in his garage building small airplanes. Throughout her many years of homemaking and child-rearing, Johnie has developed her artistic talent through needlework. She has shared her love of the craft with many pupils. Now 81, Johnie still enjoys a daily swim and occasional bike ride.

Timeline:


Name of Candidate__Stephanie Scherer__________ Scho_______________ Subject Being Taught ___American Propaganda____ Grade Level _7_______ Date of Lesson _____________________Time Frame of Lesson Two 45 minute lesson


27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past, and present. 18..A.3 Explain how language, literature, and the arts contribute to development and transmission of culture. CC. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a test.


Students will be able to analyze and identify the types of propaganda. Students will understand the propaganda goals and strategies of the US government. Students will create a propaganda poster of their own.


Formative: Students will participate in whole class analysis. Students will fill out two worksheets in class. Summative: Students will create, present and explain a poster that they have created.


Types of propaganda powerpoint. Types of propaganda worksheets. Poster analysis worksheet. https://www.google.com/search?q=wwii+propaganda&safe=off&client=safari&hl=en&source=lnms&tbm=isch&sa=X&ei=LiCAUffdJaebyQHJhIHgDA&ved=0CAoQ_AUoAA&biw=1024&bih=672

https://www.google.com/search?q=wwii+propaganda&safe=off&client=safari&hl=en&source=lnms&tbm=isch&sa=X&ei=LiCAUffdJaebyQHJhIHgDA&ved=0CAoQ_AUoAA&biw=1024&bih=672





Opening: (5 Mins) I will ask students what they know about propaganda and if they know any popular images. I will discuss the course of the lesson and their final assignment. Instruction: (30 Minutes) I will begin by instructing on the 7 common forms of propaganda used during WWII using a power point. At the end of the power point I will have students guess what kind of propaganda is being used and who they are trying to target. After, I will split the class in to pairs and pass out first worksheet. After they complete the work sheet they will come up and get the second (analysis wkst). When the majority of the class has finished I will go over both worksheets as a class. Closing: (10 minutes) Have students start brainstorming and preparing for creation of poster tomorrow. They will need to have a paragraph written on the back of their poster briefly explaining why they did what they did. Day 2 Opening: (5 minutes) Review the 7 types of propaganda we went over yesterday. I will also go over the rubric with student so they know what they will be graded on. Instruction: (35 min)This is the time to create poster their on an 8 1/2x 11 piece of paper. Students can use whatever form they would like (drawing, computer graphics, computer generated poster, magazine cutouts, ect.). If they have not already finished they can finish their paragraph in this time as well. Closing (5 minutes): Have a few students volunteer to give 30 second explanation of their poster. Then have students hand in posters.


I will pair students up to benefit each other. Those who are Behind/ have issues with writing, they can verbally record their assignment. Poster can be done by hand or digitally.

MAT Elementary Education Program Name of Candidate_Stephanie Scherer_______________ School ________ Subject Being Taught __War on the Home Front: Rationing__ Grade Level__7__ Date of Lesson _____________________Time Frame of Lesson __45________


16.A.3B Make inferences about historical events and eras using historical maps and other historical sources. 16.C.3b Explain relationship among the American

economy and slavery, immigration, industrialization, labor,

and urbanization, 1700- present.


Students will evaluate the extensive impact World War II had on the everyday American on the home front. Students will critically examine the role of the civilian during times of war.


Formative Assessment: Students completion on the guided reading worksheet and rationing grid. Summative Assessment: Students will complete reflection on for homework.


Article Guided Reading worksheet. Rationing Grid Activity Log http://connecticutexplored.org/wordpress/wp-content/uploads/2009/06/Rationing-Lesson-Plan-DF1.pdf

http://connecticutexplored.org/wordpress/wp-content/uploads/2009/06/Rationing-Lesson-Plan-DF1.pdf




Opening: (5 Minutes) Prior to completing this lesson in class, students will complete a 2-day activity log, in which each student will list and describe his/her daily activities during a weekday and a weekend day. Instruction: (30 Minutes) When students arrive in class, they will read the article “If You Don’t Need It, Don’t Buy It” by Amber Degn. As students read they will fill out the guided reading worksheet. C. Once students finish the reading, they will read the list of items that were rationed during World War II and then examine their daily logs and check off every activity that would have been significantly affected by rationing. Students will then complete the Rationing grid and guided reflection sheet. Closing: (10 Minutes) As a class we will discuss the changes in their lives that rationing would require, as well as the different benefits and possible disadvantages civilian sacrifice could have to nation during a time of war. For Homework: Guided reflection


Some students only need to complete one day, not two of rationing worksheet. Digital copies will be available. Reflections can be written, drawn, posters- however students want to do it. Depending on student’s needs, worksheet may be varied.

Guided Reading Worksheet Name: ___________________________ 1. Describe several reasons why rationing was necessary or important to the war effort during World War II. 2. What items were rationed? 3. How was the rationing system instituted? 4. List and describe any emotions people experienced concerning any aspects of the rationing program mentioned in the article. Did the people’s reactions toward the rationing program surprise you? List of some items rationed during World War II Tires, bathing caps, raincoats, garden hose, sugar, meat, butter, cheese, eggs, milk, tea, chocolate, cloth, wood, metal, as well as rubber and leather ink, paper, carbon paper, pencils, pens, typewriter ribbons, erasers, paperclips, envelopes, cars, bicycles, gasoline, fuel, oil, kerosene, solid fuels, stoves, rubber footwear, shoes, canned fish, cheese, canned milk, typewriters, chicken wire, nylons, silk

Daily Activity Log Weekend Day Name: ________________________________ Day: ________________________

Time Description of Activity Time Description of Activity

6:00A 3:00 P

7:00A 4:00P

8:00A 5:00P

9:00A 6:00P

10:00A 7:00P

11:00A 8:00P

12:00P 9:00P

1:00P 10:00P

2:00P 11:00P

Reflection Write a 1⁄2 page reflection of how you would feel as you were making these lifestyle adjustments during World War II. Explore the different thoughts and emotions you might have in different circumstances. Now that you understand the significant extent and role that rationing played in the lives of civilians during World War II, consider the role of civilian sacrifice during wartime in general. On the bottom half your reflection please answer the follow following questions: 1. Would the thoughts and feelings toward rationing during World War II be the same during other wars like the war in Iraq or Vietnam? Why or why not? 2. What is the value of civilian sacrifice to a nation during a time of war? 3. Should civilian sacrifice, whether through rationing or other ways, be implemented by the government during all times of war?

HOG RIVER JOURNAL

“If You Don’t Need It, DON’T BUY IT” By Amber Degn Hog River Journal Spring 2004 www.hogriver.org When asked recently what she remembered about rationing during World War II, one Windsor woman recalled her father, a well-respected local figure, stocking up on sugar in April 1942 when he learned it would be rationed the next month. “He hid it in an upstairs closet. We could have been fined. He loved sugar in his coffee, that was the only thing.” The stigma associated with hoarding rationed goods was both a reality and a bit of wartime propaganda. Printed on each ration book was the threat of a $10,000 fine and imprisonment for violations, declaring them “an effort to deny someone his share . . . Such action, like treason, helps the enemy.” At a time when many of Windsor ‘s boys were fighting overseas, this stigma was very powerful. Sixty years later, the woman, who was just a teenager in 1942, asked to remain anonymous so that her father’s good name would not be tarnished by his wartime sweet tooth. Exhorted by the federal Office of Price Administration (OPA) to “Give your whole support to rationing. . . Be guided by the rule: ‘If you don’t need it, DON’T BUY IT,’” Americans restricted consumption of tires, gasoline, sugar, butter, red meat, shoes, stockings, and many other products and materials. The federal government instituted rationing and price controls to provide equal distribution of scarce goods and to control inflation. In May 1942, Windsor’s War Price and Rationing Board 112-28 distributed 10,299 sugar ration books to every man, woman, and child in town at the John Fitch High School.

Interviews with long-time Windsor residents Doris (Douglas) Butler and Mary ( Clark ) Giffin revealed that neither felt extreme hardship during the war, because “everyone was in the same boat.” Instead of consuming red meat they ate more fish and game. Butter was replaced by Oleo, a new product that came in a small bag. Both women recall kneading the bag so the little round ball filled with yellow powder would blend with and color the contents. Everyone had a Victory garden, either in a plot in the public garden or at home. Giffin recalled that her father, tobacco grower Arthur Clark, had less success in his backyard garden than in his tobacco fields. The town of Windsor provided gardening classes for residents with brown thumbs and canning courses that taught residents how to preserve the “tomatoes, tomatoes, tomatoes” Butler remembers harvesting. Those who commuted by car, such as Butler ‘s next door neighbor Harmon Barber, who worked at the Travelers, received a B sticker for their windshields, permitting them enough gas to get to and from work. Those who drove only for pleasure received an A sticker, and were limited to approximately three gallons per week. Truckers got T stickers, and could buy as much gas as necessary, as could those with E stickers who were usually policemen or other emergency personnel. Rationing, as the small OPA-distributed books filled with stamps stated, was a vital part of the home front war effort. Rubber-producing countries were under Japanese control. Ships normally delivering coffee and sugar to the U.S. now were used for military purposes. Tin used in cans was required for armaments and cans for soldiers’ rations. With the army needing 15 million combat boots, shoe leather was also rationed. Butler ‘s 1945 wedding shoes were plastic and Clark ‘s father sacrificed one of his shoe stamps so his daughter could have a pair of dress shoes at college. While rationing and recycling were necessary, victory gardens were a less critical, but important morale booster as American farms continued to produce during the conflict. These gardens provided a way for Windsor and communities across the country to play a role in the war effort and no doubt eased more than one guilty conscience fretting over a bag of sugar in the upstairs closet.

The Windsor Historical Society, located at 96 Palisado Avenue, is open Tuesday to Saturday 10 AM to 4 PM. For more information call 860-688-3813. Amber Degn is curator of the Windsor Historical Society.


Name of Candidate_____Stephanie Scherer_______ School ______________ Subject Being Taught ___War in the Pacific______ Grade Level _7_________ Date of Lesson _____________________Time Frame of Lesson __45______________


16.A.3B Make inferences about historical events and eras using

historical maps and other historical sources.

17.A.3b Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs and satellite images. CC RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text.


Students will be able to interpret maps. Students will be able to apply knowledge of maps to show understanding of text.


Formative: Begin mapping together as a class and gage students understanding. Class discussion. Summative: Completion of the map and worksheet.


Map and places to plot Worksheet Maps, globes, atlases For Atlantic vs. Pacific- https://sites.google.com/a/eastbronxacademy.org/8th-grade-social-studies/other-units/world-war-ii/04-war-in-europe-vs-the-pacific

https://sites.google.com/a/eastbronxacademy.org/8th-grade-social-studies/other-units/world-war-ii/04-war-in-europe-vs-the-pacific




Opening: (10 minutes) Begin by asking what students know and read about WWII and the Pacific theater. I will also begin by giving a brief overview of the day. After students answer, I will give a brief overview of the Pacific happenings. Instruction:(30 minutes) I will ask students if they think fighting a war in Asia is different from fighting one in Europe, and why. After getting answers we will go over climate, geographical, cultural differences. We will look at https://sites.google.com/a/eastbronxacademy.org/8th-grade-social-studies/other-units/world-war-ii/04-war-in-europe-vs-the-pacific . I will then explain the activity, mapping and worksheet. I will pair up students to work together on the map and worksheet. Closing: (5 minutes) We will briefly discuss the mapping activity and any problems they might have had. I will then have them turn in their worksheets.


Students can take home if not finished. Some will get les, more obvious places to plot. I will pair students up so that it benefits each other. Mapping incorporates tactile, visual, and with a partner auditory learning styles.




Where in the World War? Mapping the War in the Pacific Places in the Pacific Activity Sheet Sixty years ago, a generation of young Americans left their homes to fight a world war. That war was waged in two distant and very different places. In Europe, Americans faced hardship and danger. But they did so amid people and places that—while foreign—had important connections with their lives back in America. Terrain, weather, place names and, sometimes, ethnic ties were familiar links that provided some measure of comfort against the hardships of war. Americans who fought the Japanese in the Pacific fought a very different kind of war. Whether in the jungles of New Guinea or on tiny atolls in the central Pacific, they confronted environments and cultures with fewer reference points. Their war involved vast distances, isolation, and harsh, unfamiliar surroundings that placed special burdens on them. Over two million young Americans went to war in the Pacific. They served in places as remote and far-flung as the Philippines, the Solomon Islands and Okinawa. Many struggled and died in places their families had never heard of. They waged a bloody war against a determined enemy. Consider this: when the Japanese attacked the U.S. Pacific Fleet on December 7, 1941, most Americans had never heard of Pearl Harbor and did not even know where it was. Directions: Using maps, globes (or a map on an interactive white board), locate these places. You may complete this activity as a class or in small groups. 1. Japan 11. Guam

2. Tokyo 12. New Guinea

3. China 13. Philippines

4.Manchuria 14. Singapore

5. Pearl Harbor 15. Hong Kong

6. Guadalcanal (Solomon Islands) 16. Aleutian Islands

7. Midway Island 17, Iwo Jima

8. Gilbert Island 18. Okinawa

9. Marshall Islands 19. Hiroshima

10. Mariana Islands 20. Nagasaki

A Brief History of WWII in the Pacific Student Worksheet Directions: This activity will help you with learning the geography of WWII in the Pacific. Place the letter from the accompanying map next to each location in the blanks following its description. In 1931, the Empire of Japan (__) invades Manchuria (__) in order to increase its natural resources. This begins a push by Japan into mainland Asia that continues throughout the 1930’s. A decade later, Japan has been slowly pressing into China (__) and is prepared to make a major assault in the Pacific Theater. In order to prevent the U.S. from interfering with their plans, they stage a sneak attack at Pearl Harbor (__) on December 7th, 1941. Much of the United States fleet is destroyed. The Japanese are prepared to move quickly. On December 8th, 1941, the Japanese attack the American forces in the Philippine Islands (__), the British holdings of Hong Kong (__) and Singapore, on the Malayan peninsula (__). The Japanese are conquering new territory rapidly while the Americans recover. Japan continues to conquer territory throughout the Pacific towards Australia (__). By May of 1942, the Japanese have reached the Coral Sea (__), where American ships are waiting for them. The battle is technically a draw, but it marks the first set-back in Japan’s offensive. In June of 1942, the Japanese send a large fleet to the island of Midway (__). American planes have been using this island to refuel on the long trips from California to the South Pacific. If the Japanese can take the island, they will stop these flights entirely. At the Battle of Midway, the U.S. Navy sinks four Japanese aircraft carriers, scoring a clear victory and turning the tide of the war in the Pacific. The Japanese begin losing ground. In order to defeat Japan, American forces will have to wage a long campaign of island-hopping, slowly taking back islands the Japanese have conquered. On August 7, 1942, the 1st Marine Division lands on Guadalcanal (__). It will take nearly three years and many hard-fought battles for islands large and small to get U.S. forces within striking distance of Japan. In February of 1945, 30,000 U.S. Marines land in one day on the tiny island of Iwo Jima (__). After 36 days of combat, the U.S. controls an airstrip within range of Japan itself. The battle costs nearly 7,000 U.S. lives and most of the 22,000-man Japanese garrison. Now, bombardment of Japanese factories and military bases can begin. Japan has lost almost all of its conquered territory. In April of 1945, more than 180,000 Americans land on the island of Okinawa (__) and face a Japanese army half their size. The Japanese fight to the end, losing over 110,000 soldiers.

American bombing raids have heavily damaged the home island of Japan, but Japan is unwilling to

surrender and prepares to fight to the very end. In order to deal a major blow to the nation of Japan itself

and force the Emperor to surrender, President Harry S. Truman authorizes the use of the atomic bomb.

On August 6, 1945, the first atomic bomb is dropped on Hiroshima (__). On August 14, Japan surrenders.


Name of Candidate_Stephanie Scherer___________ School _________________ Subject Being Taught _Atomic Bomb_____________ Grade Level ___7_________ Date of Lesson _____________________Time Frame of Lesson ___45____________



Students will analyze and evaluate different view points of dropping the Atomic Bomb. Students will apply their knowledge and support their view point.


Formative: Students will fill out "Pro and Con" worksheet completely and correctly. Summative: Students will be able to voice their opinion on whether or not they would have made the same decision as Harry Truman and why.


Websites: http://seattletimes.com/special/trinity/supplement/procon.html http://www.colorado.edu/AmStudies/lewis/2010/atomic.htm http://www.eyewitnesstohistory.com/hiroshima.htm http://suite101.com/article/trumans-decision-to-use-the-atomic-bomb-a90788 http://news.google.com/newspapers?nid=1347&dat=19860328&id=_voSAAAAIBAJ&sjid=ivsDAAAAIBAJ&pg=2969,5855453 http://www.doug-long.com/hst.htm http://www.century-of-flight.net/Aviation%20history/WW2/Atomic%20Bombing%20of%20Hiroshima.htm Video: http://www.history.co.uk/shows/america-the-story-of-us/videos/america-the-story-of-the-us-manhattan-project.html Pros/Cons worksheet (attached)

http://seattletimes.com/special/trinity/supplement/procon.html

http://www.colorado.edu/AmStudies/lewis/2010/atomic.htm

http://www.eyewitnesstohistory.com/hiroshima.htm

http://suite101.com/article/trumans-decision-to-use-the-atomic-bomb-a90788

http://suite101.com/article/trumans-decision-to-use-the-atomic-bomb-a90788

http://news.google.com/newspapers?nid=1347&dat=19860328&id=_voSAAAAIBAJ&sjid=ivsDAAAAIBAJ&pg=2969,5855453



http://www.doug-long.com/hst.htm

http://www.century-of-flight.net/Aviation%20history/WW2/Atomic%20Bombing%20of%20Hiroshima.htm



http://www.history.co.uk/shows/america-the-story-of-us/videos/america-the-story-of-the-us-manhattan-project.html




Opening: (5 minutes) Explain to students todays activity. They will be broken up into groups and given information, both for and against, the dropping of the atomic bombs in Japan. I will also show a 3 minutes video clip that is a basic overview on the Manhattan Project and the dropping of the Atomic Bomb. Instruction: (20 minutes) Break students up in to small groups. I will then hand out worksheet and iPads. While they are in small groups they must visit at least 4 websites. They must decide individually which position they want to take. Closing: ( 20 minutes) We will then come back as a class and I will have them split on to "For" side and "against" side. Students must then voice the reasons why they made their decisions. Each student must state at-least one reason.


Students will be given many websites to use for researching their position. Students may fill out worksheet any way they want (drawing, sentences, blurbs, bullets, ect) Some students do not need to access the minimum number of sites. I will also have print outs of the sites for students who would rather have the information that way.

Field Trip

There are many options for fieldtrips for a WWII unit, but I must say that Cantigny Park would be an ideal location. Cantigny is a beautiful 500 acre piece of land owned by the McCormick Foundation. This park consists of museums, gardens, and two golf courses. The museum that I feel would be the most beneficial is the First Division Museum. In front of the museum are tanks ranging from WWI all the way though Desert Storm. They can be climbed all over, touched and explored, they are not just something to look at. This makes learning come to life. Reading about things is a completely different experience than touching and seeing them. After you enter the museum you are taken back in time. The museum is also set up as an experience, not just something to walk through and look at things. It takes you through the First Infantry Division’s experiences in each war starting from WWI going through Desert Storm. Students can lay in the bunks that an infantry man might have slept in or experience what it might be like to be in a boat approaching Omaha Beach. This museum is amazing to say the least. As an adult walking through I had goose bumps as the door rose as we were approaching the beach the day after the Omaha invasion. To take students here, where they can run around, touch things and really learn about them, would be a field trip they would not forget. http://www.cantigny.org/ http://www.firstdivisionmuseum.org/

1S151 Winfield Road Wheaton, IL 60189 630.668.5161

http://www.cantigny.org/

http://www.firstdivisionmuseum.org/

unit on world war ii by: stephanie...

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