Robert Burke

Course: U.S History Grade: 11th

Duration: 7 days

Unit Objectives

. Students will be able to identify several important World War II figures and explain their

significance in the war

.Students will examine several historical documents and newspaper articles during this era that

are relevant to World War II

.Students will be able to compare specific cultural and traditional views and aspects of World

War II

.Students will recognize important historical events such as Pearl Harbor and the bombing of

Hiroshima.

Unit Overview

Monday 12/3.Invasion of Normandy/Pearl Harbor

Tuesday 12/4: U.S. enacts draft bill

Wednesday 12/5: F.D.R, Hitler, Winston Churchill

Thursday 12/6:Quiz/ Film about the Manhattan Project

Friday 12/7:Concentration Camps/ Hiroshima/ Levittown

Monday 12/8: Review Session

Unit Evaluation

Authentic Assessments: 150 points

Traditional Assessments: 150 Points

Homework: 40 points Test: 100 points Quiz: 50 Points

Project: 100 points Participation/ Extra Credit: 10 points

Multiple Intelligences:

Verbal/Linguistic, Visual/Spatial, Logical, Intrapersonal, Interpersonal

Teaching Tool Checklist

Interdisciplinary, Lecture, Technology, Group Activity, Primary Sources, Critical Thinking,

Critical Pedagogy of Place, Place Based Education, Discussion, Traditional and Authentic

Assessment

Course: World War II

Grade: 11th

Duration: 1 day

Lesson Topic: Invasion of Poland/ Pearl Harbor

Target Learners: A general education classroom with one student with EBD and a student with

Autism Spectrum Disorder

Key Concepts: Students will understand why World War II started and what were the influences

of United States involvement in World War II.

New York State Standards

Key Idea #1

.In what sense was the United States “involved” in World War II before the Pearl Harbor attack

and the Congressional declaration of war in December 1941?

Key Idea #2

.3. German attack on Poland; start of World War II in Europe

National Council for Social Studies: People, Place, Environment, Individual Development,

Global Connections, Civic Ideals and Practice

Long Range Goals

.Students will understand people, places and events that were significant in American history

.Students will make justifications and in-depth analyses of specific laws and document of

historical significance.

Short Range Goals

.Students will examine the thoughts of views of FDR and his reasons of the United States

involvement into World War II

.Students will begin to learn about the impact World War II had on the American population and

the world in general

Performance/Assessment: The students will be assessed on their homework given to them at

the end of class

Hook:Once students sit down for class, they will watch this video about Pearl Harbor from the

military channelhttp://military.discovery.com/videos/pearl-harbor-news-live-from-pearl-

harbor.html

Lesson:

.Students will have a circle discussion about the video and what they already know about Pearl

Harbor. This is such a significant moment not only in World War II but in American History. We

will discuss as a class the feelings of America toward the Japanese population after Pearl Harbor.

.After this discussion, students will compare the feelings and distinctions the American

population made about Japanese-Americans and what discriminations did they make against

them, to the way Americans treated the middle-eastern population directly after 9/11

.Students will then watch a video on the Invasion of Normandy and understand the significance

this day had during the World War and in American history in general. The students will take

down notes about D-Day which will be useful for their test and quiz.

(http://www.history.com/topics/d-day/videos#d-day-invasion-of-normandy)

Closure:Students will be handed homework, they will answer questions after reading pages in

their textbook

Back-Up Plan- If there is still time left in class, students can ask about Pearl Harbor and D-Day

Multiple Intelligences: Verbal/Linguistic, Visual/Spatial, Intrapersonal, And Interpersonal

Teaching Tool Checklist:Interdisciplinary, Lecture, Technology, Group Activity, Primary

Sources, Critical Thinking, Discussions

Course: World War II

Grade: 11th

Duration: 1 day

Target Learners: A general education classroom with one student with EBD and a student with

Autism Spectrum Disorder

Key Concepts: Students will understand what most of their roles would be if they were alive

during World War II after President Roosevelt created the Draft bill. They will understand

gender roles, culture and traditions during World War II

New York State Standards

Idea #1

.The home front

1. Total mobilization of resources

2. Rationing

3. Role of women

4. War bonds

Idea #2

.United States military recruitment posters, and Rosie the Riveter posters; songs, “God Bless

America,” “This is the Army, Mr. Jones,”

Long Range Goals

.Students will understand specific gender roles during important historical eras

.Students will compare and contrast popular culture from previous historical eras to current day

Short Range Goals

.Students will take into consideration the impact that American soldiers had during World War

due to the Draft Bill.

.Students will give a concise definition of what the home front was like during World War II

Learning Cognitive Skills: Students will learn effectively by viewing primary sources such as

letters and newspaper articles about the home front, gender roles during World War II and songs

that were popular during this time

Demonstrate Understanding: Students will demonstrate an understanding by discussing the

curriculum after reading a newspaper article with their partner

Assessment: Students will be assessed on their project due next week; the guidelines will be

handed to the students today.

Hook: http://www.youtube.com/watch?v=Eq2h-J63moohttp://www.youtube.com/watch?v=P8-

uF3ro6xc Students will listen to these two songs and relate it to the fact that the U.S was full of

patriotism towards their country and how almost every citizen was in support of the war

Lesson:

.Students will then examine an article about the home front, the task of winning the war, role of

the American worker and the plight of Japanese Americans during World War II. Students will

read this article in groups and discuss what they see as a sign of patriotism in American culture.

.Following this assignment, students will watch a clip from the movie “A League of their own”

(http://www.youtube.com/watch?v=8LhpYfjGZvw) This movie was about a group of women

who replaced major league baseball players during their time deployed overseas during World

War II. We will then discuss the various opportunities for women while their husbands, fathers

or brother were at war.

.To end class students will write a letter, pretending that they were either male or female during

World War II. Explain the conditions and your assignments overseas at war if you are a male,

and if you are a female write about your job, family and the home front.

Closure: Students will be presented with their project, which will be discussed with further

detail the following class.

Multiple Intelligences: Verbal, Interpersonal, Intrapersonal, Visual

Teaching Tool Checklist: Technology, Group Activity, Primary Sources, Critical Thinking, and

Discussion.

Course: World War II

Grade: 11th

Duration: 1 day

Target Learners:A general education classroom with one student with EBD and a student with

Autism Spectrum Disorder

Key Concepts- Students will understand the concepts of three leader’s influences on their

countries. (F.D.R, Hitler, Winston Churchill)

New York State Standards

Key Idea #1

.Take the role of one of the following—a soldier in the Pacific, a Jewish person in Europe, a

Japanese-American, or a student in high school. How might the war have affected their lives?

Key Idea #2

.How could the use of the first atomic bomb be considered a turning point in United States

history? Why World War II is considered a “total war” affecting all aspects of American life?

National Council for the Social Studies Standards:

Culture, Individual Development and Identity, Production, Distribution and Consumption,

Individuals Groups and Institutions

Long Range Goals

.Students will effectively understand the impact important leaders had on their countries

.Students will be able to demonstrate a complex comprehension of the subject by explaining the

impact of a dictator for this lesson and future lessons.

Short Range Goals

.Students will make justifications about the impact Hitler had on the entire world during World

War II

.Students will make clear indications about the way that Churchill and Roosevelt made to

enhance both America and Great Britain

Demonstrate Understanding: Students will demonstrate an understanding of the subject by

using this information they learn from the power point and be able to use it on their quiz the

following day.

Evaluation/Assessment: Students will be evaluated on their participation and their quiz the

following day

Hook: We will discuss the student’s projects that are due next Monday before their test the

following day. The students will do research about any leader during the World War II, there

country must be involved in the war

Lesson:

.After this students will view a list of characteristics of three leaders. Without knowing who each

leader is the students will choose who they would vote for. Then I will reveal which leader fit

each characteristic. For example Candidate A consults with astrologists. He's had two mistresses.

He chain smokes and drinks 8 to 10 martinis a day. This was President Roosevelt

.Students will view a power point for Franklin D. Roosevelt, slides will be made up about the

impact he had on the American population during WWII, his speech after Pearl Harbor, the New

Deal and the final attack on Germany

.The next few slides will be compiled of information about Winston Churchill. These slides have

to do with the characteristics of Churchill as well as the impact he had on Great Britain and the

rest of the world during World War II. Slides will also have information about his impact while

invading the beaches of Normandy and his stand against Nazism

.The last few slides will be compiled of information on Adolph Hitler. These slides will have

information about Mein Kampf his biography, his influence in World War II in Germany and the

entire world. Other slides will have information about the Holocaust, concentration camps, the

invasion of Poland and the Nazi government.

Closure:Students will have to do some research on their topic for their project and can ask any

questions they have for their quiz the following day.

Extensions: If there is extra time in class, students can ask more questions about the quiz the

following day.

Homework: Students will work on their projects for homework and study for their quiz the next

day

Multiple Intelligences: Visual/Linguistic, Intrapersonal, And Interpersonal

Teaching Tool Checklist: Lecture, Technology, Discussion, Authentic and Traditional

Assessment.

Course: World War II

Grade: 11th

Duration: 1 day

Lesson Topic: Quiz/ Film about the Manhattan Project

Target Learners: A general education classroom with one student with EBD and a student with

Autism Spectrum Disorder

Key Concepts: Some key concepts of this lesson are to understand the impact of the Manhattan

Project on both the Axis and Ally Powers, also use their previous knowledge from previous

lesson plans and incorporate them into their quiz answers

New York State Standards

Key Idea #1

4. The atomic bomb

a. The Manhattan Project (role of refugees)

b. Truman’s decision to use the atomic bomb

Key Idea #2

Atomic bombs against Japan: Hiroshima and Nagasaki

c. United States occupation of Japan; the “MacArthur constitution”

National Council for the Social Studies Standards : Culture, People, Place, Environment,

Power, Authority and Governance, Civic Ideals and Practices

Long Range Goals

.Students will be able to achieve simple but effective answers for their quiz today from their

notes and information from the unit thus far

.Students will clarify certain distinctions made about certain races, ethnicities and cultures by

learning about other countries besides the United States

Short Range Goals

.Students will understand the impact that the Manhattan Project made on several countries during

this World War

.Students will make justifications about American power and their reasons as to why they would

drop the Atomic bomb.

Demonstrate Understanding: Students will demonstrate an understanding by using the

information that they have learned so far and incorporate it into their quiz in the beginning of

class

Performance/Assessment: Students will be assessed on the quiz in the beginning of class and

the homework given to the students at the end of this class

Hook

.Students will be given some time to review their notes or any other material they have for the

quiz prior to taking it. They can also ask any questions about this quiz

Lesson

.Students will take everything off their desks and will be handed their quizzes, the quizzes will

be on the three previous lesson plans and the information that they learned about through their

notes, discussions and power point

. After the completion of the quiz, students will watch a film about the Manhattan Project; this

film will discuss the United States feelings towards this operation as well as Great Britain’s.

Students will develop an understanding of the threat of nuclear warfare and the impact the

nuclear bombs had on ending this World War.

(http://www.youtube.com/watch?v=xwpgmEvlRpM)

Closure:As a class we will only watch half of the video due to time, after this at the end of class

student’s will be given time to work on their project that was given to them in the beginning of

the week. Students should have already picked their topic, they will be given time to do research

on their topic

Extensions: If there is any time left in class, students may ask questions about the quiz they took

at the beginning of class

Homework: Students will hand in a one page rough draft from their project.

Multiple Intelligences:Visual/Spatial, Verbal/Linguistic, Intrapersonal, Interpersonal and

Naturalist

Teaching Tool Checklist: Primary Sources, Critical Thinking, Discussion

Course:World War II

Grade: 11th

Lesson Topic:Concentration Camps/ Hiroshima/Levittown

Target Learners:A general education classroom with one student with EBD and a student with

Autism Spectrum Disorder

Key Concepts: Some key concepts are understanding the influence Hitler and other dictators had

on concentration camps during World War II, as well as the reasons why and the effects bombs

dropping on Hiroshima and Nagasaki on Japan and the end of World War II. Also students will

look at the effects that Levittown, which is a town within a five mile radius of Wantagh, had on

the soldiers after World War II

New York State Standards:

Key Idea #1

2. Migration and immigration

a. Suburbanization: Levittown’s

Key Idea #2

.Students should understand the role played by the United States in securing peace: (1) formation

of the United Nations, (2) relief and refugee efforts, and (3) economic assistance to war-torn

economies and societies.

National Council for the Social Studies Standards: People, Place, Environment, Production,

Distribution, Consumption, Science Technology and Society, Global Connections

Long Range Goals

.Students will take into consideration other countries views politically, economically and

culturally while learning about American influence on these countries

.Students will observe history from a standpoint that is not glorified as most historians depict it

to be for Americans

Short Range Goals

.Students will identify the horrors and hardships presented to individuals who were involved in

concentration camps

.Students will compare what Levittown was like the immediate year after the World War as to

what it is now

Demonstrate Understanding: Students will demonstrate an understanding of this topic by using

the information they have in this class and use it in class discussion as well as the test the

following Monday

Performance/Assessment: Students will be assessed on the their participation in class and the

project that will be due on Monday, students will have time to work on it in class

Hook: When students enter the classroom they will watch a movie about Truman’s influence as

to why he dropped the bomb and the aftermath of the bombing

(http://www.youtube.com/watch?v=t19kvUiHvAE)

Lesson:

.After watching this video, we will have a discussion about the reasons why Truman dropped this

nuclear bomb on Hiroshima and Nagasaki. We will also discuss the injustices that were

presented to these Japanese people during this time such as the radiation from the bombs and

their skin diseases and cancers that were direct effects from the bombing. Students will

understand that this event was one of the major reasons as to why World War II had ended.

.After discussing this we will watch a video about the concentration camps such as Auschwitz,

Buna, Birkenau and Buchenwald and some things that the leaders of these camps performed on

the prisoners. We will then compare this lesson to a book that students are reading in English

class called “Night” which is a personal encounter of concentration camps of a man named Elie

Wiesel and look at an interview between him and Oprah

(http://www.oprah.com/omagazine/Oprah-Interviews-Elie-Wiesel)

http://www.youtube.com/verify_age?next_url=/watch%3Fv%3Dw5WXIF67J2w)

.Students will then work with their partners and make a Venn-Diagram comparing and

contrasting the injustices exposed to both people who were a part of concentration camps as well

as the people of Nagasaki and Hiroshima after the bombs hit these areas.

.Students will then look at an article of Levittown directly after World War II. These towns were

built for soldiers after World War II that were struggling to find areas to live. This town still

stands and most of the people who live there are sons, daughters, granddaughters or grandsons of

the citizens who grew up in this area starting in

1947.(http://www.levittownhistoricalsociety.org/history.htm) Students will then make a Venn-

Diagram comparing and contrasting Levittown now and back in 1947.

Closure: Students will have time to do research on their projects before they hand it in on

Monday

Homework: Students should finish their project which will be due on Monday

Multiple Intelligence: Verbal/linguistic, Visual/Spatial, Interpersonal, Intrapersonal

Teaching Tool Checklist: Lecture, Technology, Group Activity, Primary Sources, Critical

Thinking, Discussions, Placed Based

Course: World War II

Grade: 11th

Duration: 1 day

Lesson Topic: Review Session

Target Learners: A general education classroom with one student with EBD and a student with

Autism Spectrum Disorder

Key Concepts: Key concepts in this lesson plan will deal with all of the information that they

have learned in previous lessons that an incorporate it into their debate about several topics we

have covered throughout this unit

New York State Standards

Key Idea #1

.4. The atomic bomb

a. The Manhattan Project (role of refugees)

b. Truman’s decision to use the atomic bomb against Japan: Hiroshima and Nagasaki

Key Idea #2

c. The Nazi Holocaust: United States and world reactions

d. The Nuremberg war crimes trials; later trials of other Nazi criminals

National Council for the Social Studies Standards: People, Place and Environment,

Individual, Development, Identity, Production, Distribution and Consumption, Science

Technology and Society

Long Range Goals

.Students will understand the influence of different countries on American actions and power

.Students will make distinctions about powerful leaders and their respective countries, and the

what kind of government and power they presented or enforced on their people

Short Range Goals

.Students will use previous knowledge they learned during this unit and incorporate it into their

debates

.Students will discuss and debate certain important topics we discussed during this unit

Demonstrate Understanding:Students will demonstrate an understanding of this lesson while

using knowledge about World War II and using it into their debate, this will be effective for their

test the next day

Performance/Assessment: Students will be assessed on their project they handed in today and

their test the following day

Hook: Students will hand in their project and after will receive some sort of small reward such

as a piece of candy for their hard work on this project

Lesson:

. Students will be split into four countries. The United States, Germany, Japan and Great Briain.

Each student will debate about important World War II events through the lens of their country

.Topics will include the Manhattan Project, the Holocaust, concentration camps, culture of each

country, D-day, Hiroshima. Students will debate about these events through the thoughts and

actions of their leader. Students are advised to take notes while other countries are speaking

because this will be useful for their test the following day

.Students will then look at each other notes and see if their fellow students have anything that

they may not have. Students are welcome to share notes with any classmate and ask me any

questions at any time about the subject.

Closure: Students will be handed their quiz back so they can use this to study tonight

Multiple Intelligences: Verbal/Linguistic, Visual/Spatial, Interpersonal, Intrapersonal

Teaching Tool Checklist: Interdisciplinary, Lecture, Technology, Debate, Discussions, Critical

Thinking.

Quiz (worth 50 points

Name:

Date:

Class:

1. What was started World War II and which country enacted the first attack? When

did the United States join this World War and what were the reasons? Who was on

the Americans side during World War II?

2. What was the impact that Hitler had on not only Germany but the whole entire

world during World War II? Why was he so powerful and what were his beliefs?

What certain strategies or procedures did he enforce on people who were Jewish,

African American, Homosexual, etc.

Rubric- 25 points each 5-10 sentences for each question

25/25- students understand the topic and questions and can make in-depth analysis about

the subjects they have learned

20/25- students understand the topic, but have some confusing points in their answers.

They do not necessarily think outside the box

15/25- Students are unsure of the topic, the student does not necessarily use their own

perspectives in the answer.

0/25- Students leave the question blank

Test

Name:

Date:

Class:

Definitions

Draft Bill-

Concentration Camps-

Holocaust-

Pearl Harbor-

Invasion of Normandy-

Hiroshima and Nagasaki-

Manhattan Project-

Levittown’s-

Rubric: Each definition will be worth 5 points for a total of 40 points

40/40- Students understand each term fully and give an in-depth analysis from what we

have learned during this unit. They relate the definitions to World War II

35/40- Students understand each term to an extent but do not relate their answers to the

World War II well

30/40- Students understand the term vaguely and don’t relate their answers to the World

War II

25/40-: Students don’t understand the term and do not relate their answer to the World

War II

Students will receive a zero for the term if they leave the term blank

Short Answer (15 Points Each)

1. What were the major factors presented to America after Pearl Harbor and what

was their attitudes and feelings toward the Japanese population during this time

and what did they do to them to prevent them to have contact with American

citizens?

2. What were main reasons as to why President Roosevelt enacted the Draft Bill at the

start of World War II? Why did this change United States military forever? What

influences did Winston Churchill have on Great Britain and the United States

government?

Each question will be worth 15 points

15/15- Students understand each question fully and give an in-depth analysis from

what we have learned during this unit. They relate the question to the World War II

10/15- Students understand each question to an extent but do not relate their

answers to the World War II well

5/15- Students understand the question vaguely and don’t relate their answers to the

World War II

0/15- Incomplete

Essay Question (30 points

What was the United States reason to bomb both Hiroshima and Nagasaki at the

end of World War II? What significance did the Manhattan Project have for both the Ally

and Axis Powers? What injustices were the Japanese people exposed to after the amount of

radiation that filled the land from the nuclear bombs?

Rubric- The short essay will be two paragraphs long worth 20 points of the test

30/30- Students understand each question fully and give an in-depth analysis from what we

have learned during this unit. They relate the question to the World War II

25/30- Students understand each question to an extent but do not relate their answers to

the World War II well

20/30- Students understand the question vaguely and don’t relate their answers to the

World War II

15/30: Students don’t understand the question and do not relate their answer to the World

War II

Project-

Pick one person from the list below. We will do research as a class and on your own on this

particular person who was a leader of a country involved inWorld War II . Write a three

page autobiography about this person during their time in the World War II Research the

impacts he or she had on the government and global population during the Great

Depression. Students will also make a power point that includes facts about this person.

This will be compiled of 7 slides a video and several pictures of this person.

Neville Chamberlain

Winston Churchill

Charles de Gaulle

Adolf Hitler

F D Roosevelt

Joseph Stalin

Hideki Tojo

Harry Truman