Goals & OBjectives
Goal: Students will learn about the impacts of individual countries on World War II.
Objectives:
1) Students will describe their countries leader during the war.
2) Students will identify key battles, conflicts, atrocities and conferences of their countries.
3) Students will analyze the costs of war and the effects their countries had on the war.
4) Students will prepare and present a poster as a group in front of the class as the Allied or Axies powers.
Objectives:
1) Students will describe their countries leader during the war.
2) Students will identify key battles, conflicts, atrocities and conferences of their countries.
3) Students will analyze the costs of war and the effects their countries had on the war.
4) Students will prepare and present a poster as a group in front of the class as the Allied or Axies powers.
California content & common core standards
California Content Standards10.8.1 Compare the German, Italian and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
10.8.3 Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
10.8.4 Describe the political, diplomatic, and military leaders during the war. (e.g. Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower.)
10.8.5 Analyze the Nazi policy of pursuing racial purity, especially against European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
10.8.6 Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
Common Core Standards
Reading
9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Writing
9-10.2.a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
9-10.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
10.8.3 Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
10.8.4 Describe the political, diplomatic, and military leaders during the war. (e.g. Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower.)
10.8.5 Analyze the Nazi policy of pursuing racial purity, especially against European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
10.8.6 Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
Common Core Standards
Reading
9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Writing
9-10.2.a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
9-10.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson Introduction (10 minutes)
While the students are walking into the classroom, the teacher will have a graph on the projector. It will show the deaths/casulaties of World War II. The teacher will analyze the graph and answer the following questions.
1) What country had the most Civilian Losses?
2) What country had the most Military Losses?
3) What country had the overall most deaths during World War II?
After the students have had a chance to answer the questions, the teacher will review the graph and have a discussion about why the students think certain countries lost more than others.
1) What country had the most Civilian Losses?
2) What country had the most Military Losses?
3) What country had the overall most deaths during World War II?
After the students have had a chance to answer the questions, the teacher will review the graph and have a discussion about why the students think certain countries lost more than others.
VocaBulary
The key vocabulary for this lesson will be cumulative. Students will need to look back at all the sections for their project and be able to define and connect them to their respective countries. No new vocabulary will be given for this particular lesson. However, the teacher will review key vocabulary during the content delivery, where the project will be explained and assigned.
Content Delivery (15 minutes)
After the Lesson Introduction, students will be placed into groups of three. The teacher will then walk around with popsicle sticks that have “Allies” or “Axis” written on them. Each group will pick a popsicle stick and then choose among themselves which Allied or Axis power (USA, Britain, USSR, Italy, Germany, Japan) they will be for the project. The teacher will then write the driving question for the project on the board.
“What was the impact of your country on World War II?”
The teacher will then briefly review each country with the whole class. The teacher will bring up key vocabulary from previous lessons to spark discussion and help students recall important battles, conflicts, atrocities and conferences.
“What was the impact of your country on World War II?”
The teacher will then briefly review each country with the whole class. The teacher will bring up key vocabulary from previous lessons to spark discussion and help students recall important battles, conflicts, atrocities and conferences.
Student Engagement
Day 1 – preferably Friday
Students will work in groups and help each member choose three impacts his or her country had on World War II. Students will look back in their textbooks to pick what interests them and what they would want to present to the class. By the end of Day 1, students are expected to have three key topics they will research about their country. Over the weekend, students are expected to go home and research these three impacts they have chosen.
Day 2 – preferably Monday
Each group will be given a poster for their project. Students will decorate and write down each countries name, leader, and what three impacts they will discuss. Students will not write down the whole event, but only the title. The poster should be simple, with pictures representing their countries affiliation (Allied or Axis) and titles/headings showing what they will be talking about during the actual presentation. Students will be given all the supplies needed during the class.
Day 3
This will be the last day of the project. (Students will be given more time if needed to finish their poster.) Groups will stand in front of the class and present their project. Each student will talk about his or her country and the three impacts it had on World War II.
Students will work in groups and help each member choose three impacts his or her country had on World War II. Students will look back in their textbooks to pick what interests them and what they would want to present to the class. By the end of Day 1, students are expected to have three key topics they will research about their country. Over the weekend, students are expected to go home and research these three impacts they have chosen.
Day 2 – preferably Monday
Each group will be given a poster for their project. Students will decorate and write down each countries name, leader, and what three impacts they will discuss. Students will not write down the whole event, but only the title. The poster should be simple, with pictures representing their countries affiliation (Allied or Axis) and titles/headings showing what they will be talking about during the actual presentation. Students will be given all the supplies needed during the class.
Day 3
This will be the last day of the project. (Students will be given more time if needed to finish their poster.) Groups will stand in front of the class and present their project. Each student will talk about his or her country and the three impacts it had on World War II.
Lesson Closure (5 minutes)
Students will be given a small piece of paper after all projects are presented. The teacher will have all the posters in front of the class for the students to see. Students will then vote for which poster they like the best and write it down on the small piece of paper. The teacher will collect them and announce which group had the most votes. This group will be given a special prize at the end of class.
Assessment
Formative: The lesson introduction (graph) will help determine whether the students are able to analyze and interpret a graph. During the Content Delivery, the teacher will see if the students understood the previous lessons and what they remember. During the student engagement in Day 1 and all of Day 2, the teacher will be walking around the classroom making sure the students are on task and helping them through scaffolding and asking open-ended questions.
Summative: The teacher will have a grading rubric/scale for the final presentation. They will be graded on the poster, but mainly on the information each student presents.
Summative: The teacher will have a grading rubric/scale for the final presentation. They will be graded on the poster, but mainly on the information each student presents.
English learners, striving readers & special needs
The teacher will make sure that there is only one English learner, striving reader or student with a special need in each group. The teacher will also allow them to pick what country they want first before the other two members in the group. The teacher will also give a list of important events based on the country they have chosen to help, rather than them picking the impacts on their own.