Chris Snider

Murrieta Regional Center, APU

EDUC 526 Capstone Experience in Digital Teaching and Learning
Dr. Joanne Gilbreath
WWII Unit Plan
6-23-14

This project describes a three-week unit on World War II. It is designed for a 10
th
grade
World History class, but it is just as appropriate for an 11
th
grade US History class. It
includes lessons on Hitler and Nazi Germany, including the countrys path to war, Japanese
imperialism and path to war, Japanese-American internment camps, and the course of the
war in general. It also includes geography from the time period, propaganda used by both
sides, and a unit project for each student to complete. The lessons in this unit address each
of Gardners eight multiple intelligences, and consist of a variety of activities, including
games, art, comic strips, and lectures.
The purpose of this portfolio is to provide a series of lessons history teachers can use in
their classrooms during the study of World War II. This portfolio project will provide
students with activities that will give them knowledge of the subject matter, as well as
hands-on experience with things like propaganda posters and geography.
Students will learn World War II vocabulary by creating a title page for this unit in their
notebooks, and will make color drawings of at least three of the vocabulary words. They
will learn about both Germanys and Japans paths to war, as well as the ins and outs of the
war itself, as they complete fill-ins corresponding to lectures given by the teacher. They
will learn more in depth about Germanys path to war, particularly appeasement, as they
make comic strips depicting the steps that led to the war. For geography, students will be
given unlabeled maps to label and color according to maps found in their textbooks.
Propaganda posters were common during WWII, and students will become familiar with
them by studying real ones from the time period, then making their own original posters
depicting whatever they choose. Students will learn about Japanese-American internment
camps through a reading done as a class, and they will put what they have learned to use as
they use critical thinking to choose whether they think the camps were a good idea,
completing a writing prompt defending their positions. They will see firsthand what these
camps were like by watching the movie American Pastime, and answering questions about
the film. They will also complete writing prompts on the movie. Near the end of the unit,
the class will review what they have learned by playing a Jeopardy game via PowerPoint
presentation, as a way to study for the unit test. Lastly, students will learn in depth about a
topic assigned to them at random, for which they will complete a project. The project will
consist of a two-page paper, as well as some sort of presentation on the subject. Possible
topics include individuals like Hitler, Himmler, or MacArthur, battles like Midway or
Stalingrad, or other events like the Holocaust. With 40 possible topics, no two students will
have the same one.
1. WWII title page
2. WWII vocabulary
3. Germanys Path to War fill-in lecture (512)
4. Germanys Path to War planning sheet and comic strip (515)
5. Japans Path to War fill-in lecture (512)
6. WWII Geography (colored and labeled map)
7. Three Fronts fill-in lecture (512)
8. Propaganda posters (515)
9. Japanese-American internment camps writing prompt
10. American Pastime question sheet and reflection
11. Jeopardy review game (514)
12. WWII project (522)
13. Unit test
Multiple Intelligences
Unit Plan Template
EDUC 522

Unit Title: WWII Teacher: Chris Snider

Grade Level: 10

URL:
https://www.youtube.com/watch?v=NhtCSDej3LY

Subject: World
History
Time Frame: Three Weeks
Objectives: Students
will understand the
causes, process, and
effects of WWII,
including the roles
played by each of the
major countries
involved. Students
will complete and
present a project
assigned to them,
including a two-page
research paper.


Intelligences: Visual,
Verbal, Kinesthetic,
Naturalistic,
Logical/Mathematical,
Musical,
Intrapersonal,

Interpersonal

Technologies in the
unit: Computers,
internet, PowerPoint,
Prezi, iPads,
Smartphones,
YouTube


Common Core
Standards: Reading
and Social Science:
Key Ideas and Details
1. Cite specific
textual evidence to
support analysis of
primary and
secondary sources,
connecting insights
gained from specific
details to an
understanding of
the text as a whole.

2. Determine the
central ideas or
information of a
primary or
secondary source;
provide an accurate
summary that
makes clear the
relationships among
the key details and
ideas.

3. Evaluate various
explanations for

actions or events
and determine
which explanation
best accords with
textual evidence,
acknowledging
where the text
leaves matters
uncertain.

Reading and
Social Science:
Craft and
Structure
6. Evaluate authors
differing points of
view on the same
historical event or
issue by assessing
the authors claims,
reasoning, and
evidence.

Reading and
Social Science:
Integration of
Knowledge and
Ideas
7. Integrate and
evaluate multiple
sources of
information
presented in diverse
formats and media
(e.g., visually,
quantitatively, as
well as in words) in
order to address a
question or solve a
problem.

8. Evaluate an
authors premises,
claims, and
evidence by
corroborating or
challenging them
with other
information.

9. Integrate
information from
diverse sources,
both primary and
secondary, into a
coherent
understanding of an
idea or event,
noting discrepancies
among sources.


Technology
standards: Create
presentations for a
variety of audiences
and purposes with use
of appropriate
transitions and
animations to add
interest.

Independently use
appropriate
technology tools to
define problems and
propose hypothesis.


Use effective search
strategies for locating
and retrieving
electronic
information.

Write correct in-text
citations and
reference lists for text
and images gathered
from electronic
sources.


Materials: (digital and non-digital)
SmartBoard, computer, PowerPoint, Prezi, multiple handouts, coloring
utensils, construction paper, smartphones/computers/ipads (for student
research), Jeopardy PowerPoint
Intelligences:
Visual, Verbal,
Musical,
Logical,
Kinesthetic,
Naturalistic,
Interpersonal,
Intrapersonal


Procedures:

Week 1:
Day 1: Students are given a handout with the vocabulary words for the
new unit (WWII), and given the page numbers from the textbook that
cover the unit. They are to create a title page for the new section of their
notebook. The title page should include three pictures depicting the
content of the unit. The vocabulary words are to be defined on the second
page of their notebooks. Students choose three of these words and draw a
picture for each of the three. All pictures should be in color. Students may
work in pairs of they wish.
Intelligences:


Intrapersonal,
Visual,
Interpersonal



Day 2: Students are given a fill-in worksheet showing 10 steps on Hitlers
path to war, most of which include the appeasement of the dictator by
other European leaders. The teacher presents a brief PowerPoint
presentation, which students use to complete the fill-in. Students then
pair up and are given a project to complete. The project is a comic strip
depicting Hitlers path to war, based on the worksheet they just
completed. The comic should have ten boxes or events. Each box should
have a picture (in color) of one event on the path to war, and should be
labeled. The comics are created on construction paper. Students are given
a planning sheet on which they are to outline their ideas for each box,
before they get started on the artwork itself. Both the planning sheet and
the final comic strip are to be turned in upon completion.

Day 3: Students continue working on their planning sheets and comic
strips. By the end of the day they should be done with their planning
sheets and at least two or three boxes. The teacher walks around and
monitors the class, giving help and ideas when needed.

Day 4: Students finish their comic strips. They are due at the end of the
period. Each pair of students is responsible for one comic, and each
student is responsible for turning in a planning sheet (though they will be
identical within the pairs).

Day 5: Students complete a fill-in on Japans path to war, as the teacher
lectures using a PowerPoint or Prezi presentation on the topic. The
presentation includes pictures, short videos, and music. Afterwards, each
student is assigned a project (due at the end of the unit). For this project,
each student is responsible for a two page research paper (typed, double
spaced, etc.) and for creating a song using Music Maker, Garage Band, or
any other app they choose. There are 40 possible topics so no two
students have identical ones. The topics range from individual people, i.e.
Heinrich Himmler, to battles such as Midway or D-Day. The teacher can
either let students choose their topics from the list, or pick randomly.

Week 2:
Day 1: Students are given a map of WWII Europe, with instructions on
what to label and color. They are given the page number from the
textbook with a corresponding map to go by. They can work alone or with





Visual,
Interpersonal,
Intrapersonal,
Naturalistic,
Logical











Visual,
Interpersonal,
Naturalistic,
Logical



Visual,
Interpersonal,
Naturalistic,
a partner to label and color the map per the instructions. When finished,
students are given a worksheet with questions on the chapter. It is to be
completed for homework if not finished in class.

Day 2: Students complete a fill-in on the three fronts of the war (Europe,
North Africa, and the Pacific) as the teacher lectures using a corresponding
PowerPoint or Prezi presentation. The presentation includes pictures,
videos, and music. Students are encouraged to ask questions and make
comments. Afterwards, the teacher shows a series of propaganda posters
from the war. The class discusses each one together, noting things like the
methods used and intended points of each poster.

Day 3: The teacher reviews what the class learned about propaganda the
day before. Students are then given an assignment to create propaganda
posters of their own with an app called Comic Maker HD, or any other app
they find. They can choose any country and topic or point they want, as
long as it pertains to WWII. They can work in pairs or groups, but each
student is responsible for his or her own unique poster. It needs to be in
color. It is due the following day, so whatever is not finished in class needs
to be finished for homework.

Day 4: Students pin their propaganda posters around the room, and the
class does a gallery walk to see what everybody else did. Afterwards, one
at a time each student tells the class about his or her poster including the
country, main point, and methods used (fear, religion, patriotism, etc.).
The class then discusses how they could group the projects, such as based
on methods used, countries, etc.

Day 5: The class popcorn reads a reading on Japanese-American
internment camps during the war, with the teacher pausing to give further
explanation as appropriate. The class is given a short writing prompt,
asking them to choose whether they think the camps were a necessary evil
in fighting the war, or a complete injustice that should not have happened,
and why they chose the side they did. It is due at the end of the period.

Week 3:
Day 1: The teacher quickly reviews the previous lesson on Japanese
interment camps. The class then starts a movie called American Pastime
Logical



Intrapersonal,
Visual,
Musical,
Verbal












Intrapersonal,
Interpersonal,
Logical,
Verbal




Intrapersonal,
Interpersonal,
on the topic. They are given a worksheet with questions to answer about
the movie as they watch. The teacher pauses the movie to go over answers
as they come up, and for the class to discuss them.

Day 2: The class continues watching American Pastime and answers the
questions as they come up in the movie.

Day 3: The class finishes American Pastime, then discusses it as a class.
The class then completes a fill-in on the end of the war, including the
dropping of the atomic bombs on Japan, as the teacher lectures using a
PowerPoint or Prezi presentation. The presentation has pictures and
music as appropriate.

Day 4: The teacher leads the class in a game of Jeopardy to review for the
next days test. The game is created and played within PowerPoint, and
students are divided into three teams. The winning team gets extra credit
points on their test or candy, whichever they prefer. The clues in the game
consist of questions, pictures, groupings, and comparisons.

Day 5: WWII projects are due and the unit test is given. The test consists of
multiple choice, matching, and fill-in-the-blank questions, as well as a
short essay question. With any remaining time, students present their
projects. Anyone who doesnt have time to present that day presents the
next day.









Visual,
Musical,
Verbal






Visual,
Intrapersonal,
Interpersonal






Kinesthetic,
Visual, Verbal,
Interpersonal,
Naturalistic




Verbal,
Interpersonal,
Intrapersonal,
Logical











Visual,
Intrapersonal,
Verbal,
Musical




Visual,
Intrapersonal,
Verbal,
Musical

Visual,
Intrapersonal,
Verbal,
Musical




Visual,
Interpersonal,
Verbal,
Musical,
Logical,
Naturalistic




Visual, Verbal,
Interpersonal.
Any other
multiple
intelligences
are possible
as well,
depending on
the
presentation
type each
student
decides on.
Product:

Week 1:
Day 1: Title page with three pictures (in color), and a completed
vocabulary sheet with three pictures (also in color).

Day 4: Comic Planning Sheet and Hitlers Path to War Comic Strip

Week 2:
Day 1: WWII map, colored and labeled as directed


Day 4: Propaganda posters in color, and a gallery walk

Intelligences:


Intrapersonal,
Visual,
Interpersonal

Visual,
Interpersonal,
Naturalistic,
Logical

Intrapersonal,
Verbal
Interpersonal,
Logical



Day 5: Writing prompt on Japanese-American internment camps

Week 3:
Day 3: Question sheet on the movie American Pastime


Day 5: WWII projects and Unit Test
















Kinesthetic,
Visual, Verbal,
Interpersonal,
Naturalistic

Verbal,
Interpersonal,
Intrapersonal,
Logical

Visual,
Intrapersonal,
Verbal,
Musical

Visual, Verbal,
Interpersonal.
Any other
multiple
intelligences
are possible
as well,
depending on
the
presentation
type each
student
decides on.

Assessment (quantitative rubric):

CATEGORY 4 3 2 1
Title Page and
Vocabulary
Student has
three pictures
for the title
page and three
pictures for the
vocabulary. All
vocabulary
words are
defined.
Student has
two pictures
for title page
and two
pictures for
vocabulary.
Three fourths
of the
vocabulary
words are
defined.
Student has
one picture for
title page and
one for
vocabulary.
Half of the
vocabulary
words are
defined.
Student no
pictures for the
title page or no
pictures for
vocabulary.
Less than half
of the
vocabulary
words are
defined.
Hitlers Path to
War Comic
Student has ten
boxes
completed in
color. Each box
is labeled and
the pictures tell
the story
clearly.
Student has ten
boxes
completed in
color. Most
boxes are
labeled and the
pictures do an
adequate job
telling the
story.
Student has
fewer than ten
boxes
completed, or
some are not in
color. Some
boxes dont tell
the story
clearly.
Student has
fewer than five
boxes
completed and
some are not in
color. The
story being told
is not clear
from the
pictures.
WWII Map Students map
is fully labeled
and colored as
directed.
Student has
most of the
map labeled
and colored as
directed.
Student has
about half of
the map
labeled and/or
colored.
Student has
less than half
the map
labeled and/or
colored.
Propaganda
Poster
Poster is
colored and
clearly gets its
message
across.
Poster is
colored and
adequately gets
its message
across.
Poster is
missing some
color doesnt
make its
message clear.
Poster is not
colored or
makes its
message hard
to figure out.
Writing:
Japanese
Internment
Camps
Student clearly
indicates which
side he is on
and gives
reasons why,
while also
addressing the
opposing
Student clearly
indicates which
side he is on
and gives
reasons why,
but does not
address
opposing
Student
indicates which
side he is on
but does not
sufficiently
defend this
position.
Student does
not clearly
indicate which
side he is on.
viewpoint. viewpoint.
American
Pastime
Worksheet
Student has
every question
answered
correctly.
Student has the
vast majority of
questions
answered
correctly.
Student has
about half of
the questions
answered
correctly.
Student has
fewer than half
of the
questions
answered
correctly.
WWII Paper
and Project
Student
produces a
well-written
two-page
report, as well
as some sort of
poster or
project that
explains the
topic clearly.
Student
produces an
adequate two-
page report
and a project
that does a fair
job explaining
the topic.
Student has a
report fewer
than two pages
long and a
project that
sums up the
topic.
Student has a
poorly-written
paper and/or
does not have a
project to go
with it.







Hardware: iPads or other tablets, smartphones, SmartBoard, computer, construction paper,
colored pencils or markers or crayons, various handouts and readings.
Apps and Software: PowerPoint or Prezi, ComicMaker HD, YouTube, GarageBand, American
Pastime DVD