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Title: World War II
Teacher: Connie Stephan
School: Cedar Creek Elementary
Grade Focus: 6th
Time Frame: 4 weeks
Show Me Standards Covered: CA5, SS2, SS6, 1.2, 2.1, 2.5
Goals or objectives leading towards results:
Students will prepare radio broadcasts describing a topic of WWII
Students will prepare a Power Point presentation of a topic of their choice from WWII
Preparation for the Learning Adventure: The students will read Under the Blood Red Sun (UBRS), V is for Victory (V), and Number the Stars (NS). They will look at WWII through the eyes of Japanese, Danish, and American children. They will complete at least two projects: a radio broadcast interrupting to tell of an event during WWII and a Power Point presentation on a topic of WWII of their choice.
Start reading Under the Blood Red Sun (UBRS) so that it is finished by Day 5. This is important so that the students feel the impact that the bombing of Pearl Harbor had. Have students read UBRS for about 40-45 minutes a day individually. Have students put thoughts in notebook while reading, then discuss as class the last 15-20 minutes (feelings, character traits, world connections, self connects, text connections, a picture in your mind, unknown vocabulary, etc.). Also, make arrangements with the National Archives and Records Administration in Kansas City, Missouri, to borrow their Army Footlocker and Navy Sea Bag. Both of these trunks contain authentic uniforms, handbooks, etc., from WWII. Along with this trunk, you will receive a video called “Over Here, Over There.” This video is a great way to review all that you will talk about in this unit. This can become the tool to review for the test.
Scope of Student Work:
[an error occurred while processing this directive]Day 1: Begin the SS/WWII unit by discussing what history means. When the students walk into the room, have a piece of paper on the board with three different shapes and colors. See below.
Diagram A
Diagram B
Diagram C
Leave on board throughout until ready for SS. Take down from the board and wad up. DO NOT LET STUDENTS LOOK AT THIS AGAIN.
Put students in groups of 4 and have them answer the following questions (copy these questions for each person in the group):
In diagram A: What shape is the outer figure? its color? the inner figure? its color?
In diagram B: What shape is the outer figure? its color? the inner figure? its color?
In diagram C: What shape is the outer figure? its color? the inner figure? its color?
Let students work together for about 10-15 minutes. Ask each group for each diagram. Record answers on the board. The lesson has two parts to it. One part is making students realize that history happens every day. As soon as math is over, it is history. What will be remembered? Will it be remembered accurately? The students will discover that there are multiple ways to record history. They are participating in oral history. They are telling you what they saw. What are other ways to record history (photograph, written)? Which way is the best? What does best mean? Most accurate or most information? Discuss ways that we can learn about WWII (videos, books, veterans). It has been reported that we are losing our WWII veterans daily. Discuss how old the youngest veteran would be right now. Why is it necessary to learn about wars that happened 50 years ago? (we can learn from our mistakes and not repeat them) Give an outline of what will happen during WWII unit. We will be making history as we learn history
Day 2: Introduce WWII by taking notes over end of WWI:
- Locate Japan and Germany on the map.
- Discuss the end of WWI: Japan and Germany beaten by Allies (USA, GB, France, etc.)
- Central Powers forced to sign the Treaty of Versailles
- Treaty of Versailles:Punished Germany for starting WWI Took 1/10 of Germany’s land Restricted Germans from building up their military or manufacturing large weapons Forced Germans to pay the Allies large sums of money to reimburse countries for expenses incurred during the war
Questions:
- How do you think this treaty affected the people of Germany? (Food, shelter, etc.)
- What do you think the people of Germany were look for? (A leader to help them out of their situation.)
- Was there ever a time that the people of the US were very poor? (the Depression)
Day 3: Discuss what families went through during Depression and what Germany was thinking-doing to get out of Depression (introduce Hitler).
- Review a little about what Germany went through at the end of WWI.
- Introduce the Great Depression, 1929. Going from agricultural society to industrial society. Lots of people looking for work. Couldn’t find any. Didn’t have money to spend. Because people didn’t have money to spend at stores, stores did not need people to work. People were afraid banks were going to run out of money, so they would make a run on the banks. They would all go to the bank and withdraw their money.
- (Give examples of how banks handle money: savings, loans, etc.). Banks would then have to recall loans and people would lose their farms and homes.
- What affect did this have on America’s families? My dad’s family – split up to find work. My grandfather and uncle (my dad’s dad and brother) went to Pittsburg, KS, to live with my grandmother’s sister. My grandfather found work on a farm while my uncle continued going to school (he was about 7). My grandmother and my dad (he was about 4) stayed in KC. My grandmother and my dad lived in a little room in an elderly lady’s house. My grandmother wrote poetry and she and my dad would walk the streets of KC every day, going from publishing house to publishing house trying to find someone to publish her poetry. She found no takers. My father ended up living with an elderly aunt who was not very kind to him.My mom’s family – lived on a farm.My mom’s family was able to stay together. They were able to grow their own food on the farm that they rented. They grew crops and livestock and kept 1/3 of everything. They gave the landowners 2/3 of what they grew and were able to grow their own vegetables. However, at one point, they were forced to slaughter all of their pigs and bury them. They were not allowed to eat any of the meat. This was one of President Roosevelt’s programs to help stimulate the economy. If you have a lot of something, everybody has enough and you can’t charge very much. If citizens don’t have much of something, people need it and start buying it again. This is what happened with the pigs. They butchered them so that there wasn’t much meat. The government then loaned money to farmers to buy more pigs. Since there weren’t any pigs on the market, these pigs were sold for more money and the farmers made a little more money.How did the Depression affect my mom’s family? There were three girls, my mom and her two sisters. They were allowed one new pair of shoes a year. If they outgrew them, they cut the toes out of the shoes. Then, every day, they would add cardboard to the bottom of the shoes so that their toes had something to walk on. President Roosevelt started a lot of programs when the Depression hit. He created the Civilian Conservation Corps. This group of young, unmarried men lived in work camps. They constructed fire observation towers, laid telephone lines, and developed state parks. These young men usually sent at least half of the money home to their families to help make ends meet. Tomorrow, we’ll talk about what Germany and Japan were doing during this time.
Day 4: Discuss the rise of Adolph Hitler as the savior of Germany. Also discuss Mussolini in Japan. Neither of these men wanted to help the people. They wanted to take over the world. They both wanted more land. Japan is an island; cannot expand much there. So they invaded China, hoping that they could take over land there.
Make WWII diaries (pg. 40-42 of #581 Thematic Unit – World War II). Students will be responding to SS activities each day. The journals consist of two pieces of construction paper with notebook paper inside. These can be bound with paper fasteners or with a bookbinder.
Day 5: Read V pg. 5-14 – Survey adults to find out what they were doing when Pearl Harbor was bombed (discuss Day 6). Do pg. 11 #581 Thematic Unit – World War II) together. Write about Lesson 1 (pg. 42 #581 Thematic Unit – World War II).Assign the Power Point Presentation. This project will be due at the end of the unit.
Day 6: Discuss surveys. Read V pg. 15-17 & 61. Discuss pg. 65. Have students write letter to President Roosevelt supporting decision of Japanese-American relocation camps. Respond to Lesson 2 (pg. 42 #581 Thematic Unit – World War II).
Day 7: Read V pg. 18-29. Discuss slogan “Soldiers without Guns” (role of women – pg. 12 #581 Thematic Unit – World War II). Respond to Lesson 3 (pg. 42 #581 Thematic Unit – World War II).
Day 8: In the NARA Exhibit Hall, use the WWII Posters and the Discussion Sheet from NARA in groups of 4. Enlarge and print several of the posters, then have each group fill out the Discussion Sheet. Have the groups present their poster and share their answers to discussion sheet. Can use NARA website with Averkey.
Day 9: Read V pg. 30-41. Discuss. Complete Rationing Activity (pg. 49-51 #581 Thematic Unit – World War II). Write about Lesson 4 in journal.
Day 10: Have students brainstorm all technology they can think of (see Appendix A). Divide the list so that students can work in groups of 4 to find when each piece of technology was invented. Students will realize that we won the war without all of the technology we have today. This leads into tomorrow’s discussion about the atomic bomb.
Day 11: Read V pg. 42-51. Discuss pg. 13, then pg. 52-55 (atomic bomb) (#581 Thematic Unit – World War II). Look at atomic bomb documents ending with the letter President Truman wrote to the editor of a newspaper about whether or not he would drop the bomb again. Pg. 56 #581 Thematic Unit – World War II for homework.
Day 12: Students work on broadcast. Play several selections from CD of “We Interrupt This Broadcast.” They will become reporters and write a newscast describing an event in WWII (ex., Pearl Harbor, D-Day, etc.). These are due on Day 15. Students are in groups of 5 and write a script describing the event. These should be at least 45 seconds long. The students should then use a tape recorder and record their scripts. On Day 15, play all of the recordings.
Day 13: Have students fill out the Anticipation Guide (pg. 12 – Number the Stars Literature Unit). Discuss the fact that Anne Frank really lived and really hid from the Nazis. The characters in Number the Stars are not real, but we can still learn from this book. Read chapters 1 and 2 of Number the Stars. Assign pg. 28 (The MAILBOX Bookbag). This map allows students to see the countries Hitler took over and when. Students now write diary entries as Annemarie (pg. 42 - #581 Thematic Unit – World War II).
Day 14: Finish chapters 3 and 4. Use pg. 15 (Anne Frank) to help students understand propaganda and advertisement. Students will look in their cabinets at home and find out how advertisers use symbols, slogans, etc., to get customers to buy their products. Remind them of the propaganda from the NARA posters.
Day 15: Start the day by having the students fill out Compare and Contrast on pg. 11 (Number the Stars). Students should be able to list several characteristics for each character listed. Read through Chapters 5-8. Students should write either a diamante or part of speech poem (pg. 18 – Number the Stars). For homework, students should write a postcard to Papa (pg. 19 – Number the Stars).
Day 16: Read through Chapters 9-12. Students need to bring items from home to fill an Escape Bag. These items must be able to fit inside a paper grocery sack. The students should understand that those in hiding only had seconds to get away. What would they want to take with them? Share these tomorrow.
Day 17: Read Chapters 13-16. Complete pg. 29 (Number the Stars Literature Unit).
Days 18-19: Watch “Over Here, Over There” video. The students will complete the review sheet as they watch the movie. Students study this for the test.
Day 20: Test
Resources and Technology Used: V is for Victory, Under the Blood Red Sun, Number the Stars, World War II (Teacher Created Materials, Inc. Thematic Unit) Number the Stars (Teacher Created Materials, Inc. Literature Unit) Anne Frank: The Diary of a Young Girl (Teacher Created Materials, Inc. Literature Unit) The MAILBOX( Bookbag( Oct./Nov. 1998 We Interrupt This Broadcast),
Powers of Persuasion, National Archives and Records Administration – Army Footlocker and Navy Sea Bag, Tape recorder, Presentation software such as Power Point