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Topic: Differentiating World War II so that learners better understand and retain the
information.
Part I: Identification of Learning Problem
General Audience
The audience consists of students taking a world history course in a public school setting
designed for a mix of tenth to twelfth grades at Wheeler County Middle/High School. This
school consists of one campus housing sixth through twelfth grades. Students targeted for this
course vary in age from fifteen to eighteen years old. These students are from a lower socioeconomic area with few opportunities for travel, entertainment, or employment. This results in
limited experiences with other cultures. Students have access to school issued laptop computers
that can travel to and from school with them each day, making the fully online environment of
this unit conducive to the study of World War II.
Problem Identification
Students are excited to study World War II, but do not grasp the importance of this event.
They do not see the big picture of how it changed the world and impacted future generations,
even up to today and in our own community. Having little experience with cultures outside of the
students immediate environment makes it difficult to get students engaged in the study.
Students are more engaged when studying in an online environment. With the
implementation of student laptops for all students in this course beginning this year, an online
unit for the study of World War II will allow more engagement opportunities with the material
and provide a wider range of differentiation through the use of primary sources. Students will be
able to connect with other cultures through first hand accounts of those impacted by the war. It
will also give them a chance to consider how the world in which they live would be changed
through a different outcome of World War II. Since this will be a fully online project, the use of
technology will help provide motivation for learning, a wide resource for primary sources, and
opportunities for feedback will allow for more individualized attention.
The need to use primary sources and differentiation to allow students to better understand
the impact and events of World War II was identified through a comparative needs assessment.
World history classes for the previous two semesters have not been successful on the exit exams,
especially in the area of World War II. Students exited with scores at the 60% proficiency rating
in the domain of World War II. Previous students exhibit only a minimal understanding of the
events and impact of World War II and are unable to connect the historical events to situations
that exist today. They see no relevance in studying the mistakes of the past. This unit will be
designed to fully engage students through the use of primary sources and provide differentiated
instruction to ensure proficient achievement by all learners. The performance of this class should
reach an 80% proficiency rating on the exit exam, as set forth in the social studies performance
goals established by the school improvement team. This need was also identified through a felt
needs assessment. The fact that this key assessment will be fully online will keep the course
current and result in improvement for learners. Students will be able to access a variety of online
primary sources that will help them understand the attitudes and world events at the time of this
global war.
Instructional Goals
Students will be able to identify and interpret primary sources associated with World
War II.
Students will be able to identify the causes of World War II.
Students will be able to identify the outcomes of World War II.
Students will be able to compare maps with data sets and readings to draw conclusions
and make generalizations about World War II.
Students will be able to connect the outcomes of WWII to situations and events today.
Part II: Learner Analysis
Introduction
The targeted groups of learners are comprised of tenth to twelfth grade students enrolled
in world history at Wheeler County Middle/High School in Alamo, Georgia. There are a total of
50 students with 3 of these students repeating the course. Ages range from 14 to 19 years old
with the most common age being 15. There are 30 females and 20 males. The group is comprised
of 27 African-Americans, 13 Caucasians, 7 Hispanics, and 3 bi-racial students. Twelve of the
students have individualized educational plans outlining specific accommodations in the learning
environment. There are four students who are served by the special education teacher for reading
and math; however they do not receive services in the social studies setting. One hundred percent
of the students have attended public school since pre-Kindergarten. Eighty-four percent of the
students have attended this school system their entire academic career. Seventy-four percent of
the students have never traveled outside of the state of Georgia. Eight students have traveled
outside of the United States, with the all trips being limited to Mexico. Eighty-eight percent of
these students receive free or reduced lunches based on home income levels. The students live in
a county with a low socio-economic level, ranking 149th on the Georgia Economic List of
Income Levels by County for 2012.
To attain this information about the learners, several methods were employed. Data
sheets from the central office supplied the racial background of students, as well as student ages
and primary caregivers. Teacher meetings with the special education director provided the
information about students receiving special services and having individualized educational
plans. The school counselors office provided access to student records with information about
the students public school attendance. An in-class survey provided the results of those who have
traveled outside of the state and outside of the country. The county ranking was provided by the
Georgia Trends Economic Yearbook 2012. The information regarding income levels was
supplied by the applications for free and reduced lunch. An interview with the previous social
studies teacher was used to supply relevant information in regards to the students backgrounds
and test scores prior to this class.
Entry Skills and Prior Knowledge
Mastery of basic reading skills, map reading skills, and writing skills
Ability to create, post, save and submit basic documents, videos, and presentations on the
school website through linked classroom assignments
Limited prior knowledge of World War II
Little to no prior knowledge of the causes and outcomes of World War II
Limited knowledge of primary versus secondary sources
Limited knowledge of the geographic location of major events in World War II

The prior knowledge of the learners was assessed through a pre-test given at the
beginning of the school year. This tested knowledge of subject matter, as well as knowledge of
how to perform basic computer skills on the new laptops. This gave insight into the level of
computer competency each student had. Ninety percent of students ranked themselves as
competent with the basic functions of the laptop. One hundred percent of the students wanted to
use the laptops with all classes and wanted to learn more ways to utilize them in the educational
setting. The fully online nature of this unit will utilize the students desire to use the laptops in
world history class. The pre-test showed World War II subject matter knowledge at twenty-six
percent proficient and seventy-three percent below expectations. No students scored at the
mastery level on subject knowledge of World War II. Twenty-six percent of students correctly
distinguished primary sources from secondary sources. Thirteen percent of students correctly
identified the causes of World War II. Sixteen percent of the students correctly identified the
outcomes of the war. Thirty-two percent of the students matched events of the war to the correct
location on a map. The test was administered using the laptops and observed by the classroom
teacher.
Attitudes Toward Content & Academic Motivation
All of the students ranked themselves as motivated through the use of the laptops in the
educational setting and proficient with their knowledge of how to use the laptops. Forty-seven
percent of the students accurately distinguished between primary and secondary sources. Eightyeight percent of the students ranked their content knowledge of World War as needs
improvement. The other twelve percent ranked themselves as proficient with none choosing
mastery as their level of subject matter knowledge. Seventy-six percent of the students ranked
their attitude toward learning about World War II as favorable with twenty-four percent
ranking their desire to learn about the event as eager. These statistics clearly show that students
have a positive attitude toward the subject matter and are motivated to study World War II.
These results were gathered through a pre-test which included a survey section for self-analysis.
Educational Ability Levels
Academic standings show that fourteen percent of the students are below grade level.
This means they are one or more years off-track for graduation and are labeled at-risk. Sixteen
percent of the students are classified as gifted learners. Twenty-four percent of the students
follow individualized educational plans. Thirty-four percent of the students failed to pass the exit
exam in the previous social studies class. The largest area of weakness was the impact of the
world wars on modern history, as shown in the previous exit exams. The teacher was interviewed
and provided information that students function best with repetition, real-world applications, and
simulations. Students function on various ability levels within each group.
General Learning Preferences
The pre-test included a survey which showed students prefer to learn while using the
latest technology. Students asked to incorporate the laptops into all academic classes. Six
students expressed concern or nervousness about this new online environment, but still ranked
technology as the leading motivator in student success. Students also expressed a desire to work
cooperatively and in small group settings. Students overwhelmingly indicated that the use of a
variety of methods, such as documents, videos, and presentations, engaged them in the learning
process.
Attitude Toward Teachers and School
Students showed a positive attitude about school and teachers in the survey. Students had
a positive outlook about the year and how the use of the laptops would help them show growth in
their learning. This also had a positive impact on attitudes toward learning. Parents also showed
improved attitudes about the learning environment in the parent surveys that were issued.
Group Characteristics
Wheeler County Middle/High School is the only high school in the system. There are no
private school or charter school options within a forty mile radius. The median income is below
or at the poverty level. The school qualifies as a Title I school. All students speak English
fluently. The Hispanic students speak Spanish in the home. Students are very close to one
another socially. The small town setting allows for strong bonds of friendship, regardless of race.
There are seldom any racial problems in the school. However, the students are only around
Caucasians, African-American, and Hispanics. There are no other racial groups present in the
community. Students are from a very homogenous background socially, culturally, and
religiously. Most families have lived in this area for three or more generations. This combined
with the lack of travel opportunities isolates the students from interactions with other cultures,
limiting their knowledge of other cultures to social media, television, and movie portrayals.
Students are similarly dressed and have all needed supplies. The learners are divided into two
groups, each with fifty-five minutes of world history per school day. These students all have
access to laptop computers. These laptops are issued at the beginning of the semester and remain
with the student until the end of the semester, both inside and outside of school.
Part III: Task Analysis

Explanation of Analysis and Subject Matter Expert
I conducted the task analysis primarily using a topic analysis. I selected the topic analysis
because it is used to define the facts, concepts, principles, and rules that will make up the final
instruction. This allowed me to identify the content that is the focus of my intended instruction,
World War II. It was near the end of my analysis that I switched to a procedural analysis when
determining what the learner should be able to do with the information. I primarily relied on
topic analysis because learners will need to gain factual knowledge of the war and the
vocabulary for understanding this historical event. The unit will then focus on the concepts of the
war. Events will be grouped according to the following concepts: Causes of the War, People of
the War, and Events of the War. These concepts will be connected through the principles and
rules. Here I will describe the relationships that connect the concepts. Through the topic analysis
I was able to identify the structure of the components used in the unit. I began by analyzing the
topic of World War II. I am using myself as one subject matter expert. I have taught world
history for eighteen years and have National Board Certification for teaching social studies to
adolescents and young adults. However, I wanted fresh eyes to offer opinions, be a sounding
board, and help me include all the relevant information needed to have my learners develop a
mastery of understanding of the events of World War II. Because of this, I decided to use a
second subject matter expert.
I met with my SME and discussed the problem that was identified: students have a poor
understanding of World War II and do not see the connections between this world event and
today. My SME also has National Board Certification for teaching social studies to adolescents
and young adults and has taught history for twenty years. He helped gather the initial data used
in identifying the problem with poor scores on system-wide exit exams. Before meeting with him
I outlined the components of World War II as listed in the state standards. I then listed what I
wanted students to be able to do with the material. When we met, I asked him what major
categories he would use in designing a unit on World War II. We then refined my original
outline, narrowing the concepts the unit would address. I then asked how he would further refine
the concepts we listed. From this we developed the facts that would be included under each
concept. We then looked at the outline and provided the detail of what sources should be used in
the study: primary documents, maps, videos, and articles. This allowed us to focus on the
organization of the content. We reviewed the analysis and identified the facts, concepts, and
principles. We grouped the related facts, concepts, principles, interpersonal skills, and attitudes.
We discussed the students background knowledge of war, their excitement over studying the
weapons of war, and their entry-level knowledge of World War II. We discussed how to channel
this eager attitude and keep them engaged in the study. We then stepped back and looked at the
information we had come up with and arranged it in a logical, sequential order. After meeting
with the SME, I prepared the final outline of my task analysis. I then met the SME again using
the Developer Modeling Method to confirm the accuracy of my analysis. I modeled the analysis
by explaining the content to my SME. This helped me to check my understanding and
interpretation of the content. This also prompted my SME to provide additional details, such as
the inclusion of the Rape of Nanjing. I added notes using a laptop. This allowed me to keep
accurate records of the transactions each time we met. As we went over the analysis, I found we
switched to a procedural analysis approach. The SME asked, What does the learner do with this
information? We then determined what the learner needed to know in order to complete
mastery of this concept and ensured it was included in the facts listed under the concepts. Next,
we discussed cues that would inform the learner there was a problem, if the concept was
mastered appropriately, or if review of the material was needed. Then I put the task analysis in
an outline form and created a task diagram.
Task Analysis Outline
I. Concept I: Primary versus Secondary Sources- Primary sources are firsthand accounts of
events. Secondary sources discuss information originally presented elsewhere.
a. Secondary sources usually involve generalization, analysis, synthesis,
interpretation, or evaluation of the original information.
b. Consider the following points with primary sources: the authors tone, the
intended audience, the purpose of the publication, assumptions of the author.
II. Concept II: Causes of the War - World War II brought to light the unresolved issues from
the Great War.
a. The devastating effects of world-wide depression and Treaty of Versailles led to
the rise of totalitarian regimes.
i. Totalitarian leaders restricted the views of dissidents within their home
countries.
ii. Totalitarianism - Dictatorship form of government that controls all aspects

of peoples lives
1. Communism Soviet form of government promoting the ideas of
Karl Marx and an equal society
2. Nazi - a member of the National Socialist German Workers' Party
3. Fascism - a way of organizing a society in which a government
ruled by a dictator controls the lives of the people and in which
people are not allowed to disagree with the government
iii. By the 1930s totalitarian regimes emerged in Russia, Italy, Germany, and
Japan. All four wanted to expand territory and power in their sphere.
b. World War II began as a result of unchecked aggression by fascist leaders.
i. German, Italian, and Japanese aggression led to a major war involving
most world powers.
ii. Totalitarian aggression
1. Japan: 1931invaded Manchuria & northern China; 1940
invaded Indochina & East Indies
2. Italy resented losing Ethiopia at the Berlin Conference and sought
to reclaim it.
a. 1935 Mussolini invaded & took over Ethiopia
i. League of Nations sanctioned Italy, stopping trade,
but sanction was ineffective.
b. 1941 Italy invaded Egypt & Greece
3. Germany committed acts of aggression.
a. Hitler wanted lebensraum (living space) for Germans.
i. In March 1936 Hitler moved troops into Rhineland.
ii. In March 1938 Germany invaded Austria & made it
part of Germany.
1. Western countries & the League of Nations
practiced a policy of appeasement
agreeing to demands to avoid war.
b. Germany wanted to reclaim the Sudetenland because of the

large majority of ethnic Germans and the history of
German influence in the area.
i. In Sept 1938 the Munich Conference was held and a
compromise was reached: Germany takes
Sudetenland, but no more.
ii. In March 1939 Hitler broke the agreement & took
all of Czechoslovakia.
c. Germany invaded Poland on September 1, 1939.
iii. The Soviet Union also committed acts of aggression.
1. USSR: 1941 occupied Lithuania, Latvia, & Estonia
2. In August of 1939, the Nazi-Soviet Pact formed.
a. The USSR and Germany agreed not attack one another and
to divide Poland.
c. The Spanish Civil War allowed new weapons of war to be tested.
d. The Rape of Nanjing in China showed a massacre of people and a disregard for
human rights by leaders with unchecked power.
III. Concept III: People of the War Key world leaders during World War II were divided
into Allies and Axis powers.
a. Allied leaders were Churchill, Stalin, and Roosevelt/Truman.
i. Churchill was the Prime Minister of Great Britain.
ii. Stalin was the leader of the Soviet Union.
iii. Roosevelt was the US President at the beginning of the war. Truman
became the leader at Roosevelts death.
b. Axis leaders were Hitler and Mussolini.
i. Hitler, dur Fuehrer, was the leader of Germany.
ii. Mussolini, Il Duce, was the leader of Italy.
IV. Concept IV: Events of the War Major conflicts occurred around the world, making this
a second global conflict.
a. Allies and Axis powers were established.
i. Sept 1, 1939Germany invades Poland
ii. Sept 3, 1939England & France declare war on Germany, but do not
fight Germany for eight months (time period known as Phony War)
iii. Blitzkrieg-lightening war-fast, efficient attacks used by Germans, who
quickly take Poland, Latvia, Estonia, Lithuania, Finland, Denmark,
Norway; the West is slow to arm with out-dated weapons. Hitler has new
weapons.
iv. June 1940Germans go around Maginot Line & take Paris
v. France is left split: Nazis occupy northern France; Hitler creates Vichy
government in South France (French leaders who work with Nazis); Free
Francerebels led by Charles de Gaulle who fought Nazis
vi. England was the only Allied country left.
1. German air force bombed England for eight straight months;
England held off Germans.
vii. Hitler turned on Stalin.
1. Hitler felt USSR would provide enough living space for Germans;
led surprise attack in June1941 & pushed close to Moscow; but
USSR counter-attacked and Stalin used scorched-earth policy to
stop Germans.
viii. Meanwhile: July 1940-Italy declared war on England & France; attacked
Egypt
ix. Dec. 1941-Japan attacked Indochina. US responded to attack by banning
sale of scrap iron to Japan
b. The Japanese bombing of Pearl Harbor brought the USA into the war.
i. Japan was mad at US for interfering with expansion
ii. December 7, 1941: Japan bombed Pearl Harbor (Hawaii)
iii. US declared war on Japan
c. Axis forces were defeated and driven out of North Africa at the Battle of ElAlamein.
i. El Alamein, Egypt - Allies defeated Rommels desert forces in North
Africa (October-November 1942)
d. The Battle of Stalingrad between the Germans and the Soviets demonstrates one
of the bloodiest moments in modern warfare.
i. StalingradGerman army was held & forced to surrender to Russians
(August 1942-February 1943)
e. July 1943Allies attack Italy
i. Italian king Victor Emmanuel III had Mussolini jailed
ii. Italy surrendered
f. D-Day showed the courage and determination of Allied forces in driving Germans
out of occupied Europe.
i. D-DayJune 6, 1944Allies invaded Nazi-held France at Normandy &
marched towards Germany
g. Guadalcanal was the first Allied victory in hand-to-hand Japanese/American
combat.
h. The island-hopping strategy of capturing one island at a time began in the
Philippines.
V. Concept V: The End of the War
a. Conferences between world leaders were held to devise political and military
strategies.
i. The Big Three met at Teheran, Yalta, and Potsdam to determine military
strategy
ii. They also discussed post-war plans and the impact on nations of Eastern
Europe.
b. The war ended with Victory in Europe first and then Victory in Japan and gave
birth to a new political landscape.
i. May 7, 1945- VE Day (Victory in Europe) Germany surrenders
ii. Allied forces concentrate on ending the war in Asia.
iii. President Truman makes the decision to drop atomic bombs on Hiroshima
and Nagasaki Japan.
iv. VJ Day August 15, 1945 when Japan announces surrender
Task Analysis Flow Chart
Part IV: Instructional Objectives
Terminal Objective 1: To distinguish between multiple types of sources by author, audience,

and/or purpose Cognitive (Analysis)
Enabling Objectives:
1A To identify primary sources as firsthand accounts of events and secondary sources as
generalization, analysis, synthesis, interpretation, or evaluation of the original
information Cognitive (Comprehension)
1B To distinguish between primary and secondary sources Cognitive (Analysis)
1C To differentiate primary sources from secondary sources by author, purpose and
intended audience Cognitive (Analysis)
Terminal Objective 2: Based on the assigned readings, compare the policies of Benito
Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan, enumerating at least three
characteristics of each. Cognitive (Analysis)
2A To identify fascism, Nazism, and totalitarianism Cognitive (Comprehension)
2B To identify Mussolini, Hitler, and Hirohito Cognitive (Comprehension)
2C To identify the effects of the policies of Mussolini, Hitler, and Hirohito Cognitive
(Analysis)
Terminal Objective 3: To differentiate between the aggression and conflicts leading to World
War II in Europe and Asia Cognitive (Analysis)
3A To identify the Italian invasion of Ethiopia, the Spanish Civil War, and the German
annexation of the Sudetenland Cognitive (Comprehension)
3B To identify the Rape of Nanjing in China Cognitive (Comprehension)
3C To identify the effects of the Italian invasion of Ethiopia, the Spanish Civil War, the
Rape of Nanjing in China, and the German annexation of the Sudetenland Cognitive
(Analysis)
Terminal Objective 4: Interpret graphs and charts Cognitive (Application)

4A Determine the country that lost the most soldiers Cognitive (Evaluation)
4B Determine the country that lost the most civilians Cognitive (Evaluation)
4C Determine the year with the greatest number of casualties Cognitive (Evaluation)
Terminal Objective 5: Given a map of post-war Europe, evaluate the effect of World War II on
the political landscape of the world. Cognitive (Evaluation)
5A To identify the new spheres of influence that arose as a result of WWII Cognitive
(Comprehension)
5B To explain the diplomatic negotiations between Great Britain, the USSR, and the
USA Cognitive (Analysis)
5C To predict the effects these new spheres of influence will have on the world
Cognitive (Evaluation)
Classification of Instructional Objectives:

Performance
Content
Recall
Application
Fact
1A, 2A, 2B, 3A
Concept
1, 5A
Principles and rules
1B, 1C, 2C, 3B,
2, 3, 5
3C, 5B, 5C
Procedure
4A, 4B, 4C
Interpersonal
Attitude
Relationship between Instructional Objectives and Standards:

Instructional
Objectives
Georgia Performance Standards
IPS 6 Identify and use primary and secondary sources.
1A
1B
1C
2
SSWH17 c. Describe the rise of fascism in Europe and Asia by comparing the
policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in
2A
Japan. e. Describe the nature of totalitarianism and the police state that existed
2B
in Russia, Germany, and Italy and how they differ from authoritarian
2C
governments. SSWH18 b. Identify Nazi ideology and policies.
SSWH17 f. Explain the aggression and conflict leading to World War II in
3A
Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil
3B
War, the Rape of Nanjing in China, and the German annexation of the
3C
Sudetenland.
MGS11 Compare maps of the same place at different points in time and from
4A
different perspectives to determine changes, identify trends, and generalize
4B
about human activities. MGS12 Compare maps with data sets (charts, tables,
4C
graphs) and /or readings to draw conclusions and make generalizations.
SSWH18 c. Explain the military and diplomatic negotiations between the
5A
leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United
5B
States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact
5C
on the nations of Eastern Europe.
Part V: Development of Assessments

The following table shows the correspondence between the assessment items and the
instructional objectives.
Instructional
Goals
Objectives
UDL
Assessments
Strategies
Lesson 1: Sources
Students will be able to
Objective 1: To
Learners are given
Sources Quiz
The student will define
identify and interpret
distinguish between
multiple means of
Students will define and
and give two examples
primary sources
multiple types of sources representation as well as
give two examples of
of primary and
associated with World
by author, audience,
individual choice in the
primary and secondary
secondary sources;
War II.
and/or purpose
selection of sources.
sources. Students will
choose two WWII
1A To identify primary
choose two sources and
sources and identify the
sources as firsthand
identify the author,
author, purpose, and
accounts of events and
purpose, and intended
intended audience; and
secondary sources as
audience. Students will
identify new examples
generalization, analysis,
identify new examples
into either primary or
synthesis, interpretation,
into either primary or
secondary sources.
or evaluation of the
secondary sources.
original information
1B To distinguish
between primary and
secondary sources
1C To differentiate
primary sources from
secondary sources by
author, purpose and

intended audience
Lesson 2: Causes
Objective 3: To
Multiple means of
Cause and Effect
The student will view
identify the causes of
differentiate between the
representation are used.
Chart: Aggressive
maps and video clips of
World War II.
aggression and conflicts
The sources are video,
Events in Europe &
pre-war aggression, and
leading to World War II
maps, and text with
Aggressive Events in
then fill in a cause and
in Europe and Asia
audio options. Learners
Asia Students will fill
effect chart identifying
3A To identify the
are supported through
in a cause and effect
which aggressive events
Italian invasion of
the use of a faded
chart and identify which
occurred in Europe and
Ethiopia, the Spanish
activity.
aggressive events
which occurred in Asia.
Civil War, and the
occurred in Europe and
German annexation of
which occurred in Asia.
the Sudetenland
3B To identify the Rape
of Nanjing in China
3C To identify the
effects of the Italian
invasion of Ethiopia, the
Spanish Civil War, the
Rape of Nanjing in
China, and the German
annexation of the
Sudetenland
Lesson 3: People
Objective 2: Based on
Multiple learning styles
Show What I Know
The student will
identify the causes of
the assigned readings,
are engaged by multiple
Graphic Organizer:
compare the policies of
World War II.
compare the policies of
means of representation.
Totalitarian Leaders
three leaders by filling in
Benito Mussolini in
Differentiation by
Students will list three
a graphic organizer with
Italy, Adolf Hitler in
learner is achieved
totalitarian
three totalitarian
Germany, and Hirohito
through a faded activity.
characteristics per
characteristics per
in Japan, enumerating at
Advanced students fill
leader.
leader.
least three characteristics out all nine items and

of each.
lower level students
2A To identify fascism,
have some answers
Nazism, and
given as a model and for
totalitarianism
support.
2B To identify
Mussolini, Hitler, and
Hirohito
2C To identify the
effects of the policies of
Mussolini, Hitler, and
Hirohito
Lesson 4: Events
Objective 4: Interpret
Multiple means of
War Casualties
Students will compare
identify the outcomes of
graphs and charts
representation and
Presentation Students
war casualties by
World War II.
4A Determine the
multiple means of
will compare war
soldiers, civilians, and
country that lost the
expression will support
casualties by soldiers,
year using a web 2.0 tool
most soldiers
student learning.
civilians, and year using
of their choice.
4B Determine the
a web 2.0 tool of their
country that lost the
choice.
most civilians
4C Determine the year
with the greatest number
of casualties
Lesson 5: Ending the
Objective 5: Given a
Learners are given a
Post-War World
War & the Post-War
connect the outcomes of
map of post-war Europe,
choice of technology
Presentation
World
WWII to situations and
evaluate the effect of
tools with which to
The student will use a
The student will use a
events today.
World War II on the
respond, optimizing
web 2.0 tool to evaluate
web 2.0 tool to evaluate
political landscape of the
individual choice and
the post-war political
the post-war political
world.
autonomy.
landscape, including the
landscape, including the
5A To identify the new
impact on Japanese-
impact on Japanese-
spheres of influence that
American relations and
American relations and
arose as a result of
Eastern European
Eastern European
WWII
nations.
5B To explain the
diplomatic negotiations
between Great Britain,
the USSR, and the USA
5C To predict the effects
these new spheres of
influence will have on
the world
nations.
Lesson 1: Sources
The assessment in lesson one is criterion referenced. It is to obtain a description of the
specific knowledge and skills each student can demonstrate. This will allow for planning of
further instruction. Students must complete the assessment with 70% accuracy or higher, or they
will repeat elements of the lesson for remediation, depending on individual weaknesses.
Objective 1: To distinguish between multiple types of sources
generalization, analysis, synthesis, interpretation, or evaluation of the original
information
1B To distinguish between primary and secondary sources
1C To differentiate primary sources from secondary sources by author, purpose and
intended audience
Assessment 1: Sources Quiz Students will define and give two examples of primary and
secondary sources. Students will choose two sources from the list provided on the National
Archives DocsTeach Site and identify the author, purpose, and intended audience. Students
will identify new examples into either primary or secondary sources. The quiz will be taken
online using the CMS.
UDL 1: Learners are given multiple means of representation as well as individual choice in the
selection of sources.
Assessment Example 1:
Define the following terms:
1. Primary Source: __________________________________________
2. Secondary Source: ________________________________________
Give two examples of primary sources:
3.
________________________________________________________
4. ________________________________________________________
Give two examples of secondary sources:
5. ________________________________________________________
6. ________________________________________________________
Choose two sources and identify the following: Sources will be linked from the National
Archives into the CMS system for students. The WWII sources may be found at
http://docsteach.org/documents/search?mode=browse&menu=open&era[]=the-greatdepression-and-world-war-ii&sortBy=arc_id
Sources a screen shot of the sources appears below
First Source Title: _________________________________

7. Author: _________________________________________
8. Purpose: ________________________________________
9. Intended Audience: _______________________________
Second Source Title: ______________________________
10. Author: _________________________________________
11. Purpose: ________________________________________
Label each item below as a primary source (P) or a secondary source (S).
13. _____ diary entry from an immigrant on his way to America in 1939
14. _____ a biography written about Winston Churchill
15. _____ encyclopedia entry about Nazi Germany
16. _____ census data from 1945
17. _____ documentary made by Ken Burns about World War II
18. _____ WWII German propaganda poster from 1942
19. _____ a Crash Course video about WWII
20. _____ a ration booklet from WWII

Differentiation 1: Students will be given multiple means of representation in this assessment by
having the questions offered in both text and audio form. Engagement is promoted with the
choice of what sources students use on the identification of primary sources in numbers 7-12.
Directions for Differentiation 1: Complete the following 20 questions. You may choose the text
version or the audio version.
Key
1. Primary Source: Primary sources are firsthand accounts of events.
2. Secondary Source: Secondary sources discuss information originally presented
elsewhere.
3. A letter from a WWII soldier to his mother
4. Gerda Weismans letter to Kurt describing her death march experience
5. An encyclopedia entry about WWII
6. The textbook account of WWII
Choose two sources and identify the following:
First Source Title: War Comes to America 1942
7. Author: War Department News Reel
8. Purpose: Information and Education of the American Public
9. Intended Audience: Americans
Second Source Title: Funeral of President Roosevelt
10. Author: United Newsreel
11. Purpose: To highlight the funeral procession of FDR for the American public
12. Intended Audience: the American public
13. __P___ diary entry from an immigrant on his way to America in 1939
14. __S___ a biography written about Winston Churchill
15. __S___ encyclopedia entry about Nazi Germany

16. __P___ census data from 1945
17. __S___ documentary made by Ken Burns about World War II
18. __P___ WWII German propaganda poster from 1942
19. __S___ a Crash Course video about WWII
20. __P___ a ration booklet from WWII
Lesson 2: Causes
Lesson two contains a criterion referenced assessment because it is composed of a task
that directly measures the skills described in the objectives. This will give the instructor an
opportunity to evaluate the learners performance and offer feedback to have the student revisit
certain instructional strategies, if needed. Students will repeat the lesson if a score of less than
70% accuracy is met on the assessment.
Objective 3: To differentiate between the aggression and conflicts leading to World War II in
Europe and Asia
annexation of the Sudetenland
3B To identify the Rape of Nanjing in China
3C To identify the effects of the Italian invasion of Ethiopia, the Spanish Civil War, the
Rape of Nanjing in China, and the German annexation of the Sudetenland
Assessment 2: Cause and Effect Chart: Aggressive Events in Europe & Aggressive Events
in Asia Students will identify which aggressive events occurred in Europe and which occurred
in Asia.
UDL 2: Multiple means of representation are used. The sources are video, maps, and text with
audio options. Learners are supported through the use of a faded activity.
Assessment Example 2: Fill in the following graphic organizer. Be specific!
Cause
Italian desire for Ethiopia
the Spanish Civil War
Effect
Location
Japanese invasion of China

Germanys desire to reclaim
lands lost in the Great War
Differentiation 2: The lower level learner will have a faded assessment with an example
provided as a model. There is an option for text and audio.
Directions for Differentiation 2: Using the example as a guide, fill in the following graphic
organizer. Be specific!
Cause
Effect
Location
Example:
Economic collapse of 9000
Weimar Republic unable to
banks in the 1930s
pay reparations or US bank
Europe and North America
loans
Key
Cause
Effect
Location
the Italian invasion of Ethiopia Europe and Africa
trial of new weapons of war
Europe
the Rape of Nanjing in China
Asia
the German annexation of the
Europe
Sudetenland
Lesson 3: People
Lesson three also contains a criterion referenced assessment that directly measures the
skills described in the objectives. Again, this will give the instructor an opportunity to evaluate
the learners performance and offer feedback to have the student revisit certain instructional
strategies, if needed. Students will repeat the lesson if a score of less than 70% accuracy is met
on the assessment.
Objective 2: Based on the assigned readings, compare the policies of Benito Mussolini in Italy,
Adolf Hitler in Germany, and Hirohito in Japan, enumerating at least three characteristics of
each.
2A To identify fascism, Nazism, and totalitarianism
2B To identify Mussolini, Hitler, and Hirohito
2C To identify the effects of the policies of Mussolini, Hitler, and Hirohito
Assessment 3: Show What I Know Graphic Organizer: Totalitarian Leaders Students will
list three totalitarian characteristics per leader.
UDL 3: Multiple learning styles are engaged by multiple means of representation.
Differentiation by learner is achieved through a faded activity. Advanced students fill out all nine
items. Lower level students will have an example given as a model for completing the chart. The
option to have the text or audio version is also available.
Assessment Example 3: Fill in three totalitarian characteristics for each leader listed.
Benito Mussolini in Italy
Adolf Hitler in Germany
Hirohito in Japan
Differentiation 3: Differentiation by learner is achieved through a faded activity. Advanced

students fill out all items. Lower level students have an example given to serve as a model and
for support.
Directions for Differentiation 3: Fill in three totalitarian characteristics for each leader listed.
One example for each leader is given to get you started.
Hirohito in Japan
Example:
Example:
Example:
-single party government
-total control of economy
-single leader, the Emperor
Key
Students may have any three of the following:

1. single party government fascist
2. total control of the
economy
3. control of media and mass

Hirohito in Japan
1. Emperor as leader

economy
economy
communication
communication
(propaganda)
(propaganda)
communication
(propaganda)
4. secret terrorist police force
5. censorship
5. censorship
5. censorship
6. unquestioning obedience
to leader
to leader
7. indoctrination of the youth
8. control of the military
to emperor
Lesson 4: Events
Lesson four contains a performance based assessment. Students are familiar with web 2.0
tools. We have a link on the school homepage and there is a link in the CMS. Students have used
these throughout the semester. This assessment is performance based because the students create
a project and are rated according to the rating scale provided in the rubric.
Objective 4: Interpret graphs and charts
4A Determine the country that lost the most soldiers
4B Determine the country that lost the most civilians
4C Determine the year with the greatest number of casualties
Assessment 4: War Casualties Presentation Students will compare war casualties by
soldiers, civilians, and year using a web 2.0 tool of their choice.
UDL 4: Multiple means of representation and multiple means of expression will support student
learning.
Assessment Example 4: Using the following charts and graphs for reference, address the
following questions using a web 2.0 tool of your choice:
What country lost the most soldiers in WWII? What do you think caused this?
What country that lost the most civilians? Why do you think this is the case?
What year had the greatest number of casualties? Why do you think this year the
deadliest of the war?
Be sure to spell check/grammar check your presentation! Use the following outline of six
questions to help organize your thoughts before preparing the final presentation.
1. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most soldiers in WWII?
2. Based on what you have learned about WWII and looking at Graphic_4_3, why do you
think this country lost the most soldiers?
3. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most civilians?
4. Based on what you have learned about WWII, why do you think this country lost the
most civilians?
5. Looking at Graphic _4_2, what year had the greatest number of casualties?
6. Based on what you have learned about the battles of WWII, why do you think this year
was the deadliest of the war?
Graphic_4_1:
Graphic_4_2:
Graphic_4_3:
Differentiation 4: This assessment is differentiated through student choice of how to present the
information. Lower level students will be given a model from a previous study of World War I as
a guiding example.
Directions for Differentiation 4: Using the following charts and graphs for reference, address
the following questions using a web 2.0 tool of your choice:
questions to help organize your thoughts before preparing the final presentation. There is a
guiding example provided as a model.
most civilians?
Guiding Example:
Link to example from WWI:
http://prezi.com/fbgrjg07qu-e/?utm_campaign=share&utm_medium=copy&rc=ex0share
Screen shot of example from WWI:
Example of what a student might create for this assessment:

Prezi link: http://prezi.com/uffhycqj3l0t/present/?auth_key=kr9ka4o&follow=kqupvgv9rx6l
Screen shot of possible student submission:
(Both prezi links are saved as PDF files.)
Key
The Soviet Union
think this country lost the most soldiers? The amount of German divisions in the USSR at
the Battle of Stalingrad
3. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most civilians? The
Soviet Union
most civilians? The Battle of Stalingrads destructive use of the scorched earth policy
5. Looking at Graphic _4_2, what year had the greatest number of casualties? 1942
was the deadliest of the war? Allied advances into mainland Europe drew more countries
into the global fight.
4 Rubric
Web 2.0 presentation
is difficult to
is sometimes difficult
is easy to read; effects
understand.
to follow; effects are
guide audience and
distracting.
serve an informative
Clarity of Presentation Web 2.0 presentation
purpose.
Accuracy
Question is answered
inaccurately.
accurately but with
extensively and
little detail.
accurately. Detail is
specific and thorough.
Grammar
Presentation contains
multiple spelling
2 or more spelling or
no spelling or
and/or grammatical
grammatical errors.
grammatical errors.
errors.
Lesson 5: Ending the War & the Post-War World

Lesson five culminates with a performance based assessment. Students will select a web
2.0 tool of their choice to evaluate the post-war political landscape and the effect of WWII on
international relations today. Students are familiar with these tools. They are linked via our
CMS. This is performance based because it allows the learner to create a project according to a
rating scale included in the rubric.
Objective 5: Given a map of post-war Europe, evaluate the effect of World War II on the
political landscape of the world.
5A To identify the new spheres of influence that arose as a result of WWII
5B To explain the diplomatic negotiations between Great Britain, the USSR, and the
USA
Assessment 5: Ending the War & the Post-War World Presentation The student will use a
web 2.0 tool to evaluate the post-war political landscape, including the impact on JapaneseAmerican relations and Eastern European nations.
UDL 5: Learners are given a choice of technology tools with which to respond, optimizing
individual choice and autonomy.
Assessment Example 5:
Using a web 2.0 tool of your choice, evaluate the post-war political landscape. Be sure to address
(1) the new spheres of influence, (2) Japanese American relations, and (3) the nations of Eastern
Europe. Each element should include a graphic to aid in the explanation and the source of each
graphic must be cited. You may use the following outline to help organize your thoughts before
creating the presentation.
LESSON 5 POST-WAR PRESENTATION OUTLINE
1. POST-WAR SPHERES OF INFLUENCE
A. THE UNITED NATIONS What is it? How is power split?
I. What picture/graphic will you use to demonstrate this? What is the source
of the picture/graphic?
B. NEW SUPERPOWERS Who are they? Why are they the only two?
2. EASTERN EUROPE What countries are no longer self-governing? What country

exerts the most influence over the area?
A. What picture/graphic will you use to demonstrate this? What is the source of the
picture/graphic?
3. JAPANESE AMERICAN RELATIONS What was MacArthurs Plan for Japan?
What was accomplished during this time?
What picture/graphic will you use to demonstrate this? What is the source of the picture/graphic?
Differentiation 5: Learners will be able to choose the tool they are most comfortable with,
allowing them to incorporate more or less detail according to learning levels. The outline is
offered in a text and audio version. Lower level students may also reference a guiding example
from a previous domain.
Directions for Differentiation 5: Using a web 2.0 tool of your choice, evaluate the post-war
political landscape. Be sure to address (1) the new spheres of influence, (2) Japanese American
relations, and (3) the nations of Eastern Europe. Each element should include a graphic to aid in
the explanation and the source of each graphic must be cited. You may use the following outline
to help organize your thoughts before creating the presentation. Attached is a model that you may
use for reference to guide you as you complete this assessment.
picture/graphic?

Guiding Example:
Prezi link of example from previous domain of First World War:
http://prezi.com/xe-hxsxpphpn/present/?auth_key=e4ehtzd&follow=kqupvgv9rx6l
Screen shot of example from First World War:
Example of sample work a student might submit:

Prezi link- http://prezi.com/bxumk0zhqfj0/present/?auth_key=mplhctn&follow=kqupvgv9rx6l
Screen shot of sample work:
Key
5 Rubric
Clarity of Ideas
is difficult to
understand.
guide audience and
distracting.
purpose.
Knowledge of
Ideas are illogical,
Ideas are clear, but
Ideas are clear and
Content
unclear, and contain
contain 2 or more
factual.
factual errors.
factual errors.
One element is
Two elements are
All three elements are
addressed.
addressed.
addressed.
No graphics are used.
1-2 graphics are used.
Graphics are used to
Elements of Content
Graphics
enhance each element

of the presentation.
Citations
No citations are given. 1-2 citations are
All sources are cited.
given.
Complete Test:
Assessment Section 1:
1. Primary Source: __________________________________________
3.
________________________________________________________
4. ________________________________________________________

5. ________________________________________________________
6. ________________________________________________________

7. Author: _________________________________________
8. Purpose: ________________________________________
10. Author: _________________________________________
11. Purpose: ________________________________________

Directions for Differentiation 1: Complete the following 20 questions. You may choose the text
version or the audio version.
1. Primary Source: __________________________________________
3.
________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
6. ________________________________________________________

7. Author: _________________________________________
8. Purpose: ________________________________________
10. Author: _________________________________________
11. Purpose: ________________________________________
Assessment Section 2: Fill in the following graphic organizer. Be specific!

Cause
Effect
Location

Differentiation Section 2: Using the example as a guide, fill in the following graphic organizer.
Be specific!
Cause
Effect
Location
Example:
Economic collapse of 9000
Weimar Republic unable to
banks in the 1930s
pay reparations or US bank
Europe and North America
loans
Assessment Section 3: Fill in three totalitarian characteristics for each leader listed.
Hirohito in Japan
Differentiation Section 3: Fill in three totalitarian characteristics for each leader listed. One
example for each leader is given to get you started.
Hirohito in Japan
Example:
Example:
Example:
-single party government
-total control of economy
-single leader, the Emperor
Assessment Section 4: Using the following charts and graphs for reference, address the
following questions using a web 2.0 tool of your choice:
questions to help organize your thoughts before preparing the final presentation.
most civilians?
Directions for Differentiation 4: Using the following charts and graphs for reference, address
the following questions using a web 2.0 tool of your choice:
questions to help organize your thoughts before preparing the final presentation. There is a
guiding example provided as a model.
most civilians?
Guiding Example:
Link to example from WWI:
http://prezi.com/fbgrjg07qu-e/?utm_campaign=share&utm_medium=copy&rc=ex0share
Screen shot of example from WWI:
Resources for 4:
Graphic_4_1:
Graphic_4_2:
Graphic_4_3:
Assessment Section 5:
Using a web 2.0 tool of your choice, evaluate the post-war political landscape. Be sure to address
(1) the new spheres of influence, (2) Japanese American relations, and (3) the nations of Eastern
Europe. Each element should include a graphic to aid in the explanation and the source of each
graphic must be cited. You may use the following outline to help organize your thoughts before
creating the presentation.
picture/graphic?
Directions for Differentiation 5: Using a web 2.0 tool of your choice, evaluate the post-war
political landscape. Be sure to address (1) the new spheres of influence, (2) Japanese American
relations, and (3) the nations of Eastern Europe. Each element should include a graphic to aid in
the explanation and the source of each graphic must be cited. Attached is a model that you may
use for reference to guide you as you complete this assessment. You may use the outline below
the guiding example to help organize your thoughts before creating the presentation.
Guiding Example:
Prezi link of example from previous domain of First World War:
http://prezi.com/xe-hxsxpphpn/present/?auth_key=e4ehtzd&follow=kqupvgv9rx6l
Screen shot of example from First World War:

picture/graphic?
Complete Key:
Section 1:
1. Primary Source: Primary sources are firsthand accounts of events.
2. Secondary Source: Secondary sources discuss information originally presented
elsewhere.
3. A letter from a WWII soldier to his mother
4. Gerda Weismans letter to Kurt describing her death march experience
5. An encyclopedia entry about WWII
6. The textbook account of WWII
Choose two sources and identify the following:
First Source Title: War Comes to America 1942
7. Author: War Department News Reel
8. Purpose: Information and Education of the American Public
9. Intended Audience: Americans
Second Source Title: Funeral of President Roosevelt
10. Author: United Newsreel
11. Purpose: To highlight the funeral procession of FDR for the American public
12. Intended Audience: the American public
13. __P___ diary entry from an immigrant on his way to America in 1939
14. __S___ a biography written about Winston Churchill
15. __S___ encyclopedia entry about Nazi Germany
16. __P___ census data from 1945
17. __S___ documentary made by Ken Burns about World War II
18. __P___ WWII German propaganda poster from 1942
19. __S___ a Crash Course video about WWII

20. __P___ a ration booklet from WWII
Section 2:
Cause
Effect
Location
the Italian invasion of Ethiopia Europe and Africa
trial of new weapons of war
Europe
the Rape of Nanjing in China
Asia
the German annexation of the
Europe
Sudetenland
Section 3:
Students may have any three of the following:
economy

economy
communication
communication
(propaganda)
(propaganda)
Hirohito in Japan
9. Emperor as leader
economy
communication
(propaganda)
13. censorship
13. censorship
13. censorship
to leader
to leader
to emperor
Section 4:
The Soviet Union
think this country lost the most soldiers? The amount of German divisions in the USSR at
the Battle of Stalingrad
3. Looking at Graphic_4_1 and Graphic_4_ 2, what country lost the most civilians? The
Soviet Union
most civilians? The Battle of Stalingrads destructive use of the scorched earth policy
5. Looking at Graphic _4_2, what year had the greatest number of casualties? 1942
was the deadliest of the war? Allied advances into mainland Europe drew more countries
into the global fight.
4 Rubric
is difficult to
understand.
guide audience and
distracting.
Clarity of Presentation Web 2.0 presentation
purpose.
Accuracy
inaccurately.
accurately but with
extensively and
little detail.
accurately. Detail is
specific and thorough.
Grammar
multiple spelling
2 or more spelling or
no spelling or
and/or grammatical
grammatical errors.
grammatical errors.
errors.
Section 5:
5 Rubric
Clarity of Ideas
is difficult to
understand.
guide audience and
distracting.
purpose.
Knowledge of
Ideas are illogical,
Ideas are clear, but
Ideas are clear and
Content
unclear, and contain
contain 2 or more
factual.
factual errors.
factual errors.
One element is
Two elements are
All three elements are
addressed.
addressed.
addressed.
No graphics are used.
1-2 graphics are used.
Graphics are used to
Elements of Content
Graphics
enhance each element

of the presentation.
Citations
No citations are given. 1-2 citations are

given.
All sources are cited.
Part VI: Instructional Sequence

Preinstructional Strategy - Overview
In this unit you will learn about the events and outcomes of World War II. Why is this
war such an important event in world history? World War II is a defining moment in the
twentieth century. You will learn that this second global conflict occurred due to aggression and
conflicts by totalitarian leaders that went unchecked by world leaders of the time. You will read
primary source documents written by these leaders. You will compare these writings to
secondary sources and evaluate the events. You will examine pictures, charts, and maps of the
war. You will also see the impact this global event had on the entire landscape of the world
through maps and new political alliances. This unit will help you master the skills necessary to
pass the World War II domain on the exit exam in world history.
Overview was chosen as the preinstructional strategy because of the similarity to a
summary. A paragraph of prose introducing the learner to the material highlights the central
themes of the unit. This enables the learners to see a summary of World War II and describes the
benefits of learning about this world event. An advance organizer was not chosen because it is
written at a higher level of abstraction and my leaner analysis showed preparing for the learning
task should be less threatening, as with an overview. A pretest was not chosen because the
learners are not familiar enough with the material for it to be meaningful. The strategy of
behavioral objectives was not chosen because the list of raw objectives could intimidate the
learner and result in a negative response to the entire unit.
Sequence
1
Objective
1
Description
Distinguish between multiple types of sources by author,
audience, and/or purpose
Differentiate between the aggression and conflicts leading to
World War II in Europe and Asia
Compare the policies of totalitarian leaders
Interpret graphs and charts related to events of World War II
Evaluate the effect of WWII on the political landscape of the

world
3
2
This sequence builds on concepts in a world-related order using the Posner and Strike
sequencing scheme. The learner will proceed through the instruction using the temporal
phenomenon of world-related sequencing. It is temporal because it is dealing with a sequence in

time. After distinguishing between multiple types of sources, the learner will begin with the
historical causes of the war, proceed to the events of the war, and conclude with the impact of the
war. The learner will be able to describe World War II in a sequence that is consistent with the
events that occurred in the real world. High learner motivation will be maintained through the
use of primary accounts of the war in a fully online environment. This sequence allows learners
to experience the events of the war as they occur and reflect on what their own reactions would
have been to these events, making the learning more realistic and applicable to their lives.
Lesson 1: Primary versus Secondary Sources

Terminal Objective 1: To distinguish between multiple types of sources by author, audience,
and/or purpose
generalization, analysis, synthesis, interpretation, or evaluation of the original information
1B To distinguish between primary and secondary sources
1C To differentiate primary sources from secondary sources by author, purpose and intended
audience
Initial Presentation: Have students look at primary sources of WWII: two photographs of world
leaders, two battlefield photos, one victory photo. Have them brainstorm a caption of who may
have taken the picture and when it may have been taken. Submit these captions via the classroom
management system (CMS). Students are familiar with this system, as it is used throughout the
school. Second, have students read the definitions of primary and secondary sources as provided
in the online NHD handbook.
Generative Strategy: Have students paraphrase the definitions of primary and secondary
sources into their own words, listing two original examples of each and submit via the CMS.
Have students choose two primary source writings and identify the author, purpose, and intended
audience. Finally, have students identify new examples into either primary or secondary sources.
Each of these submissions will be reviewed and returned to the students with feedback
highlighting areas of strength, weakness, and areas for improvement.
References: The initial presentation includes the concept, definition and a best example and the
generative strategy creates an active learning opportunity for the learner to generate new linkages
from existing information to new information. Both principles are referenced from Designing
Effective Instruction (Morrison, et al., 2013, p. 194).
UDL: The initial presentation presents multiple sources and students may choose to read or listen
to the audio version of the definitions. The generative strategy promotes engagement through the
choice of sources to use in students responses.
Lesson 2: Causes of the War

Terminal Objective 3: To differentiate between the aggression and conflicts leading to World
War II in Europe and Asia
annexation of the Sudetenland
3B To identify the Rape of Nanjing in China
3C To identify the effects of the Italian invasion of Ethiopia, the Spanish Civil War, the Rape of
Nanjing in China, and the German annexation of the Sudetenland
Initial Presentation: Have students view interactive maps of Europe from 1918-1939. Have
students then view maps from Asia during the same time period. Have students watch the video
clip summarizing the events in Europe and Asia that led to WWII.
Generative Strategy: Students will fill in a cause and effect chart identifying which aggressive
events occurred in Europe and which occurred in Asia. This work will be submitted through the
CMS and returned with feedback highlighting areas of strength, weakness, and areas for
remediation.
References: The initial presentation shows the concept and best example as outlined in
Designing Effective Instruction (Morrison, et al., 2013, p. 194). The generative strategy
facilitates recall through repetition and review, as well as integration and organization, as
described in Designing Effective Instruction (Morrison, et al., 2013, p. 139).
UDL: The initial presentation includes a self-paced option to view interactive maps at the
learners own pace, as well as a text version of the video. The generative strategy provides
support by having certain boxes within the chart filled in for learners.
Lesson 3: People of the War

Terminal Objective 2: Based on the assigned readings, compare the policies of Benito
Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan, enumerating at least three
characteristics of each.
2A To identify fascism, Nazism, and totalitarianism
2B To identify Mussolini, Hitler, and Hirohito
2C To identify the effects of the policies of Mussolini, Hitler, and Hirohito
Motivational Strategy: Have students speculate how two unresolved events of the Great War
may have led leaders to engage in another world war on a discussion board. Students should
respond to at least one classmates post and agree or disagree with the likelihood of this being a
probable cause.
Initial Presentation: Students read or listen to the audio definitions of fascism, Nazism, and
totalitarianism. Next they view pictures and captions identifying Benito Mussolini as the
totalitarian leader of Italy; Adolf Hitler as the Nazi leader of Germany; and Hirohito as the
totalitarian leader of Japan. Finally, the students will view a slideshow highlighting totalitarian
policies in action from 1931 to 1941.
Generative Strategy: Have students compare the policies of these three leaders by filling in a
graphic organizer with three totalitarian characteristics per leader. This will be differentiated by
learner: gifted students will fill out all nine; lower level students will have some answers filled in
as a guide to completion. These will be submitted using the CMS and returned with feedback
highlighting areas of strength, weakness, and areas for improvement.
References: The motivational strategy uses an online discussion to provide an opening to teach
content-area literacy skills and use conversational style writing to personalize information and
cause learners to feel as if they are conversing with a learning partner as referenced in Tips,
Tools, and Techniques for Teaching in the Online High School Classroom (Kerr, S, 2001, p. 29).
The initial presentation uses multiple means of presentation as highlighted in Universal Design
for Learning (Rose and Gravel, 2010). The generative strategy uses a graphic organizer to help
the learners synthesize the information using no more than nine items from the magic number 7
plus or minus 2 rule (Miller, 1956).
UDL: The motivational strategy makes the curriculum flexible for all learners and provides a
non-threatening dialogue between students. The initial presentation engages multiple learning
styles by varying the material. The generative strategy will be differentiated by having certain
answers filled in for the lower level learners.
Lesson 4: Events of the War
Terminal Objective 4: Interpret graphs and charts
4A Determine the country that lost the most soldiers
4B Determine the country that lost the most civilians
4C Determine the year with the greatest number of casualties
Motivational Strategy: Have students speculate which country suffered the most casualties of
WWII by posting on the discussion board. Tabulate the results of the class on a prediction table.
Initial Presentation: Have students view (1) civilian casualty charts from WWII, (2) a graph of
soldiers who died in WWII, (3) the table of deaths by year during WWII.
Generative Strategy: Have students compare these casualties by soldiers, civilians, and year by
using a web 2.0 tool of their choice. Submissions will be returned with feedback via the CMS.
References: The motivational strategy utilizes student prediction from Learning with Motivation
(Anderson and Dawson, 2011). The initial presentation uses multiple means of representation
and the generative strategy uses multiple means of expression as highlighted in Universal Design
for Learning (Rose and Gravel, 2010).
UDL: The motivational strategy makes the curriculum flexible for all learners and provides a
non-threatening dialogue between students. The learner is provided with multiple means of
representation in the initial presentation and multiple means of expression in the generative
strategy.
Lesson 5: Ending the War

Terminal Objective 5: Given a map of post-war Europe, evaluate the effect of World War II on
the political landscape of the world.
5A To identify the new spheres of influence that arose as a result of WWII
5B To explain the diplomatic negotiations between Great Britain, the USSR, and the USA
Initial Presentation: Have students read the summary Plans to End the War and Final Days
of War in the online textbook. Have students view the video footage of reactions to Hiroshima
and Nagasaki. Have the students view the interactive maps of post-war Europe.
Generative Strategy: Have students use a web 2.0 tool of their choice to present an evaluation
of the political landscape of the world after World War II, including the impact on JapaneseAmerican relations and Eastern European nations. Feedback will be provided through the CMS.
References: The initial presentation uses multiple means of representation and the generative
strategy uses multiple means of expression as highlighted in Universal Design for Learning
(Rose and Gravel, 2010).
UDL: Multiple means of representation are used in the initial presentation. The sources are
video, maps, and text. The more difficult text will be posted with an audio option. The generative
strategy allows for student choice as multiple means of expression.
Reference List:
Andersman, E. M., & Dawson, H. (2011). Learning with motivation. In R. E. Mayer & P. A.
Alexander (Eds.), Handbook of research on learning and instruction (pp. 219-241). New York:
Routledge.
Kerr, S. (2011). Tips, Tools, and Techniques for Teaching in the Online High School Classroom.
TechTrends, 55 (1), 28-30.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity
for processing information. Psychological Review, 63, 81-97.
Morrison, G. R., Ross, S. M., Howard, K. K., & Kemp, J. E. (2013). Designing effective
instruction. (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Rose, D.H. & Gravel, J.W. (2010). Universal design for learning. In E. Baker, P. Peterson, & B.
McGaw (Eds.). International Encyclopedia of Education, 3rd Ed. Oxford: Elsevier.
Part VII: Design of Instruction

I have designed a fully online unit about World War II. Students will effectively use
digital tools to master the objectives included in this unit. Students will begin by examining
multiple sources dealing with the war and distinguish the type by author, audience, or purpose.
Through the use of a variety of sources, students will learn about the causes of the war and
differentiate between the aggression and conflicts leading to World War II in Europe and Asia.
Students will next learn about the important people of the war. Students will compare the
policies of totalitarian leaders of the time. Events of the war will be the next section of the unit.
The students will also interpret charts and graphs of the war to determine which country lost the
most soldiers, which country lost the most civilians, and which year suffered the highest
casualties. In the final section students will learn about the end of the war and evaluate the effect
of World War II on the political landscape of the world. The instructional strategies that I have
planned are in clear alignment with the goals I identified in part one of this unit. Students use
primary and secondary sources from World War II to distinguish between types of sources and to
examine the causes and outcomes of the war. Students compare maps and readings and draw
conclusions about the new political landscape of the world after this devastating event. These
objectives align with the original goals by allowing learners to connect the events of the war to
the political climates of today. The variety of strategies will motivate the learner to make active
connections between his or her prior knowledge and the new information presented about World
War II. The student activities presented in the instructional strategies in part six align with my
stated learning objectives, the state mandated performance based standards, and the assessments
at the conclusion of each objective and the entire unit. In order to address the needs of a diverse
group of learners, differentiation is included for each objective and on each assessment as
outlined in parts five and six. Information is presented in text, through the use of videos, visually
with charts and diagrams, and with audio options. I have included the principles of the Universal
Design for Learning as outlined in the table in part five and further described in the narrative of
part six. This unit incorporates multiple means of representation, multiple means of expression,
flexible curriculum, and a non-threatening dialogue for learners. The design of this fully online
unit incorporates research-based strategies and principles designed to include all learners in an
engaging manner which achieves the goal of designing effective instruction that is efficient and
effective and one that produces reliable results.
Part VIII: Evaluations

I will have the learners evaluate my unit by conducting a small-group trial using my
preliminary version of the unit. This will allow me to identify strengths and weaknesses of the
unit. The small group setting will consist of 10 students enrolled in an elective history class. The
main measures will be observation, attitude survey, and performance. For this evaluation,
participants will go through the course as designed and then complete the survey. Based on the
results, modifications will be made and submitted to the SME. I will have my original SME
evaluate the unit by going through the course and offering feedback on the clarity, impact and
feasibility of the initial version of my unit. After completing these methods, a field trial will be
conducted using the full-sized group of learners under realistic conditions. The learners test
scores on the exit exam in world history will be the final measurement of effectiveness. If 80%
of the learners accomplish 80% of the objectives, this program will be accepted as highly
effective. This ranking is determined by the system-wide school improvement goals.
Formative Evaluation for Learners
Date:
Unit Title:
1. How well did this course help you understand WWII?
a. Significantly better
b. Somewhat better
c. About the same
d. Worse
e. Significantly worse
2. How did you find the course?
a. Very interesting
b. Somewhat interesting
c. Fairly interesting
d. Not very interesting
e. Boring
3. Was the course easy to follow?
a. Extremely easy
b. Very easy
c. Fairly easy
d. Not too hard
e. Very hard
4. Was the course challenging?
a. Extremely easy
b. Very easy
c. Fairly easy
d. Not too hard
e. Very hard
5. Did you always know what to do?
a. Very clear
b. Somewhat clear
c. Fairly clear
d. Not very clear
e. Confusing
6. Would you recommend the course to someone else?
a. Yes
b. No
7. What would you change?
8. What did you like?
Evaluation for Subject Matter Expert
Interview Questions:
1. Does the content of this unit match the objectives we discussed in our initial conference?
2. What are your impressions of the content? Is it sufficient, too much, too little?
3. What are your impressions of the approach of this unit? Is it sufficient, too complicated,
too simple?
4. What is your overall impression of the effectiveness of this unit?
5. What, if any, changes would you make to improve the effectiveness of this unit? Why?
6. Using the scale below, how would you rank this units effectiveness on student learning?
1) Unacceptable
2) Poor
3) Acceptable
4) On Target
5) Superior
Improvement Plan
I will use the data gathered from my leaner surveys and SME to make modifications to the
instructional design. This will incorporate a qualitative analysis. I will also analyze the student
scores on each assignment to incorporate a quantitative analysis. If students score particularly
low on a certain area, I will examine all of the data, review and revise that section. If the students
remark that any area is too hard, too easy, or too confusing, I will revisit that section and make
modifications. Finally, I will report the results of the evaluation to the SME.

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Topic: Differentiating World War II so that learners better understand and retain the

Students will be able to identify the causes of World War II.

Students will be able to identify the outcomes of World War II.

Limited prior knowledge of World War II

Little to no prior knowledge of the causes and outcomes of World War II

Limited knowledge of primary versus secondary sources

Limited knowledge of the geographic location of major events in World War II

Part III: Task Analysis

ii. Totalitarianism - Dictatorship form of government that controls all aspects

b. Germany wanted to reclaim the Sudetenland because of the

Task Analysis Flow Chart

Part IV: Instructional Objectives

Terminal Objective 1: To distinguish between multiple types of sources by author, audience,

Terminal Objective 4: Interpret graphs and charts Cognitive (Application)

Classification of Instructional Objectives:

1A, 2A, 2B, 3A

Principles and rules

1B, 1C, 2C, 3B,

Relationship between Instructional Objectives and Standards:

Georgia Performance Standards

IPS 6 Identify and use primary and secondary sources.

governments. SSWH18 b. Identify Nazi ideology and policies.

SSWH17 f. Explain the aggression and conflict leading to World War II in

different perspectives to determine changes, identify trends, and generalize

graphs) and /or readings to draw conclusions and make generalizations.

SSWH18 c. Explain the military and diplomatic negotiations between the

on the nations of Eastern Europe.

Part V: Development of Assessments

Students will be able to

Learners are given

The student will define

identify and interpret

Students will define and

and give two examples

multiple types of sources representation as well as

give two examples of

associated with World

individual choice in the

primary and secondary

sources. Students will

choose two WWII

choose two sources and

sources and identify the

identify the author,

author, purpose, and

accounts of events and

purpose, and intended

intended audience; and

audience. Students will

identify new examples

identify new examples

into either primary or

into either primary or

author, purpose and

Students will be able to

Cause and Effect

The student will view

identify the causes of

differentiate between the

representation are used.

maps and video clips of

World War II.

aggression and conflicts