Martha M.

Hill
FRIT 7430: Instructional Design
Stage 3, Understanding by Design
Fall 2012

Social Studies-Unit 5
WWII

Grade Level

5th grade

Standard: Georgia Performance Standard: SS5H6

THE STUDENT WILL EXPLAIN THE REASONS FOR AMERICAS INVOLVEMENT IN WORLD
WAR II.
a. Describe Germanys aggression in Europe and Japans aggression in Asia.
b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, DDay, VE and VJ Days, and the Holocaust.
c. Discuss President Trumans decision to drop the atomic bombs on Hiroshima and Nagasaki.
d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
e. Describe the effects of rationing and the changing role of women and African-Americans; include
Rosie the Riveter and the Tuskegee Airmen.
f. Explain the U.S. role in the formation of the United Nations.

Understandings: Students will understand that:

a. Rationing was integral to the support of the war effort through discussion of the
Victory Garden utilized during WWII. (Facet 1- Explanation)
b. The story of Anne Frank was indicative of the Jews struggle through WWII due to
Hitlers ethnic cleansing project by comparing their ordeal to present day mass
genocide in Rwanda. (Facet 2 Interpretation)
c. Shelters used during WWII were varied by constructing their choice of buildings to
scale: barracks for internment and extermination camps, deep-level bomb shelters
used in England, or military Quonset huts used by troops. (Facet 3- Application)
d. Propaganda was used in a constructive and destructive manner by comparing and
contrasting the role of Rosie the Riveter in championing womens contribution to
the war and the infamous Tokyo Rose whose propaganda strived to decimate the
Allied Troops. (Facet 4 Perspective)
e. The order from Truman to drop the atomic bombs on Hiroshima and Nagasaki
brought more than Japans surrender to the war, it also changed our countrys
perspective of the Japanese from the devastation it created. (Facet 5 Empathy)
f. The unjust action of internment camps for the Japanese-American population was
due to fear of all Asian nationalities and was prejudicial because of the bombing of
Pearl Harbor and its proximity to the United States. (Facet 6 Self-Knowledge)

Essential Questions:
Overarching Questions:
How has events during WWII changed our
path in history?
Why is sacrifice integral to the
cooperative development of a nation?
How did ideas of a nation affect the world
in WWII?

Topical Questions:
EQ1. How did "Rosie the Riveter"
change women's roles in the
American household and workplace
during WWII?
EQ2. How did rationing define a
unified front for the United States
by illustrating home front
cooperation?
EQ3. Why is the outcome of WWII
important to worldwide
relationships today?
EQ4. How did Hitler's influence,
during WWII, change the
perception of Germany throughout
the world?
EQ5. How did Japan's attack on
Pearl Harbor ignite the U.S.
involvement in WWII?
EQ6. Why was the United Nations
created, based on the Allied and
Axis Powers involvement in WWII?

Stage 3: Plan Learning Experiences

Week 1
Activities:
1. Utilize historical photos and quotes on the bulletin board and around the

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room to stimulate the students interest in WWII as a historical event.

2. Utilize Overarching Questions to create thought provoking discussion prior
to entry into WWII Unit. Teacher will utilize an anchor chart to introduce
questions and students will brainstorm ideas to answer. This chart will be
utilized throughout the unit to address misconceptions and accuracies of
discussion. Allow for wait time/group time to assimilate ideas for all learners.

(H)
3. Utilize Pre-Test to assess students prior knowledge to unit:

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Evidence 4: WWII Pre-assessment (used for understanding prior to

Unit work)
FACET 1: KNOWLEDGE
World War II
Pre-Assessment
1. Which President led the United States into WWII?
Abraham Lincoln
Franklin D. Roosevelt
John F. Kennedy
Harry Truman
2. What event caused America to enter WWII?
Germanys attack on England
Japans attack on Pearl Harbor
Soviet Unions attack on Poland
Italys attack on Ethiopia
3. What country was an Allied Power with the United States?
Germany
Italy
Great Britain
Japan
4. Who won WWII, the Allied Powers or the Axis Powers?
5. Which president decided to drop the two atomic bombs on
Hiroshima and Nagasaki?
6. What was Hitlers final solution to the Jewish question?
7. What time frame in years was WWII fought in?
8. What was the Treaty of Versailles? How was it important to
WWII?
9. Define the following terms:
D-Day:
VE Day:

VJ Day:
10. What does rationing mean? Why was it important during
WWII?

3. Introduce vocabulary as warranted by the specific learning activities and

performance tasks. Utilize foldable interactive journaling to assist with key
terms, names, dates, events, and vocabulary. The use of the foldable will allow
for those students who have difficulty with dates, names, and important
events to have a resource for preparation for assessments; oral or written.

(T)
4. Present WWII unit by acquainting students with the Georgia Performance
Standard. Students will be able to identify key words and concepts. Allow for
study buddies to work together for a collaborative and cooperative learning
experience. The utilization of their Social Studies journal and text will be used

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as a resource for learning.

5. Present the concept of Germanys aggression in Europe through a selfmade Smart Board lesson that will describe leaders and countries off the Axis
Powers and the Allied Powers. Students will create a foldable for the leaders
describing their country of origin, involvement in WWII, and their contribution
to the WWII events studied in the unit. This will be documented in their SS
journals. Have the students that are visual learners to interact with the Smart
Board lesson. The foldable will enable those students who have difficulty with
dates, names, and important events to have a resource for preparation for

(E-1) (T)

assessments; oral or written.

6. Have students to discuss the term blitzkrieg as Germanys new warfare
during WWII. Students will use prior WWI unit knowledge to compare and
contrast Germanys abolishment of arms from the WWI Treaty of Versailles
with their innovation and technological advancement through weaponry in
WWII. Small group discussion will be used to discuss relevance of this concept
and its implications to WWII. In small group discussion, utilize their number
paddle to insure that all students have an opportunity to share and voice their

(W) (R)

thoughts and opinions.

7. Students will begin a timeline for WWII events that will be utilized in their
journals for understanding and review. Students will also contribute to the
ongoing timeline of events for 5th grade Social Studies that is on display in

(E-1 &2) (O)

hallway.
8. Students will respond in their journals utilizing a Writing Prompt: How did
Hitler's influence, during WWII, change the perception of Germany throughout
the world? Students will be graded utilizing the rubric for 5 th grade State

Writing. Students will use as resource their journaling rubric to assist them in

(R) (E-2)

the weight of each component of writing.

9. Introduce the WWII concepts of rationing and the Victory Garden. Have
students to utilize the Story Bird application via computer to create a story
that incorporates the concepts in the view of a child of the 1940s. Teacher
will model her individual story to demonstrate conventions and narrative style.
Story will be published and shared during shared reading. Students that do
not have access to computers at home will be given time during specials to
utilize the Media Centers computer lab, or the Computer Center in the

(H)

classroom.
10. Students will be introduced to the WWII rubric and guidelines of the
SHELTER PROJECT. This project will be ongoing for the entire unit, and will be
graded at the culmination of the unit:

Shelters
Integrated Interdisciplinary
Unit

(W)(H) (E-1&2)(R)(T)(O)

Promoting Rigorous Opportunities in

Math and Science Education

Shelter is a basic need for people everywhere, from the icy arctic to the rainy tropics.
Our homes give us protection from the weather, a place to cook, eat and sleep, and a
center for family activities. People throughout the world use the resources of their
environment for shelters and how they adapt their housing to their cultures and life
styles. The study of shelters provides applications of science, mathematics, and
technology. They also provide opportunities to study content areas such as social
studies, history, art, and literature.

Objective:
Research a typical shelter from a particular era in history and a location around the
globe. Use this information to build a scale model depicting the shelter and create an
electronic presentation to visually explain the various factors that influence the type of
shelter.
Instructions:
1. Choose a period of time and location you desire to study. Accurately research the
place and period, and determine what a typical family dwelling (shelter) would look
like during that era and at that location.
2. Complete the Shelters Information Report that includes the architectural

information and features: size, shape, number of rooms, heating/cooling,

sanitation, kitchen/dining facilities and sleeping/living areas. Shelters are
influenced by several factors including resources, lifestyle, culture, religion,
technology, climate, and economics. Also, in the Shelters Information Report, list
the factors that had an influence on the shelter you researched.
Resources: What resources/materials were at hand?
Lifestyle: Were the people of your era and location nomads, farmers,
fishermen, miners or other? Were they constantly trying to fend off attacks?
Culture and religion: What cultural or religious aspects influenced the design
of your shelter? In the past, homes often reflected the ethnic background
and religion. For example, Native American shelters had spiritual meaning.
Also, many immigrants constructed homes that incorporated elements from
their homelands. For example, Ukrainian settlers built homes of logs, clay,
willow and grass, which were often roofed with rye thatching similar to that
used in the regions they emigrated from. Mennonites sometimes built
combined house-barns as they had in Europe, Ukraine or Russia.
Technology: What technology was available during the time the shelter was
built? Over time, technology has continued to evolve, and has had an effect
on the types of shelter constructed. Developments in transportation are one
aspect of technology that has changed the types of homes we live in. For
example, the introduction of the horse in the mid-eighteenth century allowed
Native Americans to carry more material possessions from place to place,
including larger tepees. Previously, the dog and travois limited the size of
their homes. Railway expansion, and the corresponding town sites which
popped up, increased the availability of lumber and building supplies.
Economics: Consider the influence of economics on the size, design,
construction, materials of the shelter.
Climate: Consider how climate would determine the type of architecture and
materials used to build the shelter.
3. Construct a scale model of a typical shelter for the time period and location you
have selected to study. *Your model must be to a scale that you determine but
cannot exceed a 24x 24 base. Use materials provided by your instructor and any
found or purchased items you feel necessary to create an accurate depiction of the
shelter. Your model may require you to paint, sculpt, draw, mold, cut, or shape
various materials and use a variety of tools. Be sure to write the scale that you
used on the Shelters Information Report.
* Determining scale is a simple mathematics exercise. If you choose 1"=1' and
have a room 10'x12' then on your model the room will be 10"x12". If the scale is
1/2"=1' then the same room will be 5"x6" on your scale model. If the scale is
1/4"=1' then the same room will be 2.5"x3" on your scale model. The first step in
constructing your model will be to determine how large the structure and rooms
are in real life. Then calculations can be made to determine what scale would best
fit for your model considering materials to be used and details to be shown.

4. Create an electronic presentation of your research that includes the information

from the Shelters Information Report. Also, include information showing the
integration and interdisciplinary concepts. You can use the software of your choice
to develop your presentation. Be creative!
5. Be prepared to present your research/model/electronic presentation during the
Shelter Exhibition. You will be the docent for the exhibition providing visitors with
the information regarding your research.

Shelters
Information Report
Names:
Grade Level:
Time Period
Geographical
Location
Size and shape
Heating and
cooling
Number or rooms
Sanitation
Kitchen/Dining

Facilities
Sleeping and
Living Areas
Resources
Lifestyle
Culture and
religion
Technology
Economics
Climate
Scaled used for
your shelter

Week 2
1. Students will have a mini-lesson discussing the political involvement of
the U.S. before entry into WWII. Discuss and identify key terms,
vocabulary, and historic figures for comprehension. Utilize their journal
in documenting facts for future reference. Students will be given
flashcards to help with the terms, vocabulary, and historic figures. These
will be used during ELT as a collaborative and cooperative study session

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with their peers.

2. What was the hesitancy of the U.S. in entering WWII? Utilizing notetaking and documentary montage presentation via Smart Board lesson,
discuss the importance of the Pearl Harbor Attack and WWII Pacific
battles for U.S. involvement in WWII. Utilize TimeToast.com/Interactive
time lines as a research venue for students to understand the
chronological timeline for the Pacific battles during WWII. Small group
work for understanding of the timeline will be utilized.

(H) (E

1&2)(T)(O)
3. Students will collaborate in small groups to develop the technology
aspect of the unit. They will plan, develop, and create a radio broadcast
showing their understanding of the term propaganda. How did this
affect emotions and morale of U.S. troops in relation to the propaganda
of Tokyo Rose? Students will use the literature available on Tokyo Rose,
a.k.a. Iva Toquri dAquino to identify fact vs. opinion on the actual
involvement of this American citizen to the WWII war effort.

(H)(E

1&2)(R)(T)
4. What was the American civilians contribution to war? Students will
watch video on Rosie the Riveter and womens ability to contribute to the
war effort. Small group discussion/reaction to poster of Rosie the Riveter
from war era. How did this portray women and did it make an impact on
nations reaction to women in the workforce after WWII? Students will
write a reflection based on the visual poster and how it accurately
portrayed womens roles in the workplace during the war.

(H)(E

1&2)
5. Prejudicial Portrayal: Read historical text from former JapaneseAmericans held in
internment camp. Read Anne Frank: 10 Days as shared non-fiction
reading. Students will journal and utilize a Venn diagram to identify and
discuss prejudicial treatment. Was there a difference between countries?
Compare and Contrast these prejudices and treatment of individuals;
prepare to justify/condemn actions related to these historical texts.
Students will be utilizing grade level reading with Anne Frank: 10 days.
Student will used leveled reading comprehension questions for different

(H)(E)

reading levels.
6. America and their Allies: Students will be able to identify the allied
forces during WWII. Using previously made foldable of world leaders,
review and discuss the actions of these leaders and their countrys
contributions to WWII. The foldable will assist those students that have
difficulty with dates, events, and names for preparation for assessments;

(E) (T)

both oral or written.

7. Group Shared Reading: The Boy in the Striped Pajamas will be utilized
during Shared Reading as a whole class. Students will be able to discuss
Hitlers plan of mass genocide of the Jewish race and its implications to
humanity and war. Students will utilize graphic organizers to map
characters and theme. Students will read archived articles on the recent
acts of genocide in Rwanda and compare similarities of the events.
Students will plan, devise a rough draft, and then utilize editing and
revision so to publish an opinion paper based on their discussions,
readings, and research.

Week 3

(H) (E 1&2)(R)

1. Students will utilize classroom material/media to discuss the Tuskegee

Airmen. How did these men provide assistance to the American war
effort? Students will research/utilize prior knowledge on minority racism
to prepare for a Readers Theatre in class.

(W)(H)(E)(R)(T)(O)

2. Media depiction of WWII will be presented and students will write a

caption or headline for the pictures. Utilization of present day media will
be used to model appropriate techniques for assignment. Students will
write a reflection on the following questions: How accurate is media
portrayal in recoding actual events? What emotions were generated by
media of the atomic bombing of Hiroshima and Nagasaki? Why did
Dwight D. Eisenhower, U.S. commander at surrender of mass
extermination camps, order press pictures of Jewish concentration camp

(W)(H)(E)(R)(T)

victims for historical documentation?

3. Implication of chemical mass destruction in wartime will be addressed by
discussion of Trumans decision to drop atomic bombs on Hiroshima and
Nagasaki. Students will be exposed to historical radio reports and
Presidential address concerning the decision of atomic intervention to
WWII. Discuss in small groups the urgency of the atomic decision in
ending the war. Exposure to historical pictures of aftermath will be
presented. Discuss in small groups the relevance and the
appropriateness of the bombings on civilians in order to end further
bloodshed of armed forces. Students will be able to write an opinion
piece to be published and graded utilizing the 5th grade Writing Rubric.

(W)(H)(E1&2)(R)
4. Timeline construction: Students will observe historical clips on
important events in WWII (D-Day, VE-Day, VJ-Day). Students will
illustrate these events in poster form to add to the hallway timeline, they
will plan, draft and document this in their journal timeline.

(H) (E

1&2) (O)
5. Students will display and present their Structure project during a
Museum Walk with the entire 5th grade class. They should be prepared to
discuss their scaled models specifications, research and information, and
share their technology developed report on the structure. (Prezi,
Glogster, or VoiceThread) Students will be videoed for Media Cast
(county-wide presentation) and will have their project on display in the
Media Center for the entire school to view.

(W) (H) (E 1&2)

(R)(T)(O)
6. Students will present their finished radio broadcasts on propaganda.
These finished assignments will be broadcast using Media Cast as a
historical learning opportunity for the entire school during the morning

(W) (H)(E1&2)(R)(T)(O)

announcements.
7. Students will be able to show comprehension and understanding of the
WWII unit by taking the WWII Assessment:

Standard:

(W)(R)(E-2)(T)

# Correct:
DNM

SS5H6: The student will explain the

reasons for Americas involvement in World
War II.

0-20

IP
21-23

M
24-30

E
27-30 &
31 or 32

World War II Assessment

Match the appropriate country with the correct dictator, prime minister or president
during World War II. One of the countries can be used more than once.
1.
2.
3.
4.
5.

_______
_______
_______
_______
_______

Hirohito
Stalin
Franklin D. Roosevelt
Hitler
Harry Truman

6. _______ Mussolini
A.
B.
C.
D.
E.
F.

United States
Japan
Great Britain
Soviet Union
Italy
Germany

Use the work bank to place the country in the appropriate column.
France

Italy

Canada

United States

Soviet Union
Germany

Axis Powers
7.
8.
9.

Japan
Great Britain
Allied Powers
10.
11.
12.
13.
14.

15. Using the Venn Diagram, compare and contrast democracy and a dictatorship.

Democracy

Both

Dictatorship

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

16. What event caused America to enter the war?

A) Japans attack on Pearl Harbor
B) Germanys attack on England
C) Italys attack on Ethiopia
D) The Soviet Unions attack on Poland
17. Why did the United States try to remain neutral about the worlds problems?
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
18. The government had to ______ the goods that people could buy during the war.
A) ticket
B) stamp
C) identify
D) ration
19. Whom did Rosie the Riveter stand for during WWII?
___________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_

20. Explain how the Tuskegee Airmen changed the role of African American servicemen.
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_

_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
21. Who won WWII, the Allied Powers or the Axis Powers?
___________________________________
22. Germany was aggressive over which continent? ___________________________ Japan
was aggressive over which continent? ______________________________
23. Which president decided to drop the two atomic bombs on Hiroshima and Nagaski?
_________________________________________________________________________________________
_
Match the term with the appropriate definition.
24.
25.
26.
27.
28.
29.
30.

_______
_______
_______
_______
_______
_______
_______

United Nations
Pearl Harbor
Iwo Jima
D-Day
VE Day
VJ Day
Holocaust

A) The purpose of this organization is to keep world peace and to promote

cooperation among nations.
B) After the United States dropped the second atomic bomb, this day was celebrated
because Japan then agreed to surrender, and the fighting stopped. This marked
the end of WWII.
C) This was a battle over the island in Japan, and the Allies won. The cost of the
victory in human lives was very high.
D) Hitler had begun what he called the final solution to the Jewish question. It was
the mass murder of all European Jews and other people he called undesirable.
This is what the mass murder is called.
E) Berlin fell to Soviet Union, and the German military leaders were asked to
surrender. On May 8, the Allies accepted their surrender. This day marked the
end of the war in Europe.
F) The day the Allies worked together in the largest water-to-land invasion in history.
The Allied Powers came ashore on the beaches at Normandy, in France, and
attacked German forces there.
G) This place is located on the Hawaiian island of Oahu. Its size and location made it
a perfect home harbor for many of the ships in the United States. Japan attacked
this place in which eventually forced the United States to enter WWII.

31. World War II was caused by the Treaty of Versailles. Do you agree with this
statement? Explain your answer with specific examples that you learned during this unit.
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
32. How did the Japanese attack on Pearl Harbor contribute to the ultimate success of
the allies?
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_

_________________________________________________________________________________________
_

Notes to the Instructor

Use this area, if needed, to explain to the instructor how your planned
activities above satisfy specific elements of the scoring rubric.
Planning instruction for Gardners strategies for different intelligences will be
as follows:

Linguistic Intelligence: lectures, and note-taking; LogicalMathematical Intelligence: the planning of a scaled model during
the Structure project; Spatial Intelligence: the representation of
video, media, and radio broadcasts used for development of
projects, historical portrayal, and understanding of events during
WWII; Bodily-Kinesthetic Intelligence: Readers Theatre, the ability
to create the structure in the PROMSE project, the historical
representation of Rosie the Riveter as a poster, and the timeline
that will be utilized throughout the unit in the hallway; Musical
Intelligence: the ability to use music as a representation of the
historical era in the radio broadcast project, and in the
technological presentations for the structure project;
Interpersonal Intelligence: use of empathy in the discussion of
Hitlers theory of Jewish extermination comparing to present day
Rwanda genocidal activity, utilization of group work with the

structure project and the radio broadcast; Intrapersonal

Intelligence: the ability to perform with varied groups, but
primarily the demonstration of independence and initiative to
perform for the groups and as an individual for requirements of
unit components.
Resources
Historical texts used:
Boyne, John (2007, October 23) The Boy in the Striped Pajamas
Colbert, David (2008, September 2) Anne Frank: 10 Days

Historical photos, videos, radio broadcasts, and media:

http://www.cicerohistory.com. Retrieved November 22, 2012
Web 2.0 tools used:
http://www.storybird.com,
http://www.prezi.com,
http://glogster.com,
http://www.timetoast.com

Stage 3 Scoring Rubrics

(0 Points)
1. Does not clearly
communicate
WHERETO for
learning activities

(3 Points)
Codes some learning
activities with
WHERETO

Clearly codes each

activity with WHERETO

There is evidence of
alignment between
some of the
instructional
strategies, standards,
and understandings
of the unit.

Alignment is clearly
demonstrated between
instructional strategies,
standards, and
understandings of the
unit.

Fails to provide a
pretest for learners.
2. Alignment is not
demonstrated
between
instructional
strategies,
standards, and
understandings of
the unit.

(5 Points)

Includes a pretest to check

for prerequisite skills and
knowledge.

Matches all essential

questions,
understandings, skills,
and knowledge with a
corresponding
instructional strategy.
3. Instruction has one
global starting point
for all learners.
No evidence of an
attempt at
differentiation

4. Fails to provide
opportunities for
students to RETHINK
ideas, REFLECT, and

Utilizes Gardners
strategy to provide
different Entry
Points.

Utilizes Gardners
strategy to provide
different Entry Points to
meet the needs of all
types of intelligences.

Evidence of an
attempt at
differentiation exists,
but differentiation is
not illustrated using
labeling.

Clearly labels the

parts of the plan that
illustrate
differentiation

Provides
opportunities for
students to RETHINK
big ideas, REFLECT

Provides numerous
opportunities for students
to RETHINK big ideas,
REFLECT on progress,

Your
Scor
e

to REVISE work.
5. Does not indicate
the use of
technology in a
meaningful way

on progress, and
REVISE their work.
Includes the use of
technology

6. Assignment is not
organized

Assignment
somewhat organized

Assignment
Instructions not
followed

Most assignment
instructions followed

Several errors in
grammar and form,
which distracted the
reader

A few errors in
grammar and form
which distracted the
reader

Your Total Score

and to REVISE work.

Includes the use of
technology in a
meaningful way.
Off the shelf resources
are properly referenced
Assignment is organized
Assignment Instructions
followed
No errors in grammar or
form that distracted the
reader.

/30