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Teacher Candidate Name:

Unit Plan/Instructional Sequence Title:


Date:
Part 1: Basic Unit/Instructional Sequence Information:

Unit Plan/Instructional Sequence Title:


World War II: The War That Changed Everything
Grade Level(s):
11
Subject/Topic of the Instructional Sequence:
World War II; events leading to the war as well the significance of major battles,
events, and consequences of World War II campaigns

Time Required for the Instructional Sequence (# of days):


Twenty
Key Words: fascism; Nazism; communism, imperialism; isolationist; appeasement;
blitzkrieg; island-hopping; amphibious landing; Holocaust; atomic bomb; atrocity;
genocide

Brief Summary of Unit (including context and unit goals):


This unit will be covering World War II, focusing specifically on key figures, causes of
the war, and the consequences of some military campaigns. This unit also provides
student knowledge on wartime atrocities such as the Holocaust, the Bataan Death
March, and the dropping of the atomic bombs on Hiroshima and Nagasaki. The goals
of this unit are to provide adequate student knowledge on these topics.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Part 2: Goals of the Unit/Instructional Sequence:

Established Goals (all ACOS standards addressed in the unit/sequence) :


ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

What will students understand as a result of this unit/sequence?


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.

What essential question(s) will be used as part of the unit/sequence?


What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

What key knowledge and skills will students acquire as a result of this
unit/sequence?
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Part 3: Assessment Evidence:

Describe the summative assessment that you will use to evaluate the
overall effectiveness of your unit/instructional sequence.
Students will compose an original research paper, which will be three to five pages
in length, on an approved topic from subjects contained within this unit. The paper
will be typed, double-spaced, with 12 font, and will be accompanied by a minimum
of four sources. In addition to the research paper, students will present a two to
three minute oral presentation based on the research contained within their paper.
Visual aids are optional, although they must not take away from the quality of the
oral presentation.

Describe other instructor assessments, such as quizzes, tests, prompts,


observations, dialogues, and work samples that will be used to evaluate
knowledge and skills.
Formative assessments:
Students will be assessed based on questions inserted throughout the
PowerPoint presentation.
Students will be assessed based on their ability to match the images of
Hitler, Mussolini, and Stalin to the forms of government which they led
in their respective nations.
Students will be assessed based on their responses to the questions
from the Competing Objectives worksheet.
Students will be assessed based on their participation in, and
responses to the scenarios presented to them in, the America on the
Sidelines interactive game.
Students will be assessed based on their ability to demonstrate
understanding by answering questions posed to them throughout the
lecture.
Formative assessment will be the student response to the bell ringer
question.
Students will be assessed based on their verbal responses during the
group activity portion of the lesson.
Students identify Iwo Jima and Okinawa on their maps of Japan and
Japanese-held islands.
Summative assessments:
Students will be presented with excerpts from the Treaty of Versailles,
which they will carefully examine. Students will be looking specifically
for instances in which the terms of the treaty could be seen as being
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

too harsh towards the Germans which might lead to a desire for
vengeance. Students will then re-write the identified portions of the
treaty in a more diplomatic manner with an eye towards avoiding
future conflicts.
Students will complete a Venn diagram based on the similarities and
differences of communism, fascism, and Nazism.
Students will complete a graphic organizer regarding Japans goals for
East Asia.
Students will complete a graphic organizer regarding Japans goals for
East Asia.
Students will re-draw the borders of Germany following the annexation
of Austria and the militarization of the Sudetenland, Rhineland, and
Czechoslovakia.
Students will be assessed based on their responses to the question
posed during the group activity: Based on the events taking place
around the world, would you enter the war or continue with the stance
of isolation?
Students will be assessed based on the quality of their responses
contained within the assigned short essay.
Students will be assessed based on the quality of their responses to
the question regarding the Munich pact.
Students will be assessed based on their demonstrated understanding
of the blitzkrieg strategy used to overwhelm the Polish army through
the completion of the graphic illustration assignment.
Student understanding of the North African campaign will be assessed
by thoroughly explaining which commander employed the superior
strategy in the campaign and what could have been done differently to
have been more effective.
Students will compose a letter, written from the vantage point of a
Japanese naval officer, regarding the loss at the Battle of Midway. The
letter should include references to personnel and equipment losses,
the significance of the loss, and the impact on future operations.
Students must decide whether or not they are in favor of dropping the
atomic bombs on Japan; whether putting a stop to the massive loss of
American life in the Pacific is worth the consequences that doing so
presents.
Students will be presented primary sources from the invasion, firsthand
accounts from soldiers who participated in the operation, and asked to
analyze the documents. Students will also be given an accompanying
Primary Source Analysis worksheet which will provide guiding
questions to assist them in their reading. Students will be assessed
based on the quality of their analysis.
Upon being given the aforementioned list of terms, students will be
broken into groups (3-4 students per group) at which time they will
write a short narrative using the terms given to them. This activity
models the Writing Roulette activity the students participated in at
the beginning of the unit. Each student must be sure to have written

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

their name by each of their responses as the Writing Roulette term


sheet and narrative is passed throughout the group.
Students will be presented with excerpts from two books, each of
which present the Holocaust from different sides; the first excerpt
comes from the book I Will Bear Witness, which presents the
Holocaust from the Jewish perspective. The second excerpt comes from
the book Ordinary Men, which presents the killing of Jews from the
German perspective. After reading the excerpts, students will choose a
perspective from which to write a short letter, detailing an experience
similar to that of the excerpt that they read.

Thoroughly describe activities that will be used for peer assessments:


Many lessons throughout the unit contain group activities that allow for peer
assessment through discussion within the small group. Some of these activities
include Writing Roulette which presents a list of key terms to the groups and asks
that the students create a narrative using the words given to them. This activity
allows for peers within a group setting to evaluate existing knowledge prior to
receiving instruction. Other activities included within the unit that allow for peer
evaluation include the analyzing of primary sources, which is included on many
occasions throughout. Analyzing primary sources within a group setting allows for
peers to appreciate diversity in terms of how information is perceived by someone
other than themselves.

Thoroughly describe activities that will be used for self-assessment:


The main activity that is utilized which allows for self-assessment would be the
analyzing of primary sources, followed by having to utilize that source in order to
produce something original such as a letter written from the perspective of
someone who may have been involved in the event. I particularly like this activity
because it forces the student to exercise empathy and ultimately reveals to him or
her their true interpretation of an event or scenario.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Part 4-A: Daily Plan for Instructional Sequence and Learning Experiences
For each day you should write a short summary of what will be happening that day, including the focus of the lesson, primary
instructional/learning activities, and assessments that will be used.
These summaries should work together to make it clear how the unit moves forward.
You may use bullets to indicate lesson activities, assessments, etc.
It is not permissible to just put lecture; instead you should state what the lecture is about (Ex. Lecture on the causes of the Cold
War, or interactive discussion about the types of chemical bonds, etc.)
Include a time estimate for each activity. You should also indicate the days you plan to co-teach and the type of co-teaching you
plan to incorporate.
If your instructional sequence is more than 3 days, you can add additional days to Part 4. Add as many days as necessary so that

Part 4-B: Overview of Instructional Sequence and Learning Experiences Plan


Complete each of the following related to your overall Daily Plan.

I introduce the unit to the students by taking them back to the end of WWI, to the
signing of the Treaty of Versailles. It is my personal belief that the events of that
time directly correlate to outbreak of WWII and I want to make sure that the
students are able to connect the harsh punishments of that treaty towards Germany
with the aggression of the Nazis leading up to WWII.
The sequence of the lessons is designed in such a way as to make sure that all
required information according to the state standards receives adequate instruction
time. I jump around some rather than focus primarily on one aspect at a time
because I want the class to see that all of these people and events are connected in
some way and are not separate from one another. By arranging the instruction in
this way, I feel that I am providing the best opportunity for the class to be able to
answer the essential questions.
The formative assessments throughout this lesson tend to be more topical in nature
and are attempting to gauge knowledge or understanding of event-specific
questions.
The summative assessments require the students to demonstrate their
understanding of a lesson by producing original works, whether writing or projects.
These assessments require a deeper knowledge than the formative assessments
and go more towards answering the essential questions of the unit.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on questions inserted throughout the
PowerPoint presentation.
Summative assessments:
Students will be presented with excerpts from the Treaty of Versailles, which
they will carefully examine. Students will be looking specifically for instances
in which the terms of the treaty could be seen as being too harsh towards
the Germans which might lead to a desire for vengeance. Students will then
re-write the identified portions of the treaty in a more diplomatic manner with
an eye towards avoiding future conflicts.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
PowerPoint presentation
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Treaty of Versailles excerpts
Pen and paper
Bell ringer:

Description of activity:

Approx. time required:

Students will be asked to write a short paragraph, three to five sentences, on


their perceptions of World War II.
Three minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Approx. time required:

Introductory lesson; Students will be provided with a brief overview of


information that will be covered during the course of this unit.
Two minutes

Introductory Activity (should be an activity):

Description of activity:

Writing Roulette; Students will be broken into small groups (3-4 students per
group) and provided a list of key terms that pertain to this unit. The list of
terms will include concepts such as fascism and Nazism, as well as the names
of critical figures such as Roosevelt and Churchill. Students will takes turns
within the group writing a short narrative using the terms given to them. This
activity is designed to both familiarize the students with these terms as well
as to serve as a pre-test of prior knowledge.
Approx. time required:

Ten minutes
Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Approx. time required:

After the completion of the introductory activity, students will be presented


with a ten minute PowerPoint presentation which will introduce them to some
of the major themes of World War II. This presentation will be composed
mostly of images in order to provide context to future lessons.
Students will then be presented with excerpts from the Treaty of Versailles in
order to perform the summative assessment.
Thirty minutes

Preview of the next lesson:

Description of activity:

Approx. time required:

The next lesson will cover fascism, Nazism, communism, and imperialism.

Related out of class assignment:


Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

10

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

11

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on their ability to match the images of Hitler,
Mussolini, and Stalin to the forms of government which they led in their
respective nations.
Summative assessments:
Students will complete a Venn diagram based on the similarities and
differences of communism, fascism, and Nazism.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
PowerPoint presentation (images)
Communism vs Fascism video
Copies of 25 Points

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

12

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Venn diagrams
Bell ringer:

Description of activity:

Students will answer the following question: Which form of government


posed the larger threat to the United States: communism, fascism, or
Nazism?

Approx. time required:

Three minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Students will be presented images of Hitler, Mussolini, and Stalin on the


projector screen and asked to identify each as either communist, Nazi, or
fascist.

Approx. time required:

Five minutes

Introductory Activity (should be an activity):

Description of activity:

Students will view a video titled Communism vs Fascism


Approx. time required:

Two minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

After the completion of the introductory activity, students will be presented


with copies of the 25 Points of the Nazis. At this time students will have
already viewed a video regarding the differences between communism and
fascism. Students will be broken into small groups (3-4 students per group)
and asked to analyze the 25 Points of the Nazis before listing similarities and
differences of the communists, fascists, and Nazis.
Students will then complete a Venn diagram, as individuals, based on the lists
composed while in their groups.
Approx. time required:

Thirty-three minutes
Preview of the next lesson:

Description of activity:

The next lesson will cover Japanese imperialism.

Approx. time required:

Two minutes

Related out of class assignment:


Use a search engine to look up the Rape of Nanjing

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

13

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

14

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on their responses to the questions from the
Competing Objectives worksheet.
Summative assessments:
Students will complete a graphic organizer regarding Japans goals for East
Asia.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
PowerPoint presentation (images)
Fundamental Principles of National Policy, August 15, 1936 (Japan)
Competing Objectives worksheet

Bell ringer:

Description of activity:

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

15

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Answer the following question: Why would Japan be fearful of the spread of
communism?

Approx. time required:

Three minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

The rise of communism will be discussed, focusing largely on how other


nations were fearful of it.

Approx. time required:

Five minutes

Introductory Activity (should be an activity):

Description of activity:

Students will be presented with two maps of Asia; the first being pre-1931,
with the other being from just prior to Japans bombing of Pearl Harbor.
Students will be asked to take note of the amount of land grabbed by Japan
during that time.
Approx. time required:

Five minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Class will be broken into groups (3-4 students per group) and handed a
document titled Fundamental Principles of National Policy, August 15, 1936,
which lays out Japans goals for East Asia. To guide their reading, students will
be given the Competing Objectives worksheet containing questions that are
to be answered.
Approx. time required:

Thirty-two minutes

Preview of the next lesson:

Description of activity:

The next lesson will be a continuation of this topic, at the completion of which
the summative assessment will be given.

Approx. time required:

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

16

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

17

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on their participation in, and responses to
the scenarios presented to them in, the America on the Sidelines interactive
game.
Summative assessments:
Students will complete a graphic organizer regarding Japans goals for East
Asia.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Personal technological devices
Address delivered by President Franklin D. Roosevelt in Chicago, October 5, 1937
America on the Sidelines activity
Bell ringer:

Description of activity:

Approx. time required:

What was the driving force behind Japans invasion of northern China?
Three minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Discussion of previous days activity; students exchanging thoughts on


Japans invasion of China.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

18

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Approx. time required:

Five minutes

Introductory Activity (should be an activity):

Description of activity:

Students will be given copies of an address given by President Franklin D.


Roosevelt from Chicago on October 5, 1937 regarding the American position
towards the war between Japan and China. Students will carefully analyze this
document.
Approx. time required:

Fifteen minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

If personal laptops are available to the students, they will be used at this
time. If they are not, class will be moved to the library for the completion of
this activity. Students will play the interactive game America on the
Sidelines in which they must respond to various incidents, most notably the
Japanese invasion of China.
Once the simulation is complete, students will then complete a graphic
organizer which illustrates Japans goals for East Asia.
Approx. time required:

Twenty-two minutes

Preview of the next lesson:

Description of activity:

The expansion of the borders of Germany through Nazi aggression will be


discussed in the next lesson.

Approx. time required:

Related out of class assignment:


Complete graphic organizers

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

19

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

20

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on their ability to demonstrate
understanding by answering questions posed to them throughout the lecture.
Summative assessments:
Students will re-draw the borders of Germany following the annexation of
Austria and the militarization of the Sudetenland, Rhineland, and
Czechoslovakia.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
PowerPoint presentation on Nazi aggression
Colored markers
Maps of Europe
Bell ringer:

Description of activity:

Approx. time required:

What were Hitlers reasons for wanting to expand the borders of Germany?
Three minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Approx. time required:

Students will be reminded of an earlier activity from the beginning of the unit
in which they reviewed excerpts from the Treaty of Versailles and re-wrote
portions of the document in hopes of preventing future conflict. Discussion of
the sanctions placed against Germany following WWI will take place to set
the stage for this lesson.
Five minutes

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

21

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Introductory Activity (should be an activity):

Description of activity:

Students will be given a map of Europe as the borders were drawn following
WWI. Using a colored marker, students will trace the borders of Germany.
Approx. time required:

Five minutes
Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Class will receive a short lecture, accompanied by images contained within a


PowerPoint presentation, familiarizing them with German expansion leading
up to WWII. The class will be introduced to the term lebensraum (living
space), as well as have it explained to them the importance to Hitler to have
ethnic Germans living within the borders of Germany.
Following the lecture, students will be asked to identify the Sudetenland,
Rhineland, Austria, and Czechoslovakia on the map they were given earlier.
Students will now re-draw the borders of Germany including these acquired
lands.
Approx. time required:

Thirty-two minutes
Preview of the next lesson:

Description of activity:

Approx. time required:

American isolationism will be discussed in the next lesson

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

22

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

23

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on their ability to demonstrate
understanding by answering questions posed to them throughout the lecture.
Summative assessments:
Students will be assessed based on their responses to the question posed
during the group activity: Based on the events taking place around the
world, would you enter the war or continue with the stance of isolation?
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
PowerPoint images
Pen and paper
Bell ringer:

Description of activity:

With fighting taking place throughout the world, was the U.S. obligated to
enter the war prior to being attacked itself?

Approx. time required:

Three minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Class will list major events which have been learned to this point in the unit
such as the invasion of China by the Japanese, Nazi aggression in Europe, etc
in order to reinforce the isolationist stance taken by the United States.

Approx. time required:

Five minutes

Introductory Activity (should be an activity):

Description of activity:

Class will be shown images of destruction in Great Britain as a result of


German bombings. Statistics will be read to students regarding the Rape of
Nanjing, the Battle of Britain, as well as from the eastern front (Soviet fighting
against the Germans) in order to illustrate to them the war as it existed prior
to U.S. involvement

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

24

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Approx. time required:

Ten minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Class will be divided into groups (3-4 students per group) and will be told that
their group represents the United States. Scenarios will be presented to the
groups which mirror the series of events leading to U.S. involvement in WWII.
With each scenario, the groups must determine whether or not they would
decide to enter the war. At the conclusion of the activity, each group must
share with the rest of the class the decisions they have come to, most
notably if and when they entered the war.
Approx. time required:

Twenty-seven minutes
Preview of the next lesson:

Description of activity:

The bombing of Pearl Harbor will be discussed in the next lesson.

Approx. time required:

Related out of class assignment:


Study for tomorrows quiz

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

25

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

26

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Stage 2 Assessment Evidence
Assessment Evidence:
Formative assessments:
NA
Summative assessments:
Quiz on information from the unit that has been covered to this point.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Pen and paper
Bell ringer:

Description of activity:

NA

Approx. time required:

Review of relevant, previously learned information (should be an activity):

Description of activity:

Students review notes prior to taking todays quiz.

Approx. time required:

Five minutes

Introductory Activity (should be an activity):

Description of activity:

NA

Approx. time required:

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Students will take a quiz which includes all information from the unit that has
been covered to this point. The entire class period will be allotted to this quiz
in order to accommodate all students. If a student finishes the quiz prior to
the end of the class period, they will be instructed to work quietly on research
for the end of unit project.
Approx. time required:

Forty minutes

Preview of the next lesson:

Description of activity:

The bombing of Pearl Harbor will be discussed in the next lesson.

Approx. time required:

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

27

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

28

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Formative assessment will be the student response to the bell ringer
question.
Summative assessments:
Students will be assessed based on the quality of their responses contained
within the assigned short essay.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Pen and paper
Bell ringer:

Description of activity:

Should the U.S. have expected an attack from Japan? Why or why not?

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

29

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Approx. time required:

Three minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Students will be reminded of previous lesson in which Japanese aggression


and imperialism was discussed.

Approx. time required:

Five minutes

Introductory Activity (should be an activity):

Description of activity:

Students will be shown various images of the attack on Pearl Harbor, as well
as told the story of the U.S.S. Arizona.

Approx. time required:

Five minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Students will view scenes from the movie Pearl Harbor, most of which will
portray a dramatized account of the attack. All total, the movie clips will
account for ten minutes of class time. For the remainder of class, students
will compose a short essay which will answer the following questions: 1) did
the Japanese make a strategic mistake by bombing Pearl Harbor? 2) Could
the United States have done anything to prevent the attack?
Approx. time required:

Thirty-two minutes

Preview of the next lesson:

Description of activity:

The appeasement of Hitler

Approx. time required:

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

30

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

31

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on their verbal responses during the group
activity portion of the lesson.

Summative assessments:
Students will be assessed based on the quality of their responses to the
question regarding the Munich pact.

Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Projector
Neville Chamberlain video
Maps of Europe
Pen and paper
Bell ringer:

Description of activity:

Why did the European powers attempt to appease Hitler?

Approx. time required:

Three minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

32

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
A short class discussion will take place during which the students will attempt
to answer the question of why appeasement of Hitler was the desired course
of action for the European powers.

Approx. time required:

Five minutes

Introductory Activity (should be an activity):

Description of activity:

Students will view a video of British Prime Minister Neville Chamberlain


declaring peace for our time upon his return from meeting with Adolf Hitler
in Munich, Germany.

Approx. time required:

Two minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Students will be asked to refer to the European maps given to them in an


earlier lesson, and to identify the Sudetenland on that map. Students will be
shown images of German troops marching into Czechoslovakia, which show
them being greeted warmly, as well as informed that most of the area was
inhabited by German speaking people. The question will be posed: was
Chamberlain wrong to appease Hitler by agreeing to the terms of the Munich
Pact? After considering their answer, students will vote with their feet. If a
student agrees with the actions taken by Chamberlain, he or she will write an
explanation as to why. Should a student disagree, he or she must write what
actions they would have taken if in that position.
Approx. time required:

Thirty-five minutes

Preview of the next lesson:

Description of activity:

War has begun! The invasion of Poland

Approx. time required:

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

33

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

34

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on the quality of their response to the bell
ringer question.

Summative assessments:
Students will be assessed based on their demonstrated understanding of the
blitzkrieg strategy used to overwhelm the Polish army through the completion
of the graphic illustration assignment.

Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Projector
World War II in Colour: Invasion of Poland video
Maps of Europe
Pen and paper
Colored markers
Bell ringer:

Description of activity:

Why did appeasement of Hitler fail? Why do you think Poland was desirable to
the Germans?

Approx. time required:

Five minutes

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

35

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Review of relevant, previously learned information (should be an activity):

Description of activity:

Approx. time required:

Students will be shown a pre-WWI map of Germany, followed by a map of


Germany after the loss of land per the terms of the Treaty of Versailles.
Students will be informed of the pre-invasion pact made between Hitler and
Stalin, the German-Soviet Pact, which would split Poland between Germany
and the Soviet Union.
Five minutes

Introductory Activity (should be an activity):

Description of activity:

Approx. time required:

Students will view the video titled WWII in Colour: Invasion of Poland
Ten minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Students will discuss the blitzkrieg strategy employed by Germany to


overwhelm the Polish army. Students will create a visual illustration which
demonstrates understanding of the strategy, ending once the Soviet Union
invaded Poland from the east.
Approx. time required:

Twenty-five minutes
Preview of the next lesson:

Description of activity:

Approx. time required:

Major campaigns of WWII

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

36

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

37

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on the quality of their response to the bell
ringer question.

Summative assessments:
Student understanding of the North African campaign will be assessed by
thoroughly explaining which commander employed the superior strategy in
the campaign and what could have been done differently to have been more
effective.

Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Projector
Patton movie
Maps of North Africa
Pen and paper
Bell ringer:

Description of activity:

Why would North Africa be considered significant to the Allies? The Germans?

Approx. time required:

Five minutes

Review of relevant, previously learned information (should be an activity):


Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

38

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Description of activity:

Approx. time required:

Germany has to this point expanded its lands by occupying the Rhineland,
annexing Austria, occupying the Sudetenland and then all of Czechoslovakia,
and invaded Poland. Now we focus on the North African campaign and The
Desert Fox Erwin Rommel of Germany, who battled Bernard Montgomery of
Great Britain as well as George Patton from the United States.
Five minutes

Introductory Activity (should be an activity):

Description of activity:

Approx. time required:

Students will view clips from the movie Patton.


Ten minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Students will be broken into groups (3-4 students per group) and given maps
of North Africa illustrating the locations of major battles/campaigns from
1940-1943. Using colored markers, students will trace the routes of both the
Nazis and the Allies while gaining a deeper understanding of the strategic
significance of the region. On their individual maps, students will explain who
they felt employed the superior strategy, as well as what could have been
done differently to have been more effective.
Approx. time required:

Twenty-five minutes

Preview of the next lesson:

Description of activity:

Major campaigns of WWII

Approx. time required:

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

39

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

40

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on the quality of their response to the bell
ringer question.

Summative assessments:
Students will compose a letter, written from the vantage point of a Japanese
naval officer, regarding the loss at the Battle of Midway. The letter should
include references to personnel and equipment losses, the significance of the
loss, and the impact on future operations.

Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Projector
The Battle of Midway film
Pen and paper
Bell ringer:

Description of activity:

Why was victory in the Pacific so critical to the United States?

Approx. time required:

Five minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

41

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will reflect on the earlier lesson dealing with the bombing of Pearl
Harbor and recall the damage inflicted on the American naval fleet.

Approx. time required:

Three minutes

Introductory Activity (should be an activity):

Description of activity:

Students will view the 1942 propaganda film The Battle of Midway which
contains actual battle footage, as well as re-counts losses inflicted on the
Japanese fleet.
Approx. time required:

Eighteen minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Acting as a Japanese naval officer, students will compose a letter to a


superior officer regarding the Battle of Midway. The letter should contain
references to losses suffered in terms of both personnel and equipment, the
significance of the loss, and how it impacts future plans.
Approx. time required:

Nineteen minutes

Preview of the next lesson:

Description of activity:

Major campaigns of WWII

Approx. time required:

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

42

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

43

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
NA
Summative assessments:
NA
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Computers

Bell ringer:

Description of activity:
NA
Approx. time required:

Review of relevant, previously learned information (should be an activity):

Description of activity:
NA
Approx. time required:

NA
Introductory Activity (should be an activity):

Description of activity:
NA
Approx. time required:

NA

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Students will conduct research for their summative/performance assessments


for the end of the unit. Research will take place in the school library in order
for students to be allowed computer access as well as the ability to check-out
any books that will assist them in the completion of their assignment.
Approx. time required:

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

44

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Forty-five minutes
Preview of the next lesson:

Description of activity:

Approx. time required:

Major campaigns of WWII

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

45

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students identify Iwo Jima and Okinawa on their maps of Japan and Japaneseheld islands.
Summative assessments:
Students must decide whether or not they are in favor of dropping the atomic
bombs on Japan; whether putting a stop to the massive loss of American life
in the Pacific is worth the consequences that doing so presents.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

46

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Projector
Battle of Iwo Jima video
Battle of Okinawa video
Map of Japanese-held Pacific islands
Colored markers
Bell ringer:

Description of activity:

Which event/battle/person from WWII most stands out to you?

Approx. time required:

Three minutes
Review of relevant, previously learned information (should be an activity):

Description of activity:

Most recent lesson, which covered the Battle of Midway, will be discussed.
Discussion will set the stage for U.S. island-hopping.

Approx. time required:

Three minutes

Introductory Activity (should be an activity):

Description of activity:

Students will view two videos which explain in great detail the U.S. strategy
of island-hopping as well as the significance of the battles of Iwo Jima and
Okinawa.
Approx. time required:

Eight minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Students will be given a map of Japan and Japanese-held Pacific islands and
asked to locate where the battles of Iwo Jima and Okinawa took place. A
factsheet will be handed out which breaks down the number of casualties
which occurred in the two battles from both sides. Note: the battle of
Okinawa was the largest amphibious assault in U.S. history; Japan defended
these islands so fiercely that even civilians took part in the battles. Students
must make a decision: can you allow for more American men to lose their
lives in this way or will you do anything within your power to end the war
once and for all? Are you in favor of dropping the bomb? Why or why not?
Approx. time required:

Thirty-one minutes
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

47

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Preview of the next lesson:

Description of activity:

Major campaigns of WWII

Approx. time required:

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

48

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on their responses to the bell ringer
question.
Summative assessments:
Students will be presented primary sources from the invasion, firsthand
accounts from soldiers who participated in the operation, and asked to
analyze the documents. Students will also be given an accompanying Primary
Source Analysis worksheet which will provide guiding questions to assist
them in their reading. Students will be assessed based on the quality of their
analysis.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

49

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Projector
Saving Private Ryan movie clip
PowerPoint presentation
Normandy invasion primary sources
Primary source analysis worksheet
Bell ringer:

Description of activity:

Approx. time required:

Has there ever been a more important military operation than D-Day?
Explain.
Five minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Previous lessons have discussed the fighting in North Africa, the Pacific, as
well as Europe prior to U.S. involvement.

Approx. time required:

Three minutes

Introductory Activity (should be an activity):

Description of activity:

Students will view the opening scene from the film Saving Private Ryan. The
intent is to illustrate to the class what the Allied invasion of Normandy was
like. Due to the graphic nature of the scene, students who are uncomfortable
viewing the film clip will be allowed to be excused from the classroom.
Approx. time required:

Eight minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Class will be presented a brief PowerPoint presentation which overlays the


significance of the Allied invasion at Normandy. The presentation will discuss
the strategy behind choosing Normandy, as well as the misdirection that took
place in order to avert German forces from the chosen location.
Students will be presented primary sources from the invasion, firsthand
accounts from soldiers who participated in the operation, and asked to
analyze the documents. Students will also be given an accompanying Primary
Source Analysis worksheet which will provide guiding questions to assist

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

50

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
them in their reading. Students will be assessed based on the quality of their
analysis.
Approx. time required:

Twenty-nine minutes
Preview of the next lesson:

Description of activity:

Major campaigns of WWII

Approx. time required:

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

51

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on their responses to the bell ringer
question.
Summative assessments:

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

52

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Upon being given the aforementioned list of terms, students will be broken
into groups (3-4 students per group) at which time they will write a short
narrative using the terms given to them. This activity models the Writing
Roulette activity the students participated in at the beginning of the unit.
Each student must be sure to have written their name by each of their
responses as the Writing Roulette term sheet and narrative is passed
throughout the group.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Projector
PowerPoint presentation (images)
Pen and paper
Bell ringer:

Description of activity:

Approx. time required:

What single event from World War II has had the most lasting impact on the
world today?
Ten minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Previous lesson covered Normandy invasion and the Allied push through
Europe.

Approx. time required:

Three minutes

Introductory Activity (should be an activity):

Description of activity:

Students will be introduced to a list of terms associated with World War II


atrocities such as the Bataan Death March, Holocaust, etc.
Approx. time required:

Two minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Upon being given the aforementioned list of terms, students will be broken
into groups (3-4 students per group) at which time they will write a short
narrative using the terms given to them. This activity models the Writing
Roulette activity the students participated in at the beginning of the unit.
When the students have completed the activity, they will then be shown a
short presentation which provides information on the terms that were
included on the term sheet.
Approx. time required:

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

53

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Thirty minutes
Preview of the next lesson:

Description of activity:

Approx. time required:

Holocaust

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

54

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
Students will be assessed based on their responses to the bell ringer
question.
Summative assessments:
Students will be presented with excerpts from two books, each of which
present the Holocaust from different sides; the first excerpt comes from the
book I Will Bear Witness, which presents the Holocaust from the Jewish
perspective. The second excerpt comes from the book Ordinary Men, which
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

55

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
presents the killing of Jews from the German perspective. After reading the
excerpts, students will choose a perspective from which to write a short
letter, detailing an experience similar to that of the excerpt that they read
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Projector
PowerPoint presentation (images)
Pen and paper
Deck of playing cards
Bell ringer:

Description of activity:

Approx. time required:

Could the Holocaust have been prevented, or stopped sooner, by the Allied
nations?
Five minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Previous lesson familiarized students with the Bataan Death March, the
Holocaust (topical introduction), and other such wartime atrocities.

Approx. time required:

Two minutes

Introductory Activity (should be an activity):

Description of activity:

Students will view a short clip from the film Schindlers List. If students are
unable to view this clip they will be allowed to be excused from the class
while it is being shown. Students who excuse themselves will be allowed to
perform alternative research related to the Holocaust.
Approx. time required:

Ten minutes

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Students will be presented with excerpts from two books, each of which
present the Holocaust from different sides; the first excerpt comes from the
book I Will Bear Witness, which presents the Holocaust from the Jewish
perspective. The second excerpt comes from the book Ordinary Men, which
presents the killing of Jews from the German perspective. Each student will be
given a single card from a standard deck of playing cards. After reading the
excerpts, students will choose a perspective from which to write a short

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

56

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
letter, detailing an experience similar to that of the excerpt that they read. At
the conclusion of class, students will be asked to examine the card that they
were given earlier, if they hold a club card, they have survived the Holocaust.
Any other card indicates that they did not.
Approx. time required:

Twenty-eight minutes
Preview of the next lesson:

Description of activity:

Test on all material covered since the first unit test.

Approx. time required:

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

57

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Understandings (Students will understand):
Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
NA
Summative assessments:
Exam of all information not previously covered in first unit exam.
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

58

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Pen and paper
Bell ringer:

Description of activity:

NA

Approx. time required:

Review of relevant, previously learned information (should be an activity):

Description of activity:

Approx. time required:

Students will be given five minutes to review their notes in order to prepare
for the exam.
Five minutes

Introductory Activity (should be an activity):

Description of activity:

NA
Approx. time required:

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Students will be taking the second of two exams for this unit. This exam
includes all information covered since the first exam was taken. In order to
accommodate all students, the entire class period will be allotted for the
purpose of taking this exam. If a student finishes early, he or she will be
instructed to work on their research paper/presentation.
Approx. time required:

Forty minutes

Preview of the next lesson:

Description of activity:

Students will be presenting their research papers to the class.

Approx. time required:

Related out of class assignment:


NA

Stage 1 Desired Results


Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

59

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

60

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
NA
Summative assessments:
Students will be assessed based on two items: 1) oral presentation of
research and 2) the accompanying research paper.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Student research papers
Notes for oral presentations
Bell ringer:

Description of activity:

Do you agree or disagree with the following statement: There was no WWI
and WWII, there was never truly peace in between the so-called wars.

Approx. time required:

Five minutes

Review of relevant, previously learned information (should be an activity):


Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

61

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Description of activity:

Approx. time required:

NA

Introductory Activity (should be an activity):

Description of activity:

NA
Approx. time required:

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Students will be orally presenting their research to the class in the form of a
two to three minute presentation, as well as turning in their accompanying
research papers.
Approx. time required:

Forty minutes

Preview of the next lesson:

Description of activity:

Students will be presenting their research papers to the class.

Approx. time required:

Related out of class assignment:


NA

Stage 1 Desired Results


ACOS standards (lesson goals):
NCSS (VI) Power, Authority, and Governance
NCSS (IX) Global Connections
ACCRS (History/Social Studies 11-12) (Reading) 7. Integrate and evaluate multiple
sources of information presented in diverse formats and media in order to address a
question or solve a problem.
ACCRS (History/Social Studies 11-12) (Writing) 8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ACOS (United States History II: The Industrial Revolution to the Present 11) 8.
Summarize events leading to World War II, including the militarization of the
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

62

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:
Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans invasion of
China, and the Rape of Nanjing.
ACOS (United States History II: The Industrial Revolution to the Present 11) 9.
Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the
Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

Understandings (Students will understand):


Students will understand that a number of factors such as fascism, Nazism, and
communism contributed to conflict in Europe.
Students will understand the reasons behind the isolationist stance taken by the
United States at the onset of World War II.
Students will understand the attempts made to appease Hitler by the European
powers before finally resorting to war.
Students will understand the series of events which culminated in the Holocaust.
Essential Knowledge (Students will know):
Students will know significant World War II leaders such as Roosevelt, Churchill,
Truman, Eisenhower, Patton, Stalin, Mussolini, Hitler, etc.
Students will know which countries fought as the Allies as well as those who were
considered to be the Axis.
Students will know military strategies such as blitzkrieg, island-hopping, and
amphibious landings.
Essential Skills (Students will be able to):
Students will be able to analyze and interpret primary sources.
Students will be able to work effectively with their peers in order to interpret
information and exchange ideas.
Students will be able to conduct research in order to compose an original research
paper.
Essential Question(s):
What factors can be determined to have been a major cause of World War II?
Why did European countries attempt to appease Hitler in the face of German
aggression and why was the United States so slow to enter the war once it began?
What were the lasting consequences left by World War II on the nations involved?
Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

63

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Stage 2 Assessment Evidence


Assessment Evidence:
Formative assessments:
NA
Summative assessments:
Students will be assessed based on two items: 1) oral presentation of
research and 2) the accompanying research paper.
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Student research papers
Notes for oral presentations
Bell ringer:

Description of activity:

Which key figure played the most prominent role in securing victory for the
Allies?

Approx. time required:

Five minutes

Review of relevant, previously learned information (should be an activity):

Description of activity:

Approx. time required:

NA

Introductory Activity (should be an activity):

Description of activity:

NA
Approx. time required:

Body of the lesson (thoroughly describe all aspects of the lesson):

Description of activity:

Students will be orally presenting their research to the class in the form of a
two to three minute presentation, as well as turning in their accompanying
research papers. This class period is for the students who were not able to
present during yesterdays class period.
Approx. time required:

Forty minutes

Preview of the next lesson:


Jacksonville State University, Secondary Education Unit Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

64

Teacher Candidate Name:


Unit Plan/Instructional Sequence Title:
Date:

Description of activity:

Approx. time required:

NA

Related out of class assignment:


NA

Jacksonville State University, Secondary Education Unit Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004

65