Understanding By Design Unit Template

Perspectives: An intro Unit to History 20 (WW2) 11

Title of Unit Grade Level
History 20 2 – 3 Weeks (60 min lessons)
Subject Time Frame Note: Lessons may take more than one class. Feel
free to extend any of these lessons if needed.
Chace Bock
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Sense of Self, Community and Place: Students will learn about the Canadian involvement in WWII, and exactly how much influence Canada had
despite its small military. They will also learn about the political system along with the extremes of Nazism and Communism.

Lifelong Learners: Because we may be well on our way to WWIII, Students will hopefully understand why WWII happened. The focus of the unit is
not so much on the war itself and the battles, but on feuding ideologies, and what a lack of action can create (Appeasement). Students should be able
to apply this knowledge to the real world and call Fascists “Fascists” rather than calling people who disagree with them “Fascists” which seems to be a
major trend.

Engaged Citizens: Very much like the other two, students will have a good understand of the political spectrum and understand how Fascists and
Communists who are so far apart can also be so close together. Hopefully, this will give them a chance to reconcile Liberalism with Conservatism and
maybe even come up with a solution that will stop the major divide in society. “Either you’re with us, or you’re against us.”

Cross curricular Competencies

How will this unit promote the CCC?

Developing Thinking: There is a lot of contextual and critical thinking here. Students are encouraged to decide for themselves what they want to
learn in some cases. In others, they are given quotes to think about the person that said them. They will also be asked to compare then with now. To
draw parallels and to notice change.

Developing Identity: For the most part, students will be in charge of what they want to learn. By connecting this unit’s content to their interests,
they will better define their identities. Also, their drawing of parallels to today’s society should allow them to build empathy with those who suffered
then and those suffering today under similar regimes.
Developing Literacies: With this unit focusing on the super powers and their leaders during WW2, the political spectrum (Fascism and Communism),
and propaganda and political rhetoric. Students will develop questions such as; How exactly did these atrocious people get into power? What was
wrong with the country? Why is it important to understand and unpack the past?

Social Responsibility: Much like Developing Identity, students will be asked to reflect on today’s society and draw parallels. They will also be asked
tough questions like who was right? Did Hitler have some good points? Did Stalin? How relevant is propaganda today?

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

Taken from pg.24 of the History 20 Curriculum (no designations were provided)

- Students will understand that various political paradigms, when functioning, will impact the relationship between individual rights and collective rights.
- Students will understand that distinct populations will seek to secure the decision-making processes which have an impact on their distinctiveness and
well-being.
- Students will understand that there are challenges/issues that are global in that they have global consequences and will require global involvement in
seeking solutions to those issues.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-
students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content
What misunderstandings are predictable? of the enduring understanding)
Students will understand that... Content specific….

-Leaders don’t always do what is best for their people. -Could WW2 have been avoided?
-There are major causes and consequences in war. -Is war necessary?
-Not all battles are fought by soldiers. -Does a world war really affect the world?
-Wars can affect more than just the countries involved. -Was Hilter a monster or a man?
-WW2 had long lasting effects on our world, even today. -What would our world look like today if WW2 never happened?
-Research is important and that you should question everything you are
told.
-Group work and working together is important.
-It is important to look at both perspectives before casting judgement.

Related misconceptions… FNMI, multicultural, cross-curricular…

-There is always a good and a bad side. -The allied forces were made up of many cultures. It was not just white
-There is always one “right side”. vs. white. Every culture had a reason to fight in the war.
-History is only determined by the victor. -Many Indigenous peoples in all countries fought for their country.
-Canadian Indigenous War Heroes
-Women fighting back home to keep the economy alive.

Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators or might also address pre-requisite and/or behaviors that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit. These will come from the indicators.

- Students will know that an essential and traditional function of government
is to protect society and its territory from invasion or interference by other
peoples.
- Students will know that genocide is a plan to destroy an entire distinct
population.
- Students will know that contemporary events/emergencies can temporarily
supersede (take the place of) or submerge outstanding points of contention
between nations.
- Students will know that nations sometimes claim primary influence over a
geographical area that they consider of strategic importance to their well-
being.
- Students will be able to learn and practice the following analytical
skills:
- defining the main parts or ideas
- describing cause and effect relationships
- describing how the parts of the whole are related to each other
- Students will be able to learn and practice defining a problem, stating
a hypothesis that can be used to deal with the problem, and finding data
that will confirm or disconfirm the hypothesis.
- Students will be able to learn and practice using facts, good
argumentation, and sound reasoning to support your opinions.
- Students will be able to learn and practice using effective historical
thinking when researching events from history and the present.

- Students will be able to learn and practice using the criteria of

paradigms as a basis for making evaluations.

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity
in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their
understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal Goal: Students will be able to display historical/critical thinking skills during a mock model UN, by solving
What should students accomplish by national problems given by the teacher playing Germany. Remember to let the students know that the United
completing this task? Nations was not formed until after the war.
R – Role
What role (perspective) will your students Role: They will be playing the part of Axis and Ally countries having fully researched the country's resources,
be taking? military, political ideologies, population, alliances, treaties. Students will be looking at each scenario through
A – Audience the lenses of the country they were assigned to.
Who is the relevant audience?
Audience: The Teacher and fellow students in the classroom.
S – Situation
The context or challenge provided to the
student.
Situation: With the research and knowledge learned about their respected countries, Students will attempt to
avoid the Second World War knowing what started it in the first place. They will have to use perspective,
knowledge of their country’s economy, knowledge about the other countries that was learned in previous
classes and cooperation in order to overcome the various scenarios presented to them.

Product, Performance:

Day 1: Students will be split up into groups and be provided with a country that they must go and research.
While researching, the students must able to, with the help of the teacher, decide what is important
information and what is not. They will then gather the information and make and organize a game plan in
preparation for the next day. Game plan can include: a list of resources, who’s in charge, military force,
geographical location, what type of political regime the country follows, etc.
P – Product, Performance
What product/performance will the
student Day 2: Groups will continue doing research on their assigned countries. The countries can then draw up a
create? poster of their flag and a map of their country. They may get creative and make hats, name tags, draw
pictures of their roles and the resources they have.

Day 3: Students will meet back up with their groups and go over their game plan. If students need more time
to figure out a game plan, that's ok. The teacher and the students will work out a rubric and the rules before
beginning the activity. The teacher, playing Germany, will write a scenario on the board. The countries will first
meet with their own group and discuss how they will address the situation. Each country will then have a
certain amount of time to present their solution and the countries must come to an agreement. The number of
scenarios will be based on the time you have.

*Note: If you feel you need to extend any part of this activity to an extra day, feel free to do so.

S – Standards & Criteria for Success
Create the rubric for the Performance
Task
The Rubric will be co-created with the students before working on the activity. It is important to co-create the
rubric, so students have a say in their learning. With that being said, what you are looking for is solid
responses based off of their country’s available resources. The responses must make sense coinciding with the
scenario and what their country was like at that time. For example, it would not make sense for Russia to play
a “good guy” because their leader, Joseph Stalin, was a dictator and killed a lot of his own people. Students
will then write 1-2 pages in their journals reflecting on the learning that took place during the activity, why
they did the activity, the importance of research, and why it is sometimes beneficial to work with others. They
will also asses how they think their group did.
There will also be a peer evaluation where students will grade their fellow groups members on their
contribution, knowledge, and ability to work with others effectively.

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, tests,
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.
Throughout the unit students will be required to write in a journal at the
beginning of each lesson, asking one question about that lesson’s topic.
They will then write in their journals at the end of each lesson and discuss
How will students reflect upon or self-assess their learning?
After the final performance task, students will write 1-2 pages in their
journal describing what they have learned from the Model U.N. activity
and from the unit. They will be reflecting on the learning that took place
during the unit and the activity, why they did the activity, the importance
what they have learned and if they have any new questions they wish to of research, and why it is sometimes beneficial to work with others. They
further explore. will also asses how they think their group did. They will then hand these
journals in at the end of the last day.
Before the Model UN activity, each student will have to choose one of
questions they wrote in their journal at the end of each class and take it
home and do research in order to answer it. Answer must be half a page
and include information about where they got it and if it was a reliable
source. (They will have learned about sources at the beginning of the
semester).

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
The students are headed to gaining a good knowledge of the ideologies and people that caused WWII. They will also gain a smaller knowledge of the battle
and how the war was won, but the main focus is on the ideologies. Students are coming into this off of the tails of WWI which is normal a more battle and
tactical heavy unit. Student will be told on the first day how the unit will be structured. They will be told about the model UN and the expectations of that.
Later, when we get closer to the Model U.N. the students will have a say in how it’s constructed and what they will be marked on. Learners bring any
experiences that they have with them because there will be a lot of group discussions and chances in their journals to share. WWII wasn’t that long ago.
We’d be overjoyed to hear a story that their grandfathers or grandmothers had told them about the war. You’d be surprised what knowledge students
already know. This learning will best occur in many places such as in the classroom, outside, library, computer labs, or simply just in the common areas of
the school. It’s important to not keep learners cooped up in one place. A change of location once and a while helps spark learning.

How will you engage students at the beginning of the unit? (motivational set)

World War 2 was one of the biggest events in the world that involved so many. Even after the horrific events of World War 1, it was not enough and only
21 years later a new conflict had started. This time of war quickly went from battle, to slaughter. It was not just a war of the world, it was a war of many
different worlds with different ideas and beliefs. It was not just the slaughter of soldiers, but the slaughter of millions of innocents. This course will be
focusing on the countries involved in WWII and their roles and ideas during this time. We need to look at everyone involved in order to gain a greater
perspective on the history of the war, instead of focusing on just one or two countries involved. By seeing the war through the lenses of each country and
putting ourselves in the shoes of every side involved, we become more knowledgeable and can have a greater understanding of WWII.

“Never in the field of human conflict, has so much, been owed to by so many, to so few!” -Winston Churchill (September 1940)

After introducing the class with the above information, write the quote on the board. Have the students think about the quote and explain to them that
throughout the class, they should take the information they learn and connect it to this quote. By then end of the unit they should have a better
understanding of the quote and will have many different interpretations of it. Next quickly ask the students what they know about WWII and write what
they say on the board. Next ask them what questions they have about WWII and also write them on the board. Next explain that throughout the unit we
will be attempting to answer these questions and maybe develop new questions along the way through journal entries and general in class discussion.
At the end of the Unit, students will form groups that represent each country and learn to use the country's resources and knowledge to solve various
problems and events provided by the teacher. These events will coincide with actual events from WWII.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 WW2: This first lesson will be an overview of WWII and the major events. It will cover a summary of all the DT -Access to
Overview countries and their leaders. Students will have an understanding of the war before getting into detail YouTube and
for each country. This is important for the Performance Task, so they will better understand each DL screen
scenario given by the teacher.
-2 videos.
 Intro Video: Very Quick Intro to WWII (16 mins total) Links in
https://www.youtube.com/watch?v=HUqy-OQvVtI (3 mins) lesson
 Video: WW2 Overview: Crash Course overview
https://www.youtube.com/watch?v=Q78COTwT7nE (13 mins)
Crash course videos are a very entertaining way of explaining anything. Especially to your -Notes on
students. This video covers the important aspects of WWII and provides visuals that make it major events
more engaging to a younger audience. After the video ask the students if they have any for lecture
questions about anything they have learned. Get them to write these questions in their
journals.

 Lecture Time: Major Events (40 mins)

Germany’s invasion 1939
Dunkirk
Stalingrad
Concentration Camps
Pearl Harbor
D-Day (Focus on Canadian Involvement)
Total War

 Journal Entry (5 mins)

Write a question you have about everything discussed or write a question about something we
missed that you want to know more about. Look it up at home and write a few facts about it
and hand it in next class.

2 Germany: the The purpose of this lesson is to introduce students to WWII and then to the importance of perspectives DT -Access to
importance of by looking at Germany during WWII. YouTube and
perspectives DL screen
● Introduction to Unit: (Class Discussion) What do you know about Germany in
WWII? (15 mins) -Video:
As students share the information they know, write the key points on the board. Next ask the Living in
students to think of questions they want to know about the topic and write them on the board. Hitler’s
Have them write one of the questions, of their choice, in their journal. Explain to them that Germany
they will be writing a question in their journal at the beginning of every class based on the
topic of that lesson.
 -Video: Walt
● Perspective Videos: (15 mins) Disney
Walt Disney Propaganda Film https://www.youtube.com/watch?v=l14WDZCnz-w&t=145s Propaganda
Living in Hitler’s Germany Film
https://www.youtube.com/watch?v=QT8MEXdr6tw

After watching the videos have the students form small groups to discuss what they got from
these two videos. Next each group will share their ideas with the class. Discuss the importance
of perspectives and how they can differ. Discuss the importance of research and knowing the
facts. It’s important, when looking at history, to ask questions such as: who is speaking? What
are their biases? Where have they gotten the information from, and is it credible? (20 mins)

● Journal Entry and Exit Slip (10 mins)

have students write down what they have learned and other questions they may have
developed from the lesson.

3 USSR: Quotes are always a part of history. We judge many of our world leaders based on the things they say, DT -List of
Understanding because hey, why wouldn’t we? They are our leaders after all. Students will understand these major quotes to
Communism rules more if we unpack their most famous quotes. DL write on the
through quotes board
 Quote Activity (10-20 mins) SR
The lesson will begin with these 6 quotes either project or written on the board. The quotes all -Power Point
belong to Joseph Stalin. Using only these six quotes, students will be tasked with describing
the character of Stalin in as much detail as possible. They will have about twenty minutes to
write this in their journal. After that, there will be a discussion period with the class about who
they think Joseph Stalin is based on his quotes, and they must support their assumptions using
his quotes.

“The way to handle people is to treat them like chickens. Take away everything they have by
plucking all their feathers and then throw them a few bread crumbs. They will then follow you
forever.”

“It is difficult for me to imagine what “personal liberty” is enjoyed by an unemployed hungry
person. True freedom can only be where there is no exploitation and oppression of one person
by another; where there is not unemployment, and where a person is not living in fear of
losing his job, his home and his bread. Only in such a society personal and any other freedom
can exist for real and not on paper.”

“The death of one man is tragic, but the death of thousands is statistic.”

“By May 1st, 1937, there should not be one single church left within the borders of Soviet
Russia, and the idea of God will have been banished from the Soviet Union as a remnant of the
Middle Ages, which has been used for the purpose of oppressing the working classes.”

“Ideas are more powerful than guns. We would not let our enemies have guns, why should we
let them have ideas?”
 “It is enough for the people to know there was an election. The people who cast the votes
decide nothing. The people who count the votes decide everything.”

 Lecture Time (power point): (30 mins)

The rise of communism
The rise of Stalin
The Great Purges and The Cult of Personality
Leningrad and Stalingrad

 Journal Entry: (10 mins)

In what ways are Communism and Fascism different? In what ways are they the same?

4 Italy: There is no better way to get into the mindset of some of the worlds most feared leaders than by DT -List of
Understanding looking at the things they have said. Students will continue their examination of quotes through the Quotes to
Facisim mind it of Italy’s leader Mussolini aka the Father of Facisim. DL write n the
through quotes board.
part 2  Quote Activity Part 2: (10-20 mins) SR
The lesson will begin with these 6 quotes either project or written on the board. The quotes all -Power Point
belong to El Duce or Benito Mussolini. Using only these six quotes, students will be tasked with
describing the character of Mussolini in as much detail as possible. They will have about
twenty minutes to write this in their journal. After that, there will be a discussion period with
the class about who they think Benito Mussolini is based on his quotes, and they must support
their assumptions using his quotes. This should take between 10 and 20 minutes. After this, it
is lecture time.

“Donald Trump and his supporters are often called fascists. Taking from what you’ve learned
about Fascism, and Mussolini the father of fascism, either defend or refute the claim.”

“Democracy is talking itself to death. The people do not know what they want; they do not
know what is the best for them. There is too much foolishness, too much lost motion. I have
stopped the talk and the nonsense. I am a man of action. Democracy is beautiful in theory; in
practice it is a fallacy. You in America will see that some day.”

“The press of Italy is free, freer than the press of any other country, so long as it supports the
regime.”

“Yes, a dictator can be loved. Provided that the masses fear him at the same time. The crowd
love strong men. The crowd is like a woman.”

“If only we can give them faith that mountains can be moved, they will accept the illusion that
mountains are moveable, and thus an illusion may become reality.”

“A nation of Spaghetti eaters cannot restore Roman civilization.”

 “Religion is man-made to assist in controlling the weak minded individuals because during
times of atrocity and despair they feel strength in numbers.”

 Lecture Time (power point): (30 mins)

The dissolution of the Italian Monarchy
The rise of Mussolini and Il Vaticano
His conversion from Socialism to Fascism
His collusion with Hitler
Italy’s involvement and then disinvolvement with the war
His brutal death.

● Journal Entry (10 mins)

have students write down what they have learned and other questions they may have
developed from the lesson.

5 Japan: The The purpose of this lesson is to introduce the second theatre of war, the Pacific. Students will know DT - Access to
resource war who led Japan and why they were involved in the war. Students will know how influential resources YouTube and
and hatred can be, even when looking at an entire country. DI Screen

 Quick Intro Video: The Japanese Army (10 mins total) DL -Links to
https://www.youtube.com/watch?v=fMtb1oYGIl4 (4 mins) Websites for
Video gives students a quick overview of the major events of Japans Involvement in WW2. questions
Before watching the video, have them write this question in their journals:
“Was Japan’s leader in charge of the army? Why did Japan take part in the war? Explain your -Handouts of
answer.” (6 mins) Questions
They will answer this at the end of class. for activity

 Handout and Research Activity: WE NEED RESOURCES!!! (40 mins) -access to

Students will be handed out a serious of questions about Japan why they joined in the war. computers
They will then have access to computers (where available), and their phones. They will be
given the links to a website where they will read through and answer the questions in groups
or by themselves. The questions will be based off the info from these links and are to help
them pick out the important information.
Websites:
Why Japan joined the war
http://www.slate.com/blogs/quora/2014/07/07/what_prompted_japan_s_aggression_before_a
nd_during_world_war_ii.html
Pearl Harbor http://www.history.com/topics/world-war-ii/pearl-harbor
Tojo Hideki (Leader) http://www.history.com/topics/world-war-ii/tojo-hideki

 Journal Entry (10 mins)

Students will answer the question given to them at the start of the class in their journals and
hand it in.
6 France: The purpose of this lesson is to introduce students to France in WWII and historical significance. DT - Access to
What Students will learn, when doing research, what information should be considered important and why. YouTube and
information is SR Screen
important? ● Quick Intro Video: Nazi Invasion of France (2 mins)
https://www.youtube.com/watch?v=wIf1tqIZ0JA&list=PLACCCRDSWNyZaTwfOrRNTVtUy1y3Y -Video: Nazi
Historical 8C7_&index=2 Invasion of
Significance Quick intro video to show just how quickly France was taken over by the Nazi. Bring up a France
possible question, Why was Germany able to conquer France so quickly?
-Book time
● Journal Entry: One Question (3 mins) in Library/
Have students record in their journal one question they wish to research about France in computer lab
WWII.
-WW2
● Group Research Activity (30 mins) textbooks
Split students into groups of 4 or 5 and have them research information on France. Depending and articles
on where computers are available, have them either go to the library or use computers in the (found in the
classroom and bring in books on WW2 that the students can use for their research. To help library and I
guide them, maybe get them to refer to the questions written in their journals. will have
some
● Research Reflection: Create a WWII Textbook (20 mins) already in
Have groups come back to their seats and explain (Hypothetically) that the students are in the
charge of making a textbook on France in WW2. Make a list of 10 or 5 (depending on the classroom
time) topics, events, people that the students feel important. If groups get done quickly have
them start on their journal entries.

● Journal Entry (5 mins)

Have the students, in their journals, answer the following questions: Why did you choose these
topics? Whose stories matter? What guided your decision?

7 England The purpose of this lesson is to pull focus away from military aspects of war and focus on resources DT -Access to
War isn't just and people. Students will understand that military campaigns cost that country's resources. On top of YouTube and
fought by resources, people also help win the war. Unity is a powerful ally and person will to fight goes a long DL Screen
soldiers way in the face of defeat. Students will also learn about primary sources and what different primary
sources may look like. SR -Video: WW2
Primary Resource
Sources ● Intro Video: Britian’s recourses (10 mins) War
(Letters) https://www.youtube.com/watch?v=zOXbYAd6TLo&index=5&list=PLACCCRDSWNyZaTwfOrRN
TVtUy1y3Y8C7_ - Historical
letters of
After watching the video, students will write down any questions they had about the video in people
their journals. It could be about further investigation into Britain during the war or It can be during WW2
about the video itself. Discuss other aspects that might affect a country during the war such as
the population, resources, trade. -WW2 Letter
Inference
● Turn and Talk (10 mins) Handout
 Students will learn to share ideas and discuss their questions written in their journals. Have
the students discuss what a primary source is and what are different types of primary sources.
What makes a primary source more reliable?

● Letter Inference: Reading Primary Source Letters from WWII (30 mins)
Students will split into groups and read a letter from someone in WWII. After reading the letter
have them take the Inference handout and answer the questions about the letter. If there is
time, groups will hand their letter to the next group and do the same thing as the first one.
Students will learn about primary sources and how historical letters are a very important
source when learning about the past.

● Journal Entry (10 mins)

Students will record what they have learned in the lesson and if their initial question has
changed.

8 U.S.A: The purpose of this lesson is to get the kids to realize that the war isn't always fought on the front DT -Access to
The fight back lines. it takes an entire nation coming together to endure war that makes it possible. The struggles the YouTube and
home people back home faced as well. They will also look at FDR and who he was. DI screen

 Intro Videos: America Enters the War (Videos followed by discussion) (20 mins total) DL -links to
https://www.youtube.com/watch?v=_yQyCTTPGuQ (5 mins) websites for
What information do you get about President Franklin Roosevelt? Was he eager to get involved SR questions
in the war? Discuss these questions with the class.
https://www.youtube.com/watch?v=nxDdVoiLHcg (5 mins) -handouts of
Women are the labor force. Why was this time important for women? Could this have been the questions
start of the fight against Patriarchy?
-access to
 Handout and Research Activity: The Home Front (35 mins) computers
Like when studying Japan, students will be given a series of questions and websites to help
answer these questions. They can work in groups or individually.
President Roosevelt http://www.history.com/topics/us-presidents/franklin-d-roosevelt there is
a video on this site that automatically plays. They should watch this video as well to help
answer questions.
What was going on back home? http://www.history.com/topics/world-war-ii/us-home-front-
during-world-war-ii
 Journal Entry (5 mins)
What kind of a leader was FDR? What does it mean that War is not just fought in the frontlines
but at home?

9 Canada: An This lesson will show students just how important Canada was in WWII. Canada’s army showed more DT -summary
army of courage and spirit than any other army during the war. Students will understand the contribution of notes made
courage and Indigenous soldiers and what their lives were like during the war. DI from CBC
diverse culture website
 Quick intro on Canada’s involvement in WW2: (15 mins) DL
 Using the notes created using the information from CBC’s website on Canada’s involvement, -Poster
talk about Canada’s involvement in the war and what I meant to be a Canadian solider. Work paper and
with the students to answer the question, “How did the world see Canada after WW2?”. markers for
Website: http://www.cbc.ca/news/canada/remembering-canada-s-role-in-ww-ii-1.871801 jigsaw
activity
 Indigenous Soldiers: Jigsaw Activity (45 mins)
Students will be split into groups and assigned an Indigenous Veteran who was awarded for
their involvement in WWII. Each group will have to do research on their assigned war hero
and write up a small 5 min long poster. They will then present this information to the rest of
the class.
List of Veterans: http://www.veterans.gc.ca/eng/remembrance/history/historical-
sheets/aborigin

 Journal Entry
While each group is presenting, the other students should be writing the name of each
Indigenous Veteran and a fact or two for each.
Have students go home and find out about their families culture and if that culture had a part
in WWII.

10 Performance This will be the introduction and start of the Model U.N. final activity/project. DT -Access to
Task: computers,
Model U.N.  Explanation of Performance Task (taken from Performance Task section of Unit Plan) DI books,
Students will be split up into groups and be provided with a country that they must go and library
research. While researching, the students must able to, with the help of the teacher, decide DL
what is important information and what is not. They will then gather the information and make -Handouts
and organize a game plan in preparation for the next day. Game plan can include: a list of SR for project
(I did not put resources, who’s in charge, military force, geographical location, what type of political regime
timeframes in the country follows, etc.
each part
because the  Co-construction of Rubric
Performance Rubric will be co-constructed with class with discussion on what should be included for each
Task has a group such as; research, organization, group work, and communication/voice. Each of these
flexible will be divided into 4 grades sections with 1 being not yet meeting and 4 being exceeding the
timeframe) expectations. As far as what is included in each theme will be decided by you and the
students.

 Research Time
Groups will be assigned to their countries and will be given the rest of the class to make up a
game plan.

11 Performance Students will spend the next couple of periods working with their groups and doing research in DT -Access to
Task preparation for the final day. computers,
Continued DI books,
 Research/Group Prep library
For a couple days students will have the next few days to continue their research and come up DL
(I did not put with a game plan. Groups will continue doing research on their assigned countries. If each -printed copy
timeframes in group feels they are prepared, they can then draw up a poster of their flag and a map of their SR of rubric to
 each part country. They may get creative and make hats, name tags, draw pictures of their roles and the handout to
because the resources they have. Remember to walk around and help the groups stay focused and pick out everyone
Performance what’s important. By working with each group, you can better gage if they need more time.
Task has a -Poster
flexible paper,
timeframe) markers,
scissors,
tape, glue,
etc.
12 Performance This is the day where students get to put all their work and preparation to use in a mock Model U.N. DT -List of
Task Final Remember to point out that the Mode U.N. wasn’t created until after WWII. Previously it was called the scenarios for
Day: Model League of Nations. DI teacher
U.N.
 Last Minute Prep Time DL -organize
Students will be given a short amount of time to prepare and get organized. desks into
SR groups for
(I did not put  Model U.N. (Taken from Performance Task section of Unit Plan) each country
timeframes in The teacher, playing Germany, will write a scenario on the board. The countries will first meet
each part with their own group and discuss how they will address the situation. Each country will then -Timer/ stop
because the have a certain amount of time to present their solution and the countries must come to an watch
Performance agreement. The number of scenarios will be based on the time you have. (see hand out for (students
Task has a more detail) can use
flexible phones)
timeframe) Note: May extend to a couple days if everything is going well

 Reflection/Assessment (Done at home)

Students will then, at home, write a 2-page reflection on how the Model U.N. went, why it was
important and how it tied into the previous lessons. They will also discuss what they learned
and why it is important to gain the perspectives of multiple sides in history. They will also do
an assessment on themselves and the members of their group, filling out the rubric for each
member. All of these will be averaged with the teacher’s marks and given back to the
students. (see Performance Task section and handout for more details)

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Assess and Reflect (Stage 4)

Considerations
Required Areas of Study:
Is there alignment between outcomes, performance
assessment and learning experiences?
Comments
By taking a look at each major country involved in WWII, students will understand that the
various paradigms specific to each country had a big role to play in the choosing of the
sides and the successes and failures of each side.
Students will also understand the circumstances that led to extremist parties (Nazis &
Communists) coming into power.
All of these lessons are made to help students learn the skill necessary to look at anything
from a historical perspective. It will teach students the necessary skills to do proper
research. Each lesson/journal entry will help them with their final project.
Through the Model UN, students will participate in a cooperative manner to solve global
issues.

Adaptive Dimension:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?
We have made purposeful adjustments to the curriculum content (not outcomes),
instructional practices, and/or the learning environment to meet the learning needs and
diversity of all my students. By providing them with their own tools for research and
discovery, students are able to work at their own pace (within reason)and learn in their
own way.

For struggling students:

● Struggling students are given a number of supports for doing their research,
including the library, computers, and group work.
● The group research and performance task will allow students to work together and
support each other.
● This unit also uses the instructor as a tool for students who are struggling by
providing support throughout the unit.
 For students who need a challenge:
● For students who need a challenge, they can make their journal questions more
specific and attempt to research them outside of class and record what they have
learned in their journals.
● Students may take a leadership role within their assigned country to provide help
and support for students who are struggling.

Instructional Approaches: I know what you are thinking, “there are a lot of videos”. Here is my reasoning behind
Do I use a variety of teacher directed and student this. We live in a world of technology with social media, cell phones, screens everywhere.
centered instructional approaches? Students now, have access to screens 24/7. I’m not saying it’s bad or good, but it’s the
truth. The videos I use are to better relate to my students and I was careful to choose
videos that are interesting. Click on the links and watch some, they are very entertaining
and short. The videos are more to quickly cover the background information which would
be way better than a teacher just talking about it. These videos can paint a better picture
than I ever will. On top of this I have various activities that require groups and individual
work. There is some lecturing but that comes with history. In using video, student-based
research, and group cooperatives we allow the students many avenues to explore and
adapt their knowledge.
Resource Based Learning: Students have access to various resources such as the library, computer labs, and cellular
Do the students have access to various resources on an devices. if the teacher feels necessary they can take them to museums from the area to
ongoing basis? help students get a better understanding of the time period. I purposefully made the unit
flexible so that if there are opportunities to go on a quick place-based experience, you can
squeeze that in.
FNM/I Content and Perspectives/Gender Now this all depends on the students in your classroom. If you have a very diverse group,
Equity/Multicultural Education: you could add in a lesson where students spend the time looking up what their cultures
Have I nurtured and promoted diversity while honoring were doing during the war. This unit only covers the major players but there is room to
each child’s identity? add others.
To incorporate FNMI content, the unit specifically only covers this in Canada because that’s
where the students live and its important to see indigenous involvement in the war. It
wasn’t white fighting white. It was our culturally diverse country fighting.

Personal Growth Goals: 4.2- The ability to incorporate First Nations, Metis, and Inuit knowledge, content and
Have I met the goals I set for myself? What have I done perspective into all teaching areas.
to meet these goals?
2.3- Knowledge of First Nations, Metis, Inuit culture and history.

Both are areas that I feel I need more work and to grow in. I haven’t had a lot of
opportunity to cover this is in my placement. Having said that, I have a lesson coming up.
For a WWII unit it’s kind of hard to cover FNMI content, especially mine where we are
looking at other countries. To counter this I have made my Canadian lesson mostly about
First Nations involvement in WWII. I want my FNMI students to feel proud about their
people’s involvement in WWII, not sad. To do this, I have them looking at war heroes
from WWII. I have yet to teach this but I’m positive it will bring me one step closer to
growing in these two goals.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)
 Reflection/Justification

As you can see this is a unit plan for History 20, specifically Unit 3 where it covers the war. If you have seen the history curriculum,

then you are aware that it is extremely outdated. I made some minor adjustments to the way the curriculum wants you to cover the subject of

global issues and more specific, WWII. One of the most overlooked part of historical thinking is the skill of looking at multiple perspectives.

Usually when someone is taught history they are taught simple facts and usually from the perspective of the teacher’s country or culture. You

never cover the ideas of the “bad guys” and why they did what they did. In order to better understand history, you need to get in the mindset

of every player in the specific event you are covering. Understanding all sides increases your understanding of historical events and gives you

greater knowledge. They key to historical thinking is to stay neutral. Try not to pick a side or agree/ disagree with anything. Look at history

with an open mind.

As you can see, the layout is covering each country and their leader, develop questions in journals, and then end the unit with a mock

Model U.N. activity. These lessons will help students jump into the mindset of each country and help them get a better understanding of why

each country did what they did. It will also help broaden their understanding of WWII and that it wasn’t just the USA verses Germany in a

battle royal. Each lesson will provide the students with questions that they must answer. These questions will then help guide them when

preparing for the performance task. Like it should in a unit plan, all my lessons add up to the final performance task. One thing I address in

my unit plan but will talk about in my reflection is the heavy use of videos. These videos are very short and extremely entertaining. They are

creative way of summarizing context about the countries covered. In a world of technology and screens, these videos will be more relatable to

the students and I feel it will be better than me just standing up there talking. Click on the videos and give them a watch, they will not

disappoint.

Item 1. I feel this part is a 5. I have planned the unit so that it responds to my formative assessment of the students through journal

entries and my Performance Task at the end. It’s all meant to be connected and a path to being successful.
 Item 2. For this item I feel it’s a 4. I feel as if my goal is clear and that each lesson’s instructions are focused on helping students reach

that goal. Of course, this has yet to be tested and to me it makes sense. I tried my best to make it ‘sub ready’.

Item 3. I give myself a 4-5. It’s closer to 4, because I’m not sure what my classroom can be like and every classroom will be different.

Having said that, I do feel I did my best to make sure it was adaptable and open for change based on the environment f the classroom.

Items 5 and 6. I give myself a 4-5. I feel my journals, the students marking themselves and their peers, and the final project are all

excellent forms of both formative and summative assessments.

Item 7. I’m not quite sure what to give myself here because I haven’t tested it in the field. I feel this is good evidence that I am on the

right track to developing strong unit plans, instructional strategies, and assessments. I’m willing do make changes based on feedback and I’m

aware that this may fall short and will need revising. Sometimes the best way to learn, is to fail.

Item 14. I feel this is a 3-4. I know that my plan will have to adapt to all sorts of learner needs. I did not write every single adaptation

because I could write a full book. It also depends on the resources I have available. Just the fact I am aware of this will help me develop this

unit plan wherever I go.

Item 15. I give myself a 5. I’m confident that my unit is very engaging and a lot of fun. I realize that not every student will think the

same as me and will do my best to make it fun for all.

Item 16. I give myself a 4. Each lesson is titled with the literacy skill I want them to use and learn. The lessons are made to reflect on

that and to hone the specific literacy skills covered.

Item 17. I give myself a 4. I find this one a little difficult to grade myself on because the outcomes are so outdated and old. I’ll be

honest they don’t make a lot of sense. However, I feel I have done the best I can at this point to help my students reach the desired outcomes.

Item 18. I give myself a 5. The final task takes everything learned in the lessons and puts it all together. Students will develop so

many skills and will be surprised how much they know when it comes to the Model U.N.
 Item 19. I give myself a 4. I feel that I have enough formative and summative assessment to properly grade my students. I still am

aware I have a lot to learn about assessment, but I have made sure to connect everything back to my outcomes and indicators.

As far as my professional learning and growth. I have learned a lot from the previous two assignments that have helped in making this

unit. I feel that I have a lot to learn and will always be learning. This unit is not perfect, and I know that. I am excited to see this unit in action

and can’t wait for the feedback, even if it’s mostly negative. At least then I know what needs to be fixed and then can be a stronger educator

for my students. I am very confident about this unit and feel I have used the knowledge and skills I have developed in previous assignments

and classes. I apologize for this being lengthy, I really felt I needed to reflect on my unit plan to make sure I have covered all the bases and

understand what is required of me.