Social Studies ELA Standard Vocabulary Terms Theme Concepts/ Teaching Materials Strategies Assessment of

Standard, Goal, & & Objective (s) Essential Used Students

Objective Questions

Day 1 Goal: Build an RI.6.8 Trace and Conflict a serious TCC What makes -Whiteboard -KWL, Students will
(beginning understanding of evaluate the disagreement or PPE a country -Dry-erase -markers -Paired write a journal
/how it multiple argument and argument, typically a PAG join a war? -Paper Reading as the leader of
started) perspectives and specific claims protracted one. -Pencils -Class the country of
global in a text, Territory an area of -SS Journals Discussion their choice
interdependence. distinguishing land under the -Online sources: -Jigsaw detailing the
(pg. 44) claims that are jurisdiction of a ruler http://www.american- causes WW2,
supported by or state. historama.org/1929- This will be
Obj: By the end of reasons and Invasion an instance 1945-depression- collected and
World History and evidence from of invading a ww2-era/causes- assessed for
Civilization, the claims that are country or region ww2-for-kids.htm understanding.
student will be able not. with an armed force. The teacher will
to: Pearl Harbor https://www.duckster also review the
Event in history that s.com/history/world_ students KWL’s
6-9.WHC.5.1.1: catapulted the U.S war_ii/causes_of_ww to ensure
Explain common into WWII. The 2.php understanding
reasons and Japanese bombed and that all areas
consequences for Pearl Harbor on the https://www.natgeoki were adequately
the breakdown of 7th of December ds.com/au/discover/hi taught.
order among 1941. story/general-
nation-states, such history/world-war-
as conflicts about two/
national interests,
ethnicity, and https://www.historyo
religion; nthenet.com/world-
competition for war-2-timeline-2/
resources and
territory; the
absence of effective
means to enforce
international law.
Day 2 Goal: Build an SL.6.4 Present Patriotism This is CCD How does -Paper -Graphic Students will
(beginning understanding of claims and the quality of being CIP the want for -Pencil organizers create timelines
of war) multiple findings, patriotic; vigorous TCC power affect -Poster paper -Journals from the end of
perspectives and sequencing ideas support for one’s war? -Markers -Integrating WW1 to what
global logically and country. -Tape the Arts they have
interdependence. using pertinent -Scissors into social learned about
descriptions, Axis Forces -Online resource: studies WW2. They will
Obj: By the end of facts, and details German, Japanese, https://www.natgeoki - be posted on the
World History and to accentuate and Italy ds.com/au/discover/hi Presentatio classroom wall
Civilization, the main ideas or story/general- ns at the end of
student will be able themes; use Allied Forces history/world-war- class and the
to: appropriate eye British, United two/ teacher will
contact, States, Canadian, assess them for
6-9.WHC.5.1.3 adequate French understanding
Evaluate why volume, and and knowledge
people unite for clear of key events up
political, economic, pronunciation. to this point in
and humanitarian the unit.
reasons.

Day 3 9-12.USH2.5.1.3 SL.6.2 Interpret History The study TCC Is war ever -Ipad -Think- Students will
(middle/en Explain the information of past events, justified? -Pencil Pair-Share complete their
d of war) significance of presented in particularly in -Assigned WW2 -Semantic WW2 Packet
principal events in diverse media human affairs. Packet Maps and semantic
the United States’ and formats The whole series of -Any textual resource -Graphic map
relations with the (e.g., visually, past events Organizer individually.
world, such as the quantitatively, connected with -Journals Both will be
Spanish-American orally) and someone or turned in and
War, explain how it something. collected by the
World Wars I and contributes to a Surrender To agree teacher by the
II, the formation of topic, text, or to stop fighting, end of class.
the United Nations, issue under hiding, resisting,
the study. because you know
Marshall Plan, you will not win or
NATO, the Korean succeed.
and Vietnam Wars, Battle a sustained
the end of fight between large,
the Cold War, and organized armed
 interventions in forces.
Latin America and Holocaust was the
the systematic,
Middle East. bureaucratic, state-
sponsored
persecution and
murder of six
million Jews by the
Nazi regime and its
collaborators.
Concentration
camp a place where
large numbers of
people, especially
political prisoners or
members of
persecuted
minorities, are
deliberately
imprisoned in a
relatively small area
with inadequate
facilities, sometimes
to provide forced
labor or to await
mass execution.
Ghetto the Jewish
quarter in a city.

Day 4 Goal: Build an SL.6.2 Interpret Veteran a person TCC What are the -Paper -Virtual Students will go
(effects understanding of information who has served in PPE causes and -Pencil Field Trip through the
from war- multiple presented in the military. effects of the -SS journals -Free write virtual field trip
guest perspectives and diverse media Consequence a war? -Computer and -Group and then engage
speaker) global and formats result or effect of an Projector discussion in class
interdependence. (e.g., visually, action or condition. -Ipad for the discussion and
quantitatively, War reparations following link: free write their
Obj: By the end of orally) and payments made after (http://www.pastispre experience.
World History and explain how it a war by the sentauschwitz.com/vi
 Civilization, the contributes to a vanquished to the rtual-experience)
student will be able topic, text, or victors. They are
to issue under intended to cover
study. damage or injury
6-9.WHC.5.1.2 inflicted during a
Explain the global war. Generally, the
consequences of term war reparations
major conflicts in refers to money or
the 20th century, goods changing
such as World War hands, but not to the
I; World War II and annexation of land.
the Holocaust and Displacement of
the Cold War. people refers to the
forced movement of
people from their
locality or
environment and
occupational
activities. It is a
form of social
change caused by a
number of factors,
the most common
being armed
conflict.

Day 5 Goal: Build an WHST.6-8.10 Investigate to carry TCC Is history the -Paper -Magazine Students will
(Magazine understanding of Write routinely out a systematic or PPE story told by -Pencil -Four cooperate
) multiple over extended formal inquiry to CCD the winners? -Ipad Corners in creating a
perspectives and time frames discover and CIP -Any textual resource - magazine of
global (time for examine the facts of madmagz.com Knowledge their assigned
interdependence. reflection and so as to establish the Google Scholar Rating event and share
(pg. 55) revision) and truth. Chart their link with
shorter time Editor a person who the class to view.
Obj: By the end of frames (in a edits written material
U.S. History II, the single sitting or for publication.
student will be able a day or two) for Publisher is often
to: a range of also the owner.
 discipline- When a writer wants
W.6.8 Gather specific tasks, to get their article
relevant purposes, and published — printed
information from audiences. and sold — they
multiple print and W.6.8 Gather send it to a
digital sources; relevant publishing house,
assess the information which may become
credibility of each from multiple the book's publisher.
source; and quote print and digital Historical Figure is
or paraphrase the sources; assess a famous person in
data and the credibility of history.
conclusions of each source; and
others while quote or
avoiding plagiarism paraphrase the
and providing basic data and
bibliographic conclusions of
information for others while
sources. avoiding
plagiarism and
providing basic
bibliographic
information for
sources.

W.6.7 Conduct
short research
projects to
answer a
question,
drawing on
several sources
and refocusing
the inquiry when
appropriate.

 
 
Big  Idea:    
When  nations  disagree,  conflicts  arise.  
 
Key  Understanding:  
1. Students  will  understand  why  the  United  States  joined  the  war.  
2. Students  will  understand  Hitler’s  role  in  WW2.  
3. Students  will  understand  what  conflicts  led  to  the  start  of  the  war.  
 
Essential  Questions:  
1. How  does  the  want  for  power  affect  war?    
2. What  makes  a  country  join  a  war?    
3. Is  war  ever  justified?    
4. Is  history  the  story  told  by  the  winners?    
5. What  are  the  causes  and  effects  of  the  war?  
 
Objectives:  What  do  you  want  your  students  to  know?  And  do?  
1. Students  will  be  able  to  identify  three  of  the  main  causes  of  war.  
2. Students  will  be  able  to  report  on  an  aspect  of  the  war.  
3. Students  will  be  able  to  analyze  how  power  affects  war.  
4. Students  will  be  able  to  be  critical  thinkers  on  if  war  if  ever  justified.  
5. Students  will  be  able  to  explain  global  effects  of  war.