Unit Theme: How can events such as war impact world history?

Grade: 10th
Timeline: 3 weeks
Team Members Jacqueline Ali Elisah Romero- Seada
Jones Mukanovic
Subjects History English History
Rationale:
The study of history is incredibly important for students. This unit will cover the period
during WWII. It will explore the vital unifying theme of how the war happened and changed the
world. It will do so by addressing the habits of mind such as grasping the significance of the past
in shaping the present, perceive past events and issues as they might have been experienced by
the people of the time, with historical empathy rather than present-mindedness, understand the
relationship between geography and history as a matrix of time and place and as a context for
events, and understand the impact made by individuals, groups and institutions at local, national
and global levels both in effecting change and in ensuring continuity The unit will cover
important battles, on and off land, political leaders, war weapons, important events and dates and
much more. This lessons main purpose is to show that wars can have a major impact on the
world and history. Students are expected to learn the different political entities during the time,
military strategies and battles, the holocaust, civilian treatment and the Homefront, and how to
interpret and analyze historical research, graphs and primary sources. Students will most likely
go into the unit with the preconceived notion that the United states and other countries joined the
war effort due to the holocaust, which is not the case. Students will walk away with an
understanding how great of an impact a war can make on history. Some will have conceptions
that the war had negative impacts on the United States, but a majority will see the benefits. Most
importantly, they will understand how countries can go from being enemies during a war, to life
long allies after.
This work will connect to the larger purpose of teaching social studies because it will show
students how one event can impact the lives of the whole world. It will tie into today's events, as
it is always important to relate past to present. Students will also be able to use their previous
knowledge from WWI to analyze WWII in comparison to WWI. Ultimately, it will teach
important life lessons about decision making, and being rash. It will show students that
everything has consequences. The lesson will also relate to the grade level and curriculum
standards because it will be directly pulled from the state standards. Students will learn about an
interesting time in history while still being very relevant to the 10th grade and to the standards.
This unit will meet numerous standards, not only social studies, but also Arizona career and
ready standards as well as English Language arts. The students will displays these ELA
standards by reading, examining and analyzing Brownings Ordinary Men: Reserve Police
Battalion 101 and the Final Solution in Poland.
Students will be provided numerous activities to grasp the understanding, and make the unit
interesting and entertaining for them. The students will complete numerous compare and contrast
activities, for those are proven to be the most effective in helping students memorize material.
Student will also use blank maps and timelines to understand where and when events happened.
Students will also use concept maps to organize their information. To make the lesson relevant to
their lives, students will be able to use technology to play Kahoot, which will allow them to be
competitive and learn the content. Guided notes will be used in almost every lesson to engage
the students and help them memorize the content. The students will be asked to analyze primary
sources and political cartoons to get a sense of what people during WWII felt like. As an
educator, it is important to include various activities so that all learning types have an activity
they enjoy, thus students will also have a creative activity that will consist of them creating
propaganda of their own, and then having to justify the propaganda they made with primary
sources they have looked at. Finally, the students will have two assessments. The first
assessment will be an essay. It is important to teach students how to write strong topic sentences,
thus this is something they will learn in this unit. After the essay, the students will take an exam
to test their knowledge on the unit.

Student Learning Outcomes

Focus Standards (9 10.W.2) (9-10. RL.2) (9 10.RL.7)
a. Write Determine a Analyze various
English informative/expla theme or central accounts of a subject
natory texts to idea of a text told in different
examine and and analyze in mediums (e.g., a
convey complex detail its persons life story in
ideas, concepts, development both print and
and information over the course multimedia),
clearly and of the text, determining which
accurately including how details are
through the it emerges and emphasized in each
effective is shaped and account.
selection, refined by
organization, and specific details;
analysis of provide an
content. a. objective
Introduce a topic; summary of the
organize complex text.
ideas, concepts,
and information
to make important
connections and
distinctions;
include
formatting (e.g.,
headings),
graphics (e.g.,
figure)
World History SSHS-S2C1-07 SSHS-S2C8-05
Strand 2:World Strand 2:World
History, Concept History,
1: Research Skills Concept
for History, PO 7. 8:World at War:
Compare present PO 5. Analyze
events with past aspects of
events World War II:
a. Cause and a. political
effect ideologi
b. Change es (e.g.,
over time Totalitar
c. Different ianism,
points of Democr
view acy)
b. military
strategie
s (e.g.,
air
warfare,
atomic
bomb,
Russian
front,
concentr
ation
camps)
c. treatmen
t of
civilian
populati
ons

College and Career Readiness 910.RH.2. 910.RH.3. 910.RH.6.

Standards
Determine the Analyze in Compare the point of
central ideas or detail a series of view of two or more
information of a events authors for how they
primary or described in a treat the same or
secondary source; text; determine similar topics,
provide an whether earlier including which
accurate summary events caused details they include
of how key events later ones or and emphasize in
or ideas develop simply preceded their respective
 over the course of them accounts.
the text.

ISTE Standards 1. Empowered

Learner
c. Students use
technology to
seek feedback that
informs and
improves their
practice and to
demonstrate their
learning in a
variety of ways.

Enduring Understanding: Wars can have Theme-Related How can one battle
Important Concepts major Essential change the outcome
consequences and Questions of a war?
effects on the world
and the future. How can the use of
new weapons change
One small battle wars?
can change history.
How do wars impact
Every event civilian lives and
changes history. change future
policies?
WWII changed
politics, world How do wars help
relations, the build and break
economy and so alliances?
much more.
How did WWII
Ordinary people change the world?
(civilians) can have
an impact on a war How did WWII
and its outcomes. benefit and detriment
the world?

What can an ordinary

person do to affect
the outcome of a
war?
Technology Integration Weaponry of WWII
Objective: Students will use a Kahoot quiz to recognize different
WWII weapons and their advancements in order to explain and
understand WWII weapons and what impact they made on
warfare.
Length: 55 minutes
Activities:
Students will begin the class with bellwork. They will be asked
to write down everything they can remember about weapons and
death tolls in WWI. The teacher will randomly call on students to
see how many they were able to come up with. The class will
make a working list of weapons. Then the teacher will tell them
how terrible these were and how innovative WWII was.
The lesson will begin with the discussion of technology and
how it changed greatly during this time. This will be followed by
tanks, and then death tolls of WWI compared to WWII.
Students will be counted off through six. They will find their
group and then discuss civilian deaths and why they may have
been so high. They will further discuss the impact this has on
today's society.
Following this, the class will learn about war tactics used
during this time and how they differed for each country. In their
groups, they will be asked if they can think of a better tactic, and
then they will nominate a speaker to tell the rest of the class about
this tactic.
The class will then have a kahoot quiz which will be the exit
ticket. They will test their knowledge and be able to compete with
their friends to see who remember the most information.

Formative assessment: Students will use a Kahoot quiz to test

their knowledge and compete with fellow classmates.
Interdisciplinary Objective: Students will create a mock trial in order to
Essay/Performance Task develop a deeper understanding of
the Holocaust and WWII.

Overview:
Students will take part in a mock trial, which will also give
them a chance to role play. As they
have already learned about the genocide, they will each be
given one person who committed
crimes during WWII. Students will have a signup sheet
available to
them the first day of the unit, and will be able to sign up at
any point after that. Each student will need to come to class
prepared the first day of the trial. During the course of the
Unit, the teacher will touch base with students to see how
their research is coming along. Each student will be
responsible for creating an opening speech and arguing
during their testimony. Following this, they will also be
asked to write an argumentative essay.

Student friendly directions:

The allied governments have called on you to testify at the
Nuremberg trials to determine whether or not you committed
war crimes during the Holocaust and WWII. You will be
asked to prepare a testimony/opening speech as well as
various information on the crimes you are being accused of.
You will need to defend your actions in hopes of getting a
shorter sentence. You will then give this testimony in front
of a jury and the judge (your class and teacher). Plan an
argumentative essay that will first explain what you are
being accused of. You will be able to find this information
on the Nuremberg trials website once you have been
assigned a defendant. Following this, you will use the
primary sources available online, which you can access
through our classroom laptops, in order to give the reasoning
for the actions you committed. This will be turned in along
with your testimony/opening speech that you must give.

*Your essay portion will be graded using the AZmerit

Argumentative essay rubric

Common Instructional Strategies

All Learners
Venn Diagram.
T-Chart.
Graphic organizers/primary source analysis forms.
Concept map.
Write paragraph(s).
Think-pair-share.
Small group discussions.
Whole class discussions.
Exam.

English Language Learners

Popcorn reading,
Front Loading with pictures
Summarizes in student friendly language
RAFT
(Resource / Speech Language)
Utilizing wait time
I do, we do, you do
Using bellwork and closer activities to see how well students are doing
Going over content students did not grasp
Choral vocabulary
Technology through kahoot and popplet
Additional time for IEPs

GATE
Differentiation in reading assignments
Additional page for each writing assignment
Complete presentation for class

Individual Unit Theme: How do different battles affect the outcome of the war, and how does
the Holocaust play a role in the war effort?

Subject: Eastern theater, the Holocaust & Pearl Grade Level: 10th
harbor

Focus Standards
Arizona Standards for Social Studies:

SSHS-S2C1-01

Strand 2:World History, Concept 1: Research Skills for History, PO 1. Interpret historical data
displayed in maps, graphs, tables, charts, and geologic time scales.

SSHS-S2C1-03

Strand 2:World History, Concept 1: Research Skills for History, PO 3. Formulate questions
that can be answered by historical study and research.

SSHS-S2C1-04

Strand 2:World History, Concept 1: Research Skills for History, PO 4. Construct graphs,
tables, timelines, charts, and narratives to interpret historical data.

SSHS-S2C1-07

Strand 2:World History, Concept 1: Research Skills for History, PO 7. Compare present events
with past events
a. Cause and effect

SSHS-S2C1-07

Strand 2:World History, Concept 1: Research Skills for History, PO 7. Compare present events
with past events
b. Change over time

SSHS-S2C1-07

Strand 2:World History, Concept 1: Research Skills for History, PO 7. Compare present events
with past events
c. Different points of view

SSHS-S2C8-05
Strand 2:World History, Concept 8:World at War: PO 5. Analyze aspects of World War II:
a. political ideologies (e.g., Totalitarianism, Democracy)

SSHS-S2C8-05
Strand 2:World History, Concept 8:World at War: PO 5. Analyze aspects of World War II:
b. military strategies (e.g., air warfare, atomic bomb, Russian front, concentration camps)

SSHS-S2C8-05
Strand 2:World History, Concept 8:World at War: PO 5. Analyze aspects of World War II:
c. treatment of civilian populations

SSHS-S2C8-05
Strand 2:World History, Concept 8:World at War: PO 5. Analyze aspects of World War II:
c. Holocaust

Arizonas College and Career Ready Standards:

910.RH.1.

Cite specific textual evidence to support analysis of primary and secondary sources, attending
to such features as the date and origin of the information.

910.RH.2.

Determine the central ideas or information of a primary or secondary source; provide an

accurate summary of how key events or ideas develop over the course of the text.
910.RH.3.

Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them

910.RH.6.

Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts.

Interdisciplinary Standards English Language Arts:

(910.W.2)

a.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content. a. Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings), graphics (e.g.,
figure)

(910.RI.7)

Analyze various accounts of a subject told in different mediums (e.g., a persons life story in
both print and multimedia), determining which details are emphasized in each account.

(910.RI.9)

Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtons
Farewell Address, the Gettysburg Address, Roosevelts Four Freedoms speech, Kings Letter
from Birmingham Jail), including how they address related themes and concepts.
Essential Understandings Knowledge/Skills
Important Concepts: Students will know and be able to do:

1) Geography Students will use two blank maps to

identify and write main cities and powers
a) Definition: Students will be able to identify
during and after WWII in order to have a
the different cities that played major roles in the
better understanding of the geography
war. This will lay a foundation and understanding
and how it impacted events during
of the area that the war took place in.
WWII.
Guided question: How did the geography of a place
Habit of mind used: understand the
impact battles?
relationship between geography and
b) Key Events/People/Places: history as a matrix of time and place and
as a context for events
Joseph Stalin
Adolf Hitler
Students will use a Venn Diagram in
Franklin D. Roosevelt
order to compare and contrast different
Emperor Hirohito battles in the eastern in order to gain a
deeper understanding on how the battles
Vichy
were fought and impacted the war effort.
Stalingrad
Munich
Students will use a 3,2,1 ticket out the
Dunkirk door to explain the battles in the pacific
theater in order to gain an understanding
Hiroshima
of the different battles that happened on
Nagasaki sea.

Normandy
Pearl Harbor Students will use a primary source
analysis form to relate to first hand
Midway Island
accounts of the attack on Pearl Harbor in
Wake Island order to understand how the event
occurred, and what actions both the
Marshall Islands
United States and Japan would take
Gilbert Islands following the attack.

Mariana Islands
Caroline Islands
Iwo Jima Students will use a Venn Diagram to
compare and contrast todays lesson on
Okinawa
war in the air with yesterdays lesson
Texts Assessment

BBC Primary History World War 2 Formative Summative:

Assessment:
http://www.bbc.co.uk/schools/primaryhistory/worl
d_war2/

Formative
At the end of the
assessment:
World War II unit students will
Students will be
have an exam that
http://www.ducksters.com/history/world_war_ii/w given a quiz
covers everything
w2_us_home_front.php involving the maps
mentioned in the
which they have
unit. Like stated
gone over.
previously, they
FDR day of Infamy Speech
Performance will have the
http://www.americanrhetoric.com/speeches/fdrpear Assessment: After following class
lharbor.htm the first lesson, each period to make
student will be corrections for a
given a blank map better grade. This
Attack at Pearl harbor 1941 of a certain section test will be done
of the world and a through a scantron
http://www.eyewitnesstohistory.com/pearl.htm
battle. Each student so that the grades
will go home and can be handed
research the battle back the following
Stalingrad
given to them and day. Including
http://spartacus- draw in the cities or questions such as:
educational.com/RUSstalingrad.htm important
landmarks relevant
to this battle. Then Russia joined the
Night the students will allied powers
come back the after
Wiesel, E., & Wiesel, M. (2017). Night. New York:
following day and
Hill and Wang, a division of Farrar, Straus and A. Hitler betrayed
say one important
Giroux. Stalin
fact they learned
about their battle. B. The
They will then hang Americans sent
Erikas Story
their maps up on the money to the
Zee, R. V. (2013). Erikas story. Mankato, MN: wall. Every student Russians bribing
Creative Paperbacks. will have a different them to join
battle, therefore forces.
they will each
C. The British
become experts in
begged the
their content.
Russians to join
the allied because
the Russians were
Learning Plan: Scope and Sequence Differentiation
Geography
On the first day of the lesson before anything ELL:
happens, students will watch a video titled World
To support English Language learners,
War 2 in 7 minutes. On this day students will have
this lesson will include lots of pictures It
two different maps. They will be expected to map
will also have readings of lower lexiles.
out different countries, as well as their rulers.
All readings will be gone over in class to
During this time they will also mark down the
insure that every student understands
various battles they will be going over in this unit.
what is happening. Students who are
This will set them up to have a better
struggling will be able to come in after
understanding of what the following units will
school to get additional practice. ELL
contain.
students will also get a sheet with words
they may struggle with and their
definitions.
Eastern Battles

On this day, students will be given a reading about

Stalingrad as they walk into class. They will be SPED:
expected to read it with a partner. Following this,
Special education students will also be
the teacher will go into a lecture based portion of
given the same privileges as the ELL
class that will include various short activities such
students. However, they will also be able
as guessing where the battle took place. The
to work with a partner on all activities,
students will be expected to use the map filled out
such as the propaganda and letters.
on the first day for this lesson.

Pacific Theater

On this day, students will take part in a simulation

activity that involves them island hopy. Desks will
be grouped together to create various islands.
Students will be in groups of four and go to each
island on the pacific and asked to learn about it. At
their tables will be short readings created by the
teacher that explain what happened at that place.
They will then be asked to pick one battle and go
home and research it more on the WWII site
provided.
Pearl Harbor

When learning about Pearl harbor, students will

start with inquiry. They will be given the day of
infamy speech and asked to read it. They will then
be given questions to see if they can guess what it
is about. Following this, they will listen to the
speech, and then they will read various first hand
accounts about pearl harbor. Once this is
completed, the students will be asked to write their
own first hand account letter about Pearl Harbor as
if they were there.

Air and sea

On this day, students will learn about the different
tactics used in the air and compare those to what
they have learned from battles at sea. They will
look over specific battles and look at the suicide
pilots in Japan. They will be asked to create a
RAFT at the end of this day.

Atomic bombing

On this day, students will learn about the atomic

bombs that were dropped. They will read primary
sources from both japanese and american experts,
one side arguing for the dropping one side arguing
against it. At the end of the activity, they will be
asked to pick a side of the room, the left supporting
the bombings, the right not supporting the
bombings.

WWII propaganda

During this lesson the students will be given a short

lesson on what the different types of propaganda
are. They will then have a gallery walk where they
will walk around the class and look at different
propaganda. They will have to guess who the
creator was (what country), what it is saying, and
how it helped the war effort. Following this, they
will each be asked to create their own propaganda
poster.

Holocaust

The Holocaust lesson will span over two days. The

first day will be primarily lecture and look at how
germans were able to accomplish the Holocaust.
This day will focus on action t-4, as well as other
campaigns. There will be lots of pictures used to
show the ways that these terrible crimes were
committed. Throughout the unit, the students will
read Night. They will be able to relate this content
to today's lesson.

The next day students will read primary source

accounts from different people who were
imprisoned. They will be asked to write their own
letter following this.
Individual Unit Theme: How did the politics and battles of the Western Front impact the
outcome of WWII? Jacqueline Ali

Subject: Western Front Grade Level: 10th

Focus Standards

Arizona Standards for Social Studies:

SSHS-S2C1-01
Research Skills for History: Interpret historical data displayed in maps, graphs, tables, charts,
and geologic time scales.
SSHS-S2C1-03
Research Skills for History: Formulate questions that can be answered by historical study and
research.
SSHS-S2C1-04
Research Skills for History: Construct graphs, tables, timelines, charts, and narratives to
interpret historical data.
SSHS-S2C1-07
Research Skills for History: Compare present events with past events
a. Cause and effect
b. Change over time
c. Different points of view
SSHS-S2C8-05
World at War: Analyze aspects of World War II:
a. political ideologies (e.g., Totalitarianism, Democracy)
b. military strategies
c. .treatment of civilian populations

Essential Understandings Knowledge/Skills

Important concepts: Being able to analyze texts for historic

meaning.
Appeasement Formulate questions before, during, and
Weimar Republic after reading of primary sources and/or
Brown shirts other types of texts.
Maginot Line Be able to classify the reasons for WWII,
 Rhineland the Treaty of Versailles for example.
Axis Powers Being able to analyze: political changes,
Allied Powers militarial changes, social changes, changes
German Wolfpack in foreign affairs due to WWII.
Royal Air Force Analyze how the different weapons from
War Bonds WWII compared to those of WWI played a
French Underground role during the war.
Operation Overload (D-Day) Examine the lives of civilians affected by
Operation D-Day (Battle of the Western Front. How they made an
Normandy) impact or could have made a potential
Battle of the Bulge impact.
Marshall Plan Closely examine battles on the Western
Battle of Dunkirk Front and their impact on the war effort.
Dresden

Start with the Treaty of

Versailles and evaluate the
major impact it had on Germany
which led to the beginning of
WWII.
How the differences in weapons
in WWII compared to WWI
played a role in the war effort.
How certain battles had a
positive or negative impact.
Political changes, social
changes, changes in foreign
policy.
How civilians played a role.
Focus on the outcome of WWII
and how it affected the people
and countries of the Western
Front.

Texts Assessment
 Video: D-Day: A Critical Formative: Summative:
Moment in History Participation in
Childrens Book : D-Day : class discussions Exit tickets
(both group and
Cornerstones of Freedom
whole class) Unit exam
Trade book: The Battle of the
Bulge: A Graphic History of Venn Diagram Interdisciplinary
Allied Victory in the Ardennes, Essay/
1944-1945 (Zenith Graphic T-Chart Performance
Histories) Task - Mock
Trade Book: The Guns at Last Graphic Trials
organizers/primar
Night: The War in Western
y source analysis
Europe, 1944-1945 (The forms
Liberation Trilogy)
Website: World War II History Concept map
History.com
Website: World War II Europe: Written responses
The Western Front -
Think-pair-share.
ThoughtCo.com
Newspaper Article The United
States News -Learning War the
Hard Way
Primary Source- Historical
Document- Treaty of Versailles

Learning Plan: Scope and Sequence Differentiation

Week One Objectives: ELL

Students will stay in the same groups whenever
Students will be able to identify the there is group work, for the entirety of the WWII
different reasons for WWII by unit. Students should feel comfortable with one
completing IEPC chart. another and be able to work together well because

Students will be able to interpret the
Treaty of Versailles and the impact it
had on starting the War by completing a
Primary Source Analysis guide.
Students will be able to create a
timeline of the events that caused the
Western countries to get involved in
WWII.
Students will be able to indicate the
different leaders of the Western
countries and what they stood for by
completing a Popplet.
of that comfort. The teacher will check the
Research guide often to make sure students are on
the right track finding their research.
SPED
All 504 plans and IEPs will be followed
accordingly. All other accommodations and
modifications will be made as seen fit.
Students will be able to work with one another in
group and discussions as well as class discussions.
Students will have opportunities to reference back
to their own experiences in order to help make the
material relevant to them.

Students will create a copy of a

Research document on Google Docs
that they will use during the unit and
will be used to help them with their
paper..

Week Two Objectives:

Students will begin their research by

analyzing two websites: WWII history
and WWII in Europe: The Western
Front.

Students will create a Venn Diagram to

compare and contrast weapons that
were used during WWI and WWII.

Students will create a T-chart to help

portray the differences between the life
of a soldier and the life of a civilian.

Students will have a class discussion

based off the reading from D-Day:
Cornerstones of Freedom and the
video D-Day: A Critical Moment in
History.
.
Students will complete a close read
activity with The Battle of the Bulge:
A Graphic History of Allied Victory in
the Ardennes, 1944-1945 .

Week Three Objectives:

Students will write their own

newspaper article after reading
Learning War the Hard Way.

Students will write a unsent letter after

reading The Guns at Last Night: The
War in Western Europe, 1944-1945.

Students will create a concept map of

how civilians were affected by WWII

Students will complete an exam on the

Western Front of WWII.

Students will complete the

interdisciplinary argumentative essay
and project.

Individual Unit Theme: How can ordinary people have an impact in the war, and how
are ordinary people affected by a war? Elisah Romero-Jones

Subject: English Grade Level: 10

Focus Standards
9 10.RH.2.
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
9 10.RH.3.
Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them
9 10.RH.6.
Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts.
9 10.W.2
a. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis
of content. a. Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings), graphics (e.g.,
figure)
9-10. RL.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how
it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
9 10.RL.7
Analyze various accounts of a subject told in different mediums (e.g., a persons life story in
both print and multimedia), determining which details are emphasized in each account.

Essential Understandings Knowledge/Skills

Important Concepts: Students will know and be able to:

Analyzing how and why WWII Analyze the events of World War II and
changed politics, world relations, the discuss the effect of these events on the
economy and so much more.
world.
Understanding that ordinary people
Explain why people would stand by and
(civilians) can have an impact on a
allow other to be murdered unjustly.
war and its outcomes both negative
Describe how they could/would have
and positive.
attempted to change or stop Hitler and
Guiding Questions: How do wars
the Nazi party.
impact civilian lives and change
Synthesize multiple texts and sources to
future policies? How did WWII
understand the impacts and events of
change the world? How did WWII
World War II.
benefit and detriment the world?
What can an ordinary person do to
affect the outcome of a war?

Texts Assessment
Website: World War 2 History Formative: Summative:
Website: The Holocaust: A Learning Participation in Speech- RAFT
Site for Students class style based on
discussion anchor text (2
Article: The Challenge of the Past
pages)
Article: Living Under ISIS Rule - Venn Interdisciplina
Then escaping it Diagrams ry Essay/
Video: Ordinary People who comparing Performance
Rescued Jews during WWII articles Task - Mock
Trade Book: Ordinary Men: Reserve Trials
Police Battalion 101 and the Final Research
 Solution in Poland - Anchor text for Journals
unit
Trade Book: If you Survive Google Docs
Annotations
Childrens Book: Number the Stars
for Anchor
Poem: In the Shadow of Great Texts
Times
Online Blog

Online and in
class
discussions

Daily Entry
and Exit tickets

Learning Plan: Scope and Sequence Differentiation

Week 1 Objectives:
ELL
Students will explore the causes of WWII Students will remain and work with the same
and complete a quick write where they groups throughout the entire unit. This allows
describe all the causes they discovered. them to form teams of interdependence which
is essential in establishing a community.
Students will engage in an online scavenger Students can compare this group or community
hunt in which they research the effects of to groups that formed or stuck together
WWII. during World War II. The journals and
annotation guides will be scaffolded with
Students will create a research journal where before, during, and after activities in order to
they document all research done during this ensure understanding and build vocabulary.
unit (This will be scaffolded information to
help develop HOTSP). SPED
Accommodations and modifications will be
Students will explore the following made for students with learning disabilities.
websites: World War 2 History and The All I.E.P and 504 plans will be followed and
Holocaust: A Learning Site for Students incorporated into the lesson plans.
(focusing on civilian lives). Students will be given opportunities to share
personal experience and background
Students will create a blog where they knowledge.
discuss different groups involved and Students will participate in group discussion
affected by World War II. both in class and online along with independent
journaling and research.
Week 2 Objectives:

Students will complete a close reading

activity on the following short articles: The
Challenge of the Past
and Living Under ISIS Rule - Then
escaping it

Students will complete a Venn Diagram for

each article comparing a more recent
totalitarian groups to the Nazi Party.

Students will watch Ordinary People who

Rescued Jews during WWII and engage in
a class discussion.

Student will read Ordinary Men: Reserve

Police Battalion 101 and the Final Solution
in Poland and add to complete annotation
guide in Google Docs.

Week 3: Objectives:

Student will read Ordinary Men: Reserve

Police Battalion 101 and the Final Solution
in Poland and add to complete annotation
guide in Google Docs.

Students will compare excerpts from If you

Survive, Number the Stars, and In the
Shadow of Great Times to the anchor text
in order to be exposed to different
perspectives.

Students will complete a two page RAFT

speech based on Ordinary Men: Reserve
Police Battalion 101 and the Final Solution
in Poland.

Students will complete the interdisciplinary

argumentative essay and project.