Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
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LU Title: "Heil, Heil The Gangs All Here" |
Author(s): Ann Colby |
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Grade Level: 8 |
School Address: St. Patrick's School |
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Subject Area: Social Studies |
School Phone/Fax: (315) 788-3935 |
CONTENT KNOWLEDGE
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Declarative |
Procedural |
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Identify New Breed of Tyrants |
List the strengths and weaknesses of the new breed of tyrants |
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Identify the Aggressor Countries of 1935-1945 |
Label map with countries of the new breed of tyrants |
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Explain the cause and effect of foreign countries actions in the foreign policy of the United States |
List the aggressor countries |
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Identify Isolationism |
Label map of Europe with the newly acquired countries by the aggressor {Germany} |
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Identify key industrialist and other Nazis sympathizers |
Label map of Far East with the newly acquired areas by the aggressor {Japan} |
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Identify xenophobia |
Write a paragraph on how those people who were overrun survived |
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Identify the military tactics the Germans took against the Russians |
Create a Timeline |
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Identify the military tactics the Japanese took against the Americans in the Philippines Identify the Bataan Death March |
Write a brief essay: If you were put into a concentration camp in the Unite States for being Catholic, how would you react? |
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Explain the similarities between the German and Japanese tactics deployed against their enemy |
Create a Political Cartoon- depicting the actions the Japanese took in the battles of Guadalacanal and the Bataan Death March |
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Identify military operations against the Germans throughout Africa and Italy |
Chart on an African map and an Italian map the military campaigns used by the allies through North Africa, Sicily, and Italy |
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Identify the different landings and fronts for the success of Operation Overload; D-Day |
Create an illustration of D-Day |
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Define Island Hopping |
Label map of the Pacific Rim |
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Define Kamikaze |
List the reasons why President Truman used the atomic bomb over the decision to invade Japan |
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Explain how the military tactics used by the Japanese were extremely costly to both sides in the Pacific campaign |
Essay: Write an essay explaining why President Truman dropped the atomic bomb instead of trying to invade Japan |
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Identify the key elements of the Yalta Conference and the Potsdam Conference |
List ideas that come to mind when brainstorming about the holocaust |
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Define "Manhattan Project" |
Write and record a radio broadcast reporting the horrors they witnessed as a war correspondent while liberating the concentration camp |
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Define Holocaust |
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Identify the concentration camps and the techniques used by the Germans to exterminate 12 million people |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Students will brainstorm a list of ideas about World War II. Students will then view a multimedia presentation of the images of World War II. After the presentation the students will discuss what they viewed. Students will then write an essay answering the question: Imagine yourself , at the age of 14, in the throes of war. How would you have survived those images?
Connection to State Learning Standards
Content Area: N.Y.S. Social Studies Standard # 2- World History
Level: Intermediate, Grade 8
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Benchmarks:2 Establishing time frames, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations |
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Benchmarks:3 Study of the major social, political, cultural and religious development in world history involves learning about the important roles and contributions of individuals and groups |
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Standard: 2 World History students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in world history and examine the broad sweep of history from a variety of perspectives |
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Benchmark4 : The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time |
Unit Theme:"Heil, Heil, The Gangs All Here"
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Standard: 3 Geography - Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global- including the distribution of people, places and environments over the earth's surface |
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Benchmarks: 1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical setting (including natural resources, human systems, environments and society, and the use of geography |
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Benchmarks: 2 Important ideas, social and cultural values, beliefs and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. |
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Benchmarks: 4The skills of historical analysis include the ability to: explain the significance of historical evidence, weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. |
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Standard: 1 History of United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York |
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Standard: 2 Information Systems: |
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Benchmarks: 1 Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning |
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Benchmarks:2 Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. |
Learning Experiences
Declarative Knowledge
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What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
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Day 1: Associate the feelings of those who encountered these horrific images |
Day 1:View computer presentation Text pg. 735-737 |
Day 1: KWL Technique Brainstorm |
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Day 2: Identify New Breed of Tyrant |
Day 2:Map Handout Text pg. 739-741 |
Day 2:Teacher led discussion Note taking Label Map |
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Day 3 & 4: Identify the Aggressor Countries of 1935 - 45 |
Day 3& 4: Text pg. 742-744 Video: "Rape of Nanking" Map handouts
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Day 3&4:Brainstorm Note Taking View Video Teacher-led discussion Write a paragraph describing what these people must have endured to survive those attacks |
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Day 5: Explain the cause and effect of foreign countries actions on the foreign policy of the United States Identify Isolationism |
Day 5: Text pg. 744-746 View video excerpt-"Tora, Tora, Tora" View video excerpt-"Two crusades; FDR's address to Congress" Create a Timeline |
Day 5: Brainstorm Note-taking Teacher led discussion Create a Timeline Write a paragraph on how these events awoke a sleeping giant |
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Day 6: Identify key industrialists and world leaders who sided with the Nazis. Identify Xenophobia |
Day 6: Oral brainstorming Text pg. 747-751 Create a political cartoon |
Day 6: Oral Brainstorming |
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Day 7: Identify the military tactics the Germans took against the Russians. Identify the military tactics the Japanese took against the Americans in the Philippines. Identify the Bataan Death March Explain the similarities between the German and Japanese tactics deployed against their enemy. |
Day 7: Text pg. 753-754 Create a political cartoon showing the tactics used by the Japanese in the Philippines, Guadalacanal and the Bataan Death March |
Day 7: Teacher led discussion Note taking Create a Political Cartoon Oral Brainstorming Note taking Write a brief essay: If you were put into a concentration camp in the U.S. for being Catholic. How would |
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Day 8: Identify military operations against the Germans throughout Africa and Italy. |
Day 8: Text pg. 753-755 Atlas Map Handout |
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Day 9: Identify |
Describe what will be done.
Day 1: Students will list everything that comes to their mind about WWII. Then the class will brainstorm a group list of ideas about WWII.
Students will view a multimedia presentation of the images of WWII. After viewing the presentation the students will write an essay on the question:
Imagine yourself, at age 14, in the throes of war. How would you have survived those images?
Students will be introduced to the New Leaders throughout the world of 1935 - 1945.
Through a teacher led discussion the class will formulate the strengths and weaknesses of these new rulers.
Students will label a map with the countries the new tyrant's control.
Students will brainstorm how they would feel and react if some other country overthrew them.
Students will take notes on the information needed to understand who was attacking and who was suffering.
Learning Experiences
Procedural Knowledge
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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
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List the strengths and weaknesses of tyrants Label map with countries of the new breed of tyrants List the Aggressor counties Label map of Europe with the newly acquired countries by the aggressor {Germany} Label map of Far East with newly acquired areas by the aggressor {Japan} Write a paragraph on how those people who were overrun survived Create a Timeline Write a paragraph on how these events awoke a sleeping giant Create a political cartoon Write a brief essay: If you were put into a concentration camp in the U.S. for being Catholic how would you react? Create a political cartoon: showing the tactics used by the Japanese and Germans against their enemies Chart on an African map and an Italian map the military campaigns the allies used through North Africa, Sicily and Italy Create an illustration of D-Day Label map of Pacific Rim List the reasons why President Truman used the atomic bomb over the decision to invade Japan Essay: Write an essay explaining why President Truman dropped the atomic bomb instead of trying to invade Japan |
Group Brainstorming Note Taking Map Note Taking & Teacher led discussion Map Note Taking Map Graphic Organizer Computer generated timeline List the methods used by the Japanese against the United States Review notes on what is needed to draw a political cartoon Students will write a rough draft and then have a peer tutor assist them in editing Critique previous political cartoons for effectiveness before proceeding to the actual work Map View Video of D-Day Map Group Brainstorming Note Taking Review Notes Graphic organizer Oral Brainstorming Think/write/share |
Write brief essay on how the images they viewed affected them List the images of WW II in notebook Students will take notes on information and then group brainstorm Students will label world map of the countries the new tyrants control Students will take notes on the aggressor countries and those they have overrun Students will label map of Europe with the newly acquired land by the Germans Students will label map of Far East with the newly acquired land by the Japanese Student will complete the graphic organizer and then write a one paragraph summary on how those people who were overrun survived Students will create a timeline Students will complete the list and then write a paragraph summary on how these Japanese awoke a sleeping giant Students will develop, and draw their political cartoon |
Rubric:
Essay Criteria
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Use of Data |
Plan of Organization |
Development of Ideas |
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6 |
Always uses accurate and relevant data |
Always demonstrates a logical and coherent plan of organization |
Always develops ideas fully and clearly, using appropriate examples, reasons, details, explanatory and or generalization |
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5 |
Consistently uses accurate and relevant data |
Consistently demonstrates a logical and coherent plan of organization |
Consistently develops ideas fully, using appropriate examples, reasons, details explanations and generalizations |
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4 |
Uses mostly accurate and relevant data |
Develops the assigned topic using a general plan of organization |
Demonstrates satisfactory development and expression of ideas through adequate use of support materials |
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3 |
Mixes accurate and inaccurate , relevant and irrelevant data |
Addresses the assigned topic, but demonstrates weakness in organization and may include digression |
Demonstrates weakness in the development and expression of ideas with little use of support materials |
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2 |
Uses mostly inaccurate and irrelevant data |
Attempts to develop the assigned topic, but demonstrates a profound weakness in organization and may include several digressions |
Demonstrates profound weakness in the development and expression of ideas with little use of support materials |
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1 |
Uses almost no accurate or relevant data |
Minimally addresses the assigned topic but lacks a plan of organization |
Does not use support materials in the development or expression of ideas |
Timeline Rubric
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Criteria |
Quality 5 4 3 |
Needs Work 2 1 |
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Meets Requirements of assignment
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Is Easy to Read and Understand
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Quality 5 4 3 |
Needs Work 2 1 |
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Content is Appropriate
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5 4 3 |
2 1 |
Guidebook Rubric
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Score Point 4 |
Score Point 3 |
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Score Point 2 |
Score Point 1 |
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