World War II

UNIT PLAN DESCRIPTION

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10.8 Students analyze the causes and consequences of World War II.

1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.

2. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.

3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.

4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.

6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.

10.9 Students analyze the international developments in the post–World War II world.

1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.

2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.

3. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.

4. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.

5. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.

6. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.

Assignments & Extra Credit

Day 1

To lay the foundation of what happened between the World Wars...

Interactive map of the Middle East and results of World War 1

(Monday Night)..Posted on Google Classroom

Chapter 14 Section #1 Outline (Monday Night) .....Posted on Google Classroom

World War I European Interactive site

(Tuesday Night)..Posted on Google Classroom

CHAPTER 14 From Appeasement to War

Objective:

students will be able to:

-Analyze the threat to world peace posed by dictators in the 1930's and how the Western democracies responded.

-Describe how the Spanish Civil War was a “dress rehearsal” for World War II.

-Summarize the ways in which continuing Nazi aggression led Europe to war.

Rationale:

The aftermath of World War I with its winners and losers sets the stage for totalitarians to raise among the rubble of defeated countries. 5 powerful men emerge from the social and political situation and transform the way government and power operate in a society. These separate developments continue to grow in power and influence and each begins to stake its claim to regain the losses of WWI. These actions sets the stage for WWII

Evidence:

Being able to list the various policies and actions taken by certain countries and the response to those actions will demonstrate that students can track the various precursors to WWII

Essential Question -Appeasement, what is it, does it ever work

Journal Entry: Does Appeasement ever work??

These will be our first assignments in Chapter 14....

#1 Munich Pact Agreement - (Google Classroom)

Appeasement Cartoon (Google Classroom)

Both of these will be for tomorrow...

This is the main presentation used to start the WWII Unit

Day 2

CHAPTER 14 From Appeasement to War

Objective: - students will be able to:

-Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.

-Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.

-Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.

-Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

Rationale: - In the aftermath of World War I Totalitarian regimes grew from the rubble. The emergence of Mussolini, Hitler, Stalin, and Tojo would forever change the post-war landscape and put the world on a path to repeat the atrocities of the first World War but with superior weaponry and a more ruthless approach. Understanding the conditions which led to this rise is important, and can provide students a measuring stick in which to evaluate current political conflicts around the globe.

Evidence: - Being able to list the conditions for the totalitarian rise, the effects of various totalitarian leaders on their countries, and the response of allied powers will give students a clear understanding of what caused World War II

Essential Question -Appeasement, what is it, does it ever work

Journal Entry: Is appeasement a sign of weakness?

3 Edpuzzle Videos for background understanding

Edpuzzle Camel's Nose video

Treaty of Versailles Part 1

Treaty of Versailles Part 2

Questions - Edpuzzle Treaty of Versailles Part 1 & part 2 Question sheet on

For Tuesday:

Appeasement Section:

(Normally) You would be placed in partnerships based on the number of your seat. The odd number is partnered with the even number above them (i.e 1 is partnered with 2, 3 is partnered with 4, etc). You will be provided two sets of primary docs to review (odd number does A and B, Even number does C,D,E). Once you have finished the docs and written your hypothesis, each person will compare their hypothesis to see if there is an agreement or not. If agreed, identify what factors/reasons you agree on, if disagreement, identify what factors/reasons you disagree

(seeing we are in Covid 19 lockdown, simply select one or the other section to answer)

(On Google Classroom)

Guiding Questions A and B

Guiding Questions C, D, & E

Part 2 of Appeasement Section -(On Google Classroom)

Munich Pact Agreement

Munich Pact Questions

Appeasement Cartoon

CHAPTER OUTLINES

Chapter 14 Section #2 Outline - Due Wednesday Night (4/1)

(Google Classroom)

Chapter 14 Sectional Presentation

The Sectional Summaries are to be used as resources to assist with understanding the material

Section #1 summary presentation

Section #2 summary presentation

Section #3 summary presentation

Section #4 summary presentation

Section #5 summary presentation

Day 3

DAY 3

CHAPTER 14 From Appeasement to War

Objective:

students will be able to:

Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.

-Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.

-Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.

-Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

Rationale:

In the aftermath of World War I Totalitarian regimes grew from the rubble. The emergence of Mussolini, Hitler, Stalin, and Tojo would forever change the post-war landscape and put the world on a path to repeat the atrocities of the First World War but with superior weaponry and a more ruthless approach. Understanding the conditions which led to this rise is important, and can provide students a measuring stick in which to evaluate current political conflicts around the globe.

Evidence:

Being able to list the conditions for the totalitarian rise, the effects of various totalitarian leaders on their countries, and the response of allied powers will give students a clear understanding of what caused World War II

___________________________________________________________________________________________

Essential Question -Appeasement, what is it, does it ever work

Journal Entry:

#2 - What were the 5 “appeasement” reasons listed that prevented Germany from being stopped or discouraged

Student Outline of appeasement presentation - Google Classroom

2 Short Videos about German Invasion - Both on Edpuzzle

Germans march into Austria

Germans march into Sudetenland

Part 3 of Appeasement Section

a short Video of Chamberlin's "Munich agreement" - Edpuzzle

CHAPTER OUTLINES

Chapter 14 Section #3 Outline - Due Sunday Night (4/5)

Section #3 PDF

DAY 4

CHAPTER 14 From Appeasement to War

Objective:

students will be able to:

-Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.

-Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.

-Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.

-Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

-Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.

-Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.

-Analyze the threat to world peace posed by dictators in the 1930's and how the Western democracies responded.

-Summarize the ways in which continuing Nazi aggression led Europe to war.

Rationale:

In the aftermath of World War I Totalitarian regimes grew from the rubble. The emergence of Mussolini, Hitler, Stalin, and Tojo would forever change the post-war landscape and put the world on a path to repeat the atrocities of the first World War but with superior weaponry and a more ruthless approach. Understanding the conditions which led to this rise is important, and can provide students a measuring stick in which to evaluate current political conflicts around the globe.

Evidence:

Being able to list the conditions for the totalitarian rise, the effects of various totalitarian leaders on their countries, and the response of allied powers will give students a clear understanding of what caused World War II

_______________________________________________________________________________________

Essential Question -Appeasement, what is it, does it ever work

Journal Entry: #4 - What was the Lend-Lease Act in March 1941?, How does this contradict the Neutrality Acts?

4 Stages of the Holocaust (Google classroom)

Student questions sheet- (Google classroom)

Armchair Historian Bombing of Pearl Harbor

Armchair - Pearl harbor (Google Classroom)

Norden Bombsite Video - Malcolm Gladwell at TED....the mathematical thing operated by a person that made the bombs hit their targets (Google Classroom)

Chapter 14 Section #4 Outline - Due WEDNESDAY Night (4/8) (its only 4 pages)

Chapter 14 Sectional Presentation

The Sectional Summaries are to be used as resources to assist with understanding the material

Section #1 summary presentation

Section #2 summary presentation

Section #3 summary presentation

Section #4 summary presentation

Section #5 summary presentation

DAY 5

CHAPTER 14 From Appeasement to War

Today we will pick-up where we left off yesterday, as Monday's are short days

Essential Question -Appeasement, what is it, does it ever work

Journal Entry: #5 - (A) What was the Miracle at Dunkirk, and what effect did it have on British morale?

(B) What was Hitler’s “New Order” who did he think was inferior and who was superior?

This day will be used to finish the items we didn't finish Monday

4 Stages of the Holocaust (Google classroom)

Student questions sheet- (Google classroom)

Armchair Historian Bombing of Pearl Harbor

Armchair - Pearl harbor (Google Classroom)

Norden Bombsite Video - Malcolm Gladwell at TED....the mathematical thing operated by a person that made the bombs hit their targets (Google Classroom)

Chapter 14 Section #4 Outline - Due WEDNESDAY Night (4/8) (its only 4 pages)