Understanding by Design Unit: World War II

Designed by: Shiloh Francis

Course/Grade: United States History (9
th
Grade)

Lesson Title: World War II
Length of the Unit: 1 month
Concepts: Empathy, Historical Perspective and Understanding
Gaudellis Framework: World Governance/Human Rights
Stage 1 Desired Results
ESTABLISHED GOALS
From Hawaii Content Performance
Standards (HCPS III)
Standard 2: Historical Understanding:
INQUIRY, EMPATHY AND PERSPECTIVE-
Use the tools and methods of inquiry,
perspective, and empathy to explain
historical events with multiple
interpretations and judge the past on its
own terms

Standard 3: History: UNITED STATES
HISTORY-Understand important
historical events during the 20th
century
SS.10.3.16-Analyze the causes of the
bombing of Pearl Harbor
SS.10.3.17-Analyze the effects of the bombing
Transfer
Students will be able to independently use their learning to
1. Make connections to then and now (analysis) and here and there
2. Respect the diversity of others and their culture (set of signs by which members
of a given society recognize) and develop empathy
3. Understand multiple perspectives
4. Take action by seeking ways to help others develop empathy and reflect

Meaning
UNDERSTANDINGS
Students will understand that
1) Causes of the bombing of Pearl
Harbor- Japan's military expansion
into Asia and America's efforts to
halt its aggression (e.g., trade
embargoes)
2) The bombing of Pearl Harbor led to
America's entry into WW II and the
ESSENTIAL QUESTIONS
1) Why do countries go to war? Why did the
United States stay neutral when they knew
about atrocities in Nanking, China (Rape of
Nanking) and the Holocaust?
2) What were the causes of the bombing of
Pearl Harbor? (Why was the League of Nations
unsuccessful?)
3) How and Why were Americans rights
of Pearl Harbor
SS.10.3.18-Explain the turning points in
the European and Pacific theaters of
World War II
SS.10.3.19-Describe how domestic
policies were affected by United States
involvement in World War II

Common Core-
9-10.W.9 (Research to Build and Present
Knowledge) Draw evidence from literary
or informational texts to support analysis,
reflection, and research.

internment of Japanese Americans
and Martial Law in Hawaii
3) The Battle of Midway and the D-
Day Invasion were major turning
points of World War II.
4) Mobilization for the war changed
America's labor force (e.g., women
in the workforce, role of African
Americans in the military, and
Japanese Americans entering the
war (442
nd
/100
th
/Military
Intelligence Service).
5) Thousands of lives were
lost/effected after the dropping of
the Atomic bombs on Hiroshima
and Nagasaki
6) The Development of the United
Nations

violated with internment of Japanese
Americans and Martial Law in Hawaii
4) What were major turning points in WWII?
5) How did Americas mobilize for war and
how did this change Americas workforce
(effect women, African Americans, and
Japanese Americans)?
6) How were lives of others in Japan affected
by the US decision to drop the atomic bomb?
7) What is the role of the United Nations then
and now?

Acquisition
Students will know
1) The causes of the bombing of
Pearl Harbor
2) The Effects of the bombing of Pearl
Harbor
3) The turning points in the European
and Pacific theaters of World War
II
4) Domestic policies were affected by
United States involvement in World
War II
5) The justification and consequences
of dropping the Atomic bombs on
Japan
6) The role of the United Nations in
the world as a result of WWII
Students will be skilled at
1)Analyzing causes and effects of the bombing
of Pearl Harbor
2) Drawing evidence from multiple texts about
the internment of Japanese Americans and
Martial Law and cite specific evidence of rights
violated.
3) Analyzing the turning points in WWII
4) Recognizing the effects of mobilization on
women, African Americans, and Japanese
Americans.
5) Interpreting primary source documents,
graphs, charts relating the to consequences of
the atomic bomb then and now
6) Research the role of United Nations today
on a issue facing the world and conduct a
Mini-UN summit in class.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence

1) List the causes of WWII, identify human
rights atrocities occurring before the US
entered WWII, conduct a Structured
Academic Controversy to answer the focus
question, Should the US stay neutral?,
present argument on a Forum Board




2) Students will develop empathy and
understanding of US violation of human rights
at home, a grading rubric will be used with the
following criteria- historically accurate, use of
textual evidence from primary and secondary
sources, use of conventions.



3) Empathy and perspective, completed
graphic organizer.





4. Tanka/Haiku poem will be graded using a
rubric with criteria on accuracy (based on info
from one of the events studies) and correct
TRANSFER TASK(S):
1) Would You Stay Neutral? Students will take notes after reading primary & secondary
source documents about Hitlers rise to power (effects of the Treaty of Versailles),
Fascism Italy, and growth of Japans military power. They will then read passages from
the book Rape of Nanking and look at American political cartoons about the
Holocaust/US Neutrality before the US entered WWII. In groups of 4, students will
complete a SAC Structured Academic Controversy to answer the question- Should the
US stay neutral? (present tense used so students can have historical empathy for what
was happening Then) They will come to a consensus to answer the question and
share reasons to the class by adding their argument on the forum board.

2) Thank You Letter/card with artwork to a Nisei-Veteran- (to be presented at the 100
th

Battalion Clubhouse to surviving Nisei Veterans) Students will read primary and
secondary sources (and listen to the song Kenji) related to Japanese internment and
about the Nisei Soldiers experience. Students will refer to the Universal Declaration of
Human Rights http://www.un.org/en/documents/udhr/ to identify rights that the US
violated against Japanese Americans. They will then use their textual evidence to write
a thank you letter to a Japanese American soldier and present their letter to veterans
on their fieldtrip to the 100
th
Battalion clubhouse.

3) Fighting for Rights at Home and Abroad- Students will complete a document based
analysis packet in groups of 3-4 by analyzing documents (primary and secondary
sources) about the experience of women (Rosie the Riveter during war, expectations to
return home after the war) and African American (ex. Double V Campaign) during
WWII. Students will complete a graphic organizer to show how each group was treated
before, during, and after the war.

4) 1,000 Paper Cranes- Students will read tanka poems from survivors of the atomic bomb
from and Yoshida Shinkos Outcry from the Inferno: Atomic Bomb Tanka Anthology
and The Story of Sadako (Atomic bomb survivor) with the childrens book, Trusting the
use of genre. Students Peace Declaration
will be checked before it is folded into a crane
for the 1,000 cranes symbol of peace.
Historical empathy, understanding and culture
(cranes, poetry format) will be addressed as
well as current issues with the Fukushima
radiation.




5. Each student develops an open-ended
inquiry question related to content, Students
follow note-taking format for a Socratic
Seminar and participates at least once in the
discussion (teacher will keep track by
observation). Each students participates in the
agreed upon take action step that was
agreed upon by each class and the class will
make a display board to present at lunch and
display in the library

Paper Cranes by Nakamura Satomi. They will analyze data (graphs and charts) about
the bombings of Hiroshima and Nagasaki then and now. They will look at data
about nuclear weapons and nuclear sites today including disaster at Chernobyl and
Fukushima. They will write their own tanka or haiku poem about one of these events.
We will create a Reflections of Nuclear Weapons banner including all students
poems and display this in the library. The Japanese class will then teach each of my
students to make paper cranes. Together, we will make 1,000 cranes and assemble
them to present at the USS Arizona Memorial on our fieldtrip as a symbol of peace. On
one of the origami papers before folding it, students will write a sentence about why
there is a need for peace today.

5) Mini-UN Summit- Students take notes about the history of the United Nations
formation after WWII and their current role in keeping world peace. They will use their
previous knowledge of nuclear proliferation and effects from the previous lesson to
develop an inquiry question. As a class they will vote on which question to discuss in
their summit and lead a Socratic Seminar to address this question. At the conclusion
of the summit they will choose how they will proceed to Take Action and as a class
take roles on completing this task. For example, the class may decide that each
classmate must get 10 signatures on a petition to ask the US to pursue other countries
sign the Nuclear Non-Proliferation Treaty or write a letter to the legislature. Each class
will them make a poster display of how the class project and then present at lunch and
display in the library.

OTHER EVIDENCE:
1) Discussion/consensus building skills
2) Group work
3) Perspective
4) Historical Empathy & Understanding
5) Knowledge of Human Rights
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
Procedure:
Day 1: Comparing WWI and WWII Venn diagram (connection to previous content and remind students of effects of Treaty of Versailles in
Hilters rise to power and Japan dropping out of the League of Nations)
Day 2: Close Reading and Primary Source Analysis: The Rape of Nanking reading and question guide, analysis of political cartoons related
to US neutrality (Dr. Seuss cartoon)
Day 3: Structured Academic Controvery (SAC) . In groups of 4, students will complete a SAC Structured Academic Controversy to answer
the question- Should the US stay neutral? They will come to a consensus to answer the question and share reasons to the class by adding
their argument on the forum board using a post-it note to explain their group consensus to answer the focus question.
Day 4: Introduction to Causes of US entering WWII with the attack on Pearl Harbor, students will take notes on DVD, Pearl Harbor: The
Eyewitness Story
Day 5: Japanese Internment: primary source group analysis Students read primary and secondary sources (and listen to the song Kenji by
Fort Minor http://www.youtube.com/watch?v=pUBKcOZjX6g) related to Japanese internment and about the AJA (American of Japanese
Ancestry) experience. Students will refer to the Universal Declaration of Human Rights http://www.un.org/en/documents/udhr/ to
identify rights that the US violated against Japanese Americans.
Day 6: Thank you letter/card to a Nisei-Veteran (Nisei means 2
nd
generation Japanese American) after reading about their experience
(students will choose to either write to a soldier from the 100
th
, 442
nd
, or Military intelligence Service)
Day 7: War on the Home front: Analyze of Disney animation propaganda short films from DVD, Walt Disney Treasures: On the Frontlines
(also found online at http://www.youtube.com/playlist?list=PLC1AED7B241B7B0C7 )
Day 8: Primary source analysis- Racism at Home and Abroad (see description above)
Day 9: Timeline graphic organizer assignment on Turning Points in WWII and VE and VJ Day
Day 10-11: Reflections on Nuclear Weapons: Creating Tanka/Haiku Poems-Journal about tanka poems from Yoshida Shinkos Outcry from
the Inferno: Atomic Bomb Tanka Anthology, read the story of Sadako (Atomic bomb survivor) childrens book, Trusting the Paper Cranes
by Nakamura Satomi. Students will be presented with data/graphs/charts about Hiroshima & Nagasaki, nuclear weapon proliferation and
nuclear sites today as well as information about disaster at Chernobyl and Fukushima. Students will them write their own haiku or tanka
poem (students will choose the style and have a format to follow) about one of these events. They will post their poem and a related picture
(either drawn, printed, or collaged) onto the Reflections on Nuclear Weapons banner, which will be displayed in the library.
Day 12: 1,000 Paper Cranes-The Japanese language class students will come in to teach students how to make origami cranes (which in
Japanese culture represent a special wish). After learning how to make the cranes, students of both classes (approx 300 students) will
donate at least 3-4 cranes each (which should total approx 1,000 cranes). Before folding one of the cranes they create, each student will
write their wish for world peace and why this wish is relevant today. We will piece together the cranes to present at the USS Arizona
Memorial.
Day 13: Pearl Harbor Memorial & 100
th
Battalion Clubhouse fieldtrip: Students will complete a Scavenger Hunt of integrated notes (with
questions related to Health, Science, Math, and English. For example: Science: what is the environmental impact of oil still leaking from the
USS Arizona? Health: How were Hawaii residents/soldiers effected physically and mentally after the attack on Pearl Harbor? Math: What
percentage of 100
th
Battalion members returned home? Students will present the 1,000 origami cranes to the Park Ranger at the USS
Arizona memorial site and a student representative of the 150 students on the fieldtrip with explain the symbolism of our wish for world
peace. Students will them visit the 100
th
Battalion Clubhouse and meet a few Nisei-veterans and tour the site. They will present their letters
to surviving veterans.
Day 14-15: Mini-United Nations Summit & Socratic Seminar (see description above)
Day 16: Take Action based on the discussion and agreed upon take action piece, each of the 5 classes will decide how they will present and
display their take action piece (ex: create a blog, wiki, documentary, display to put on campus, or other multi-media presentation, letter to
legislator) Each student will be assessed on their involvement in the class take action piece based on a rubric/checklist created by each
class to fit their unique project.
Day 17: Final Common Assessment Exam and Self-Reflection: Students will take the final common assessment and complete a self-
reflection component on how this unit impacted their global competencies: empathy, perspective, historical understanding, cultural
awareness, and knowledge of human rights.