Exemplar Lesson 01: Causes of World War II Exemplar Lesson 02: The Home Front State Resources: Project Share Resources: https://www.epsilen.com RATIONALE: This unit bundles student expectations that address the beginning of World War II, the attack on Pearl Harbor, Japanese internment and the war s impact on the home front. Prior to this unit, students learned about the economic devastation of the Great Depression and the leadership of President Roosevelt. There are several standards that address World War II and due to the split of the semester, it was decided to split the World War II Unit into two parts. This unit addresses the rise of dictatorships in Europe and the United States relationship with Great Britain. The attack on Pearl Harbor and Executive Order 9066 is also discussed in this unit. This unit also addresses how the United States handles the increased demands on the home front once the war commences. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: Students have the misconception that the atomic bombs were dropped immediately after Pearl Harbor was attacked. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Create an annotated map illustrating the territorial expansion by Germany and Italy in Europe and by Japan in Asia as of 1941. Include an explanation for U.S. involvement in World War II. (US.7A; US.12B; US.31A) 1C You have just learned that there has been an attack on Pearl Harbor. Write or create a visual presentation describing five to seven ways in which you and your family will contribute to the war effort. Include an evaluation of Franklin D. Roosevelt s leadership and reaction towards the surprise attack. (US.7B, US.7G; US.17A; US.30A) 5G Conflict Expansionism Nationalism Militarism Contributions Patriotism Nations resolve conflicts through the use of aggression, compromise, cooperation, or change. Responsible citizens make sacrifices for the good of their homeland. 2012, TESCCC 06/01/12 page 1 of 7
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Totalitarianism a form of government in which the ruler is an absolute dictator Neutrality the state of remaining independent and not forming political alliances with other countries Mobilization act of assembling and putting into readiness for war US.2 US.2A History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to: Identify the major characteristics that define an historical era. Identify MAJOR CHARACTERISTICS THAT DEFINE AN HISTORICAL ERA US.2B US.2C Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. An era of history having a distinctive feature Political, social or economic commonality Considered to be relative chronology rather than absolute chronology Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT America s Reaction to World at War Totalitarianism Alliances Pearl Harbor Internment Home front (volunteerism, victory gardens and war bonds) Mobilization Apply ABSOLUTE CHRONOLOGY Significant individuals, events & time periods Absolute chronology exact date RELATIVE CHRONOLOGY Significant individuals, events & time periods Relative chronology general time period or era 2012, TESCCC 06/01/12 page 2 of 7
US.2D Explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama). Explain SIGNIFICANCE OF DATES AS TURNING POINTS 1939-1945: World War II US.7 US.7A History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to: Identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor. Identify REASONS FOR U.S. INVOLVEMENT IN WORLD WAR II US.7B Evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry's rapid mobilization for the war effort. Dictatorships and their aggression: Nazism in Germany under Adolph Hitler (1933) Fascism in Italy under Benito Mussolini (1922) Communism (Stalinism) in the Soviet Union under Joseph Stalin (1928) (also in Spain, Poland, and most of eastern Europe) German expansion into Austria, Czechoslovakia and, finally, Poland (1939) bring Europe into a second world war. Japan: Japan embarks on a campaign of expansion into Manchuria and China (1930s) Attack on Pearl Harbor: December 7, 1941, a date which will live in infamy (President Roosevelt) A result of economic sanctions hindering their expansion campaign, Japan attacks the US at Pearl Harbor Evaluate DOMESTIC AND INTERNATIONAL LEADERSHIP OF FRANKLIN D. ROOSEVELT AND HARRY TRUMAN DURING WORLD WAR II Franklin Roosevelt Domestic (industry s rapid mobilization) Due to the Lend Lease program, American industry began converting America's industrial base to produce armaments and other war material rather than civilian goods, mobilization increased after 1941 when the U.S. declared war on the Axis powers International (relationship with allies) Roosevelt s relationship with Winston Churchill led to the Lend Lease Act which allowed the U.S. to support Britain s war effort before the U.S. entered the war US.7C Analyze the function of the U.S. Office of War Information. Analyze 2012, TESCCC 06/01/12 page 3 of 7
FUNCTION OF THE U.S. OFFICE OF WAR INFORMATION US.7D Analyze major issues of World War II, including the Holocaust; the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons. Created to coordinate all propaganda for domestic and abroad Promoted patriotism Warned of spies Recruited women for war-related work Released the news about the war Analyze MAJOR ISSUES OF WORLD WAR II Including, but not limited to The internment of German, Italian, and Japanese Americans an internment camp is a large detention center created for political opponents, enemy aliens, or other groups of people, usually during a war. During WWII, many German, Italian and Japanese Americans were sent to internment camps. Executive Order 9066 President Franklin Roosevelt authorizes the relocation of Japanese in America (many went to internment camps); specific land was designated as military zone US.7G Explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including high levels of military enlistment; volunteerism; the purchase of war bonds; Victory Gardens; the bravery and contributions of the Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers; and opportunities and obstacles for women and ethnic minorities. Explain 12 Geography. The student understands the impact of geographic factors on major events. The student is expected to: US.12B Identify and explain reasons for changes in political boundaries Identify, Explain HOME FRONT AND HOW AMERICAN PATRIOTISM INSPIRED EXCEPTIONAL ACTIONS BY CITIZENS AND MILITARY PERSONNEL High levels of military enlistment numbers rose dramatically after the United States entered the war (1940: 348,683; 1941: 1,094,781; 1942: 3,030,40 source: National Archives) Volunteerism volunteerism was an essential part of life on the home front. Americans made bandages, knitted socks, collected books, and enrolled in the Red Cross, Victory Corps, and Civilian Defense organizations to support the troops abroad. The purchase of war bonds the government sold war bonds and stamps to provide funds for the war. Victory Gardens as part of the war effort, the government rationed foods like sugar, butter, milk, cheese, eggs, coffee, meat, and canned goods. Labor and transportation shortages made it hard to harvest and move fruits and vegetables to market. So, the government turned to its citizens and encouraged them to plant "Victory Gardens." They wanted individuals to provide their own fruits and vegetables. Opportunities for women and ethnic minorities as husbands and fathers, sons and brothers shipped out to fight in Europe and the Pacific, millions of women and minorities were able to work in factories, offices, and military bases in roles traditionally reserved for non-minority men in peacetime. Obstacles for women and ethnic minorities when the war ended, many women and minorities found it difficult to find or keep their jobs because of the millions of non-minority men that re-entered the work force. 2012, TESCCC 06/01/12 page 4 of 7
such as those resulting from statehood and international conflicts. 17 Economics. The student understands the economic effects of World War II and the Cold War. The student is expected to: US.17A Describe the economic effects of World War II on the home front such as the end of the Great Depression, rationing, and increased opportunity for women and minority employment. REASONS FOR CHANGES IN POLITICAL BOUNDARIES Dictatorships and their aggression: German expansion into Austria, Czechoslovakia and, finally, Poland (1939) bring Europe into a second world war. Japan: Japan embarks on a campaign of expansion into Manchuria and China (1930s) Describe ECONOMIC EFFECTS OF WORLD WAR II ON THE HOME FRONT End of the Great Depression WW II marked the end of the Great Depression as we transitioned into a wartime economy. Rationing many items were controlled by the government for use in the war effort: gas, tires, scrap metal, nylon, food stuff, etc.; Ration Cards Female employment as millions of men were put into uniform, women entered the workforce to replace them as workers Rosie the Riveter ; women also went into the military through the Women s Army Corps (WACS) and the Women Accepted for Volunteer Emergency Service (WAVES) and other organizations. Halting production of non-essential items, such as cars, and shifting of African American workers to West and North. WW II brought economic prosperity and affluence to U.S., but greatly increased the national debt. Western migration; growth of suburbs; population movement to the Sun Belt US.24 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: US.24A Describe qualities of effective leadership. Describe QUALITIES OF EFFECTIVE LEADERSHIP US.26 Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: Honesty Fairness A sense of justice Responsibility Willingness to confer with subject matter experts Decision-making skills 2012, TESCCC 06/01/12 page 5 of 7
US.26F Discuss the importance of congressional Medal of Honor recipients, including individuals of all races and genders such as Vernon J. Baker, Alvin York, and Roy Benavidez. Discuss IMPORTANCE OF CONGRESSIONAL MEDAL OF HONOR RECIPIENTS US.30 US.30A US.31 US.31A Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Create written, oral, and visual presentations of social studies information. Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: Create thematic maps, graphs, and charts representing various aspects of the United States. Vernon J. Baker (World War II) he fought in Italy, earned a Purple Heart, a Bronze Star, and the Distinguished Service Cross. In 1996, more than fifty years after the assault on Castle Aghinolfi, he received a telephone call from a man working on a federal grant to reevaluate the heroism of African Americans in World War II. It was during this phone call he learned he was to be awarded the Medal of Honor. He is the only living African American World War II veteran to earn the Medal of Honor. Create WRITTEN, ORAL AND VISUAL PRESENTATIONS Create THEMATIC MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES REPRESENTING VARIOUS ASPECTS OF THE UNITED STATES Urbanization Patterns of settlement Immigration charts and graphs Urbanization Environmental impacts SE# US.29 US.29A US.29B US.29C US.29D US.29E US.29F US.29G Social Studies Skills TEKS: Use appropriate social studies skills to support instruction. Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: Use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions. Understand how historians interpret the past (historiography) and how their interpretations of history may change over time. Use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence Evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context. Identify bias in written, oral, and visual material. Identify and support with historical evidence a point of view on a social studies issue or event. 2012, TESCCC 06/01/12 page 6 of 7
US.29H US.30 US.30A US.30B US.30C US.31 US.31A US.31B US.32 US.32A US.32B Use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons. Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Create written, oral, and visual presentations of social studies information. Use correct social studies terminology to explain historical concepts. Use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate. Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: Create thematic maps, graphs, and charts representing various aspects of the United States. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases. Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 ELPS# C(1) 1C C(5) 5G Subsection C: Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. 2012, TESCCC 06/01/12 page 7 of 7