Eci 430435 Unitplan

Thematic Unit Plan - World Change and Instability
World Change and Instability

Thematic Unit Plan focusing on the changes after World War I and the events of the second
World War.
Jennifer Iwerks
ECI 430/435
Crystal Simmons and Clarice Moran
Fall 2014
Part I: The Unit Title and Preface
A. Introduction/Context for Learning:

I have spent the past semester at Carnage Magnet Middle School by downtown
Raleigh, North Carolina. I will be student teaching in a seventh grade Social Studies class
there starting in January. Carnage is a sixth through eighth middle school in a suburban
setting. As a magnet school, Carnage has a Academically Gifted program, with separate
classes for their qualifying AG students. This school relies heavily on the pacing and
curriculum guide from CMAPP online, so I will be using it in my student teaching and it
served as a background for this unit plan on the interwar period and WWII. Since this unit
occurs after the first World War and follows through the continued tragedy of the
Holocaust and the second World War, I chose the theme of instability to reflect the constant
changes people were experiencing during this time.
My Cooperating Teacher has been teaching for 25 years; 15 of which have been at
Carnage Magnet Middle School. She is thoroughly enjoys working at Carnage and is very
knowledgable about all the resources available at the school. She is also flexible and easy to
work with, but very supportive and willing to assist me in the best possible ways. All the
courses that I will be student teaching with her are considered AG classes.
There are eight periods during each school day, and every class is 43 minutes long.
Since these are such short classes, I plan to have about 40 minutes of work time with the
students. My CTs usual schedule with the students is to have them come in and start
working on a short warm up before the bell rings. They get a couple more minutes on the
warm up after the bell rings, then they either share their warm ups with the students
around them or volunteers share out in class. Instruction time has included powerpoint
lectures, close readings, guided readings, educational videos, and projects when I have
observed. There seems to be a good mix of activities, which is something I considered when
planning this unit. Students have an Interactive Notebook that they are to keep all their
notes, worksheets, and graphic organizers in. I also considered this in my unit. I will be
teaching five social studies classes in the spring, all of which are about 30 students, leaving
me teaching about 150 students everyday.
This Academically Gifted Seventh Grade Social Studies class covers the time of major
discovery and exploration (cerca 1300s) to the present time with a global perspective. This
is a year long course that occurs during the 43 minute periods every day. Since all my
classes are AG, I have planned my unit to be more challenging and rigorous. The pace is
relatively quick, considering the material that I have to cover in only two weeks. However, I
believe these students will be ready to learn. From my observations, the students in my
classes are well behaved and come to class each day with their work completed, so I do not
anticipate having much trouble with students keeping up with this unit pace.
There is not a specific textbook for my classes, however my CT does have three
older textbook sets in the room that can be used for reference. World Culture and
Geography: Eastern Hemisphere, McDougal Littell, 2003; North Carolina: A Proud State in
Our Nation, McDougal Littell, 2003; and Eastern World: Africa, Asia, and Australia, Holt,
Rinehart, and Winston, 2008 are all available for my use in the classroom. There are also a

few classroom computers, a smart board, world maps, novels, and online resources such as
videos, primary source documents, and educational websites that I will utilize in my
student teaching.
The particular class I will be working with for my edTPA project is my second
period class. There are 30 students that range from 12 to 13 years old. The class is about
half girls and half boys, and a large majority Asian-American with a few white students.
Most students are middle to high socioeconomic status. This is the only class that has a
student with a documented IEP, which allows the student extended time, graphic
organizers, preferential seating, word processor, marks in book. Most of these will not
apply to my unit plan; however, I am prepared to make needed modification where they
apply. As mentioned before the whole class is Academically Gifted, and the unit is prepared
with this information in; to challenge students to look deeper and learn about this time
period in history on another level.
B. Organizing Principle/Theme: Change and Instability
This unit will look at the time between World War I and World War II and the events of
World War II from the perspective of the world. For this reason, my theme will be changes
and instability. During this time period there were many rapid changes all over the world:
in the economy, government structures, racial treatment, religious treatment, and everyday
life. The Great Depression brought the world to a low point economically, and the World
War I recovery efforts brought many countries to ruins trying to cope with losing citizens,
land, and resources. Between the economic depression and the war recovery struggles
several countries turned to dictators, including Italy and the Soviet Union. Germanys
desperate state led to the power of the corrupt and the discrimination and mass genocide
of Jews, Roma Gypsies, and Jehovahs Witnesses. These changes created great instability for
people all over the world. All middle school students are going through instability, some
more than others. Adolescents are going through developmental and school changes
quickly. Middle school itself is rapid instability; just a few short years between the older
children that enter from elementary school and the young teenagers that head off to high
school. All these changes are coming at students like speeding bullets with little time for
them to stop and understand what is happening, similar to the people living through the
interwar period and World War I. By studying these historical event from the relatable
perspective of uncontrollable changes, students will be able to connect with the material
and be more engaged in learning.
C. Primary Subject Matter Focus/The Content Focus: Interwar Period and WWII
The title of this unit is the Interwar Period and WWII, which is representative of the focus.
Since 7th grade social studies has a more global view, these events (interwar recovery,

Great Depression, and World War II) will look at effects not just the United States, but in
other parts of the world as well. The World Wars were the most involved wars in history
and caused enormous changes in many societal elements. These changes are important to
teach so students learn about the affects of war and the factors that have influenced our
current society. By looking at the interwar period, the problems caused by the recovery
efforts, and the influence these efforts has on causation of World War II, students will see
how solutions can backfire. The Holocaust and the Japanese Internment Camps that took
place during the war demonstrate the mistreatment, discrimination, and horrors that can
occur when blame is placed on a people group.
D.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Organizing Questions:
How does war change peoples lives, both during and in the aftermath?
What do people do to survive an economic depression?
What does peace among countries look like?
How might you as an individual promote peace?
What impact can world events such as the Great Depression and World War II have
on individuals like you and others in different counties?
In the face of crisis, why do societies want a strong leader?
How does propaganda work to influence people?
What contributed to individuals accepting did Hitlers final solution?
How do we see these events shaping todays society?
E. Goals:
Students will be able to
Understand the causes of the Great Depression
Understand the connection between WWI and WWII
Debate the use of nuclear warfare in WWII
Realize the power people can gain in crisis times
Realize the horrors of the Holocaust and develop empathy for tragic events.
Understand the connections and impact of international relations
See the impact of this time in history on todays society
F. General Unit Objectives:
Cognitive
1. Compare world events, such as WWI and WWII, to one another.
2. Analyze the effectiveness of world organizations, such as the League of
Nations, Nazi Germany, and United Nations.
3. Interpret events from various perspectives, such as from Germans and other
Europeans, Jews, Americans, women, and men.
Affective

4. Respond to historic events of tragedy, such as the Holocaust, Japanese
Internment Camps, and the Atomic bombings.
5. Participate in discussions on the effectiveness of government decisions on
war or other times of crisis.
6. Relate to war and discrimination victims.
Performance
7. Demonstrate understanding of material through a final project.
8. Perform or present original work related to the units content.
9. Create original ideas on the days content.
Common Core: Social Studies
1. CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support
analysis of primary and secondary sources.
2. CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases
as they are used in a text, including vocabulary specific to domains related to
history/social studies.
3. CCSS.ELA-LITERACY.RH.6-8.6: Identify aspects of a text that reveal an
author's point of view or purpose (e.g., loaded language, inclusion or
avoidance of particular facts).
4. CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other information in print and
digital texts.
5. CCSS.ELA-LITERACY.RH.6-8.8: Distinguish among fact, opinion, and reasoned
judgment in a text.
6. CCSS.ELA-LITERACY.RH.6-8.9: Analyze the relationship between a primary
and secondary source on the same topic.
Essential Standards: Social Studies

1. 7.H.1: Use historical thinking to analyze various modern societies.
a. Clarifying Objective 1: Construct charts, graphs, and historical
narratives to explain particular events or issues over time.
b. Clarifying Objective 2: Summarize the literal meaning of historical
documents in order to establish context.
c. Clarifying Objective 3: Use primary and secondary sources to
interpret various historical perspectives.
2. 7.H.2: Understand the implications of global interactions.

a. Clarifying Objective 1: Analyze the effects of social, economic, military
and political conflict among nations, regions, and groups (e.g. war,
genocide, imperialism and colonization).
b. Clarifying Objective 2: Evaluate the effectiveness of cooperative
efforts and consensus building among nations, regions, and groups
(e.g. Humanitarian efforts, United Nations, World Health Organization,
Non Governmental Organizations, European Union and Organization
of American States).
3. 7.C&G.1: Understand the development of government in modern societies
and regions.
a. Clarifying Objective 1: Summarize the ideas that have shaped political
thought in various societies and regions (e.g. Enlightenment and
Scientific Revolution, democracy, communism and socialism).
b. Clarifying Objective 4: Compare the sources of power and
governmental authority in various societies (e.g. monarchs, dictators,
elected officials, anti-governmental groups and religious, political
factions).
4. 7.C.1: Understand how cultural values influence relationships between
individuals, groups and political entities in modern societies and regions.
a. Clarifying Objective 1: Explain how culture unites and divides modern
societies and regions (e.g. enslavement of various peoples, caste
system, religious conflict and Social Darwinism).
G. Possible Unit Materials and Supplementary Texts:
(* denotes materials and texts that will definitely be used)
a. Primary Source Documents:
- Eye-witness accounts of the Japan bombings
- The Diary of a Young Girl
b. Texts:
- Thousand Paper Cranes novel
- Number the Stars novel
c. Musical Resources: (youtube video links and song name)
d. Video Clips:
- Newscasts on Pearl Harbor
- Movie Clips from Pearl Harbor
- Movie Clips from Schindlers List
e. Pictures:
f. Websites:
g. Technology:
h. Physical Resources:

-
*Concentration Camp stations

*Worksheets
Guided Notes
*Graphic Organizers
Maps
Picture Powerpoints
H. Possible Activities/Instructional Strategies:

(* denotes an activity that will definitely be used)
a. *Mini-lectures: League of Nations, The Great Depression causes, government
changes in Europe, Hitlers Jewish blame, WWII beginning
b. *Stations around the room about aspects of Holocaust/concentration camps
c. Internet video on the Great Depression
d. *Graphic organizers on the Great Depression recovery plans
e. Graphic organizers on WWI recovery plans
f. Debate on the nuclear bombings
g. *Jigsaw on WWI recovery or The Great Depression recovery
h. *Timeline on WWII
i. Looking at maps on the war
j. Mini Literature circles some how? - on short stories or short literature
k. Some Interactive game to experience the Great Depression?
l. Students get photos of the Great Depression to research and present
m. *Journaling
n. Exit Tickets
o. *Reading primary source documents
I. Unit Map/Narrative Overview:
Day 1: Introduction to the theme of instability and change
Warm-up: Journal topic on board [5 minutes]
Students will journal about a time when they have experienced
instability or change.How did they handle the situation? Were they
scared or nervous or excited? Were others in the same situation or did
they feel alone?
Then we would discuss the warm-up in pairs briefly, and I will share a
time of instability in my life with the class.
Bridge:
Periods of instability are difficult, but something that everyone goes
through, and in particular the time around World War II was
particularly unstable for people. By considering the changes people
went through and looking at ways people tried to cope with the
instability, we can relate to the experiences of the Great Depression

and World War II better.
Minilecture on League of Nations and War Recovery: [15 minutes]
I will then have a minilecture on the League of Nations and its role in
attempting to prevent war and aid in the reconstruction after WWI.
This lecture will focus on what the League of Nations was meant to do
(prevent future war) and how it failed. It will briefly show the Treaty
of Versailles and how war recovery caused some nations (namely
Germany) to flounder. http://www.lessonpaths.com/learn/i/whatstarted-world-war-ii/world-war-two-main-causes
Activity: Great Depression Jigsaw activity. [20 minutes]
Students will be divided into groups, and have texts to look at the
Great Depression.
The groups will be: October 29, 1929, Causes of the Depression, Class
Relations Before the Depression; Germany's Postwar Debt and The
Collapse of German Banks; Postwar Recovery in Britain; France's
Prosperity and France After the Crash of '29; Demonstrations,
Protests, and Strikes in Britain; Civil Unrest in Germany; Election
Campaigns and Political Consolidation, The Rise of the Nazi Party in
Germany
Students will read the text for their topic and fill out their section of
the graphic organizer. They will work together in their group to be
ready to present their material to people from the other groups.
Conclusion: Briefly review the war recovery efforts and how they failed.
Homework: Review notes from todays lecture.
Day 2: The Great Depression

Warm-up: Question on board [5 minutes]
Students will have the prompt Write one change you would have
made to the Treaty of Versailles to make it more effective to answer
in their notebooks.
Students can share their answers with the person next to them, then I
will ask for a few volunteers to share their answers with the class.
Bridge:
We have demonstrated the Treaty of Versailles and the League of
Nations were ineffective in preventing future wars, and we will
continue today to look at causes of WWII.
Activity: Great Depression Jigsaw continued [20 minutes]
If they need a few more minutes in their groups to learn about their
topic, that will be given, then students will be mixed up so that their is
one person from each topic in a group (ex: topics are 1-6, so each
group should now have a student from topics 1-6).
In their groups, each student will be given a couple minutes to share
their information. Students will fill in the rest of their graphic
organizers from the information they learn in the groups.
From the jigsaw activity, we will briefly discuss the dictator rising and
government changes that were seen as a result of the end of WWI and
the Great Depression.
Activity: Curriculet Reading Preparation [10 minutes]
Students will have a reading on Hitlers Final Solution on curriculet
for homework. Students will not have used this website before, so I
will do a demonstration in class. If there is time, there will be a
practice activity that students can do in groups on the classroom
computers.
http://www.ushmm.org/outreach/en/article.php?ModuleId=100077
12
Conclusion: Unit Project Instructions [5 minutes]
Students will receive instructions on their final project for this unit.
They will be given multiple projects to choose from that focus on
various aspects of the unit. They will be told that while they will have
class time to work on these projects, they should be prepared to do
some work at home as well. By getting the instructions early, they
have no excuse to not choose a project early and beginning planning
for it.
Homework: Students will have a reading on Hitlers Final Solution on
curriculet. Students will be able to highlight/annotate the reading to pull out
the main ideas and ask questions. I will have checkpoint questions through
the reading. This will help students be prepared for tomorrows lesson.
Daily Homework: Work on Unit Project
Day 3: The Holocaust in Germany

Warm Up: Reading from textbook [5 minutes]
Students will read a short section on the Holocaust in their textbooks.
They will be asked to think about the two different readings they have
now done on the Holocaust. They will share their ideas in class briefly.
Bridge:
We have seen how Hitler saw the Holocaust and how the world
actually views the Holocaust through readings. Clearly the Holocaust
was a devastatingly depressing event, how could anyone stand by and
let this happen?

Activity: Paideia on how Hitlers plan for the Holocaust was accepted. [25
minutes]
The class will be divided into two. The desks will be arranged in an
inner circle and an outer circle, and only the outer circle will be
talking out loud. They will be discussing how Hitlers ideas became
accepted in Germany.
We will use backchannelchat.com for the students that are on the
outside of the padeia to keep track of their ideas for the discussion,
and halfway through we will switch so that all students are discussing
out loud at some point.
If students need prompts or guidance (they get rowdy) the instructor
should step in, but other than that this is student lead.
I will grade students on the paideia based on their participation. I will
have a system on the board that tells students if they give opinions or
answer someones question, they get one check mark, if they ask a
question they get two check mark, and if they reference the reading
they will get three check marks. Students will need to get five check
marks during the paideia to receive full credit.
Conclusion: [10 minutes]
I will tell students they did a great job in the paideia and recap briefly
that the Holocaust was a difficult event because my Germans felt
trapped in poverty and despair and were looking for any way out.
When Hitler came on the scene, he was a strong German war veteran
with a (ridiculous) possible solution. Desperate people clung to any
way out.
With remaining time, students will be brainstorming for their Unit
Projects. I will walk around to see what projects students are leaning
towards and discussing needed materials with students.
Homework: Reflect on the paideia and the Holocaust in their Interactive
Notebooks. Their prompt question will be Briefly write about how the
Germans felt after the war recovery of WWI and how that led to Hitlers rise
in power. This will be spot-checked in class tomorrow.
Day 4: Concentration Camps
Warm Up: No warm-up. [3 minutes]
Student will have their reflection homework out for me to check
around the room quickly.
Bridge:

Now that we understand how the Holocaust happened, we want to
look at what the Holocaust entailed.
Activity: Concentration Camps Stations [30 minutes]
These stations will represent different elements of the concentration
camps and have photographs, maps, reading excerpts, videos, etc.
There will be six different stations, and students will be divided up
into six different groups to make moving from station to station
easier.
They will go around the room, similar to a gallery walk, to experience
the different stations. Students will have worksheets to complete as
they walk around to be graded for completion and handed back to use
as notes for future projects.
Students will have ten minutes at each station, and if they finish the
station before there will be extension activities to do.
Students will go through three stations on the first day.
Students will spend the remainder of class reflecting and journaling
about what they saw, heard, or read about in the stations they visited.
Homework: Review notes from the day.
Day 5: Concentration Camps Continued

Warm Up: No warm-up. [3 minutes]
Student will have their reflection homework out for me to check
around the room quickly.
Activity: Concentration Camps Stations [30 minutes]
These stations will represent different elements of the concentration
camps and have photographs, maps, reading excerpts, videos, etc.
There will be six different stations, and students will be divided up
into six different groups to make moving from station to station
easier.
They will go around the room, similar to a gallery walk, to experience
the different stations. Students will have worksheets to complete as
they walk around to be graded for completion and handed back to use
as notes for future projects.
Students will have ten minutes at each station, and if they finish the
station before there will be extension activities to do.
Students will go through three stations on the first day.

Students will spend the remainder of class reflecting and journaling
about what they saw, heard, or read about in the stations they visited.
Homework: Review notes from the day.
Day 6: World War II
Warm Up: Response question on the board [5 minutes]
What part of the 2-day Concentration Camp Stations had the biggest
impact on you? Why?
Volunteers will be able to share their answers to the warm up in class.
Bridge:
The Holocaust is only one section of the Second World War. The
death and destruction that took place inside these camps happened in
other ways across Europe, Asia, and parts of America during the war
to make this the most deadly war in the worlds history. Today we
want to look at how the war progressed and the countries that were
involved in the fighting.
Activity: Class Timeline on World War II [20 minutes]
Students will be in groups and do research on their given area of the
war: major battles, start and end dates, when countries joined the
war, bombings, invasions, and countries leaving the war.
Students will be given handouts with their topic to research and
websites to use. They will be in charge of determining what events
from that research deserve to go on our class timeline. Students will
be given about 15 minutes to do this research and choose their events.
http://www.ushmm.org/wlc/en/article.php?ModuleId=10007306
Once groups have their events ready, each group will present their
events to the class, then we will add them to a class timeline that
students can access online.
Work Time: Unit Projects [12 minutes]
Students will be given time to work on their unit projects. I will be
circulating around the room to answer questions, offer assistance, and
hear about student progress through their projects.
I will ask students to share what was the most surprising events to
them on the timeline.
Day 7: Japanese-Americans in the War and Atomic Bombings
Warm Up: Response question on board [5 minutes]
Write one event from the class timeline NOT from your group.
Students will share these with the person sitting next to them.
Bridge: [5 minutes]
I will show students posters calling for Japanese Americans to turn
themselves in and have students give reactions to the posters. Then
the teacher will reveal that the reading from the previous day was
actually about the Japanese Internments Camps, not the
Concentration Camps in Europe.
Information: Minilecture [15 minutes]
Students will have a mini lecture on the Internment Camps giving a
little more factual information about the conditions of the camps, why
the camps existed, and what life was like for Japanese Americans after
the war.
There will be information on the atomic bombs and the end of the war
in this lecture as well.
At the end of the lecture, there will be a primary source (written or
oral) of an eyewitness account of the atomic bombings.
Day 8: Unit Project Work Day

How did the atomic bombs help end the Second World War?
For students that are finished with their Unit Projects or finish them
with time left in class, there will be reading selections to start on
based on the unit topic.
Daily Homework: Work on Unit Project - remind students that all projects are
due tomorrow!
Day 9: Presentations and Performances
What was the most challenging part of the Unit Project?
Unit Projects will be due today. [35 minutes]

Students that are presenting or performing will give their
presentations/performances today, while other written projects will
be turned in. Everything must be completed by class time today.
Students that are NOT performing will have stickie notes, and they
will write something positive about each students performance.
Conclusion:
Bring students back together as a class and congratulate them on a job
well done.
Homework: None
Day 10: Gallery Walkthrough
What was the most challenging part of the Unit Project?
Unit Projects will be due today. [35 minutes]
Students that had a written project will have their work displayed
around the room. This will be set up similar to a science fair: students
will have the opportunity to stand by their work and explain it to
other students as they walk through.
Students that have presented already (therefore are NOT showing
work in the gallery walkthrough) will have stickie notes, and they will
write something positive about each students performance.
Conclusion:
Bring students back together as a class and congratulate them on a job
well done.
Homework: None - the unit is complete!
Part II: The Daily Lesson Plans

Day 1 Lesson Plan:
Unit: World Change and Instability
Lesson: Introduction to theme of instability and change
Context: Students will have just finished up a unit on WWI. This lesson will begin the new
unit entitled World Change and Instability, which focuses on the interwar period and
WWII. This lesson will give students an introduction to the theme of instability and change
that will highlight this unit. It will also get students on the right track with the content of
this unit. By discussing students own experiences with changes, students become more
connected with the material and events of this time. A short lecture will give students the
background information students need to jump into their jigsaw activity on the Great
Depression. Because of the large impact these events had on the world, they are very
important for students to learn about.
Plan Number: 1 of 10
Common Core Standards:
CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary
and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
Objectives:
Students will be able to
Cognitive:
1. Compare world events, such as WWI and WWII, to one another.
1.1 Learn about the Great Depression across the world.
2. Analyze the effectiveness of world organizations, such as the League of
Nations, Nazi Germany, and United Nations.
2.1 Explore the recovery efforts put in place by the League of Nations.
Affective:
5.1 Discuss the effectiveness of government interventions on the Great
Depression.
Performance:

8.1 Present information on the Great Depression.
9.1 Determine the ideas on the Great Depression.
Materials and Technology Requirements:
Students' Interactive Notebooks
Presentation - emaze
Computer
Readings on the Great Depression
Graphic Organizer
Procedure:
1. Warm-up: Journal topic on board [5 minutes]
a. Students will journal about a time when they have experienced instability or
change.How did they handle the situation? Were they scared or nervous or
excited? Were others in the same situation or did they feel alone?
b. Then we would discuss the warm-up in pairs briefly, and I will share a time
of instability in my life with the class.
2. Bridge:
a. Periods of instability are difficult, but something that everyone goes
through, and in particular the time around World War II was particularly
unstable for people. By considering the changes people went through and
looking at ways people tried to cope with the instability, we can relate to the
experiences of the Great Depression and World War II better.
3. Minilecture on League of Nations and War Recovery: [15 minutes]
a. I will then have a minilecture on the League of Nations and its role in
attempting to prevent war and aid in the reconstruction after WWI. This
lecture will focus on what the League of Nations was meant to do (prevent
future war) and how it failed. It will briefly show the Treaty of Versailles and
how war recovery caused some nations (namely Germany) to flounder.
4. Activity: Great Depression Jigsaw activity. [20 minutes]
a. Students will be divided into groups, and have short texts to read on the
Great Depression.
b. The groups will be: October 29, 1929, Causes of the Depression, Class
Relations Before the Depression; Germany's Postwar Debt and The Collapse
of German Banks; Postwar Recovery in Britain; France's Prosperity and
France After the Crash of '29; Demonstrations, Protests, and Strikes in
Britain; Civil Unrest in Germany; Election Campaigns and Political
Consolidation, The Rise of the Nazi Party in Germany

c. Students will read the text for their topic and fill out their section of the
graphic organizer. They will work together in their group to be ready to
present their material to people from the other groups.
5. Conclusion: Come together and briefly review lecture
a. Ask students what the downfall of the League of Nations was.
b. Ask students how they see the Great Depression affecting both the League of
Nations and the war recovery efforts in Germany.
For Homework:
Students should review their notes from the lecture and the jigsaw activity.
Evaluation:
I will walk around during the jigsaw and listen to groups to see how they doing with the
reading and the Great Depression. We will also have a review at the end of class of the
information from the lecture, so students can demonstrate their understand there as well.
Accommodations: My IEP students accommodations are met with the graphic organizer
that is given to the class. I will also allow this student to write on reading if the student
needs to.
References:
lecture on the league of nations http://www.lessonpaths.com/learn/i/what-started-worldwar-ii/world-war-two-main-causes
image: http://marxistcom.gofardesign.netdnacdn.com/images/stories/history/treaty_of_versailles_3.jpg
image: https://s3.amazonaws.com/static.history.state.gov/milestones/versailles-treaty.jpg
image: http://mtviewmirror.com/wp-content/uploads/treaty-of-versailles.jpg
image: http://3.bp.blogspot.com/2E52aVIo4C0/TygG_iNJGCI/AAAAAAAAAQM/ow9knoPYOfI/s1600/Screen+Shot+201201-31+at+7.51.24+PM.png
image: http://marxistcom.gofardesign.netdnacdn.com/images/stories/history/treaty_of_versailles_7.jpg
image: http://betweenwars.wikispaces.com/file/view/ww2-cartoons-illingworth001.jpeg/307700266/368x286/ww2-cartoons-illingworth-001.jpeg
Reading for the Jigsaw Activity:
http://www.dhr.history.vt.edu/modules/eu/mod04_depression/context.html
Appendix of Materials Needed:

Presentation for minilecture: http://app.emaze.com/1262140/league-of-nations
Slides with notes for lecture below:
Slide 1: 1919 brought the end of WWI and a meeting of England, Italy, France, and the
United States to determine Germany's war debit.
- Woodrow Wilson (US): 14 point plan for European peace.
- Georges Clemenceau (France): wanted revenge on Germany so they would never start
another war.
- Lloyd George (England): personally agreed with Wilson, British people however wanted
revenge.
Slide Two: This led to the Treaty of Versailles

War Guilt Clause - Germany should accept the blame for starting World War One
Reparations - Germany had to pay 6,600 million pounds for the damage caused by
the war

Disarmament - Germany was only allowed to have a small army and six naval ships.
No tanks, no air force and no submarines were allowed. The Rhineland area was to
be demilitarized.
Territorial Clauses - Land was taken away from Germany and given to other
countries. Anschluss (union with Austria) was forbidden.
Slide 3/4: Germany believed this treaty was too harsh. It struggled to pay the reparations
because the German people were poor, jobs were scarce, and the cost of food and other
goods was high. There was a very low satisfaction rate among the German people, leading
them to search for any leader that promised better days.
Slide 5: In addition to creating the Treaty of Versailles, 1919 saw the League of Nations, in
order to keep peace and stop wars. The idea behind the League was that when countries
had a dispute, there would be negotiations or trade isolation before war. While the League
of Nations was good in theory, it didn't succeed in actuality.
Slide 6: Four Reasons the League failed:

- Some countries didn't join - the United States backed out with new political control,
Germany was not allowed, Russia was refused membership because of fear of communism
spreading. Other countries joined and later left the League for various reasons.
- Lack of power - The big idea behind the League of Nations was trade restrictions, but with
some nations not a member of the League, it didn't matter to restrict trade. The Great
Depression made many countries unwilling to refuse trade with others.
- No army - Members were supported to give arms to the League, however countries
wouldn't supply troops and risk having their home country being attacked.
- Slow moving - The League only had four yearly meetings, and a requirement of a
unanimous decision to act meant that emergency meetings must be called to help countries
in need.
Examples of the League failing: Japan in 1931 was hit hard by the depression and invaded
Manchuria in China. When China appealed to the League of Nations for assistance, Japan
ignored the call to desist. The depression was affecting the world, so when countries were
asked to stop trading with Japan, they refused. Japan left the League of Nations.
Italy in 1935 decided to invaded Abyssinia. Restricting trade with Italy would not have had
much of an effect because there were non-members of the League of Nations to trade with,
namely the United States. The League had no power to stop Italy.
Group 1:
October 29, 1929
The stock market crash of October 1929 led directly to the Great Depression in Europe. When stocks
plummeted on the New York Stock Exchange, the world noticed immediately. Although financial leaders in
England, as in the United States, vastly underestimated the extent of the crisis that would ensue, it soon
became clear that the world's economies were more interconnected then ever. The effects of the disruption to
the global system of financing, trade, and production and the subsequent meltdown of the American economy
were soon felt throughout Europe.
Causes of the Depression

In his memoirs, President Herbert Hoover tried to explain the Depression's impact on the United States by
blaming the aftermath of the European war a decade earlier and the financial crisis that beset European
banks in 1931. While historians still debate the precise causes of the Depression, most now agree that the
economic crisis began in the United States and then moved to Europe and the rest of the world. According to
Dietmar Rothermund's study of the global impact of the economic crisis, "all major factors contributing to the
depression can be traced back to the United States of America." Both domestically and internationally,
however, the crash of '29 built upon, exacerbated, and was compounded by the underlying economic
weaknesses of the preceding decade. This section will provide necessary background information by
exploring the ways in which national economies around the world were intimately connected, how the stock
market crash in the United States triggered the European crisis, and how such connections shaped lives,
societies, and political systems in Europe and elsewhere.
Class Relations Before the Depression

To appreciate the significance of the Depression, one must understand how it impacted social and economic
conditions within distinct societies. While European economies during the 1920s experienced unemployment
and the subsequent deprivation, hunger, and despair, much remained invisible to the general public. Leftleaning political parties had tried for decades to expose the effects of economic exploitation, yet the political
shifts of the 1920s combined to make such conditions less apparent than they had been before the war.
Socialist parties, attempting to gain a new respectability, were reluctant to draw attention to the class divide,
while Communists remained more interested in staging confrontations than in uncovering the daily lives of
the working class. Moreover, to the middle and upper classes, the lives of the poor were either invisible or
frightening. The Depression would transform many societies by making visible the unemployment, distress,
and despair already there.
Group 2:
Germany's Postwar Debt
With the onset of the Depression, both the hopes of peaceful class reconciliation and the willful ignorance of
working-class desperation came to an end. Deprivation was evident everywhere, and conflict, rather than
compromise, between classes appeared inevitable. In Germany, the Depression struck an already weakened
economy barely beginning to recover from the combined effects of wartime destruction and postwar
reparations. The Weimar government was deeply in debt, yet it tried to maintain high levels of
unemployment benefits to forestall growing dissatisfaction among the lower classes. As unemployment grew,
and even before the onset of the Depression, the government resisted pressure to cut payments. Under the
terms of the Dawes plan, American banks loaned money to the German government, which used the loans to
pay reparations to the French and British governments, which in turn used the money to pay war debts to
American banks. The high interest rates sustained by the Dawes plan made Germany an attractive debtor for
American banks, and, for several years, considerable money flowed from the American financial sector into
Germany. In the words of historian Dietmar Rothermund, the plan was a "precarious solution," since
everything depended on the continuous flow of American capital. The German government's debt to the
victorious powers shifted towards American bankers, who, under the auspices of the Dawes plan, assumed
the debt along with the dangers of default. Already by 1928, American banks had ceased to make loans under
the Dawes plan. Germany, however, still had to service its American loans in addition to making reparations
payments.
The Collapse of German Banks

The German government's initial response to the crash of '29, and the subsequent withdrawal of American
capital by retrenchment, involved cutting public services to preserve solvency. The traumatic experience of
extreme inflation in the early 1920s caused the government to respond to the crisis by decreasing, rather
than increasing, public expenditure, which in turn worsened the economic conditions. Declining productivity,
mass unemployment, and business failures ensued. When the Reichstag obstructed Chancellor Bruning's
effort to maintain such a policy, Bruning resorted to the use of emergency powers granted by the President to
implement measures so unpopular they earned him the moniker, "Hunger Chancellor." The collapse of
German banks in 1931 marked the start of a downward spiral into depression. In 1932, Germany defaulted on
its reparations; two years later, Britain and France defaulted on their own war debts, which were owed
primarily to the United States.
Group 3:
Postwar Recovery in Britain
In Britain, significant economic problems persisted throughout the 1920s. The First World War cost Britain
many of its positions of relative economic advantage: shipping never recovered from the losses of submarine
warfare and the advances of competing nations; foreign investment declined as global capital increasingly
moved to the United States; American banks displaced English banks as the main lenders to other European
nations; coal production declined in the face of European competition, especially from French-occupied
coalfields lost by Germany; and manufacturing suffered from the loss of European and colonial markets.
Unemployment in Britain remained high throughout the 1920s, reaching 2 million in 1921 and then
remaining at more than a million for the rest of the decade. The government, meanwhile, made financial
security its priority. Domestic spending remained low relative to other European countries, as the
government allowed private businesses to set their own policies on wages, hours, and conditions. The
government remained committed to keeping the British pound on the gold standard, which meant that British
exports were sold at inflated prices that made them less competitive with goods from other producers. Major
industries, such as coal, steel, and textiles, were protected from foreign competition, which also meant that
they had little incentive to update equipment, rationalize production, or diversify products. A growing wave
of labor unrest had peaked in the 1926 General Strike, but the limited backing for the radical aims of trade
union leadership by the government, big business, and a strong base of middle-class supporters dampened
efforts to effect political change through extra-parliamentary measures. The memory of the General Strike
would become an important factor in the early years of the Depression, as spreading unemployment and
increasing despair led to fears of deepening class conflict and political instability. So-called depressed areas
remained particular sources of chronic unemployment, hunger, and disease. In the words of historian Gordon
Craig, the British economy "continued to stagnate until it was overwhelmed by the world depression."
Group 4:
France's Prosperity
Unlike Great Britain, France's economic situation improved markedly during the 1920s. Because the fighting
of World War I caused so much damage to France's productive capacity, the government was forced to invest
heavily in postwar reconstruction. As a result, French steel, coal, and textile production acquired more
advanced machinery and adopted more effective techniques, which gave France a competitive advantage over
countries that had not been forced to modernize, such as Britain. Postwar political settlements had awarded
to France some of Germany's most productive territories, which also stabilized the French economy. At the
same time, the French government remained deeply in debt, while continuing to demand excessive
reparations payments from Germany. Although the government did gradually implement tax reforms to
spread the burden of payments more evenly across society, the value of the French currency remained high
as the government adhered to the gold standard, and the growth of international tourism poured additional
funds into the French economy. According to Craig, France experienced "years of solid prosperity" in the
period from 1926 to 1932.
France After the Crash of '29

The effects of the Wall Street crash spread across France more gradually. During the first years of the global
economic crisis, France was predominantly affected by a decline in international tourism, by decreased
demand for French luxury goods, and by the wave of protectionism that cut into all international trade. The
contrasting directions pursued by Germany and France led to strikingly different assessments: "Why
Germany Totters," on the one hand, and "Why France Keeps Prosperous," on the other. Yet France could not
remain invulnerable to the more general European and even global crisis. When conditions did worsen,
French society quickly succumbed to the same sense of desperation. The contraction in world trade at the
same time the government maintained the high value of the French currency ensured that exports became
less competitive in a shrinking world market. The combination in turn caused production decreases and the
spread of unemployment. In addition, the French response to the economic crisis was made more difficult by
political conflicts between the major parties, which led to a series of short-lived, ineffective governments and,
ultimately, the attempted overthrow of the government in February 1934.
Group 5:
Demonstrations, Protests, and Strikes in Britain
As indicated above, the governments of France, Britain, and Germany grappled with how to respond to the
social and economic crisis brought on by the Great Depression. In each case, the governments faced
considerable pressure from demonstrations, protests, and strikes taking place in the streets. In Britain,
increasing economic distress led to waves of protests in 1930 and 1931 organized by a group of militant
activists. During the 1920s, the combination of economic collapse and political radicalism had culminated in
the General Strike of 1926, but divisions among labor leaders and sympathizers and the determination of the
conservative government had caused the strike to fail. Yet public memory of the failed attempt persisted into
the Depression. Labour Party leaders began to seek influence by working through, rather than against, the
established political system. Labor protests still occurred frequently during the Depression, but in more
localized ways. During 1930 and 1931, in particular, unemployed workers went on strike, demonstrated in
public, and otherwise took direct action to call public attention to their plight. Protests often focused on the
so-called Means Test, which the government had instituted in 1931 as a way to limit the amount of
unemployment payments made to individuals and families. For working people, the Means Test seemed an
intrusive and insensitive way to deal with the chronic and relentless deprivation caused by the economic
crisis. The strikes were met forcefully, with police breaking up protests, arresting demonstrators, and
charging them with crimes related to the violation of public order. The protests never approached revolution,
however, since the actions of both protesters and police defined a realm of legitimate public engagement even
in the midst of economic crisis.
Civil Unrest in Germany

In Germany, protests during the early 1930s arose out of a more long-term crisis of legitimacy of the Weimar
system. In particular, the political extremes the Communists on the left, and the National Socialist
Democratic Workers Party (the Nazis) on the right were committed to the overthrow of the democratic
system by any means, including direct action on the streets. With the spread of unemployment, dissatisfaction
with the policies of the Weimar government also intensified. The determination of Bruning's government to
control expenses by cutting back welfare and social services alienated the poor and working classes, while his
dependence on emergency powers convinced many that democratic politics could not handle the growing
crisis. Nationalists played up Germany's vulnerability to the world economic crisis by denouncing, yet again,
the terms of the postwar settlement. Germany's continued debt due to reparations provided yet additional
grounds for linking the weakness of Germany's international position to the growing economic crisis. It was
in this context that a series of strikes and protests occurred across Germany during 1930 and 1931. In
contrast to Britain, however, protests became common among radicals on both the extreme left, which
included Communists, and on the extreme right, led by the Nazis. The government, meanwhile, appeared both

ineffective at controlling the waves of violence and repressive, as it resorted increasingly to the so-called
emergency powers. The street protests and the government response combined to undermine even further
the legitimacy and viability of Weimar democracy.
Group 6:
Election Campaigns and Political Consolidation
In addition to direct action on the streets by, in most cases, more extreme political movements, elections
became an important measure of the impact of the Depression on Europe. Parties on the extreme left, such as
the Communist Party, claimed that the interests of the working class could be served only by revolutionary,
and inevitably violent, overthrow of the existing social, political, and economic order. Socialist parties, such as
the Labour Party in Britain and the Social Democrats in Germany, argued that working-class interests were
better served by working through the political system to promote egalitarian, democratic, and peaceful
policies. To the right of the Socialists stood a variety of parties, such as the Conservatives in Britain and the
Catholic Center Party in Germany, which argued that middle- and upper-class interests were best served by
traditional policies that protected property, maintained order, and promoted changes through the existing
economic system. In addition, a new force of political radicalism emerged on the extreme right arguing for
stronger governments that took direct action to promote national interests for all classes at the expense of
foreign and minority interests. The Nazi Party in Germany was the strongest example of such politics,
although similar movements emerged in Britain and France as well.
The Rise of the Nazi Party in Germany

In Germany, Bruning's decision to call elections to obtain a mandate for his actions proved a grave
miscalculation; the fall 1930 elections returned only a handful of new seats for the parties supporting the
Chancellor, while the extremist parties gained the most seats: twenty-three additional representatives for the
Communists on the left and ninety-five new seats for the Nazis on the right, making the latter the secondlargest party in the German Reichstag, or Parliament. In the election, more than six million Germans voted for
the Nazi party. In subsequent elections, Nazi support continued to grow at the expense of moderate parties
such as the Social Democrats and the Catholic Center Party. By 1932, the Nazi Party had won more than onethird of the seats in the Reichstag and had become the largest single party within the representative body,
with 196 seats compared to 121 seats held by Social Democrats. While Hitler's actual accession to power
occurred through a process of manipulation among the leaders and not through direct elections, the growing
strength of the Nazi party from 1930 to 1932 illustrates how the effects of the Depression shaped the
increasing radicalization of German politics in ways that undermined democratic legitimacy and stability.
The Great Depression
Name: ___________________________
Fill in the main ideas for your group under your box. As you hear from people in each group, fill in
each section with the main ideas.
Day 5 Lesson Plan:

Lesson: Concentration Camps Continued
Context: This is the second of a two-day lesson on the concentration camps in Europe in
WWII. This lesson is designed to help students understand the severe situations that
people were forced to endure in the camps. The stations will include various media of
information, such as video clips, interviews, short excerpts, maps, charts, facts, and primary
source documents. Students will gain a much deeper understanding of what the
concentration camps were like and be able to interact with many different types of literacy.
1. CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of
primary and secondary sources.
2. CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they
are used in a text, including vocabulary specific to domains related to history/social
studies.
3. CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs,
4. CCSS.ELA-LITERACY.RH.6-8.9: Analyze the relationship between a primary and
secondary source on the same topic.
Objectives:
Cognitive:
3.1 Analyze primary sources on the Holocaust.
3.2 Analyze secondary sources on the Holocaust.
Affective:
4.1 Journal on the concentration camps of the Holocaust.
6.1 Understand the life of a concentration camp.
Performance:

9.1 Respond to the events and records of the Holocaust.
Students Interactive Notebooks
Worksheets/Graphic Organizers
Station materials (print outs, readings, interviews, maps)
Computers for the stations
Procedure:
1. Warm Up: No warm-up. [3 minutes]
a. Student will have their reflection homework out for me to check around the
room quickly.
2. Activity: Concentration Camps Stations [30 minutes]
a. These stations will represent different elements of the concentration camps
and have photographs, maps, reading excerpts, videos, etc. There will be six
different stations, and students will be divided up into six different groups to
make moving from station to station easier.
b. They will go around the room, similar to a gallery walk, to experience the
different stations. Students will have worksheets to complete as they walk
around to be graded for completion and handed back to use as notes for
future projects.
c. Students will have ten minutes at each station, and if they finish the station
before there will be extension activities to do.
d. Students will go through three stations on the first day.
3. Conclusion: [5 minutes]
a. Students will spend the remainder of class reflecting and journaling about
what they saw, heard, or read about in the stations they visited.
For Homework: Review notes from the day, Work on unit project
Evaluation: I will look at the reflections that students complete at the end of the station
days to get a feel for how the students are doing and how the material is affecting them. I
will also be walking around the room while students are at the stations to see how they are
doing. If I need to, I can look at the worksheets that students completed to see how they did
with interpreting the material.
Accommodations: My IEP student should not need special accommodations for this
lesson. The class will already receive graphic organizers for their notetaking.
References:

Station One:
Image: http://mtanaka17.blogspot.com/2012/02/nazi-propaganda-analyzing-images.html
Reading: http://www.bbc.co.uk/bitesize/higher/history/nationalism/nazi/revision/5/
Reading: http://www.projetaladin.org/holocaust/en/history-of-the-holocaust-shoah/thenazi-regime.html
Video: http://www.youtube.com/watch?v=05xGuJr5CZk
Station Two:
Reading: http://www.ushmm.org/outreach/en/article.php?ModuleId=10007683
Image:
http://www.ushmm.org/wlc/en/media_ph.php?ModuleId=10005219&MediaId=1565
Narrative:
http://www.ushmm.org/wlc/en/media_oi.php?ModuleId=10005219&MediaId=297
Video:
Station 3:
Reading: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005189
Narrative: http://www.ushmm.org/remember/the-holocaust-survivors-and-victimsresource-center/benjamin-and-vladka-meed-registry-of-holocaust-survivors/behindevery-name-a-story/grossman-family/grossman-familyauschwitz-part-3
Images:
http://www.ushmm.org/wlc/en/gallery.php?ModuleId=10005189&MediaType=PH
Station 4:
Narrative:
http://www.ushmm.org/outreach/en/media_oi.php?ModuleId=10007732&MediaId=1215
Image:
http://www.ushmm.org/outreach/en/gallery.php?ModuleId=10007732&MediaType=PH
Station 5:
Map:
http://www.ushmm.org/outreach/en/media_nm.php?ModuleId=10007734&MediaId=382
Image:
http://www.ushmm.org/outreach/en/media_ph.php?ModuleId=10007734&MediaId=151
0

Image:
6
Image:
4
Oral History:
Station 6:
Narrative:
Station One: Nazi Propaganda and the Holocaust for non-Jews
Nazi Propaganda Poster Behind the Enemy Powers: the Jews

Reading: What this meant for ordinary people
It is easy to think that all Germans were affected by the Nazis in everything they did, but in
practice many were able to continue with everyday life without much change, as long as
they were not among the groups that the Nazis persecuted. They may have been irritated
by the propaganda and censorship that restricted what they could read in newspapers or
see in cinemas or the theatre, but for some there were compensations in Strength Through
Joy, in regular employment or even in lower crime rates - as one historian has said, "if
nothing else, dictatorships make good police".

There was also a good deal of support for the foreign policy that sought to overturn
Versailles - events like the reoccupation of the Rhineland and the Anschluss with Austria
were popular, and seen as evidence that Germany was recovering from the humiliations of
Versailles.
This does not suggest that Nazi Germany was a pleasant place to live - unless of course you
were one of the Nazi elite. There was always an undercurrent of fear, an element of
unpredictability, and for persecuted groups it was a terrible tragedy. But many ordinary
people learned to put these things in the background and to get on with their lives. Only a
few, however, were brave and committed enough to take their resistance beyond
"grumbling" and become active opponents of the Nazis.
Reading: The Nazis and anti-Semitism

Immediately after the Reichtag elections on 5 March 1933, which marked the real beginning
to Hitlers and the Nazis takeover of Germany, Nazi organisations began to unleash their
anger against the Jews. Jews were molested, some even killed, and Jewish businesses were
harassed or destroyed.
The first anti-Semitic initiative was the boycott of Jewish stores in April 1933. This was
followed by a wave of anti-Semitic laws and decrees. More than 2,000 racist laws and
decrees were issued between 1933 and 1945.
The Nazis did not exclusively view the Jews as a religious community, but rather as
belonging to the Semitic race that tried to gain power at the expense of the Aryan race.
The position of the Jews at the centre of both political and economic affairs was perfect for
theories of political conspiracy. It was relatively easy to accuse Jews of being in collusion
with and responsible for communism, capitalism, liberalism, socialism, revolution, etc.
In schools, the Nazi regime put much energy into showing the children why it was necessary
to take action against the Jews. Through anti-Semitic literature, the pupils were
indoctrinated with delusions of the Jews hunger for world dominance, that the Jews were an
inferior and criminal race, and that the Jews were a serious danger to the German people.
According to an official guideline for teaching about the Jewish Question from 1937, the
teaching should ensure that every pupil "...remain an enemy of the Jews for the rest of his
life and raise his children as enemies [of the Jews]."
Faced with increasing hostility, Jews began to emigrate from Germany in large numbers.
Approximately 300,000 of Germanys 500,000 Jews left the country between 1933 and
1941 in 1941 the emigration was halted.
The Nazi ideology
The most coherent effort at presenting the ideological characteristics of Nazism can be
found in Hitlers autobiographical work, Mein Kampf (My Struggle). This book was written
between 1923 and 1924, while Hitler was in prison for participating in the failed Beer Hall
Putsch in Munich. In his book, Hitler presents his inalterable worldview (Weltanschauung),
which after the Nazi takeover became the political-ideological basis of the new regime.

Hitlers Weltanschauung was entirely a system of prejudices that included:
A racist interpretation of world history, where the Aryan race is presented as creating
cultures and the Jewish race as destroying cultures.
A social-Darwinist view of life: the strong survive, the weak perish. This goes for man
as well as for the rest of nature.
A love of anything militaristic: only in war does man show his true abilities.
A belief that Germany can (and should) become a world power.
Fundamental for all these aspects was Hitlers steady belief in the biological and cultural
superiority of the Aryan race. It was consequently a very important part of Hitlers
ideology that the races should not be mixed. He saw the purity of the blood a prerequisite
for the coming greatness of the German people.
Why did the Germans support the Nazi Party and its persecution of the Jews?
According to the historian Saul Friedlnder, the majority of the German population
believed that the Nazi regime would lead Germany out of years of political turmoil. This
belief survived the problems (for instance the bad economy) in the first years of the
regime. A series of successes on the international scene for instance the naval
agreement with Great Britain 1935 strongly reinforced this belief.
The Germans faith in the Nazi regime carried with it a broad acceptance of the Nazis
measures against the Jews. Sympathy with the Jews would have been tantamount to
doubting the policies of Hitler and the regime.
The same applied to the regimes myth of the Volksgemeinschaft. The German national
unity thus explicitly excluded the Jews. To belong to the German people meant accepting
what this exclusion implied, i.e. that the Jews were not a part of Germany and its people.
Extra Time Activity:

Watch this video of interviews of German Soldiers: http://bit.ly/1yhL9Ta
Station Two: Handicapped and Gypsies
Reading: THE MURDER OF THE HANDICAPPED
Wartime, Adolf Hitler suggested, "was the best time for the elimination of the incurably ill."
Many Germans did not want to be reminded of individuals who did not measure up to their
concept of a "master race." The physically and mentally handicapped were viewed as
"useless" to society, a threat to Aryan genetic purity, and, ultimately, unworthy of life. At
the beginning of World War II, individuals who were mentally retarded, physically
handicapped, or mentally ill were targeted for murder in what the Nazis called the "T-4," or
"euthanasia," program.

The "euthanasia" program required the cooperation of many German doctors, who reviewed
the medical files of patients in institutions to determine which handicapped or mentally ill
individuals should be killed. The doctors also supervised the actual killings. Doomed patients
were transferred to six institutions in Germany and Austria, where they were killed in
specially constructed gas chambers. Handicapped infants and small children were also killed
by injection with a deadly dose of drugs or by starvation. The bodies of the victims were
burned in large ovens called crematoria.
Despite public protests in 1941, the Nazi leadership continued this program in secret
throughout the war. About 200,000 handicapped people were murdered between 1940 and
1945.
The T-4 program became the model for the mass murder of Jews, Roma (Gypsies), and
others in camps equipped with gas chambers that the Nazis would open in 1941 and 1942.
The program also served as a training ground for SS members who manned these camps.
Photograph:
Gypsies lined up for roll call at a camp
Personal Narrative: CEIJA STOJKA

Born: 1933, Kraubath bei Knittelfeld, Austria
Ceija was the fifth of six children born to Roman Catholic Gypsy parents. The Stojka's family
wagon traveled with a caravan that spent winters in the Austrian capital of Vienna and
summers in the Austrian countryside. The Stojkas belonged to a tribe of Gypsies called the
Lowara Roma, who made their living as itinerant horse traders.
1933-39: I grew up used to freedom, travel and hard work. Once, my father made me a
skirt out of some material from a broken sunshade. I was 5 years old and our wagon was
parked for the winter in a Vienna campground, when Germany annexed Austria in March

1938. The Germans ordered us to stay put. My parents had to convert our wagon into a
wooden house, and we had to learn how to cook with an oven instead of on an open fire.
1940-44: Gypsies were forced to register as members of another "race." Our campground
was fenced off and placed under police guard. I was 8 when the Germans took my father
away; a few months later, my mother received his ashes in a box. Next, the Germans took
my sister, Kathi. Finally, they deported all of us to a Nazi camp for Gypsies in Birkenau. We
lived in the shadows of a smoking crematorium, and we called the path in front of our
barracks the "highway to hell" because it led to the gas chambers.
Ceija was subsequently freed in the Bergen-Belsen camp in 1945. After the war, she
documented and published Lowara Gypsy songs about the Holocaust.
Extra Time Activity:

Watch this video about the twin research: http://bit.ly/1BbquCR
Station 3: Auschwitz
Reading:
The Auschwitz concentration camp complex was the largest of its kind established by the
Nazi regime. It included three main camps, all of which deployed incarcerated prisoners at
forced labor. One of them also functioned for an extended period as a killing center. The
camps were located approximately 37 miles west of Krakow, near the prewar GermanPolish border in Upper Silesia, an area that Nazi Germany annexed in 1939 after invading
and conquering Poland. The SS authorities established three main camps near the Polish
city of Oswiecim: Auschwitz I in May 1940; Auschwitz II (also called Auschwitz-Birkenau)
in early 1942; and Auschwitz III (also called Auschwitz-Monowitz) in October 1942.
Narrative: DAILY LIFE IN AUSCHWITZ: JUNE TO OCTOBER 1944

In Goldie's voice: One night, at two o'clock in the morning, I went with a group of girlswe
sneaked out of the barracks to go take showers. While we were in the large round shower
room, someone stole all of our clothing, including our underwear and shoes. We had to
return to our barracks naked.
One day someone found some beet peels. We rubbed our cheeks with the beet peels to give
ourselves some color.
Our sister Goldie (Iren) was a very compassionate woman. She tore the knitted sleeve off
her dress to give Esther a hat, and gave the other sleeve to Chana (Anna). So she had no
sleeves. Goldie gave Esther her stockings, and she kept her shoes.

Finally, we were sent into a barrack holding a thousand girls. There were twelve girls in
each bunk, four layers, three girls on each layer, sleeping head to foot. There was nothing
on the boards of the bunk. People were screaming, going crazy, yelling I want chocolate
cake, I want chicken fricasseethey went wild. We heard that the Nazis put something into
the bread and the coffee to calm us down, and to stop us from getting our periods. The
people who didn't drink the coffee ended up committing suicide.
In Esther's voice: I never complained, I was just sitting like a dummy. My older sisters
went to one of the Blockltesten (supervisors), Etta Rubinrot, and told her they knew how
to sew. They sewed beautiful clothing for this woman. Otherwise there was nothing to do,
just the roll call every morning and evening. One day, out of the one thousand girls at roll
call, one girl was missing. From four o'clock until twelve o'clock we were kneeling outside;
they wanted to find the girl. A thousand girls were suffering. She was hiding in the latrine
and when she came out, they killed her.
In Esther's voice: I did nothing, except for pulling thread out of clothes to help my sisters.
On the first day, we sat in a circle on the bunk, and we passed around a big pot of soup.
Everyone took a sip. I got a big chunk of meat, and the blocklteste said spit it outthis is
human meat! After that, I ate only the bread and the coffee, and I never touched anything
with meat in it. The soup was terribleit had bran in ityou had to spit it out. The
blocklteste liked us because we sewed for her. She gave us the pail from the margarine so
we could lick it out.
In Goldie's voice: Many girls would keep their daily bread in a sack. Once when I returned
from taking a shower, I found that my sack had been stolen. Across the barrack, another
girl discovered that her bunkmate had eaten my bread in bed. The girl beat her until she
finally returned my sack, but it was already empty.
Latrine call was at 4:00 am, there were about 100 seats, for men and women. You would go
to the bathroom and wash. It was freezing. There was no soap, no towels. Right after that
was roll call until 9:00 in the morning when we were counted. At 10:00, the sun came out
so strong, and the electric wires gave off so much heat, that we had blisters on our lips and
our bodies. One day we saw a woman who worked in the kitchen, she wanted to give her
child a little soup, she put the child on a piece of wood to slide him under the wirethe
guards shot the mother. The little girl fell on the wire and was electrocuted. Many people
would go to touch the wire and then they were lying there deadthey looked so beautiful.
One mother had three daughters and she ate up their bread so the girls were yelling,
Everybody's mother was killed, why couldn't they kill you? The people went crazy there;
they didn't know what they were saying.
We saw many beatings. There were four sisters hiding under our bunkMengele [or another
camp official] saw them, pulled them out, took an instrument out of his pocket, and hit

them all. They died in front of us. In Esther's voice: I could never eat a piece of meat
because of the smell of burning flesh and hair.
We saw the flames, heard the screaming, and smelled the burning flesh and burning hair.
All night long we heard screaming. The flames were shooting high, and the whole sky was
red.
One nightit was probably Augustit was pouring. We were on the top bunk (we were
privileged because we sewed for the blocklteste). Esther: I must have caught a sore
throat, I woke up with a rash and 106 fever. It was scarlet fever, other girls had it too. We
were all sent to the doctor, who said you have to go to the crematorium. My four sisters
started to scream, and told the blocklteste that they wouldn't sew for her anymore. So the
doctor said okay, you have to go out for the roll call, but during the day you can lie next to
the heater. I was burning upI was dying. I saw my mother Rivka come to me, and she
pushed me back with her two hands. She said Not yet. She did this several times. She
looked beautiful.
Then, my fever broke, and I felt better. The next week Mengele came for a selection. My
whole body was peeling, so he threw me to the left. Also my sister Bertawe were to be
taken to the gas chambers. We went to touch the wire. We were so close to the wire, but
the blocklteste saw us, and called Grossman! Grossman!. She pulled us away so we
could stay with our sistersshe needed us.
In Goldie's voice: I dreamed one night that I was in an empty big place, naked, running,
screaming. I saw the searchlights focusing on me, and there was no one else around. I
yelled out, "Apuka (Father), I can't stand it anymore!" Our father said be patient until
Hoshana Rabba. (When we were released, we saw Jewish guys on a truck, one threw her a
twig, he said it was for Hoshana Rabba.)
Extra Time Activity: Look at these photos http://bit.ly/11RbdIj

Station 4: Life at the Camps
Reading: Forced Labor
In German-occupied areas, the Nazis singled out Jewish laborers for cruel treatment. Jewish
laborers were also subjected to humiliating treatment, as when SS men forced religious
Jews to submit to having their beards cut. The ghettos served as bases for utilizing Jewish
labor, as did forced-labor camps for Jews in occupied Poland. In the Lodz ghetto, for
example, the Nazis opened 96 factories. The ability to work could save one's life, but most
often only temporarily. Jews deemed unproductive by the Nazis were often the first to be

shot or deported. Jewish labor, even forced labor, was considered expendable. The
extermination of the Jews became the singular priority of the Nazis.
The Nazis exploited the forced labor of "enemies of the state" for economic gain. Labor
shortages in the German war economy became critical especially after German defeat in the
battle of Stalingrad in 1942-1943. This led to the increased use of prisoners as forced
laborers in German industries. Especially in 1943 and 1944, hundreds of camps were
established in or near industrial plants.
Camps such as Auschwitz in Poland and Buchenwald in central Germany became
administrative centers of huge networks of forced-labor camps. In addition to SS-owned
enterprises (the German Armament Works, for example), private German firmssuch as
Messerschmidt, Junkers, Siemens, and I. G. Farbenincreasingly relied on forced laborers
to boost war production. One of the most infamous of these camps was Auschwitz III, or
Monowitz, which supplied forced laborers to a synthetic rubber plant owned by I. G. Farben.
Prisoners in all the concentration camps were literally worked to death.
Narrative: SIEGFRIED HALBREICH

Born: 1909, Poland
Describes conditions and forced labor in the Gross-Rosen camp [Interview: 1992]
There was a new camp, consisted only in the beginning of six blocks, barracks, and at night
we were taken to our barrack, and this was our barrack for the whole year, and the
conditions were there much worse than in Sachsenhausen. During the day, we had to march
to the stone quarry, I would say maybe 20 minutes away, and it was in a mountainous
terrain, and, uh, there we had to work, we had to work in this quarry carrying the heavy
rocks [coughs], and, uh, people died like flies. On the way back, we had to everyone carry
one big rock on our shoulders to the camp because coming home, I mean, to the barracks,
to the camp after the report, counting how many people are left, or how many, if the, the
same amount of people is coming back who went out of the camp, they said, "All go back to
the camp, to the barracks, but the Jews remain." And we had to continue to build the camp
till twelve o'clock at night. So--all without food. When we came to the barracks, we were so
tired that we just didn't have any appetite. We fall asleep. And in the morning, five, six
o'clock right away, up and again the same thing.
After Germany invaded Poland on September 1, 1939, Siegfried fled with a friend. They
attempted to get papers allowing them to go to France, but were turned over to the
Germans. Siegfried was jailed, taken to Berlin, and then transported to the Sachsenhausen
camp near Berlin in October 1939. He was among the first Polish Jews imprisoned in
Sachsenhausen. Inmates were mistreated and made to carry out forced labor. After two
years, Siegfried was deported to the Gross-Rosen concentration camp, where he was forced

to work in the stone quarry. In October 1942, Siegfried was deported from Gross-Rosen to
the Auschwitz camp in occupied Poland. While there, Siegfried tried to use his experience as
a pharmacist to save ill prisoners. As Soviet forces approached the Auschwitz camp in
January 1945, Siegfried was forced on a death march from the camp. Those prisoners who
could not continue or keep up were killed. Siegfried survived.
Extra Time Activity: Look at these Photos http://bit.ly/1tKaIWI

Station 5: Death Marches
Reading:
Near the end of the war, when Germany's military force was collapsing, the Allied armies
closed in on the Nazi concentration camps. The Soviets approached from the east, and the
British, French, and Americans from the west. The Germans began frantically to move the
prisoners out of the camps near the front and take them to be used as forced laborers in
camps inside Germany. Prisoners were first taken by train and then by foot on "death
marches," as they became known.
Prisoners were forced to march long distances in bitter cold, with little or no food, water, or
rest. Those who could not keep up were shot. The largest death marches took place in the
winter of 1944-1945, when the Soviet army began its liberation of Poland. Nine days before
the Soviets arrived at Auschwitz, the Germans marched tens of thousands of prisoners out
of the camp toward Wodzislaw, a town thirty-five miles away, where they were put on
freight trains to other camps. About one in four died on the way.
The Nazis often killed large groups of prisoners before, during, or after marches. During one
march, 7,000 Jewish prisoners, 6,000 of them women, were moved from camps in the
Danzig region bordered on the north by the Baltic Sea. On the ten-day march, 700 were
murdered. Those still alive when the marchers reached the shores of the sea were driven
into the water and shot.
Map: http://bit.ly/1w1mqnt

Photographs:
German civilians from the town of Nammering,

under orders of American military authorities, dig graves for victims of a death march from the
Buchenwald concentration camp. Germany, May 1945.
Clandestine photograph, taken by a German civilian, of Dachau

concentration camp prisoners on a death march south through a village on the way to
Wolfratshausen. Germany, between April 26 and 30, 1945.
Prisoners head south on a death march from

the Dachau concentration camp. Gruenwald, Germany, April 29, 1945.
Extra Time Activity: Watch Oral History http://bit.ly/1tBT4FJ

Station 6: Liberation and Survivors
Reading: Liberation
Soviet soldiers were the first to liberate concentration camp prisoners in the final stages of
the war. On July 23, 1944, they entered the Majdanek camp in Poland, and later overran
several other killing centers. On January 27, 1945, they entered Auschwitz and there found
hundreds of sick and exhausted prisoners. The Germans had been forced to leave these
prisoners behind in their hasty retreat from the camp. Also left behind were victims'
belongings: 348,820 men's suits, 836,255 women's coats, and tens of thousands of pairs of
shoes.
British, Canadian, American, and French troops also freed prisoners from the camps. The
Americans were responsible for liberating Buchenwald and Dachau, while British forces
entered Bergen-Belsen.. Although the Germans had attempted to empty the camps of
surviving prisoners and hide all evidence of their crimes, the Allied soldiers came upon
thousands of dead bodies "stacked up like cordwood," according to one American soldier.
The prisoners who were still alive were living skeletons.
Bill Barrett, an American army journalist, described what he saw at Dachau: "There were
about a dozen bodies in the dirty boxcar, men and women alike. They had gone without
food so long that their dead wrists were broomsticks tipped with claws. These were the
victims of a deliberate starvation diet..."
Allied troops, physicians, and relief workers tried to provide nourishment for the surviving
prisoners, but many of them were too weak to digest food and could not be saved. In spite

of the liberators' efforts, many camp survivors died. Half of the prisoners discovered alive in
Auschwitz died within a few days of being freed.
Survivors had mixed reactions to their newfound freedom. While a few looked forward to
being reunited with other family members, some felt guilty for surviving when so many of
their relatives and friends had died. Some felt overwhelmed, as one survivor, Viktor Frankl,
a psychiatrist, expressed: "Timidly, we looked around and glanced at each other
questioningly. Then we ventured a few steps out of the camp. This time no orders were
shouted at us, nor was there any need to duck quickly to avoid a blow or a kick. 'Freedom,'
we repeated to ourselves, and yet we could not grasp it."
Narrative: NORBERT WOLLHEIM

I remember that very well, very well, that morning of, of May 3, 1945, when we saw the
American flag hoisted uh, uh, uh, in...hanging from the trees in the forest near Schwerin,
and then we realized that we had been just reborn, and had all received a new lease on life.
Uh, I remember, uh, we, we embraced each other. I was in a small group of, uh, people,
and, and we were laughing, and we were crying, and, was a tremendous, uh, uh, feeling of
relief, but also of burden because we realized that, uh, this moment for which we have
waited years and years, we couldn't share with, uh, those of us who deserved it--our own
families. And we realized also something else, especially the Jewish, uh, uh, persecutees-that we had no home left to go to. I personally knew that going back to Berlin would be
hopeless. I couldn't find anybody anymore. And I was, uh, therefore, I had to settle for a
certain transitory existence somewhere else. I knew I wouldn't stay in Germany, because
for me Germany was one big cemetery. And therefore, uh, it, it, it, it was especially--and
this is the specific situation for the, for the survivors, for the Jewish survivors. The world
was celebrating, I remember how jubilant the Frenchmen were amongst us when he saw
the tricolor hanging from, uh, from the roofs in Schwerin, and they were dancing. We
couldn't dance. We had no right to dance. So, that was the moment of, of, of tremendous
elation, but also tremendous sadness.
http://bit.ly/1FL2oMZ
Extra Time Activity: Read more about Holocaust Survivors http://bit.ly/1rWyjE8
Concentration Camps
Name:___________________________
As you go through the stations, answer and reflect on the questions for each station in the
area to the right of the questions.
Station 1:
1. What is your reaction to the poster
without knowing what it says? How about
after reading the translation of the
words?
2. What are some of the positives that
came about with Nazi rule, as mentioned
in the first reading?
3. In the second reading, there are more
negative ideas of Nazism represented.
According to this reading, why Nazism
still accepted by Germans?
Station 2:
1. Why were the handicapped killed?
2. How do you think the Gypsies in the
photo feel? Think about the life they have
been torn from and the mistreatment
they receive in camp.
3. Why do you think the Gypsies were put
in camps while the handicapped were
simply killed?
Station 3:
1. Spend this time reflecting on the
narrative of the girls in Auschwitz. Write
down anything that shocked, surprised,
angered, or upset you.
Concentration Camps
Name:____________________________
As you go through the stations, answer and reflect on the questions for each station in the
area to the right of the questions.
Station 4:
1. Why does the reading say that Jews in the
camps were "literally worked to death"?
2. What do you think it would be like to work
the "work day" that Siegfried Halbreich
described in the narrative?
Station 5:
1. Why did the Nazis take prisoners on Death
Marches when the Allied forces were close to
the camps?
2. What does the map tell us about where the
death marches usually ended?
3. What do the photographs tell you about the
attitude of the Jews in the march?
Station 6:
1. What do you think it would have been like
to be a soldier liberating the camps? How
would you feel to see the horrors that had
been done to these people?
2. The Concentration Camp survivors had a
lot of "survivor's guilt" when they were freed
- why had they lived and their loved ones
now? How do you think you would have
handled this feeling? How would you have
helped someone else you knew with this
feeling?
Day 6 Lesson Plan:

Lesson: World War II
Context: This lesson occurs after learning about the causes of World War II and the
Holocaust. At this point, students will be ready to learn about the battles and events of the
actual war. Students will complete group-based research to discover the major points of
the war and present them to create a class time. This will allow students the opportunity to
learn more about finding valid online resources and combining different types of media
such as texts and time lines while learning more about the Second World War.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs,
Objectives:
Cognitive:
3.1 Examine events from the second world war from the different countries
involved.
Affective:
5.1 Discuss the effectiveness of government decisions in World War II.
Performance:
8.1 Present events from World War II to the class.
Computers
Group worksheets with instructions/links (half sheets - one per group)
Online Timeline - TimeToast
Procedure:
1. Warm Up: Response question on the board [5 minutes]
a. What part of the 2-day Concentration Camp Stations had the biggest impact
on you? Why?
b. Volunteers will be able to share their answers to the warm up in class.
2. Bridge:
a. The Holocaust is only one section of the Second World War. The death and
destruction that took place inside these camps happened in other ways
across Europe, Asia, and parts of America during the war to make this the
most deadly war in the worlds history. Today we want to look at how the
war progressed and the countries that were involved in the fighting.
3. Activity: Class Timeline on World War II [20 minutes]
a. Students will be in groups and do research on their given area of the war:
major battles, start and end dates, when countries joined the war, bombings,
invasions, and countries leaving the war.
b. Students will be given handouts with their topic to research and websites to
use. They will be in charge of determining what events from that research
deserve to go on our class timeline. Students will be given about 15 minutes
to do this research and choose their events.
c. Once groups have their events ready, each group will present their events to
the class, then we will add them to a class timeline that students can access
online.
4. Work Time: Unit Projects [12 minutes]
a. Students will be given time to work on their unit projects. I will be circulating
around the room to answer questions, offer assistance, and hear about
student progress through their projects.
a. I will ask students to share what was the most surprising events to them on
the timeline.
For Homework: Work on Unit Project
Evaluation: I will be able to check for students understanding when they present their
events to the class. I will also be circulating around the room while students are working to
be sure students understand what to do, are on task, and grasp the material well.
Accommodations: My student with an IEP should not need any accommodations for this
lesson. There are not notes to take, because students will have the interactive online
powerpoint at the end of the lesson.
References:
Timeline Links:
http://www.pbs.org/wgbh/americanexperience/features/general-article/pacific-majorbattles/
http://www.militaryeducation.org/10-bloodiest-battles-of-world-war-ii/
http://www.pbs.org/wgbh/americanexperience/features/timeline/bombing/
http://www.ww2sci-tech.org/timeline/timeline.html
http://www.historyplace.com/worldwar2/timeline/ww2time.htm
http://www.nationalgeographic.com/pearlharbor/history/wwii_timeline.html
http://remember.org/educate/mtimeline.html

timetoast.com
One copy of the following half-sheets for each group

Group 1: Major Battles of World War II
Your job is to research the battles of World War II and choose 5 major battles to share with
the class that you think are worthy of our class timeline on WWII. You can use the links
below as a jumping off point, and feel free to look for other reputable, online resources!
(Wikipedia does not count as reputable!)
http://to.pbs.org/1vMm8gM
http://bit.ly/12pGRNT
Group 2: Countries Joining World War II

Your job is to research the countries in the war and when they joined the Second World
War. Be prepared to share with the class so these dates can be added to our class timeline
on WWII. You can use the links below as a jumping off point, and feel free to look for other
reputable, online resources! (Wikipedia does not count as reputable!)
http://bit.ly/1gRlC6c
Group 3: Invasions during World War II

Your job is to research the invasions of World War II and choose 5 major invasions to share
with the class that you think are worthy of our class timeline on WWII. You can use the
links below as a jumping off point, and feel free to look for other reputable, online
resources! (Wikipedia does not count as reputable!)
http://bit.ly/1ywSjBR
http://on.natgeo.com/1iHkn12
Group 4: Bombings in World War II

Your job is to research the bombings of World War II and choose 5 major bombings to
share with the class that you think are worthy of our class timeline on WWII. You can use
the links below as a jumping off point, and feel free to look for other reputable, online
resources! (Wikipedia does not count as reputable!)
http://bit.ly/1vjWUaY
http://to.pbs.org/1FL1iAQ

Group 5: The Holocaust
Your job is to research the Holocaust and choose 5-6 major events that led to the Holocaust
or took place during the Holocaust. Be prepared to share with the class so these dates can
be added to our class timeline on WWII. You can use the links below as a jumping off point,
and feel free to look for other reputable, online resources! (Wikipedia does not count as
reputable!)
http://bit.ly/12lFIWu
http://bit.ly/1rSNLGY
Group 6: Ending the War

Your job is to research the countries in the war and when they surrendered in the Second
World War. Be prepared to share with the class so these dates can be added to our class
timeline on WWII. You can use the links below as a jumping off point, and feel free to look
for other reputable, online resources! (Wikipedia does not count as reputable!)
http://bit.ly/1jdTTUq
Day 7 Lesson Plan:

Unit: World Changes and Instability
Lesson: Japanese-Americans in the War and Atomic Bombings
Context: This lesson will be the end of the content portion of this unit with a lecture on the
Japanese Internment Camps and the atomic bombings. By having the material presented in
a short lecture, students have more time to work on their unit projects. The lecture
includes primary source documents of eyewitness accounts of the atomic bombs so that
students gain more experience with PSD. By learning about the treatment of JapaneseAmericans during the war, students have a better understanding of the discrimination that
can occur towards different people in critical times. The atomic bombs give students a
chance to consider the difficult decisions the government has to make, and that they may
not always agree with the decisions that are made.
CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.6: Identify aspects of a text that reveal an author's point of
view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Objectives:
Cognitive:
3.1 Examine the Japanese Internment Camps from the perspective of
Americans and Japanese.
3.2 Examine the Atomic bombings from the perspective of Americans and
Japanese.
Affective:
4.1 Discuss emotions and ideas on the Japanese Internment Camps.
4.2 Discuss emotions and ideas on the Atomic bombings.

5.1 Analyze the decision to bomb Japan to end World War II.
6.1 Relate to victims of the atomic bombings in Japan.
Performance:
7. Demonstrate understanding of material through a final project.
7.1 Complete final project.
Emaze presentation for minilecture
Computer
Procedure:
1. Warm Up: Response question on board [5 minutes]
a. Write one event from the class timeline NOT from your group.
b. Students will share these with the person sitting next to them.
c. Bridge: [5 minutes]
d. I will show students posters calling for Japanese Americans to turn
themselves in and have students give reactions to the posters. Then the
teacher will reveal that the reading from the previous day was actually about
the Japanese Internments Camps, not the Concentration Camps in Europe.
2. Information: Minilecture [15 minutes]
a. Students will have a mini lecture on the Internment Camps giving a little
more factual information about the conditions of the camps, why the camps
existed, and what life was like for Japanese Americans after the war.
b. There will be information on the atomic bombs and the end of the war in this
lecture as well.
c. At the end of the lecture, there will be a reading of a primary source of an
eyewitness account of the atomic bombings.
3. Work Time: Unit Projects [15 minutes]
a. Students will be given time to work on their unit projects. I will be circulating
around the room to answer questions, offer assistance, and hear about
student progress through their projects.
a. I will ask a few review questions from the lecture or ask students to give
some feelings or thoughts they had on the lecture.
For Homework: Students will work on their unit project for homework.
Evaluation: I will be circulating around the room while students are working on their unit
projects and will be asking questions to see how well the students are doing. The review
during the conclusion of the class will let me know how students did with the lecture today.
Accommodations: If need be, I will create a graphic organizer or cornell notes for my IEP
student to use to take notes during the lecture.
References:
Image: http://www.english.illinois.edu/maps/poets/g_l/haiku/images/warning.jpg
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/internment/pdf/te
acher_guide.pdf
Image: http://jackiewhiting.net/AmStudies/Units1314/Liberty/USSwv.jpg
Image: http://www.minidoka.org/photos/ww2internment/anti_japanese.jpg
Image: http://www.historyplace.com/worldwar2/ww2-pix/reloc2-a.jpg
Image: http://www.bookmice.net/darkchilde/japan/japan/sign.jpg
Image: http://25.media.tumblr.com/tumblr_m0hgps7Jv01qk5s46o1_1280.jpg
Image: http://www.lib.utah.edu/img/tule-13.jpg
Image: http://wps.ablongman.com/wps/media/objects/31/32716/figures/DIVI584.jpg
Image: http://www.sheppardsoftware.com/images/Asia/factfile/438pxNagasakibomb.jpg
Image:
http://inapcache.boston.com/universal/site_graphics/blogs/bigpicture/hiroshima_08_05/
h29_19773763.jpg
Eyewitness Accounts:
http://www.atomicarchive.com/Docs/Hiroshima/Hiroshima_Siemes.shtml
Photo for bridge activity:

Presentation for the mini-lecture: http://app.emaze.com/1273687/japan-and-japaneseamericans-wwii
Lecture:
Slide 1/2: December 7, 1941: Japanese Bombing of Pearl Harbor

Immediate changes for Japanese Americans. Many were arrested, even more lost friends
who became distrustful of anyone Japanese after the attack.
Slide 3: In February 1942, Executive Order 9066 was issued: evaluation and relocation of
any and all people from military areas. Soon California, Washington, and Oregon were
declared military areas - areas that were largely Japanese American.
Slide 4/5: Relocation consisted of giving the Japanese Americans registering with numbers,
packing up only what they can carry, and moving to "temporary housing"
Slide 6/7: Stock stalls and stables became living and sleeping areas. There was no privacy,
and people were kept this way for weeks or months. From the temporary housing,
Japanese Americans were moved to internment camps that were located in remote,
desolate, inhospitable areas. These camps were like prisons, guarded with wired fences.
People couldn't leave the camps for any reason - schools and jobs were in the camps.
Slide 8: At the end of the Second World War, Europe has ended its war, however Japan will
not surrender. On July 26, 1945, China, the United Kingdom, and the United States called for
the unconditional surrender of Japan with the Potsdam Declaration. When Japan refused,
the idea of atomic bombing became real.
Eyewitness Account of Hiroshima

By Father John A. Siemes, professor of modern philosophy at Tokyo's Catholic University
"August 6th began in a bright, clear, summer morning. About seven o'clock, there was an
air raid alarm which we had heard almost every day and a few planes appeared over the
city. No one paid any attention and at about eight o'clock, the all-clear was sounded. I am

sitting in my room at the Novitiate of the Society of Jesus in Nagatsuke; during the past half
year, the philosophical and theological section of our Mission had been evacuated to this
place from Tokyo. The Novitiate is situated approximately two kilometers from Hiroshima,
half-way up the sides of a broad valley which stretches from the town at sea level into this
mountainous hinterland, and through which courses a river. From my window, I have a
wonderful view down the valley to the edge of the city.
Suddenly--the time is approximately 8:14--the whole valley is filled by a garish light which
resembles the magnesium light used in photography, and I am conscious of a wave of heat. I
jump to the window to find out the cause of this remarkable phenomenon, but I see nothing
more than that brilliant yellow light. As I make for the door, it doesn't occur to me that the
light might have something to do with enemy planes. On the way from the window, I hear a
moderately loud explosion which seems to come from a distance and, at the same time, the
windows are broken in with a loud crash. There has been an interval of perhaps ten
seconds since the flash of light. I am sprayed by fragments of glass. The entire window
frame has been forced into the room. I realize now that a bomb has burst and I am under
the impression that it exploded directly over our house or in the immediate vicinity.
I am bleeding from cuts about the hands and head. I attempt to get out of the door. It has
been forced outwards by the air pressure and has become jammed. I force an opening in
the door by means of repeated blows with my hands and feet and come to a broad hallway
from which open the various rooms. Everything is in a state of confusion. All windows are
broken and all the doors are forced inwards. The bookshelves in the hallway have tumbled
down. I do not note a second explosion and the fliers seem to have gone on. Most of my
colleagues have been injured by fragments of glass. A few are bleeding but none has been
seriously injured. All of us have been fortunate since it is now apparent that the wall of my
room opposite the window has been lacerated by long fragments of glass."
Part III: Evaluation

Brief Evaluation Philosophy Statement and List of Evaluation
Students tend to think of evaluation in a negative light, however as an educator I
think of evaluation in a much more positive way. I want my students to begin to see it in a
positive way as well. Evaluation helps me as a teacher know what students are learning.
This allows me to alter my lesson plans or pace as needed. Throughout most of this unit,
evaluation serves this purpose: letting me know that my lessons are effective. Particularly
with my formative assessments, I am looking at work and activities the students are
completing for their own notes and benefit. I still get to see how students are doing with
the material, but they do not have the stress of a test, quiz, or paper. For my summative
assessments, I created evaluations that were interesting for students. Again, there are not
traditional test, quizzes, or papers, although students may be answering some readin
questions or writing creatively. This allows the students to feel more at ease, and they can
focus on learning and connecting with the content of the lessons rather than their grade in
the class.
For my final evaluation of the unit, students will have twelve project options to
choose from, which will be divided into 4 categories: writing, performance, visual, and
presentation. Students will be given a short instruction sheet for each option on day two of
the unit so they have plenty of time to decide what option they want to choose. Students
will turn in these projects on the second to last day of the unit, giving time for there to be
oral presentations for those projects that lend themselves to presentations, and a gallery
walk through for the projects that are on paper. This allows all students to show their
work. There will be an overall holistic rubric with the following areas: complete
instructions, turned in on time, effort and care, connections to content, grammar and word
choice. This will allow me as the instructor to grade all 150 projects in a timely manner.
With so many different options, they all cannot be scaffolded through class activities
in this one unit. I would be scaffolding these types of creative projects all year long, and we
see some in this unit in particular: diary, political cartoon, propaganda, research, and
photograph. I will be available to students as a consulting resource each day if they need
more assistance for the project the choice. I am a firm believer that students will meet the
high expectations that are given to them when the proper support, and I am willing to
support students in whatever means they need.
Option 1
Option 2
Option 3

Writing
Diary
Poetry
Microfiction /
Childrens book
Performance
Talk Show
One Act Play
Music
Compilation
Visual
Graphic Novel
Political
Cartoon
Propaganda
Presentation
Interview
Research country,
person, art
movement
Photo
Collection
Methods of Evaluation:
Formative:
Class discussions
Group Work
Graphic Organizers
Worksheets
Warm Ups
Reflections
Encouraging sticky notes
Class Timeline
Summative:
Reading "quiz" - curriculet
Paideia Discussion
Concentration Camp Cornell Notes
Unit Projects
Part IV: Works Cited List & Reflective Addendum
A. Works Cited
[Web photo] Retreived from:
http://www.clipartpal.com/clipart_pd/education/globe_10791.html
http://www.lessonpaths.com/learn/i/what-started-world-war-ii/world-war-two-maincauses
[Web photo] Retreived from: http://marxistcom.gofardesign.netdnacdn.com/images/stories/history/treaty_of_versailles_3.jpg
https://s3.amazonaws.com/static.history.state.gov/milestones/versailles-treaty.jpg
[Web photo] Retreived from: http://mtviewmirror.com/wp-content/uploads/treaty-ofversailles.jpg
[Web photo] Retreived from: http://3.bp.blogspot.com/2E52aVIo4C0/TygG_iNJGCI/AAAAAAAAAQM/ow9knoPYOfI/s1600/Screen+Shot+201201-31+at+7.51.24+PM.png
[Web photo] Retreived from: http://marxistcom.gofardesign.netdnacdn.com/images/stories/history/treaty_of_versailles_7.jpg
[Web photo] Retreived from: http://betweenwars.wikispaces.com/file/view/ww2cartoons-illingworth-001.jpeg/307700266/368x286/ww2-cartoons-illingworth-001.jpeg
http://www.dhr.history.vt.edu/modules/eu/mod04_depression/context.html
[Web photo] Retreived from: http://mtanaka17.blogspot.com/2012/02/nazi-propagandaanalyzing-images.html

http://www.bbc.co.uk/bitesize/higher/history/nationalism/nazi/revision/5/
http://www.projetaladin.org/holocaust/en/history-of-the-holocaust-shoah/the-naziregime.html
Video: http://www.youtube.com/watch?v=05xGuJr5CZk
http://www.ushmm.org/wlc/en/media_ph.php?ModuleId=10005219&MediaId=1565
Narrative:
Video:
Reading: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005189
Narrative: http://www.ushmm.org/remember/the-holocaust-survivors-and-victimsresource-center/benjamin-and-vladka-meed-registry-of-holocaust-survivors/behindevery-name-a-story/grossman-family/grossman-familyauschwitz-part-3
http://www.ushmm.org/wlc/en/gallery.php?ModuleId=10005189&MediaType=PH
Narrative:
http://www.ushmm.org/outreach/en/gallery.php?ModuleId=10007732&MediaType=PH
http://www.ushmm.org/outreach/en/media_nm.php?ModuleId=10007734&MediaId=382

0
6
4
Oral History:
Narrative:
http://www.pbs.org/wgbh/americanexperience/features/general-article/pacific-majorbattles/
http://www.militaryeducation.org/10-bloodiest-battles-of-world-war-ii/
http://www.pbs.org/wgbh/americanexperience/features/timeline/bombing/
http://www.ww2sci-tech.org/timeline/timeline.html
http://www.historyplace.com/worldwar2/timeline/ww2time.htm
http://www.nationalgeographic.com/pearlharbor/history/wwii_timeline.html
http://remember.org/educate/mtimeline.html

http://www.english.illinois.edu/maps/poets/g_l/haiku/images/warning.jpg
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/internment/pdf/te
http://jackiewhiting.net/AmStudies/Units1314/Liberty/USSwv.jpg
http://www.minidoka.org/photos/ww2internment/anti_japanese.jpg
[Web photo] Retreived from: http://www.historyplace.com/worldwar2/ww2-pix/reloc2a.jpg
[Web photo] Retreived from: http://www.bookmice.net/darkchilde/japan/japan/sign.jpg
http://25.media.tumblr.com/tumblr_m0hgps7Jv01qk5s46o1_1280.jpg
[Web photo] Retreived from: http://www.lib.utah.edu/img/tule-13.jpg
http://wps.ablongman.com/wps/media/objects/31/32716/figures/DIVI584.jpg
http://www.sheppardsoftware.com/images/Asia/factfile/438px-Nagasakibomb.jpg
http://inapcache.boston.com/universal/site_graphics/blogs/bigpicture/hiroshima_08_05/
h29_19773763.jpg
Eyewitness Accounts:
http://www.atomicarchive.com/Docs/Hiroshima/Hiroshima_Siemes.shtml
B. Reflective Addendum:
Dear Reader,
This unit plan took a lot of work. Im sure 70 pages looks like a lot, but it took way
more work than you would think. I knew the major content of my unit because my CT is
required to use CMAPP. I knew the unit I would be teaching from CMAPP: the interwar
period and WWII. The theme, however, was much more difficult. I had to think of
something that would relate the the middle school students. War is not usually relatable to
middle school students because they are so removed from it - especially in todays society.
However after talking to my professor and hearing other ideas from the class, I came up
with the theme of change and instability.
I think a major strength of my unit is the many different activities. There are only
two short lectures in the whole unit - I want to give students as many chances as possible
to work with each other, use technology, and experience new ways of learning. I tried to
add variety in each day of class. I also think a strength of my unit is the reflective quality. I
gave students many opportunities to reflect on the material they are learning about. There
are a lot of serious and sensitive topics in this unit that deserve real thought - more than
just students reading or listening, but activity thinking about what the material means and
questions about people and life. What do the atomic bombs mean about what people are
capable of? What does the Holocaust signify about the value of human life to some people?
My biggest concern is time. If I had more control, I would make this unit longer.
There are so many serious topics that deserve more time. I would also give students more
time to discuss topics in class. While there is group work, it is not focused on a
conversation about the material. Overall, I am very happy with this unit plan. I spent a long
time brainstorming activities and working on the daily plans, and I think this unit came out
very well. There were a few limitations I encountered with this unit plan. My classes are
only 43 minutes, which is very short. It was difficult to plan activities around this short
time. My CT also always has warm ups, which took more time out of my activities. With
such short class periods, I probably would not have daily warm ups.
When implementing this unit, I will pay close attention to students reactions. As
mentioned above, there is a lot of sensitive material in this unit, and I want to make sure
that students are handling the truth well. The Holocaust, the Japanese Internment Camps,
the atomic bombs, the warfare deaths - these are all difficult ideas for students to deal with,
and I want to make sure that I am there to offer support and resources to those students
who need it. I would want to be checking in with students and monitoring them carefully.
I would rate my unit a 4. This is carefully thought-out unit, with a variety of
engaging activities and assignments to help students grasp a better understanding of the
terrors of war and develop empathy for victims of war and discrimination and
mistreatment. I am proud of the work I have put in, and think this is a good quality unit. I
would not be afraid to teach it in the middle school classroom, even after student teaching.
I would describe this project as very difficult. The idea of creating a unit plan does
not seem difficult, because we have created so many lessons plans before, however so

much more goes into a unit plan. Students should start early! I would also suggest students
have a buddy, and go along the suggested due dates with a buddy, peer editing at every
step. There is too much to peer edit the entire unit at the end.
Student Name: Jennifer Iwerks Unit Title: World Change and Instability Fall 2014
ECI 430 / 435: Methods & Materials for Teaching Middle Grades ELA / SS
Young / Lee + Crystal & Clarice
Integrated Thematic Unit Project: Evaluation Rubric
Directions: Please complete the evaluation rubric after completing your Reflective Addendum (see Part IV. B.
of Thematic Unit Project Guidelines for details). Your completed self-evaluation rubric should preface your
revised, completed unit materials. Your revised draft should be organized in the order specified in the
guidelines. All of your rough drafts and process work may be turned in separately or included in a section at
the end or posted on your Unit Work wiki page. Thank you.
Please use the following scale to evaluate each of the project features listed below:
4 = Consistently or Distinguished
3 = Frequently or Proficient
(Good Progress)
2 = Sometimes or Basic (Needs Improvement)
1 = Seldom or Not
Satisfactorily
0 = Never or Non-existent
Note: Scores of 0 may result in an incomplete for the project and compromise your status in the program.
THEMATIC UNIT PROJECT FEATURES:

Student Column
Column
Each part should reflect a well-written, clearly organized,

informed, insightful, and technically correct unit of instruction
Instructor
~PRODUCT~
PART I: THE UNIT TITLE, CONTEXT & THEME (44 Points)
4
A. INTRODUCTION/EdTPA CONTEXT: Title should be engaging and reflect intent

and purpose of unit. After the title you should include a document that reflects
the Context for Learning on the EdTPA template for your content area. Answer these
questions as carefully as possible, based on your knowledge of your students.
Please see documents in Appendices.
(This section should be at least two pages, no more than 3.)
Comments:
_________
4
B. ORGANIZATIONAL PRINCIPLE: YOUR THEME!
As discussed in class and in
__________
our texts, there are many ways to organize a unit of instruction (e.g., literary history,
language exploration, skills, or a specific literary genre). For our purposes, you have
chosen a theme, one you feel will galvanize students energies and motivation, upon

which to build an integrated, interdisciplinary unit. Share, discuss, and elaborate
upon your theme here and the potential you see for it to engage all of your students.
Be clear about your reasons for choosing your theme as a focus and the connections
you see to students, their interests, and English language arts curriculum and social
studies content. (At least one well-written paragraph).
Comments:
C. PRIMARY SUBJECT MATTER FOCUS: THE CONTENT FOCUS! Describe

and give some background information on the primary content (e.g., text, piece of
literature, historical event, historical sources, geographic materials, etc.) that will be
at the center of your unit. Provide the context for its use in the particular class you are
teaching and a rationale for why it should be included in the curriculum and taught.
(At least one well-written paragraph).
Comments:
__________

Student Column
Column

Instructor
D. ORGANIZING QUESTIONS: List the key questions around which students' learning
__________
experiences will be organized and used to explore the theme. The key criterion for these
questions: ones which will engage students, especially resistant ones, in your class profile.
[Note: Please remember and refer to the characteristics of what makes a good question a
good question as discussed and elaborated upon earlier this semester. Once you have developed
your questions, you should apply these characteristics to evaluate your questions.]
Comments:
4
E. GOALS: List the goals you have for your unit. What is it you want students to understand
__________
and appreciate as a part of your unit? Think broadly here, in terms of reading the world,
in addition to reading the word.
Comments:
F. GENERAL UNIT OBJECTIVES: What are the broad, over-arching objectives

you would like to accomplish? Remember, you can't do everything in one unit
(or in one year, for that matterJ). What are your instructional priorities for this
thematic unit? Develop at least 8-10 GENERAL OBJECTIVES (ref. Gronlund and Hunter)
that will govern your unit; you should have a balance of objectives within the three
categories, e.g., 3-5 cognitive, 2-3 affective, 3-4 performance. [Note: In addition to
the 8-10 general objectives, include at least 2 Common Core Anchor Standards for
English language arts and for social studies at the middle grades level.
__________

Also, your specific learning objectives should be keyed to these general objectives by
number (e.g., 1.1, 1.2, 2.3, etc.) on your daily plans, but you are also encouraged to include
them here under each related general objective in order. You will need to include specific
CCSS for ELA and SS as well.
Comments:
G. POSSIBLE UNIT MATERIALS & SUPPLEMENTARY TEXTS: Use the texts and
resources from your multigenre reading project and additional texts and resources that
you have located since then to create a list of the possible materials that this unit could
potentially include. Categorize according to genre or types of materials (e.g., poetry,
film, short stories, etc.). Put an asterisk or some other distinguishing mark by the
materials that you will definitely be using and provide a note to indicate this to anyone
reading your unit. The other materials might be items you would consider using or
integrating in the future at some point. In other words, these other materials help you
"extend the text"in this case, your primary subject matter or literature focus. The
other materials comprise your secondary subject matter. What are the related
poems, short stories, historical documents, maps, digital archives, essays, articles, movies,
documentaries, magazines, games, simulations, computer software, advertising, language
and writing materials, etc., which you might use to support your instructional focus in the
context of this unitnow or in the future?
__________
Comments:

Student Column
Column

Instructor
4
H. POSSIBLE ACTIVITIES / INSTRUCTIONAL STRATEGIES: Brainstorm an initial
__________
list of possible activities and ways of organizing instruction which 1) would support your
general objectives and 2) would potentially engage students in vital, meaningful encounters
with the primary and supporting subject matter. Activities should include a variety of language
arts and/or social studies activities that support active learning, e.g., language study, reading
process strategies, comprehension strategies, writing in a variety of discourse modes, drama,
oral communication, historical inquiry, problem solving, decision making, lecture, simulation,
role play, class discussions, small group work, individualized study. Organizational designs
should include a variety of configurations in contrast to individual seatwork, e.g., learning teams,
learning stations, literature circles, jigsaw groups, fishbowl, reading and/or writing workshop, etc.
Comments:
4 X 3 =12
I. UNIT MAP / NARRATIVE OVERVIEW: Provide a detailed annotated map and/or
____ X 3 = _____

detailed narrative daily overview for your unit. This should give readers an informed
overview of the overall sequence and scope of the direction your unit will take and the
main activities involved. Again, it should be detailed enough to convey clearly the story
of your unitthe beginning, middle, and culminating activity(-ies) (e.g., assignment,
project, experience, etc.) and end. As a means of closing and transition, you should also
suggest the next unit you will begin after this one. Since you are only required to complete
a selected number of actual lesson plans, you will need to be sure to provide a strong sense
of your instructional direction from day-to-day. Be sure to highlight your culminating unit
project / activity here, especially if it isnt described as an explicit part of your lesson plans.
Comments:
v Part I Subtotal: 44 / 44 Points
Part I Subtotal: _______ / 44 Points
PART II: THE DAILY LESSON PLANS (88 Points)
(Note: Be sure to reference Lesson Plan Format handout and Model Lesson Plan handout.)
4X 4 =16
- An initial lesson plan that kicks off your unit in an engaging, creative, and motivational
4X 4 =16
manner. Plan should provide a bridge into content matter for students, as well as a
compelling sense of the theme, questions, and purpose driving the unit!
4X 6 =24 - A minimum of two or three additional detailed, motivational, sequential lesson plans ____ X 6 =
____
(three 50 minute sequential lesson plans or, if blocking, two 90-minute lesson
plans) in
which you guide students in an exploration of selected subject matter and your theme.
4 X 2 = 8_ - Plans adhere to the Lesson Plan Format provided in class (see format handout for specifics). ____
X 2 = ___
This includes competency in terms of clarity, timing, transitions from step-to-step,
and
plan-to-plan, as well as having all of the necessary parts.
4 X 2 =8 - Plans include a balanced selection of well-written Specific Learning Objectives (e.g., ____ X 2 = ____
Cognitive, Affective, and Performance) that are keyed to General Unit Objectives, along
with 1-2 specific CCSS for ELA and/or SS for each plan. [Ref.: Gronlund, Hunter, Young,
NC DPI, CCSS]
4 X 2 =8 _ - Plans feature an integrated design and guide students in a student-centered, innovative,
____ X 2 = ____
and inquiry-driven exploration of your chosen theme and takes into consideration
resistant
learners and strategies for engaging them in reading the word and the world.
4 X 2 =8
____ X 2 = _____
- At least 1 plan integrates technology effectively (not only for use by teacher, but also
for use by students in purposeful ways).


Student Column
Column
Instructor
Choose the one category below that best describes your unit and provide a score. Leave the other two categories
blank.
_______ X 4 = ___
Language Arts focused unit
____ X 4 = ____
The reading of and response to literature (e.g., fiction, nonfiction, poetry, and less conventional texts),
writing, performance, language study, and a variety of media
In addition, you will need to include the following:
the reading process and related comprehension strategies
at least one lesson or activity that incorporates drama and/or oral speaking skills
the use of poetry either as a focus piece of literature, a writing focus, or a tool for bridging into some other aspect of your unit
lessons should reflect a best-practices approach for ELA, including a student-centered focus, questions-based instruction, inquirybased learning, journaling, principles of the reading and writing processes / workshop, language exploration and awareness, an emphasis on
imagination and imaginative planning and instruction, etc.
OR
4X 4 = 16
Social Studies focused unit
____ X 4 = ____
A specific area of subject matter, selected from the appropriate Standard Course of Study
(grades 6, 7 or 8) should represent the core focus of your unit.
In addition, you will need to include the following:
some authentic subject matter focus which is connected to the lives of the children in your class
one lesson or activity that integrate technology effectively (not only for use by teacher, but also for use by students);
one lesson or activity that incorporate historical, geographic or civic literacy skills
the use of authentic resources including primary historical sources, maps, government documents, etc.
lessons should reflect a best-practices approach for social studies, including active learning, a focus on problem solving and
inquiry, real-world connections emphasizing imagination and imaginative planning and instruction, etc.
OR
____ X 4 = ___ Integrated Unit featuring items from both the ELA and SS categories above
____ X 4 = ____
Comments:
v Part II Subtotal: _____ =88 / 88 Points
Part II Subtotal: _____ = _______ / 88 Points
PART III: EVALUATION (20 Points)

4
BRIEF EVALUATION PHILOSOPHY STATEMENT & LIST OF EVALUATION

__________
STRATEGIES: Drawing on Chapter 13 in Bridging English (provided by Dr. Young),
as well as the supplementary materials provided by Drs. Young and Lee, develop an
evaluation philosophy statement and a list of evaluation strategies, methods, and tools
which might lend themselves to your unit. Your list should contain a variety of methods
to accommodate different purposes (e.g., formative v. summative v. evaluative), learning
styles/intelligences (e.g., visual v. verbal; project vs. test), and content (e.g., writing v.
literature; individual v. in-common work).
Comments:
v Part III Subtotal: 4X 5 = _20 / 20 Points

Points
Part III Subtotal: _____ X 5 = _______ / 20

Student Column
Column

Instructor
PART IV: INTERNAL REFERENCES & WORKS CITED LIST (8 Points)

AND REFLECTIVE ADDENDUM (16 Points)
4_X 2 = 8 A. INTERNAL REFERENCES & WORKS CITED LIST: Unit materials should include _______X 2 =
internal references for all sources at each step at the time of use and a Works Cited
list
__________
in proper APA form of all of the course texts and materials you reference in your unit.
___________
2X 4 = 8
B. REFLECTIVE ADDENDUM: The final part of your unit project is to compose a

_______X 4 =
reflective addendum in the form of a letter to the reader, i.e. Dear Reader, in which
__________
you
address
the
following
considerations:
___________
How did you come up with the theme and ideas for your unit? How would you describe your process?
What do you see as the strengths of your unit? What do you feel is working well at this point?
What do you still have concerns about and/or would like to continue to work on if you had more time?
What are the limitations you have encountered with creating this unit (i.e., internship placement, time
considerations, CTs preferences, etc.)? How will you implement the unit differently in your own classroom
in the future or how might your unit vary if these limitations didnt exist? [Note: Again, do not see your placement as an
excuse not to create a quality unit. Again the reality is that you may need to negotiate how you implement your outstanding ideas and unit
plans!]
What will you pay particularly close attention to in terms of implementing your unit in the field? Please explain this clearly and
carefully.
On a scale of 0 (lowest) to 4 (highest), rate the quality of your unit. Please explain your self-evaluation.
Finally, a) how would you describe this project to future students and what advice would you give them; and b) explain what works
well with this project and then any suggestions for revising the project for future students.
Comments:
v Part IV Subtotal:24 / 24 Points
Part IV Subtotal: _______ / 24 Points
~PROCESS~
PART V: Process (24 Points)
4
quality,
1. DRAFTS: Unit materials demonstrate that you engaged in the process of writing
_______
intentional drafts of all assigned unit project parts (see Unit Guidelines, p. 4, for
definition of draft)
4
2. REVISIONS: Unit materials demonstrate engaged and purposeful effort in the
process of
_______

revising drafts so that they were more complete, coherent, and
engaging, as well as detailed
enough and technically correct (see Unit Guidelines p. 4 for definition of revision)
4
3. PROVIDED QUALITY PEER FEEDBACK: During the project timeline, you
provided timely _______
and quality peer feedbackboth oral and writtento your response group members.
Feedback
was substantial, constructive, and purposeful.
4
4. USED PEER AND INSTRUCTOR FEEDBACK: Unit materials demonstrate
that you created _______
and revised using others feedbackboth peer and instructor feedback. Progress built on this
feedback should be evident.
4
5. MET DEADLINES: Your process and unit materials demonstrate that you
followed directions
_______
and completed the necessary steps on time as detailed on the prep sheet for each class
and on the
unit guidelines handout. This includes drafts due in class and via e-mail to peers and
instructors.
4
6. EVIDENCE PROVIDED: Some evidence of #s 1-5 above and any other aspect of
your process _______
of your process might include any of the following: notes, research efforts,
multiple drafts,
workshop effort, peer conferences/feedback, instructor conferences/feedback, revision
efforts,
research notes, interview notes, e-mail correspondence, etc.
Comments on Process (use these to clarify or elaborate upon any aspect of your process above):
All this is documented in email exchanges with Clarice and Crystal on my unit plan, in addition to the
face-to-face meetings we had.
v Part V Subtotal: 24/ 24 Points

SUMMATIVE EVALUTION
STUDENT TOTAL:
Part V Subtotal: _______ / 24 Points
INSTRUCTOR TOTAL:

200/ 200
________________ / 200
SCORING
200 - 180 = A+ to A179- 160 = B+ to B159 - 140 = C+ to C139 and below = incomplete
Summative Comments:

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Thematic Unit Plan - World Change and Instability

World Change and Instability

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

Essential Standards: Social Studies

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

*Concentration Camp stations

H. Possible Activities/Instructional Strategies:

Thematic Unit Plan - World Change and Instability

instability, we can relate to the experiences of the Great Depression

Day 2: The Great Depression

Thematic Unit Plan - World Change and Instability

Day 3: The Holocaust in Germany

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

Day 5: Concentration Camps Continued

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

Day 8: Unit Project Work Day

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

Part II: The Daily Lesson Plans

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

Slide Two: This led to the Treaty of Versailles

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

Slide 6: Four Reasons the League failed:

Thematic Unit Plan - World Change and Instability

Causes of the Depression

Class Relations Before the Depression

Thematic Unit Plan - World Change and Instability

The Collapse of German Banks

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

France After the Crash of '29

Thematic Unit Plan - World Change and Instability

Civil Unrest in Germany

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

The Rise of the Nazi Party in Germany

Thematic Unit Plan - World Change and Instability

The Great Depression

Thematic Unit Plan - World Change and Instability

Day 5 Lesson Plan:

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

Thematic Unit Plan - World Change and Instability

Nazi Propaganda Poster Behind the Enemy Powers: the Jews

Thematic Unit Plan - World Change and Instability

Reading: The Nazis and anti-Semitism

Thematic Unit Plan - World Change and Instability

Extra Time Activity:

Thematic Unit Plan - World Change and Instability

Gypsies lined up for roll call at a camp

Personal Narrative: CEIJA STOJKA

Thematic Unit Plan - World Change and Instability

Extra Time Activity:

Narrative: DAILY LIFE IN AUSCHWITZ: JUNE TO OCTOBER 1944