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Name: __________________________ Subject: World War II
Teacher Name: ___________________ Date: ___________________

 

Charting the Course

 

Introduction:  
  Day 1 INTRODUCTION
German dictator Adolph Hitler used various propaganda to convince German citizens that they did not receive fair treatment following World War I. The Treaty of Versailles (1919) which Germany signed placed full blame for WWI on Germany. The treaty imposed severe financial burden from the war totally over $30 billion. Other clauses of the treaty limited the size of the German military, return lands to back to France and stripped German of it international colonies. Needless to say, Germany was not pleased with the outcome; this resentment served as the fuel for Hitler's rise to power and the resulting World War II.

Day 2 Introduction
In order for citizens of the United States to compete on the world stage, they must have an appreciation of the world outside their borders. Knowledge of other cultures is crucial to the growth as a Nation as well as an individual. Knowledge of the history and the traditions of culture allows for a greater degree of understanding and respect. Even with all the good will in the world, miscommunication is likely to happen. The greater the cultural differences between individual the greater the likelihood of miscommunication. These situations may lead to ill will and even conflict. For example, in Botswana it is an insult to receive a gift using only one hand. Gifts are respectfully received using two hands and a bowed head.

Day 3 Introduction
The traditional route that a proposed piece of legislation takes to become a law begins with the introduction of the bill by a member of the House or the Senate. The proposed bill is sent to the appropriate committee for review. During the time the bill spends in subcommittee it can be accepted as is, revised or tabled (voted against). The recommended bill is then brought before the entire floor of the House and Senate individually. Both houses must pass the bill in order for it to proceed to the President. The President can either sign the bill into law or veto the bill. If the bill received a two-thirds majority vote in Congress, the bill can be made into law.

Day 4 Introduction
All of us are daily consumers of goods and services. These goods and services have monetary values associated with each item. Therefore, it is important that we as consumers understand how to manage the money in our possession.

Day 5 Introduction
The term Third World was originally used to identify nations that are neither aligned with the West (NATO) nor with the East, the Communist bloc. Since that time the phrase is used to describe the developing countries such as Africa, Asia and Latin America. The term has also become synonymous with poor countries.
Task:  
  Day 1 TASKS
Students will have an understanding of the Versailles Treaty.
Students will have an understanding of the issues facing the World at this time period.

Day 2 Tasks
Students will have gained an understanding of cultural differences.

Day 3 Tasks
Students will understand the process of how a bill becomes a law.

Day 4 Tasks
Students will gain an understanding of how economics affects everyday life.
Students will be engaged in an active community - like setting.
Students will be able to correctly count money.

Day 5 Tasks
Students will know the location of a given third world country
Students will make a travel brochure for given country
Students will use a variety of resources to complete the project

Students will research and understand the influence of Adolf Hitler on Germany and other countries.
Students will understand how Hitlers rise to power led to World War II.
Process:  
  Day 1 Process
Interpersonal/Linguistic Approaches
Students will participate in a discussion of the following global question:
- What steps might the Allies have taken that would have avoided WWII?
The textbook reading assignment will be read aloud and discussed by the class.
Over the course of four days, the teacher will:
- divide class into three groups to conduct research. Groups will use internet to conduct research as well as the Social Studies text to answer the questions: What caused WWII? Why did WWII occur so quickly after WWI?
- group one will research political causes of WWII
- group two will research social causes of WWII
- group three will research economic of WWII
Each of the groups will compile their findings and explain what steps they would have taken to avoid another war.
Preliminary work will be completed via worksheets.
The final project will be submitted as a Power point slide show or Webquest presentation. Teacher will review internet use policies and review procedures for making power point and webquest

Day 2 ProcessInterpersonal/Visual/Kinesthetic/Linguistic Approaches
Students will participate in a pen-pal exchange of cultural knowledge via both internet interactions as well as traditional postal mail.
Students having received correspondence from their pen pals will share new happenings with rest of class.
Teacher will pre-teach the following vocabulary before reading another chapter from the book Celebrations around the World by Carole S. Angell to students.
- Vocabulary: immigrant, Ellis Island, artifacts, ethnic group
After reading and discussing chapter on immigration (prior lesson), students are paired to chose an ethnic group in the United States to research.
Students will brainstorm and identify topics to be researched about the particular group chosen. Topics to be covered are listed but other topics could be added if pair of students desired.
- Name of the group chosen.
- When did this group arrive in the US?
- Where did this group enter the US?
- How many of this group are now living in the US
- Where do the majority reside?
- How or in what ways has this group affected American culture?
- What was their home countrys flag?
- What is the location of this country on the world map?
- What is the location of majority of this group in the US?
Students will decorate a shoebox in a theme of the culture they selected, using the information from their research. Again, the answers to the previous questions, but not limited to those specific question.
For closure, students will participate in a roundtable discuss on the comparisons and contrasts of the cultures studied.

Day 3 Process

Interpersonal/Visual/Kinesthetic/Linguistic Approaches
This lesson takes place concurrently with the study of the functions and structure of Congress.
The teacher will pre-teach the vocabulary words bill, law and veto.
Teacher will explain the steps a bill has to take to become a law.
- bill is introduced
- bill goes through a committee
- bill passes one house and goes to the next house
- bill goes to committee
- bill goes to President
The teacher will assign students a character in a role playing activity. The assigned parts include: the President, House of Representatives (several students), Senate (several students), Committees (several students), and the Bill.
Each group will make a poster to display, labeling who/what they represent.
The student that is chosen as the Bill will walk through the maze of Congress as he/she attempts to become a law.
The teacher will begin the activities by directing a student vote on a proposed bill. Ideas will be listed on the board and then have students vote by casting a ballot. Teacher will count the votes and declare the winning bill. The student that is the Bill will come forward when the bill is introduced.
The Bill will then walk to the group labeled committee. This group will then make a decision (yes) and the Bill will then walk to the group labeled House of Representatives. This group will decide (yes) then the bill walks to the group labeled Senate. This group decides (yes) and the bill walks to the group labeled committee. This group decides (yes), the bill walks to the President.
Supplies
- assorted colored markers
- poster board
- name tags

Day 4 Process
Interpersonal/Visual/Kinesthetic/Linguistic Approaches
The teacher will pre-teach the vocabulary words consumer, goods, services and producer.
The teacher tell the students that this is community day and review the procedures for how the community day is to progress. Students are reminded that not all students will have the same amount of money and/or paycheck, as that is how it is in real life.
Prior to this lesson, students from Ms. Bs class and our class collaborated, and all students had been designated certain jobs or locations:
- Postmaster
- Owners of establishments
- Families at home

Students then voted on the community to be developed. Our community consists of:
- bank,
- post office
- supermarket
- restaurant
- park
- home,
- school
- nail salon
- clothing store
Our classroom had been divided into locations.
Locations were then labeled.
Food was donated for grocery store and clothes were obtained from the schools lost and found.
Each area was equipped like a real-life location.
Ms. Ns older students helped make direction cards to be placed in envelopes for postmaster to deliver and Ms. N and I stuffed the envelopes with materials.
The postmaster will deliver mail to each business establishment. This mail will tell the establishment owners what prices they are to have on their products or services. These will then be marked on the products or written on the establishments marquee. Each establishment needs to be friendly with the customers, yet promote their businesses and attempt to get the customers to make purchases.
The families will receive mail from the postmaster that instructs them on where they are to conduct business or pleasures on that day.
No two families will visit the same establishment.
No envelope will have the same amount of money.
Some envelopes will contain a checkbook.
If it was payday for an individual, in their envelope will be a paycheck.
Once teacher rings the bell, the day has begun. When bell rings again, (approximately 15 - 20 minutes), the day is over. Shopkeepers close up, customers go home.
During the process, teachers will monitor all students and assist as needed.

Day 5 Process
Interpersonal/Visual/Kinesthetic/Linguistic Approaches
Teacher will:
Ask for volunteer student to give the definition of Third World Country.
Ask students to name some Third World Countries.
Ask students to tell some things they know about these countries.
Use map, globe or other resource to be sure that students know where these countries are located in relationship to the United States.
Tell students that they are going to research a Third World Country and design a brochure to get people to visit that country.
Ask students to explain what a brochure is.
The teacher will then explain to students what a brochure is by folding paper to create a brochure.
The teacher will suggest to students what sources may be used to conduct research for this project and how each resource is usedinternet, encyclopedia, books on the country, etc.
Students will be paired. Each pair will be given a list of countries from which to choose.
Students will first make research notes on worksheet.
When research is complete, students will organize their notes and begin making brochure.
If brochures are not completed by end of class, students may work on them in spare time or will have time to finish in next class period.
Teacher will circulate classroom to monitor and give input as needed
Resources:  
  Day 1 Resources
Supplies:
- textbook
- pencil
- paper
- internet access
- worksheets

Day 2 Resources
Supplies:
- textbook
- Cultures around the World book
- boxes
- pens
- pencils
- paint
- paintbrushes
- clay
- tissue paper
- scissors
- maps
- atlases,
- globes
- encyclopedias
- internet access

Day 3 Resources
- assorted colored markers
- poster board
- name tags

Day 4 Resources
- card stock
- pens
- pencils
- markers
- tape
- clothes
- food
- play money
- calculators
- envelopes
- bell

Day 5 Webquest
- paper
- crayons
- markers
- pens
- pencils
- encyclopedias
- computers
- internet access
- books on Third World Countries
- planning worksheet
- maps
- globes


Evaluation:  
  Day 1
Teacher observation.
Assessment of the content of Power Point or Web Quest presentations.
* Excellent: Student provides a quality and informative presentation absent of grammatical and typographical errors.
* Satisfactory: Student provides an adequate and informative presentation with numerous grammatical and typographical errors.
* Needs Improvement: Student provides an inadequate and non-informative presentation litter with grammatical and typographical errors.

Day 2
Teacher observation.
Administration of an end of unit quiz.
Evaluation of shoebox theme project.
* Excellent: Student provides a creative and informative project absent of grammatical and typographical errors.
* Satisfactory: Student provides an adequate and informative project on with numerous grammatical and typographical errors.
* Needs Improvement: Student provides an inadequate and non-informative project with numerous grammatical and typographical errors.

Day 3
Teacher observation.
* Excellent: Student understands the process of how a bill becomes law.
* Satisfactory: Student has a marginal understanding of the process of how a bill becomes a law.
* Needs Improvement: Student has a minimal understanding of the process of how a bill becomes a law.

Day 4
Teacher observation.
Journal entries answering the questions:
- In our community, what services were provided?
- In our community, what goods were sold?
* Excellent: Student has an excellent understanding of consumer goods and services.
* Satisfactory: Student has a marginal understanding of consumer goods and services.
* Needs Improvement: Student has a minimal understanding of consumer goods and services.

Day 5
Teacher observation.
Planning worksheet.
Brochures.
* Excellent: Student provides a creative and informative brochure absent of grammatical and typographical errors.
* Satisfactory: Student provides an adequate and informative brochure on with numerous grammatical and typographical errors.
* Needs Improvement: Student provides an inadequate and non-informative brochure with numerous grammatical and typographical errors.
Conclusion:  
  Day 1
CONCLUSION
Following the completion of the lesson, the student will be able to:
- explain the features of the Versailles Treaty
- explain the issues facing the World at this time period
- explain influence that Adolf Hitler on Germany and other countries
- explain how Hitlers rise to power led to World War II
- utilize technology to present research data

TEACHER PAGE
Day 1
The lesson plans satisfies the following National Social Studies Standards:
- NSS-WH.5-12.8 Era 8: A Half-Century of Crisis and Achievement, 1900-1945.

Day 2
Conclusion
Following the completion of the lesson, the student will be able to:
- compare and contrast information of from varying cultures
- identify several unique features from a minimum of three cultures
- identify the location on a world map the location of a minimum of three cultures
- identify the location on a US map the location of a minimum of three cultures

Teacher Page
Day 2
The lesson plans satisfies the following National Social Studies Standards:
- NSS-USH.K-4.4 The history of many cultures around the world.


Day 3
Conclusion
Following the completion of the lesson, the student will be able to:
- define the terms bill
- define the term law
- define the term veto
- understand the two houses of Congress
- understand the chronological events necessary for a bill to become a law
- understand the veto process
- understand that a veto decision can be overridden by Congress

Day 3
Teacher Page
The lesson plans satisfies the following National Social Studies Standards:
- NSS-C.5-8.1 Civil life, politics, and government,
- NSS-C.5-8.2 Foundation of the American political foundation,
- NSS-C.5-8.3 Principles of democracy
- NSS-C.5-8.4 Other nations and world affairs
- NSS-C.5-8.5 Roles of citizens.



Day 4
Conclusion
Following the completion of the lesson, the student will be able to:
- define the vocabulary words consumer, goods, services and producers
- understand the usage of money to acquire goods and services
- correctly make change

Day 4 Teacher Page
The lesson plans satisfies the following National Social Studies Standards:
- NSS-EC.5-8.3 Allocation of goods and services
- NSS-EC.5-8.10 Role of economic institutions
- NSS-EC.5-8.11 Role of money
- NSS-EC.5-8.16 Role of Government

Day 5
CONCLUSION
Following the completion of the lesson, the student will be able to:
- define the term third world
- locate third world countries on a world map
- create brochures

Day 5 Teacher Page
The lesson plans satisfies the following National Social Studies Standards:
- NSS-G.K-12.1 The world in spatial terms
- NSS-G.K-12.2 Places and Regions
- NSS-G.K-12.4 Human Systems
- NSS-G.K-12.5 Environment and Society
- NSS-G.K-12.6 Uses of geography

This Web Quest is available at www.teach-nology.com