Introduction

1. Introduction Welcome Soldiers! It is 1944 and you are now enlisted to fight in World War II. To win the War, you must fully understand your enemies and partners. The world is now in your hands! 5 6 3 1 4 2 Conclusion Process Teacher Page Introduction Task Evaluation The home button will bring you back to this slide. What are the Axis and Allies advantages and disadvantages? How will this determine the outcome of the war?

2. Task You will: • Print a map of the World and color the countries involved in the war. Red for Axis, and blue for Allies. • Create a Tri Venn Diagram for each alliance of powers as directed in the process. After you finish the WebQuest: • Time has passed since the days of World War II. Now a Veteran and citizen living during the war, you have been asked by group of students to write a letter explaining in good detail about your experiences being a solider explaining the war from the start to the end. You must include the aftermath effects of the war in the United States and the World. For requirements click here. For research of aftermath, click here.

3. Process A good soldier must do their research. In order to fight successfully for your country for the best outcome, you must learn about the two central powers in the war. Click on one of the Alliances to get started. Axis Allies Click here for aftermath research for your letter. Click here for a printable map of the World.

4. A L L I E S Before you go on the battlefield, your Sargent orders your platoon to do some research. He requests that you note important information about Roosevelt, Truman, Churchill and Stalin during WWII. Note how the countries transform during the war. He also wants you to know some of the weaknesses and strengths the Allies have. Lastly, he wants you to learn the maps of these countries. This will Take you to the Maps of the Countries. Roosevelt Churchill Stalin S T RENGTH & WE AKNES S Pg.1 Truman Pg. 2

5. Your Sargent also requests that you know a little information about your enemies. He wants you to have some knowledge of Hitler, Mussolini and Hirohito during WWII. Note some changes these countries made when entering the world that is significant in history. He also stated that he wants you to fully understand the maps of their country. Lastly, He wants you to know their strength and weaknesses in the war. Axis Hitler This will take you to the maps of these countries. Strengths and Weaknesses (look at both websites) Hirohito Mussolini Pg. 1 Pg. 2

6. Allies Countries U.K. U.S.A. U.S.S.R.

7. Axis Countries Germany Italy Japan

8. Evaluation

9. Conclusion “The only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance.” –F. Roosevelt “We defend and we build a way of life, not for America alone, but for all of mankind.” –F. Roosevelt Congratulations!! The Allies claim victory! Your hard work paid off! If it wasn’t for all your hard work memorizing the maps, learning the strengths and weaknesses and noting important facts about World War II to work in the Allies advantage, we wouldn’t have won! It’s not always about the fight, it’s what we can do intellectually as well! Fantastic job!!

10. Teacher’s Page Context • Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic This lesson will allow students to think creatively by putting themselves in an era where the world was changing. This lesson will help students understand the fight for freedom and how this time era has shaped the world to what it is now. This lesson will also show students how technology has changed as well as the introduction to modern warfare seen today. • Describe the students' prior knowledge or the focus of the previous lesson Students should have previous knowledge from other history classes. This information should be basic and not much detailed. There will be a class discussion before starting the WebQuest about the previous knowledge the students have about World War II. These discussions should fire up what students have previously learned.

11. • Describe generally any critical student characteristics or attributes that will affect student learning There are touchy subjects with WWII whether it is the Holocaust, Atomic Bombs, Pearl Harbor, personal issues, the idea of Communism or the number of casualties involved. • Describe how content connects to life experiences of students This lesson connects with student’s life experiments because they could fully understand War stories they have heard from relatives, they can relate to how the United States became a world power as well as students can see the beginning of the rise of Communism, Modern day dictatorship, Nationalism and Fascism. It also shows a prime example of the rise of modern warfare threatened everyday around the world. Learning Objective(s) • State what the students will be able to do as a result of this lesson. Objectives must be student-centered and observable/measurable. Students will be able to understand the causes of the war and the feelings of the war with the main countries involved. Students will also be able to understand why the current politics and warfare are set up today. Students will understand the impact of the United States of America involved in a World War and how the world today is shaped greatly by WWII. The Students will be able to see the impact of the war that changed the United States. Connections • Connect your unit goals to the appropriate Program of Studies and/or Academic Expectations. Connect your learning objectives to the Kentucky Core Content for Assessment. Use no more than two or three connections, and if not obvious, explain how the objectives are related to the Core Content. Standards Visit the KDE Website for quick access to the Academic Expectations, Program of Studies (Revised April 2006), and Core Content for Assessment (Version 4.1). The documents on the KDE web site makes it easier to copy and paste the standards you are addressing into your standards-based unit of study and lessons plans. The Combined Curriculum Documents will be useful to candidates as they seek to align their curriculum with both the Program of Studies and the Core Content. They can be downloaded from the Kentucky Department of Education website at: http://tinyurl.com/55dnb

13. Program of Studies: Skills and Concepts examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected) SS-H-HP-S-2 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War), and evaluate the impact of these efforts e) evaluate how the Great Depression, New Deal policies, and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (emergence of the U.S. as economic and political superpower) f) analyze economic growth in America after WWII (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties, and conflicts over political issues (e.g., McCarthyism, U.S. involvement in Vietnam)

14. Resources, Media and Technology • List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the students. 1. Technology- computer with Internet for each student, Microsoft PowerPoint, Microsoft Office and a printer with black ink. 2. Materials- pen/pencil, paper and a blue and red crayon. • If appropriate, list technology resources for the lesson including hardware, software, and Internet URL's and be sure to cite the sources used to develop this lesson. (Provide any additional documentation of additional technologies used but not represented by this lesson; see Teacher Standard 6) • http://en.wikipedia.org/wiki/Franklin_D._Roosevelt#Pearl_Harbor_and_declarations_of_war • http://en.wikipedia.org/wiki/Winston_Churchill#Political_career_to_the_Second_World_War • http://en.wikipedia.org/wiki/Joseph_Stalin#World_War_II.2C_1939.E2.80.931945 • http://en.wikipedia.org/wiki/Harry_S._Truman#Presidency_1945.E2.80.931953 • http://en.wikipedia.org/wiki/Mussolini#Axis_power • http://en.wikipedia.org/wiki/Hitler#World_War_II • http://en.wikipedia.org/wiki/Hirohito#Sino-Japanese_War_and_World_War_II • http://library.thinkquest.org/C001323/data/alliedvsaxis.html • http://wiki.answers.com/Q/What_were_the_strengths_and_weaknesses_of_the_major_World_War_2_combatants • http://en.wikipedia.org/wiki/Wwii#Aftermath

15. Procedures • • Describe the strategies and activities you will use to involve students and accomplish your objectives, including how you will trigger prior knowledge and adapt strategies to meet individual student needs and the diversity in your classroom. • Besides using the WebQuest daily, the last 10 to 15 minutes of class will be used to discuss the new findings, ideas and questions. I will ask questions to make sure they have done some work and ask questions to make sure the research is understandable and they are learning well. To trigger prior knowledge, I will have group discussion before we begin the WebQuest where students can jot down ideas and previous knowledge they may have and share it with the class. To meet individual needs and diversity in my classroom, I will individually check the process daily of the students during the WebQuest project. I will mark progress daily to individual students to ensure they understand the material so if they are too shy or need extra help, I can discover the best place the help the student pick up and learn in the correct order on the WebQuest. • • Describe the sequential activities you will use to involve students and accomplish your objectives—be sure to include approximate time-frames. The class is an hour and 15 minutes, meeting 5 times a week. The project will begin Monday, and end Friday the same week. 1. Monday- First 20 minutes students are to jot down and discuss previous knowledge of World War II. This involves the entire class and instructor participating. The next 15 minutes are used to discuss how the WebQuest is to be used, how the student will be graded and what they will be learning will be discussed. The next 10 minutes will be used for assigned computers and questions. For the next 20 minutes, students will work on the WebQuest. The last 10 minutes will be used to discuss new findings. 2. Tuesday-The students will work on the WebQuest for 60 minutes with the last 15 remaining for questions, comments and new findings. I will be watching the students that they are working as well as evaluating the student’s understandings of the material. 3. Wednesday- The students work on the WebQuest for 60 Minutes, with the last 15 for discussion. I will be helping students individually while monitoring them. The students should have colored their maps, be at least ¾’s done with the research and Tri Venn Diagram complete. 4. Thursday-The students should use the first 60 minutes to finish their WebQuest and begin their writing assignment. By the end of class, all students should be complete. If some are not, I will speak to the student individually to discuss the project and the individual help needed. The last 15 minutes will be used to discuss the new findings, answer questions and have class discussion. The instructor will inform the students the letters are due tomorrow and will be read aloud in class. 5. Friday- For the first 60 minutes the class time should be used for the sharing of letters. The last 15 minutes are used for questions and comments. In these 15 minutes, I will conclude the lesson and the WebQuest activity. The letter will help determine the student’s understanding of the lesson and research.

16. • List any special accommodations used for ESL learners, inclusion and various learning skills including academically talented (gifted) students. Accommodations made for ESL learners were the individual help of the instructor with a one on one conference to help the student successfully learn the material and conclude the project. ESL students were generally given more time after school or permission to do at home with access via e-mail. For talented students who finish early, they are to work on their letter, watch an approved video on WWII, or read a chapter in the book to go in more detail about WWII. Assessment Plan • In tabular format, organize how objectives will be assessed. Include copies of assessment instruments and rubrics (if applicable). Impact / Reflection • Discuss student progress in relation to student objectives. Discuss success of instruction as it relates to assessment of student progress. It is particularly important to include an analysis of student work in regards to the student objectives with samples of student work analyzed. Refinement / Lesson Extension • Based on the reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.