WORLD WAR II
You have a number of tasks that you are required to do and you will have just over two weeks to complete all of the assignments. You can do the assignments in any order that you wish, but you should be busy each day in my class. Fill out the checklist as you go to keep focused. If you do all of the assignments you will earn a B for this unit. If you want your A, you will have to do one of the projects. Everything for this unit is due on May 3rd.
You have a number of tasks that you are required to do and you will have just over two weeks to complete all of the assignments. You can do the assignments in any order that you wish, but you should be busy each day in my class. Fill out the checklist as you go to keep focused. If you do all of the assignments you will earn a B for this unit. If you want your A, you will have to do one of the projects. Everything for this unit is due on May 3rd.
ASSIGNMENTS
Watch the Mini Bio Video on Joseph Stalin and do the questions
1. What does Stalin mean?
2. How many times was Stalin in prison?
3. How many kulaks died because of Stalin's policies in the early 1930's?
4. With whom did Stalin sign a nonaggression pact?
5. What happened when Russian children got German soldiers water during WWII?
6. When did Stalin die?
7. Why is Stalin seen as both a positive and negative leader?
1. What does Stalin mean?
2. How many times was Stalin in prison?
3. How many kulaks died because of Stalin's policies in the early 1930's?
4. With whom did Stalin sign a nonaggression pact?
5. What happened when Russian children got German soldiers water during WWII?
6. When did Stalin die?
7. Why is Stalin seen as both a positive and negative leader?
Political Cartoons--Interpret the political cartoons and answer the following questions for EACH cartoon:
1. What does the cartoon show?
2. What is the author's point of the cartoon?
3. How does this cartoon relate to what we have learned in class?
1. What does the cartoon show?
2. What is the author's point of the cartoon?
3. How does this cartoon relate to what we have learned in class?
wwii_pcs.doc | |
File Size: | 311 kb |
File Type: | doc |
Create a pamphlet with the major leaders of World War II. This may be done on a computer or a plain white sheet of paper.
Draw a map of the world and include at least 10 major battles/events. On the back of the paper, you need to include the date and who won each battle. This may be done with up to 2 partners and done on a computer or on a large sheet of paper.
Graphs and charts--Analyze the graph of World War II and answer the questions.
The graph is on page 767 of the text book and the questions are beneath. Do questions 27-31.
The graph is on page 767 of the text book and the questions are beneath. Do questions 27-31.
Create a crossword puzzle or word search for the key terms/people in World War II. You MUST include clues/definitions for each term/person.
Create a Chatter Kid from one of the WWII leaders. State the quote, what it means, and whether it's true or not.
Constructed Response--Write a MINIMUM of 100 words on whether or not Harry Truman was justified in dropping the atomic bombs on Japan. Should he have done it? Why/Why not? Do these types of weapons have any place in war? Explain.
Create a Concept Web of World War II. This should have the Causes, Alliances, and Results of World War II (at Minimum). You can use bubbl.us, readwritethink.com, or a plain white sheet of paper to do this assignment. You may have one partner for this assignment.
Forums--Answer three of the forums below. Write more than one sentence!! Explain yourself!!
unit_9_forums.doc | |
File Size: | 24 kb |
File Type: | doc |
Projects
Create a poem/rap/raft/creative writing from one of the perspectives of World War II.
Create a work of art relating to World War II.
Create a collage of World War II on a large poster board. You MUST include reasoning for including each picture.
Make a video of World War II--This could be an interview of the leaders, a recreation of an event, or something else. This may be done with 3 partners.
Do a power point, google doc, or Prezi of one thing relating to World War II. It must go deeper than what I've given you! This may be done with 1 partner.
Create a poem/rap/raft/creative writing from one of the perspectives of World War II.
Create a work of art relating to World War II.
Create a collage of World War II on a large poster board. You MUST include reasoning for including each picture.
Make a video of World War II--This could be an interview of the leaders, a recreation of an event, or something else. This may be done with 3 partners.
Do a power point, google doc, or Prezi of one thing relating to World War II. It must go deeper than what I've given you! This may be done with 1 partner.
unit_14_notes.doc | |
File Size: | 49 kb |
File Type: | doc |
Teacher Stuff
Marzano's Strategies this Unit
Setting Objectives (Entire unit checklist, weebly)
Summarizing and Note Taking (Lectures)
Reinforcing Effort and Providing Recognition (Daily and Great Work Board)
Identifying Similarities and Differences (Totalitarian vs Democratic Governments, Leaders Pamphlet)
Homework and Practice (Entire Unit + Project)
Nonlinguistic Representation (Chatter Kid, Cause/Effect Chart, Map/Timeline, Pictures of Warfare, Video of Stalin, Possibly Project)
Cooperative Learning (Map/Timeline, Concept Web, Possibly Project)
Cues, Questions, Graphic Organizers (Pre lecture discussion, wait time, chart, mindmap, checklist)
Setting Objectives (Entire unit checklist, weebly)
Summarizing and Note Taking (Lectures)
Reinforcing Effort and Providing Recognition (Daily and Great Work Board)
Identifying Similarities and Differences (Totalitarian vs Democratic Governments, Leaders Pamphlet)
Homework and Practice (Entire Unit + Project)
Nonlinguistic Representation (Chatter Kid, Cause/Effect Chart, Map/Timeline, Pictures of Warfare, Video of Stalin, Possibly Project)
Cooperative Learning (Map/Timeline, Concept Web, Possibly Project)
Cues, Questions, Graphic Organizers (Pre lecture discussion, wait time, chart, mindmap, checklist)
How this World War I Unit Relates to Common Core
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Writing Standards
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Primary Sources
Political Cartoons
Chart
Leaders quotes
Maps of World War II
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Writing Standards
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Primary Sources
Political Cartoons
Chart
Leaders quotes
Maps of World War II
Technology this Unit
Weebly
Chatter Kid
Video of Stalin
Forums
Possibly:
Concept Map of Causes/Effects of WWII
Venn Diagram of Totalitarian vs Democratic Governments
Pamphlet of leaders of World War II
Project
Weebly
Chatter Kid
Video of Stalin
Forums
Possibly:
Concept Map of Causes/Effects of WWII
Venn Diagram of Totalitarian vs Democratic Governments
Pamphlet of leaders of World War II
Project