Unit+IV+-+2011-12+-+America+and+World+War+II

Unit IV - America and World War II

(MA. Curriculum Frameworks Standards) |||| **Transfer ** || --Analyze foreign affairs to understand and evaluate past, present, and future American foreign policy decisions. --Consider the many effects that wartime has on civilian life. || World War II, 1939-1945
 * **Stage 1 Desired Results ** ||
 * **ESTABLISHED GOALS **
 * ^  |||| //Students will be able to independently use their learning to...//
 * ^  |||| **Meaning ** ||
 * Goals **G **

USII.14 Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy. (H)

USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan). (H)


 * 1) Fascism in Germany and Italy
 * 2) German rearmament and militarization of the Rhineland
 * 3) Germany’s seizure of Austria and Czechoslovakia and Germany’s invasion of Poland
 * 4) Japan’s invasion of China and the Rape of Nanking
 * 5) Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferences

// Seminal Primary Documents to Read // : President Franklin Roosevelt, “Four Freedoms,” speech (1941) //Seminal Primary Documents to Consider//: Justice Robert M. Jackson’s opinion for the Supreme Court in //West Virginia State Board of Education v. Barnette// (1943) and Learned Hand’s //The Spirit of Liberty// (1944)

USII.16 Explain the reasons for the dropping of atom bombs on Japan and their short and long-term effects. (H)

USII.17 Explain important domestic events that took place during the war. (H, E)  //Students will understand that...//
 * 1) how war-inspired economic growth ended the Great Depression
 * 2) A. Philip Randolph and the efforts to eliminate employment discrimination
 * 3) the entry of large numbers of women into the workforce
 * 4) the internment of West Coast Japanese-Americans in the U.S. and Canada || UNDERSTANDINGS **U - ****Sophisticated**

 *In times of economic crisis and political instability, citizens can be swayed by persuasive, dynamic leaders who harness popular discontent and latent patriotism to offer a new version of government and country.

* Nations must weigh their immediate and long-term interests when making foreign policy.


 * Violations of national sovereignty command the attention of the international community and often lead to war.


 * In times of war, governments can justify unusual control of the public and a diminishing of civil rights with concerns for national security.


 * International organizations and diplomatic relations among nations are intended to promote international peace and justice.

// Students will keep considering... //
 * The United States has taken on an increasingly more powerful role in international affairs in the 20th and 21st century. || <span style="font-family: 'Arial Narrow','sans-serif';">ESSENTIAL QUESTIONS **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">Q **

<span style="font-family: 'Arial Narrow','sans-serif';">*When does patriotism go too far?


 * When should one country become involved in the affairs of another?


 * At what point is diplomacy no longer the better tactic than military engagement?

Is it the responsibility and/or the right of the United States to promote its values and interests around the world?

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">*I n the aftermath of World War One, two totalitarian dictators, Benito Mussolini and Adolf Hitler, took power in Europe and began to take aggressive actions that violated the Treaty of Versailles and set the world on a course to another world war. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">*using historical evidence to make an informed argument
 * What are the implications of winning and losing a war? ||
 * ^  |||| **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">Acquisition ** ||
 * ^  || //<span style="font-family: 'Arial Narrow','sans-serif';">Students will know… //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">K **
 * World War Two officially began in 1939 when the Nazi army invaded Poland and opposing forces, led by Britain and France, declared war in response.
 * By 1941, the Axis Powers of Italy, Germany, and Japan had taken control of most of Europe, northern Africa, southeast Asia, and the Pacific Islands.
 * The aggressive actions of the Japanese led to direct conflict with the United States, and, eventually, the bombing of Pearl Harbor on December 7, 1941 and an American declaration of war.
 * Leading up to Pearl Harbor, most Americans did not want to become involved in another foreign war and the United States' official policy was neutrality, though it was providing increasing levels of assistance to the Allies.
 * To prepare for war against the Axis powers, the United States mobilized armed forces, dramatically increased industrial war production, and began work on the atomic bomb.
 * With a boost from the United States, the Allies were able to liberate northern Africa, Italy, France, and the rest of Europe, ending the Holocaust and defeating the Nazi regime in May of 1945.
 * In the Pacific, the United States fought a long and costly war against Japan, regaining lost territories and using two atomic bombs to force surrender in August of 1945.
 * On the American home front during World War II, the government supported the war effort by encouraging public support through food conservation, bond purchases, and a propaganda campaign.
 * In 1942, President Roosevelt issued Executive Order 9066, which called for the internment of those of Japanese heritage living in military zones on the west coast.
 * The aftermath of World War II included the creation of the United Nations, increased tensions between the United States and the Soviet Union, and further established the United States as a global superpower.
 * Key Terms: dictator, totalitarian, fascism, Adolf Hitler, Joseph Stalin, Benito Mussolini, appeasement, Winston Churchill, Allied Powers, Axis Powers, Hideki Tojo, Franklin D. Roosevelt, cash-and-carry, Lend-Lease Act, Atlantic Charter, Pearl Harbor, mobilize, Rosie the Riveter, Manhattan Project, atomic bomb, Dwight D. Eisenhower, D-Day, Holocaust, Battles of Midway, Okinawa and Iwo Jima, Battle of the Bulge, rationing, propaganda, internment, Yalta Conference, V-E Day, Harry S. Truman, V-J Day, United Nations, Potsdam Conference || //<span style="font-family: 'Arial Narrow','sans-serif';">Students will be skilled at… //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">S **


 * writing a persuasive essay


 * using political maps to identify expansion of territory, location of key battles, political compromise and division.



**<span style="color: #ffffff; font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">2 - Evidenc ** It is late summer of 1945. You are a US Army General charged with the task of determining what to do with the conquered Axis Powers. It is your task to evaluate the past 20 years of history, especially the outcomes of WWI, the creation of the League of Nations, and the course of fighting in WWII, to create a proposal for Congress to inform them of their options for managing relations with conquered nations of Germany and Japan in the post WWII years. You must evaluate the results from the Treaty of Versailles in 1919, the failure of the League of Nations, and apply those lessons to the current situation in 1945. In addition, you must evaluate any new roles the US should take on in a post-WWII world--how should the US maintain its presence around the globe?
 * **<span style="font-family: 'Arial Narrow','sans-serif';">Evaluative Criteria ** || **<span style="font-family: 'Arial Narrow','sans-serif';">Coding ** || **<span style="font-family: 'Arial Narrow','sans-serif';">Assessment Evidence ** ||
 * ||  || **<span style="font-family: 'Arial Narrow','sans-serif';">CEPA: ****<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">PT **


 * Goal**: inform a Joint Session of Congress of its options and then persuade Congress of the best option your propose.


 * Role:** you are a US General


 * Audience:** Congress, the American public


 * Situation:** While there is much cause for celebration with the recent surrenders of both Germany and Japan, we cannot pause and allow these victories to distract us from the importance of establishing peace treaties and future relations with these defeated nations. Among the top brass in the US military, there is a sense of urgency to get funding for post-War Germany and post-war Japan, to truly ensure that there won't be another war like this again. We harken back to Woodrow Wilson's call for this to be "the war to end all wars" and his proposal for a League of Nations. Unfortunately, many members of Congress are unfamiliar with the recent history from 1919 and the 1920s and 30s. It is your job to remind them of the lessons of the past and to inform them on how to do better looking ahead for a more peaceful world.


 * Product:** They have asked you to present to them an analysis of the causes of WWII, and your proposals to prevent such a war from happening again. You will create either a poster or a multimedia presentation that will include relevant visuals (photographs, maps, charts, primary documents, video clips), written, persuasive analysis of your plan for a peace treaty with Germany and Japan, and a proposal for a new and improved League of Nations to ensure international peace and stability.

Historical Content: Visual Support: <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">--Unit Test <span style="font-family: 'Arial Narrow','sans-serif';">--Persuasive in-class essay: <span style="font-family: 'Arial Narrow','sans-serif';"> *Should the United States have dropped the atomic bomb(s) on Japan in August of 1945? <span style="font-family: 'Arial Narrow','sans-serif';">--periodic content and reading quizzes ||
 * Standards for Success: Your visual, written, and oral presentation need to include...**
 * address the specific failures and shortcomings of the Treaty of Versailles and the League of Nations
 * provide evidence that these failures created the opportunities for violent nationalism to spread in Germany and Japan
 * examples of and rationale for American foreign policy shifts from isolationism to intervention
 * at least one map showing changing political boundaries as a result of foreign intervention (map must be labeled and have a key)
 * at least one visual of world leaders in the 1930s (individuals must be identified, location and purpose of meeting explained) ||
 * ||  || **<span style="font-family: 'Arial Narrow','sans-serif';">OTHER EVIDENCE **<span style="font-family: 'Arial Narrow','sans-serif';">: **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">OE **
 * **<span style="color: #ffffff; font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">Stage 3 – Learning Plan ** ||
 * //<span style="font-family: 'Arial Narrow','sans-serif';"> Summary of Key Learning Events and Instruction //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;"> L **

Lesson 1: The Seeds of World War II.
 * review terms of Treaty of Versailles and social, political, and economic impact on Germany
 * Weimar Republic, inflation, discontent
 * Analyze the conditions in Europe that led to the rise of totalitarian dictators: Hitler, Mussolini, Stalin
 * define key terms: dictatorship, totalitarianism, fascism Rise of Hitler
 * primary sources from Facing History: life under Nazi Rule (ex: //The Birthday Party//), connect to Holocaust
 * Map skills: German expansion in Europe; map where and when German forces invaded/annexed;
 * Allied response of Appeasement
 * Rise of militarism and nationalism in Japan
 * Japanese response to Paris Peace Conference, 1919, also planted seeds for empire to combat racism/paternalism from the west
 * Compare/Contrast: Creation of Axis Powers: what did Nazi German, Imperial Japan, and Fascist Italy have in common?

Lesson 2: US Foreign Policy Shifts From Isolationism to War.
 * Review and define imperialism, evaluate goals/assets to risk/losses
 * Define Isolationism using a Frayer:
 * Isolationism, evaluate goals/assets and risks to this policy use primary sources from America First...
 * Compare/contrast Imperialism and Isolationism
 * timeline: incremental steps of US aid to England (Neutrality Act --> cash-&-carry --> Lend-Lease)
 * primary source analysis: FDR's Quarantine Speech: how to persuade the American public this is the right thing?
 * causes and effects: Attack on Pearl Harbor
 * timeline of Japanese imperialism, US attempts at diplomatic solutions
 * In what ways does the attack on Pearl Harbor change American attitudes about the war?
 * video clips from Ken Burns, The War--first hand accounts of Pearl Harbor; how did the nation react?
 * once the Allies know about the concentration camps, do they have a greater obligation to intervene?

Lesson 3: Mobilization.
 * mobilization and home front; 2 column notes from text
 * new roles for women: Propaganda posters targeting women; working; miltary jobs
 * spies among us? Evaluate Executive Order 9066 for Japanese Internment. Korematsu v. US
 * compare and contrast then and now (Iraq and Afghanistan) regarding the homefront
 * winning hearts and minds: propaganda posters Primary Source analysis APPARTS charts on several posters
 * evaluate military technology and preparing for battle: soldiers, training, war time technology, Manhattan Project

Lesson 4: Fighting on Two Fronts
 * war in Europe; key battles, D-Day, why did it take so long to invade mainland Europe?
 * Squeezing Germany from the East and West: goals for Allies with inevitable German surrender
 * Island Hopping, different kind of enemy with Japan--how to end the war?
 * Evaluate how fronts in Europe and in the Pacfic are similar/different

Lesson 5: Ending the War: Solving one Problem, Starting Another
 * US and England--frenemies with the USSR: what changed from Yalta to Potsdam
 * ending the war in the Pacific: why is this front different from the European front?
 * Truman's choices: Operation Olympus v. Manhattan Project
 * persuasive essay: the decision to drop the bomb on Japan; weighing Truman's options
 * American reconstruction of Germany and Japan: why help to rebuild your enemies? has the lesson been learned?


 * __<span style="font-family: 'Arial Narrow','sans-serif';">Learning Events __** ||