Overview of Entire Unit on the Causes, Impact, and Aftermath of WWII and Project

This unit is to cover the Causes of WWII from the Treaty of Versailles, economic woes of the people,

the rise of Nationalism, establishment of Totalitarian governments due to appeasement, antiwar movements, and isolationist governments. Thus causing expansion of fascist and militaristic regimes, with rapid invasions into self-determined nations and their territory. Major turning points of WWII and then the aftermath of the war, including the Holocaust and the formation of the United Nations and Human Rights treaties. Schedule of Days:
Day 1: Causes of WWII Day 2: Totalitarianism Day 3: Economic Needs and Rise of Fascism Day 4: Expansionism Invasion of Poland, Ethiopia, and Manchuria Day 5: Quiz Vocabulary, Small Group presentation work, and weekend reading/writing assignment Week 2 Day 6: Communism, Socialism, 1917 Bolshevik Revolution Day 7: War, Japanese expansion Day 8: Turning Points: Stalingrad and Battle of Midway Day 9: Holocaust, check notes on units Day 10: Complete Holocaust and check progress on/and Small Group presentation work Week 3 Day 11: United Nations formation, Reading on formation and response Day 12: United Nations Human Rights treaty Day 13: Essay quiz on most important connection of unit, Small Group Presentation work Day 14: Presentations Day 15: Presentations After presentations Chinese Revolution and expansion of Communist, Cold War begins Materials Textbook LABS:

Use of computer lab for groups of 3 of 4, 4 of 4 on two different days Holocaust survivor or video of survivor interview (Day 9) SOURCES: Articles of three individuals and their lives in pre-WWII (Day 5) Article on Economic Woes in Europe Reading (Day 3) http://history.howstuffworks.com/world-war-i/europe-after-world-war-14.htm Starting source on totalitarianism (Day 2) Source: http://en.wikipedia.org/wiki/Totalitarianism VIDEOS: Atomic Bomb Blast (Day 1) http://www.youtube.com/watch?v=9nvTd5mNRz0 Burning of the Reichstag (1933) (Day 3) http://www.youtube.com/watch?v=Jt5HtPYv1FQ Compare WWII Totalitarian indoctrination (Day 2) http://www.youtube.com/watch?v=_1azHYjjG_U&bpctr=1372279627 North Korea Modern indoctrination (Day 2) http://www.youtube.com/watch?v=p7RtFZCpyv0 Graphics: Unemployment rate prior to 1933 Germany (For PowerPoint) http://upload.wikimedia.org/wikipedia/commons/4/42/Arbeitslosenquote_1928_bis_1935.png Hook (Day 9 Animated Map on Holocaust) US Holocaust Museum) http://www.ushmm.org/wlc/en/media_nm.php?MediaId=3372

The Madeline Hunter Model TPA Expanded Teacher Name: Tim Marshall Lesson Date and Time: 3 Week Unit, Day 1 Number of Students: 29 Miscellaneous Information (special considerations for instruction): 4 students 504, SPED 3 students ELL 9th Grade World History PROJECT: 4 person groups on how avoid WWIII comparing between present day political conditions to conditions prior to WWII. Present their material in week three to political professionals from local universities. Instructional Context: What do I know about my students that will inform this lesson? Completed WWI and the Treaty of Versailles How does this lesson connect with and build on previous lesson(s) or learning? World History prior to 1900 and key concepts and developments

How do you expect to build on this lesson in subsequent lessons? Key treaty entanglement between countries and the formula of the key players and their belief it would be a quick war (Home by Christmas attitude)

Materials and Resources: Textbook:

What is the lesson objective? (What will the students learn and/or demonstrate?) After the horror of World War I, a widespread antiwar mood prevails, inspiring the formation of the League of Nations to resolve conflicts between countries and thus prevent war. The League's efforts do not satisfy every nation and bitterness grows into nationalism, fascism, militarism -- and eventually World War II. Learn key concepts and vocabulary: antiwar movements, geography,human rights,isolationism and interventionism,self-determination and nationalism,Treaty of Versailles.
Standards addressed and expectations of students: (MN State or National Standards)

9.4.3.12.3 Describe the rise and effects of communism and socialism in Europe and Asia, including the Bolshevik Revolution (1917) in Russia and the Chinese Revolution (1949). (A Half Century of Crisis & Achievement: 1900-1950) 9.4.3.12.3 Describe the social, political and economic causes and main turning points of World War II. (A Half Century of Crisis and Achievement: 1900-1950) For example: CausesRise of totalitarianism, invasion of Manchuria, appeasement, invasion of Poland. Turning points Stalingrad, Battle of Midway. 9.4.3.12.4 Describe the causes and consequences of the Nazi Holocaust, including the effects of the Nazi regimes war against the Jews and other groups, and its influence on the 1948 United Nations Declaration of Human Rights and other human rights movements of the post-WW II era. (A Half Century of Crisis and Achievement: 1900-1950)
Anticipatory Set: (The hook - something to excite the students about the subject matter) Atomic Bomb Blast http://www.youtube.com/watch?v=9nvTd5mNRz0 Academic Language/Language Function Objectives: (Vocabulary that essential for you as a teacher to include in this lesson and for the students to understand and use)

vocabulary: antiwar movements, geography, human rights, isolationism and interventionism, self-determination and nationalism, Treaty of Versailles.

Teaching/Instructional Strategies and Learning Tasks (procedures and timelines): (Teacher talk/Input, modeling, and checking for understanding) Time 5:00 Instructional Strategies and Learning Tasks Bell work Analogy of the Day Fact of the Day Photo of the Day Atomic Bomb Blast http://www.youtube.com/watch?v=9nvTd5mNRz0 Purpose To get the students to start thinking Hook for project and day

25:00

Introduce the project:

PROJECT: 4 person groups on how avoid WWIII comparing between present day political conditions to conditions prior to WWII. Present their material in week three to political professionals from local universities.

Review: So then, we have the following remarkable sequence of events that led inexorably to the 'Great War' - a name that had been touted even before the coming of the conflict. Austria-Hungary, unsatisfied with Serbia's response to her ultimatum (which in the event was almost entirely placatory: however her jibbing over a couple of minor clauses gave Austria-Hungary her sought-after cue) declared war on Serbia on 28 July 1914. Russia, bound by treaty to Serbia, announced mobilization of its vast army in her defence, a slow process that would take around six weeks to complete. Germany, allied to Austria-Hungary by treaty, viewed the Russian mobilisation as an act of war against AustriaHungary, and after scant warning declared war on Russia on 1 August. France, bound by treaty to Russia, found itself at war against Germany and, by extension, on Austria-Hungary following a German declaration on 3 August. Germany was swift in invading neutral Belgium so as to reach Paris by the shortest possible route. Britain, allied to France by a more loosely worded treaty which placed a "moral obligation" upon her to defend France, declared war against Germany on 4 August. Her reason for entering the conflict lay in another direction: she was obligated to defend neutral Belgium by the terms of a 75-year old treaty. With Germany's invasion of
Review of prior knowledge

Major players and how they got into war if needed

Belgium on 4 August, and the Belgian King's appeal to Britain for assistance, Britain committed herself to Belgium's defence later that day. Like France, she was by extension also at war with Austria-Hungary. With Britain's entry into the war, her colonies and dominions abroad variously offered military and financial assistance, and included Australia, Canada, India, New Zealand and the Union of South Africa. United States President Woodrow Wilson declared a U.S. policy of absolute neutrality, an official stance that would last until 1917 when Germany's policy of unrestricted submarine warfare - which seriously threatened America's commercial shipping (which was in any event almost entirely directed towards the Allies led by Britain and France) - forced the U.S. to finally enter the war on 6 April 1917. Japan, honouring a military agreement with Britain, declared war on Germany on 23 August 1914. Two days later Austria-Hungary responded by declaring war on Japan. Italy, although allied to both Germany and Austria-Hungary, was able to avoid entering the fray by citing a clause enabling it to evade its obligations to both. In short, Italy was committed to defend Germany and Austria-Hungary only in the event of a 'defensive' war; arguing that their actions were 'offensive' she declared instead a policy of neutrality. The following year, in May 1915, she finally joined the conflict by siding with the Allies against her two former allies.

There are many causes of the war and some of them go back to the end of the First World War. The end of World War I and the peace that followed in 1919 changed the face of Europe and the borders of countries completely. New nations emerged. The countries that lost the war, especially Germany and Austria had to give up a lot of land. They also had to pay reparations to other countries for the damages that happened during the war. Due to the Treaty of Versailles Which countries are totalitarian? Allied or Axis Powers? Causes of World War II Economic Problems
Begin new information

Great Depression Reparations Inflation

Political Movements Communism Fascism (Rise in Nationalism) Isolationism Antiwar movements Appeasement Munich Agreement - September1938 Poland 9/01/39 invaded by Germany
10:00 Small group discussion of the causes What do you believe are the main causes leading to WWII? Do you think this could have been stopped and how? Small groups on the discussion questions and revisit major concepts

10:00

Introduce two new terms: self-determination and nationalism Project rubric handed out and members of groups are drawn to meet for short time

Pre-load new terms to be covered in the coming days

Guided practice and monitoring and assessments: (Monitor orally individually or together; monitor via written language or via a task performance; monitor via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are learning the lesson and the objectives are being met) What do you believe are the main causes leading to WWII? Do you think this could have been stopped and how? Independent Practice/Assignment: (This can be a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.) Small group to address Closure: (Statements or actions by you that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned)

Prior to breaking in project groups, talk about the rise in nationalism, reparations, and appeasement

Reflection: (What worked and didnt work for whom and why? What are instructional next steps abased on the data from this plan?)

IEP/504 Accommodations and/or Modifications: (How have you adapted your lesson for individual students with IEPs or 504 Plansaccommodations and/or modifications? How will your assessment reflect individual differences in learning and understanding? Are planned supports aligned with the learning outcomes while addressing IEP/504 requirements? Are planned supports scaffolded for a variety of studentsEnglish learners, struggling readers, and underperforming or gifted students?) SPED Student 1: Abby is a ____ year old student who suffers from a Specific Learning Disability. She reads three grade levels below proficiency for her grade. She specifically struggles with word recognition but is able to comprehend adequately when content is read to her. Abby has an extremely supportive family who is willing to help her with whatever needed at home each night. Inform parents of Abby of the reading assignments through phone calls or email if available to help with word recognition and allow assessments be taken in the Resource room. Student 2: Dillon is a ____ year old student who suffers from dyslexia. Dillon comprehends at grade level but takes a significantly longer time to read the same passage as the rest of his classmates. Dillons parents are separated and primarily lives with his mom. His mom works night shifts at the local hospital so Dillon becomes responsible for his two younger siblings. Allow Dillon time to complete notes on reading assignments, checking work to progress possible time in class to work on assignments Student 3: Paul is a _____ year old student who has a cognitive disability. Paul is able to speak but possesses significantly below average motor function and cognitive skills. He reads and comprehends 5-6 years below grade level. Paul has an extremely supportive family who supports his every need. Send essential questions to the important themes and ideas prior to reading to parents, so a connection between knowledge and comprehension. Allow alternative quizzes and assessments for comprehension. Student 4: Luke is a ____ year old student who has been diagnosed with a Specific Learning Disability. He reading fluency is on grade level but his comprehension is three years behind expected achievement. Lukes parents are separated. Luke alternates staying with his mom or dad every three days. Work with Luke on summarizing through preset questions and note taking in his journal along with providing non-linguistic representations of the content ELL Student 1: Samir is a ____ year old student who immigrated from Somalia to the United States with his family two years ago. Samir traveled extensively growing up and has a wealth of background knowledge, but since he only started learning English two years ago, does not yet have the requisite skills in English to share his knowledge in the same manner as his native-English speaking peers. Samirs parents are both college educated and work long hours at the local hospital. Allow altered projects for Samir, in order

to bring her knowledge in different manner, like verbal quizzes or media and several lines of explanation. Student 2: Juanita is a _____ year old student whose family immigrated to the United States from Mexico when she was two. She is able to read and converse in English with near perfection. Although her family has lived in the United States for many years, her parents have not yet learned English which requires that Juanita translate for them when they are in public and that she speaks Spanish at home. Recognize her culture through assignments, which bring forth her Mexican heritage. Student 3: Daniella is a ____ year old student who immigrated from Mexico five years ago. She has a strong grasp on the English language, but struggles in her content area classes because of the technical vocabulary. Daniella has a very supportive family. Design and give technical vocabulary with meanings ahead of the unit so she has time to ask questions about content areas. Cultural Responsive Teaching: (What are any personal/philosophical/research-based approaches to teaching and including diverse students methods you have included in this lesson/unit?) Student 2: Juanita is a _____ year old student whose family immigrated to the United States from Mexico when she was two. She is able to read and converse in English with near perfection. Although her family has lived in the United States for many years, her parents have not yet learned English which requires that Juanita translate for them when they are in public and that she speaks Spanish at home. Recognize her culture through assignments, which bring forth her Mexican heritage.

Teacher Name: Tim Marshall Lesson Date and Time: Day 2 Number of Students: 29 Miscellaneous Information (special considerations for instruction):

4 students 504, SPED 3 students ELL 9th Grade World History

Instructional Context: What do I know about my students that will inform this lesson? Students covered the causes of WWII and reviewed WWI main players and the Treaty of Versailles How does this lesson connect with and build on previous lesson(s) or learning? The lesson is looking and connecting between totalitarian and fascist regimes of WWII and the concept of Self Determination. Review of the Nationalism concept and its rise. How do you expect to build on this lesson in subsequent lessons?

Moving from causes and rises of Nationalism and Fascist Regimes to Invasion of Poland and Manchuria due to these rising sentiments. Also for the students to get started on the project through Venn Diagram group work comparing two totalitarian regimes, one from WWII and one from present day. Materials and Resources: Venn Diagram Spelling list Rubric on project What is the lesson objective? (What will the students learn and/or demonstrate?) Discuss totalitarianism and its impact on countries in connection with a rise in nationalism and how it can impact the self-determination of other nations.

Standards addressed and expectations of students: (MN State or National Standards)

9.4.3.12.3 Describe the rise and effects of communism and socialism in Europe and Asia, including the Bolshevik Revolution (1917) in Russia and the Chinese Revolution (1949). (A Half Century of Crisis & Achievement: 1900-1950) 9.4.3.12.3 Describe the social, political and economic causes and main turning points of World War II. (A Half Century of Crisis and Achievement: 1900-1950) For example: CausesRise of totalitarianism, invasion of Manchuria, appeasement, invasion of Poland. Turning points Stalingrad, Battle of Midway.

Anticipatory Set: (The hook - something to excite the students about the subject matter) Use of two videos with totalitarian indoctrination of children and citizens Academic Language/Language Function Objectives: (Vocabulary that essential for you as a teacher to include in this lesson and for the students to understand and use) Totalitarianism Self-Determination Indoctrination Nationalism Teaching/Instructional Strategies and Learning Tasks (procedures and timelines):

(Teacher talk/Input, modeling, and checking for understanding) Time 5:00 Instructional Strategies and Learning Tasks Bellwork: Analogy Fact of the Day Photo of the Day 5 minutes essay for the causes of World War II and rise of Nationalism (To be turned in for credit) Intro to Totalitarianism using KWL What do we know? What would you like to learn? Lesson on Totalitarian Regimes in World War II Define: is a political system in which the state holds total authority over the society and seeks to control all aspects of public and private life whenever necessary Compare WWII Totalitarian indoctrination http://www.youtube.com/watch?v=_1azHYjjG_U&bpctr=1372279627 North Korea Modern indoctrination http://www.youtube.com/watch?v=p7RtFZCpyv0 So what aspects do Totalitarian governments control? How would these affect your life if you were under such government? How does this compare to the United States, United Kingdom, and France and Self Determination type of government? Use Venn Diagram to show similarities and contrast between types of government. Small Group work on project Hand out rubric for project What are brainstorming ideas of similarities and differences between current day totalitarian governments and response to their demands? Starting source on totalitarianism Source: http://en.wikipedia.org/wiki/Totalitarianism 5:00 Remember Vocabulary Quiz on Friday when your notes will be Closure Questions of critical thinking and beginning of project thinking Hook for comparison and discussion of concept Purpose Bellwork

7:00 5:00

Review of Prior Lesson To find prior knowledge

10:00

Definition of concept

12:00

Independent project to enhance critical thinking and writing skills

reviewed for Ch.25-1 and 25-2 remember you can use the prepared packet or Cornell notes We will talk more about self-determination and invasions of Poland, Manchuria, and appeasement (Hand out vocabulary words if you show work on the vocabulary meanings prior to the quiz you receive extra credit)

Guided practice and monitoring and assessments: (Monitor orally individually or together; monitor via written language or via a task performance; monitor via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are learning the lesson and the objectives are being met) Short essay during this lesson on previous causes of WWII and the rise of Nationalism Independent Practice/Assignment: (This can be a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.) Continuation of the project and vocabulary quiz scheduled for Friday; and research on various meanings of the vocabulary. Closure: (Statements or actions by you that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned) Remember Vocabulary Quiz on Friday when your notes will be reviewed for Ch.25-1 and 25-2 remember you can use the prepared packet or Cornell notes We will talk more about self-determination and invasions of Poland, Manchuria, and appeasement (Hand out vocabulary words if you show work on the vocabulary meanings prior to the quiz you receive extra credit) Reflection: (What worked and didnt work for whom and why? What are instructional next steps abased on the data from this plan?) One area in spending review time on states involved in WWI I spent too much time on the review. Need to come up with a better opening review model. In the current size of classroom would need better design for classroom management to provide better movement of teacher around the room.

Need more questioning and discussion after the videos about WWII and present (North Korea) indoctrination into Totalitarian governments

IEP/504 Accommodations and/or Modifications: (How have you adapted your lesson for individual students with IEPs or 504 Plansaccommodations and/or modifications? How will your assessment reflect individual differences in learning and understanding? Are planned supports aligned with the learning outcomes while addressing IEP/504 requirements? Are planned supports scaffolded for a variety of studentsEnglish learners, struggling readers, and underperforming or gifted students?) Paul -- Send essential questions to the important themes and ideas prior to reading to parents, so a connection between knowledge and comprehension. Daniella - Send essential questions to the important themes and ideas prior to reading to parents, so a connection between knowledge and comprehension. Dillon -- Allow Dillon time to complete notes on reading assignments, checking work to progress possible time in class to work on assignments Abby -- Inform parents of Abby of the reading assignments through phone calls or email if available to help with word recognition and allow assessments be taken in the Resource room.

Cultural Responsive Teaching: (What are any personal/philosophical/research-based approaches to teaching and including diverse students methods you have included in this lesson/unit?)

Presentation Rubric Causes to WWII and current conditions and how to stop WWIII Evaluating Student Presentations 1 Audience cannot understand presentation because there is no sequence of information. 2 Audience has difficulty following presentation because student jumps around. 3 Student presents information in logical sequence which audience can follow. 4 Student presents information in logical, interesting sequence which audience can follow. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration of comparison. Student's graphics explain and reinforce screen text and presentation. Total

Organization

Subject Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions on comparison Student occasionally uses graphics that rarely support text and presentation. Presentation has three misspellings and/or grammatical errors. Time: 6 8 min.

Student is at ease with expected answers to all questions, but fails to elaborate on comparison

Graphics

Student uses superfluous graphics or no graphics Presentation has four or plus spelling errors and/or grammatical errors. Time: 5 6 min.

Student's graphics relate to text and presentation.

Mechanics

Presentation has two misspellings and/or grammatical errors. Time: 8 9 min.

Presentation has no misspellings or grammatical errors. Time: 9 10 min.

Eye Contact

Student Student reads all occasionally uses of report with eye contact, but still reads most of no eye contact. report.

Student maintains eye contact most of the time but frequently

Student maintains eye contact with audience, seldom returning to notes.

returns to notes. Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Elocution

Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Total Points:

The Madeline Hunter Model TPA Expanded Teacher Name: Tim Marshall Lesson Date and Time: Day 3 Number of Students: 29 Miscellaneous Information (special considerations for instruction):

4 students 504, SPED 3 students ELL 9th Grade World History

Instructional Context: What do I know about my students that will inform this lesson? Great Depression and withdrawal of credit by US banks along with hyperinflation to high unemployment in Germany leads to consolidation of power and a prelude to World War II How does this lesson connect with and build on previous lesson(s) or learning? Previous lesson was on totalitarianism in connection to the causes of World War II and present day totalitarian states. It shows the rise of fascism in Germany and political tricks used to gain power and escape populations to put the economic woes on. How do you expect to build on this lesson in subsequent lessons? Upon gaining power the governments invade various territories against the states self-determination. Materials and Resources: Videos of Burning of Reichstag and Night of the Long Knives Article of Economic woes of Germany pre-World War II Paper, for people who forgot their journal What is the lesson objective? (What will the students learn and/or demonstrate?) How a totalitarian state can rise to power and hold it, also political and economic causes of World War II. Standards addressed and expectations of students: (MN State or National Standards)

9.4.3.12.3 Describe the rise and effects of communism and socialism in Europe and Asia, including the Bolshevik Revolution (1917) in Russia and the Chinese Revolution (1949). (A Half Century of Crisis & Achievement: 1900-1950) 9.4.3.12.3 Describe the social, political and economic causes and main turning points of World

War II. (A Half Century of Crisis and Achievement: 1900-1950) For example: CausesRise of totalitarianism, invasion of Manchuria, appeasement, invasion of Poland. Turning points Stalingrad, Battle of Midway. 9.4.3.12.4 Describe the causes and consequences of the Nazi Holocaust, including the effects of the Nazi regimes war against the Jews and other groups, and its influence on the 1948 United Nations Declaration of Human Rights and other human rights movements of the post-WW II era. (A Half Century of Crisis and Achievement: 1900-1950)
Anticipatory Set: (The hook - something to excite the students about the subject matter) Drama of Burning of the Reichstag and Suspension of Constitutional civil rights (Historically accurate per Rise and Fall of Third Reich) Hand around classroom 12 million Weimar Republic Reich marks Academic Language/Language Function Objectives: (Vocabulary that essential for you as a teacher to include in this lesson and for the students to understand and use) Constitutional Civil Rights Opposition National Socialist Party (NAZI) Designed for weekend homework of the student placing themselves into pre-World War II conditions and creating a fictional story around how they felt and the conditions they lived. (Writing exercise) Teaching/Instructional Strategies and Learning Tasks (procedures and timelines): (Teacher talk/Input, modeling, and checking for understanding) Time 5:00 Instructional Strategies and Learning Tasks Bellwork Analogy Fact of the Day By late 1923 it took 200 billion marks to buy a loaf of bread. Though the price of bread varies throughout that year. The price of one eggs actually reached as high as 320,000,000,000 Marks Photo of the Day KWL (Revised on what we had learned the previous day) So what did we learn yesterday about totalitarianism? Purpose Bellwork

5:00

Hook: Video Burning of the Reichstag (1933) Discussion of act in order to outlaw Communist and suspend the constitutions civil rights in Germany http://www.youtube.com/watch?v=Jt5HtPYv1FQ (Start 2:20 4:53) Hand around classroom 12 million Weimar Republic Reich marks So you see hyperinflation was one cause; and unemployment rates rose from 15.9% (1930) to 30.8% (1932) National Social Party gains 37% of vote in National Elections.

Interest in the lesson

20:00

Economic Woes in Europe Reading http://history.howstuffworks.com/world-war-i/europe-after-world-war14.htm Unemployment rate prior to 1933 (For PowerPoint) http://upload.wikimedia.org/wikipedia/commons/4/42/Arbeitslosenquote_ 1928_bis_1935.png (Provide hard copies for individuals who have no computer access) Think Pair Share (Using academic journal checked on Friday) w/notes) So what are the main reasons of the economic woes? Did the United States help in the economic woes of Europe and setting in motion the withdrawal of credit and loans from Europe? Individuals write down a few main ideas of the article Pair with the individual next to you for a few minutes and share ideas. One further pairing to share ideas for a few minutes, first, third, fifth student Lets bring the ideas together as a class. Anyone like to start sharing? 1930 Communist and National Socialist Party draw 30% of the votes

Reading Content/ Comprehension (Fry - 10th to 11th grade level) Need to create QR Code for portable devices

15:00

Boehm SA 3 million strong ex-military (out of work) also known as Storm Troopers - used to suppress opposition, (thumbs up if they know the definition) what is opposition? Military 100, 000 (Limited by the Treaty of Versailles)

Lesson on consolidation of power/totalitaria nism

Night of the Long Knives Part 3 (History Channel) (1934) http://www.youtube.com/watch?v=uzrVQs9qKVA 5:00 Closure: Need put an entry into your journal about your view of totalitarianism (about a paragraph or two), and how the economic and social pressures allowed Hitler to gain absolute power in the 1930s (Will be checked with notes on Friday) Reminder Reading notes do on Friday for 25.1 and 25.2 Quiz on vocabulary on Friday Tomorrow: Invasions of Manchuria, Ethiopia, and Poland Remember feel free to ask any questions and can start on journal entry for the remainder of class Closure, reminders of assignments and pre-loading of tomorrows lesson

Guided practice and monitoring and assessments: (Monitor orally individually or together; monitor via written language or via a task performance; monitor via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are learning the lesson and the objectives are being met) Understanding of opposition thumbs up about the word Independent Practice/Assignment: (This can be a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.) Students read article on Economic woes of the German people, and the rise to power of fringe groups. Then think-pair-share Closure: (Statements or actions by you that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned) Need put an entry into your journal about your view of totalitarianism (about a paragraph or two), and how the economic and social pressures allowed Hitler to gain absolute power in the 1930s (Will be checked with notes on Friday) Reminder Reading notes due on Friday for 25.1 and 25.2 Quiz on vocabulary on Friday

Tomorrow: Invasions of Manchuria, Ethiopia, and Poland

Reflection: (What worked and didnt work for whom and why? What are instructional next steps abased on the data from this plan?)

IEP/504 Accommodations and/or Modifications: (How have you adapted your lesson for individual students with IEPs or 504 Plansaccommodations and/or modifications? How will your assessment reflect individual differences in learning and understanding? Are planned supports aligned with the learning outcomes while addressing IEP/504 requirements? Are planned supports scaffolded for a variety of studentsEnglish learners, struggling readers, and underperforming or gifted students?) Paul -- Send essential questions to the important themes and ideas prior to reading to parents, so a connection between knowledge and comprehension. (Night before) Daniella - Send essential questions to the important themes and ideas prior to reading to parents, so a connection between knowledge and comprehension. (Night before) Dillon -- Allow Dillon time to complete notes on reading assignments, checking work to progress possible time in class to work on assignments (May not need extra time since pairing with someone else) Abby -- Inform parents of Abby of the reading assignments through phone calls or email if available to help with word recognition and allow assessments be taken in the Resource room. (Night before) Cultural Responsive Teaching: (What are any personal/philosophical/research-based approaches to teaching and including diverse students methods you have included in this lesson/unit?)

The Madeline Hunter Model TPA Expanded Teacher Name: Tim Marshall Lesson Date and Time: Day 4 Number of Students: 29 Miscellaneous Information (special considerations for instruction):

4 students 504, SPED 3 students ELL 9th Grade World History

Instructional Context: What do I know about my students that will inform this lesson? Connect to diverse cultures through the conflict in Asia, Africa, and Europe How does this lesson connect with and build on previous lesson(s) or learning? They understand about totalitarian governments and the use of their people and openings in other governments to enhance their power How do you expect to build on this lesson in subsequent lessons? With the turning points in World War II and the countries human rights abuses, to the formation of the United Nations and Human Rights Treaty Materials and Resources: Videos of Invasions Memory bubbles What is the lesson objective? (What will the students learn and/or demonstrate?) Failures of the Treaty of Versailles and the governments who created it set into motion the events of World War II. Also the governments of the West appeasement and isolationist policies allowed other states to take advantage of their policies and expand territory. Standards addressed and expectations of students: (MN State or National Standards)

9.4.3.12.3 Describe the social, political and economic causes and main turning points of World War II. (A Half Century of Crisis and Achievement: 1900-1950) For example: CausesRise of totalitarianism, invasion of Manchuria, appeasement, invasion of Poland. Turning points Stalingrad, Battle of Midway.

Anticipatory Set: (The hook - something to excite the students about the subject matter) Hook: Invasion of Manchuria http://www.youtube.com/watch?v=t_aZWY2Pm3g Academic Language/Language Function Objectives: (Vocabulary that essential for you as a teacher to include in this lesson and for the students to understand and use) Appeasement Invasion Empire Treaty of Versailles Teaching/Instructional Strategies and Learning Tasks (procedures and timelines): (Teacher talk/Input, modeling, and checking for understanding) Time 5:00 Instructional Strategies and Learning Tasks Bellwork Analogy Fact of the Day Photo of the Day Hook: Invasion of Manchuria http://www.youtube.com/watch?v=t_aZWY2Pm3g Invasion of Manchuria (1931) Map: Manchuria (1931) http://en.wikipedia.org/wiki/File:Manchuria.png Reasons: - Expansion to compete with 4 World Powers - Minerals and other raw materials - Used slave labor of Chinese and Koreans for mineral Production - Rich Agricultural lands Most brutal region during WWII Establishment of an Empire Invasion of Abyssinia (present-day Ethiopia) (1935) http://www.youtube.com/watch?v=uaaT5TrkEo0 Reasons: - Embarrassment of Italian Army in prior conflict - Need for raw materials - Failure of League of nations Purpose Bell work to start students think

7:00

Hook

Lesson

10:00

Lesson

So what appears to be the trends in these invasions and governments? Can we predict the reasons for the invasion of Poland and Czechoslovakia by Germany? (Write three predictions) Write top five on board (To be revisited) 12:00 Invasion of Poland http://www.youtube.com/watch?v=5f8fyXkKJYk Map Poland prior to invasion (Google Maps for PowerPoint) German demands sent to Poland on 25 Aug 1939 were the following. The return of Danzig to Germany Rail and road access across the corridor between Germany and East Prussia The cession to Germany any Polish territory formerly of pre-WW1 Germany that hosted 75% or more ethnic Germans An international board to discuss the cession of the Polish Corridor to Germany Hitler thought treaties between the Polish and British governments was empty due to past appeasement and no action in Czechoslovakia and Austria Courtesy to: World War II Database.com So how close were we about the reasons for the Invasion of Poland? 11:00 Memory bubbles Use the Treaty of Versailles at the center of the bubbles, then four countries in the next bubbles and then three reasons or actions and why around the countries. It can come from your reading, lectures or both. You can write around or next to the bubbles. Hand in tomorrow but work on it now or on your reading notes. (Handout memory bubbles) Next week we are going to look at the rise of the Russian Revolution and the rise of Stalin, a major player in World War II Tomorrow Quiz first on vocabulary and one essay question (1/3 to choose from) worth 15 points. 25.1 and 25.2 Reading notes and journal entries are going to be Inquiry Charting/ Informal assessment Lesson

5:00

Closure

checked tomorrow prior to presentation work 3 Groups will be able to use the computer lab tomorrow and 4 next Friday.

Guided practice and monitoring and assessments: (Monitor orally individually or together; monitor via written language or via a task performance; monitor via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are learning the lesson and the objectives are being met) Memory bubbles to connect Treaty of Versailles to the countries involved and the causes to the treaty and beginning of World War II Independent Practice/Assignment: (This can be a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.) Individual work in the Memory Bubbles, plus reading notes Closure: (Statements or actions by you that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned) Next week we are going to look at the rise of the Russian Revolution and the rise of Stalin, a major player in World War II Tomorrow Quiz first on vocabulary and one essay question (1/3 to choose from) worth 15 points. 25.1 and 25.2 Reading notes and journal entries are going to be checked tomorrow prior to presentation work 3 Groups will be able to use the computer lab tomorrow and 4 next Friday. Reflection: (What worked and didnt work for whom and why? What are instructional next steps abased on the data from this plan?)

IEP/504 Accommodations and/or Modifications: (How have you adapted your lesson for individual students with IEPs or 504 Plansaccommodations and/or modifications? How will your assessment reflect individual differences in learning and understanding? Are planned supports aligned with the learning outcomes while addressing IEP/504

requirements? Are planned supports scaffolded for a variety of studentsEnglish learners, struggling readers, and underperforming or gifted students?) Paul -- Send essential questions to the important themes and ideas prior to reading to parents, so a connection between knowledge and comprehension. (Night before) Daniella - Send essential questions to the important themes and ideas prior to reading to parents, so a connection between knowledge and comprehension. (Night before)

Abby -- Inform parents of Abby of the reading assignments through phone calls or email if available to help with word recognition and allow assessments be taken in the Resource room. (Night before)

Cultural Responsive Teaching: (What are any personal/philosophical/research-based approaches to teaching and including diverse students methods you have included in this lesson

The Madeline Hunter Model TPA Expanded Teacher Name: Tim Marshall Lesson Date and Time: Day 5 Number of Students: 29 Miscellaneous Information (special considerations for instruction):

4 students 504, SPED 3 students ELL 9th Grade World History

Instructional Context: What do I know about my students that will inform this lesson? Given vocabulary words before quiz; given rubric on presentation prior on multimedia presentations, prior knowledge of totalitarian governments in past and example of the present style of totalitarian government. How does this lesson connect with and build on previous lesson(s) or learning? Working with prior knowledge and working in small groups for presentation of past causes in connection and comparison with modern times and avoiding World War III How do you expect to build on this lesson in subsequent lessons? Will look at the rise of communism in Europe as a catalysis in the nationalist movements and major turning points for the fascist governments in World War II Materials and Resources: Quiz - Vocabulary Learning lab seats for 12 students work on presentation 3 Articles of life in Japan, Italy, Germany pre-WWII and Rubric for weekend assignment What is the lesson objective? (What will the students learn and/or demonstrate?) Assess week of vocabulary and writing skills, guide preparation for presentation. See how individuals work and communicate together. Standards addressed and expectations of students: (MN State or National Standards) 9.4.3.12.3 Describe the rise and effects of communism and socialism in Europe and Asia, including the Bolshevik Revolution (1917) in Russia and the Chinese Revolution (1949). (A Half Century of Crisis & Achievement: 1900-1950)

9.4.3.12.3 Describe the social, political and economic causes and main turning points of World War II. (A Half Century of Crisis and Achievement: 1900-1950) For example: CausesRise of totalitarianism, invasion of Manchuria, appeasement, invasion of Poland. Turning points Stalingrad, Battle of Midway.

9.4.3.12.4 Describe the causes and consequences of the Nazi Holocaust, including the effects of the Nazi regimes war against the Jews and other groups, and its influence on the 1948 United Nations Declaration of Human Rights and other human rights movements of the post-WW II era. (A Half Century of Crisis and Achievement: 1900-1950) Anticipatory Set: (The hook - something to excite the students about the subject matter) Photo of the Day Academic Language/Language Function Objectives: (Vocabulary that essential for you as a teacher to include in this lesson and for the students to understand and use) None Vocabulary Quiz Teaching/Instructional Strategies and Learning Tasks (procedures and timelines): (Teacher talk/Input, modeling, and checking for understanding) Time 5:00 Instructional Strategies and Learning Tasks Analogy Fact of the Day Photo of the Day Quiz (Check notes and collect academic journals as they complete the quiz) If people need more time, mark at the top of the sheet need more time and after class set a time to complete. Three articles (Choose one) and placing a fictional character or themselves into the time period prior to WWII and the impact economically, politically, and socially in pre-WWII Japan, Italy, and Germany. Essay will be two to three paragraphs long. Articles: (Still to be found) Next week modules 25.3, 25.4 in the textbook with notes Who wishes to go to computer lab for presentations? Purpose Bell Work

10:00

Summunative test of the first week and unit will have final assessment Reading and writing over weekend

5:00

35:00

Only three groups today and four groups next week. Small Group Assignment 3 Groups Computer Lab (12 individuals) Article on Treaty: United States Holocaust Memorial Museum http://www.ushmm.org/wlc/en/article.php?ModuleId=10005425 Remind about next week and weekend essay

Group work and preparation for presentation where teacher can guide

Guided practice and monitoring and assessments: (Monitor orally individually or together; monitor via written language or via a task performance; monitor via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are learning the lesson and the objectives are being met) Working with small groups and answering questions and seeing if any group needs anything Independent Practice/Assignment: (This can be a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.) Three articles (Choose one) and placing a fictional character or themselves into the time period prior to WWII and the impact economically, politically, and socially in pre-WWII Japan, Italy, and Germany. Essay will be two to three paragraphs long. Closure: (Statements or actions by you that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned) Three articles (Choose one) and placing a fictional character or themselves into the time period prior to WWII and the impact economically, politically, and socially in pre-WWII Japan, Italy, and Germany. Essay will be two to three paragraphs long. Articles: (Still to be found) Next week modules 25.3, 25.4 in the textbook with notes Who wishes to go to computer lab for presentations? Only three groups today and four groups next week. Reflection: (What worked and didnt work for whom and why? What are instructional next steps abased on the data from this plan?)

IEP/504 Accommodations and/or Modifications:

(How have you adapted your lesson for individual students with IEPs or 504 Plansaccommodations and/or modifications? How will your assessment reflect individual differences in learning and understanding? Are planned supports aligned with the learning outcomes while addressing IEP/504 requirements? Are planned supports scaffolded for a variety of studentsEnglish learners, struggling readers, and underperforming or gifted students?) Paul -- Send essential questions to the important themes and ideas prior to reading to parents, so a connection between knowledge and comprehension. Daniella - Send essential questions to the important themes and ideas prior to reading to parents, so a connection between knowledge and comprehension. Dillon -- Allow Dillon time to complete notes on reading assignments, checking work to progress possible time in class to work on assignments Abby -- Inform parents of Abby of the reading assignments through phone calls or email if available to help with word recognition and allow assessments be taken in the Resource room. Cultural Responsive Teaching: (What are any personal/philosophical/research-based approaches to teaching and including diverse students methods you have included in this lesson

QUIZ 25.1 Vocabulary Matching ____ Anti-war movements ____ Geography ____ Human rights ____ Isolationism ____ Interventionism ____ Treaty of Versailles ____ Fascism ____ Communism

Name _______________________

A. Government interference in another country B. Agreement to end war and cover costs C. Attempts to stop involvement in hostile actions D. a system which goods are owned in common E. natural to all individuals against being harmed F. a system which exalts a nation or race above the citizen G. science deals with earth and life on it H. Not willing to participate in world politics or alliances

Define: (Write definition of the following) Self-determination

Nationalism --

Totalitarianism

Essay: (Write a short paragraph on the back of this sheet, on one of the following questions)

How did the causes of appeasement and rise in nationalism impact the causes of WWII?

How did totalitarian governments manipulate their own people and the world in creation of the beginning of WWII?

How did the invasions of Manchuria, Poland, and Czechoslovakia and effect their self-determination and impact the beginning of WWII, being violation of agreements made by Germany?