Curriculum Map Excell Sheet Int 502

7/31/2019 Curriculum Map Excell Sheet Int 502

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Time Frame/ Topic/ Activity Big Ideas Enduring understanding

Day 1 Interpreting History When interpreting his-

The Causes of WW II torical events we must

Bell ringer: Ask students to record why use multiple sources

they believe WW II started? (Opportunity

to discuss anti-Semitism / Hitler/ Territorial

ambitions and which one actually led to

WWII).

Group Work: Aggression in Europe,

1936-1939 Chart

Assessment: students complete chart for

homework if not completed in class.

Essential Questions Answered: 1, 2

Day 3

The Causes of WW II (cont.)

Go over Aggression in Europe Chart to be

certain all necessary content has been

included. *Students should grasp concept

that it was Hitler's aggression and failure of

appeasement' that ultimately caused the

war.

Movie: The World at War (disc 1 Ch. "Peace

Time Mobilization")

Assign DBSQ- World War II: The Road to War


Day 5

Assessment - The Causes of WWII

In Class Assessment -- DBQ WW II: The Road

To War


Day 7

World War II

Bell ringer- What one event could be coined

as the start of WW II?

Begin Power Point WWII (students will fill outguided notes as slides are presented.)

Video Supplementation if time allows:

(Invasions of France, Battle of Britain, Pearl

Harbor, D-Day, Hiroshima/ Nagasaki)

Essential Questions Answered: 3, 4, 5

Day 9

World War II


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Continue Power Point Presentation WW II

Video Supplementation if time allows:

(Invasions of France, Battle of Britain, Pearl

Harbor, D-Day, Hiroshima/ Nagasaki)

Essential Questions Answered: 1,5

Day 11

Review for unit assessment WW II

Begin review for WW II

DAY 13

Assessment- Multiple Choice Examination

(Questions primarily consisting of old regents

questions and DBQ's)

Day : 2,4,6,8,10,12 Daily Reading Assigned

Students will share there reading and inform-

ation from assigned books. Students will use

compare and contrast charts as well as Venn

diagrams and pair share techniques to

present information to class. The following books

are assigned. ' The Girl Who Survived' : Grade 5-6

I Am A Star Child of the Holocaust' : Grade 9-10

The Boy Who Dared' Grade: 6-8 (4.3 level)

I chose three different books for differentiated

instruction and to accommodate students in the

classroom that are at different reading levels.

Guided notes will also be used for lower level

readers.

Essential questions answered: 7-10

Day

Hiroshima and Nagasaki

Bell Ringer: 'Voice of Hibakusah'

Read short interview and discuss.

Discuss facts of bombing with guided notes(power point guide)

Read 'Hiroshima: A Survivor's Story' with guided

notes. Students will complete reading for home-

work and summarize reading in written form.

(Students must use {F/C/P assessment}. Students

discuss their lives in summary and feelings of

how they would feel if they went through this.



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Day 14

Hiroshima and Nagasaki

Neutrality Lesson:

Term defined/ Discuss how nations protect interests.

Hiroshima and Nagasaki facts discussed with guided

notes. Students will compose a business style letter

to President Truman trying to convince him not to

drop the second bomb.


Day 15

Hitler: Concepts/ Ideology/ Beliefs

Students will be broken up into small groups and

given factual text related to Hitler. Each group will

be given time to take notes and discuss. Each group

will present information to class mates and time for

discussion will be given.

Topics to be covered: 'Understanding the Nature of

Nazi Thought', 'Leadership' , 'Educating the Young and

Old', 'Religion in the Nazi Thought', 'Living Space, Race

and Genocide', 'German Science', 'The End'.

This lesson will be used for students to better under-

complexity and magnitude of Nazi life.

Essential questions answered: 12

ADDITIONAL LESSONS IF TIME PERMITS

Two day assignment

Assignment given if time permits.

Day 14-16- Assignment given, rubric explained,

students will go to holocaust web-site and

familiarize content. Students will be assigned

a person and information card from museum.

Students will write essay from info card

the remainder of day 8 and day 9 for homework.

Day 10 students will present essay to class.

Essential Question Answered: 6

Follow up assignment for homework:

Students research Germany's justice system to find

the changes since World War II ended. Students will

write a one page essay and present to class.

Computer Lab Technology Lesson: (1 day lesson)

Students will to the following web site: www.school

history.couk/Hitler. Students will complete assigned

task from web-site. The site has information on the

following: (Profile of Hitler/ How did Hitler come to

Power,?/Why did people support Hitler?)


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This activity could be used as a concluding activity or

a review for a test.

ENGLISH LANGUAGE ARTS LESSONS: ENDURING UNDERSTAND.

Log Exchange Language enhances and

Essential Questions: 1-6 identifies human beingsWeb-based discussion as meaning makers.

Essential Questions: 1-8

Group Essay Language is continuous-

Essential Question 1,3,5 ly evolving a a reflection

Search Term Triangulation of human evolution.

Essential Question: 6

Concept Mapping


Expository Writing: The Five Paragraph Essay Lesson Plan

Essential Question: 5, 6

Who is the real Roman?


Write a Good Five Paragraph Essay:

Essential Question: 1-9

Essay Conclusions: A Kinesthetic Approach


New Lives: Coming to America


Making Global Connections:

Essential Question:1,2,3

To Fight or Not to Fight?Essential Question: 3

Building Vocabulary Using Analogies:

Essentail Questions: 7, 8, 9

Developing Character Analysis:

Essentail Question 1

Vocabulary Posters:

Essential Question: 3, 7-9

Essay Fact and Detail Writing

Essential Question: 1-6

Current Events

Essentail Question: ELA- 3/ Social Studies-12


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Essential Questions Evidence/Assessment N.Y.S. & Core Stand. Resources

Global History *Vocabulary Quizzes 2,3,4,5 Global Studies R= Textbook Ch. 17

1. How did WWII begin and *Chapter Homework N.Y. S. 7 Core Stand. C= Textbook Ch. 28

unfold. *Unit Exam Commencement: Vocabulary Worksheets

2. How were Hitler's am- *Essay from Holocaust 1,2,3,4 Online Website

bitions related to the fail- Museum Fact Sheets (rubric Documents

ure of the policy of appease- for writing essay) English Language Arts Word Wall

ment on the part of England 1,2,3,4 Video: 'The Holocaust In

and France, the causes of WWII. Additional Assessment Memory of Millions'.

(Axis Advances) F= Factual C=Conceptual ISTE /NETS Fact Sheets from Holo-

3. How successful was Hitler's P=Philosophical 1,2,3,4,5,6 caust Museum.

invasions, why and where? (Each activity will also be assessed

4. What were the major events on the following criteria ) ELA lessons :Web Sites

of WWII? (Pearl Harbor/ Stalingrad/ D-Day) Holocaust essay will serve as a Teacher Developed

5. What events led to the Allies great tool for this assessment.

defeating the Axis powers?

( V-E/V-J Day (Hiroshima/Nagasaki)

6. Is History about the truth? INSTRUCTIONAL STRATEGIES

7. Who ere the victims of the Holocaust? CONTENT AND SKILLS:

8. Could the Holocaust happen again? *Group Work

9. Why didn't they all leave? *Teacher Guided Instruction

10. Why didn't they fight back what were *Student Guided Instruction

the obstacles to resistance? *Group Work/ Written responses

11. Were the bombings of Hiroshima and *Oral Presentation

Nagasaki necessary for peace? *DBQ/ Essays

12. When is a country obliged or prohib- *Venn Diagram/ Pair Share

ited by international humanitarian law Change, Confl ict, Economic-

to intervene in a humanitarian crisis that Systems, Environment, Factors

is outside of its national boundaries. of Production, Human/Physical

Geography, Human Rights,

Urbanization.

TERMS, PEOPLE, PLACES

Appeasement, D-Day, Munich-

Conference, Franklin Roosevelt,

Pearl Harbor, Stalingrad, Blitz,

Blitz Krieg, Winston Churchill,

Genocide, Holocaust, Kamikaze,

Hiroshima, Nagasaki, 'Island-

Hoping', Dwight Eisenhower,

Rosie-the-Riveter', Vichy, Lend-

Lease Act, Neville Chamberlain,

Pacifism, Greater East Asia Co-

Prosperity Sphere

ELA ASSESSMENT:

Essay rubrics, Powerpoint rubric,


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Oral presentation rubric, Political

Cartoon rubric, Bell Ringers, Review

games, ticket out door, group work


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ELA- ESSENTIAL QUESTIONS

1. How do writers vary their writing for

different purposes and different aduiences?

2. How does a varied vocabulary and a

consideration of word choice enhance

writing?

3. How can a creative performance

enhance the message of written word?

4.How does the absence of proper gram-

mer detract from my audience's enjoy-

ment and understanding of my piece?

5.How do effective writers hook and hold

readers and make reading easy to follow?

6. How does revising and editing strength-

en ideas, organization, voice, word of

choice sentence fluency, and conventions?

7. How does knowledge of word parts

increase vocabulary and deepen

comprehension of text?

8. What's involved in knowing a word?

9. How much vocabulary is enough?


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Curriculum Map Excell Sheet Int 502

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