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Thematic Unit Gibert and Fowler 1

Thematic Unit:

Important men during World War II

ECED 427

Jolorian Gibert & Kaylee Fowler


Table of Contents

Thematic Unit Item Page #Overview of Student Demographics 3-4Planning Web 4-6Unit Goal 7Standards Addressed 8-9Initiating Activity 10-11Developmental Activities- Unit Planning Outline 12-17Culminating Activity 18-19Resources:

Maps (2) 20-22Charts, Timelines, Globes, or Graphs (any 2) 22-23

Primary/Secondary Sources 23-24Artifacts/Regalia 24

Visual Art 24-25Web-sites (2) 25

Children’s Books 25Picture File 26

School Personnel (optional)Community (Field Trip or Guest Speaker) 26

Glossary 27-28Parent letter (English and Spanish) 29-30Bulletin Board 31-33Effective Engagement:

Groupings 33Learner-centered Engagement 34

Critical Thinking/Problem Solving 35Accommodations for Diverse Learners 35

Webquest/Technology 36-37Integration of SS, LA, VA, at least twice 38

Three Independent Investigations 39Formal and Informal Assessment

Pre-test 40Post-test 40

Formative 41Summative 41

Worksheets (if any)Rubrics 41

Assessment Plan 42Assessment Accommodations 43


2.) ACEI 1.0; NAEYC 1a and 1b

Knowledge of Child Development

Overview of Pupil Demographics

Description Male Female TotalNumber of

students 10 12 22

Age 6 years old 9 11 207 years old 1 1 2

Race/Ethnicity Black 4 6 10White 3 3 6

Hispanic 3 3 6

Cognitive characteristics

Below grade level 2 3 5

On grade level 7 8 15Above grade

level 1 1 2

Special needs ESOL 2 2 4Speech 1 1 2Reading recovery 2 1 3

Overview of Developmental Levels

Based off of my students learning styles and developmental levels, I will plan my lessons

to meet their unique needs. My students are all on different developmental levels. There are

some high achieving students, many average achieving students, and a few who are low

achieving students, including one girl who barely speaks English. This is a very diverse

classroom with many students who speak another language other than English. Since I have

students on different developmental levels, and students who receive different special services, it

will be my job to create nurturing/fun lessons to meet each need of my students. For my student

who hardly speaks English, I will have to work with her one on one for her to grasp what I am


teaching. To make my lessons fun for a culturally diverse class, I will have to make them to

where they will connect with all students. To do this, I will make sure to include multicultural

books so all students can relate. I will have to also incorporate all of the different learning styles.

Some students work better visually, where others are more so auditory. The vast majority of the

class works best by doing kinesthetic activities. I must plan my lessons to where all three

learning styles will be carried out by the students.

Pinecrest Elementary is a Title I school in Greenwood, SC. The faculty and staff make

the school environment very welcoming. Every classroom is well kept and managed, which

positively influences the learning environment. The teachers work together really well to plan

and carry out their lessons. One major aspect of this school is how they put a heavy emphasis on

making their students great leaders. They are kind and respectful to one another in the school.

They do what it takes to be one big happy family by taking care of each other and by working

extremely hard to meet their educational goals.

3.) Planning Web

History

The students will learn about World War ll and the great men of this time period that led the different countries during this war. The students will also learn how the United States entered into the war on December 7th, 1942

Geography

The students will be learning about the location of World War II. They will first start out with learning about how the United States entered into the war at Pearl Harbor. Their first assignment will be to complete a world map by coloring Germany, Japan, and Pearl Harbor (Hawaii).


Planning Web Continued

Political Science

The students will be able to explain what kind of government Adolf Hitler was trying to run, and how effective or ineffective it was. They also will learn about the authority of Franklin D. Roosevelt, Harry S. Truman, Winston Churchill, Josef Stalin, and Hideki Tojo.

Economics

The student will be able to explain how Adolf Hitler was during World War II, and be able to explain how he hurt Germany’s citizens and economy. The students will also be able to see how World War II affected the other countries under the power of the great men during this time period.

Language Arts

During this unit the students will be learning about great men during World War II. The students will be writing short summaries in their unit journal of each important man that was taught through the unit.

Visual Arts

An assortment of projects will be made by individual students and by groups of students. With the biggest project being the Piccollage of all the famous people that were talked about during the unit. The students will also get to create a paper cut out to represent their person that they are doing the Piccollage on.

Culture

The students will learn about different cultures like Germany, Japan, and Hawaii and be able to describe the differences between several of the cultures that were presented in the unit.

Time, Continuity, and Change

The students will learn about key men during World War II. They will also learn about the changes that occurred during the time of World War II and what happened after.


4.) NAEYC 5a

Candidates plan instruction based on curricular goals

Unit Goal

The goal of this unit is for students to be able to identify the great men during World War

II. The time period for this unit will be from 1939-1945. The students will start out by learning

about how the United States entered World War II. Next they will begin learning about the

people who played a major role during World War II. The students will gain knowledge through

all of the different lessons of Social Studies, English Language Arts, and Visual Arts. This unit

goal includes the activities, quizzes, test, take home assignments, and major projects to tie every

lesson together. For the Social Studies part of the unit, the students will gain knowledge on the

People, Places, and Environments

The students will learn about the key people during World War II that occurred from 1939-1945. They will also get to learn about the countries that these great men led during World War II.


important people and will learn the history of World War II. This will include what happened,

where it happened, why it happened, and when it happened. To strengthen their English

Language Arts skills, the students will be writing a journal through each lesson to help keep

track of each man that was taught throughout the unit. To enhance their Visual Arts skills, the

students will create their very own Piccollage and paper cut out of one great men that they drew

from a basket.

5. ACEI 2.4; NAEYC 5a and 5b

Standards

5.) SC Social Studies Standards:

1-2.2 Summarize the concept of authority and give examples of people in authority,

including school officials, public safety officers, and government officials.

1-3.1 Describe the fundamental principles of American democracy, including respect for

the rights, opinions, and property of others; fair treatment for all and respect for the rules

by which we live.


1-3.3 Summarize the contributions to democracy that have been made by historic and

political figures in the United States including Benjamin Franklin, Thomas Jefferson,

Dorothea Dix, Frederick Douglas, Mary McLeod Bethune, and Franklin D. Roosevelt.

6.) SC English Standards:

2.1 Engage in daily explorations of text to make connections to personal

experiences, other text, or the environment.

3.1 Develop a plan of action for collecting relevant information from multiple

sources through play, sensory observations, text, websites, and conversations with

adults/peers.

4.1 Read grade level text with purpose and understanding.

5.1 Ask and answer who, what, where, when, why, and how questions to

demonstrate understanding of text; use key details to make inferences and draw

conclusions in text heard or read.

5.2 Make predictions using prior knowledge, pictures, illustrations, title, and

information about author and illustrator.

8.1 Read or listen closely to:

a.) Describe characters, actions and feelings;

b.) Compare and contrast characters experiences to those of the reader;

c.) Describe setting;

d.) Identify the plot including problem and solution; and

e.) Describe cause and effect relationships

13.1 Engage in whole in small group reading with purpose and understanding.


13.3 Read and respond according to task and purpose to become self-directed,

critical readers, and thinkers.

7.) SC Visual Arts Standards:

VA1-2.3 Select and use various elements and principles of design to

communicate his or her ideas, feelings, and stories through work of visual

arts.

VA 1-3.2 Select and use subject matter, symbols, and ideas to communicate

meaning through his or her artworks.

VA 1-3.3 Discuss the ways that choices of subject matter, symbols, and ideas

combined to communicate meaning in his or her works of visual art.

VA 1-4.1 Identify works of visual art as belonging to a particular time,

culture, and place.

NAEYC 1, 4b, 4c, 5

Motivation

8.) Initiating Activity

For the initiating activity the students will be introduced to the demographics of Hawaii,

Germany, and Japan by creating a map of the Hawaiian Islands, Germany, and Japan. This will

be the first thing introduced because it is important for students to understand the demographics

of the war. As the children enter the classroom from related arts they will be assigned a land on


which to sit on to represent the seven islands of Hawaii, Germany, and Japan. The students will

sit on each land form based on the amount of people living in that area. I will start off by

explaining to them the reasons why they are sitting on different places and why each land form

has different amounts of people sitting on them. For the next couple of weeks, I will be

explaining to them how the bombing of Pearl Harbor, which is located on Honolulu Island, led

America into World War II. According to my expectations, the students will be able to locate on

a map where the bombing of Pearl Harbor took place, and where Germany and Japan are located.

To start off this activity, I will explain to each student why there are nine posters around

the classroom and one slide show up on the smart board. Each poster contains a picture of either

one of the Hawaiian Islands, Germany, or Japan. The slideshow will contain pictures of what

Pearl Harbor looked like before and after the attack. Located on each poster there will be a short

description of the demographics of each Hawaii Island, Germany, and Japan during World War

II. The students will rotate around the classroom in groups of four and bullet point what they find

interesting about each poster. After each group spends two minutes at each poster, I will call the

class to sit back on their assigned land. Then I will ask two people from each Island, Germany,

and Japan what they found most interesting about their poster. I will then ask the whole class

what they thought was the most interesting about the slideshow. After discussing the slideshow, I

will distribute a blank world map to every student and have them color Hawaii blue, Germany

red, and Japan green.

Upon completion of coloring the world map, the students will watch two videos on the

attacks of Pearl Harbor. The first video will be World War II: Attack on Pearl Harbor, which

talks about what caused the attack and led to the start of World War II. The second video will be

Pearl Harbor Kid 2 Kid, which talks about Pearl Harbor as it is now. During this initiating


activity it will open the eyes of the students to what really happened at the beginning of World

War II, and will set the basis for what happens during and after the war.

NAEYC 1, 4b, 4c, 5

Integrating & applying knowledge for instruction

9.) & 10.) Developmental Activities

Lesson Activity Assessment Standards Addressed

Lesson 1Initiating Activity Day 1

The initiating activity provides the students with an introduction to World War II, and allows the students to look at the demographic of Hawaii, Germany, and Japan. The students are able to do this by having them sit into

Pre: Students will be assessed through their participation in the poster walk around the classroom, and the journals they are writing in during the walk.

SC-VA 1-3.2


different sized groups based on the geography of the country or Island they are sitting on. They also get to see facts about each country and Island by doing a poster walk around the room, and watching a short slide show on the Smart Board. Students will take notes during this activity in their unit journal, so that they can go back to it later on in the unit. This lesson ends with having the students individually look at a world map, and color in the countries of Japan and Germany, and the Islands of Hawaii.

During: Each group will have to recap why their Island or country is important during World War II. Post: Each student will complete a world map by coloring in the places that were talked about during the lesson.

Lesson 2 Day 2

For this lesson students will build upon yesterday’s lesson of introducing World War II and the great men and women that came from that war. Each small group will first give one fact about what they learned yesterday so everyone can review what happened during the first lesson. After the review Adolf Hitler will be introduced to the class first, since he is one of the most known men of World War II. After the introduction the students will watch a short brain pop video on Hitler, and then answer the questions at the end of the video. After the video the class will together read a short biography of Hitler, and then answer “who, what, when, where, and why” in their unit journal using the book that was just read as their guide. Once this lesson on Hitler is complete a special guest will be coming into talk with the class about the Holocaust, and what life was like during the reign of Hitler.

Pre: Each small group will give one fact about the lesson on Pearl Harbor and the start of World War II that was taught yesterday. They will also share what they know about Adolf Hitler and his involvement in the war. During: Each student will individually answer the quiz questions at the end of the Brain Pop video. Post: Once the class is done reading the biography of Adolf Hitler each small group will answer in their unit journal who, what, when, where, and why.

SC-SS 1-2.2 SC-SS 1-3.1 SC-English 4.1 SC-English 5.1 SC-English 13.1 SC-English 13.3

Lesson 3 Day 3

To introduce a new person into the unit the students will start off with a heads down thumbs up game. The teacher will read a statement about Franklin D. Roosevelt, and if the students think the statement is true

Before: Students will put their heads on their desk and give a thumbs up or thumbs down to true and false questions that the teacher ask about Franklin D. Roosevelt.

SC-SS 1-3.3 SC-English 3.1


they will put their thumbs up, if they think it is false they will put their thumbs down. After the teacher sees what the students already know about Roosevelt, she will continue to do a short presentation, and a class discussion about him and why he is an important man during World War II. Once the students understand more about Roosevelt, each student will make a chart with enough spaces for every man in the unit to fit. After the chart is made the students will individually complete the spaces for Hitler and Roosevelt. Then each student will join their small group partner and get an Ipad to do some research about Franklin D. Roosevelt. During their research they will find three facts about him and write those facts down in their unit journal. Once completed the journals will be turned in, checked, and given back tomorrow.

During: Each student will create a chart with the names of every great man and women that will be taught throughout the unit, and they will fill out Hitler’s and FDR’s column. Post: Students will get in small groups and research three facts about Franklin D. Roosevelt, and write them in their journals which will be collected at the end of the lesson.

Lesson 4 Day 4

Today’s lesson will start off with a small group review of what has been covered so far in the unit. The students will participate in this review with their small group partners and walk around the room to each poster, and write one thing they learned about the topic listed on the poster. Once every group is done the poster will be gone over as a whole class, and then the class will split up into their partner groups, and go to their assigned location around the room. During this time the students will be playing a review game of battleship, while answering premade questions in order to sink the opposing players ship. Once the students are done playing battleship they will return to their individual desk, and start working on a Venn diagram comparing Hitler and Roosevelt. This

Before: In small groups students will walk around the classroom, and write one fact about Hitler, Roosevelt, Geographic, and Pearl Harbor on a poster that is labeled with these names. During: The students will play a battle ship game to review the first four lessons of the unit. Post: Students will individually complete a Venn Diagram comparing Adolf Hitler and Franklin D. Roosevelt.

SC-SS 1-2.2 SC-SS 1-3.3 SC-English 8.1b SC- VA 1-2.3


Venn diagram will be turned in for a grade, and then given back to be put into their unit journal.

Lesson 5 Day 5

For today’s lesson the students will start off by writing how they think Harry S. Truman and Winston Churchill was involved in World War II. The students may not be very familiar with these two men, but that is ok because this activity is to get them to start thinking about World War II and how each man in this unit plays an important role. After a few minutes of them thinking about this question the teacher will then introduce both of these men, and give a short presentation on both men. Once the presentation is done the students will add these men to their chart of people in the unit of study. Upon completion of the chart the class will be split up into groups of 5 or 6. Each group will be competing against all the other groups in a review game of Jeopardy. The winning team will receive a piece of candy that way the students will be engaged and focused on each of the questions.

Before: The students will be asked to write in their unit journal how they think Harry S. Truman and Winston Churchill was involved in World War II. During: Each student will add Harry S. Truman and Winston Churchill to their chart of great men and women of World War II. Post: In teams of 5-6 students will complete a Jeopardy game reviewing all the men that have be talked about thus far in the unit.

SC-SS 1-2.2 SC-English 5.2

Lesson 6 Day 6

Today the students will be learning about a new great man of World War II, the class will start off with a heads down thumbs up activity. The teacher will state some true and false statements about Hideki Tojo. If the statement is true the students will do a thumbs up, and if it is false they put their thumb down. After the teacher sees how much the students know about Tojo she moves on in the lesson about Tojo and how he was a great man of World War II. Once the teacher is done with the discussion on Tojo the students will individually move from one station to another looking up different facts about Tojo.

Before: Students will put their heads on their desk and give thumbs up or thumbs down to true and false questions that the teacher asks about Hideki Tojo.During: The students will individually look up facts about Hideki Tojo, and write those facts in their unit journal. After: Each student will complete a short quiz of all the men that have been talked about so far in the unit.

SC-SS 1-2.2 SC-English 2.1 SC-English 5.2 SC VA 1-3.3


Some stations will have certain internet cites that the teacher has already pulled up, or books that the teacher picked out about Tojo. At each one of these stations the students will pick out one fact that they find most interesting about him, and they will write it in their unit journal to be shared with the class once the activity is complete. After every student has shared one fact about Tojo, the teacher will collect the journal, and hand out a short quiz that covers every person that has been talked about so far in the unit. These quizzes will be collected and taken up for a grade, so that the teacher can see how the students are advancing in their knowledge about each great man of World War II.

Lesson 7 Day 7

To start this lesson the students will split up into small groups, and take one of the books the teacher has laying out about Joseph Stalin and Benito Mussolini. Each group will do a picture walk through the books, and then write something they learned about these two men by looking just at the pictures. Each group will share with the class which picture they received their information from, and exactly what they understood about the picture. Once everyone has shared the teacher will read one short book on Joseph Stalin, and one short book on Benito Mussolini. After the books are read the class will have a short discussion about the books, and then the students will return to their seats to fill out a Venn diagram for these two men. Once all the Venn diagrams are turned in, the teacher will pass out Ipads so that the class can play a review Kahoot game of everyone that was learned about in the unit of study on the great men of World War II.

Before: In small groups students will take a picture walk through books about Joseph Stalin and Benito Mussolini, and write something they learned through looking at pictures. During: Each student will individually complete a Venn diagram comparing Stalin and Mussolini. After: The class will play a Kahoot review game, which will cover every great man that was talked about during this unit of study.

SC-SS 1-2.2 SC-English 4.1 SC-English 8.1b SC-English 13.1 SC- English 13.3 SC-VA 1-4.1


Lesson 8 Day 8

For today’s activity the students will be assigned one partner, and once the partners are assigned the teacher will talk about their Piccollage project. After the teacher gives full instructions on the project the students will draw a name out of the basket to see whom their person is. Once all the names are drawn the students will receive one Ipad per group, and that group will begin researching pictures to go into their Piccollage.

Post: Small groups will have started on their Piccollage, and have it close to being ready to present tomorrow.

SC-SS 1-2.2 SC-VA 1-3.3 SC-VA 1-4.1

Lesson 9 Day 9

Today students will have time to finish up their Piccollage, and to start thinking about how each group is going to present their collage to the class. Once every group is done with their collage the groups will start to present them to the class by projecting their collage onto the smart board.

Post: The students will give a presentation to the class of their Piccollage.

SC-SS 1-2.2 SC-VA 1-2.3 SC-VA 1-3.2

Lesson 10Day 10

Today the students will be practicing how they will present their wax museum to their parents and the rest of the first grade classes. After their practice is complete the students will be able to correctly answer their center questions. Students will rotate in centers around the classroom to review for their test.

Post: Students will have a completed study guide with correct answers, of all the men studied throughout the unit.

SC-SS 1-2.2 SC-VA 1-2.3 SC-VA 1-3.2

Lesson 11Day 11

Test day Before: The teacher will ask the students a few questions from the test to help them review one more time before the test starts. Post: Student will individually complete their unit test on the great men of World War II.

SC-SS 1-2.2 SC-SS 1-3.1 SC-SS 1-3.3

Lesson 12 Day 12

Wax Museum!!! The students will dress up, and present their wax museum to the rest of the first grade class, and the students’ parents that come.

Post: The students will present their wax museum to the rest of the first grade class, and the parents that come.



NAEYC 1, 4b, 4c, 5

Integrating & applying knowledge

for instruction

11.) Culminating Activity

For the culminating activity, the students will be in groups of two. Each group will draw

a name for one of these great men of World War II. They will make a collage with pictures of

these men and important activities they did in World War II. The groups will also include three

facts about each man and the facts along with the collage will be presented in front of the class.

To get started on this activity I will assign the groups of three and four students. One

person from each group will draw for the person that they are in charge of. Once the groups

know which person they are in charge of each group will receive one Ipad to work on to make

their Piccollage. The collage will include a picture of their person, four pictures of what they did

during World War II, and three facts about their person and how they are related to World War

II. As students are gathering the information, I will encourage them to not pick the first picture

they come to, but instead continue to look on history sites for good pictures of their men and

what they did. Once the children have conducted their research and imported all their picture,

each group will do a short presentation of their collage. Each collage will be displayed on the

smart board, and each group will lead a classroom discussion on their collage. As they are

discussing with the class I will ask different questions to get the groups thinking complexly

about their research.

The students will use this opportunity to convey their knowledge to their classmates’

families and schoolmates as they will be hung out in the hall. The groups will be given twenty


minutes for two days to work on their collage. The third day will be the presentation day. Each

presentation will be done in front of the class and graded with a rubric.


NAEYC 5c

12.) Resources

Map 1 http://hawaiianislandtravel.net/how-to-have-a-great-hawaiian-island-travel-experience/

This map will be used to introduce the demographics of Hawaii, and allow students to see in the

initiating activity, as to why they are separated into so many different groups for the Islands of

Hawaii.


Map 2

http://ontheworldmap.com/germany/

This map will be used to help show the students the location of Germany on a world map. This

will help the students understand better the demographics of each country and the Hawaiian

Islands.

Map 3


http://www.euratlas.net/geography/world/countries/japan.html

This map of Japan will help the students see the location of Japan, and it will help the students

understand the demographics of Japan better. Once each of these maps are shown the students

will complete their own map, coloring Hawaii, Germany, and Japan. Each map is shown

separately so that the teacher can talk about each separately.

ChartAdolf Hitler Franklin D.

Roosevelt Harry S. Truman

Winston Churchill

Hideki Tojo

Joseph Stalin

Benito Mussolini

The students will be using a chart that they draw in their unit journal to help keep all the

information separated about each man that will be taught throughout the unit of study.

Globe

Primary Source

http://www.1worldglobes.com/discoveryglobe.htm

The classroom globe will be used to give students a more accurate visual representation of the locations discussed during the unit.


Guest Speaker by the name of Maria Kruso, a retired German teacher that lived through the

Holocaust will be coming in to speak to the students about what life was like while Hitler was

the dictator. This special quest is a close family friend, and during the time of World War II she

was an English teacher in Germany who spoke out against Hitler. She managed to escape from

the Holocaust, and loves to share her stories to students. This will help the students see what kind

of person Hitler was, and it will hopefully help them to remember him easier.

Secondary Source


Artifacts/ Regalia

https://www.gettysburgmuseumofhistory.com/gallery/world-war-i-world-war-ii-viet-nam-

artifacts-museum-exhibit/

This website will be used to do a virtual tour through World War II, and the artifacts that have

been recovered since the war. On this website they show pictures of the swastika, the Jewish star,

and other artifacts that not only relate to Hitler, but the other men that were also talked about in

this unit. This will help form images of what life was like during World War II, and it will help

the students understand important facts about the different men that are being studied throughout

this unit.

Visual Arts

These books and more will be used in class. Some will be used for whole group reading, while others will be used just for pictures, and a few facts about the great men and women inside these books.


Students will color in their own map of Germany, Japan, and Hawaii in three different colors.

The students will also have to make a key so that the reader knows why there are three different

colors on their map. The students will also make a piccollage of different pictures that describe

one of the great men in this unit.

Web-site

https://www.brainpop.com/socialstudies/worldhistory/worldwariicauses/

This is a link to a Brain pop jr. video introducing World War II, and many of the great men and

women during that time. This video will be played as the students are doing the their poster walk

for the initiating activity. This will help Introduce the new topic of the great men and women of

World War II, and it will give a brief summary of the battle so that the students have some prior

knowledge going into this unit.

http://www.biography.com/people/groups/world-war-ii

This website provides biographies for many of the famous men and women during World War II.

All the men that will be covered in this unit is on this website. It is a great website for students to

explore on their own time, or to use for their wax museum and piccollage person. It will provide

for the students plenty of facts and pictures throughout this web site.

Children’s Books

Picture File

Some of these will be read aloud to the whole class, and others will be sitting out for students to look through to help during a class activity.

http://www.biography.com/people/groups/world-war-ii

https://www.brainpop.com/socialstudies/worldhistory/worldwariicauses/


These picture files will be used in PowerPoint

displays, for different lesson throughout the unit,

and for the final test review.

Community Guest Speaker

For our guest speaker a German Lady by the name

of Maria Kruso will be coming to speak to the

class about Hitler, and what it was like to live in Germany while he was the dictator. She was an

English teacher in German at the time of World War II. She was placed into a concentration

camp for speaking out about Hitler, but she managed to escape and flee to the United States. This

lady is a wonderful family friend, and she loves going around to speak about World War II and

her homeland. This will allow the students to have great insight about Hitler and how he treated

the Germans. By having Ms. Maria come in I believe the students will be able to understand

what was going on during the war better then if they just read it from a book.

13.) Glossary

Adolf Hitler: Was the dictatorial leader of the National Socialist German Workers Party, or Nazi

Party, commanding German forces throughout World War II.

Allied Powers: The alliance of nations that fought the Axis in World War II and which (with

subsequent additions) signed the charter of the United Nations in 1945

Anti-Semitism: Hatred of the Jewish race


Axis Powers: The coalition headed by Germany, Italy, and Japan that opposed the Allied

Powers in World War II.

Benito Mussolini: Was the fascist prime minister of Italy, with dictatorial powers.

Franklin D. Roosevelt: Held the presidency from 1934-1945, leading the United States through

the Great Depression and World War II.

Harry S. Truman: Inherited the monumental task of leading the United States through the end of

World War II.

Hideki Tojo: Was the Army general and prime minister who led Japan through much of World

War II

Joseph Stalin: Served as general secretary of the communist party of the Soviet Union.

Pearl Harbor: A major United States naval base in Hawaii that was attacked without warning by

the Japanese air force on December 7, 1941, with great loss of American lives and ships.

Winston Churchill: Led Britain's fight against Nazi Germany in World War II.

World War II: A war fought from 1939 to 1945 between the Axis powers — Germany, Italy, and

Japan — and the Allies, including France and Britain, and later the Soviet Union and the United

States.


ACEI 5.2; NAEYC 2 and 4a

14.) Parents Letter (English)

Dear parents/guardians,

Next week we will begin a study on World War II in Social Studies. I cannot wait to

begin this unit of study with each child! To go along with this wonderful unit, I have many


activities planned that will help each student learn about the important people during World War

II.

It is important that each student does their homework, which will be found in their take

home folder for this unit of study. At the end there will be a test and a group picture collage

about one of the important men we studied during this unit. This collage will be presented by

each group in front of the class and the parents/guardians are invited to come and watch. I hope

everyone can make it out to celebrate the students’ accomplishments during this unit of study.

If you have any questions or concerns, please do not hesitate to email

([email protected]) or ([email protected]) or call me at the school.

Thank you,

Ms. Gibert & Ms. Fowler

Parent Letter (Spanish)

Queridos padres / tutores,

La próxima semana vamos a comenzar un estudio sobre la Segunda Guerra Mundial en Estudios

Sociales. No puedo esperar para empezar esta unidad de estudio con cada niño! Para ir junto con

esta unidad maravillosa, tengo muchas actividades previstas que ayudarán a cada estudiante a

mailto:[email protected]

mailto:[email protected]


aprender acerca de las personas importantes durante la Segunda Guerra Mundial.

Es importante que cada estudiante hace su tarea, que se encuentra en su carpeta para llevar a casa

para esta unidad de estudio. Al final habrá una prueba y un collage en grupo sobre uno de los

hombres importantes que hemos estudiado durante esta unidad. Este collage se presentará por

cada grupo en frente de la clase y los padres / tutores están invitados a venir a ver. Espero que

todo el mundo puede hacerlo a cabo para celebrar los logros de los estudiantes durante esta

unidad de estudio.

Si usted tiene alguna pregunta o inquietud, por favor no dude en enviar por correo electrónico

([email protected]) o ([email protected]) o llámeme en la escuela.

Gracias,

Sra. Gibert y Sra. Fowler

15.) Bulletin Board/Center

At the front of the classroom there will be a bulletin board that the students will get to see

every day. The heading on the bulletin board will say “The great men of World War II.” This


board will consist of what we will be learning about/doing for the day. It will serve as a guide to

the students so that they will know what to expect to learn that particular day.

Day 1: The bulletin board will consist of photos. These photos will be pictures of Pearl Harbor,

Japan, and a map of the United States. These photos will show the students the demographics of

what the unit will be based on.

Day 2: The bulletin board will consist of a photo of Adolf Hitler and a map of Germany.

Day 3: The bulletin board will consist of a photo of Franklin D. Roosevelt and a map of the

United States since he was the President of the United States during World War II.

Day 4: The bulletin board will consist of a blank Venn diagram with Adolf Hitler and Franklin

D. Roosevelt’s pictures. This will let the students know that they will be comparing and

contrasting these two men in class that day.

Day 5: The bulletin board will consist of a picture of Harry S. Truman and Winston Churchill.

There will also be fun facts about each of these men.

Day 6: The bulletin board will consist of a photo of Hideki Tojo and a map of Japan.

Day 7: The bulletin board will consist of photos of Joseph Stalin and Benito Mussolini. There

will also be fun facts about each of these men.

Day 8: The bulletin board will have the groups listed for the group presentations on the

Piccollage, and examples of what each Piccollage should look like.

Day 9: The bulletin board will stay the same as yesterdays board since the students will be

working on their Piccollages.


Day 10: The bulletin board will consist of wax museum information. This will explain what the

wax museum is and will have each student’s wax museum person listed

Day 11: The bulletin board will say test day, and will have a picture of each man they learned

about.

Day 12: The bulletin board will have “Wax Museum” written out in big letters, and examples of

Wax Museums that had been done in the past.

Centers

Center 1: “Piccollage” The students will get into groups for this activity. They will randomly

draw a name of one of the important men during World War II that we discussed in class. The

students will get books on the important man that they choose and will get to take a picture of

that person out of the book and find three facts related to what that person did during World War

II. They will put the picture and these three facts into a Piccollage. This will help them practice

with Piccollage so that they fully understand how to do it for their final project.

Center 2: “Bingo” This bingo sheet will be set up 4x4 with a free space in a random spot on

each sheet. The students will have to get four in a row to win. There will be one student in charge

of reading the questions while two students are playing. This bingo sheet will consist of all the

great men covered during this unit along with the date the United States entered the war.

Center 3: “Battleship” The students will play this game with a partner. Each student will

alternate asking answering questions. If they answer the question correctly, then the student will

get to pick a number and a letter to try and hit their opponent’s ship. If the ship is hit, the

opposite player will say hit and put an X in that box, if the ship is missed, the opposite player


will say miss. If the student gets the answer wrong then they will be skipped and the next player

will go.

ACEI 3.4; NAEYC 1c, 4b, 4c, and 5c

16.) Student Grouping

Throughout this unit there is a variety of grouping, and this is to help students engage and

learn each part of the unit easier.

Partners (2 ppl): Lessons 4,8, and 9

Small groups (3-6 ppl): Lessons 2,3,4,5,7 and 10

Country/Island grouping: Lesson 1

Whole Group: Lessons 2,7

Independent work: Lessons 1,2,3,5,6,7,11

ACEI 1; NAEYC 1c, 4b, 4c, and 5c

Construct learning opportunities to support achievement utilizing appropriate strategies for acquisition of knowledge and motivation


17.) Instructional Strategies

Below are five learner-centered instructional strategies designed to actively engage students in

learning.

1.) Week one, Lesson one:

Demographics: The students will get a blank world map and will color Germany red,

Pearl Harbor (Hawaii) blue, and Japan green.

2.) Week one, Lesson four:

The students will get into groups and complete a Venn diagram on Adolf Hitler and

Franklin D. Roosevelt.

3.) Week two, Lesson seven:

There will be a classroom discussion on the carpet. Each student will get to go around

and give their opinion on the leader that stood out to them the most during World War II.

The students will get to participate in a classroom game on the I-Pads. They will use the

Kahoot app to access the “Who am I” game on the great men of World War II.

4.) Week two, Lesson eight: The students will make a Piccollage of one great man

throughout this unit of study.

5.) Week two, Lesson ten:

The students will be rotating around the classroom participating in different center

activities to review for the test.

ACEI 3.3; NAEYC 1c, 4b, 4c, and 5c Critical thinking and problem solving;

18.) Problem Solving & Critical Thinking


Throughout the lessons, students will be involved in problem solving, and critical

thinking by

1.) Completing a world map by coloring Pearl Harbor, Germany, and Japan

2.) Connecting previous knowledge to new

3.) Comparing and contrasting the leaders of World War II

4.) Completing the “Who am I” Kahoot

5.) Creating a Piccollage on one of the important men during World War II

ACEI 3.2; NAEYC 1c, 4b, 4c, and 5c Adaptation to diverse students

19.) Variety of Instructional Strategies

Kinesthetic: The students will have the option to make a model head of their famous person

to go along with their Piccollage. The students will also be doing a couple poster walks

around the classroom to get them familiar with the new information.

Auditory: There will be videos for the students to watch on Pearl Harbor, Franklin D.

Roosevelt, and Adolf Hitler, as well as whole class read alouds on the different men during

World War II.

Visual: The students will create the Piccollage on the I-Pads, also well as read picture books

on the great men and women of World War II.

NAEYC 1c, 4b, 4c, and 5c

20.) Appropriate use of technology


Technology as teaching tools:

1.) Week one, Lesson one

There will be one video that the students will watch to see how the United States

entered into World War II. They will also watch a YouTube video that will show

Pearl Harbor as it is now.

Video 1:

http://www.watchmojo.com/video/title/World%20War%20II:%20Attack%20on

%20Pearl%20Harbor%20-%20History/

Video 2:

https://www.youtube.com/watch?v=nyQrEANiRv8

2.) Week one, Lesson two

The students will be using I-Pads to do research on Franklin D. Roosevelt. During

their research each small group will be finding three facts about Franklin D.

Roosevelt and how he was important during World War II.

https://www.brainpop.com/socialstudies/famoushistoricalfigures/adolfhitler/

3.) Week one, Lesson four

The students will be competing against each other in an online version of Jeopardy to

review the first several men that were covered.

4.) Week two, Lesson seven

https://www.brainpop.com/socialstudies/famoushistoricalfigures/adolfhitler/

https://www.youtube.com/watch?v=nyQrEANiRv8


The students will access the Kahoot app to play the “Who am I” game

https://kahoot.it/#/

5.) Week two, Lesson five

The students will access the Piccollage app to complete their project on one of the

great men of World War II.

https://pic-collage.com/

ACEI 3.1; NAEYC 5a and 5b

https://pic-collage.com/

https://kahoot.it/#/


Plan and implement instruction based on connections across the curriculum

21.) Interdisciplinary: Social Studies, Language Arts, Visual Arts, NCSS

Social Studies: All around, this unit is social studies centered. The students are learning about

many of the famous/important leaders during World War II.

Language Arts: This unit covers language arts in many different ways. Some of the ways in

which it is covered is through worksheets on Venn diagrams, and “who, what, when, where, and

why.” Language Arts is also covered throughout the unit with many journal entries, and different

readings.

Visual Arts: This unit covers visual arts as students color the world map by identifying Pearl

Harbor, Germany, and Japan. The students also will be designing a head paper plate model of

their Piccollage person, as well as participating in a Wax Museum.

NCSS: Power, Authority, and Governance

ACEI 3.4; NAEYC 1, 4 and 5

Foster active engagement in learning, self motivation, and positive social interaction


22.) Active Student Engagement

Three procedures below show students actively engaging in questioning concepts, seeking

resources, and conducting independent investigations.

1.) Questioning concepts: Asking a historian questions on each of the important men

covered during this unit on World War II. Students could also question our guest speaker

about her experiences during World War II and the Holocaust.

2.) Seeking resources: Students will get to take a virtual tour on the National World War II

Museum website to gain more knowledge on these important figures during World War

II.

3.) Independent investigations: Students will use their I-Pads to research three facts about

Adolf Hitler and Franklin D. Roosevelt.

NAEYC 3


Assessment for Instruction

Use formal and informal assessment strategies

23.) Assessment Plan

Pre Assessment: Before beginning the unit students will enjoy a demographic walk

around the classroom. I will focus students’ attention on the eight posters and one video

that I have created and shown around the classroom. Each of these posters and video

depicts demographics pictures of what happened and the important people during World

War II. Each group of students will be asked to rotate around the room and to write bullet

points about information they took from each poster and the video. Once the students

have completed a full rotation of all the posters and the video they will be called back to

their place on one of the land forms and the class will discuss the bullet points that they

found most interesting. From this pre assessment I will be able to see if students have any

prior knowledge of World War II and the demographics and people during the time of the

war. If there are any misconceptions about any of these topics I will need to address it

thoroughly throughout the unit. I will also address the topics the students seem more

interested in learning about.

Post Assessment: At the conclusion of this unit, students will give a test on the different

demographic regions and the people of World War II. The test will consists of fifteen

questions with ten of them being multiple choice and five matching.

Performance task: Students will complete and present a group collage about a great man

that they drew from the list of men we learned about. They will find pictures that depict

who their man was and how he was related in World War II. The presentation will be

performed in front of the class and any parents/guardians that decide to come.


Formative Assessment: Formative assessments will be used as part of the instructional

process and will include daily bulleting of new information, class discussions, group

discussions, quizzes, and jeopardy games. These assessments will provide information

for me to see if I need to adjust my teaching to support the learning of each individual

student.

Summative Assessment: The ending unit test, picture collage, and wax museum will

serve as the summative assessment for this unit. The picture collage and the wax museum

will both be graded for creativity, and factual information.

Rubrics: Rubrics will be used to evaluate the final project which is a picture collage of a

great man that was discussed during our unit on World War II. A rubric will also be used

when grading each student’s performance in the wax museum. Lastly, a rubric will also

be used when reviewing students’ bullet points of what they learned on day to day basis.

ACEI 4.0; NAEYC 3


Use assessment to plan, evaluate, and strengthen instruction


24.) Assessment Results

The data results for the pre assessment of this unit will be used to help extract

information about students’ knowledge and readiness to learn about World War II and the

demographics and people of that time. During this we will gather information about

students preferred ways of learning and collect information about the students attitudes in

initial questions about studying a unit on World War II.

The data results from the formative assessment given during this World War II unit will

be used to show what information the students understand and what concepts should

possibly be re taught using a different approach of learning then the previous time taught.

The data results from the performance tasks and summative assessments of this World

War II unit will be used to determine if the students understood and achieved the

objectives I strived to reach at the beginning of this unit. By utilizing these results, I will

be able to assess my students performance throughout this unit. This will further

determine the areas where my instructions may be understood or maybe ineffective.

ACEI 4.0; NAEYC 3


Assessments include accommodations for diverse learners


25.) Assessment Accommodations for Diverse Learners

For my early finishers throughout the different assessments they will be given the

opportunity to explore different books on Pearl Harbor and World War II and be able to

learn about more facts that will not be discussed in class. If they do not want to explore

more about World War II they will be given challenge work to do.

For my late finishers who do not finish their work at the assigned time, they will be

allowed to finish during their free center of writers workshop.

For my IEP and ESOL students, I will pull aside during writers workshop and help them

with any parts of the lesson they are struggling with. I will also reinforce what I am

looking for in each assignment so they can truly understand what I expect from them as

they complete each task. Also the different pictures and research materials I use

throughout the lesson will serve as visual aid for these students.

Documents

joloriangibert.weebly.comjoloriangibert.weebly.com/.../2/...fowler___gibert__final_dra… · Web viewThematic Unit: Important men during World War II. ECED 427. Jolorian Gibert

joloriangibert.weebly.comjoloriangibert.weebly.com/.../2/...fowler_gibertfinal_dra… · Web viewThematic Unit: Important men during World War II. ECED 427. Jolorian Gibert