Project Overview
Language Arts Unit 1
Language Arts Unit 2
Science Unit
Social Studies Unit 1
Social Studies Unit 2

Studies (2)

Unit Introduction

1. The Great Depression and the New Deal

2. Global Affairs and the Beginning of WWII

3. Rubrics



Global Affairs and the Beginning of WWII

Key People: Roosevelt, Hitler, Mussolini, Stalin, Tojo, Chamberlain

Vocabulary: fascism, imperialism, totalitarianism, appeasement, pacifism, Axis and Allied powers, isolationism, lend-lease policy

The causes for a fractured Europe after WWI and the beginnings of another world war.

The outlook of the major countries in Europe, Japan, and the United States, and the economic interaction between them.

The aftermath of WWI and the Treaty of Versailles- its role in the spread of radical leadership in Europe.

The purpose behind Japan’s imperialistic ambition in the Pacific.

The role of appeasement in the outbreak of WWII in Europe.

Role of the United States at the beginning of the war in Europe: isolationist v. contributor.

The reason for, and the result of, the Japanese attack on Pearl Harbor.


Manipulation and exploitation are vital tools in gaining and maintaining power of the people through propaganda, scapegoating, and appeasement.


Interactive discussion, communication

Small group activity, ability to work with others in accomplishing tasks, learning multiple perspectives on topics and situations.

Application of information through the use of selected activities: writing, visual illustration, artwork.

Essential Questions:

How did the Treaty of Versailles hurt the economy of Europe, in particular, Germany? How did this fact allow the dictatorships of Adolph Hitler and Benito Mussolini to gain mass amounts of power and control?

How did geography, resources, and economic power fuel the desire of Japan to become imperialistic?

How did appeasement fuel war instead of preventing it?

How was the debate in America between remaining isolated from global affairs and being responsible in giving aide to Allies in need expressed in American society?

How was the attack on Pearl Harbor a success and a failure for Japan, as the US entered the war militarily?

1. Class Discussion

a.  Student homework (done previously)- reading(s) on the global events of the time: spread of European dictatorships, totalitarianism in Europe.

b. Review the material the students covered.
* Focus on the hardship on Germany as a result of the Treaty of Versailles and the exploitation of this hardship by Hitler to gain political power.

c. Cover the imperial action of Japan to develop an empire across the Pacific rim of Asia and how its geography and resources fueled their desire to expand.

2. Small Group Activity: Role Play

a. Players: Germany, Great Britain/France, Soviet Union

b. Assign each student one of the 3 players in the role play. Once assigned, each student needs to use the classroom resources to develop an informational card that details the status of their country, their concerns, their needs and their goals in that time period.

c. Once developed, place the students in groups of three, one player representing each country, and have the students participate in a timed negotiation. The focus is to discuss among the players their countries’ concerns and how they could best come up with a compromise to ensure peace in Europe. 
* The focus of this role play is for the student to establish an understanding of the volatile environment that Europe had become and how another world war was hoped to be avoided.

d. Allow a few minutes for the student groups to write a short synopsis of their negotiation and the end result of it.

e. Summation- as a class, discuss the experience of the negotiation…was it successful or not? Why?

3. Discussion- World War II begins.

a. Germany breaks pact- invade Poland, blitzkrieg

b. Alliances formed, declarations of war

c. Germany- quick expansion across Europe, putting Great Britain on the brink of collapse and the Soviet Union under Hitler’s sights.

d. What should the US do?
* Obligation to the world v. American First Committee
* Roosevelt’s stance

4. DI Activity: Totally 6- Pearl Harbor

a. This activity provides the student an opportunity to select from a variety of choices of varying learning styles, to complete the assignment.

5. Summation- Discussion

a. Analyze the planning, execution, and aftermath of Pearl Harbor.
* Japanese goal
* Success/failure
* Declaration of war…officially entering World War II

Pre-Assessment: Discussion of homework readings, activities, overviewed look at the day to day progress of the students in class.

Ongoing- Assessment: Observation of activities, student interaction and performance. Discussion of activities, making sure essential questions are being processed...understood.

Post Assessment: Activity assessment using rubrics (found in section 3).


Totally 6 Activity – Pearl Harbor

Directions: Select and complete activities that equal a total of 6 points.

2 points – half page minimum informational writing about a US Naval vessel that was attacked in Pearl Harbor.

2 points – half page minimum informational writing about a Japanese Naval vessel that was used in the attack of Pearl Harbor.

4 points – Create an original song or poem that commemorates the event of Pearl Harbor.

4 points – Create a propaganda poster that uses the Japanese attack on Pearl Harbor for popular support of the US going into war.

6 points – Create a visual display of Pearl Harbor on December 7, 1941 – focusing on the key targets for the Japanese – illustrating why they were important.


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