Mr. Larsen's Amazing unit plan, Featuring wwII
Time to simulate the war
POLITICS and war
Goals and Objectives
-Students will understand the alliances, the battles, strategic decisions, and geographic factors that changed the directions of WWII
-Students will be able to analyze in depth the entire course of the war
-Students will know the political, diplomatic, and military leaders who shaped the course of the war
-Students will be able to identify the political, diplomatic, and military leaders of WWII
-Students will understand the alliances, the battles, strategic decisions, and geographic factors that changed the directions of WWII
-Students will be able to analyze in depth the entire course of the war
-Students will know the political, diplomatic, and military leaders who shaped the course of the war
-Students will be able to identify the political, diplomatic, and military leaders of WWII
California State Content Standards
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
Common Core Literacy Standards
RI.9-10.1—Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RLHS.9-10.3—Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simple preceded them.
WHST.9-10.1—Write arguments focused on discipline-specific content
WHST.9-10.1a—Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaim(s), reasons and evidence.
WHST.9-10.1b—Develop claims and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claims and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns
WHST.9-10.1c—Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims
WHST.9-10.1d—Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing
WHST.9-10.1e—Provide a concluding statement or section that follows from or supports the argument presented
WHST.9-10.2—Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
WHST.9-10.2a—Introduce a topic and organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia when useful to aiding comprehension
WHST.9-10.2b—Develop a topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic
WHST.9-10.2c—Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts
WHST.9-10.2d—Use precise language and domain-specific vocabulary to inform about or explain the topic
WHST.9-10.2e—Establish and maintain a formal style and objective tone
WHST.9-10.2f—Provide a concluding statement or section that follows from and supports the information or explanation presented
WHST.9-10.7—Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.9-10.9-- Draw evidence from informational texts to support analysis, reflection and research.
WHST.9-10.10— Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a simple sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
RLHS.9-10.3—Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simple preceded them.
WHST.9-10.1—Write arguments focused on discipline-specific content
WHST.9-10.1a—Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaim(s), reasons and evidence.
WHST.9-10.1b—Develop claims and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claims and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns
WHST.9-10.1c—Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims
WHST.9-10.1d—Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing
WHST.9-10.1e—Provide a concluding statement or section that follows from or supports the argument presented
WHST.9-10.2—Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
WHST.9-10.2a—Introduce a topic and organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia when useful to aiding comprehension
WHST.9-10.2b—Develop a topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic
WHST.9-10.2c—Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts
WHST.9-10.2d—Use precise language and domain-specific vocabulary to inform about or explain the topic
WHST.9-10.2e—Establish and maintain a formal style and objective tone
WHST.9-10.2f—Provide a concluding statement or section that follows from and supports the information or explanation presented
WHST.9-10.7—Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.9-10.9-- Draw evidence from informational texts to support analysis, reflection and research.
WHST.9-10.10— Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a simple sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
Driving Historical Question
What were some of the main factors that controlled the course of WWII
Lesson Introduction
In this WWII simulation, students are assigned roles as leaders or foreign ministers of 18 countries involved in World War II (which can be combined for smaller class sizes). Students then begin by learning about the causes and background of The Second World War in the World Situation Summary. Leaders and foreign ministers begin meeting with other countries: forming alliances, negotiating deals and plotting strategy for war. The first day, 1939, the aggressor nations move quickly to capture the vital natural resources their countries lack: Iron Ore, Coal, Oil, Rubber. Guided by their objectives, students engage in diplomacy, negotiation and problem solving. The "magic" behind this World War II Lesson Plan is that students become emotionally involved with their countries and competitive about achieving their objectives. This World War II simulation is a collection statistical data, Asian and European war maps, student representation, hyper engagement, and a developing geopolitical scenario of the course of eight days to bring World War II to life in the classroom!
**At the beginning of each class period while the simulation is taking place, teacher will inform students of major battles that took place, alliances that changed, and resources that shifted. The course of the war is determined in part but student actions in class, as well as factual moments that changed the course of WWII.
**At the beginning of each class period while the simulation is taking place, teacher will inform students of major battles that took place, alliances that changed, and resources that shifted. The course of the war is determined in part but student actions in class, as well as factual moments that changed the course of WWII.
Vocabulary
Content Delivery
Below is a video description of how the simulation is put into practice:
Students will be shown maps that illustrate geographic factors important to the war:
Introduction on first day of the simulation
Day 1 (1938)
As students enter the class room, intense music plays in the background and the big map is up on the projector. Students have already been online studying the map and plotting their strategy. Each country's flag marks the student's desks. Mr. Harms explains the procedures for the World War Two Simulation.
Alliance Certificates: Students can form alliances between countries in order to achieve their objectives.
Declaration of War: Students must sign a declaration of war in order to attack another country.
Explanation of the Maps: Students begin to understand how geography affects their ability to achieve their objectives.
Final Report: Students must answer questions as the simulation progresses. Students are also required to explain how they tried to achieve their objectives. Points are awarded for achieving or attempting to achieve objectives.
Students are informed about:
1. Army and Navy Movement
2. Transport of troops by sea
3. The order of countries: Axis Powers - Allies - Neutrals
Top Secret Documents: Each country has a TOP SECRET FILE, which lists: a brief historical summary, that countries objectives, army and navy ratings along with mobilization numbers.
Intelligence Report: The intelligence report indicates the size of armies leading up to 1939.
The World Situation Summary: This summary details the conditions leading up to World War Two. Known alliances are identified and the global situation is explained.
Day 1 (1938)
As students enter the class room, intense music plays in the background and the big map is up on the projector. Students have already been online studying the map and plotting their strategy. Each country's flag marks the student's desks. Mr. Harms explains the procedures for the World War Two Simulation.
Alliance Certificates: Students can form alliances between countries in order to achieve their objectives.
Declaration of War: Students must sign a declaration of war in order to attack another country.
Explanation of the Maps: Students begin to understand how geography affects their ability to achieve their objectives.
Final Report: Students must answer questions as the simulation progresses. Students are also required to explain how they tried to achieve their objectives. Points are awarded for achieving or attempting to achieve objectives.
Students are informed about:
1. Army and Navy Movement
2. Transport of troops by sea
3. The order of countries: Axis Powers - Allies - Neutrals
Top Secret Documents: Each country has a TOP SECRET FILE, which lists: a brief historical summary, that countries objectives, army and navy ratings along with mobilization numbers.
Intelligence Report: The intelligence report indicates the size of armies leading up to 1939.
The World Situation Summary: This summary details the conditions leading up to World War Two. Known alliances are identified and the global situation is explained.
Student Engagement
Each day, the class will be briefed on the changes that occurred along with the actual events that took place during WWII.
Day 2 1939
Negotiations begin and the simulation has started.
-We start with the Axis Powers: The Axis Powers will decide if they want to declare war, move troops during their turn, then the Allies will have their turn to do the same and finally the neutrals. We will complete as many turns as time will allow. The simulation now takes on a life of its own.
-The World War Two Simulation is a student led lesson plan.
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 3 1940
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 4 1941
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 5 1942
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 6 1943
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 7 1944
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 8 1945 (Final Day)
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching. The simulation report will be due the next day or soon after.
Day 2 1939
Negotiations begin and the simulation has started.
-We start with the Axis Powers: The Axis Powers will decide if they want to declare war, move troops during their turn, then the Allies will have their turn to do the same and finally the neutrals. We will complete as many turns as time will allow. The simulation now takes on a life of its own.
-The World War Two Simulation is a student led lesson plan.
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 3 1940
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 4 1941
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 5 1942
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 6 1943
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 7 1944
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching.
Day 8 1945 (Final Day)
-Teacher's Role: Manage the turns, calculate the battles and update the maps. (Update the resources spreadsheet after class)
-Student's Role: Negotiations, strategy meetings, declaring war, making alliances and researching. The simulation report will be due the next day or soon after.
Lesson Closure
At the end of every class, students will will be given a question as an exit slip/homework to make them reflect on the events of each day
For example:
-How did industrialization create a competitive atmosphere for European countries? Create a scenario to show how this could happen today.
-Should you always support a friend, or in this case an ally? Explain why or why not? Long-term consequences?
-List and explain the positives and negatives of militarism and imperialism?
-Explain why so many countries were brought into the conflict?
-Explain the geographic advantage the Central Powers had.
-Explain how the allies were able to overcome their geographic disadvantage?
-What role do you think nationalism played in the decision making process for each country?
-Identify what led up to the event that started Europe on the path to war?
-Which factor, in your opinion, was most important in causing World War One?
-During the battles of the simulation, which side, the attacker or defender, seemed to have an advantage on the battlefield?
For example:
-How did industrialization create a competitive atmosphere for European countries? Create a scenario to show how this could happen today.
-Should you always support a friend, or in this case an ally? Explain why or why not? Long-term consequences?
-List and explain the positives and negatives of militarism and imperialism?
-Explain why so many countries were brought into the conflict?
-Explain the geographic advantage the Central Powers had.
-Explain how the allies were able to overcome their geographic disadvantage?
-What role do you think nationalism played in the decision making process for each country?
-Identify what led up to the event that started Europe on the path to war?
-Which factor, in your opinion, was most important in causing World War One?
-During the battles of the simulation, which side, the attacker or defender, seemed to have an advantage on the battlefield?
Assessments
Formative:
-Teacher will collect and grade daily journals by an established rubric the class in familiar with
-Teacher will progress monitor student participation during class time
Summative:
-Students will write a 3-5 page essay reflecting on the course of WWII with a heavy emphasis on the political, diplomatic, and military leaders and the learning experience
-Teacher will collect and grade daily journals by an established rubric the class in familiar with
-Teacher will progress monitor student participation during class time
Summative:
-Students will write a 3-5 page essay reflecting on the course of WWII with a heavy emphasis on the political, diplomatic, and military leaders and the learning experience
Accommodations for English Learners, Striving Readers and Students with Special Needs
ELs:
-Will be given disciptions of their countries with daily updates on what to expect for the next days class when they leave each period. Giving them the extra time to translate and read through such documents will give them the necessary information to be productive members of their respective teams.
-Daily vocabulary lists will also be given to these students
SRs:
-Daily vocabulary lists will be given to these students to make sure they are not left out of the daily conversations that they will need to be a part of
SSNs:
-Each will be treated in a case by case basis, but my expectations for learning goals and objectives will not be changed for anyone. I will provide the necessary support and scaffolding per lesson and during classtime to make sure that they have the proper chance to learn all expected material and information while participating in this lively experience.
-Will be given disciptions of their countries with daily updates on what to expect for the next days class when they leave each period. Giving them the extra time to translate and read through such documents will give them the necessary information to be productive members of their respective teams.
-Daily vocabulary lists will also be given to these students
SRs:
-Daily vocabulary lists will be given to these students to make sure they are not left out of the daily conversations that they will need to be a part of
SSNs:
-Each will be treated in a case by case basis, but my expectations for learning goals and objectives will not be changed for anyone. I will provide the necessary support and scaffolding per lesson and during classtime to make sure that they have the proper chance to learn all expected material and information while participating in this lively experience.
Resources
World War II simulator, Maps, Daily Summaries, and daily passouts