DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 5 PLAN FOR 7TH GRADE CONTENT AREA
Unit Overview:
Instructional Time: 4 weeks (20 days)
Quarter
One
Two
Course/Grade Level: 7th Grade Social Studies
X Three
Four
Revised Bloom’s Taxonomy: Level 1-6
Unit Theme:
A World at War Part 2
Unit Summary: With world prosperity hanging by a thread, reconstruction is in order and prosperity is experienced in the 1920s – later to crash with the stock market plunging
the economy into the Great Depression. As a result, a rise in Fascism is observed in Europe and new governmental systems were weakened. This led the way for the Nazi
dictatorship in Germany and the origins of World War II in Europe that later expanded into Asian empires. Outlasting effects and global impacts of both wars are addressed and
ethical and non-ethical decisions made during the wars. Finally ending the unit with the creation of the United Nations.
North Carolina Informational Technology Essential Standards:
7.SI.1 Evaluate information resources based on specified criteria
7.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).
7.SI.1.2 Evaluate content for relevance to the assigned task.
7.SI.1.3 Evaluate resources for point of view, bias, values, or intent of information.
7.TT.1 Use technology and other resources for assigned tasks.
7.TT.1.1 Use appropriate technology tools and other resources to access information.
7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop publishing).
NC Essential Standards:
7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues
over time.
7.H 1.2 Summarize the literal meaning of historical documents in order to establish context.
7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations,
regions, and groups (e.g. war, genocide, imperialism and colonization).
7.H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations,
regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization,
Non-Governmental Organizations, European Union and Organization of American States).
7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern
societies (e.g. advancements in transportation, communication networks and business practices).
7.G.1.1 Explain how environmental conditions and human response to those conditions
influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors
that influence settlement).
7.G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors
and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions.
7.G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and
GIS software) to interpret and draw conclusions about social, economic, and environmental
issues in modern societies and regions.
7.E.1.1 Explain how competition for resources affects the economic relationship among nations
(e.g. colonialism, imperialism, globalization and interdependence).
7.E.1.2 Explain the implications of economic decisions in national and international affairs (e.g.
OPEC, NAFTA, G20, WTO, EU and economic alliances).
7.E.1.4 Explain how personal financial decision-making impacts quality of life (e.g. credit,
savings, investing, borrowing and giving).
Learning Targets:
I can create my own chart, graph, or historical narrative to explain World War II.
I can identify a theme or point of a historical document related to World War II.
I can form opinions about whether or not war is necessary.
I can use primary and secondary sources to understand various perspectives on the world wars.
I can organize information into causes and effects.
I can analyze the effects of the military conflicts from World War II.
I can evaluate the effectiveness of cooperative efforts among nations before and after World
War II (i.e. League of Nations, United Nations, etc.).
I can explain the importance of human rights.
I can explain how global interaction accelerated the pace of technology during the world wars
(i.e. military technology).
I can explain how environmental conditions impacted World War II (i.e. struggle for resources)
and how World War II impacted the environment.
I can describe the impact of World War II on global demographic trends.
I can use maps, charts, graphs, geographic data and technological tools to draw conclusions
about the impact of World War II.
I can make connections between economic factors and world events.
I can explain how competition for resources affected the economic relationship among nations
during World War II.
I can explain the effects of economic decisions in international affairs following the world wars
(i.e. the Marshall Plan).
I can explain how personal financial practices like saving, borrowing, and investing were
7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and
regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism).
7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g.
monarchs, dictators, elected officials, anti-governmental groups and religious, political factions).
7.C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement
of various peoples, caste system, religious conflict and Social Darwinism).
7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence
modern society.
utilized in World War II.
I can analyze how political thought facilitated the rise of fascist governments.
I can compare the sources of power and governmental authority in various countries during
World War II.
I can explain how culture united and divided societies during World War II.
I can explain how cultural expressions (i.e. war propaganda) influenced various societies during
the world wars.
Essential Question(s):
What is fascism?
Is war ever justified?
Is violence ever justified?
How do technological advancements impact war?
How does war impact the economy of a society?
Why do human rights violations happen?
How much control should government have over the lives of its citizens?
How does the economy influence all other parts of society?
What are the different perspectives on WWII?
What were the causes of WWII?
Should one lay down their life for their country?
What were the effects of WWII?
How did the world become more connected after WWII?
Is it ethical right to create/house weapons of mass destruction?
Is it morally right to use weapons of mass destruction on another group of people?
How does geography affect major world events?
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/social-studies/7th.pdf
Vocabulary:
World War II:
Great Depression, Dictator, Axis, Allies, Holocaust, Pearl Harbor, Fascism, Anti-Semitism, United Nations, NATO (North Atlantic Treaty Organization), Third Reich, Empire,
Island Hopping, Nuremberg Trials, Potsdam Declaration, Stalinism, Blitzkrieg, Kristallnacht, Atomic Bomb, nuclear armament, Hiroshima, Nagasaki, Nazi, Winston Churchill,
Adolph Hitler, Genocide, Axis Powers, Allied Powers, D-Day, Superpowers, AIMS, Manhattan Project, Kamikaze Pilots, social Darwinism, anti-Semitism, racism, Benito
Mussolini
Reading and Writing for Literacy and Interdisciplinary Connections
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. This unit should incorporate
informational text. You can also use fictional materials to make connections to the subject matter. (See examples listed in resources section.)
There are several novel connections for this unit:
Escape from Warsaw (Original title: The Silver Sword) (Paperback) [currently out of print]
by Ian Serraillier
This little book is based on a true story, and it's one of the most exciting and amazing stories to emerge out of the heartbreak of World War II. It's an incredible narrative about one family's tragedy and redemption, and the lives that they touch
along their journey from Warsaw to Switzerland. The will to live and survive, among even the youngest children in the family, is incredibly moving and inspiring.
Number the Stars (Laurel Leaf Books) (Paperback)
by Lois Lowry
The evacuation of Jews from Nazi-held Denmark is one of the great untold stories of World War II. On September 29, 1943, word got out in Denmark that Jews were to be detained and then sent to the death camps. Within hours the Danish
resistance, population and police arranged a small flotilla to herd 7,000 Jews to Sweden. Lois Lowry fictionalizes a true-story account to bring this courageous tale to life. She brings the experience to life through the eyes of 10-year-old Annemarie
Johannesen, whose family harbors her best friend, Ellen Rosen, on the eve of the round-up and helps smuggles Ellen's family out of the country.
Diary of Anne Frank (Longman Imprint Books) [Paperback]
By Anne Frank
This special educational edition of Anne Frank's unique diary, describing her family's plight during the Nazi persecution, is accompanied by substantial background material and photographs to help students to contextualize this teenager's account.
Evidence of Learning (Formative Assessments):
Summative Assessment(s):
Warm up journal (daily or weekly)
Teacher observation during classroom activities
Exit Slips
Homework
Daily checks for understanding
Skits
Editorials
Journaling
Debates
Teacher made test
Projects
Essays
Student Created Newspapers
Blog
Brochures
Unit Implementation:
United Streaming
National Geographic
Free Maps from d-maps: http://d-maps.com/
Free Games (Geography) sheppardsoftware.com
BBC History for kids:
http://www.bbc.co.uk/history/forkids/
Prezi (use to make presentations): www.prezi.com
Glogster (need a paid account): www.glogster.com
Overview of each country: Ciaworldfactbook.gov
Current events
cnnstudentnews.com (CNN newscast for
students)
http://flocabulary.com/the-week-in-rap/ (Week
in Rap)
http://www.bbc.co.uk/cbbc/ (bbc for kids)
Mr. Dowling: http://www.mrdowling.com/
RESOURCES for this unit:
 Holt, Eastern World (Blue Book): Chapter 23, page 598 (there isn’t a lot dealing with Eastern world on WWII, you will have
to pull additional resources.)




Holt Western World (Red Book): Chapter 15, pages 376-393, Chapter 20, pages 496-500
Promethean Planet: www.prometheanplanet.com
Discovery Education: www.unitedstreaming.com
PBS Learning: http://unctv.pbslearningmedia.org/
Big Ideas: Concepts
History: Conflict, National Identity, Technology, Cooperation, leadership, invasion, conquest, imperialism
Geography: Region/Hemisphere, Movement (ideas, goods, people), Boundaries, HEI,
Economics: Scarcity, Resources, Economic Systems, Trade policy
Civics & Government: Rule of Law, Alliance, Domestic/Foreign Policy, Governmental Systems, Power vs Freedom;
Culture: Diversity, Religion, Values & Beliefs, oppression/xenophobia, Genocide, Racism
Week 1: Rise of Fascism, War Starts in Europe, Isolationism, Alliances. This week should focus on how the end of WWI fueled a rise in fascism (especially in
Germany.) Review the Treaty of Versailles and how it impacted Germany and their desire to find a leader that would take them out of the feelings of shame
they felt as a result of the end of WWI. Spend sufficient time covering the causes of WWII and alliances that are built, below are some resources to assist you.
Essential Question
I Can Statement
Resources












What is fascism?
Is war ever justified?
Is violence ever justified?
How do technological advancements impact war?
How does war impact the economy of a society?
How much control should government have over the
lives of its citizens?
How does the economy influence all other parts of
society?
What are the different perspectives on WWII?
What were the causes of WWII?
Should one lay down their life for their country?
What were the effects of WWII?
How did the world become more connected after
 I can define the causes of WWII.
 I can analyze the long-lasting impact of WWI and its
connection to the spark of WWII.
 I can identify major turning points in the two World
Wars.
 I can evaluate the connections between geography and
historical events.
 I can analyze the rise of fascist governments.
 I can make connections between economic factors and
world events.
 I can form opinions about the necessity of wars.
 I can evaluate the multiple perspectives surrounding the
two world wars.
 I can organize information into causes and effects.
 I can create maps, charts and graphs, relevant to the time
World War II Lesson Plans:

A collection of lesson plans, teaching materials, and
virtual fields trip to the Museum’s collection of
World War II artifacts and materials.
http://www.nationalww2museum.org/learn/educatio
n/for-teachers/lesson-plans/

Small power point, reading selections to gain
knowledge on the causes of World War II. Students
can complete graphic organizer worksheets and
writing prompts to outline the causes of World War
II
http://betterlesson.com/directory/middle_school/cur
rent_events

This is a HUGE selection of World War II resources
that range from lesson plans, simulations, activities,
webquests, primary sources, videos and video clips,
audio clips, etc. Probably the most extensive

WWII?
How does geography affect major world events?
period.
collection found on the web in one location.
http://www.besthistorysites.net/index.php/ww2
Communism/Fascism Lesson Plan:

This will take place over the course of 2-3 days.
Students will compare/contrast Communism,
Fascism, and Democracy while detailing the
significance of each and outlining the events that led
to the creation of. They will utilize a variety of
literature, pictorial, video, and primary sources to
gain this information to create a collaborative
poster.
http://www.wfyi.org/fireandice/station/2_F&I_Com
m_vs_Fas.pdf
Week 2: Fear/Hatred of Jewish population, Holocaust. This week should focus on why Hitler despised the Jewish population to gain further understanding on
why he later attacked them during the Holocaust era. Attached is a variety of lessons and resources to assist you in teaching the long term viewpoint of the
Jewish community in Europe and Hitler’s view on non-arian populations. While covering the Holocaust, be sure to locate materials that are age appropriate
(some can get a little too graphic for 7th graders.) Attached is an abundance of resources and lessons plan ideas for teaching the holocaust. Another resource is a
local non-for-profit organization that will assist bringing Holocaust survivors into your classroom. This is a great opportunity for kids to gain first-hand
knowledge of a variety of experiences from people who lived through it (as long as they remain with us.)
Essential Question
I Can Statement
Resources










What is fascism?
Is violence ever justified?
How does war impact the economy of a society?
Why do human rights violations happen?
Is it right to commit genocide?
How much control should government have over the
lives of its citizens?
What are the different perspectives on WWII?
What were the causes of WWII?
Is it morally right to use weapons of mass destruction
on another group of people?
How does geography affect major world events?
 I can evaluate the connections between geography and
historical events.
 I can analyze the rise of fascist governments and its
impact on people.
 I can identify the importance of human rights.
 I can evaluate the impact of genocide.
 I can evaluate the multiple perspectives surrounding the
two world wars.
 I can organize information into causes and effects.
 I can create maps, charts and graphs, relevant to the time
period.
Hatred of Jews:

The Anne Frank Hatred of Jews. This website hosts
and abundance of information regarding Hitler, why
Jews were feared and/or hated.
http://www.annefrank.org/en/Education/Teachersportal/Pupilsquestions/Why-did-Hitler-hate-Jews/

This is the reason Why Hitler hated Jews YouTube
video:
https://www.youtube.com/watch?v=UPLGyBOtsXI
&feature=youtube_gdata
Holocaust Survivor:

Email: Sharon Halperin
sharonhalperin88@gmail.com to arrange a
Holocaust survivor to visit your classroom. You
will need to work with your community to arrange
transportation for the survivor to your school.
Holocaust Lesson Plan:

The National Holocaust Museum has a variety of
resources to assist with any lesson plan or activity.
http://www.ushmm.org/

The Florida Holocaust Museum has a variety of
resources to assist with any lesson plan or activity.
http://www.flholocaustmuseum.org/
Both of the above have a wide-variety of pictures from the
Holocaust. A good leading activity would be to post a variety
of pictures and gather student prior knowledge, reaction,
comparisons to Genocide previously discussed in earlier units,
etc.

A collection of power points, reading selections,
primary source documents, visual depictions of the
Holocaust. These would be great resources for
center work that would encompass 2-3 class days.
http://betterlesson.com/directory/middle_school/cur
rent_events

A collection of novels, short stories, and
informational texts that can be used for literature
circles to facilitate student learning of the
Holocaust. There are also resources to assist with
literature circles and possible activities.
http://remember.org/educate/lessonplan.html

Students can experience social injustice through
simulation activity that leads into centers that
facilitate student learning:
http://www.coreknowledge.org/mimik/mimik_uploa
ds/lesson_plans/655/Voices%20from%20the%20Ho
locaust%20%20A%20Message%20of%20Hope.pdf
Week 3: War Starts in Asia (Japan’s Rise to Power), Atomic Bomb Drop, World War II Ends. This week focus on the tactics and involvement in the Pacific
during WWII. Ensure that students gain an understanding of the desperation of citizens in the involved countries to put an end to WWII. Below are a variety of
lessons and resources to assist with this. Finally, cover the US’s decision to drop the atomic bombs on Japan and its aftermath. There are a variety of resources
and lessons to assist with this. One idea is to teach the students about the lesson and then have them write a constructed response on whether the US was
justified or not to drop the bombs. This activity will force the kids to dig deep into the content to really grasp the importance of the decision so that they can
take a position and support it with evidence. The BBC video mentioned below is by far the best video that tastefully and age appropriately details the events of
the dropping of the bomb. It’s a MUST show!
Essential Question
I Can Statement
Resources












What is fascism?
Is war ever justified?
Is violence ever justified?
How do technological advancements impact war?
How does war impact the economy of a society?
Why do human rights violations happen?
How much control should government have over the
lives of its citizens?
How does the economy influence all other parts of
society?
What are the different perspectives on WWII?
What were the causes of WWII?
Should one lay down their life for their country?
What were the effects of WWII?










I can identify major turning points in the two World
Wars.
I can evaluate the connections between geography and
historical events.
I can analyze the rise of fascist governments.
I can make connections between economic factors and
world events.
I can form opinions about the necessity of wars.
I can identify the importance of human rights.
I can evaluate the multiple perspectives surrounding the
two world wars.
I can organize information into causes and effects.
I can create maps, charts and graphs, relevant to the time
period.
I can debate the US’s decision to drop the atomic bombs
Japanese Encampment:

Lesson plan detailing the encampment of Japanese
Americans during World War II in America and the
social indignity of such. Through videos,
simulations, children’s book selections, and a
variety of other literature students can write their
response in a personal journal or create letter to the
President outlining the violation of human rights as
previously learned through the Holocaust.
http://www.coreknowledge.org/mimik/mimik_uploa
ds/lesson_plans/449/A%20FENCE%20AWAY%20
FROM%20FREEDOM.pdf
World War II Lesson Plans:

A collection of lesson plans, teaching materials, and
virtual fields trip to the Museum’s collection of
World War II artifacts and
materials.http://www.nationalww2museum.org/lear
n/education/for-teachers/lesson-plans/







How did the world become more connected after WWII?
Is it ethical right to create/house weapons of mass
destruction?
Is it morally right to use weapons of mass destruction on
another group of people?
How does geography affect major world events?
How did the bombs initially affect the people of Japan?
Why did the US drop the bombs and why did they
choose the targets?
What was the impact to people of Japan after the
dropping of the bombs?
on Japan.


Small power point, reading selections to gain
knowledge on the causes of World War II. Students
can complete graphic organizer worksheets and
writing prompts to outline the causes of World War
II
http://betterlesson.com/directory/middle_school/cur
rent_events
This is a HUGE selection of World War II resources
that range from lesson plans, simulations, activities,
webquests, primary sources, videos and video clips,
audio clips, etc. Probably the most extensive
collection found on the web in one location.
http://www.besthistorysites.net/index.php/ww2
Atomic Bomb Lesson Plan:

President Truman’s announcement to drop the
bomb. This site includes the press release, primary
resources, videos, auditory messages and more.
http://www.trumanlibrary.org/teacher/abomb.htm

Children of the Atomic Bomb Lesson Plan:
Collection of resources detailing the viewpoint of
Children with the dropping of the bomb. Lesson
plans and resources are included. This would be a
great opportunity to jigsaw cooperative learning
groups since there are a variety of resources and
have them teach each other about the various
eyewitness accounts.
http://www.aasc.ucla.edu/cab/200908260001.html

Why drop the Bomb? This lesson outlines several
factors and viewpoints. Due the variety and amount
of information, students can work in collaborative
groups to later jigsaw, or this could be designed as
station work.
http://ncta.osu.edu/lessons/japan/history/salzerja1.pdf As an extension, the lesson plan includes
students projects that could be done.

Hours after the dropping of the Atomic Bomb by
National Geographic:
http://natgeotv.com/uk/hiroshima-nuclearapocalypse

Hiroshima: BBC History of World War II Video
(This video can be purchased by yourself or by your
school for you to view. As a hint, it’s easier and
faster for you to purchase it.) This video
masterfully details the preparations for the dropping
of the bomb, and recreates the events of the day and
its aftermath.

National Geographic 24 Hours After Dropping the
Atomic Bomb:

http://www.youtube.com/watch?v=8nbvzZQm
dUI


http://www.youtube.com/watch?v=jlPbgp9ON
9c

http://www.youtube.com/watch?v=ErNtVYJs
QzA
Hiroshima: A Documentary Video: This video
shows the effects of the Abomb on Hiroshima

http://www.youtube.com/watch?v=nFhhvVJq
OIM
Week 4: Post-War Conferences and Charters, Outlasting impact of World War II, review, assessment. This week focus on the peacekeeping efforts and
organizations that were established at the end of WWI & WWII: League of Nations, NATO, United Nations and their impact on the world as a peacekeeping
entity. Below are a variety of resources and lesson plans to assist in teaching these organizations, their mission, and long-lasting impacts in the world.
Essential Question
I Can Statement
Resources













Is war ever justified?
Is violence ever justified?
How do technological advancements impact war?
How does war impact the economy of a society?
Why do human rights violations happen?
How much control should government have over the
lives of its citizens?
How does the economy influence all other parts of
society?
What are the different perspectives on WWII?
What were the causes of WWII?
What were the effects of WWII?
How did the world become more connected after WWII?
How does geography affect major world events?
Are global peacekeeping organizations necessary?








I can identify major turning points in the two World
Wars.
I can make connections between economic factors and
world events.
I can evaluate the multiple perspectives surrounding the
two world wars.
I can organize information into causes and effects.
I can detail long-lasting effects of WWII.
I can create maps, charts and graphs, relevant to the time
period.
I can define the peacekeeping organizations formed after
WWII.
I can evaluate the importance of the formation of
peacekeeping organizations such as: NATO and the
United Nations.
Introduction to the United Nations:

This lesson plan assesses what the students already
know about the UN and through investigative
learning and graphic organizers helps students
organize and understand the value of the United
Nations:
http://www.educatingexcellence.com/uploads/1/2/3/
2/12327484/lesson_1introduction_to_the_un_middle_school.pdf
The Role of NATO:

This lesson plan is created by Discovery Education
to demonstrate the importance of the role of NATO:
http://www.discoveryeducation.com/teachers/freelesson-plans/the-role-of-nato.cfm (This lesson plan
also leads into the development of the cold war.)
This would be a great lead into lesson for the next
unit as well.
League of Nations:

Creation of the League of Nations and its Impact on
WWII teaching with political cartoons website.
This is a great website to view perspectives on the
creation of the League of Nations and its impact on
WWII. http://sheg.stanford.edu/league-of-nations
World War II Lesson Plans:

A collection of lesson plans, teaching materials, and
virtual fields trip to the Museum’s collection of
World War II artifacts and
materials.http://www.nationalww2museum.org/lear
n/education/for-teachers/lesson-plans/

Small power point, reading selections to gain
knowledge on the causes of World War II. Students
can complete graphic organizer worksheets and
writing prompts to outline the causes of World War
II
http://betterlesson.com/directory/middle_school/cur

rent_events
This is a HUGE selection of World War II resources
that range from lesson plans, simulations, activities,
webquests, primary sources, videos and video clips,
audio clips, etc. Probably the most extensive
collection found on the web in one location.
http://www.besthistorysites.net/index.php/ww2
Example Culminating Activities:
- - Propaganda posters showing impact of propaganda on people throughout the world during the war.
- Create a map showing how World War Two changed the geography of the world.
- Political cartoons showing governmental types, causes and effects of the war
- Write newspaper articles about the major events of World War Two.
- Create a press conference with major leaders of World War Two so they could be questioned about why they decided to go to war.
- Create Propaganda posters/political cartoons pertaining to issues in school or local community.
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Instructional Activities:
Scaffolding Option 1:
Intervention
Read students the novella Hiroshima and
have them answer teacher generated
questions about the story.
Scaffolding Option 2:
Maintenance
Have students write a reaction essay to the
novella, expressing how the story impacted
them as well as how the story correlated with
what they learned in class.
Scaffolding Option 3:
Extension
Have students research the lasting effects
of the Atomic bomb and present a report
where they draw connections between the
events portrayed in the novella and the
effects that can still be seen in the present
day.
DPS is a Google Apps for Education District. These options would be great to utilize Google docs for collaboration between peers,
student to teacher, and student to teacher and to parent.
DPS is also an Edmodo district, create online polls or pose questions for students to respond to online in a socially safe environment.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia Activities:
ActivInspire Flipcharts, ActivEngage student response, edublogs.com, Prezi, History Channel, Encyclopedias, Culture Grams, Internet,
SmartBoards, Primary Source Documents (National Archives), Textbooks, Discovery Education, Brain Pop, Quizlet, YouTube, World War
Two Newspapers, Sound Clips from BBC School Radio, PowerPoint Presentations, etc.