Summer 2004
CI 407-001
Julie
Kory
RyAnn
Jeremy
Casey
Amy
Rationale for Theme
Rational for Theme
The theme that our group has chosen is transitions. We feel that transitions are an
integral part of the middle school experience. Middle school students are going through
transitions every day, both mentally, physically, and socially. During this time many students
are going through puberty which causes many of these transitions to occur. We feel that our unit
helps make connections to the transitions that arise in every aspect of life.
This unit has been developed for middle school, specifically for grade eight. Many
topics could develop from this theme, however we chose World War II. This is a topic that is
covered in most 8th grade curriculums due to Illinois state standards and guidelines. Goals to be
addressed in our thematic unit include: solving problems, communicating, and making
connections.
Throughout the thematic unit the students will be solving problems to some degree. They
will recognize and solve various problems given to them. They will be asked to read, listen and
do activities that show transitions during World War II. They will be asked to develop their own
questions about this topic and comprehend questions that are asked to them.
Students will be expected to communicate by expressing and interpreting information
and ideas. Throughout the unit on World War II, students will be communicating both verbally
and nonverbally. By doing this the students will extend their understandings of the transitions
that occurred during World War II. According to the Illinois State Learning Standards, “A
strong command of reading, writing, speaking and listening is vital for communicating in the
home, school, workplace, and beyond.”
Students will make connections through recognizing and applying important information
and ideas throughout the unit. Students will share and learn ideas about World War II that will
allow them to make connections to their own personal experiences. During this transitional
period in the students’ lives, they are becoming the people they are going to be for the rest of
their life. Learning aspects of World War II will help students to realize mistakes of the past and
apply them to their decisions of the future.
Transitions not only occur in our students’ lives, but also throughout history. Using
World War II as our topic, we can better connect our theme, transitions, to their lives. Making
these real life connections is what makes this thematic unit part of an integrated curriculum.
Subject Rationales
Health Rationale
Learning standards that our team chose for this thematic unit:
1. Solving Problems
2. Communicating
3. Making Connections
Our team chose these particular standards because they are an important part of health
education regarding the relationship of behavior and health. Students experience physical,
mental, emotional, and social changes as they grow and develop which provides them with a
self-contained “learning laboratory”.
As the nation moves forward, a tremendous learning opportunity exists to enhance their
health and well-being. Much of that opportunity lies in their ability to examine the past and
relate issues such as WWII to the present and future. Healthy minds and bodies are basic to
success and, in later life, enhance the ability to contribute to a productive society.
Solving Problems – Recognize and investigate problems; formulate and propose solutions
supported by reason and evidence. Applying skills of information analysis, organization,
comparison, synthesis, and evaluation to health issues provides a foundation for individuals to
move toward becoming health literate and responsible, productive citizens.
Communicating – Express and interpret information and ideas. Personal, family and
community health are enhanced through effective communication. The ability to organize and to
convey information, beliefs, opinions, and feelings are skills that strengthen interactions and can
reduce or avoid conflict. Students learn to observe others, listen, act and react, understanding the
intentions of others and making their own intentions clear. When communicating, individuals
who are health literate demonstrate care, consideration, and responsibility for self and others.
Making connections – Recognize and apply connections of important information and ideas
within and among learning areas. Creating the conditions for learning, the subject areas of
health directly relate to other academic content. A knowledge of health issues is necessary to
understand important historical events and social organizations.
Students should learn to accept responsibility for personal health decisions and practices,
working with others to maintain a healthy environment.
Geography Rationale
The most basic thing about the field of Geography is the five themes of Geography.
Those themes are Location, Place, Human/ Environment Interaction, Movement, and Regions.
Each one of these themes can easily be related to any topic of interest in some way shape or
form. Geography is spatial. The five themes are all interrelated and can easily adapt to any topic
of choosing, such as World War II in our case.
It is important to learn these themes in any context. Integrating these themes with a topic
of such great historical significance can only help the middle school learner absorb these ideas.
Geography also has social implications. One can study the movement of ideas and how they
affect the places they live and people they are related to. The skills learned though the
Geography lessons will prepare students for the real world by making them witness the
transitions geographical topics have undergone and make them connect with the transitions that
are affecting them as well.
Geography is not just learning rivers and mountain ranges on maps. There are two
different sides to geography. There is the physical side as well as the human side. Each of these
sides can easily show transitions as a theme of a unit, especially in World War II. In my lesson
plans, I made sure to include both aspects human and physical. Learning these themes along
with the different aspects of geography set the student up for lifelong learning. A student can
always look at anything and ask him or herself how whatever they are studying is related to
geography. What connections does it hold and just as well, what transitions has it gone through
so far and what will be in the future? Making connections about transitions will ensure that
future generations have a solid foundation for their society and will in turn create a cycle that
keeps people learning and bettering the things that are related to them and others.
Math Rationale
When I was making math lessons that related to our theme of our unit, transitions, I had no
problem. Everything in math is a transition from one number to another. Once I had to consider
our topic, World War II, things got a little more difficult. At first I was making math lesson
plans that did not flow together at all, all that flowed was the topic of World War II. Then I was
given the idea of doing a unit on graphing. This worked out great; I could have all of my lesson
flow with the unit of World War II and math.
The first goal addressed was problem solving. In every lesson the students are solving
math problems. In many of them the information is not just simply given to them. They must
read about different aspects of the war, and pull out numbers to use for their graphs. This way
they are learning about history and learning how to graph all at the same time.
The second goal addressed was communication. In many of my lessons the students are
working together. They are to communicate with their peers to design different graphs, often at
the end of the lesson they share what they have found with the rest of the class.
Making connections is the third goal addressed. The students must take in information
about the war and make it connect to the graph that they are to make. This also helps them to
better connect how math can help them in their everyday lives. I think that in the future when
they read information that has statistics in it they will be able to see a graph of it in their minds,
and better connect to what it means.
Transitions was a brilliant theme for us to use. Middle schools is a very transitional time
in a young adults life, and I think that this theme will help to show them that transitions is a part
of every ones life.
History Rationale
While writing the lessons for my portion of the thematic unit, I took many factors into
account. What was it that I wanted my students to understand about transitions and how they
related to World War II? That is something that I had to think about and then I had to relate the
lessons to the thematic rationale that our group as a whole created. I found this to be somewhat
easy given that World War II is a history topic that is covered in all eighth grade curriculums.
Problem solving was the first goal that we chose for our students to work on in our
lesson. In many of my lessons students are asked what the different outcomes of battles could
have been if one aspect would have been different. They are asked to compare and contrast
different situations that arise throughout the war. The students are asked different questions and
then given time in class to work out the solution.
This is where the communication feature comes into all of the history lessons that I have
developed. I give the students the material and ask for questions over what they do not
understand so that they are clear about the material. Students also work in groups for many of
the activities that I have created. This relates not only to communication and problem solving,
but also to making connections.
Making connections is aided through good communication that is developed throughout
the lessons that have been created. While the class in groups they can talk about the issues in the
particular lesson that is being worked on. Students can discuss the activity among themselves,
but it will also give them the opportunity to hear how some people have had similar experiences
themselves, sixty years after World War II. Over all working together will help the students to
connect the material to what they already know and have experienced in their lives.
Transitions are everywhere in our lives. World War II was a perfect example of how
things change over time. It shows students how they are not the only ones who have experienced
transitions.
Language Arts Rationale
Middle school students are faced with transitions throughout their development as young
adults. This is exactly why our group felt transitions would be a very age-appropriate theme for
our thematic unit. Students will explore transitions through the topic: World War II. In
Language Arts, students will include reading, writing, speaking, listening, and study literature
surrounding this topic. In addition, students will be able to study, learn, and use a variety of
media as resources throughout this unit. Students will develop their communication skills, use
technology, work on teams, and make connections to events that took place before they were
born.
Communication is a key factor of Language Arts. Middle school students are constantly
communicating to each other, teachers, parents, etc. their always-changing ideas, beliefs, and
inquiries. In the Language Arts portion of this unit, students will do this through oral and written
interpretation using a variety of media. Students will use textbooks, computers, literature,
references, and each other as tools to help develop their understanding of the content. Each of
the lessons will help students to understand and make transitions in communicating new
concepts, beliefs, and posing new questions about World War II.
Technology has been a big push into education in the past several years. Students in the
middle grades have grown up using technology as a resource and guide in their education. This
will continue to be developed in this lesson. Students will use instruments in technology that
will help them process ideas and communicate results. I have included many computer lab days
for the students to use technology in this unit. However, the computer lab days are varied in
what is being done. This will allow students to see that there is more than one thing to do with a
given resource.
The most important aspect for these students in this unit is to make connections. This is
of such importance because these students were not alive to make the direct connections
necessary to process what actually occurred in World War II. Students will recognize and apply
connections of important ideas learned in this unit. Early perceptions will change, transitioning
them into a new idea and mindset of what took place just over 50 years ago. Making these
connections will be vital to student understanding.
This unit has been developed for the purpose of covering the content of World War II
using a constant them, transitions. Students will make transitions throughout the unit as they
learn and develop a new understanding around the events and topics of such a vital part of our
society. Students will further their individual transitioning by making connections to such
events. Using Language Arts, and the other content areas, students will develop ideas across the
curriculum, and will learn in a new manner, through the integrated unit we have created.
Science Rationale
Science is an ever-changing topic. It changes from year to year and minute to minute.
There is no exception during wartime. In fact, science is more likely to change even more
rapidly due to the need for more improved technology. The side with the more advanced
technology and knowledge usually wins the war. Science played a major role as a critical
component in the win for the Allied Powers during World War II. Throughout the theme of
transitions, students will learn to solve problems by asking questions about how to best design a
submarine, compass, airplane, and their very own invention to help the war cause. The students
will communicate with one another about how they designed their prototypes and ideas. The
students will share which design works best to get the best lift from their model airplanes or how
to keep their submarines buoyant and even how to make a compass work accurately. The
students will be making connections on how physics, technology, and research ethics play a
critical role in making advancements in science and everyday life. The students will understand
that science has to make many transitions in order to become the best it can be and will realize
that transitions will never stop happening in the world of science. People will always question
which method is the best to perform any task.
The students will also be able to relate their real lives to the science portion of the
curriculum. They will see that like them, science is constantly changing and making connections
to other parts of the world. People are always questioning science and the motives behind it.
The students will be able to do many hands on activities to help keep them engaged and help
them see that science will always be changing and making transitions, just like they are and will
be forever.
Day One
Introductory Activity
Introductory Activity:
World War II
Objectives:
 Students will be interested in learning about WWII.

Students will have an understanding of what Hitler was like as a leader.
Illinois Learning Standards:
 16.B.4b (W) Identify political ideas from the early modern historical era to the present
which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi,
independence/Kenyatta).

16.C.4c (W) Describe the impact of key individuals/ideas from 1500 - present, including
Adam Smith, Karl Marx and John Maynard Keynes.
Procedure:
 This can be done in individual classrooms or as a whole team.

Teacher meets the students at the door and instructs them to place all of their materials
near the wall and hands them a number 1-4. Tell them to go to the designated corner of
the room for their specific number. Instruct them not to talk when they get there.

Group 1- they are to write letters saying how great the class is. (This represents Hitler
telling everyone that Jews are the problem of Germany. Group 2- they are organizing
books on the bookshelf. (This represents Hitler burning all books in Germany.) Group
3- is drawing pictures of different shapes. (This represents all of the different classes
that Hitler put the German people into.) Group 4- is sitting completely still and not doing
anything. (This represents Hitler’s group of outcasts in the German society.)

Anyone who talks during this activity is moved to the center of the room by themselves.
This represents Hitler killing them for disobedience or persecuting them because of their
race.

This activity is a represents Hitler’s idea of what a True Aryan society is and how he
planned to achieve it. It will give students an idea of what it would have been like to be
in Germany during Hitler’s reign of terror.
Closing:
 When students have completed the activity, discuss what they did and who it effected. It
is important for them to become interested in WWII for them to understand what Hitler
was trying to accomplish. Discuss what each group represented and how they actually fit
into the German society during Hitler’s rule.
Day Two
Julie
The Rise of Hitler – Mental and Emotional Health
Health Lesson #1
Objectives:
 Students will be able to list the characteristics of a mentally healthy person

Students will be able to recognize characteristics that could be harmful or destructive to
one’s mental and emotional health
Illinois Learning Standards:
 SG 24.A.3a Describe possible causes and consequences of conflict and violence among
youth in schools and communities.

SG 24.A.3b Demonstrate methods for addressing interpersonal differences without harm
(e.g., avoidance, compromise, cooperation).

SG 24.C.3 Apply refusal and negotiation skills to potentially harmful situations.
Procedure:
 Introduce the unit

Introduce the History of Hitler, the Rise of the Nazi Party Readings

Divide the reading up into groups – have each group of (4) read their assigned paragraphs
and take notes of the important facts regarding Hitler and his mental and emotional health

Come together as a class and compile the lists on the chalkboard

Cover content in the text regarding sections:
1) Emotions are normal
2) Expressing emotions
3) Different kinds of emotions

Start/summarize for Day 2 (tomorrow) Lesson
1) Managing emotions

Group work – analyzing the assigned articles

Group will brainstorm – characteristics of Hitler’s mental and emotional health
Kory
Rise of Hitler
Geography Lesson #1
Objectives:
 Students will be able to point out key issues in the transition of Europe’s structure during
the rise of Hitler.
Illinois Learning Standards:
 17.C.3c Analyze how human processes influence settlement patterns including migration
and population growth
Procedure:
Divide students into five groups. Have each group choose a European country to be. Tell each
group that they will be playing the role of their specific country’s leader. What kind of place is
each country? Have each “leader group” confront an action of Hitler that could affect the people
in the place they are posted (example: town raids, invading of country, murder of townspeople).
What characteristics of the country might influence the crisis? What human characteristics of the
place might affect the group’s ability to respond to the crisis? How has your country changed
because of Hitler?
RyAnn
Rise of Hitler
Math Lesson #1
Objectives:
 Students will classify the makeup of the Nazi party

Students will then graph the data in a pie chart.

Students will produce fractions from the pie chart and information obtained.
Illinois Learning Standards:
 6.A.3 Represent fractions, decimals, percentages, exponents and scientific notation in
equivalent forms.

6.C.3a Select computational procedures and solve problems with whole numbers,
fractions, decimals, percents and proportions.

7.B.3 Select and apply instruments including rulers and protractors and units of measure
to the degree of accuracy required.

10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts
to organize and represent data.
Procedure:
 Have a discussion about the rise of Hitler and the Nazi party. The students should be
familiar with this because it is part of the thematic unit.

Discuss pie charts and percentages.

After the students feel comfortable with the material divide them into groups of three.

Once in groups give the word problem:
o The makeup of the Nazi party consisted mainly of the lower middle classes both rural
and urban. 7 percent belonged to the upper class, 7 percent were peasants, 35
percent workers and 51 percent were what can be described as middle class. The
largest single occupational group was elementary school teachers. Compile a pie
chart representing these percentages. Next produce the fractions of each class.

Give the students construction paper, a safety compass, markers, and scissors to create
their final product of the pie chart.
Jeremy
Rise of Hitler – Puzzle Vocabulary
Language Arts Lesson #1
Objectives:
 Students will learn and become familiar with terms and vocabulary surrounding the Nazi
Party and the Rise of Hitler’s control in Germany.

These vocabulary terms will be beneficial to the students as they learn about World War
II in all content areas.
Illinois Learning Standards:
 1.A.3b Analyze the meaning of words and phrases in their context.

3.A.3 Write compositions that contain complete sentences and effective paragraphs using
English conventions.

3.B.3a Produce documents that convey a clear understanding and interpretation of ideas
and information and display focus, organization, elaboration and coherence.

5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned
from multiple sources.
Procedure:
Students will be required to bring their Social Studies textbook to use as a resource during the
unit. The teacher will explain Puzzle Vocabulary. Students will be given two or three words.
They will draw these words out of a bowl or hat. In pairs, three if needed, students will be
responsible for defining their vocabulary words and using it in a contextual paragraph; meaning,
the reader of the paragraph should be able to understand the definition of the word based upon
the context of which it is written. A direct definition of the vocabulary word is not accepted.
Each word should have it’s own paragraph. However, if the students can make a larger
paragraph using all the words, it will be accepted. After explanation, students will get into pairs
(quickly) and the teacher will walk around handing out vocabulary words. See attached sheet for
words. Students can use their textbook, a dictionary, online dictionaries, or any other reference
guide that will help them to define the words. Students will be given approximately 35 minutes
to complete the activity. Upon completion of writing their paragraphs, students will present to
the class their word and the paragraph they have written. Other students are encouraged to write
the word and definition. If there is any uncertainty of the definition, the teacher will assist so the
students have an appropriate definition.
Homework:
 If time runs out, students will be required to complete their paragraphs individually.
Student’s will be assessed by the teacher on completion and participation.
Casey
Rise of Hitler
History Lesson #1
Objectives:
 Students will know who Adolf Hitler is and why he is important.

Students will know who the NAZI party is.

Students will know how Hitler got his power.
Illinois Learning Standards:
 16.C.3c (W) Describe the impact of technology (e.g., weaponry, transportation, printing
press, microchips) in different parts of the world, 1500 - present.

16.D.3 (W) Identify the origins and analyze consequences of events that have shaped
world social history including famines, migrations, plagues, slave trading.
Procedure:
 Lecture on how Hitler became interested in his theories

Discuss the rise of the NAZI party.

Discuss Hitler’s book Mein Kamph

Discuss how Hitler became Chancellor in 1933 and what that did to Germany.
Homework:
 (In groups) Have the students create KWL charts about what they already know about
WWII. This will give us a basis of what the students already know and where they want
to go with the unit.
Amy
Rise of Hitler – Hitler’s Lost Sub
Science Lesson #1
Objectives:
 Students will be able to investigate weight and buoyant force as applied to submarines.
Illinois Learning Standards:
 11.B.3c Select the most appropriate design and build a prototype or simulation.

11.B.3d Test the prototype using available materials, instruments, and technology and
record the data.
Procedure:
The teacher will explain to the class how the rise of Hitler and the Nazi party effected the
beginning of World War II. The class will learn how Hitler used submarines or German U-boats
to help advance his position in the war. The class will make their own version of submarine to
determine how to make a submarine buoyant in water. The students will also try to determine
what can make a sub sink.
*** This lesson was borrowed from a lesson plan that was developed from Nova Online
for the PBS organization. This lesson can be retrieved from
www.pbs.org/wgbh/nova/teachers/activities/2712_lostsub.html.
Day Three
Julie
The Rise of Hitler – Mental and Emotional Health
Health Lesson #2
Objectives:
 Students will be able to have an understanding of the ways in which they might be
seduced by group pressure into behavior which is harmful to themselves and/or others

Students will be able to list ways to manage negative emotions
Illinois Learning Standards:
 SG 24.A.3a Describe possible causes and consequences of conflict and violence among
youth in schools and communities.

SG 24.A.3b Demonstrate methods for addressing interpersonal differences without harm
(e.g., avoidance, compromise, cooperation).

SG 24.C.3 Apply refusal and negotiation skills to potentially harmful situations.
Procedure:
 Continue with content coverage from Day 1 (yesterday) Managing Emotions

Discuss the list of behavioral characteristics compiled on the chalkboard from Day
(yesterday)

Become aware/realize/understand the issues behind Hitler’s behavior

Discuss why these behaviors are harmful

Compile ways that these behaviors could have been avoided

Review ways to manage negative emotions

Group work – brainstorm from Day 1 (yesterday) the lists compiled on the chalkboard
Kory
Pearl Harbor
Geography Lesson #2
Objectives:
 Students will be able to differentiate between various types of bodies of water and how
some of them can change over the course of time.
Illinois Learning Standards:
 17.A.3a Explain how people use geographic markers and boundaries to analyze and
navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water).

17.A.3b Explain how to make and use geographic representations to provide and enhance
spatial information including maps, graphs, charts, models, aerial photographs, satellite
images.
Procedure:
A map of the Pearl Harbor region will be given to the students. After doing research and using a
map, students will be asked to label each body of water using key terms such as: harbor, bay,
ocean, sea, wharf, port, inlet, and canal.
RyAnn
Pearl Harbor
Math Lesson #2
Objectives:
 Students will group information given to them.

Students will then graph the data in a pie chart.

Students will produce fractions from the pie chart and information obtained.
Illinois Learning Standards:
 6.A.3 Represent fractions, decimals, percentages, exponents and scientific notation in
equivalent forms.

6.C.3a Select computational procedures and solve problems with whole numbers,
fractions, decimals, percents and proportions.

7.B.3 Select and apply instruments including rulers and protractors and units of measure
to the degree of accuracy required.

10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts
to organize and represent data.
Procedure:
 Students will form a circle and discuss what they have been learning about Pearl Harbor.

They will then be given an article from http://www.nps.gov/usar/ExtendWeb1.html.
They will be assigned to create a pie chart representing Navy, Marine, Army, and
civilians killed, also a graph for those wounded.

Then they will need to represent what ratio of each were killed and wounded.

Next they will show what percent of the people were Navy, Marine, ect.

We will display these charts around the classroom.
Jeremy
Pearl Harbor – Compare and Contrast Outline
Language Arts Lesson #2
Objective:
 Students will learn both accounts (from a Japanese textbook and their own textbook) of
events leading up to the attack on Pearl Harbor.

Students will note similarities and differences and be able to compare and contrast the
two in writing an outline.
Illinois Learning Standards:
 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer,
outline, drawing) to use while reading.

1.B.3d Read age-appropriate material with fluency and accuracy.

1.C.3c Compare, contrast and evaluate ideas and information from various sources and
genres.

2.B.3a Respond to literary material from personal, creative and critical points of view.

3.B.3a Produce documents that convey a clear understanding and interpretation of ideas
and information and display focus, organization, elaboration and coherence.

5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned
from multiple sources.
Procedure:
The teacher will explain that our view of the attack on Pearl Harbor is different than that of the
Japanese view. The teacher will have the students cite differences between the two textbook
accounts and discuss why they would differ to such a great degree. Students will develop an
outline of the information they think should be included in both U.S. and Japanese textbooks.
Compare the outlines and discuss differences.
Homework:
 Students should complete this activity together in class, lead by the teacher. Assessment
will be based upon completion of their own outline and their participation in discussion.
Lesson 2 attachment, translated from a Japanese Textbook.
In April 1941, Japan agreed to a Japan-USSR Neutrality Treaty in order to lessen the military
threat to the north. This was followed by the occupation of the southern half of Indo-China by
Japanese military forces. In consequence, the American attitude towards Japan hardened, and
diplomatic relations between the two countries came to a dead end. The Tojo Cabinet conducted
its business in extreme secrecy, and in the pre-dawn hours of December 8, 1941 [December 7,
Honolulu time], Pearl Harbor in Hawaii was attacked and war was simultaneously declared
against the United States and England. The Pacific War was thus begun. (Donald W. Robinson,
Editor, As Others See Us, International Views of American History. Boston: Houghton Mifflin,
1969.)
Casey
Pearl Harbor
History Lesson# 2
Objectives:
 Students will know the events leading up to the attack on Pearl

Students will know the facts of what happened on Dec. 7, 1941

Students will know the outcome of that infamous day.
Illinois Learning Standards:
 16.D.2 (W) Describe the various roles of men, women and children in the family, at
work, and in the community in various time periods and places the history of Illinois the
United States and other nations.
Procedure:
 Discuss what the Japanese hoped to achieve by bombing Pearl.

Discuss odd things that happened on Dec. 6, 1941

Discuss what happened that morning.

Discuss the aftermath of the bombing.

Discuss recent findings of the Japanese mini subs that the USS Ward spotted hours before
the bombings began.
Homework:
 On the worksheets provided: list 5 reasons that made the attack on Pearl so successful.
List 3 odd events that made the attack seem preventable as we look back at that day.
Amy
Pearl Harbor – Aerodynamics
Science Lesson #2
Objectives:
 The students will learn how aerodynamics is important in the making and flying of
airplanes.

The students will learn how air affects the flight of an airplane.
Illinois Learning Standards:
 11.B.3c Select the most appropriate design and build a prototype or simulation.

11.B.3d Test the prototype using available materials, instruments, and technology and
record the data.
Procedure:
The class will learn how airplanes played a key role in the attack on Peal Harbor. The class will
learn what is necessary for a plane so that it can sustain flight. The class will put together their
own wooden plane from a kit. The class will add rudders, elevators, and ailerons to their plane
to determine what impact they have on the flight. Students will be allowed to explore different
possibilities and angles of the rudders, elevators, and ailerons.
***The exact design can be found on pages 418-9 in The Best of WonderScience:
Elementary Science Activities (Volume 1) from the American Chemical Society
published by Delmar Publishers an International Thomson Publishing Company in
1997.
Day Four
Julie
The Rise of Hitler – Mental and Emotional Health
Health Lesson #3
Objectives:
 Students will be able to describe positive mental and emotional health

Students will be able to define their self-concept and self-ideal

Students will be able to know what it means to “get to know themselves”
Illinois Learning Standards:
 SG 24.A.3a Describe possible causes and consequences of conflict and violence among
youth in schools and communities.

SG 24.A.3b Demonstrate methods for addressing interpersonal differences without harm
(e.g., avoidance, compromise, cooperation).

SG 24.C.3 Apply refusal and negotiation skills to potentially harmful situations.
Procedure:
 Discuss vocabulary from this new section

Lecture/discuss Promoting Positive Mental and Emotional Health from the text

Talk about self-esteem, sense of control, self-concept, and self-ideal

Lecture/discuss the different types of mental and emotional disorders

Have students get into groups and review the last section in the text regarding when and
where they can seek help for mental and emotional problems

Wrap-up/Review content

Group work – read section in text and compile notes regarding when and where they can
seek help for mental and emotional problems
Kory
The Home Front
Geography Lesson #3
Objectives:
 Students will be able to follow the creation and movement of goods that are being used in
the war effort and how the war affects the towns where the factories are.
Illinois Learning Standards:
 17.C.3a Explain how human activity is affected by geographic factors.

17.C.3b Explain how patterns of resources are used throughout the world.
Procedure:
A list of several goods that are being produced at home for the use in war will be followed from
beginning to its use in the war. Students will also write a description of the changes the towns
are going through during the war. Students should note the economical and social changes as
well.
RyAnn
Home Front/Economy
Math Lesson #3
Objectives:
 Students will be able to pull needed statistics out of an article.

Students will then be able to use those statistics to make a graph.

Students will be able to insert a graph into a poster, they will see how graphs are part of
their everyday life.
Illinois Learning Standards:
 6.C.3a Select computational procedures and solve problems with whole numbers,
fractions, decimals, percents and proportions.

7.B.3 Select and apply instruments including rulers and protractors and units of measure
to the degree of accuracy required.

10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts
to organize and represent data.
Procedure:
 The teacher will show the students examples of posters that were used to display the
United State’s economy during WWII. Either by bringing some in or showing them off
of the internet.

They will then receive the article The USA – A Divided Union retrieved from
http://pages.zdnet.com/stanleytech/humanities/history/usa_ww2economy.htm.

They will use the information from this article to design their own posters that could have
been published during WWII.

Their posters must include a pie chart.

Let the students know that tomorrow we will be learning how to make a bar graph. They
need to read ahead and be prepared to jump right into making one.
Jeremy
The Home Front – Propaganda, Power of Persuasion
Language Arts Lesson #3
Objectives:
 Students will learn about Propaganda used during the time period of World War II.

Students will learn how simple posters and slogans can persuade its viewers to think or
act a certain way toward ideas of the war.

Students will develop their own examples of propaganda.
Illinois Learning Standards:
 1.A.3b Analyze the meaning of words and phrases in their context.

1.C.3a Use information to form, explain and support questions and predictions.

1.C.3d Summarize and make generalizations from content and relate them to the purpose
of the material.

1.C.3e Compare how authors and illustrators use text and art across materials to express
their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires).

2.A.3d Identify ways that an author uses language structure, word choice and style to
convey the author's viewpoint.

2.B.3a Respond to literary material from personal, creative and critical points of view.

3.B.3a Produce documents that convey a clear understanding and interpretation of ideas
and information and display focus, organization, elaboration and coherence.

3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to
previous writings, literature reviews, instructions, news articles, correspondence) for a
specified audience.
Procedure:
The teacher will begin by a short discussion about the early parts of World War II. The students
should lead this discussion, using the early concepts they have learned in the other content areas.
The teacher will display this website on the monitor for all to view:
http://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_home.html.
The teacher will begin surfing the website displaying examples of several images. At each new
image and slogan, the teacher will lead discussions by asking questions such as, “How do you
Feel when you look at this?” “Why would the person who developed this poster use certain
characters, objects, symbols, etc. to get their point across?” Discussions should continue on with
the students forming conclusions of the posters they are viewing.
Homework:
 Students will construct their own propaganda poster using the examples they have
learned about in class. On the back of their poster, the students should write rationale
summary about their poster and why it was developed. Included in their rationale should
be explanation of characters, objects, symbols, etc. Assessment will based primarily on
completion and appropriateness, rather than artistic ability. Students may use graphics
from a computer, though personal drawings are encouraged. The posters will be hung all
over the classroom for all to view and enjoy.
Casey
Home Front
History Lesson #3
Objectives:
 Students will know what the United States was like after the bombing of Pearl Harbor.

Students will know what roles people played in American society

Students will look at posters from WWII and be able to identify them to be from that era.
Illinois Learning Standards:
 16.D.2 (W) Describe the various roles of men, women and children in the family, at
work, and in the community in various time periods and places the history of Illinois the
United States and other nations.
Procedure:
 Lecture on the rapid growth of production that occurred immediately after the bombing
of Pearl Harbor and the U.S. entering into WWII

Discuss how men went to war, women filled their jobs in factories, and African
Americans migrated to the cities to fill leftover jobs.

Look at different propaganda ads and posters such as Rosie the Riveter.
Homework:
 Create your own WWII style of poster that tells your view on the war. Do you think we
should be at war? What roles do you think individuals should be taking on the home
front? Women? African Americans? Use a picture or slogan to express your ideas.
Amy
The Home Front – Helping the Cause: Making Inventions
Science Lesson #3
Objectives:
 The students will do research to determine what inventions could be created to help the
allied troops.
Illinois Learning Standards:
 11.B.3b Sketch, propose, and compare design solutions to the problem considering
available materials, tools, cost effectiveness, and safety.
Procedure:
The class will go to the library/computer lab to do research for ideas to make their own invention
to help the United States and the Allied Troops win World War II. The class will use their
knowledge to determine what could have been invented to aid the Allied Troops win the war
faster.
The teacher should try to have some resources like books and internet sites book marked to help
the students find what already existed. The class can use things that exist today. They cannot
use something that existed during World War II. Also have the students okay their ideas, before
they begin making their sketches and proposals to the class.
The class will be asked to write a one-page proposal of their idea, if possible try to include
sketches or pictures.
Day Five
Julie
Holocaust – Nutrition, Life in the Ghettos (1939-1941) and the Camps (1941-1942)
Health Lesson #4
Objectives:
 Students will be able to describe the impact a devastating world event such as war, the
ghettos, work camps could have on one’s overall health

Students will be able to describe the difference between hunger and appetite

Students will be able to be familiar with the food pyramid and list three of the
recommended dietary levels
Illinois Learning Standards:
 SG 22.A.3a Identify and describe ways to reduce health risks common to diets.

SG 22.A.3b Identify how positive health practices and relevant health care can help
reduce health risks (e.g. proper diet).
Procedure:
 Introduce the material and how it relates to WWII, the ghettos, work camps, and death
camps

Discuss/responses to the highlighted vocabulary words from the text and ghetto/work
camps information printout

Read the inserts/articles regarding the ghetto and work camps. Do this by taking turns
reading the paragraphs out loud

Groups – use large tear sheets posted around the room and have students in their groups
post important issues regarding the inadequate nutrition found in articles

Talk about hunger vs. appetite

Briefly discuss/familiarize the students with the food pyramid

Take turns reading the information provided regarding the ghettos and work camps

Group work – use tear sheets to record important issues that the Jews faced regarding
nutrition
Kory
Japanese Internment
Geography Lesson #4
Objectives:
 Students will be able to note key differences from various regions and note how the
terrain changes while moving to different regions of the country.
Illinois Learning Standards:
 17.A.3b Explain how to make and use geographic representations to provide and enhance
spatial information including maps, graphs, charts, models, aerial photographs, satellite
images.
Procedure:
Students will be asked to compare and contrast the locations of two sets of Japanese Internment
camps based on geographical features including the human element, physical element, and
economic aspect. One set will be Washington and Arkansas, the other set will be Idaho and
Oregon.
RyAnn
Japanese Internment:
Math Lesson #4
Objectives:
 Students will learn how to make a bar graph.

Students will use the web to find information about Japanese Internment.

Students will find data and make a bar graph.
Illinois Learning Standards:
 6.C.3a Select computational procedures and solve problems with whole numbers,
fractions, decimals, percents and proportions.

7.B.3 Select and apply instruments including rulers and protractors and units of measure
to the degree of accuracy required.

10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts
to organize and represent data.
Procedure:
 Discuss with students how to make a bar graph.

Allow the students time to practice making their own using statistics that I have put on
the board.

Take the students to the computer lab. They will be in groups of twos or threes
depending on how many computers are available.

On all of the computers the website http://www.csuohio.edu/art_photos/gila/gila.html
will be pulled up.

Have the students explore this site, and use information from this site to make a bar graph
with their group members.
Jeremy
Japanese Internment – Baseball Saved Us by Ken Mochizuki
Language Arts Lesson #4
Objectives:
 Students will learn about a Japanese boy who develops courage and perseverance while
in a Japanese Internment camp, playing on a baseball field.

Students will learn that this courage he gained will help him later when he faced hatred
and bigotry again after the war ended, and once again, on a neighborhood baseball
diamond.

Students will make direct correlation to their own personal lives through discussion, and
journaling/writing activities.
Illinois Learning Standards:
 2.A.3b Describe how the development of theme, character, plot and setting contribute to
the overall impact of a piece of literature.

2.B.3a Respond to literary material from personal, creative and critical points of view.

2.B.3c Analyze how characters in literature deal with conflict, solve problems and relate
to real-life situations.

3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to
previous writings, literature reviews, instructions, news articles, correspondence) for a
specified audience.
Procedure:
The teacher will begin by BRIEFLY explaining the Japanese Internment Camps. The
explanation should go no further than: Two months after Japan attacked Pearl Harbor in 1941,
President FDR signed an Executive Order 9066, which incarcerated people of Japanese descent
in internment camps. The reason, according to the government, was because it could not tell
who might be loyal to Japan. However, the U.S. was at war with Germany and Italy at the time,
but the order did not apply to German Americans or Italian Americans. None of the internees
was ever proven to be dangerous to America during World War II. In 1988, the U.S.
government admitted that what it had done was wrong.
Following explanation, the teacher will read a brief background about Ken Mochizuki, the author
of Baseball Saved Us. The teacher will explain that the book about to be read is a children’s
book, but the ideas and concepts are easily related to the middle school level. Before the
reading, the teacher will showcase the cover page and the first few pages within the book. The
teacher will ask the students to journal their ideas of what the book will be about. The teacher
will then begin reading aloud to the class, the children’s book, Baseball Saved Us. Following the
reading, the teacher will ask students to journal their thoughts. Prompts should include: 1)
Think of the examples of courage and perseverance from the story; write about a time that you
felt you were at your lowest and include what you did to gain faith in the situation. 2) Ken
Mochizuki, the author, is the son of parents who were sent to an internment camp during World
War II. Their experiences in the Camp inspired him to write this story. Have your parents or
grandparents had experiences you would like to write about? What kind of story would you
write? 3) Put yourself in this situation. How would you feel if your family was taken from
home and moved far away?
Homework:
The journaling should be completed in class. Students will be responsible for completing the
prompts on their own time. Assessment will be based upon completion and appropriateness.
Casey
Japanese Internment
History Lesson #4
Objectives:
 Students will know what internment means

Students will know that the U.S. imprisoned Japanese Americans

Students will know how internment affected the Japanese Americans
Illinois Learning Standards:
 16.D.4 (W) Identify significant events and developments since 1500 that altered world
social history in ways that persist today including colonization, Protestant Reformation,
industrialization, the rise of technology and human rights movements. the history of
Illinois, the United States and other nations.
Procedure:
 Discuss what internment is. Why we did it.

Discuss where the camps were located.

Discuss why people were put into the camps.

Discuss what conditions were like in the camps.

Show the video “A Walk to Remember”
Homework:
 Write a paper that compares and contrasts the Japanese internment camps with the Polish
death camps. Discuss some of the similarities and the differences in the paper.
Amy
The Home Front – Helping the Cause: Making Inventions
Science Lesson #4
Objectives:
 The class will finish rough sketches of the mock inventions they created for helping the
allied troops win the war.
Illinois Learning Standards:
 11.B.3b Sketch, propose, and compare design solutions to the problem considering
available materials, tools, cost effectiveness, and safety.
Procedure:
The class will be given some class time to put the finishing touches on their ideas and proposals.
The students will be asked to share their proposals with the class. The ideas will have to
appropriate to the topic and how helpful they would be to the war effort.
Day Six
Julie
Holocaust – Nutrition, Life in the Ghettos (1939-1941) and the Camps (1941-1942)
Health Lesson #5
Objectives:
 Students will be able to define the nutritional requirements for a healthy body

Students will be able to describe the roles and functions of the six classes of dietary
nutrients

Students will be able to classify goods into the appropriate food groups
Illinois Learning Standards:
 SG 22.A.3a Identify and describe ways to reduce health risks common to diets.

SG 22.A.3b Identify how positive health practices and relevant health care can help
reduce health risks (e.g. proper diet).
Procedure:
 Pre-assessment Textbook Check-up, How much do you know about food selection?

Reintroduce the food pyramid

Lecture/discuss the nutritional requirements, The Basic Principles of Nutrition

Lecture content regarding what roles the different nutrients serve

Class discussion regarding the tear sheets from Day 4 (yesterday)

Compare the caloric intake of the Jews living in the ghettos and camps compared to the
required/healthy amounts that they could have gotten.

Relate the Jews rations to what the students had eaten for the day

Post-assessment – give the students the same check-up quiz

Discuss the results of the pre and post-assessments

Wrap-up and review

Analyze the tear sheets from the previous day

Pre and post-assessments
Kory
Important Battles and Leaders of the Battles
Geography Lesson #5
Objectives:
 Students will be able to find and record the proper latitude and longitude coordinates for
the places of several key battles between 1942 and 1944.
Illinois Learning Standards
 17.A.3a Explain how people use geographic markers and boundaries to analyze and
navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water).

17.A.3b Explain how to make and use geographic representations to provide and enhance
spatial information including maps, graphs, charts, models, aerial photographs, satellite
images.
Procedure:
Present the math terms “grid” and “coordinates” to the class. Explain that latitude and longitude
lines are like an imaginary grid across the globe and that the coordinates on that grid tell us
exactly where something is located.
Using latitude and longitude lines on a world map, have students locate the following important
places or important battles.
o El Alamein, Egypt
o Suez Canal
o Stalingrad, Germany
o Kursk, Russia
o Normandy, France
o Border of Belgium and Luxembourg
RyAnn
Important Battles and Leaders of the Battles
Math Lesson #5
Objectives:
 Students will be able to pull needed statistics out of an article.

Students will then be able to use those statistics to make a bar graph.

In groups of five students will present their graphs to the class
Illinois Learning Standards:
 6.C.3a Select computational procedures and solve problems with whole numbers,
fractions, decimals, percents and proportions.

7.B.3 Select and apply instruments including rulers and protractors and units of measure
to the degree of accuracy required.

10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts
to organize and represent data.
Procedure:
 Divide the class into five groups.

Give each group a different article on one of the important battles listed below.
o Battle of El Alamein 1942
o Battle at Stalingrad 1942
o Battle at Kursk 1943
o D-Day June 6, 1944
o Battle of the Bulge

In their groups students will read the article given to them they will discuss the article and
then make either a bar or pie graph representing data found in articles.

Each group will then share what they have learned with the rest of the class.
Jeremy
Important Battles and Leaders of the Battles – “D-Day, Overview and Personal Accounts”
Language Arts Lesson #5
Objectives:
 Students will act as newspaper reporters researching and learning about D-Day and
personal accounts of this event.

Students will use personal stories they have read and put them into their own interview
article as if they are interviewing the person first hand.
Illinois Learning Standards:
 1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous
skills, draw comparisons to other readings).

1.C.3a Use information to form, explain and support questions and predictions.

1.C.3b Interpret and analyze entire narrative text using story elements, point of view and
theme.

1.C.3d Summarize and make generalizations from content and relate them to the purpose
of the material.

3.A.3 Write compositions that contain complete sentences and effective paragraphs using
English conventions.

3.B.3b Edit and revise for word choice, organization, consistent point of view and
transitions among paragraphs using contemporary technology and formats suitable for
submission and/or publication.

3.C.3b Using available technology, produce compositions and multimedia works for
specified audiences.

5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned
from multiple sources.
Procedure:
The students will meet in the computer lab for this day. Students will research the website
http://www.reacheverychild.com/feature/D_Day.html Students should research overviews and
personal accounts of this event. The teacher will explain to the students to take as many notes as
they can. Students will be instructed to write a newspaper article entitled “D-Day, Overview and
Personal Accounts.” The teacher will explain that the information found will be used to give a
description (overview) of the event, and should include an interview (personal accounts) from
information given on the website. The teacher will explain the time in the computer lab should
be used to take notes and not writing the article, especially if a student does not have internet
access at home. Students are encouraged to look at a local newspaper for formatting, fonts, etc.
to construct their own article.
Homework:
 Students will complete the article for homework, due the following day. Assessment will
based upon depth of article, information provided, and formatting of a newspaper
article/interview.
Casey
Important Battles and Leaders of WWII
History Lesson #5
Objectives:
 Students will know the different battles of the war.

Students will have some knowledge of the causalities in each battle.

Students will know the leaders of the battles who led the battles.
Illinois Learning Standards:
 16.D.5 (W) Analyze the relationship between an issue in world social history and the
related aspects of political, economic and environmental historythe history of Illinois,
the United States and other nations.
Procedures:
 Discuss the various battles that occurred during WWII

Discuss the German Luftwaffe and how successful it was.

Discuss the Blitzkrieg.

Discuss the turning points of the war.
Homework:
 Pick one of the battles and map out the cities that were affected by it. Show how many
causalities occurred. Use two different colors to show the lines that allies and axis
powers took.
Amy
Important Battles and Leaders of the Battles – Developing Rocket Missiles
Science Lesson #5
Objectives:
 Students will learn how air pressure can affect the distance that a rocket or missile can go
when released.

The class will also learn how missiles and rockets were important in many of the battles
for the allied powers and their enemies.
Illinois Learning Standards:
 11.B.3c Select the most appropriate design and build a prototype or simulation.

11.B.3d Test the prototype using available materials, instruments, and technology and
record the data.

12.D23a Explain and demonstrate how forces affect motion (e.g., action/reaction,
equilibrium conditions, free-falling objects).
Procedure:
The class will make (safe) pressurized rockets from a cotton swab, paper, a straw, and empty
soda bottle. The class will determine how to set up the straw, bottle, and rocket to make the
rocket go the farthest.
***The exact design can be found on page 416 in The Best of WonderScience:
Elementary Science Activities (Volume 1) from the American Chemical Society
published by Delmar Publishers an International Thomson Publishing Company in
1997.
Day Seven
Julie
Holocaust – Nutrition, Life in the Ghettos (1939-1941) and the Camps (1941-1942)
Health Lesson #6
Objectives:
 Students will be able to list the short-term and long-term consequences of inadequate
nutrition

Students will be able to identify problems that can occur from inadequate amounts of
certain required foods

Students will be able to make food selections that satisfy the recommended nutritional
requirements
Illinois Learning Standards:
 SG 22.A.3a Identify and describe ways to reduce health risks common to diets.

SG 22.A.3b Identify how positive health practices and relevant health care can help
reduce health risks (e.g. proper diet).
Procedure:
 Review material from Day 4 and 5 (yesterday and the day before)

Lecture/discuss the section in the text regarding Health problems related to diets

Brainstorm a list of consequences (short-term and long-term) on the chalkboard

Briefly discuss the list students compiled

Refer back to the material regarding the Jews and the ghettos/camps

Group-work, have students create a list of food choices that each would possibly eat in a
regular day in order to abide by the recommended healthy allowances

Evaluate the group work (food choices)

Explain/clarify any misunderstandings

Wrap-up and review

Brainstorm short-term and long-term consequences of inadequate nutrition

Create food choice lists that students would or should have eaten in a day’s time in order
to make healthy choices using the calorie-counter web site http://www.calorie-counter.net

Collectively evaluate the results
Kory
War in the Pacific
Geography Lesson #6
Objectives:
 Students will be able to divide the Pacific area into different regions based on the battles
of the war.
Illinois Learning Standards:
 17.A.3a Explain how people use geographic markers and boundaries to analyze and
navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water).

17.A.3b Explain how to make and use geographic representations to provide and enhance
spatial information including maps, graphs, charts, models, aerial photographs, satellite
images.
Procedure:
Students will be given a map of the Pacific. They will then read about the battles of the Pacific
and divide the Pacific into different regions. Each region should have a different color along
with a color-coded key.
RyAnn
War in the Pacific
Math Lesson #6
Objectives:
 Students will use the internet to expand their knowledge about the War in the Pacific.

Students will use the information from the web to make bar graphs.

Students will discuss findings.
Illinois Learning Standards:
 6.C.3a Select computational procedures and solve problems with whole numbers,
fractions, decimals, percents and proportions.

7.B.3 Select and apply instruments including rulers and protractors and units of measure
to the degree of accuracy required.

10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts
to organize and represent data.
Procedure:
 During this point in time during the thematic unit the students will be learning about the
War in the Pacific. We are going to learn about some of the battle ships of this part of the
war.

The students will be in groups of two or three.

The students will be taken to the computer room.
The site
http://www.geocities.com/Pentagon/Bunker/4929/ships.htm will be displayed on all of
these computers.

Students will be told to explore this site to learn about the different ships.

Students will be required to make at least three different bar graphs comparing these
ships.

At the end students will discuss findings with the rest of the class.
Jeremy
The War in the Pacific – Interactive Museum Guide
Language Arts Lesson #6
Objectives:
 Students will use an interactive museum in the computer lab to learn about the events of
the War in the Pacific.

Students will take notes, make note cards, cue cards, etc. on their findings, viewing the
museum for content as well as enjoyment.

Students should find appropriate information to bring their own group to the museum and
also construct an appropriate summary on their findings.
Illinois Learning Standards:
 1.C.3d Summarize and make generalizations from content and relate them to the purpose
of the material.

3.A.3 Write compositions that contain complete sentences and effective paragraphs using
English conventions.

3.B.3a Produce documents that convey a clear understanding and interpretation of ideas
and information and display focus, organization, elaboration and coherence.

4.A.3d Demonstrate the ability to identify and manage barriers to listening (e.g., noise,
speaker credibility, environmental distractions).

5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays,
stories) supported by research.
Procedure:
Students will meet in the computer lab for this session. The teacher will explain that students
will be going to a virtual museum on The War in the Pacific. The website is http://www.nimitzmuseum.com/index.htm (Click on Pacific War Education, then click the link in the main
window to view the war). Students will be instructed to take notes on the museum and the
slides/exhibits they view. Following the show, the students will be instructed to write cue cards,
note cards, etc. as if they are the museum guide taking someone along this tour. Students are
also encouraged to research the entire site to find out other bits of information that can be added,
just as a museum guide will explain background information to a group in a museum. Students
will also be expected to write a summary on their findings.
Homework:
 Students will complete their museum guide note cards and summary for homework, due
the following day. Students will be assessed on depth of information, and ability to
determine the main points displayed in their virtual museum.
Casey
War in the Pacific
History Lesson #6
Objectives:
 Students will know about the battles in the Pacific ocean

Students will know who Chester Nimitz is.

Students will know the turning points of the war.
Illinois Learning Standards:
 16.D.4b (US) Describe unintended social consequences of political events in United
States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of
inner cities, Vietnam War/anti-government activity).
Procedure:
 Discuss the advances that the Japanese were making in the Pacific.

Discuss Naval information that allowed Chester Nimitz to break the Japanese codes and
know where the next battle was to occur.

Discuss how knowing these codes helped the U.S. to stop the Japanese navy
Homework:
 Create your own code that you and a partner are the only ones who know. Use the code
and discuss something that only you know about, but the class has general information
about. The rest of the class will try and break your codes.
Amy
The War in the Pacific – The War in the Pacific
Science Lesson #6
Objectives:
 Students will learn the importance of the compass and it’s uses for maritime travel.
Illinois Learning Standards:
 11.B.3c Select the most appropriate design and build a prototype or simulation.

11.B.3d Test the prototype using available materials, instruments, and technology and
record the data.

12.D.3b Explain the factors that affect the gravitational forces on objects (e.g., changes in
mass, distance).
Procedure:
The teacher will explain the history of the compass to the class, and how the compass is
necessary for traveling by boat. Every boat (and plane) must have a compass in order to
determine what direction it is traveling. The class will make their own compass from a
paperclip, cup, bowl of water, and a magnet. The class will determine how accurate their
compass is compared to a manufactured compass.
***The exact design can be found on page 176-7 in The Best of WonderScience:
Elementary Science Activities (Volume 2) from the American Chemical Society in
2001.
Day Eight
Julie
Holocaust – Hygiene, Inhumane conditions of the Ghettos and Work Camps
Health Lesson #7
Objectives:
 Students will be able to list the hygienic problems in relation to the ghettos and work
camps of WWII

Students will be able to recognize disease vectors and risk factors for infectious disease

Students will be able to identify the ways in which diseases are spread
Illinois Learning Standards:
 SG 22.A.3a Identify and describe ways to reduce health risks common to adolescents.

SG 22.A.3b Identify how positive health practices and relevant health care can help
reduce health risks.
Procedure:
 Introduce the new topic and discuss vocabulary words

Lecture/discuss content material regarding hygiene and sanitation

Read/discuss the web article related to the inhumane living conditions of the Jews in the
ghettos and work camps

Brainstorm/list on the chalkboard issues regarding living conditions from the article
reading

Evaluate/discuss the disease vectors and risk factors

Discuss/list the ways of transmission

Students will choose one issue from the article and prepare a brief half page report

Wrap-up and review

Brainstorm and make lists on the chalkboard from the article reading

Brainstorm in groups to get ideas for their short report
Kory
Final Victory and Consequences
Geography Lesson #7
Objectives:
 Students will be able to view their landscape and make assumptions on what it would be
like if there was a nuclear bomb dropped on it just like the cities of Hiroshima and
Nagasaki.
Illinois Learning Standards:
 17.D.3b Explain how interactions of geographic factors have shaped present conditions
Procedure:
Take the students for a walk around the neighborhood or school grounds and have them observe
the physical and human characteristics of the place. Ask the students to note what major changes
they can think of that would occur from a nuclear blast. When you return to the classroom, make
a list of all the physical and human characteristics that the students observed that they think
would change. Did all of the students observe the same things? Did some students observe
different characteristics? Had they ever made these observations before?
RyAnn
Final Victory and Consequences:
Math Lesson #7
Objectives:
 Students will learn how to use a line graph.

Students will learn about the atomic bombs of WW2.

Students will use the data to create line graphs.
Illinois Learning Standards:
 6.C.3a Select computational procedures and solve problems with whole numbers,
fractions, decimals, percents and proportions.

7.B.3 Select and apply instruments including rulers and protractors and units of measure
to the degree of accuracy required.

10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts
to organize and represent data.
Procedure:
 Students will learn how to make a line graph.

Next students will be taken to the computer room.

There the students will be instructed to explore the Atomic Museum web site.
http://www.atomicmuseum.com/tour/dd2.cfm

In groups of two or three the students will create line graphs using information found
from the web site.

Students are encouraged to explore other websites to learn more about the bombings.
Jeremy
Holocaust and Concentration Camps – Holocaust Museum (Part 1 of 2)
Language Arts Lesson #7
Objectives:
 Students will construct a Museum Exhibit from the content researched on this website:
http://www.nizkor.org

Students will construct a museum display including pictures, content, statistics, etc. from
the website.
Illinois Learning Standards:
 1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous
skills, draw comparisons to other readings).

1.C.3d Summarize and make generalizations from content and relate them to the purpose
of the material.

2.A.3a Identify and analyze a variety of literary techniques (e.g., figurative language,
allusion, dialogue, description, word choice, dialect) within classical and contemporary
works representing a variety of genres.

3.A.3 Write compositions that contain complete sentences and effective paragraphs using
English conventions.

3.B.3a Produce documents that convey a clear understanding and interpretation of ideas
and information and display focus, organization, elaboration and coherence.

5.A.3a Identify appropriate resources to solve problems or answer questions through
research.

5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned
from multiple sources.

5.C.3c Take notes, conduct interviews, organize and report information in oral, visual
and electronic formats.
Procedure:
The students will meet in the computer lab for this session. Students will be told to get into
pairs, three if needed. The teacher will explain the lesson/activity. This lesson will take up 3
class periods, two for research and work time, and the third for the viewing of the museums.
Students will visit the website http://www.nizkor.org and research the information dedicated to
the millions of victims in the Holocaust. Students will focus primarily on the concentration
camps, though other areas of the website are encouraged to be included in their poster. Their
poster can include pictures downloaded from the website as well. On the day of the museum,
each student is required to view other museum exhibits, gathering information on these exhibits
that was not included in their own. Each student will be responsible for completing a “5 things
my group did not have” list, and a “5 things I liked about this exhibit” list.
Homework:
 Students will be given class time to work on this assignment; however, outside class time
is encouraged. Assessment will be based on depth of museum exhibits and participation.
Also, students will be assessed for completion and appropriateness on their lists of 5
things they did not have in their exhibit, and 5 things the liked about this exhibit paper.
Casey
Final Victory and Consequences
History Lesson #7
Objectives:
 Students will know how the war in the Pacific ended

Students will know why the bomb was dropped
Illinois State Learning Standards:
 16.C.5b (US) Analyze the relationship between an issue in United States economic
history and the related aspects of political, social and environmental history.
Procedure:
 Discuss Truman taking over the presidential office and his decision to use the bomb.
 Discuss the Enola Gay and how the bombs were dropped.
 Discuss the outcome of dropping the bomb.
 Look at pictures that show what was left of the cities when the bombs were dropped.
Homework:
 In small groups discuss whether you feel dropping the bomb was the right choice. If you
agree, state why. If you do not, support your claim. Be ready to debate your claim in
class.
Amy
Final Victory and Consequences – The Atom Bomb and Fall Out
Science Lesson #7
Objectives:
 The students will learn the effect the atomic bomb had on the people of Hiroshima,
Nagasaki, and the rest of the world.

The students will determine if the bomb has had any effect on their own life.
Illinois Learning Standards:
 13.B.3d Analyze the interaction of resource acquisition, technological development, and
ecosystem impact (e.g., diamond, coal, or gold mining; deforestation).
Procedure:
Students will learn how the atomic bomb affected everyone’s life, not just those of Japan. They
will be asked to watch two video segments. They will be given a few questions to discuss before
the segments, as well as questions to try to answer after watching the video segments. After all
the segments are over the class will get into small groups and talk about the impact the atomic
bomb had on the world and their own personal life today.
***This lesson was borrowed from a lesson plan that was developed from Nova Online
for the PBS organization. This lesson can be retrieved from
http://www.pbs.org/wgbh/peoplecentury/teachers/tgfall.html.
Day Nine
Julie
Holocaust – Hygiene, Inhumane conditions of the Ghettos and Work Camps
Health Lesson #8
Objectives:
 Students will be able to recognize the importance of practicing good hygiene

Students will be able to explain how to care for your hair, nails, skin and teeth
Illinois Learning Standards:
 SG 22.A.3a Identify and describe ways to reduce health risks common to adolescents.

SG 22.A.3b Identify how positive health practices and relevant health care can help
reduce health risks.
Procedure:
 Review concepts from Day 7 (yesterday)

Lecture/discuss proper hygiene

Explain the details and expectations of the project that we will be doing, which the
students will complete in the Library and Computer Lab

Escort students to the Library/Computer Lab

Check with each student, help them or point them in the right direction in finding their
article

Regroup and head back to the classroom

Discuss their experiences/results from what articles they found, how they relate/compare
to the past and present

Wrap-up and review the content

Take students to the Library/Computer Lab and conduct research on inhumane conditions
(hygienic or sanitary). Students will choose either a web article, section from a library
book or a current event pertaining to the ghettos/camps, treatment of the Jews, prisoners
of war, homeless, poverty stricken communities, etc. and
Kory
Holocaust and Concentration Camps
Geography Lesson #8
Objectives:
 Students will learn, understand, and apply the terms “absolute location” and “relative
location” to the places of the Holocaust Death Camps in Poland.
Illinois Learning Standards:
 17.A.3a Explain how people use geographic markers and boundaries to analyze and
navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water).

17.A.3b Explain how to make and use geographic representations to provide and enhance
spatial information including maps, graphs, charts, models, aerial photographs, satellite
images.
Procedure:
Students till be asked to write the absolute and relative locations for the following death camps in
Poland using a map or atlas.
o Auschwitz
o Belzec
o Chelmno
o Majdanek
o Sobibor
o Treblinka
RyAnn
Holocaust and Concentration Camps
Math Lesson #8
Objectives:
 Students will classify the victims of the Holocaust into groups using various
characteristics such as where they come from, who they were, age gender ect.

Students will graph the acquired data.

Students will produce fractions form the graph and information obtained
Illinois Learning Standards:
 6.C.3a Select computational procedures and solve problems with whole numbers,
fractions, decimals, percents and proportions.

7.B.3 Select and apply instruments including rulers and protractors and units of measure
to the degree of accuracy required.

10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts
to organize and represent data.
Procedure:
 As a class on the overhead, organize the information into a chart format. Let the students
decide which type of chart would appropriately be used with this information.

Once the chart is completed and the students have classified all of the victims, ask them
how we might go about making a chart to represent this data. Ask questions like, what
does the six million represent? [the whole] So, if the number of men victims in the
Holocaust were 3 million, what fraction of the whole would that represent? How did you
know that? Can you explain it for the rest of us?

Continue in this probing format with the students until a chart has been created. It is
important to note that some of the characteristics overlap and therefore, it may be
appropriate to do more than one chart. For instance, one for gender and one for
nationality.

Once the fractions are created, we can use them to make our very own math problems,
reinforcing our skills in addition and subtraction of fractions. One example might be... If
we add together the fraction of individuals who are less than 6 years-old to those who are
men, we get what?
Jeremy
Holocaust and Concentration Camps – Holocaust Museum (Part 2 of 2)
Language Arts Lesson #8
Objectives:
 Students will construct a Museum Exhibit from the content researched on this website:
http://www.nizkor.org

Students will construct a museum display including pictures, content, statistics, etc. from
the website.
Illinois Learning Standards:
 1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous
skills, draw comparisons to other readings).

1.C.3d Summarize and make generalizations from content and relate them to the purpose
of the material.

2.A.3a Identify and analyze a variety of literary techniques (e.g., figurative language,
allusion, dialogue, description, word choice, dialect) within classical and contemporary
works representing a variety of genres.

3.A.3 Write compositions that contain complete sentences and effective paragraphs using
English conventions.

3.B.3a Produce documents that convey a clear understanding and interpretation of ideas
and information and display focus, organization, elaboration and coherence.

5.A.3a Identify appropriate resources to solve problems or answer questions through
research.

5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned
from multiple sources.

5.C.3c Take notes, conduct interviews, organize and report information in oral, visual
and electronic formats.
Procedure:
The students will meet in the computer lab for this session. Students will be told to get into
pairs, three if needed. The teacher will explain the lesson/activity. This lesson will take up 3
class periods, two for research and work time, and the third for the viewing of the museums.
Students will visit the website http://www.nizkor.org and research the information dedicated to
the millions of victims in the Holocaust. Students will focus primarily on the concentration
camps, though other areas of the website are encouraged to be included in their poster. Their
poster can include pictures downloaded from the website as well. On the day of the museum,
each student is required to view other museum exhibits, gathering information on these exhibits
that was not included in their own. Each student will be responsible for completing a “5 things
my group did not have” list, and a “5 things I liked about this exhibit” list.
Homework:
 Students will be given class time to work on this assignment; however, outside class time
is encouraged. Assessment will be based on depth of museum exhibits and participation.
Also, students will be assessed for completion and appropriateness on their lists of 5
things they did not have in their exhibit, and 5 things the liked about this exhibit paper.
Casey
The Holocaust
History Lesson #8
Objectives:
 Students will know what the Holocaust is.

Students will know who was the cause of the Holocaust

Students will know the terms Genocide and Holocaust.
Illinois Learning Standards:
 16.C.5c (W) Analyze the relationship between an issue in world economic history and
the related aspects of political, social and environmental history.
Procedure:
 Discuss how concentration camps developed into death camps.

Discuss Genocide and the Final Solution that Hitler developed.

Discuss the harshness that occurred in the death camps.

Discuss what conditions were like in the camps.

Look at pictures of individuals in the camps.

Discuss the number of survivals.

Tour Auschwitz on line. This will give the students a better understanding of what the
camps looked like and what still exists today.
Homework:
 Find a biography of a person who was in the holocaust. Create a Holocaust Memorial
Plate. Tell who the person is, if they survived, information about that person to make
them come alive on the plate. Use colors to make the plate stand out.
Amy
Holocaust and Concentration Camps – Ethical Issues of Research
Science Lesson #8
Objectives:
 Students will learn the importance of ethical issues that were developed due to the lack of
morals the Nazi party had for their research with the Jewish people.
Illinois Learning Standards:
 13.A.3b Analyze historical and contemporary cases in which the work of science has
been affected by both valid and biased scientific practices.

13.B.3a Identify and explain ways that scientific knowledge and economics drive
technological development.

13.B.3b Identify important contributions to science and technology that have been made
by individuals and groups from various cultures.
Procedure:
The teacher will explain to the class some of the research that Nazi party did with the use of
Jewish people that were prisoners of the ghettos and death camps. The class will learn while
some of the research has proven useful that scientific research has to have ethics and morals rules
that must be followed. The class will learn some of the ethical rules that must happen in order
for any of the research to happen. The class will focus on the guidelines in the United States, but
will also learn of other rules that exist around the world.
Day Ten
Culminating Activity
Culminating Activity
World War II Political Cartoons
Objectives:
 Students will remember topics from the lessons they have participated in.

Students will create their own political cartoons that pertain to World War II.
Illinois Learning Standards:
 16.D.3 (W) Identify the origins and analyze consequences of events that have shaped
world

14.D.2 Explain ways that individuals and groups influence and shape public policy.
Materials:
 Dr. Seuss’s Books “Yertle the Turtle” and “The Sneeches”

Blank paper

Crayons, markers, or colored pencils.
Procedure:
 Bring all students together in the gym.

Read both of the books to the large group.

Discuss what Dr. Seuss is writing about and how the books relate to World War II.

Discuss what a political cartoon is. Look at several cartoons that Seuss wrote and how
they relate to World War II. Make sure that the group knows what a political cartoon is
and how they are important to everyday society.

Tell the students that they are to pick a topic that they enjoyed from one of the classes
and that they are going to create a political cartoon for that issue.
o Are they for what they choose? Or are they against it? Their political cartoon should
represent their view point.
Activity:
 The students will have the rest of the class period and the evening to complete the task of
illustrating their cartoons. They must use color to enhance the cartoon. Students will not
be graded on their drawing, but the content of the political cartoon.
Assessment:
See Rubric (Next Page)
Political cartoon:
Content
10 points:
Appearance
10 Points:
Originality
10 points:
The topic of the cartoon is
completely on topic with
WWII. The topic is easy to
identify for the reader
The cartoon is original in
it’s creation. It expresses
the illustrators opinion
about the topic that has
been chosen.
7 points:
The cartoon is neat and easy
to understand. The reader
can pick out the topic by
looking at the picture.
Color is used throughout the
cartoon
7 points:
The topic has something to
do with WWII, but it is hard
for the reader to identify.
Maybe the topic they chose
is too vague.
The cartoon is slightly
unorganized and hard to
follow. There are objects
on the cartoon that is not
colored.
4 points:
4 points:
The cartoon resembles
something that is too
advanced for the students to
have created. However,
they have some aspects that
are truly their own.
4 points:
The cartoon has nothing to
do with a topic from WWII.
It is hard for the reader to
follow.
Cartoon is messy and hard
to follow. There is little or
no color on the cartoon.
7 points:
The cartoon is a
reproduction of a published
WWII cartoon. The student
did not create the cartoon
themselves.