Standard 7
Students will understand the causes, course, and consequences of the United States' role in World War
II.
Objective 1
Determine how America shifted from isolationism to intervention.
a. Analyze the factors that led to militarism and fascist aggression in the world.
b. Determine how the attack on Pearl Harbor forced the United States out of isolationism.
c. Examine how the alliance systems led the United States into World War II.
d. Investigate the major campaigns of the United States in the European and Pacific theaters; e.g.,
Midway, D-Day, Battle of the Bulge, island hopping, and the bombing of Japan.
Objective 2
Examine the impact World War II had on the American home front.
a. Identify the impact of World War II on minority groups in America.
b. Examine the role women played in the wartime workforce.
c. Trace American mobilization for war.
Objective 3
Evaluate how the rules and weapons of war changed during World War II.
a. Assess how the war expanded beyond military targets to civilian centers.
b. Evaluate how technology changed the weapons used in World War II and introduced the atomic
age.
Day 13: March 5/6: Lesson Plan Ch. 13, Section 1
Objectives:
Utah Core: (Standard 7) Students will understand the causes, course, and consequences of the United
States' role in World War II.
1. Determine how America shifted from isolationism to intervention.
a. Analyze the factors that led to militarism and fascist aggression in the world.
Academic Objectives:
Language Objectives:
Materials:
 Textbook: The American Vision
 PowerPoint: Who am I?
 YouTube: Crash Course with John Greene
https://www.youtube.com/watch?v=Q78COTwT7nE
 Map handout
Procedure:
Part I: (25 minutes) Self-start/wrap-up of previous unit: Upon entering the classroom students will
immediate be directed to get a copy of the test and take it. (students will be able to use their notes from
last time and foldables [graphic organizer] as helps on the test- low-level, ELL accommodations)
Part II: (10 minutes) Who am I? Students will be given a list of attributes and features of a leader during
the 1930’s. (see PowerPoint). These attributes will be kept vague enough that most students should
guess FDR (i.e. came into power in 1933, during a time of international economic crisis and low national
moral, inspired a nation through stirring speeches, sweeping governmental reforms and a change in the
political party in power, expanded the power of the government like never before, began to turn things
around and give hope for brighter future, etc.) After students guess, show a picture of FDR, then of
Adolf Hitler. Explain that the statements can be true for both of them. Lead into a discussion about the
similarities and differences between these two men. Explain that before we can discussion the U.S.
involvement in WWII, we have to explore what was happening in Europe and the rest of the world
during the decade of the 1930’s. (pictures and bullet points for ELL and low level accommodations)
Tech Break 5 minutes
Part III: (15 minutes) Crash Course: Show the YouTube video: crash course: World History: WWII (13
minutes), giving students focus questions before each small clip, and pausing in between. Afterwards,
explain that the things we will be studying are complex and can be viewed from many different angles.
In the coming days, we will be doing that, but first, students should have some understanding of the
geography of the regions we will be discussing. (video includes a “global perspective” by introducing
viewpoints and contributions of other cultures regarding the war, frequent pausing as well as giving
questions before each video clip help low-level learners glean important information from the video. A
summary of the video will be given in Spanish to accommodate an ELL student).
Part IV: (20 minutes) Map Activity- Have students go through the textbook looking at the maps. Use
foldables to create the maps. Have them label where the different sub maps are on the world map (by
numbers) as well as the different oceans. (graphic organizer for low-level, ELL students)
Exit ticket (must show it, but not turn it in).
Part V: Surveys (10 minutes) hand out surveys for mid-term eval. Exit Ticket
Day 14: March 7/8: Lesson Plan Ch. 13, Section 1
Objectives:
Utah Core: (Standard 7) Students will understand the causes, course, and consequences of the United
States' role in World War II.
2. Determine how America shifted from isolationism to intervention.
a. Analyze the factors that led to militarism and fascist aggression in the world.
Academic Objectives:
Students will be able to conduct their own research and describe the information in
meaningful ways
Language Objectives:
Students will be able to learn, identify, and use new vocabulary in meaningful ways through
reading and speaking.
Materials:
 Textbook: The American Vision
 Quizlet.com
 Survey and KWL handouts
Procedure:
Part I: Self-Start (10 minutes) Survey mid-term evaluation (1A: go right into KWL as self-start, spend
more time on panel).
Announcements: Make-up Work- Anything from beginning of quarter to before WWII must be turned in
by Wednesday! Won’t be here after school Thursday/Friday
Part II: KWL (20 minutes) (KW)- Give students a handout for WWII listing different events, concepts and
people from this period of time and asking students to fill out what they know about each item, and
what they would like to learn about each item. They should then discuss it with their group and write
any new ideas about what they would like to learn (they should add things they now “know” about it if
they learned something from their group). Then discuss as a class.
Part III: (15 minutes) Quizlet- Students will be directed to Quizlet.com to review and write down the
new vocabulary terms. Class will discuss together.
Tech Break 5 minutes
Part IV: (35 minutes) “Instant Expert” Panel– Have groups of four work together in the book. Each
student will be assigned one country/dictator to research. They will use their textbooks as primary
sources, and should also use their iPods for more information. (Isoroku Yamamoto?) Students will then
be selected to sit on a “panel” and be the expert on each dictator. Students will be randomly selected to
ask questions of the panel about the information to fill out the notes (4-columns on dictators). Panel
will be selected at random to answer questions. All students must take notes. Some questions might be:
how they came to power, what kind of government they established/made, groups they targeted, etc.
Then, teacher will draw the same chart on the board and discuss the information.
Part V: (5 min) Wrap-up, review, anticipation Ask students if they can identify any dictators from today.
Homework is to look up “genocide” in Wikipedia and write a one paragraph reflection on groups of
people victimized by genocide or other ethnic violence today.
Day 15: March 11/12: The Holocaust Lesson Plan (Ch. 13, Section 3)
Objectives:
Utah Core: (Standard 7) Students will understand the causes, course, and consequences of the United
States' role in World War II.
3. Determine how America shifted from isolationism to intervention.
a. Analyze the factors that led to militarism and fascist aggression in the world.
Additional Objectives: Students will be able to understand events such as the Holocaust, Rape of
Nanking, and other atrocities of war.
Academic Objectives:
Students will be able to conduct their own research and describe the information in
meaningful ways
Language Objectives:
Students will be able to learn, identify, and use new vocabulary in meaningful ways through
reading and speaking.
Materials:
 Textbook: The American Vision
 Quizlet.com
 “Storm Against the Innocents”
 Layered Curriculum Handout
 Awesome Stories website
Procedure:
Part I: Self-Start (15 minutes) Students will visit the following link:
http://www.awesomestories.com/history/victory_europe/victory_europe_ch5.htm
(Or go to awesomestories.com in the upper right hand corner select Topics then follow this
path: WWII -> Europe (A-E) -> Book Burning, Nazi Ordered)
Read about Hitler’s rise to power and then click the link on the link entitled “that situation”
(watch the video or read about it in the box in blue). Then click the link entitled “Do not buy
from Jews,” and view the picture that comes up, and the following pictures (click “next” in
lower right-hand corner). Then answer the following questions:
1. What trick did Hitler use to fool the country into letting him take complete
control of the government?
2. What do you think Heinrich Heine meant when he said:
“Wherever they burn books they will also, in the end, burn human beings”
3. In the last picture (entitled “Nazi Crematorium”), what do you think is inside the
oven?
Part II: The Holocaust (10 minutes) Teacher will lecture on some of the events leading up to the
Holocaust while students take notes. Teacher will also mention Nanking, experimentation and the
meaning of the Japanese word “Maruta” in relation to the atrocities committed in the fighting between
Japan and China.
Part III: (30 minutes [Monday, short day] [45 on Tuesday]) Layered Curriculum: explanation and time to
work: Teacher will show students the layered curriculum on the overhead as well as passing it out (and
providing a link on the class website). Teacher will then allow student time to begin working on the
activities of their choice. (See attached layered curriculum)
Tech Break 5 minutes
Part IV: Wrap-Up: (15 minutes) Teacher will begin by reading a passage from “Storm Against the
Innocents,” describing one girl’s experiences at a concentration camp. Students will be asked to take out
their homework and teacher will call on students to share what they found. Teacher will guide
discussion making connections between the genocide of the past and of the present. Teacher will ask
students what factors allow for such things and why we should care about it today.
Day 16: March 15/18(short-day): Path to War- Europe and the U.S. Lesson Plan (Ch. 13, Section 3,4)
Objectives:
Utah Core: (Standard 7) Students will understand the causes, course, and consequences of the United
States' role in World War II.
4. Determine how America shifted from isolationism to intervention.
a. Analyze the factors that led to militarism and fascist aggression in the world.
Additional Objectives: Students will be able to identify and describe the events leading up to WWII in
Europe.
Academic Objectives:
Students will be able to conduct their own research and describe the information in
meaningful ways
Language Objectives:
Students will be able to learn, identify, and use new vocabulary in meaningful ways through
reading and speaking.
Materials:
 Textbook: The American Vision
 Quizlet.com
 Storm Against the Innocents
 Layered Curriculum
Procedure:
Part I: Self-Start (15 minutes) Students will be directed to take out their map packets and label the
countries of Europe using page 461 as a guide. They should also label the Mediterranean Sea, the Black
Sea, the Atlantic Ocean, and include a key for north, east, south and west. Teacher will discuss briefly.
(Teacher will be coming around to check that people are working and giving participation points)
Part II: (15 minutes) Lecture http://prezi.com/sxqpn1l5canj/wwii-europe-1933-1941/
- Teacher will show a prezi lecture on the events leading up to WWII in Europe. Students will follow
along by filling out a timeline. (graphic organizer (U.S./World).
Tech Break 5 minutes
Part III: (10 minutes) Teacher will show a 10 minute video on the Battle of Britain (see awesome
stories.com). Teacher will lecture.
Part IV: (20 minutes) (Verbal Guided reading) Teacher will lecture on the events in the U.S. leading up to
WWII, directing students where to find information in their books in order to complete the second
section of the timeline graphic organizer.
Part V: (25 minutes (10 for short day)) Layered Curriculum. Students will work on their layered
curriculum projects.
Homework: Students will be given a handout asking them to answer the questions regarding 9/11. First
they will write their own memories, then they will be asked to interview a parent or older relative or
friend to explore topics such as how they felt at the time, what displays of unity and patriotism did they
observe after the attacks, and what displays of fear, anger or racism did they observe. This is meant to
be brought back to class next time for a comparison between 9/11 and the attacks on Pearl Harbor.
Day 18: March 19/20: Pearl Harbor and 9-11 Lesson Plan (Ch. 13, Section 4)
Objectives:
Utah Core: (Standard 7) Students will understand the causes, course, and consequences of the United
States' role in World War II.
5. Determine how America shifted from isolationism to intervention.
a. Analyze the factors that led to militarism and fascist aggression in the world.
Additional Objectives: Students will be able to identify and describe the events leading up to WWII in
Europe.
Academic Objectives:
Students will be able to conduct their own research and describe the information in
meaningful ways
Language Objectives:
Students will be able to learn, identify, and use new vocabulary in meaningful ways through
reading and speaking.
Materials:
 Textbook: The American Vision
 Various primary sources from “World War II Primary Sources” booklet
 http://www.soundvision.com/info/muslims/internment.asp
 Layered Curriculum
Procedure:
Part I: 10 minutes- Think, Pair, Share- Students will be directed to “get out your homework, read
through the answers you got from your homework. Then pair up with a partner and share the
information with each other.” Finally, groups will volunteer/be selected to share the answers to each
of the questions (3 groups).
Part II: (10 minutes) Video on Pearl Harbor (8+ minutes) and discussion. Students must write one thing
they learned from the video that they didn’t know before and be prepared to be called at random to
share. End with talking about how FDR called it “a day that will live in infamy,” and Yamamoto said, “I
fear all we have done is to wake a sleeping giant,”
Part III: (15 minutes) Teacher will then make connections (on a Venn-diagram) with the class between
9/11 and Pearl Harbor (i.e. who attacked, who was the target, number dead, etc. What effects did it
have on the country’s actions abroad? What effect did it have on society at home?)
Tech Break 5 minutes
Part IV: Layered Curriculum (25 minutes) Students will be given time to work on their individual
projects. Teacher will provide support during this time.
Part V: (25 minutes) Reading packet- primary sources. Students will read a collection of primary sources
regarding racial tension of WWII and of today, answer some comprehension questions, and then be
asked to identify what group or groups of people they think get treated poorly today in their city,
neighborhood, or high school, and what they can do to stop it.
Questions from reading packet:
1. Page 1: read the political cartoon. What message do you think the author is trying to convey?
2. Page 2: Read the poster, then decide, if you had to leave your home, and could take only what
you could carry, could you take enough to survive? Read the other comments. What examples
can you find of “hate speech”?
3. Page 3: Note the adjectives people used to describe Japanese people during WWII. How do they
compare to some of the attitudes the Nazis had about the Jews, or the Japanese soldiers and
Nanking had about Chinese people?
4. Page 4: What reasons does the author give for the government treating Japanese-Americans
more harshly than German-Americans or Italian-Americans?
5. Page 5: What does the “Unidentified Black student” mean when he says they were “Jim
Crowed” Who does he compare the U.S. government to?
6. Page 6: Do you think that Mexican American youth meant to be “unpatriotic” by choosing to
wear zoot suits? What other reasons might they have for wearing such clothing?
7. Page 7: What does the author on page 7 mean when he says that the internment camps
Muslim-Americans live in today are “virtual”?
8. Finally: Think about your city, neighborhood, or even right here at Kearns High School. Is there
one group of people who seem to get blamed, mistrusted, or treated unfairly because of their
race, religion or sexual orientation? Why do you think that is? What can you do to keep things
like internment camps, riots, or other forms of violence and hate from happening?
Preguntas de la lectura de paquetes:
1. Página 1: leer la caricatura política. ¿Qué mensaje cree usted que el autor está tratando de
transmitir?
2. Página 2: Lea el cartel, y luego decidir, si tiene que salir de su casa, y podría tomar sólo lo
que podían cargar, podría tomar lo suficiente para sobrevivir? Leer los comentarios de otros.
¿Qué ejemplos se pueden encontrar de "discurso de odio"?
3. Página 3: Tenga en cuenta las personas adjetivos utilizados para describir los japoneses
durante la Segunda Guerra Mundial. ¿Cómo se comparan algunas de las actitudes de los nazis
tenían sobre los Judios, o los soldados japoneses en “Nanking” tenían alrededor de los chinos?
4. Página 4: ¿Qué razones da el autor para dar al gobierno el tratamiento de los japonesesamericanos con más dureza que el alemán o el italiano-americanos-americanos?
5. Página 5: ¿Qué significa el "estudiante no identificado Negro" quiere decir cuando dice que
eran "Jim Crowed" ¿Quién se compara el gobierno de EE.UU.?
6. Página 6: ¿Cree que los jóvenes mexicano-americano destinado a ser "antipatriótico" al
optar por usar “zoot suit”? ¿Qué otras razones podrían tener para usar esta ropa?
7. Página 7: ¿Qué hace el autor en la página 7 significa cuando dice que los campos de
internamiento musulmán-americanos viven en la actualidad son "virtual"?
8. Finalmente: Piense en su ciudad, barrio o aquí en la Escuela de Kearns High. ¿Hay un grupo
de personas que parecen ser culpados, desconfiado, o tratado injustamente debido a su raza,
religión u orientación sexual? ¿Por qué crees que es así? ¿Qué se puede hacer para mantener
las cosas como campos de internamiento, motines u otras formas de violencia y odio que esto
suceda?
Day 19: March 21/22: Mobilization for War/ European and Pacific Theaters (Ch. 14, Section 1,2)
Objectives:
Utah Core: (Standard 7) Students will understand the causes, course, and consequences of the United
States' role in World War II.
6. Determine how America shifted from isolationism to intervention.
a. Analyze the factors that led to militarism and fascist aggression in the world.
Additional Objectives: Students will be able to identify and describe the events leading up to WWII in
Europe.
Academic Objectives:
Students will be able to conduct their own research and describe the information in
meaningful ways
Language Objectives:
Students will be able to learn, identify, and use new vocabulary in meaningful ways through
reading and speaking.
Materials:
 Textbook: The American Vision
 Quizlet.com
 Storm Against the Innocents
 Layered Curriculum
Procedure: (Substitute Teacher)
Self-Start (45 minutes) Students will be given time to work on their Layered Curriculum projects.
Part II: 45 minutes- Students will work in groups to complete the Reading packets on WWII using
Chapter 14 of their book as a source of information. They should be prepared to discuss this information
when the regular teacher returns next week.
Day 20: March 25/26: Home Front, Women and Minorities Lesson Plan (Ch. 13, Section 4)
Objectives:
Utah Core: (Standard 7) Students will understand the causes, course, and consequences of the United
States' role in World War II.
7. Determine how America shifted from isolationism to intervention.
a. Analyze the factors that led to militarism and fascist aggression in the world.
Additional Objectives: Students will be able to identify and describe the events leading up to WWII in
Europe.
Academic Objectives:
Students will be able to conduct their own research and describe the information in
meaningful ways
Language Objectives:
Students will be able to learn, identify, and use new vocabulary in meaningful ways through
reading and speaking.
Materials:
 Textbook: The American Vision
 Quizlet.com
 Layered Curriculum
 Class website- WWII webquest

Procedure:
Part I: (10 minutes) Students will take out a piece of paper and copy down the chart that will be drawn
on the whiteboard, indicating the events of the European and Pacific Theaters. Teacher will then briefly
outline what happened in each conflict.
Part II: (40 minutes- or 25 on late start) – Students will be given time to finish up their Layered
Curriculum projects.
Part III: (25 minutes)- Webquest:
1. Cool Tech
2. Heroes at War
3. Heroes on the Home front
4. Rebuilding the World after the War
Part IV: the Atomic Bomb –show video (5 minutes), have them read the debate pg. 523 and answer the
questions (5 minutes)
Day 21: March 27/28: Finish up! (Ch. 13, Section 4)
Objectives:
Utah Core: (Standard 7) Students will understand the causes, course, and consequences of the United
States' role in World War II.
8. Determine how America shifted from isolationism to intervention.
a. Analyze the factors that led to militarism and fascist aggression in the world.
Additional Objectives: Students will be able to identify and describe the events leading up to WWII in
Europe.
Academic Objectives:
Students will be able to conduct their own research and describe the information in
meaningful ways
Language Objectives:
Students will be able to learn, identify, and use new vocabulary in meaningful ways through
reading and speaking.
Materials:
 Textbook: The American Vision
 Quizlet.com
 Storm Against the Innocents
 Layered Curriculum
Procedure:
Part I: Self-Start/Assessment- KWL redeux- “L” (15 minutes)Students will be given back the first
part of their KWL activity and will be asked to now fill out the L section (what they learned)
about each topic.
Part II: Presentations (30-45 minutes) Students will present their posters, debates or other
presentations related to their Layered Curriculum projects.
Part III: Movie and exit survey (remaining time) Class party in which students vote on which
movie they want to watch (related to WWII) and take survey for student teacher evaluation.