5 th Grade Quarter 3 Social Studies Preview Betsey Olotka School Instructional Specialist Presented by:

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Quarter 3: World War II and Cold War ◦Six Weeks America: ◦Six Weeks (Stretches into fourth 9 weeks)

World War II

Standards World War II: ◦Historical Understandings: Explain reasons for America’s involvement  Describe Germany’s aggression in Europe and Japan’s aggression in Asia  Describe major events: Pearl Harbor; Iwo Jima, D-Day, VE and VJ Days, the Holocaust  Discuss Truman’s decision to drop the atomic bombs  Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler  Describe effects of rationing, changing role of women (Rosie the Riveter) and African Americans (Tuskegee Airmen)  Explain U.S. role in formation of the United Nations ◦Economic Understandings:  Describe opportunity costs and their relationship to decision- making across time (such as decisions to ration goods during WWII.)

Connecting Themes and Enduring Understandings Beliefs and Ideals People’s ideas and feelings influence their decisions. Conflict and Change Conflict causes change. Location Where people live matters. Individuals, Groups, Institutions What people, groups, and institutions say and do can help or harm others whether they mean to or not. Production, Distribution, Consumption The ways people make, get, and use goods and services may be different from how people in other places make, get, and use goods and services.

Social Studies Concept Walls

Building a Timeline of Events Parallel Timeline Events occurring on the European front Events occurring on the Pacific front

Connecting to Prior Learning After World War I, what was life like in Germany?

The cost of a loaf of bread in Germany due to hyperinflation: November, mark November, 1922 – 163 marks September, 1923 – 1,500,000 marks November, 1923 – 200,000,000,000 marks

Overview of World War II: Primary Source Readers 20 th Century: ◦World War II

Overview of World War II Nystrom “Our Country’s History” Atlas: ◦Lesson 51: World War II  Introduces Allied vs. Axis Powers  Introduces two theaters of war  Introduces major battles Keep large maps of Europe, Asia, and world displayed throughout unit, mark maps with important events as they are studied

Leaders during World War II Jigsaw basic research on leaders Differentiated Resources: ◦Encyclopedia Britannica ◦Primary Source Readers- Winston Churchill ◦Trade Books Discuss in context throughout unit on World War II

German Aggression in Europe mbc.edu/~henrym 1/Maps/ww2.html# mbc.edu/~henrym 1/Maps/ww2.html# The Big Idea: Hitler had enormous imperial ambitions. In order to demonstrate Germany’s strength as a nation, Germany desired the total subjugation of its neighbors.

Japanese Aggression in the Pacific e.com/watch?v=8 C4XozKtEXA&list= TLO3IA565hMCc&i ndex=9 e.com/watch?v=8 C4XozKtEXA&list= TLO3IA565hMCc&i ndex=9 The Big Idea: Hirohito had enormous imperial ambitions. In order to demonstrate Japan’s strength as a nation, Japan desired the total subjugation of its neighbors.

Voices and Views of World War II Voices and Views of World War II Examining the Major Events of World War II through Primary Sources

Using Primary Sources to Study the Major Events of World War II Pearl Harbor, D-Day, Iwo Jima, Victory in Europe, Dropping of the Atomic Bombs, Victory in Japan First Hand Accounts Letters Interviews Diaries Images Photographs Film

Attack on Pearl Harbor Introducing Pearl Harbor: Read aloud first 2 pages of Pearl Harbor Child to set the scene of an ordinary day Play newsreel of attack: an-original-newsreel-about-the-bombing-of-pearl-harbor/ an-original-newsreel-about-the-bombing-of-pearl-harbor/ Quick Write – How would you feel as an American watching this footage? What should America do? Play Declaration of War Speech

Attack on Pearl Harbor Distribute firsthand accounts of the attack on Pearl Harbor Students read the account they are given and prepare to share this individual’s experience with the rest of the class Students select an image (from a given set) to use as a backdrop Students speak from the perspective of the individual to briefly tell his/her story

The Story of the Holocaust Benino and the Night of Broken Glass by Meg Wiviott Star of Fear, Star of Hope by Jo Hoeslandt The Harmonica by Tony Johnston Flowers on the Wall by Miriam Nerlove My Secret Camera: Life in the Lodz Ghetto by Frank Dabba Smith Passage to Freedom: The Sugihara Story by Ken Mochizuki

Holocaust Traveling Trunk/ Field Trip The Museum of History and Holocaust Education at Kennesaw State University offers free traveling trunks about the Holocaust and about soldier’s lives during World War II The Museum of History and Holocaust Education at Kennesaw State University Field trips to the museum are free

Changing Role of African Americans Why was World War II called “The Double War” for African Americans?

Life on the Home Front Rationing ◦Plan a menu for yourself for one week using 16 red stamps (meat, cheese, sugar, oil, butter, eggs) and 48 blue stamps (canned foods)

Blue Stamp Items

Red Stamp Items Item:Weight:Point Value: Porterhouse steak 1lb12 Hamburger1lb7 Butter1lb16 American cheese 1lb8

Protein rations for one week for an adult

Value of Victory Gardens (no ration stamps required)

Rations of non-food items

Life on the Home Front Changing Role of Women United States Economic History:  Unit 6: World War II Why would women choose to work in a factory in addition to working at home? (Incentives, Disincentives)

The Cold War

Standards The Cold War: ◦Discuss the origins and consequences of the Cold War:  Explain the origin and meaning of the term “Iron Curtain.”  Explain how the United States sought to stop the spread of communism through the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization.  Identify Joseph McCarthy and Nikita Khrushchev.

Connecting Themes and Enduring Understandings Beliefs and Ideals People’s ideas and feelings influence their decisions. Conflict and Change Conflict causes change. Location Where people live matters. Individuals, Groups, Institutions What people, groups, and institutions say and do can help or harm others whether they mean to or not. Production, Distribution, Consumption The ways people make, get, and use goods and services may be different from how people in other places make, get, and use goods and services.

Available Resources: Primary Source Readers The 20 th Century: ◦The Cold War ◦Cold War Leaders

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