1. The Second World War Conflict that changed the World
Paul Wimmer
Unit Portfolio Presentation
The Second World War Conflict that changed the World

2. Unit Summary
The problems of the 1930’s continue with the rise of a new world conflict by the end of the decade. You and your teammates are historians who will research specific events that took place during this important period in history. You will identify the causes of the war, what happened during the war, how the event affected America at the time, and what the lasting effects have been on American society and the world. You will have an opportunity to choose an individual project from a list and as a class we will create a “Wiki” of your individual work.

3. Curriculum-Framing Questions
Essential Question How does the past shape the future?
How does conflict produce change?
Unit Questions
Could the war have been prevented?
Is it necessary to engage in “evil” in order to do “good”?

4. Curriculum Framing Questions
Content Questions
* What were Wilson’s Fourteen Points?
* What new tactics did Germany use in attacking Poland?
* What did the Nazis do to the Jews?
* Why were Japanese Americans placed in internment camps?
* What was the Manhattan Project?
* What caused suspicions between the U.S. and the Soviet Union during World War II?
* Why did the allies reject Wilson’s peace plan?
* What countries were involved in WWII? And which countries were aligned together?
* What are some significant events of World War II?
* What were the accomplishments of your historical hero or leader?
* How were Japanese Americans compensated for internment?
* What was the key conflict in the Korematsu v. U.S. case?
* How did scientists view using the atomic bomb?
* When was the atomic bomb used?
* What important dates and events brought the war to a close?
* How did the United States and the Soviet Union relate to each other at the United Nations?
* What happened at the Potsdam Conference?

5. The Second World War Conflict That Changed The World Project
This project will help my students develop 21st century skills through:
Demonstrating originality and inventiveness in work.
Understanding the interconnections among systems.
Articulating thoughts and ideas clearly and effectively through speaking and writing.
Accessing information efficiently and effectively, evaluating information critically and competently and using information creatively for the issue or problem at hand.
Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions.
Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors.
Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information.
Working appropriately and productively with others.
Demonstrating integrity and ethical behavior.

6. Gauging Student Needs Assessment
Purpose of the Anticipation Guide Pre-Assessment
To gather information about what students think about the Essential and Unit questions related to the content—to activate their prior knowledge and stimulate interest in the topic.
Purpose of the K-W-L Pre-Assessment
To determine student prior knowledge regarding unit content
What I want to learn from my students?
What do students know about the World War II era?
How I have tried to promote higher-order thinking?
The anticipation guide asks students to evaluate, apply, and judge based on their own opinions and experiences. The K-W-L chart will be used to help students determine what they need to research about their topics.

7. Gauging Student Needs Assessment
How the assessment information helps me and my students plan for upcoming activities in the unit?
If students do not have any knowledge of the topic, I will know if I need to direct them to specific websites rather than allow them to search for information without guidance.
Students will be able to use the K-W-L to create questions for research and to gauge their own learning.

8. My Goals for the Course
Help students understand that the outcome of World War II shaped the future of the world to the present day.
Help students evaluate the enormous courage it took for millions of men who went to war and the challenge and opportunities the war presented to Americans all over the country. (Total War)
Help students understand the military campaigns, political decisions, and efforts on the home front that won World War II.

9. Goals for My Students To think like historians by:
Exploring multiple causes of events
Looking at multiple perspectives of events
Identifying the immediate effects of events
Identifying long-term implications of events
To improve their technology and research skills by:
Asking questions about reliability and accuracy of websites and information sources
Learning to download video, pictures, and music
Use a Wiki page to learn from others projects

10. Request for Feedback
How do I fit in a component where students can write about or do something related to changes in their lives or in society today? How do they think they would react?—change is not always easy! Why is it difficult? What type of activity would fit?

11. Works Cited Slide one pictures: 1) D-Day invasion - Omaha Beach
2) Iwo Jima
* Google images.com
Slide one audio:
* “Day of Infamy” Speech by Franklin Delano Roosevelt