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TRANSCRIPT
Thematic Unit Gibert and Fowler 1
Thematic Unit:
Important men during World War II
ECED 427
Jolorian Gibert & Kaylee Fowler
Thematic Unit Gibert and Fowler 2
Table of Contents
Thematic Unit Item Page #Overview of Student Demographics 3-4Planning Web 4-6Unit Goal 7Standards Addressed 8-9Initiating Activity 10-11Developmental Activities- Unit Planning Outline 12-17Culminating Activity 18-19Resources:
Maps (2) 20-22Charts, Timelines, Globes, or Graphs (any 2) 22-23
Primary/Secondary Sources 23-24Artifacts/Regalia 24
Visual Art 24-25Web-sites (2) 25
Children’s Books 25Picture File 26
School Personnel (optional)Community (Field Trip or Guest Speaker) 26
Glossary 27-28Parent letter (English and Spanish) 29-30Bulletin Board 31-33Effective Engagement:
Groupings 33Learner-centered Engagement 34
Critical Thinking/Problem Solving 35Accommodations for Diverse Learners 35
Webquest/Technology 36-37Integration of SS, LA, VA, at least twice 38
Three Independent Investigations 39Formal and Informal Assessment
Pre-test 40Post-test 40
Formative 41Summative 41
Worksheets (if any)Rubrics 41
Assessment Plan 42Assessment Accommodations 43
Thematic Unit Gibert and Fowler 3
2.) ACEI 1.0; NAEYC 1a and 1b
Knowledge of Child Development
Overview of Pupil Demographics
Description Male Female TotalNumber of
students 10 12 22
Age 6 years old 9 11 207 years old 1 1 2
Race/Ethnicity Black 4 6 10White 3 3 6
Hispanic 3 3 6
Cognitive characteristics
Below grade level 2 3 5
On grade level 7 8 15Above grade
level 1 1 2
Special needs ESOL 2 2 4Speech 1 1 2Reading recovery 2 1 3
Overview of Developmental Levels
Based off of my students learning styles and developmental levels, I will plan my lessons
to meet their unique needs. My students are all on different developmental levels. There are
some high achieving students, many average achieving students, and a few who are low
achieving students, including one girl who barely speaks English. This is a very diverse
classroom with many students who speak another language other than English. Since I have
students on different developmental levels, and students who receive different special services, it
will be my job to create nurturing/fun lessons to meet each need of my students. For my student
who hardly speaks English, I will have to work with her one on one for her to grasp what I am
Thematic Unit Gibert and Fowler 4
teaching. To make my lessons fun for a culturally diverse class, I will have to make them to
where they will connect with all students. To do this, I will make sure to include multicultural
books so all students can relate. I will have to also incorporate all of the different learning styles.
Some students work better visually, where others are more so auditory. The vast majority of the
class works best by doing kinesthetic activities. I must plan my lessons to where all three
learning styles will be carried out by the students.
Pinecrest Elementary is a Title I school in Greenwood, SC. The faculty and staff make
the school environment very welcoming. Every classroom is well kept and managed, which
positively influences the learning environment. The teachers work together really well to plan
and carry out their lessons. One major aspect of this school is how they put a heavy emphasis on
making their students great leaders. They are kind and respectful to one another in the school.
They do what it takes to be one big happy family by taking care of each other and by working
extremely hard to meet their educational goals.
3.) Planning Web
History
The students will learn about World War ll and the great men of this time period that led the different countries during this war. The students will also learn how the United States entered into the war on December 7th, 1942
Geography
The students will be learning about the location of World War II. They will first start out with learning about how the United States entered into the war at Pearl Harbor. Their first assignment will be to complete a world map by coloring Germany, Japan, and Pearl Harbor (Hawaii).
Thematic Unit Gibert and Fowler 5
Planning Web Continued
Political Science
The students will be able to explain what kind of government Adolf Hitler was trying to run, and how effective or ineffective it was. They also will learn about the authority of Franklin D. Roosevelt, Harry S. Truman, Winston Churchill, Josef Stalin, and Hideki Tojo.
Economics
The student will be able to explain how Adolf Hitler was during World War II, and be able to explain how he hurt Germany’s citizens and economy. The students will also be able to see how World War II affected the other countries under the power of the great men during this time period.
Language Arts
During this unit the students will be learning about great men during World War II. The students will be writing short summaries in their unit journal of each important man that was taught through the unit.
Visual Arts
An assortment of projects will be made by individual students and by groups of students. With the biggest project being the Piccollage of all the famous people that were talked about during the unit. The students will also get to create a paper cut out to represent their person that they are doing the Piccollage on.
Culture
The students will learn about different cultures like Germany, Japan, and Hawaii and be able to describe the differences between several of the cultures that were presented in the unit.
Time, Continuity, and Change
The students will learn about key men during World War II. They will also learn about the changes that occurred during the time of World War II and what happened after.
Thematic Unit Gibert and Fowler 6
4.) NAEYC 5a
Candidates plan instruction based on curricular goals
Unit Goal
The goal of this unit is for students to be able to identify the great men during World War
II. The time period for this unit will be from 1939-1945. The students will start out by learning
about how the United States entered World War II. Next they will begin learning about the
people who played a major role during World War II. The students will gain knowledge through
all of the different lessons of Social Studies, English Language Arts, and Visual Arts. This unit
goal includes the activities, quizzes, test, take home assignments, and major projects to tie every
lesson together. For the Social Studies part of the unit, the students will gain knowledge on the
People, Places, and Environments
The students will learn about the key people during World War II that occurred from 1939-1945. They will also get to learn about the countries that these great men led during World War II.
Thematic Unit Gibert and Fowler 7
important people and will learn the history of World War II. This will include what happened,
where it happened, why it happened, and when it happened. To strengthen their English
Language Arts skills, the students will be writing a journal through each lesson to help keep
track of each man that was taught throughout the unit. To enhance their Visual Arts skills, the
students will create their very own Piccollage and paper cut out of one great men that they drew
from a basket.
5. ACEI 2.4; NAEYC 5a and 5b
Standards
5.) SC Social Studies Standards:
1-2.2 Summarize the concept of authority and give examples of people in authority,
including school officials, public safety officers, and government officials.
1-3.1 Describe the fundamental principles of American democracy, including respect for
the rights, opinions, and property of others; fair treatment for all and respect for the rules
by which we live.
Thematic Unit Gibert and Fowler 8
1-3.3 Summarize the contributions to democracy that have been made by historic and
political figures in the United States including Benjamin Franklin, Thomas Jefferson,
Dorothea Dix, Frederick Douglas, Mary McLeod Bethune, and Franklin D. Roosevelt.
6.) SC English Standards:
2.1 Engage in daily explorations of text to make connections to personal
experiences, other text, or the environment.
3.1 Develop a plan of action for collecting relevant information from multiple
sources through play, sensory observations, text, websites, and conversations with
adults/peers.
4.1 Read grade level text with purpose and understanding.
5.1 Ask and answer who, what, where, when, why, and how questions to
demonstrate understanding of text; use key details to make inferences and draw
conclusions in text heard or read.
5.2 Make predictions using prior knowledge, pictures, illustrations, title, and
information about author and illustrator.
8.1 Read or listen closely to:
a.) Describe characters, actions and feelings;
b.) Compare and contrast characters experiences to those of the reader;
c.) Describe setting;
d.) Identify the plot including problem and solution; and
e.) Describe cause and effect relationships
13.1 Engage in whole in small group reading with purpose and understanding.
Thematic Unit Gibert and Fowler 9
13.3 Read and respond according to task and purpose to become self-directed,
critical readers, and thinkers.
7.) SC Visual Arts Standards:
VA1-2.3 Select and use various elements and principles of design to
communicate his or her ideas, feelings, and stories through work of visual
arts.
VA 1-3.2 Select and use subject matter, symbols, and ideas to communicate
meaning through his or her artworks.
VA 1-3.3 Discuss the ways that choices of subject matter, symbols, and ideas
combined to communicate meaning in his or her works of visual art.
VA 1-4.1 Identify works of visual art as belonging to a particular time,
culture, and place.
NAEYC 1, 4b, 4c, 5
Motivation
8.) Initiating Activity
For the initiating activity the students will be introduced to the demographics of Hawaii,
Germany, and Japan by creating a map of the Hawaiian Islands, Germany, and Japan. This will
be the first thing introduced because it is important for students to understand the demographics
of the war. As the children enter the classroom from related arts they will be assigned a land on
Thematic Unit Gibert and Fowler 10
which to sit on to represent the seven islands of Hawaii, Germany, and Japan. The students will
sit on each land form based on the amount of people living in that area. I will start off by
explaining to them the reasons why they are sitting on different places and why each land form
has different amounts of people sitting on them. For the next couple of weeks, I will be
explaining to them how the bombing of Pearl Harbor, which is located on Honolulu Island, led
America into World War II. According to my expectations, the students will be able to locate on
a map where the bombing of Pearl Harbor took place, and where Germany and Japan are located.
To start off this activity, I will explain to each student why there are nine posters around
the classroom and one slide show up on the smart board. Each poster contains a picture of either
one of the Hawaiian Islands, Germany, or Japan. The slideshow will contain pictures of what
Pearl Harbor looked like before and after the attack. Located on each poster there will be a short
description of the demographics of each Hawaii Island, Germany, and Japan during World War
II. The students will rotate around the classroom in groups of four and bullet point what they find
interesting about each poster. After each group spends two minutes at each poster, I will call the
class to sit back on their assigned land. Then I will ask two people from each Island, Germany,
and Japan what they found most interesting about their poster. I will then ask the whole class
what they thought was the most interesting about the slideshow. After discussing the slideshow, I
will distribute a blank world map to every student and have them color Hawaii blue, Germany
red, and Japan green.
Upon completion of coloring the world map, the students will watch two videos on the
attacks of Pearl Harbor. The first video will be World War II: Attack on Pearl Harbor, which
talks about what caused the attack and led to the start of World War II. The second video will be
Pearl Harbor Kid 2 Kid, which talks about Pearl Harbor as it is now. During this initiating
Thematic Unit Gibert and Fowler 11
activity it will open the eyes of the students to what really happened at the beginning of World
War II, and will set the basis for what happens during and after the war.
NAEYC 1, 4b, 4c, 5
Integrating & applying knowledge for instruction
9.) & 10.) Developmental Activities
Lesson Activity Assessment Standards Addressed
Lesson 1Initiating Activity Day 1
The initiating activity provides the students with an introduction to World War II, and allows the students to look at the demographic of Hawaii, Germany, and Japan. The students are able to do this by having them sit into
Pre: Students will be assessed through their participation in the poster walk around the classroom, and the journals they are writing in during the walk.
SC-VA 1-3.2
Thematic Unit Gibert and Fowler 12
different sized groups based on the geography of the country or Island they are sitting on. They also get to see facts about each country and Island by doing a poster walk around the room, and watching a short slide show on the Smart Board. Students will take notes during this activity in their unit journal, so that they can go back to it later on in the unit. This lesson ends with having the students individually look at a world map, and color in the countries of Japan and Germany, and the Islands of Hawaii.
During: Each group will have to recap why their Island or country is important during World War II. Post: Each student will complete a world map by coloring in the places that were talked about during the lesson.
Lesson 2 Day 2
For this lesson students will build upon yesterday’s lesson of introducing World War II and the great men and women that came from that war. Each small group will first give one fact about what they learned yesterday so everyone can review what happened during the first lesson. After the review Adolf Hitler will be introduced to the class first, since he is one of the most known men of World War II. After the introduction the students will watch a short brain pop video on Hitler, and then answer the questions at the end of the video. After the video the class will together read a short biography of Hitler, and then answer “who, what, when, where, and why” in their unit journal using the book that was just read as their guide. Once this lesson on Hitler is complete a special guest will be coming into talk with the class about the Holocaust, and what life was like during the reign of Hitler.
Pre: Each small group will give one fact about the lesson on Pearl Harbor and the start of World War II that was taught yesterday. They will also share what they know about Adolf Hitler and his involvement in the war. During: Each student will individually answer the quiz questions at the end of the Brain Pop video. Post: Once the class is done reading the biography of Adolf Hitler each small group will answer in their unit journal who, what, when, where, and why.
SC-SS 1-2.2 SC-SS 1-3.1 SC-English 4.1 SC-English 5.1 SC-English 13.1 SC-English 13.3
Lesson 3 Day 3
To introduce a new person into the unit the students will start off with a heads down thumbs up game. The teacher will read a statement about Franklin D. Roosevelt, and if the students think the statement is true
Before: Students will put their heads on their desk and give a thumbs up or thumbs down to true and false questions that the teacher ask about Franklin D. Roosevelt.
SC-SS 1-3.3 SC-English 3.1
Thematic Unit Gibert and Fowler 13
they will put their thumbs up, if they think it is false they will put their thumbs down. After the teacher sees what the students already know about Roosevelt, she will continue to do a short presentation, and a class discussion about him and why he is an important man during World War II. Once the students understand more about Roosevelt, each student will make a chart with enough spaces for every man in the unit to fit. After the chart is made the students will individually complete the spaces for Hitler and Roosevelt. Then each student will join their small group partner and get an Ipad to do some research about Franklin D. Roosevelt. During their research they will find three facts about him and write those facts down in their unit journal. Once completed the journals will be turned in, checked, and given back tomorrow.
During: Each student will create a chart with the names of every great man and women that will be taught throughout the unit, and they will fill out Hitler’s and FDR’s column. Post: Students will get in small groups and research three facts about Franklin D. Roosevelt, and write them in their journals which will be collected at the end of the lesson.
Lesson 4 Day 4
Today’s lesson will start off with a small group review of what has been covered so far in the unit. The students will participate in this review with their small group partners and walk around the room to each poster, and write one thing they learned about the topic listed on the poster. Once every group is done the poster will be gone over as a whole class, and then the class will split up into their partner groups, and go to their assigned location around the room. During this time the students will be playing a review game of battleship, while answering premade questions in order to sink the opposing players ship. Once the students are done playing battleship they will return to their individual desk, and start working on a Venn diagram comparing Hitler and Roosevelt. This
Before: In small groups students will walk around the classroom, and write one fact about Hitler, Roosevelt, Geographic, and Pearl Harbor on a poster that is labeled with these names. During: The students will play a battle ship game to review the first four lessons of the unit. Post: Students will individually complete a Venn Diagram comparing Adolf Hitler and Franklin D. Roosevelt.
SC-SS 1-2.2 SC-SS 1-3.3 SC-English 8.1b SC- VA 1-2.3
Thematic Unit Gibert and Fowler 14
Venn diagram will be turned in for a grade, and then given back to be put into their unit journal.
Lesson 5 Day 5
For today’s lesson the students will start off by writing how they think Harry S. Truman and Winston Churchill was involved in World War II. The students may not be very familiar with these two men, but that is ok because this activity is to get them to start thinking about World War II and how each man in this unit plays an important role. After a few minutes of them thinking about this question the teacher will then introduce both of these men, and give a short presentation on both men. Once the presentation is done the students will add these men to their chart of people in the unit of study. Upon completion of the chart the class will be split up into groups of 5 or 6. Each group will be competing against all the other groups in a review game of Jeopardy. The winning team will receive a piece of candy that way the students will be engaged and focused on each of the questions.
Before: The students will be asked to write in their unit journal how they think Harry S. Truman and Winston Churchill was involved in World War II. During: Each student will add Harry S. Truman and Winston Churchill to their chart of great men and women of World War II. Post: In teams of 5-6 students will complete a Jeopardy game reviewing all the men that have be talked about thus far in the unit.
SC-SS 1-2.2 SC-English 5.2
Lesson 6 Day 6
Today the students will be learning about a new great man of World War II, the class will start off with a heads down thumbs up activity. The teacher will state some true and false statements about Hideki Tojo. If the statement is true the students will do a thumbs up, and if it is false they put their thumb down. After the teacher sees how much the students know about Tojo she moves on in the lesson about Tojo and how he was a great man of World War II. Once the teacher is done with the discussion on Tojo the students will individually move from one station to another looking up different facts about Tojo.
Before: Students will put their heads on their desk and give thumbs up or thumbs down to true and false questions that the teacher asks about Hideki Tojo.During: The students will individually look up facts about Hideki Tojo, and write those facts in their unit journal. After: Each student will complete a short quiz of all the men that have been talked about so far in the unit.
SC-SS 1-2.2 SC-English 2.1 SC-English 5.2 SC VA 1-3.3
Thematic Unit Gibert and Fowler 15
Some stations will have certain internet cites that the teacher has already pulled up, or books that the teacher picked out about Tojo. At each one of these stations the students will pick out one fact that they find most interesting about him, and they will write it in their unit journal to be shared with the class once the activity is complete. After every student has shared one fact about Tojo, the teacher will collect the journal, and hand out a short quiz that covers every person that has been talked about so far in the unit. These quizzes will be collected and taken up for a grade, so that the teacher can see how the students are advancing in their knowledge about each great man of World War II.
Lesson 7 Day 7
To start this lesson the students will split up into small groups, and take one of the books the teacher has laying out about Joseph Stalin and Benito Mussolini. Each group will do a picture walk through the books, and then write something they learned about these two men by looking just at the pictures. Each group will share with the class which picture they received their information from, and exactly what they understood about the picture. Once everyone has shared the teacher will read one short book on Joseph Stalin, and one short book on Benito Mussolini. After the books are read the class will have a short discussion about the books, and then the students will return to their seats to fill out a Venn diagram for these two men. Once all the Venn diagrams are turned in, the teacher will pass out Ipads so that the class can play a review Kahoot game of everyone that was learned about in the unit of study on the great men of World War II.
Before: In small groups students will take a picture walk through books about Joseph Stalin and Benito Mussolini, and write something they learned through looking at pictures. During: Each student will individually complete a Venn diagram comparing Stalin and Mussolini. After: The class will play a Kahoot review game, which will cover every great man that was talked about during this unit of study.
SC-SS 1-2.2 SC-English 4.1 SC-English 8.1b SC-English 13.1 SC- English 13.3 SC-VA 1-4.1
Thematic Unit Gibert and Fowler 16
Lesson 8 Day 8
For today’s activity the students will be assigned one partner, and once the partners are assigned the teacher will talk about their Piccollage project. After the teacher gives full instructions on the project the students will draw a name out of the basket to see whom their person is. Once all the names are drawn the students will receive one Ipad per group, and that group will begin researching pictures to go into their Piccollage.
Post: Small groups will have started on their Piccollage, and have it close to being ready to present tomorrow.
SC-SS 1-2.2 SC-VA 1-3.3 SC-VA 1-4.1
Lesson 9 Day 9
Today students will have time to finish up their Piccollage, and to start thinking about how each group is going to present their collage to the class. Once every group is done with their collage the groups will start to present them to the class by projecting their collage onto the smart board.
Post: The students will give a presentation to the class of their Piccollage.
SC-SS 1-2.2 SC-VA 1-2.3 SC-VA 1-3.2
Lesson 10Day 10
Today the students will be practicing how they will present their wax museum to their parents and the rest of the first grade classes. After their practice is complete the students will be able to correctly answer their center questions. Students will rotate in centers around the classroom to review for their test.
Post: Students will have a completed study guide with correct answers, of all the men studied throughout the unit.
SC-SS 1-2.2 SC-VA 1-2.3 SC-VA 1-3.2
Lesson 11Day 11
Test day Before: The teacher will ask the students a few questions from the test to help them review one more time before the test starts. Post: Student will individually complete their unit test on the great men of World War II.
SC-SS 1-2.2 SC-SS 1-3.1 SC-SS 1-3.3
Lesson 12 Day 12
Wax Museum!!! The students will dress up, and present their wax museum to the rest of the first grade class, and the students’ parents that come.
Post: The students will present their wax museum to the rest of the first grade class, and the parents that come.
Thematic Unit Gibert and Fowler 17
Thematic Unit Gibert and Fowler 18
NAEYC 1, 4b, 4c, 5
Integrating & applying knowledge
for instruction
11.) Culminating Activity
For the culminating activity, the students will be in groups of two. Each group will draw
a name for one of these great men of World War II. They will make a collage with pictures of
these men and important activities they did in World War II. The groups will also include three
facts about each man and the facts along with the collage will be presented in front of the class.
To get started on this activity I will assign the groups of three and four students. One
person from each group will draw for the person that they are in charge of. Once the groups
know which person they are in charge of each group will receive one Ipad to work on to make
their Piccollage. The collage will include a picture of their person, four pictures of what they did
during World War II, and three facts about their person and how they are related to World War
II. As students are gathering the information, I will encourage them to not pick the first picture
they come to, but instead continue to look on history sites for good pictures of their men and
what they did. Once the children have conducted their research and imported all their picture,
each group will do a short presentation of their collage. Each collage will be displayed on the
smart board, and each group will lead a classroom discussion on their collage. As they are
discussing with the class I will ask different questions to get the groups thinking complexly
about their research.
The students will use this opportunity to convey their knowledge to their classmates’
families and schoolmates as they will be hung out in the hall. The groups will be given twenty
Thematic Unit Gibert and Fowler 19
minutes for two days to work on their collage. The third day will be the presentation day. Each
presentation will be done in front of the class and graded with a rubric.
Thematic Unit Gibert and Fowler 20
NAEYC 5c
12.) Resources
Map 1 http://hawaiianislandtravel.net/how-to-have-a-great-hawaiian-island-travel-experience/
This map will be used to introduce the demographics of Hawaii, and allow students to see in the
initiating activity, as to why they are separated into so many different groups for the Islands of
Hawaii.
Thematic Unit Gibert and Fowler 21
Map 2
http://ontheworldmap.com/germany/
This map will be used to help show the students the location of Germany on a world map. This
will help the students understand better the demographics of each country and the Hawaiian
Islands.
Map 3
Thematic Unit Gibert and Fowler 22
http://www.euratlas.net/geography/world/countries/japan.html
This map of Japan will help the students see the location of Japan, and it will help the students
understand the demographics of Japan better. Once each of these maps are shown the students
will complete their own map, coloring Hawaii, Germany, and Japan. Each map is shown
separately so that the teacher can talk about each separately.
ChartAdolf Hitler Franklin D.
Roosevelt Harry S. Truman
Winston Churchill
Hideki Tojo
Joseph Stalin
Benito Mussolini
The students will be using a chart that they draw in their unit journal to help keep all the
information separated about each man that will be taught throughout the unit of study.
Globe
Primary Source
http://www.1worldglobes.com/discoveryglobe.htm
The classroom globe will be used to give students a more accurate visual representation of the locations discussed during the unit.
Thematic Unit Gibert and Fowler 23
Guest Speaker by the name of Maria Kruso, a retired German teacher that lived through the
Holocaust will be coming in to speak to the students about what life was like while Hitler was
the dictator. This special quest is a close family friend, and during the time of World War II she
was an English teacher in Germany who spoke out against Hitler. She managed to escape from
the Holocaust, and loves to share her stories to students. This will help the students see what kind
of person Hitler was, and it will hopefully help them to remember him easier.
Secondary Source
Thematic Unit Gibert and Fowler 24
Artifacts/ Regalia
https://www.gettysburgmuseumofhistory.com/gallery/world-war-i-world-war-ii-viet-nam-
artifacts-museum-exhibit/
This website will be used to do a virtual tour through World War II, and the artifacts that have
been recovered since the war. On this website they show pictures of the swastika, the Jewish star,
and other artifacts that not only relate to Hitler, but the other men that were also talked about in
this unit. This will help form images of what life was like during World War II, and it will help
the students understand important facts about the different men that are being studied throughout
this unit.
Visual Arts
These books and more will be used in class. Some will be used for whole group reading, while others will be used just for pictures, and a few facts about the great men and women inside these books.
Thematic Unit Gibert and Fowler 25
Students will color in their own map of Germany, Japan, and Hawaii in three different colors.
The students will also have to make a key so that the reader knows why there are three different
colors on their map. The students will also make a piccollage of different pictures that describe
one of the great men in this unit.
Web-site
https://www.brainpop.com/socialstudies/worldhistory/worldwariicauses/
This is a link to a Brain pop jr. video introducing World War II, and many of the great men and
women during that time. This video will be played as the students are doing the their poster walk
for the initiating activity. This will help Introduce the new topic of the great men and women of
World War II, and it will give a brief summary of the battle so that the students have some prior
knowledge going into this unit.
http://www.biography.com/people/groups/world-war-ii
This website provides biographies for many of the famous men and women during World War II.
All the men that will be covered in this unit is on this website. It is a great website for students to
explore on their own time, or to use for their wax museum and piccollage person. It will provide
for the students plenty of facts and pictures throughout this web site.
Children’s Books
Picture File
Some of these will be read aloud to the whole class, and others will be sitting out for students to look through to help during a class activity.
Thematic Unit Gibert and Fowler 26
These picture files will be used in PowerPoint
displays, for different lesson throughout the unit,
and for the final test review.
Community Guest Speaker
For our guest speaker a German Lady by the name
of Maria Kruso will be coming to speak to the
class about Hitler, and what it was like to live in Germany while he was the dictator. She was an
English teacher in German at the time of World War II. She was placed into a concentration
camp for speaking out about Hitler, but she managed to escape and flee to the United States. This
lady is a wonderful family friend, and she loves going around to speak about World War II and
her homeland. This will allow the students to have great insight about Hitler and how he treated
the Germans. By having Ms. Maria come in I believe the students will be able to understand
what was going on during the war better then if they just read it from a book.
13.) Glossary
Adolf Hitler: Was the dictatorial leader of the National Socialist German Workers Party, or Nazi
Party, commanding German forces throughout World War II.
Allied Powers: The alliance of nations that fought the Axis in World War II and which (with
subsequent additions) signed the charter of the United Nations in 1945
Anti-Semitism: Hatred of the Jewish race
Thematic Unit Gibert and Fowler 27
Axis Powers: The coalition headed by Germany, Italy, and Japan that opposed the Allied
Powers in World War II.
Benito Mussolini: Was the fascist prime minister of Italy, with dictatorial powers.
Franklin D. Roosevelt: Held the presidency from 1934-1945, leading the United States through
the Great Depression and World War II.
Harry S. Truman: Inherited the monumental task of leading the United States through the end of
World War II.
Hideki Tojo: Was the Army general and prime minister who led Japan through much of World
War II
Joseph Stalin: Served as general secretary of the communist party of the Soviet Union.
Pearl Harbor: A major United States naval base in Hawaii that was attacked without warning by
the Japanese air force on December 7, 1941, with great loss of American lives and ships.
Winston Churchill: Led Britain's fight against Nazi Germany in World War II.
World War II: A war fought from 1939 to 1945 between the Axis powers — Germany, Italy, and
Japan — and the Allies, including France and Britain, and later the Soviet Union and the United
States.
Thematic Unit Gibert and Fowler 28
ACEI 5.2; NAEYC 2 and 4a
14.) Parents Letter (English)
Dear parents/guardians,
Next week we will begin a study on World War II in Social Studies. I cannot wait to
begin this unit of study with each child! To go along with this wonderful unit, I have many
Thematic Unit Gibert and Fowler 29
activities planned that will help each student learn about the important people during World War
II.
It is important that each student does their homework, which will be found in their take
home folder for this unit of study. At the end there will be a test and a group picture collage
about one of the important men we studied during this unit. This collage will be presented by
each group in front of the class and the parents/guardians are invited to come and watch. I hope
everyone can make it out to celebrate the students’ accomplishments during this unit of study.
If you have any questions or concerns, please do not hesitate to email
([email protected]) or ([email protected]) or call me at the school.
Thank you,
Ms. Gibert & Ms. Fowler
Parent Letter (Spanish)
Queridos padres / tutores,
La próxima semana vamos a comenzar un estudio sobre la Segunda Guerra Mundial en Estudios
Sociales. No puedo esperar para empezar esta unidad de estudio con cada niño! Para ir junto con
esta unidad maravillosa, tengo muchas actividades previstas que ayudarán a cada estudiante a
Thematic Unit Gibert and Fowler 30
aprender acerca de las personas importantes durante la Segunda Guerra Mundial.
Es importante que cada estudiante hace su tarea, que se encuentra en su carpeta para llevar a casa
para esta unidad de estudio. Al final habrá una prueba y un collage en grupo sobre uno de los
hombres importantes que hemos estudiado durante esta unidad. Este collage se presentará por
cada grupo en frente de la clase y los padres / tutores están invitados a venir a ver. Espero que
todo el mundo puede hacerlo a cabo para celebrar los logros de los estudiantes durante esta
unidad de estudio.
Si usted tiene alguna pregunta o inquietud, por favor no dude en enviar por correo electrónico
([email protected]) o ([email protected]) o llámeme en la escuela.
Gracias,
Sra. Gibert y Sra. Fowler
15.) Bulletin Board/Center
At the front of the classroom there will be a bulletin board that the students will get to see
every day. The heading on the bulletin board will say “The great men of World War II.” This
Thematic Unit Gibert and Fowler 31
board will consist of what we will be learning about/doing for the day. It will serve as a guide to
the students so that they will know what to expect to learn that particular day.
Day 1: The bulletin board will consist of photos. These photos will be pictures of Pearl Harbor,
Japan, and a map of the United States. These photos will show the students the demographics of
what the unit will be based on.
Day 2: The bulletin board will consist of a photo of Adolf Hitler and a map of Germany.
Day 3: The bulletin board will consist of a photo of Franklin D. Roosevelt and a map of the
United States since he was the President of the United States during World War II.
Day 4: The bulletin board will consist of a blank Venn diagram with Adolf Hitler and Franklin
D. Roosevelt’s pictures. This will let the students know that they will be comparing and
contrasting these two men in class that day.
Day 5: The bulletin board will consist of a picture of Harry S. Truman and Winston Churchill.
There will also be fun facts about each of these men.
Day 6: The bulletin board will consist of a photo of Hideki Tojo and a map of Japan.
Day 7: The bulletin board will consist of photos of Joseph Stalin and Benito Mussolini. There
will also be fun facts about each of these men.
Day 8: The bulletin board will have the groups listed for the group presentations on the
Piccollage, and examples of what each Piccollage should look like.
Day 9: The bulletin board will stay the same as yesterdays board since the students will be
working on their Piccollages.
Thematic Unit Gibert and Fowler 32
Day 10: The bulletin board will consist of wax museum information. This will explain what the
wax museum is and will have each student’s wax museum person listed
Day 11: The bulletin board will say test day, and will have a picture of each man they learned
about.
Day 12: The bulletin board will have “Wax Museum” written out in big letters, and examples of
Wax Museums that had been done in the past.
Centers
Center 1: “Piccollage” The students will get into groups for this activity. They will randomly
draw a name of one of the important men during World War II that we discussed in class. The
students will get books on the important man that they choose and will get to take a picture of
that person out of the book and find three facts related to what that person did during World War
II. They will put the picture and these three facts into a Piccollage. This will help them practice
with Piccollage so that they fully understand how to do it for their final project.
Center 2: “Bingo” This bingo sheet will be set up 4x4 with a free space in a random spot on
each sheet. The students will have to get four in a row to win. There will be one student in charge
of reading the questions while two students are playing. This bingo sheet will consist of all the
great men covered during this unit along with the date the United States entered the war.
Center 3: “Battleship” The students will play this game with a partner. Each student will
alternate asking answering questions. If they answer the question correctly, then the student will
get to pick a number and a letter to try and hit their opponent’s ship. If the ship is hit, the
opposite player will say hit and put an X in that box, if the ship is missed, the opposite player
Thematic Unit Gibert and Fowler 33
will say miss. If the student gets the answer wrong then they will be skipped and the next player
will go.
ACEI 3.4; NAEYC 1c, 4b, 4c, and 5c
16.) Student Grouping
Throughout this unit there is a variety of grouping, and this is to help students engage and
learn each part of the unit easier.
Partners (2 ppl): Lessons 4,8, and 9
Small groups (3-6 ppl): Lessons 2,3,4,5,7 and 10
Country/Island grouping: Lesson 1
Whole Group: Lessons 2,7
Independent work: Lessons 1,2,3,5,6,7,11
ACEI 1; NAEYC 1c, 4b, 4c, and 5c
Construct learning opportunities to support achievement utilizing appropriate strategies for acquisition of knowledge and motivation
Thematic Unit Gibert and Fowler 34
17.) Instructional Strategies
Below are five learner-centered instructional strategies designed to actively engage students in
learning.
1.) Week one, Lesson one:
Demographics: The students will get a blank world map and will color Germany red,
Pearl Harbor (Hawaii) blue, and Japan green.
2.) Week one, Lesson four:
The students will get into groups and complete a Venn diagram on Adolf Hitler and
Franklin D. Roosevelt.
3.) Week two, Lesson seven:
There will be a classroom discussion on the carpet. Each student will get to go around
and give their opinion on the leader that stood out to them the most during World War II.
The students will get to participate in a classroom game on the I-Pads. They will use the
Kahoot app to access the “Who am I” game on the great men of World War II.
4.) Week two, Lesson eight: The students will make a Piccollage of one great man
throughout this unit of study.
5.) Week two, Lesson ten:
The students will be rotating around the classroom participating in different center
activities to review for the test.
ACEI 3.3; NAEYC 1c, 4b, 4c, and 5c Critical thinking and problem solving;
18.) Problem Solving & Critical Thinking
Thematic Unit Gibert and Fowler 35
Throughout the lessons, students will be involved in problem solving, and critical
thinking by
1.) Completing a world map by coloring Pearl Harbor, Germany, and Japan
2.) Connecting previous knowledge to new
3.) Comparing and contrasting the leaders of World War II
4.) Completing the “Who am I” Kahoot
5.) Creating a Piccollage on one of the important men during World War II
ACEI 3.2; NAEYC 1c, 4b, 4c, and 5c Adaptation to diverse students
19.) Variety of Instructional Strategies
Kinesthetic: The students will have the option to make a model head of their famous person
to go along with their Piccollage. The students will also be doing a couple poster walks
around the classroom to get them familiar with the new information.
Auditory: There will be videos for the students to watch on Pearl Harbor, Franklin D.
Roosevelt, and Adolf Hitler, as well as whole class read alouds on the different men during
World War II.
Visual: The students will create the Piccollage on the I-Pads, also well as read picture books
on the great men and women of World War II.
NAEYC 1c, 4b, 4c, and 5c
20.) Appropriate use of technology
Thematic Unit Gibert and Fowler 36
Technology as teaching tools:
1.) Week one, Lesson one
There will be one video that the students will watch to see how the United States
entered into World War II. They will also watch a YouTube video that will show
Pearl Harbor as it is now.
Video 1:
http://www.watchmojo.com/video/title/World%20War%20II:%20Attack%20on
%20Pearl%20Harbor%20-%20History/
Video 2:
https://www.youtube.com/watch?v=nyQrEANiRv8
2.) Week one, Lesson two
The students will be using I-Pads to do research on Franklin D. Roosevelt. During
their research each small group will be finding three facts about Franklin D.
Roosevelt and how he was important during World War II.
https://www.brainpop.com/socialstudies/famoushistoricalfigures/adolfhitler/
3.) Week one, Lesson four
The students will be competing against each other in an online version of Jeopardy to
review the first several men that were covered.
4.) Week two, Lesson seven
Thematic Unit Gibert and Fowler 37
The students will access the Kahoot app to play the “Who am I” game
https://kahoot.it/#/
5.) Week two, Lesson five
The students will access the Piccollage app to complete their project on one of the
great men of World War II.
https://pic-collage.com/
ACEI 3.1; NAEYC 5a and 5b
Thematic Unit Gibert and Fowler 38
Plan and implement instruction based on connections across the curriculum
21.) Interdisciplinary: Social Studies, Language Arts, Visual Arts, NCSS
Social Studies: All around, this unit is social studies centered. The students are learning about
many of the famous/important leaders during World War II.
Language Arts: This unit covers language arts in many different ways. Some of the ways in
which it is covered is through worksheets on Venn diagrams, and “who, what, when, where, and
why.” Language Arts is also covered throughout the unit with many journal entries, and different
readings.
Visual Arts: This unit covers visual arts as students color the world map by identifying Pearl
Harbor, Germany, and Japan. The students also will be designing a head paper plate model of
their Piccollage person, as well as participating in a Wax Museum.
NCSS: Power, Authority, and Governance
ACEI 3.4; NAEYC 1, 4 and 5
Foster active engagement in learning, self motivation, and positive social interaction
Thematic Unit Gibert and Fowler 39
22.) Active Student Engagement
Three procedures below show students actively engaging in questioning concepts, seeking
resources, and conducting independent investigations.
1.) Questioning concepts: Asking a historian questions on each of the important men
covered during this unit on World War II. Students could also question our guest speaker
about her experiences during World War II and the Holocaust.
2.) Seeking resources: Students will get to take a virtual tour on the National World War II
Museum website to gain more knowledge on these important figures during World War
II.
3.) Independent investigations: Students will use their I-Pads to research three facts about
Adolf Hitler and Franklin D. Roosevelt.
NAEYC 3
Thematic Unit Gibert and Fowler 40
Assessment for Instruction
Use formal and informal assessment strategies
23.) Assessment Plan
Pre Assessment: Before beginning the unit students will enjoy a demographic walk
around the classroom. I will focus students’ attention on the eight posters and one video
that I have created and shown around the classroom. Each of these posters and video
depicts demographics pictures of what happened and the important people during World
War II. Each group of students will be asked to rotate around the room and to write bullet
points about information they took from each poster and the video. Once the students
have completed a full rotation of all the posters and the video they will be called back to
their place on one of the land forms and the class will discuss the bullet points that they
found most interesting. From this pre assessment I will be able to see if students have any
prior knowledge of World War II and the demographics and people during the time of the
war. If there are any misconceptions about any of these topics I will need to address it
thoroughly throughout the unit. I will also address the topics the students seem more
interested in learning about.
Post Assessment: At the conclusion of this unit, students will give a test on the different
demographic regions and the people of World War II. The test will consists of fifteen
questions with ten of them being multiple choice and five matching.
Performance task: Students will complete and present a group collage about a great man
that they drew from the list of men we learned about. They will find pictures that depict
who their man was and how he was related in World War II. The presentation will be
performed in front of the class and any parents/guardians that decide to come.
Thematic Unit Gibert and Fowler 41
Formative Assessment: Formative assessments will be used as part of the instructional
process and will include daily bulleting of new information, class discussions, group
discussions, quizzes, and jeopardy games. These assessments will provide information
for me to see if I need to adjust my teaching to support the learning of each individual
student.
Summative Assessment: The ending unit test, picture collage, and wax museum will
serve as the summative assessment for this unit. The picture collage and the wax museum
will both be graded for creativity, and factual information.
Rubrics: Rubrics will be used to evaluate the final project which is a picture collage of a
great man that was discussed during our unit on World War II. A rubric will also be used
when grading each student’s performance in the wax museum. Lastly, a rubric will also
be used when reviewing students’ bullet points of what they learned on day to day basis.
ACEI 4.0; NAEYC 3
Assessment for Instruction
Use assessment to plan, evaluate, and strengthen instruction
Thematic Unit Gibert and Fowler 42
24.) Assessment Results
The data results for the pre assessment of this unit will be used to help extract
information about students’ knowledge and readiness to learn about World War II and the
demographics and people of that time. During this we will gather information about
students preferred ways of learning and collect information about the students attitudes in
initial questions about studying a unit on World War II.
The data results from the formative assessment given during this World War II unit will
be used to show what information the students understand and what concepts should
possibly be re taught using a different approach of learning then the previous time taught.
The data results from the performance tasks and summative assessments of this World
War II unit will be used to determine if the students understood and achieved the
objectives I strived to reach at the beginning of this unit. By utilizing these results, I will
be able to assess my students performance throughout this unit. This will further
determine the areas where my instructions may be understood or maybe ineffective.
ACEI 4.0; NAEYC 3
Assessment for Instruction
Assessments include accommodations for diverse learners
Thematic Unit Gibert and Fowler 43
25.) Assessment Accommodations for Diverse Learners
For my early finishers throughout the different assessments they will be given the
opportunity to explore different books on Pearl Harbor and World War II and be able to
learn about more facts that will not be discussed in class. If they do not want to explore
more about World War II they will be given challenge work to do.
For my late finishers who do not finish their work at the assigned time, they will be
allowed to finish during their free center of writers workshop.
For my IEP and ESOL students, I will pull aside during writers workshop and help them
with any parts of the lesson they are struggling with. I will also reinforce what I am
looking for in each assignment so they can truly understand what I expect from them as
they complete each task. Also the different pictures and research materials I use
throughout the lesson will serve as visual aid for these students.