Unit​ ​Theme:​​ ​What​ ​is​ ​acceptable​ ​in​ ​society​ ​during​ ​war?

Grade:
Timeline:
Team​ ​Members​ ​ ​ ​ ​Josh​ ​V Adrian John​ ​Dano Jesus
Wilfong
Subjects​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Science English History History
Rationale:
Intro:​ ​The​ ​purpose​ ​of​ ​this​ ​unit​ ​to​ ​help​ ​students​ ​answer​ ​the​ ​essential​ ​question,​ ​what​ ​is​ ​acceptable​ ​in
society​ ​during​ ​war?​ ​This​ ​question​ ​can​ ​be​ ​studied​ ​and​ ​expounded​ ​upon​ ​by​ ​dissecting​ ​different​ ​elements
of​ ​subject:​ ​History​ ​and​ ​the​ ​government,​ ​Science​ ​as​ ​a​ ​weapon,​ ​and​ ​first​ ​hand​ ​accounts​ ​of​ ​those​ ​that
were​ ​the​ ​target​ ​of​ ​animosity​ ​through​ ​English.​ ​The​ ​human​ ​race​ ​is​ ​more​ ​than​ ​one​ ​set​ ​of​ ​government
controlled​ ​rules,​ ​regulations,​ ​and​ ​ideals.​ ​ ​Nazi​ ​Germany​ ​was​ ​a​ ​ ​fascist​ ​and​ ​totalitarian​ ​society;​ ​knowing
this​ ​what​ ​then​ ​would​ ​constitute​ ​living​ ​by​ ​the​ ​war​ ​rules.​ ​Would​ ​humanity​ ​follow​ ​along​ ​with​ ​Hitler’s
demand,​ ​or​ ​would​ ​they​ ​seek​ ​to​ ​defy​ ​the​ ​laws​ ​set​ ​in​ ​place​ ​by​ ​the​ ​regimes?​ ​By​ ​studying​ ​the​ ​history,
science,​ ​and​ ​English​ ​from​ ​the​ ​point​ ​of​ ​those​ ​not​ ​in​ ​charge​ ​during​ ​Nazi​ ​rule,​ ​what​ ​then​ ​would​ ​become
acceptable​ ​during​ ​a​ ​major​ ​war.​ ​Student’s​ ​will​ ​reflect​ ​their​ ​ideas​ ​and​ ​what​ ​should​ ​and​ ​could​ ​happen​ ​in
the​ ​controlled​ ​society.

English:​ ​Studying​ ​first​ ​hand​ ​accounts​ ​of​ ​literature​ ​students​ ​will​ ​challenge​ ​their​ ​views​ ​and​ ​ideas​ ​of
what​ ​they​ ​would​ ​and​ ​would​ ​not​ ​stand​ ​for​ ​during​ ​wartime.​ ​By​ ​working​ ​to​ ​answer​ ​the​ ​question,​ ​“What
personal​ ​freedoms​ ​are​ ​you​ ​willing​ ​to​ ​defend?​ ​What​ ​is​ ​the​ ​value​ ​of​ ​freedom​ ​to​ ​those​ ​living​ ​oppressed
during​ ​wartime​ ​society?​ ​Each​ ​student​ ​will​ ​analyze​ ​their​ ​feelings​ ​and​ ​convictions;​ ​could​ ​or​ ​would​ ​they
follow​ ​along​ ​the​ ​dominate​ ​rule​ ​to​ ​stay​ ​alive​ ​and​ ​safe.​ ​When​ ​analyzing​ ​human​ ​nature​ ​students​ ​will​ ​dig
deeper​ ​into​ ​their​ ​thoughts​ ​and​ ​feelings​ ​over​ ​a​ ​controversial​ ​topic​ ​and​ ​decide​ ​what​ ​defines​ ​acceptable
behavior​ ​during​ ​war​ ​times.

Science:​ ​The​ ​work​ ​done​ ​by​ ​scientists​ ​in​ ​the​ ​years​ ​leading​ ​up​ ​to​ ​and​ ​during​ ​World​ ​War​ ​Two​ ​was​ ​used
to​ ​create​ ​advanced​ ​weaponry,​ ​ammunition,​ ​explosives.​ ​This​ ​culminated​ ​into​ ​the​ ​creation​ ​and
deployment​ ​of​ ​the​ ​world's​ ​first​ ​atomic​ ​bombs.​ ​Students​ ​will​ ​study​ ​the​ ​work​ ​done​ ​by​ ​these​ ​scientists​ ​to
build​ ​a​ ​deeper​ ​understanding​ ​of​ ​the​ ​chemistry​ ​and​ ​physics​ ​concepts:​ ​breaking​ ​down​ ​or​ ​creating
chemical​ ​compounds,​ ​the​ ​discovery​ ​of​ ​subatomic​ ​particles,​ ​and​ ​the​ ​energy​ ​they​ ​contain.​ ​Much​ ​more,
students​ ​will​ ​see​ ​first​ ​hand​ ​real​ ​world​ ​applications​ ​that​ ​those​ ​two​ ​fields​ ​of​ ​science​ ​offered,​ ​and​ ​how
those​ ​discoveries​ ​were​ ​weaponized​ ​during​ ​World​ ​War​ ​Two.

History:​ ​ ​Studying​ ​the​ ​actual​ ​events​ ​and​ ​people​ ​who​ ​contributed​ ​to​ ​the​ ​essential​ ​question,​ ​what​ ​is
acceptable​ ​in​ ​society​ ​during​ ​war?​ ​ ​The​ ​students​ ​will​ ​discover​ ​history​ ​by​ ​uncovering​ ​war​ ​crimes​ ​and
crimes​ ​against​ ​humanity.​ ​ ​Events​ ​the​ ​students​ ​will​ ​come​ ​across​ ​will​ ​be​ ​the​ ​Holocaust,​ ​the​ ​treatment​ ​of
POW’s,​ ​and​ ​the​ ​mass​ ​murder​ ​of​ ​millions.​ ​Understanding​ ​this​ ​side​ ​of​ ​history​ ​from​ ​different
perspectives,​ ​and​ ​the​ ​premise​ ​of​ ​what​ ​is​ ​acceptable​ ​during​ ​war​ ​will​ ​allow​ ​the​ ​students​ ​to​ ​understand​ ​the
bigger​ ​picture,​ ​and​ ​get​ ​a​ ​good​ ​grasp​ ​on​ ​what​ ​inhumane​ ​acts​ ​are,​ ​and​ ​how​ ​they​ ​were​ ​occurring​ ​during
World​ ​War​ ​Two.
Government:​ ​Studying​ ​the​ ​government​ ​of​ ​any​ ​nation​ ​is​ ​essential​ ​when​ ​discovering​ ​what​ ​caused
wartime​ ​atrocities​ ​to​ ​occur.​ ​It​ ​is​ ​often​ ​the​ ​government,​ ​in​ ​fact,​ ​who​ ​begins​ ​and​ ​gives​ ​permission​ ​for
these​ ​inhumane​ ​acts​ ​to​ ​come​ ​into​ ​being.​ ​A​ ​nation’s​ ​form​ ​of​ ​government,​ ​and​ ​how​ ​it​ ​relates​ ​to​ ​the
nation’s​ ​people​ ​is​ ​critical​ ​for​ ​understanding​ ​why​ ​the​ ​populous​ ​would​ ​be​ ​ok​ ​with​ ​the​ ​horrors​ ​that​ ​often
come​ ​with​ ​war.​ ​How​ ​the​ ​government​ ​is​ ​structured,​ ​and​ ​how​ ​key​ ​individuals​ ​worked​ ​the​ ​system​ ​in
history​ ​will​ ​become​ ​vital​ ​in​ ​understanding​ ​why​ ​some​ ​things​ ​that​ ​are​ ​not​ ​acceptable​ ​in​ ​war​ ​today​ ​were
acceptable​ ​in​ ​times​ ​past.

Student​ ​Learning​ ​Outcomes

Focus​ ​Standards
11-12.RL.4​​ ​Determine​ ​the
English: meaning(s)​ ​of​ ​words​ ​and
phrases​ ​as​ ​they​ ​are​ ​used​ ​in
a​ ​text,​ ​including​ ​figurative
and​ ​connotative​ ​meanings,
while​ ​analyzing​ ​the​ ​impact
of​ ​specific​ ​choices​ ​on
meaning​ ​and​ ​tone
11-12.RI.1​​ ​Cite​ ​strong​ ​and
thorough​ ​textual​ ​evidence
to​ ​support​ ​analysis​ ​of​ ​what
the​ ​text​ ​says​ ​explicitly​ ​as
well​ ​as​ ​inferences​ ​drawn
from​ ​the​ ​text,​ ​including
determining​ ​where​ ​the​ ​text
leaves​ ​matters​ ​uncertain.
11-12.RL.3​​ ​Analyze​ ​the
impact​ ​of​ ​the​ ​author's
choices​ ​regarding​ ​how​ ​to
develop​ ​and​ ​connect
elements​ ​of​ ​a​ ​story.
11-12.SL.4​​ ​Present
information,
findings,​ ​and
supporting​ ​evidence
in​ ​an​ ​organized,
developed​ ​style
appropriate​ ​to
purpose,​ ​audience,
and​ ​task,​ ​allowing
listeners​ ​to​ ​follow
the​ ​speaker's​ ​line​ ​of
reasoning,​ ​message,
and​ ​any​ ​alternative
perspectives.
11-12.W.2
Write​ ​informative​ ​/
explanatory​ ​texts​ ​to​ ​examine
and​ ​convey​ ​complex​ ​ideas,
concepts,​ ​and​ ​information
clearly​ ​and​ ​accurately​ ​through
the​ ​effective​ ​selection,
organization,​ ​and​ ​analysis​ ​of
content.​ ​B​.​ ​Develop​ ​the​ ​topic
thoroughly​ ​by​ ​selecting​ ​the
most​ ​significant​ ​and​ ​relevant
facts,​ ​extended​ ​definitions,
concrete​ ​details,​ ​quotations,
or​ ​other​ ​information​ ​and
examples​ ​appropriate​ ​to​ ​the
audience’s​ ​knowledge​ ​of​ ​the
topic.​ ​D​.​ ​Use​ ​precise
language,​ ​domain-specific
vocabulary,​ ​and​ ​rhetorical
techniques​ ​to​ ​manage​ ​the
complexity​ ​of​ ​the​ ​topic.

History: Strand​ ​1-C8-PO Strand​ ​2:​ ​World 11-12.RH.3:​ ​ ​Evaluate

2-Describe​ ​the​ ​impact
of​ ​American​ ​involvement
in
World​ ​War​ ​II:​ ​ ​d.
Japanese,​ ​German,​ ​and
Italian​ ​internments​ ​and
POW​ ​camps.
History;​ ​Concept
8;​ ​PO​ ​5​ ​Analyze
aspects​ ​of​ ​World
War​ ​II:​ ​d.
Holocaust
various​ ​explanations​ ​for
actions​ ​or​ ​events​ ​and
determine​ ​which
explanation​ ​best​ ​accords
with​ ​textual​ ​evidence,
acknowledging​ ​where​ ​the
text​ ​leaves​ ​matters
uncertain.
 f.​ ​turning​ ​points​ ​such​ ​as
Pearl​ ​Harbor,​ ​D-Day,
​ ​Hiroshima/Nagasaki
Science: Strand​ ​2:​ ​History​ ​and
Nature​ ​of​ ​Science.
Concept​ ​1:​ ​History​ ​of
Science​ ​as​ ​a​ ​Human
Endeavor​ ​.​ ​PO​ ​2.
Describe​ ​how​ ​diverse
people​ ​and/or​ ​cultures,
past​ ​and​ ​present,​ ​have
made​ ​important
contributions​ ​to​ ​scientific
innovations.​ ​PO​ ​3.
Analyze​ ​how​ ​specific
changes​ ​in​ ​science​ ​have
affected​ ​society.
11-12.RH.10:​ ​ ​By​ ​the​ ​end
of​ ​grade​ ​12,​ ​read​ ​and
comprehend​ ​history/social
studies​ ​texts​ ​in​ ​the​ ​grades
11–CCR​ ​text​ ​complexity
band​ ​independently​ ​and
proficiently.
11-12.W.8:​ ​ ​Gather
relevant​ ​information​ ​from
multiple​ ​authoritative​ ​print
and​ ​digital​ ​sources,​ ​using
advanced​ ​searches
effectively;​ ​assess​ ​the
strengths​ ​and​ ​limitations​ ​of
each​ ​source​ ​in​ ​terms​ ​of​ ​the
task,​ ​purpose,​ ​and
audience;​ ​integrate
information​ ​into​ ​the​ ​text
selectively​ ​to​ ​maintain​ ​the
flow​ ​of​ ​ideas,​ ​avoiding
plagiarism​ ​and​ ​overreliance
on​ ​any​ ​one​ ​source​ ​and
following​ ​a​ ​standard​ ​format
for​ ​citation
Strand​ ​5:​ ​Physical Determine​ ​the​ ​central​ ​ideas
Science.​ ​Concept or​ ​conclusions​ ​of​ ​a​ ​text;
1:​ ​Structure​ ​and summarize​ ​complex
Properties​ ​of concepts,​ ​processes,​ ​or
Matter.​ ​PO​ ​6. information​ ​presented​ ​in​ ​a
Describe​ ​the text​ ​by​ ​paraphrasing​ ​them
following​ ​features in​ ​simpler​ ​but​ ​still​ ​accurate
and​ ​components​ ​of terms.​ ​(11-12.RST.2)
the​ ​atom:​ ​•​ ​protons Determine​ ​the​ ​meaning​ ​of
•​ ​neutrons​ ​• symbols,​ ​key​ ​terms,​ ​and
electrons​ ​•​ ​mass​ ​• other​ ​domain-specific
number​ ​and​ ​type words​ ​and​ ​phrases​ ​as​ ​they
of​ ​particles​ ​• are​ ​used​ ​in​ ​a​ ​specific
structure​ ​• scientific​ ​or​ ​technical
organization context​ ​relevant​ ​to​ ​grades
Concept​ ​5: 11–12​ ​texts​ ​and​ ​topics.
Interactions​ ​of (11-12.RST.4)
Energy​ ​and​ ​Matter.

Government: Strand​ ​2​:​ ​World​ ​History;
Concept​ ​8​;​ ​PO​ ​5​.
Analyze​ ​aspects​ ​of
World​ ​War​ ​II:​ ​a​.​ ​political
ideologies​ ​(e.g.,
Totalitarianism,
Democracy)
Strand​ ​2​:​ ​World​ ​History;
Concept​ ​8​;​ ​PO​ ​5
Analyze​ ​aspects​ ​of
World​ ​War​ ​II:​ ​d.
Holocaust
PO​ ​3.​ ​Quantify​ ​the
relationships
among​ ​the
frequency,
wavelength,​ ​and
the​ ​speed​ ​of​ ​light.
Strand​ ​3​: 9-10.RL.1​​ ​Cite​ ​strong​ ​and
Civics/Governmen thorough​ ​textual​ ​evidence
t;​ ​Concept​ ​5​: to​ ​support​ ​analysis​ ​of​ ​what
Government the​ ​text​ ​says​ ​explicitly​ ​as
Systems​ ​of​ ​the well​ ​as​ ​inferences​ ​drawn
World;​ ​PO​ ​1. from​ ​the​ ​text.
Compare​ ​the 9-10.W.3​ ​Write​ ​narratives
United​ ​States to​ ​develop​ ​real​ ​or​ ​imagined
system​ ​of​ ​politics experiences​ ​or​ ​events​ ​using
and​ ​government​ ​to effective​ ​technique,
other​ ​systems​ ​of well-chosen​ ​details,​ ​and
the​ ​world​ ​(e.g., well-structured​ ​event
monarchies, sequences.​ ​a.​ ​Engage​ ​and
dictatorship, orient​ ​the​ ​reader​ ​by​ ​setting
theocracy, out​ ​a​ ​problem,​ ​situation,​ ​or
oligarchy, observation,​ ​establishing
parliamentary, one​ ​or​ ​multiple​ ​point(s)​ ​of
unitary, view,​ ​and​ ​introducing​ ​a
proportional narrator​ ​and/or​ ​characters;
elections). create​ ​a​ ​smooth
progression​ ​of​ ​experiences
or​ ​events.​ ​b.​ ​Use​ ​narrative
techniques,​ ​such​ ​as
dialogue,​ ​pacing,
description,​ ​reflection,​ ​and
multiple​ ​plot​ ​lines,​ ​to
develop​ ​experiences,
events,​ ​and/or​ ​characters.​ ​c.
Use​ ​a​ ​variety​ ​of​ ​techniques
to​ ​sequence​ ​events​ ​so​ ​that
they​ ​build​ ​on​ ​one​ ​another
to​ ​create​ ​a​ ​coherent​ ​whole.
d.​ ​Use​ ​precise​ ​words​ ​and
phrases,​ ​relevant
descriptive​ ​details,​ ​and
sensory​ ​language​ ​to​ ​convey
a​ ​vivid​ ​picture​ ​of​ ​the

Enduring Prejudice,​ ​racism​ ​and
Understanding: stereotyping​ ​within​ ​a
Important​ ​Concepts society​ ​have​ ​lasting
ramifications.
The​ ​acts​ ​that​ ​were​ ​enacted
upon​ ​a​ ​sect​ ​of​ ​people
constituted​ ​inhumane
atrocities​ ​that​ ​would
forever​ ​change​ ​the​ ​world.
Human​ ​beings​ ​should​ ​have
freedom​ ​and​ ​choices,​ ​but
sometimes​ ​during​ ​war​ ​those
personal​ ​freedoms​ ​can
revoked​ ​and​ ​refused..
Standing​ ​up​ ​for​ ​what​ ​is
right​ ​will​ ​always​ ​overrule
what​ ​is​ ​wrong.
experiences,​ ​events,
setting,​ ​and/or​ ​characters.
Theme-Related What​ ​inhumane​ ​acts​ ​are​ ​you
Essential​ ​Questions willing​ ​to​ ​overlook​ ​for​ ​the
safety​ ​of​ ​yourself​ ​and/or
your​ ​family?
What​ ​do​ ​you​ ​expect​ ​from
the​ ​government​ ​and​ ​the​ ​laws
that​ ​are​ ​there​ ​to​ ​protect​ ​you,
but​ ​they​ ​don’t?
What​ ​constitutes​ ​war​ ​crimes
in​ ​you​ ​opinion?
What​ ​personal​ ​freedoms​ ​are
you​ ​willing​ ​to​ ​defend​ ​when
the​ ​controlling​ ​power​ ​tells
that​ ​your​ ​beliefs​ ​are​ ​not
aligned​ ​to​ ​controlling
power?
How​ ​could​ ​my​ ​ideas​ ​and​ ​my
behavior​ ​affect​ ​other
people?​ ​Would​ ​it​ ​be
damaging​ ​or​ ​harmful​ ​in​ ​any
manner?
Would​ ​there​ ​ever​ ​be​ ​a​ ​good
and​ ​right​ ​reason/way​ ​to​ ​use
gas​ ​chambers,​ ​bombs,
advanced​ ​weapons​ ​of​ ​any
kind​ ​against​ ​those​ ​that​ ​are
not​ ​only​ ​unarmed,​ ​but​ ​not
able​ ​bodied?
Should​ ​the​ ​use​ ​of​ ​bombs​ ​on
the​ ​populus​ ​ever​ ​be​ ​ok​ ​and
accepted​ ​as​ ​a​ ​means​ ​to
control​ ​them?
Technology English​:​ ​Students​ ​will​ ​compose​ ​their​ ​eight​ ​to​ ​ten​ ​page​ ​memoir​ ​using
Integration Microsoft​ ​word​ ​and​ ​proper​ ​MLA​ ​format.
Science​:​ ​Plicker​ ​cards​ ​can​ ​be​ ​used​ ​for​ ​summative​ ​assessments,​ ​laptops​ ​to
access​ ​online​ ​resources,​ ​and​ ​Power​ ​Point​ ​like​ ​software​ ​to​ ​allow​ ​for​ ​student
presentations​ ​as​ ​a​ ​formative​ ​assessment.
History:​​ ​ ​During​ ​the​ ​history​ ​portion,​ ​the​ ​students​ ​will​ ​utilize​ ​laptops​ ​to​ ​conduct
research,​ ​watch​ ​videos,​ ​and​ ​create​ ​projects.
Government​:​ ​Students​ ​will​ ​utilize​ ​laptops​ ​and​ ​phones​ ​to​ ​research​ ​for​ ​assignments​ ​as
well​ ​as​ ​gain​ ​access​ ​to​ ​particular​ ​websites​ ​they​ ​will​ ​use​ ​when​ ​directed​ ​by​ ​the​ ​teacher.

Performance​ ​task. Unit​ ​Performance​ ​Task:​ ​The​ ​eleventh​ ​grade​ ​students​ ​will​ ​analyze​ ​key
historical​ ​figures​ ​from​ ​World​ ​War​ ​Two​ ​and​ ​examine​ ​their​ ​position​ ​and​ ​effect
during​ ​this​ ​major​ ​war.​ ​The​ ​students​ ​will​ ​complete​ ​an​ ​interactive​ ​unit​ ​that​ ​is
based​ ​from​ ​the​ ​viewpoint​ ​of​ ​specific​ ​individuals​ ​and​ ​their​ ​impact​ ​on​ ​history.
The​ ​students​ ​will​ ​become​ ​an​ ​author​ ​and​ ​create​ ​a​ ​memoir​ ​based​ ​from​ ​their
learning​ ​of​ ​historical​ ​figures.​ ​As​ ​the​ ​author,​ ​the​ ​student​ ​will​ ​be​ ​writing​ ​their
memoir​ ​to​ ​a​ ​book​ ​publisher​ ​expressing​ ​their​ ​role​ ​and​ ​their​ ​viewpoints​ ​of​ ​their
lives​ ​during​ ​the​ ​last​ ​few​ ​years​ ​of​ ​World​ ​War​ ​Two,​ ​whether​ ​positive​ ​or
negative​ ​depending​ ​on​ ​the​ ​role​ ​that​ ​the​ ​student​ ​chooses​ ​to​ ​portray.
Interdisciplinary Thinking​ ​back​ ​to​ ​the​ ​unit​ ​question,​ ​what​ ​is​ ​acceptable​ ​in​ ​society​ ​during​ ​war,
Essay students​ ​will​ ​observe​ ​the​ ​behavioral​ ​history​ ​of​ ​key​ ​influential​ ​individuals
from​ ​World​ ​War​ ​Two​ ​and​ ​apply​ ​their​ ​knowledge​ ​and​ ​understanding​ ​of
wartime​ ​society.​ ​The​ ​multi-content​ ​area​ ​research​ ​and​ ​lessons​ ​will​ ​have​ ​each
student​ ​individually​ ​produce​ ​an​ ​introductory​ ​memoir​ ​analyzing​ ​their​ ​feelings,
historical​ ​fact,​ ​and​ ​reasons​ ​as​ ​to​ ​why​ ​they​ ​view​ ​and​ ​believe​ ​that​ ​their​ ​fictional
life​ ​from​ ​the​ ​war​ ​was​ ​important​ ​and​ ​needs​ ​to​ ​be​ ​retold.​ ​ ​In​ ​history,​ ​students
will​ ​examine​ ​societal​ ​concepts​ ​and​ ​the​ ​Nuremberg​ ​ ​trials.​ ​For​ ​Science,​ ​the
students​ ​will​ ​have​ ​a​ ​wealth​ ​of​ ​knowledge​ ​concerning​ ​the​ ​scientist​ ​of​ ​the
World​ ​War​ ​Two​ ​era,​ ​their​ ​breakthroughs​ ​in​ ​their​ ​field​ ​of​ ​work,​ ​and​ ​how​ ​their
research​ ​was​ ​implemented​ ​during​ ​the​ ​war.​ ​In​ ​their​ ​English​ ​class​ ​students​ ​will
read​ ​various​ ​memoir​ ​accounts​ ​from​ ​those​ ​who​ ​lived​ ​and​ ​experienced​ ​this​ ​life
and​ ​world​ ​changing​ ​war.​ ​The​ ​idea​ ​focuses​ ​in​ ​on​ ​what​ ​is​ ​humanity,​ ​and​ ​what
the​ ​outcomes​ ​were​ ​from​ ​this​ ​point​ ​in​ ​history.​ ​Students​ ​will​ ​write​ ​an​ ​eight​ ​to
ten​ ​page​ ​memoir​ ​which​ ​will​ ​focus​ ​on​ ​the​ ​existential​ ​question.​ ​The​ ​student
memoir​ ​will​ ​take​ ​a​ ​fictional​ ​viewpoint​ ​of​ ​someone​ ​who​ ​is​ ​living​ ​during​ ​the
war​ ​and​ ​their​ ​experiences;​ ​each​ ​memoir​ ​will​ ​tie​ ​into​ ​it​ ​elements​ ​and​ ​facts
from​ ​history​ ​and​ ​science​ ​that​ ​is​ ​learned.​ ​The​ ​memoir​ ​is​ ​required​ ​to​ ​have​ ​a
minimum​ ​of​ ​five​ ​properly​ ​sourced​ ​and​ ​cited​ ​facts.​ ​The​ ​student​ ​memoir​ ​will
be​ ​taught​ ​in​ ​the​ ​English​ ​class​ ​and​ ​what​ ​the​ ​components​ ​of​ ​a​ ​memoir​ ​is.​ ​Then
once​ ​the​ ​unit​ ​has​ ​been​ ​thoroughly​ ​taught​ ​the​ ​culminating​ ​memoir​ ​paper​ ​will
be​ ​written​ ​in​ ​the​ ​English​ ​class.
Common​ ​Instructional​ ​Strategies
All​ ​Learners
● Classroom​ ​discussions
● Close​ ​reading
● Graphic​ ​organizers
● Magic​ ​squares
● Journal​ ​entries
● Research
English​ ​Language​ ​Learners
● All​ ​instructions​ ​will​ ​be​ ​written​ ​on​ ​the​ ​board​ ​or​ ​typed​ ​in​ ​a​ ​PowerPoint.
● Ideally,​ ​students​ ​will​ ​utilize​ ​think-pair-shares​ ​to​ ​work​ ​with​ ​other​ ​students​ ​who​ ​have​ ​more
knowledge​ ​of​ ​the​ ​English​ ​language.​ ​In​ ​this​ ​way,​ ​students​ ​who​ ​struggle​ ​with​ ​the​ ​English
language​ ​will​ ​be​ ​working​ ​with​ ​students​ ​who​ ​are​ ​more​ ​familiar​ ​with​ ​it.
● “Check​ ​for​ ​Understanding”​ ​will​ ​be​ ​utilized​ ​throughout​ ​the​ ​lesson​ ​and​ ​will​ ​connect​ ​to​ ​prior
knowledge​ ​of​ ​the​ ​students.
● Graphic​ ​organizers​ ​describing​ ​the​ ​set-up​ ​of​ ​the​ ​German​ ​government​ ​in​ ​World​ ​War​ ​II​ ​as
compared​ ​to​ ​the​ ​United​ ​States​ ​government.
● Students​ ​will​ ​create​ ​flashcards​ ​with​ ​the​ ​different​ ​parts​ ​of​ ​government​ ​as​ ​well​ ​as​ ​well​ ​as​ ​the
avenues​ ​Hitler​ ​utilized​ ​to​ ​get​ ​into​ ​and​ ​retain​ ​his​ ​power.
(Resource​ ​/​ ​Speech​ ​Language)​ ​(IEP)
● Additional​ ​instruction​ ​time
● Guided​ ​notes
● Extra​ ​time​ ​allotted​ ​when​ ​necessary​ ​or​ ​as​ ​stated​ ​in​ ​student​ ​IEP
● ​ ​Pair​ ​student​ ​with​ ​mainstreamed​ ​student​ ​as​ ​needed

GATE
● ​ ​Having​ ​assignments​ ​that​ ​have​ ​different​ ​leveled​ ​questions.​ ​(beginners​ ​/​ ​moderate​ ​/​ ​advanced)
We​ ​would​ ​make​ ​the​ ​assignment​ ​so​ ​the​ ​students​ ​have​ ​to​ ​finish​ ​the​ ​task​ ​of​ ​answering​ ​the
beginners​ ​and​ ​moderate​ ​level​ ​questions,​ ​and​ ​allow​ ​for​ ​students​ ​to​ ​challenge​ ​themselves​ ​with
tackling​ ​the​ ​advance​ ​question.
● Allow​ ​for​ ​additional​ ​book/resource​ ​reading​ ​after​ ​accomplishing​ ​an​ ​individual​ ​task​ ​and​ ​waiting
for​ ​other​ ​classmates​ ​to​ ​finish.
● For​ ​items​ ​like​ ​free​ ​writing​ ​or​ ​journal​ ​entries,​ ​which​ ​allow​ ​for​ ​a​ ​great​ ​range​ ​in​ ​creativity​ ​and
student​ ​input,​ ​we​ ​can​ ​allow​ ​students​ ​to​ ​speak​ ​their​ ​minds​ ​and​ ​write​ ​to​ ​their​ ​hearts​ ​content​ ​in​ ​the
given​ ​amount​ ​of​ ​time​ ​in​ ​class.

Individual​ ​Unit​ ​Theme:​ ​Adrian​ ​Wilfong

Subject:​ ​English Grade​ ​Level:
Focus​ ​Standards
● 11-12.RL.4​​ ​Determine​ ​the​ ​meaning(s)​ ​of​ ​words​ ​and​ ​phrases​ ​as​ ​they​ ​are​ ​used​ ​in​ ​a​ ​text,
including​ ​figurative​ ​and​ ​connotative​ ​meanings,​ ​while​ ​analyzing​ ​the​ ​impact​ ​of​ ​specific​ ​choices
on​ ​meaning​ ​and​ ​tone
 ● 11-12.RI.1​​ ​Cite​ ​strong​ ​and​ ​thorough​ ​textual​ ​evidence​ ​to​ ​support​ ​analysis​ ​of​ ​what​ ​the​ ​text​ ​says
explicitly​ ​as​ ​well​ ​as​ ​inferences​ ​drawn​ ​from​ ​the​ ​text,​ ​including​ ​determining​ ​where​ ​the​ ​text
leaves​ ​matters​ ​uncertain.
● 11-12.SL.4​ ​Present​ ​information,​ ​findings,​ ​and​ ​supporting​ ​evidence​ ​in​ ​an​ ​organized,
developed​ ​style​ ​appropriate​ ​to​ ​purpose,​ ​audience,​ ​and​ ​task,​ ​allowing​ ​listeners​ ​to​ ​follow​ ​the
speaker's​ ​line​ ​of​ ​reasoning,​ ​message,​ ​and​ ​any​ ​alternative​ ​perspectives.
● 1-12.W.2​ ​Write​ ​informative​ ​/​ ​explanatory​ ​texts​ ​to​ ​examine​ ​and​ ​convey​ ​complex​ ​ideas,
concepts,​ ​and​ ​information​ ​clearly​ ​and​ ​accurately​ ​through​ ​the​ ​effective​ ​selection,​ ​organization,
and​ ​analysis​ ​of​ ​content.​ ​B.​​ ​Develop​ ​the​ ​topic​ ​thoroughly​ ​by​ ​selecting​ ​the​ ​most​ ​significant​ ​and
relevant​ ​facts,​ ​extended​ ​definitions,​ ​concrete​ ​details,​ ​quotations,​ ​or​ ​other​ ​information​ ​and
examples​ ​appropriate​ ​to​ ​the​ ​audience’s​ ​knowledge​ ​of​ ​the​ ​topic.​ ​D​.​ ​Use​ ​precise​ ​language,
domain-specific​ ​vocabulary,​ ​and​ ​rhetorical​ ​techniques​ ​to​ ​manage​ ​the​ ​complexity​ ​of​ ​the​ ​topic.

Essential​ ​Understandings Knowledge/Skills

● An​ ​understanding​ ​of​ ​how​ ​history​ ​and
literature​ ​connect.
● An​ ​appreciation​ ​of​ ​the​ ​elements​ ​of​ ​theme​ ​that
connect​ ​the​ ​author's​ ​experiences​ ​to​ ​our​ ​lives.
● An​ ​understanding​ ​of​ ​how​ ​words,​ ​texts,​ ​and
images​ ​influence​ ​an​ ​audience.
● A​ ​growing​ ​understanding​ ​of​ ​the​ ​elements​ ​of
effective​ ​writing.
● Reading​ ​and​ ​discussion​ ​of​ ​the​ ​novel
in​ ​small​ ​groups​ ​(differentiated
according​ ​to​ ​interest,​ ​completion​ ​of
prior​ ​reading,​ ​and/or​ ​reading​ ​ability).
● ​ ​Short​ ​papers​ ​of​ ​reflection,​ ​including
metacognitive​ ​statements,​ ​entry​ ​slips
(goal​ ​planning),​ ​exit​ ​slips​ ​(listing
accomplishments​ ​and/or​ ​questions
about​ ​reading).
● ​ ​ ​Research​ ​of​ ​historical​ ​events​ ​and
current​ ​events​ ​associated​ ​with​ ​the
general​ ​topic​ ​of​ ​genocide
Important​ ​Concepts:
➔ Reading​ ​is​ ​a​ ​process​ ​by​ ​which​ ​we​ ​construct
meaning​ ​about​ ​the​ ​information​ ​being
communicated​ ​by​ ​an​ ​author.
➔ Analyze​ ​and​ ​interpret​ ​primary​ ​sources,​ ​including
documentary​ ​materials,​ ​maps,​ ​statistical​ ​tables,
and​ ​pictorial​ ​and​ ​graphic​ ​evidence​ ​of​ ​historical
events​ ​during​ ​World​ ​War​ ​Two.
➔ Assess​ ​historical​ ​sources,​ ​and​ ​determine​ ​their
relevance​ ​to​ ​a​ ​given​ ​interpretive​ ​problem,​ ​their
reliability,​ ​and​ ​their​ ​importance.​ ​Then​ ​weigh​ ​their
evidence​ ​and​ ​interpretations​ ​of​ ​the​ ​past​ ​presented
in​ ​historical​ ​context.
.
Students​ ​will​ ​know​ ​and​ ​be​ ​able​ ​:to​ ​do:
➔ Students​ ​will​ ​be​ ​able​ ​to​ ​research​ ​and
evaluate​ ​the​ ​validity​ ​of​ ​historical
documents,​ ​as​ ​well​ ​as​ ​understand​ ​the
underlying​ ​emotional​ ​perspectives​ ​of
an​ ​author​ ​of​ ​an​ ​autobiographical
account​ ​in​ ​order​ ​to​ ​produce​ ​a
memoir.
➔ Students​ ​will​ ​be​ ​able​ ​to​ ​demonstrate
understanding​ ​of​ ​key​ ​elements​ ​from
a​ ​memoir​ ​in​ ​order​ ​to​ ​write​ ​a​ ​research
memoir​ ​of​ ​a​ ​fictional​ ​person.
➔ Students​ ​will​ ​be​ ​able​ ​to​ ​understand
how​ ​an​ ​author​ ​influences​ ​the​ ​tone​ ​of
a​ ​text​ ​in​ ​order​ ​to​ ​explain​ ​what​ ​a
memoir​ ​is.

Texts Assessment
1) Night​ ​by​ ​Elie​ ​Wiesel Formative Summative:
2) Salvaged​ ​Pages:​ ​Young​ ​Writers'​ ​Diaries​ ​of​ ​the Assessment:
Holocaust​ ​by​ ​Alexandra​ ​Zapruder ● Announced ● Interdisciplinary
3) ​ ​Winfrey​ ​&​ ​Wiesel​ ​Auschwitz​ ​movie quizzes​ ​(to memoir
establish ● Learning
https://www.youtube.com/watch?v=sRny4Q-9UWU name Dialogues
​ ​ ​ ​ ​ ​ ​4)​ ​Voices​ ​on​ ​Antisemitism-Podcast recognition (Socratic
https://www.ushmm.org/confront-antisemitism/antise and/or​ ​event
seminars)
mitism-podcast/alexandra-zapruder sequencing)
● Instructor
provides
feedback​ ​on
each
accomplishe
d​ ​task​ ​in​ ​the
layered
● Daily
Writing

Learning​ ​Plan:​ ​Scope​ ​and​ ​Sequence
1)​ ​Introduce​ ​the​ ​culminating​ ​research​ ​memoir​ ​project​ ​that
will​ ​accompany​ ​the​ ​memoir.​ ​Begin​ ​by​ ​teaching​ ​the
components​ ​of​ ​a​ ​memoir,​ ​and​ ​how​ ​they​ ​can​ ​be​ ​used.
Introduce​ ​the​ ​text,​ ​Night​,​ ​and​ ​the​ ​two​ ​chosen​ ​chapters
from​ ​the​ ​novel​ ​Salvaged​ ​pages:​ ​young​ ​writers’​ ​diaries
Holocaust​ ​that​ ​will​ ​be​ ​used​ ​in​ ​conjunction​ ​with​ ​the​ ​text.
Students​ ​will​ ​create​ ​two​ ​column​ ​notes​ ​about​ ​what​ ​the​ ​text
says,​ ​and​ ​what​ ​it​ ​means​ ​to​ ​me.​ ​ ​An​ ​introduction​ ​of​ ​the
author​ ​using​ ​the​ ​online​ ​interview​ ​with​ ​Elie​ ​Wiesel​ ​and
Oprah​ ​Winfrey.​ ​ ​(listening​ ​in​ ​class).
2)​ ​Read​ ​the​ ​first​ ​selected​ ​chapter​ ​from​ ​salvaged​ ​pages,​ ​and
create​ ​two​ ​column​ ​notes,​ ​main​ ​ideas,​ ​and​ ​details,​ ​this​ ​will
be​ ​used​ ​as​ ​note​ ​taking​ ​system​ ​that​ ​can​ ​be​ ​used​ ​to​ ​guide
student​ ​understanding​ ​and​ ​track​ ​key​ ​points​ ​from​ ​the
memoir.​ ​These​ ​will​ ​help​ ​the​ ​teacher​ ​to​ ​introduce​ ​a
memoir.
3)​ ​Once​ ​the​ ​two​ ​chapters​ ​have​ ​been​ ​analyzed,​ ​the​ ​students
will​ ​write​ ​a​ ​one​ ​paragraph​ ​summary​ ​of​ ​each​ ​chapter.​ ​Then,
have​ ​students​ ​read​ ​the​ ​first​ ​20​ ​pages​ ​of​ ​the​ ​book,​ ​either​ ​as
homework​ ​or​ ​in​ ​class​ ​reading.
4)​ ​After​ ​holding​ ​class​ ​discussion​ ​to​ ​ascertain​ ​who​ ​is
reading,​ ​who​ ​is​ ​having​ ​difficulty​ ​with​ ​the​ ​story,​ ​and​ ​who
has​ ​questions​ ​ ​ ​ ​ ​ ​.
5)​ ​Foster​ ​planning​ ​for​ ​productive​ ​use​ ​of​ ​class​ ​time​ ​by
using​ ​planning​ ​sheets​ ​(entry​ ​slips,​ ​exit​ ​slips).
6)​ ​Begin​ ​looking​ ​into​ ​research
7)​ ​Complete​ ​peer​ ​assessment,​ ​feedback,​ ​and​ ​revision​ ​of
the​ ​memoir.
Journal
(DWJ)
w/prompt
● Entry​ ​and/or
exit​ ​slips
● KWL​ ​charts
Differentiation:
The​ ​teacher​ ​can​ ​provide​ ​an​ ​outline​ ​or​ ​a
series​ ​of​ ​paragraph​ ​starters,​ ​and​ ​the
students​ ​can​ ​fill​ ​in​ ​with​ ​their​ ​ideas​ ​and
specifics,​ ​and​ ​guided​ ​notes​ ​for​ ​ALL
student’s.
ELL:
(​include​ ​handouts,​ ​technology,​ ​equipment,​ ​and
rubrics​ ​used)
This​ ​lesson​ ​can​ ​be​ ​divided​ ​up​ ​over​ ​several​ ​class
periods​ ​to​ ​allow​ ​for​ ​increased​ ​focus​ ​on​ ​each
particular​ ​grammar​ ​term,​ ​or​ ​for​ ​each​ ​area​ ​that
needs​ ​extra​ ​focus.​ ​ ​Students​ ​having​ ​difficulty
with​ ​any​ ​section​ ​can​ ​work​ ​with​ ​a​ ​more
knowledgeable​ ​partner​ ​who​ ​might​ ​do​ ​as​ ​little​ ​as
coach​ ​them​ ​through​ ​the​ ​process​ ​(best​ ​for
peer-mentoring),​ ​and​ ​as​ ​much​ ​as​ ​compose​ ​a
student’s​ ​thoughts​ ​as​ ​they​ ​spoke​ ​them​ ​aloud
(best​ ​for​ ​co-teacher​ ​or​ ​TA-mentoring).​ ​ ​Modified
versions​ ​of​ ​mentor​ ​texts​ ​be​ ​provided​ ​and
discussed​ ​by​ ​the​ ​teacher​ ​if​ ​deemed​ ​necessary.
SPED:
Students​ ​who​ ​are​ ​SPED​ ​will​ ​be​ ​given​ ​guided
notes,​ ​either​ ​filled​ ​in​ ​completely​ ​or​ ​partially.
Also,​ ​the​ ​student(s)​ ​can​ ​be​ ​paired​ ​with​ ​a
mainstreamed​ ​student​ ​to​ ​help​ ​them​ ​stay​ ​on​ ​task
and​ ​to​ ​help​ ​clarify​ ​some​ ​questions​ ​if​ ​needed.
Student(s)​ ​will​ ​be​ ​given​ ​extra​ ​instructional​ ​time
if​ ​needed​ ​or​ ​as​ ​stated​ ​in​ ​their​ ​IEP.
8)​ ​Continue​ ​to​ ​work​ ​through​ ​the​ ​novel​ ​in​ ​(approximately)
20-page​ ​segments,​ ​each​ ​of​ ​which​ ​includes​ ​a​ ​Layered
Curriculum​ ​assignment​ ​sheet.
9)​ ​Conduct​ ​Learning​ ​Dialogues​ ​(Socratic​ ​seminars)​ ​at​ ​the
conclusion​ ​of​ ​the​ ​reading,​ ​focusing​ ​on​ ​the​ ​historical
impact​ ​of​ ​the​ ​Holocaust​ ​and​ ​fostering​ ​thinking​ ​and
research​ ​about​ ​modern​ ​incidents​ ​of​ ​genocide.
10)​ ​Assign​ ​the​ ​culminating​ ​research​ ​memoir​ ​story:​ ​a
product​ ​(poster,​ ​powerpoint,​ ​collage,​ ​multimedia
presentation,​ ​etc)​ ​designed​ ​to​ ​at​ ​the​ ​end​ ​of​ ​the​ ​unit,
students​ ​write​ ​a​ ​self-assessment​ ​of​ ​their​ ​learning.​ ​Provide
web​ ​resources,​ ​print​ ​resources,​ ​and​ ​primary​ ​sources​ ​for
research.​ ​ ​Identify​ ​potential​ ​focus​ ​projects​ ​in​ ​class
brainstorming​ ​sessions.​ ​Begin​ ​the​ ​lesson​ ​on​ ​the
fundamentals​ ​of​ ​a​ ​memoir,​ ​and​ ​all​ ​aspects​ ​of​ ​what​ ​it​ ​is​ ​will
be​ ​taught​ ​in​ ​order​ ​that​ ​the​ ​students​ ​know​ ​what​ ​the
foundations​ ​are​ ​in​ ​order​ ​to​ ​write​ ​their​ ​own.
11)​ ​At​ ​the​ ​end​ ​of​ ​the​ ​unit,​ ​students​ ​write​ ​a​ ​self-assessment
of​ ​their​ ​learning.
12)​ ​At​ ​the​ ​end​ ​of​ ​the​ ​unit,​ ​students​ ​will​ ​write​ ​a​ ​eight​ ​to​ ​ten
page​ ​memoir​ ​paying​ ​close​ ​attention​ ​to​ ​what​ ​has​ ​also​ ​be
researched​ ​and​ ​learned​ ​from​ ​the​ ​Science​ ​and​ ​History
courses.

Individual​ ​Unit​ ​Theme:​ ​John​ ​Dano

Subject:​ ​History Grade​ ​Level:​ ​9-12

Focus​ ​Standards

● Strand​ ​1-C8-PO​ ​2-Describe​ ​the​ ​impact​ ​of​ ​American​ ​involvement​ ​in​ ​World​ ​War​ ​II:​ ​ ​d.
Japanese,​ ​German,​ ​and​ ​Italian​ ​internments​ ​and​ ​POW​ ​camps.​ ​f.​ ​turning​ ​points​ ​such​ ​as
Pearl​ ​Harbor,​ ​D-Day,​ ​Hiroshima/Nagasaki
● Strand​ ​2:​ ​World​ ​History;​ ​Concept​ ​8;​ ​PO​ ​5​ ​Analyze​ ​aspects​ ​of​ ​World​ ​War​ ​II:​ ​d.
Holocaust
​ ​Essential​ ​Understanding Knowledge/Skills
● Understand​ ​the​ ​cause​ ​and​ ​rise​ ​to​ ​the​ ​Holocaust​ ​in​ ​order SWBAT​ ​analyze​ ​historic
to​ ​understand​ ​the​ ​reasoning​ ​behind​ ​the​ ​genocide. events​ ​and​ ​conquer​ ​their
● Understand​ ​the​ ​medical​ ​experimentation​ ​on​ ​all​ ​sides own​ ​opinion​ ​on​ ​whether
and​ ​whether​ ​it’s​ ​acceptable​ ​during​ ​war.
● Understand​ ​the​ ​mass​ ​murder​ ​by​ ​both​ ​sides​ ​during the​ ​actions​ ​were
WWII:​ ​ ​Atom​ ​bomb,​ ​massacre​ ​of​ ​cities,​ ​and​ ​Pearl reasonable​ ​during​ ​War
Harbor​ ​and​ ​were​ ​these​ ​acts​ ​justified SWBAT​ ​analyze​ ​primary
● Understand​ ​both​ ​Axis​ ​and​ ​Allies​ ​wrongful​ ​acts​ ​during documents,​ ​documentary,
WWII and​ ​trade​ ​books​ ​to​ ​form
their​ ​own​ ​opinion.
SWBAT​ ​discuss​ ​their
thoughts​ ​and​ ​feelings
towards​ ​a​ ​specific​ ​topic
and​ ​why.

Texts Assessment

1) https://www.ushmm.org/confront-antisemitism​: Formative: Summative:

2) http://www.history.com/topics/world-war-ii/nuremb Discussions, ​ ​Essay
erg-trials​: Kahoot!, prompt
Guided question,
​ ​ ​ ​ ​ ​ ​ ​ ​3)​http://nuremberg.law.harvard.edu/ Worksheets, Presentation,
http://ahrp.org/1936-1945-unit-731-the-asian-auschwitz/ Bell​ ​work, Video
https://www.youtube.com/watch?v=gdgPAetNY5U Closure, summative
​ ​ ​ ​ ​ ​ ​ ​4)​http://www.nww2m.com/tag/pow/​: essay,

5)​https://www.scholastic.com/teachers/books/pearl-harbor-
by-steve-dougherty/

6)​https://www.goodreads.com/book/show/1617.Night

7)​http://www.slader.com/textbook/9780618108787-the-amer
icans/

8)​https://www.ushmm.org/confront-antisemitism/european-
antisemitism-from-its-origins-to-the-holocaust#

9)​https://www.youtube.com/watch?v=fzp_0SRPnYY
·

Learning​ ​Plan:​ ​Scope​ ​and​ ​Sequence Differentiation

● Week​ ​1:​ ​We​ ​will​ ​focus​ ​on​ ​the​ ​rise​ ​of​ ​the
anti-Semitism​ ​in​ ​Europe​ ​and​ ​how​ ​the​ ​Holocaust ELL:​ ​ ​English​ ​Language
came​ ​to​ ​be.​ ​ ​The​ ​students​ ​will​ ​understand​ ​the​ ​origin Learners​ ​will​ ​practice​ ​with
of​ ​the​ ​Jewish​ ​religion.​ ​We​ ​will​ ​discuss​ ​all​ ​of​ ​Europe's writing,​ ​speaking,​ ​reading,
hatred​ ​towards​ ​the​ ​Jews​ ​and​ ​dig​ ​into​ ​what​ ​happened and​ ​discussing​ ​in​ ​English.
in​ ​the​ ​Holocaust.​ ​ ​Also,​ ​we​ ​will​ ​discuss​ ​how​ ​the They​ ​will​ ​have​ ​a​ ​partner​ ​to
anti-Semitism​ ​strength​ ​throughout​ ​the​ ​years. help​ ​them​ ​along​ ​throughout
● Week​ ​2:​ ​This​ ​week​ ​will​ ​consist​ ​of​ ​multiple​ ​primary the​ ​unit.​ ​ ​In​ ​all​ ​the
sources,​ ​videos,​ ​and​ ​documents​ ​that​ ​give​ ​the handouts,​ ​technology,​ ​and
students​ ​a​ ​first-hand​ ​experience​ ​with​ ​medical activities,​ ​all​ ​students,​ ​not
experimentation.​ ​ ​We​ ​will​ ​discuss​ ​the​ ​reasons​ ​why, only​ ​ELL​ ​students,​ ​will
the​ ​benefits,​ ​and​ ​other​ ​countries​ ​attempts​ ​on receive​ ​an​ ​extensive
pushing​ ​the​ ​human​ ​body​ ​to​ ​the​ ​limit. instructions​ ​on​ ​what​ ​exactly
● Week​ ​3:​ ​We​ ​will​ ​look​ ​into​ ​the​ ​Mass​ ​Murder​ ​that they​ ​are​ ​looking​ ​for.
occurred​ ​during​ ​WWII.​ ​ ​Not​ ​only​ ​Nazi​ ​Germany,
but​ ​the​ ​Allies​ ​and​ ​Axis​ ​wrongful​ ​actions​ ​that
harmed​ ​thousands​ ​of​ ​innocent​ ​people,​ ​I.E.​ ​Pearl SPED:​ ​ ​Special​ ​need
Harbor,​ ​Bombing​ ​of​ ​London,​ ​Atom​ ​Bomb,​ ​and students​ ​will​ ​have​ ​a​ ​portion
Germany​ ​destruction​ ​of​ ​the​ ​Eastern​ ​Front. of​ ​their​ ​handouts​ ​completed
● Week​ ​4:​ ​This​ ​week​ ​the​ ​students​ ​will​ ​look​ ​at​ ​the in​ ​order​ ​for​ ​them​ ​to​ ​be​ ​on
treatment​ ​of​ ​POWs​ ​during​ ​WWII,​ ​specifically the​ ​same​ ​level​ ​of​ ​their
American​ ​troops.​ ​ ​They​ ​will​ ​read​ ​diaries​ ​and​ ​letters classmates.​ ​ ​Also,​ ​it​ ​allows
written​ ​by​ ​the​ ​soldiers​ ​to​ ​get​ ​a​ ​first​ ​hand​ ​experience. them​ ​to​ ​understand​ ​what​ ​to
We​ ​will​ ​also​ ​dig​ ​deep​ ​into​ ​the​ ​treatments​ ​of look​ ​for​ ​because​ ​if​ ​their
American​ ​Germans​ ​and​ ​Japanese​ ​on​ ​United​ ​States answers​ ​do​ ​not​ ​match​ ​the
soil. answers​ ​that​ ​are​ ​filled​ ​in,​ ​it
● Week​ ​5:​ ​Last​ ​week,​ ​the​ ​students​ ​will​ ​accumulate​ ​all will​ ​indicate​ ​to​ ​them​ ​they
the​ ​knowledge​ ​we​ ​spent​ ​the​ ​last​ ​month​ ​and​ ​focus​ ​on need​ ​to​ ​try​ ​again.​ ​ ​They​ ​will
their​ ​role​ ​assigned​ ​to​ ​the​ ​teacher​ ​for​ ​a​ ​Nuremberg also​ ​be​ ​paired​ ​up​ ​with​ ​a
Trial.​ ​ ​We​ ​will​ ​look​ ​at​ ​the​ ​actual​ ​documents​ ​of​ ​the outstanding​ ​student​ ​to​ ​help
Nuremberg​ ​trials,​ ​with​ ​some​ ​videos,​ ​to​ ​get​ ​the them​ ​along​ ​as​ ​well.
students​ ​accustomed​ ​of​ ​what​ ​is​ ​expected.
Individual​ ​Unit​ ​Theme:​ ​Joshua​ ​Van​ ​Ogtrop

Subject:​ ​Science Grade​ ​Level:

Focus​ ​Standards

Strand​ ​5​:​ ​Physical​ ​Science.

Concept​ ​1​:​ ​Structure​ ​and​ ​Properties​ ​of​ ​Matter.
PO​ ​6​.​ ​Describe​ ​the​ ​following​ ​features​ ​and​ ​components​ ​of​ ​the​ ​atom:​ ​•​ ​protons​ ​•​ ​neutrons​ ​•
electrons​ ​•​ ​mass​ ​•​ ​number​ ​and​ ​type​ ​of​ ​particles​ ​•​ ​structure​ ​•​ ​organization
Concept​ ​5​:​ ​Interactions​ ​of​ ​Energy​ ​and​ ​Matter.
PO​ ​3​.​ ​Quantify​ ​the​ ​relationships​ ​among​ ​the​ ​frequency,​ ​wavelength,​ ​and​ ​the​ ​speed​ ​of​ ​light.
(11-12.RST.2)​ ​Determine​ ​the​ ​central​ ​ideas​ ​or​ ​conclusions​ ​of​ ​a​ ​text;​ ​summarize​ ​complex
concepts,​ ​processes,​ ​or​ ​information​ ​presented​ ​in​ ​a​ ​text​ ​by​ ​paraphrasing​ ​them​ ​in​ ​simpler​ ​but
still​ ​accurate​ ​terms.
(11-12.RST.4)​ ​Determine​ ​the​ ​meaning​ ​of​ ​symbols,​ ​key​ ​terms,​ ​and​ ​other​ ​domain-specific
words​ ​and​ ​phrases​ ​as​ ​they​ ​are​ ​used​ ​in​ ​a​ ​specific​ ​scientific​ ​or​ ​technical​ ​context​ ​relevant​ ​to
grades​ ​11–12​ ​texts​ ​and​ ​topics.

Essential​ ​Understandings Knowledge/Skills

- Most​ ​modern​ ​weapons​ ​function​ ​only​ ​because​ ​of​ ​the SWBAT​ ​conduct
human​ ​mastery​ ​of​ ​chemistry​ ​and​ ​physics.​ ​They​ ​would research​ ​into​ ​the
be​ ​impossible​ ​to​ ​make​ ​them​ ​work​ ​otherwise. relationships​ ​between​ ​the
- Scientist​ ​come​ ​up​ ​with​ ​many​ ​breakthroughs​ ​in​ ​their
work​ ​of​ ​scientists​ ​and
fields​ ​that​ ​in​ ​one​ ​way​ ​or​ ​another,​ ​intentional​ ​or​ ​not,
could​ ​actually​ ​be​ ​used​ ​to​ ​create​ ​and​ ​improve​ ​weapons how​ ​their​ ​findings
or​ ​other​ ​tools​ ​of​ ​war. influenced​ ​war​ ​of​ ​the
- The​ ​most​ ​devastating​ ​weapon​ ​ever​ ​used​ ​in​ ​war,​ ​the World​ ​War​ ​Two​ ​era.
atomic​ ​bomb,​ ​is​ ​essentially​ ​an​ ​explosion​ ​of​ ​light.​ ​Light
so​ ​intense​ ​it​ ​forms​ ​a​ ​fireball​ ​that​ ​obliterated​ ​everything SWBAT​ ​will​ ​be​ ​able​ ​to
in​ ​it’s​ ​wake​ ​by​ ​sheer​ ​tempature​ ​of​ ​it​ ​alone. discuss​ ​and​ ​debate​ ​the
moral​ ​reasonings​ ​behind
the​ ​assortment​ ​of
weapons​ ​that​ ​were​ ​used
in​ ​WW2​ ​and​ ​if​ ​they​ ​were
 necessary.

Texts Assessment

Formative Summative:
:

Learning​ ​Plan:​ ​Scope​ ​and​ ​Sequence Differentiation

ELL

SPED

Individual​ ​Unit​ ​Theme:​ ​Jesus

Subject:​ ​English Grade​ ​Level:
Focus​ ​Standards

Essential​ ​Understandings Knowledge/Skills

Important​ ​Concepts: Students​ ​will​ ​know​ ​and​ ​be​ ​able​ ​:to
do

Texts Assessment
Formative Summative:
Assessment:
Learning​ ​Plan:​ ​Scope​ ​and​ ​Sequence Differentiation

ELL:

SPED:

Subject: Grade​ ​Level:

Focus​ ​Standards

Essential​ ​Understandings Knowledge/Skills

Texts Assessment

Formative Summative:
:

Learning​ ​Plan:​ ​Scope​ ​and​ ​Sequence Differentiation

ELL

SPED