Social Studies Benchmark Assessment SED-485

Introduction

Welcome: Social Studies Benchmark Assessment SED - 485

Grade Level: 10th grade / Social Studies

Description: 5 Day Web quest:

Day 1 – American History - Strand 1: Concept 8,
Day 2 - World History - Strand 2: Concept 8
Day 3 – Civics / Government - Strand 3: Concept 5,
Day 4 – Geography - Strand 4: Concept 2,
Day 5 – Economics - Strand 5: Concept 5

Keywords: Pearl Harbor, War World II, Europe, Axis and Allie power, Japan, Germany

Author: Ken Fowler

The purpose of this assignment is to create a five day web quest that can be used in the classroom for social studies. This web quest is based from specific concepts that come from the Social Studies strands. This web quest is constructed to focuses on a 10th grade high school Social Studies level and to demonstrate drafting, arranging, and implementing lesson plans and forms of instruction.

Over the five day period this lesson will cover one strand per day starting with American History on Day 1, World History on Day 2, Civics / Government Day 3, Geography Day 4 and conclude with Economics on Day 5. Attached within this web quest will be lesson plans for each day, assessment and how it will be derived, activities to meet the concepts from each strand, a conclusion, references and a teacher’s page that will provide additional resources.

This five day web quest will also address the following five essential questions specifically relating to the strand of the day. Questions to follow:

Day 1 – American History:

“How did World War II help the United States after the Great Depression?”

Day 2 – World History:

“What were the political ideologies of Germany and Japan during the time of World War II”?

Day 3 – Civics / Government

“What is a Fascist Totalitarian State of government”?

Day 4 – Geography

“What are the geographical differences the troops faced in the war against Japan as opposed to the geography faced in the war with Germany”?

Day 5 – Economics

“During World War II what were patriots at home encouraged to do from a financial standpoint to help the troops”?

Task

Differentiated instruction

Differentiating instruction means teaching the same material to all students using a variety of instructional strategies, or it requires the teacher to deliver lessons at varying levels of difficulty based on the ability of each student. Formative assessment is an essential ingredient of this method.

We will implement differentiation in our classroom which will include:

The design of lessons based on students’ learning styles.
Group students by shared interest, topic or ability for assignments when possible.
Assess students’ learning using formative assessment.
Manage the classroom to create a safe and supportive environment.
Continually assess and adjust lesson content to meet students’ needs.

Language Arts Strategies

Integrated studies, sometimes called interdisciplinary studies, brings together diverse disciplines in a comprehensive manner, enabling students to develop a meaningful understanding of the complex associations and influences within a topic. A happy by-product of this approach, which is often coupled with project-based learning, is that it makes school more interesting and productive for students and teachers. We will incorporate the strategies of introducing Language Arts concepts into our Social Studies program for the purpose of:

Increased understanding, retention, and application of general concepts.
Better overall comprehension of global interdependencies, along with the development of multiple perspectives and points of view, as well as values.
Increased ability to make decisions, think critically and creatively, and synthesize knowledge beyond the disciplines.
Enhanced ability to identify, assess, and transfer significant information needed for solving novel problems.

Hands on Learning Experience

This will be provided to students through the use of group projects and activities working in a collaborative learning environment.

Five Day Lesson Overview with Standards and Concepts

Lessons overview of Goals: The goal of this lesson is to allow students to build an understanding of World War II. Each lesson will focus on a segment that meets and / or exceeds the required standards. We will identify the areas of the standards within the individual strands along with which specific concept the lesson meets and / or exceeds. Each lesson will concentrate on the multidisciplinary aspect of the social studies field in order to develop a clear picture of historical events, places, governmental impact, and people as related to the time frame of World War II.

American History: Day 1- Students will focus on the events that were taking place leading up to the attack on Pearl Harbor. What was the state of the economy within the United States after the Great Depression and how the war aided in the economic recovery of the United States.

Students will examine the facts about what was taking place in Europe between Germany and other European nations and what events led up to the United States getting involved in the war taking place in Europe.

Standards: Strand 1 – Concept 8

PO 1. Describe the economic recovery of the Great Depression in relation to World War II.

PO 2. Describe the impact of American involvement in World War II.

Material: pencil, paper, textbook, internet, and paper for a timeline

Vocabulary: Japan, Pearl Harbor, Great Depression, Axis & Allies, Bonds, Communism, Socialism, Nazi, Kamikaze, U-boat

World History: Day 2 - Students will study the political ideology of both Japan and Germany and compare and contrast the differences. Students will then compare and contrast those differences to the political ideology of the United States.

Students will examine the facts around the bombing of Pearl Harbor by the Japanese and what effect the attack by Japan had on how Japanese American citizens were treated.

Students will learn about the Treaty of Versailles and the effect it had on Germany as a whole, what were the restrictions concerning the military and who the principle parties that wrote the Treaty were.

Students will study and discuss the Holocaust, Adolf Hitler and concentration camps and what message this was sending to the world and how public opinion as to what was happening played into the United States entry into World War II.

Standards: Strand 2 – Concept 8

PO 5. Analyze aspects of World War II in terms of political ideology, the impact of Pearl Harbor and course of action it set the United States upon.

Material: Printer, textbook, internet, and paper

Vocabulary: Internment Camp, Yamamoto Isoroku, Franklin D. Roosevelt, Tojo Hideki, Treaty of Versailles, USSR, reparation payments, Adolf Hitler, Concentration Camp, Holocaust

Civics/Government Day 3 - Students will identify the role of the government in hard times such as the Great Depression. Students will also develop an understanding of citizen’s rights, and responsibilities. Students will also examine the facts should the government intervene in states and individual affairs.

Students will identify what a Fascist Totalitarian State of government is and how it differs from the form of government within the United States. The students also shall learn and discuss monarchies, dictatorship, theocracy, oligarchy, parliamentary, unitary, proportional elections and how the various terms come into play during the World War II time frame.

Students will then compare the United States government to the other government systems around the world during time frame of World War II.

Standards: Strand 3 – Concept 5

PO 1. Compare the United States system of politics and government to other systems of the world (e.g., monarchies, dictatorship, theocracy, oligarchy, parliamentary, unitary, proportional elections).

Materials: Pencil, paper, textbook, internet

Vocabulary: government, citizen’s rights, states rights, fascist, welfare, The New Deal, monarchies, dictatorship, theocracy, oligarchy, parliamentary, unitary, proportional elections

Geography: Day 4 - Students will take a look at the geographic location of the different countries that were involved in WWII on the European front. Students will also look at the geographical features that were in play for the war with Japan in the South Pacific.

The early battles for the United States with World War II in Europe were fought in Northern Africa. Students will take a look at the geography of this region along with any difficulties or what impact the geography might have played in relation to the battles that took place.

Students will also study and discus the use of the atomic bomb during World War II and the effects it had on Hiroshima then and now.

Standards: Strand 4 – Concept 2

PO 1. Analyze how geographic knowledge, skills, and perspectives can impact troop movement and battles.

PO 3. Analyze how geography influences historical events and movements

Materials: blank map, color markers, paper, internet

Vocabulary: South Pacific Theater, European Theater, Northern Africa, desert, Blitzkrieg, Battle of Midway, D-Day, Battle of Guadalcanal, Hiroshima, atomic bomb

Economics: Day 5 - Macroeconomics is the economic system that stresses the general characteristic and the procedures that make up a national economic system which also reflects the different ways in which different sections of the economy are linked. During the Great Depression there were several issues were the nation went wrong, which put them at risk for an economic hardship. Students will develop an understanding of what industries had a high unemployment rate such as textiles, farming, and coal mining.

Students will then take a look at how World War II helped bring the country out of the Great Depression and what the war did for the economy in general. Students will also research and discuss Treasury Bonds and why they were important and what role they played in helping the troops.

Standards: Strand 5 – Concept 5

PO 6. Identify investment options, (e.g., stocks, bonds, mutual funds) available to individuals and households.

Material: pencil, paper, internet, glue, construction paper, question work sheet to be worked on in groups.

Vocabulary: Credit, Debt, economic crises, economic recovery, Federal Reserve, inflation, loans, recession, treasury bonds, unemployment, textiles

Vocabulary Building Strategies

Within our course of study we will employ the use of either all of the listed strategies, or specific ones from the list to enhance the student’s vocabulary and key word development process.

Strategy	Description
Concept Map	Concept definition maps are organizers that help students understand the essential attributes, qualities, or characteristics of a word’s meaning. Students are required to describe what the concept is, make comparisons, tell what it is like, and give examples.
Context Clues	Students learn to use clues in the text surrounding an unknown word to figure out the meaning.
Frayer Model	This graphic organizer requires students to study words or concepts in a relational way. Students define a concept, state its characteristics, and provide examples and non-examples.
How Well Do I Know	Students rate their familiarity with an unknown word before word study begins.
PAVE	This vocabulary strategy encourages students to predict an unknown word’s meaning by using context clues, and to verify it through the use of dictionary. It also asks students to create a personal visual clue to help them remember the definition.
Three Column Notes	Students use the columns to write a question, an answer, and an example.
Verbal Visual	Have students complete the boxes adding the vocabulary word, a definition, a visual representation, and a personal association for this word.
Vocabulary Overview	This strategy helps students develop an association with a significant clue to a word’s meaning, as well as determine its definition.
Vocabulary Previews	Unfamiliar key words need to be taught to students before reading so that new words, background information, and comprehension can improve together.
Vocabulary Relay	Students use note cards to mix and match definitions.
Vocabulary Strategy	Students use multiple sources to figure out the meaning of words.
Vocabulary Rating	Students rate their familiarity with an unknown word before word study begins.
Word Classification	Students can use this organizer to make connections with new vocabulary words
Word Sort	Word sorts help students recognize the semantic relationships among key concepts.

Process

Student Process / Activities / Assignments

American History: Day 1 - Students will develop a timeline dating from The Great Depression till the end of World War II highlighting and listing significant events. The next task is that students will write a short summary of the relationship between Japan and the United States describing the purpose behind the attack on Pearl Harbor and giving details about the strategic bombing carried out by the Japanese. The final task is that students will identify the elements that led the nation into economic recovery after The Great Depression. Students will also look up and document key vocabulary terms.

World History: Day 2 - Students will research the Treaty of Versailles and its impact on the German people. They will make a list of demands that were placed on the German people by the treaty. Students will then create a flier supporting the treaty of Versailles, or empathizing with the German People. Students will then create a Vinn Diagram comparing and contrasting the different political ideologies of both Germany and Japan. Students will be required to write a short paper on the internment of Japanese American citizens after the bombing of Pearl Harbor. Students will also be required to look up and document key vocabulary terms.

Civics/Government: Day 3 - The task will be that students will create a graphic organizer in which they will use their critical thinking skills to develop categories to place various countries and forms of government from around the world. Students will be placed into groups to discuss their graphic organizer and compare their findings. Students will also be required to write a paper on the rights of individuals along with states’ rights. Students will also be required to look up and document key vocabulary terms.

Geography: Day 4 - Students will be handed a blank world map in which they will have to label the countries that were involved in World War II. They will also color the Axis nation’s red, and the Allie nations blue. Students then will develop a chart in which they will place counties in columns according to their color. Students then will be placed into groups to research a nation that they have chosen from the columns in which they will draw or use a printout to identify the nation’s geographical features such as valleys, mountains, and vital bodies of water and write a short summary on the chosen nation. They will have to include a map key illustrating the different features on the map. Students will also be required to look up and document key vocabulary terms.

Economics: Day 5 - Students will use the internet and / or a dictionary to look up the meanings of key vocabulary words and also will have to write a sentence in their own words to show true understanding of the terms. Students will then be placed into groups and assigned the task of coming up with five questions per group pertaining to economy in the United States using the time frame of The Great Depression till the end of World War II. Once the group has developed the list of questions, groups will then swap questions and research and answer the questions. Once the answers are established the groups will then present their findings to the class. Students will be also required to write a short paper on Treasury Bonds and their relationship to World War II.

Additional Assignment Instructions - Students will be required to submit a book report by the end of the week. The report should be 500 to 750 words in length. An approved reading list is to follow. Students must select one of the books from the list.

Approved Reading List

Book Title	Journey Home
Author	Yoshiko Uchida
Grade Level	9 to 12
Summary	Readers first met young Yuki and her Japanese American family in Journey to Topaz, a story based on the author's experience of having her own family uprooted and sent to the Relocation Center in Topaz, Utah. This novel continues their story after they are released into a society full of prejudice and fear.

Book Title	Weedflower
Author	Cynthia Kadohata
Grade Level	9 to 12
Summary	Sumiko and her family are shipped to a Japanese internment camp in one of the hottest places in California after the events of Pearl Harbor. She was raised in California on a flower farm and now instead of flowers, she must endure dust storms regularly. In her old life she was accustomed to being the only Japanese girl in her class. Now they find themselves on an Indian reservation and are as unwelcome there as anywhere. She finally finds a friend in one Mohave boy. There they do their best to rebuild their lives and create a community.

Book Title	Hiroshima
Author	John Hersey
Grade Level	9 to 12
Summary	Pulitzer Prize winner John Hersey interviewed survivors of Hiroshima's bomb while the ashes were still warm. Hersey describes the lives of six people — a clerk, a widowed seamstress, a physician, a Methodist minister, a surgeon, and a German Catholic priest — shortly before and for about a year after the bombing. While describing the ordeals of these individuals, Hersey manages to convey the devastation and the suffering experienced by the people of Hiroshima on August 6, 1945.

Book Title	Shadows of the Sea
Author	Joan Hiatt Harlow
Grade Level	9 to 12
Summary	Based on historical fact, this is a story that brings World War II home, just off the coast of Maine where Jill Winters has been sent to live with her grandmother. With her mother traveling the Atlantic to visit a sick brother and German submarines stalking in the nearby waters, Jill is feeling very nervous about the war, especially after finding a carrier pigeon transporting a note written in German. After she hears her grandmother and a German friend repeat the message on the note, she becomes suspicious. Determined to find the Nazi spy and solve the mystery, Jill finds herself in her own deep waters.

Book Title	Looking Like the Enemy: My Story of Imprisonment in Japanese-American Internment Camps
Author	Mary M. Gruenwald
Grade Level	9 to 12
Summary	This is Mary Matsuda's memoir beginning when she was 16 years old. After the bombing of Pearl Harbor in 1941, this teenager's typical life on a farm in Vashon Island, Washington, is completely changed when she and her family are relocated to an internment camp because of her Japanese ancestry.

Book Title	Fighting for Honor
Author	Michael Cooper
Grade Level	9 to 12
Summary	This book examines the treatment of Japanese Americans before, during, and after World War II by the U.S. government. From Pearl Harbor to the Japanese Internment camps, and the victories attained by an all Asian battalion, these stories give readers insight into the dichotomy felt by Japanese Americans during this shameful time in history. Photographs capture much what cannot be adequately expressed in words.

Book Title	Postcards from No Man’s Land
Author	Aidan Chambers
Grade Level	9 to 12
Summary	Jacob Todd, a British soldier wounded in World War II, falls in love with Geertrui, a Dutch teenager who hides him from his pursuers in 1944. Now his 17-year-old grandson, also named Jacob Todd, has traveled to Holland to visit the grave of the grandfather he never met. Upon arriving in Amsterdam, Jacob is not prepared for the perplexing experiences of the city, seeing Anne Frank's house in Amsterdam, or for the shocking story that reveals family secrets. Two stories, Jacob Todd's and Geertrui's, from two different times are intertwined throughout the book and raise some very thought-provoking questions.

Book Title	All But My Life
Author	Gerda Weissmann Klein
Grade Level	9 to 12
Summary	Little did Gerda know that her father's insistence that she wear her hiking boots one hot, summer day would be her salvation from death. Gerda was able to see good even in the darkest of moments while struggling to survive in several concentration and slave labor camps. From January through April 1945, it was those boots that saved her from the cold during a brutal, 300-mile death march from a labor camp in western Germany to Czechoslovakia where she was the only one of 120 women who survived.

Evaluation

Assessment and Evaluation

What is the difference between assessment and evaluation?

Assessment - focuses on learning, teaching and outcomes. It provides information for improving learning and teaching. Assessment is an interactive process between students and faculty that informs faculty how well their students are learning what they are teaching. The information is used by faculty to make changes in the learning environment, and is shared with students to assist them in improving their learning and study habits. This information is learner-centered, course based, frequently anonymous, and not graded.

Evaluation - focuses on grades and may reflect classroom components other than course content and mastery level. These could include discussion, cooperation, attendance, and verbal ability.

The table below summarizes key differences between assessment and evaluation.

Dimension of Difference	Assessment	Evaluation
Content: timing, primary purpose	*Formative*: ongoing, to improve learning	*Summative*: final, to gauge quality
Orientation: focus of measurement	Process-oriented: how learning is going	Product-oriented: what’s been learned
Findings: uses thereof	Diagnostic: identify areas for improvement	Judgmental: arrive at an overall grade/score

Content adapted from:

Angelo, T and Cross, K.P. 1993. Classroom assessment techniques a handbook for college

teachers. Jossey-Bass A Wiley Imprint, San Francisco, CA. Pp 427.

Assessment of Student Learning in STEM disciplines. A Duke University ‘Teaching IDEAS

workshop’ presented by Ed Neal, Ph.D. Director of Faculty Development, Center for

Teaching and Learning, University of North Carolina.

It should be noted that within this learning segment we will use both assessment and evaluation; assessment will come in many forms involving feedback. Evaluation will come from final grading and so there will be no surprises, below are the rubrics for all graded and scored assignments.

Student Evaluation Rubric

Students will be evaluated and scored accordingly, rubrics containing scoreing information are to follow. At the conclusion of this five day process students can earn up to 100 points. The points scoreing breakdown is as follows:

Standards Performance max of 20 points
Writting Assignments max of 20 points
Special Assignments & Vocabulary max of 20 points
Book Report Assignment max of 20 points
Chapter Text max of 20 points

Evaluation Rubric Standards – Students will be scored according to criteria derived from the following rubric concerning the overall five day process, 20 point maximum.

Standards	1: Unsatisfactory	2: Satisfactory	3: Good	4: Excellent	Score
American History	Students display basic level of understanding and performance skills	Students display skill improvements but still have many errors	Students display understanding with few errors in their overall performance	Student has mastered all levels of skill and has no errors
World History	Students display basic level of understanding and performance skills	Students display skill improvements but still have many errors	Students display understanding with few errors in their overall performance	Student has mastered all levels of skill and has no errors
Civics / Government	Students display basic level of understanding and performance skills	Students display skill improvements but still have many errors	Students display understanding with few errors in their overall performance	Student has mastered all levels of skill and has no errors
Geography	Students display basic level of understanding and performance skills	Students display skill improvements but still have many errors	Students display understanding with few errors in their overall performance	Student has mastered all levels of skill and has no errors
Economics	Students display basic level of understanding and performance skills	Students display skill improvements but still have many errors	Students display understanding with few errors in their overall performance	Student has mastered all levels of skill and has no errors

Evaluation Rubric Writing Assignments – Students will be scored according to criteria derived from the following rubric concerning the overall five day process, 20 point maximum.

Writing	1: Unsatisfactory	2: Satisfactory	3: Good	4: Excellent	Score
American History	Students display basic level of understanding and performance skills in the writing assignment	Paper contains format and grammatical errors, but the student shows understanding	Paper is well written with minor format and very few grammatical errors	Paper is well written with correct formatting and has no errors
World History	Students display basic level of understanding and performance skills in the writing assignment	Paper contains format and grammatical errors, but the student shows understanding	Paper is well written with minor format and very few grammatical errors	Paper is well written with correct formatting and has no errors
Civics / Government	Students display basic level of understanding and performance skills in the writing assignment	Paper contains format and grammatical errors, but the student shows understanding	Paper is well written with minor format and very few grammatical errors	Paper is well written with correct formatting and has no errors
Geography	Students display basic level of understanding and performance skills in the writing assignment	Paper contains format and grammatical errors, but the student shows understanding	Paper is well written with minor format and very few grammatical errors	Paper is well written with correct formatting and has no errors
Economics	Students display basic level of understanding and performance skills in the writing assignment	Paper contains format and grammatical errors, but the student shows understanding	Paper is well written with minor format and very few grammatical errors	Paper is well written with correct formatting and has no errors

Evaluation Rubric Special Assignments & Vocabulary – Students will be scored according to criteria derived from the following rubric concerning the overall five day process, 20 point maximum.

Projects/Vocab	1: Unsatisfactory	2: Satisfactory	3: Good	4: Excellent	Score
American History	Student showed little effort with special assignments and in documentation of the vocabulary assignments	Special assignments are somewhat complete but missing information. Vocabulary is documented	Special assignments are complete, lack detail. All vocabulary documented and orderly	All special assignments completed in great detail. All vocabulary documented and orderly
World History	Student showed little effort with special assignments and in documentation of the vocabulary assignments	Special assignments are somewhat complete but missing information. Vocabulary is documented	Special assignments are complete, lack detail. All vocabulary documented and orderly	All special assignments completed in great detail. All vocabulary documented and orderly
Civics / Government	Student showed little effort with special assignments and in documentation of the vocabulary assignments	Special assignments are somewhat complete but missing information. Vocabulary is documented	Special assignments are complete, lack detail. All vocabulary documented and orderly	All special assignments completed in great detail. All vocabulary documented and orderly
Geography	Student showed little effort with special assignments and in documentation of the vocabulary assignments	Special assignments are somewhat complete but missing information. Vocabulary is documented	Special assignments are complete, lack detail. All vocabulary documented and orderly	All special assignments completed in great detail. All vocabulary documented and orderly
Economics	Student showed little effort with special assignments and in documentation of the vocabulary assignments	Special assignments are somewhat complete but missing information. Vocabulary is documented	Special assignments are complete, lack detail. All vocabulary documented and orderly	All special assignments completed in great detail. All vocabulary documented and orderly

Evaluation Rubric Book Report – Students will be scored according to criteria derived from the following rubric concerning the overall five day process, 20 point maximum.

Report	1: Unsatisfactory	2: Satisfactory	3: Good	4: Excellent	Score
Writing Mechanics	Poorly written contains many grammatical errors with poor content	Contains some grammatical errors but good content	Book report has only a few minor grammatical errors, content was very good with attention to detail	Book report was well written has no errors and content was well derived
Word Count	Did not meet the minimum word count requirement	Met the bare minimum of the word count requirement towards the lower end	Was well within the word count requirments towards the upper end	Exceeds the word count requirement
Format	Inproper or poorly selected format	Format contained some issues that if corrected would provide a better presentation	Good format with very minor issues	Excellent format with appealing results
Content	Poor flow of information, lacking in content overall	Content was there but some issues with the flow of the material	Well written with good content and good flow of information	Well written with excellent content providing an easy and understandable read
Quotes and References	None were provided or imporper documentation	A quotes and references were made and documented correctly	Contained several well documented quotes and references	Provided an excellent and well documented amount of quotes and references

Chapter Test – Students will take a chapter test at the end of the week, the test will contain 20 multiple choice questions from covered material or key vocabulary words, each question is worth 1 point for a 20 point maximum.

Conclusion

Five Day Process Conclusion

Over the course of this week we have covered a great amount of material and in the process this has prepared you to have a better understanding of the time from the end of The Great Depression until the end of World War II. We have idenfied key standards and through the study of this material we have met the standard requirements.

In conclusion what we have covered this week and what you have learned is that World War II, also known as the Second World War, was a war fought from 1939 to 1945 in Europe and, during much of the 1930s and 1940s, in Asia. The war in Europe began in earnest on September 1, 1939 with the invasion of Poland by Nazi Germany, and concluded on September 2, 1945, with the official surrender of the last Axis nation, Japan. However, in Asia the war began earlier with Japanese interventions in China, and in Europe, the war ended earlier with the unconditional surrender of Germany on May 8, 1945.

The conflict spilled over into Africa, included a handful of incidents in the Americas, and a series of major naval battles. It was the largest armed conflict in history, spanning the entire world and involving more countries than any other war, as well as introducing powerful new weapons, culminating in the first use of nuclear weapons.

However, despite the name, not all countries of the world were involved; some through neutrality such as the Ireland - though Ireland supplied some important secret information to the Allies; D-Day's date was decided on the basis of incoming Atlantic weather information supplied from Ireland - Sweden, and Switzerland, others through strategic insignificance (Mexico).

The war ravaged civilians more severely than any previous conflict and served as a backdrop for genocidal killings by Nazi Germany as well as several other mass slaughters of civilians which, although not technically genocide, were significant. These included the massacre of millions of Chinese and Korean nationals by Japan, internal mass killings in the Soviet Union, and the bombing of civilian targets in German and Japanese cities by the Allies. In total, World War II produced about 50 million deaths, more than any other war to date.

You have learned about the plight of Japanese American citizens after the bombing of Pearl Harbor, the geographical issues that came into play for troop movements and locations and regions of the world that was greatly affected by the war. You have studied and learned the significance of the Treasury Bonds and how they were used to generate capitol to fund the war and how the country recovered economically from The Great Depression.

Credits

Resources List

The American Experience- The Presidents: FDR (Video)

http://www.pbs.org/wgbh/amex/presidents/nf/featured/fdr/fdec.html

The Great Depression Facts &Summary History. COM (Video)

www.history.com/topics/great-depression

The New Deal Network (Research Site)

Http://newdeal.feri.org

Access to vocabulary forms, click link of required form to download (Forms)

http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

Interactive maps of World War II (Documents)

http://cyberlearning-world.com/lessons/ushistory/ww2/europeantheater.htm

Interactive map of Europe (Document)

http://www.yourchildlearns.com/europe_map.htm

Interactive map of North Africa (Document)

http://www.bbc.co.uk/history/interactive/animations/wwtwo_map_n_africa/index_embed.shtml

World War II Timeline of Events (Research Site)

http://www.historyonthenet.com/Chronology/timelinewwii.htm

References

Bennett, J. A. (2009). Natives and exotics: World War II and environment in the Southern

Pacific. University of Hawaii Press.

Burgan Michael (2002) We the people: The Great Depression Minneapolis , MN. Compass

Point Books

Farrell Jacqueline (1996) World History Series: The Great Depression San Diego California,

Lucent Books, Inc.

Kesternich, I., Siflinger, B., Smith, J. P., & Winter, J. K. (2014). The effects of World War II

economic and health outcomes across Europe. Review of Economics and

statistics, 96(1),

103-118.

Lacey, J. (2011). Keep from all thoughtful men: how US economists won World War II. Naval

Institute Press.

Levy Pat (2004) The World Wars: The Home Front in World War II , Chicago Il., Rain Tree

Publishing, Inc.

Peace Sr, W. L. (2012). End Game Strategies: Winning the Peace. ARMY WAR COLL

CARLISLE BARRACKS PA.

Record, J. (2010). A War it was Always Going to Lose: Why Japan Attacked America in 1941.

Potomac Books, Inc..

Scherner, J. (2006). German Industrial Productivity and Exploitation of Occupied Europe

During World War II: New Insights from Revised German Import

Statistics. Vierteljahrschrift für Sozial-und Wirtschaftsgeschichte, 93, 172-96.

The Arizona Department of Education’s Social Studies Standards retrieved 04/28/2015 - from

http://www.azed.gov/standards-practices/social-studies-standard/

Teacher Page

Concept Descriptors

Listed below is the reference form of strands and concepts, this five day web quest process has identified at least one concept from the state list of standards. For each of the listed strands any concept that is highlighted is done so for the purpose of showing which concept was chosen to represent the strand it is associated with in the listing.

Strand 1: American History - A study of American History is integral for students to analyze our national experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.

Concept 1: Research Skills for History - Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of events. These performance objectives also appear in Strand 2: World History. They are intended to be taught in conjunction with appropriate American or World History content, when applicable.
Concept 2: Early Civilizations Pre 1500 - The geographic, political, economic and cultural characteristics of early civilizations made significant contributions to the later development of the United States.
Concept 3: Exploration and Colonization 1500s – 1700s - The varied causes and effects of exploration, settlement, and colonization shaped regional and national development of the U.S.
Concept 4: Revolution and New Nation 1700s – 1820 - The development of American constitutional democracy grew from political, cultural, and economic issues, ideas, and events.
Concept 5: Westward Expansion 1800 – 1860 - Westward expansion, influenced by political, cultural, and economic factors, led to the growth and development of the U.S.
Concept 6: Civil War and Reconstruction 1850 – 1877 - Regional conflicts led to the Civil War and resulted in significant changes to American social, economic, and political structures.
Concept 7: Emergence of the Modern United States 1875 – 1929 - Economic, social, and cultural changes transformed the U.S. into a world power.
Concept 8: Great Depression and World War II 1929 – 1945 - Domestic and world events, economic issues, and political conflicts redefined the role of government in the lives of U.S. citizens.
Concept 9: Postwar United States 1945 – 1970s - Postwar tensions led to social change in the U.S. and to a heightened focus on foreign policy.
Concept 10: Contemporary United States 1970s – Present - Current events and issues continue to shape our nation and our involvement in the global community.

Strand 2: World History - A study of World History is integral for students to analyze the human experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in American and world history. Students should be able to apply the lessons of World History to their lives as citizens of the United States and members of the world community.

Concept 1: Research Skills for History - Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of events. These performance objectives also appear in Strand 1: American History. They are intended to be taught in conjunction with appropriate American or World History content, when applicable.
Concept 2: Early Civilizations - The geographic, political, economic and cultural characteristics of early civilizations significantly influenced the development of later civilizations.
Concept 3: World in Transition - People of different regions developed unique civilizations and cultural identities characterized by increased interaction, societal complexity and competition.
Concept 4: Renaissance and Reformation - The rise of individualism challenged traditional western authority and belief systems resulting in a variety of new institutions, philosophical and religious ideas, and cultural and social achievements.
Concept 5: Encounters and Exchange - Innovations, discoveries, exploration, and colonization accelerated contact, conflict, and interconnection among society’s worldwide, transforming and creating nations.
Concept 6: Age of Revolution - Intensified internal conflicts led to the radical overthrow of traditional governments and created new political and economic systems.
Concept 7: Age of Imperialism - Industrialized nations exerted political, economic, and social control over less developed areas of the world.
Concept 8: World at War - Global events, economic issues and political ideologies ignited tensions leading to worldwide military conflagrations and diplomatic confrontations in a context of development and change.
Concept 9: Contemporary World - The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and issues continue to shape the global community.

Strand 3: Civics/Government - The goal of the civics strand is to develop the requisite knowledge and skills for informed, responsible participation in public life; to ensure, through instruction, that students understand the essentials, source, and history of the constitutions of the United States and Arizona, American institutions and ideals (ARS 15-710). Students will understand the foundations, principles, and institutional practices of the United States as a representative democracy and constitutional republic. They will understand the importance of each person as an individual with human and civil rights and our shared heritage in the United States. Students will understand politics, government, and the responsibilities of good citizenship. Citizenship skills include the capacity to influence policies and decisions by clearly communicating interests and the ability to build coalitions through negotiation, compromise, and consensus. In addition, students will learn that the United States influences and is influenced by global interaction.

Concept 1: Foundations of Government - The United States democracy is based on principles and ideals that are embodied by symbols, people and documents.
Concept 2: Structure of Government - The United States structure of government is characterized by the separation and balance of powers.
Concept 3: Functions of Government - Laws and policies are developed to govern, protect, and promote the well-being of the people.
Concept 4: Rights, Responsibilities, and Roles of Citizenship - The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nation’s history.
Concept 5: Government Systems of the World - Different governmental systems exist throughout the world. The United States influences and is influenced by global interactions.

Strand 4: Geography - The goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time and are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.

Concept 1: The World in Spatial Terms - The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments.
Concept 2: Places and Regions - Places and regions have distinct physical and cultural characteristics.
Concept 3: Physical Systems - Physical processes shape the Earth and interact with plant and animal life to create, sustain, and modify ecosystems. These processes affect the distribution of resources and economic development. Science Strands are summarized as they apply to Social Studies content in Grades K-8. In High School, the Performance Objectives are a summary of skills and content for grades 9 -12. These concepts are reinforced in Social Studies classes, but assessed through Science.
Concept 4: Human Systems - Human cultures, their nature, and distribution affect societies and the Earth.
Concept 5: Environment and Society - Human and environmental interactions are interdependent upon one another. Humans interact with the environment- they depend upon it, they modify it; and they adapt to it. The health and well-being of all humans depends upon an understanding of the interconnections and interdependence of human and physical systems.
Concept 6: Geographic Applications - Geographic thinking (asking and answering geographic questions) is used to understand spatial patterns of the past, the present, and to plan for the future.

Strand 5: Economics - The goal of the economics strand is to enable students to make reasoned judgments about both personal economic questions and broader questions of economic policy. Students will develop an economic way of thinking and problem solving to understand and apply basic economic principles to decisions they will make as consumers, members of the workforce, citizens, voters, and participants in a global marketplace. This will prepare students to weigh both short-term and long-term effects of decisions as well as possible unintended consequences. The study of economics explains historical developments and patterns, the results of trade, and the distribution of income and wealth in local, regional, national, and world economies. Students will be able to analyze current issues and public policies and to understand the complex relationships among economic, political, and cultural systems.

Concept 1: Foundations of Economics - The foundations of economics are the application of basic economic concepts and decision-making skills. This includes scarcity and the different methods of allocation of goods and services.
Concept 2: Microeconomics - Microeconomics examines the costs and benefits of economic choices relating to individuals, markets and industries, and governmental policies.
Concept 3: Macroeconomics - Macroeconomics examines the costs and benefits of economic choices made at a societal level and how those choices affect overall economic well being.
Concept 4: Global Economics - Patterns of global interaction and economic development vary due to different economic systems and institutions that exist throughout the world.
Concept 5: Personal Finance - Decision-making skills foster a person’s individual standard of living. Using information wisely leads to better informed decisions as consumers, workers, investors and effective participants in society.