Teacher(s) Doyle Wadhams, Andrew Cripps, Robert Beeley
Subject group and discipline Individuals and societies: Humanities
Unit title
MYP Year
Captain America (Unit 4)
Inquiry: Establishing the purpose of the unit
Key concept
Unit duration 8 weeks
Anticipated Board of Education Approval September 2014
Related concept(s)
Individuals and societies
Power
Global
interaction
Year 3
Global context
Causality (cause and
consequence)
Culture
Fairness and
development
The aggression of the Axis
Powers threatened the United
States national interests and
security and led to the United
States entry into World War II.
The nature and consequences
of warfare during World War II
transformed the United States
and the global community. The
damage from total warfare and
human atrocities, including the
Holocaust, led to a call for an
international organization and
protection of human rights.
Conceptual Understanding
Statement of inquiry
Nations form alliances to protect their military, power, identity, economic development and relationships.
Inquiry questions
Factual
• Why did the United States enter World War II?
Conceptual
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• What responsibilities come with power?
Debatable
• Should we have used the Atomic bomb to end World War II?
Objectives
Summative assessment
B: Investigating
• i. formulate/choose a clear and focused
research question, explaining its relevance
• ii. formulate and follow an action plan to
investigate a research question
• iii. use the methods to collect and record
relevant information
• iv. evaluate the research process and results,
with guidance.
D: Thinking critically
• i. analyse concepts, issues, models, visual
representation and/or theories
• ii. summarize information to make valid, well
supported arguments
• iii. analyse a range of sources/data in terms of
origin and purpose, recognizing values and
limitations
• iv. recognize different perspectives and explain
their implications.
Outline of summative assessment task(s) including assessment
criteria:
Task
S
Captain America (B, D)
Students will research a WWII topic of their
choice. They will design a presentation to
share with the class. The use of their iPad
for their presentation is highly
recommended.
Relationship between summative assessment task(s) and
statement of inquiry:
Assignment of Choice: Independent Research ProjectWWII.
Approaches to learning (ATL)
IB ATL CATEGORY
Communication
Middle Years Programme Unit planner
MYP ATL CLUSTER
SPECIFIC ATL SKILL
I. Communication skills
Reading, writing and using language to
gather and communicate information
• Read critically and for comprehension
• Read a variety of sources for information and
for pleasure
• Make inferences and draw conclusions
• Use and interpret a range of disciplinespecific terms and symbols
• Write for different purposes
• Understand and use mathematical notation
• Paraphrase accurately and concisely
LEARNING EXPERIENCES
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• Preview and skim texts to build
understanding
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic
writing tasks
• Find information for disciplinary and
interdisciplinary inquiries, using a variety of
media
• Organize and depict information logically
• Structure information in summaries, essays
and reports
Exchanging thoughts, messages and
information effectively through interaction
• Give and receive meaningful feedback
• Use intercultural understanding to interpret
communication
• Use a variety of speaking techniques to
communicate with a variety of audiences
• Use appropriate forms of writing for different
purposes and audiences
• Use a variety of media to communicate with
a range of audiences
• Interpret and use effectively modes of nonverbal communication
• Negotiate ideas and knowledge with peers
and teachers
• Participate in, and contribute to, digital social
media networks
• Collaborate with peers and experts using a
variety of digital environments and media
• Share ideas with multiple audiences using a
variety of digital environments and media
II. Collaboration skills
Social
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Working effectively with others
• Use social media networks appropriately to
build and develop relationships
• Practise empathy
• Delegate and share responsibility for
decision-making
• Help others to succeed
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• Take responsibility for one’s own actions
• Manage and resolve conflict and work
collaboratively in teams
• Build consensus
• Make fair and equitable decisions
• Listen actively to other perspectives and
ideas
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of
roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs
III. Organization skills
Managing time and tasks effectively
• Plan short- and long-term assignments;
meet deadlines
• Create plans to prepare for summative
assessments (examinations and
performances)
• Keep and use a weekly planner for
assignments
• Set goals that are challenging and realistic
• Plan strategies and take action to achieve
personal and academic goals
• Bring necessary equipment and supplies to
class
• Keep an organized and logical system of
information files/notebooks
• Use appropriate strategies for organizing
complex information
• Understand and use sensory learning
preferences (learning styles)
• Select and use technology effectively and
productively
V. Reflection skills
(Re-)considering the process of learning;
choosing and using ATL skills
• Develop new skills, techniques and
strategies for effective learning
• Identify strengths and weaknesses of
personal learning strategies (self-assessment)
Selfmanagement
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• Demonstrate flexibility in the selection and
use of learning strategies
• Try new ATL skills and evaluate their
effectiveness
• Consider content
- What did I learn about today?
- What don’t I yet understand?
- What questions do I have now?
• Consider ATL skills development
- What can I already do?
- How can I share my skills to help peers
who need more practice?
- What will I work on next?
• Consider personal learning strategies
- What can I do to become a more efficient
and effective learner?
- How can I become more flexible in my
choice of learning strategies?
- What factors are important for helping me
learn well?
• Focus on the process of creating by imitating
the work of others
• Consider ethical, cultural and environmental
implications
• Keep a journal to record reflections
VI. Information literacy skills
Research
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Finding, interpreting, judging and creating
information
• Collect, record and verify data
• Access information to be informed and
inform others
• Make connections between various sources
of information
• Understand the benefits and limitations of
personal sensory learning preferences when
accessing, processing and recalling
information
• Use memory techniques to develop longterm memory
• Present information in a variety of formats
and platforms
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• Collect and analyse data to identify solutions
and make informed decisions
• Process data and report results
• Evaluate and select information sources and
digital tools based on their appropriateness to
specific tasks
• Understand and use technology systems
• Use critical literacy skills to analyse and
interpret media communications
• Understand and implement intellectual
property rights
• Create references and citations, use
footnotes/endnotes and construct
abibliography according to recognized
conventions
• Identify primary and secondary sources
VII. Media literacy skills
Interacting with media to use and create
ideas and information
• Locate, organize, analyse, evaluate,
synthesize and ethically use information from
a variety of sources and media (including
digital social media and online networks)
• Demonstrate awareness of media
interpretations of events and ideas (including
digital social media)
• Make informed choices about personal
viewing experiences
• Understand the impact of media
representations and modes of presentation
• Seek a range of perspectives from multiple
and varied sources
• Communicate information and ideas
effectively to multiple audiences using a
variety of media and formats
• Compare, contrast and draw connections
among (multi)media resources
VIII. Critical thinking skills
Analysing and evaluating issues and ideas
• Practise observing carefully in order to
recognize problems
Thinking
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• Gather and organize relevant information to
formulate an argument
• Recognize unstated assumptions and bias
• Interpret data
• Evaluate evidence and arguments
• Recognize and evaluate propositions
• Draw reasonable conclusions and
generalizations
• Test generalizations and conclusions
• Revise understanding based on new
information and evidence
• Evaluate and manage risk
• Formulate factual, topical, conceptual and
debatable questions
• Consider ideas from multiple perspectives
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into
their constituent parts and synthesize them to
create new understanding
• Propose and evaluate a variety of solutions
• Identify obstacles and challenges
• Use models and simulations to explore
complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications
IX. Creative thinking skills
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Generating novel ideas and considering
new perspectives
• Use brainstorming and visual diagrams to
generate new ideas and inquiries
• Consider multiple alternatives, including
those that might be unlikely or impossible
• Create novel solutions to authentic problems
• Make unexpected or unusual connections
between objects and/or ideas
• Design improvements to existing machines,
media and technologies
• Design new machines, media and
technologies
• Make guesses, ask “what if” questions and
generate testable hypotheses
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• Apply existing knowledge to generate new
ideas, products or processes
• Create original works and ideas; use existing
works and ideas in new ways
• Practise flexible thinking — develop multiple
opposing, contradictory and complementary
arguments
• Practise visible thinking strategies and
techniques
• Generate metaphors and analogies
X. Transfer skills
Utilizing skills and knowledge in multiple
contexts
• Utilize effective learning strategies in subject
groups and disciplines
• Apply skills and knowledge in unfamiliar
situations
• Inquire in different contexts to gain a
different perspective
• Compare conceptual understanding across
multiple subject groups and disciplines
• Make connections between subject groups
and disciplines
• Combine knowledge, understanding and
skills to create products or solutions
• Transfer current knowledge to learning of
new technologies
• Change the context of an inquiry to gain
different perspectives
Action: Teaching and learning through inquiry
Content
Knowledge & Skills:
•
Common Core K-8 Social Studies Framework:
8.9 The aggression of the Axis Powers threatened the
United States national interests and security and led to
the United States entry into World War II.
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Learning process
Learning Experiences
How will students know what is expected of them? Will they see examples, rubrics, templates, etc.?
How will students aquire the knowledge and practice the skills required? How will they practice applying these?
Do the students have enough prior knowledge?
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8.9.a Economic depression, the rise of totalitarian rule,
increased nationalism, and the unsuccessful efforts of
the League of Nations contributed to the outbreak of
World War II.
8.9.b A series of government actions from 1939 to 1941
that were designed to protect United States interests,
eventually led to alliance building and entry into World
War II.
8.9.c U.S. military strategy in World War II required
divided allocation of resources and support during a
conflict fought on three continents and as many oceans.
8.9.d. The growth of global militarism created new
technologies used in World War II.
-New American
Lecture
-create foldable
-Reading and
note making strategies (group summarizing)
-Cornell notes
w/streaming video
-Learning
stations
-Guest speaker
-“On the Home
front” mural
-Debate
- Vocabulary
strategies to further understanding
- Socratic
Seminars
-Independent
research project including mini-museum
8.10 The nature and consequences of warfare during
World War II transformed the United States and the
global community. The damage from total warfare and
human atrocities, including the Holocaust, led to a call
for an international organization and protection of
human rights.
8.10.a Advanced technologies and military strategy
Teaching strategies
increased the impact of world war on human life and the How will we use formative assessments to give students feedback during the unit?
environment.
What different teaching methodologies will be employed?
8.10.b The United States emerged from World War II as
How are we differentiating teaching and learning for all? Have we considered those learning in the language other
a leader of democracy, creating alliances and providing
than their mother tongue? Have we considered those with special educational needs?
economic support to protect democracy and advance
its interests throughout the world.
-Feedback is
8.10.c Human rights violations occurred during World
provided on written tasks and students are guided in peer evaluation of written
War II and included Japanese internment and the
tasks
Holocaust.
-Exemplars are
8.10.d The United Nations was formed after World War
given for each stage of the assessment
II to promote peace and protect human rights
8.11 The Cold War struggle between the United States
and the Soviet Union dominated international military
policy, global conflicts, technological advances, and
global alliances for almost four decades.
8.11.a. The Cold War was an ongoing political struggle
led by the United States and the Soviet Union in which
the two global superpowers sought to advance their
diplomatic and economic interests.
Middle Years Programme Unit planner
-Use of graphic organizers
-Short answer
responses
-Cornell Notes
-Philosophical
Chairs
-Socratic
Seminars
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8.11.b The United States based its military and
diplomatic policies from 1945 to 1990 on a policy of
containment.
8.11.c The Cold War shaped the reconstruction of
national boundaries and political alliances across the
globe.
8.11.d The legacies of Cold War actions and political
ideologies continue to affect U.S. foreign policy today.
8.11.e Following the end of the Cold War, the United
States sought to define a new role in global affairs.
English Language Arts Standards:
CCSS.ELA-Literacy.RI.8.1
Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RI.8.2
Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text.
-WICOR
Strategies
-Other AVID
Social Studies specific strategies
-Audio books
-Pre-teaching
vocabulary
-Graphic
organizers
-Use of small
group read alouds
-Guided notes
-Scaffolded
questions
-leveled reading
books
CCSS.ELA-Literacy.RI.8.3
Analyze how a text makes connections among and
distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).
CCSS.ELA-Literacy.RI.8.7
Evaluate the advantages and disadvantages of using
different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
CCSS.ELA-Literacy.RI.8.8
Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient;
recognize when irrelevant evidence is introduced.
CCSS.ELA-Literacy.RI.8.9
Analyze a case in which two or more texts provide
conflicting information on the same topic and identify
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Describe how you will differentiate teaching & learning for this unit?
-Audio books
-Pre-teaching
vocabulary
-Graphic
organizers
-Use of small
group read alouds
-Guided notes
-Scaffolded
questions
-leveled reading
books
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where the texts disagree on matters of fact or
interpretation.
CCSS.ELA-Literacy.W.8.1
Write arguments to support claims with clear reasons
and relevant evidence
CCSS.ELA-Literacy.W.8.1.a
Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize
the reasons and evidence logically.
CCSS.ELA-Literacy.W.8.1.b
Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.8.1.c
Use words, phrases, and clauses to create cohesion
and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.8.1.d
Establish and maintain a formal style.
CCSS.ELA-Literacy.W.8.1.e
Provide a concluding statement or section that follows
from and supports the argument presented.
CCSS.ELA-Literacy.W.8.2
Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant
content.
CCSS.ELA-Literacy.W.8.2.a
Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader
categories; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to
aiding comprehension.
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CCSS.ELA-Literacy.W.8.2.b
Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
CCSS.ELA-Literacy.W.8.2.c
Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas and
concepts.
CCSS.ELA-Literacy.W.8.2.d
Use precise language and domain-specific vocabulary
to inform about or explain the topic.
How does conflict bring about change?
What responsibilities come with power?
When do the ends justify the means?
How did the Versailles Treaty lead to WWII?
- Understand the causes of WWII including the failure of
the Treaty of Versailles, the rise of dictators, and
European appeasement
Vocabulary
Fascism
Adolf Hitler
Axis Powers
Allied Powers
Benito Mussolini Appeasement
Joseph Stalin
Emperor Hirohito
Blitzkrieg
How does conflict bring about change?
What responsibilities come with power?
When do the ends justify the means?
How did the U.S. become involved in the conflict?
How was America’s entry into WWII a turning point in
the war?
- Explain how the U.S. aided the allies prior to their
entry into WWII
- Explain why the U.S. entered WWII
- Identify new war strategies and technologies
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Vocabulary
Lend-Lease Act
Pearl Harbor
D-Day
Island hopping
Why was WWII considered a “total war” affecting all
aspects of American life?
How did the Americans entry into WWII create a sense
of nationalism and unity within the U.S.?
- Analyze the effect of the war on the American home
front
-Evaluate the effect of the home front on the war effort
- Discuss the problems associated with fighting a two
front war
Vocabulary
Rationing
War bonds
Victory gardens
Rosie the Riveter
Is it acceptable to suspend citizens’ rights during
wartime?
-Examine the impact of racism/discrimination on the
Jewish populations of Europe during WWII and the
people of Japanese descent in the United States.
Vocabulary
Holocaust
Interment camps
G.I. Bill of Rights
Was the U.S. justified in dropping the atomic bomb on
Japan?
Scrutinize the morality of using atomic weaponry in
WWII
Vocabulary
Manhattan Project
Hiroshima
How does the U.S. standing in the international
community change as a result of WWII?
How did the U.N. correct the weaknesses of the League
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of Nations?
How did the U.S. and the Soviet Union deal with their
differences at the conclusion of WWII?
When should citizens surrender their rights to
government in the name of national security?
How and why did the leadership role of the United
States differ after WWII?
What were the reasons for the collapse of the Soviet
Union?
- Differentiate between U.S. capitalism and the Soviet
command economy
- Explain how the relationship between the Soviet Union
and the U.S. in the 1970’s and 1980’s led to the creation
of a new world order
Vocabulary
Communism
Marshall Plan
United Nations
NATO
Warsaw Pact
Berlin Airlift
Berlin Wall
Harry S. Truman
Cuban Missile Crisis
Truman Doctrine
Containment
Domino theory
Korean War
McCarthyism
Arms race
Space race
Détente
War Powers Act
Vietnamization
Camp David Accords
Glasnost
SALT
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Learner Profile
Inquirers: Students will investigate and research a topic of their choice.
Communicators: Students will use their iPad to communicate their research.
Principled: Students will need to cite their sources for their presentation.
Open minded: Students may not agree with each others point of view of WWII but they will need to respect other's views.
Risk takers: Students will be choosing a topic of their choice.
International Mindedness
World War 2
Resources
Journal:
-American
History textbook
-Topic specific
leveled readers
-Reader’s
Toolkit
-Primary
documents
-Powers of
persuasion-website
-Streaming video
“Pearl Harbor” clips
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-MapQuest
Classroom Atlas
-Ken Burns’ “The
War” clips
-“If You Cried,
You Died” video
-Guest speaker
from CHAI
-Speeches from
“Cold Warriors”
-Political
Cartoons
-Butter Battle
Book
-Propaganda
posters
-Castle Learning
or American History test generator
-American
History Reading Study Guide
-American
History Test Practice
-Best Practices
toolkit
-History Alive
United States
-Library
Resources
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-American
History Database
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
After teaching the unit
What potential interdisciplinary connections can we
identify?
What do we know about students’ preferences and
patterns of interaction?
How much do students know about WWII? Did they
learn enough about WWI to build a strong foundation
to learn about WWII?
We will need to work closely with the library media
specialist. We will set up time in the library to work
with the library media specialist and carry out
research.
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