COMMON CORE LITERACY STANDARDS:
READING:
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
WRITING:
CCSS.ELA-Literacy.WHST.11-12.1.a
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. CCSS.ELA-Literacy.WHST.11-12.1.e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.11-12.2.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. CCSS.ELA-Literacy.WHST.11-12.2.e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST.11-12.8 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 specific 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. CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
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DRIVING HISTORICAL QUESTIONS:
1. Did United States foreign policy during the 1930s help
promote World War II?
2. Could the United States have prevented the outbreak of World War II? 3. Was war between the United States and Japan inevitable? 4. How did different people experience the Home Front during WWII? 5. Was the internment of Japanese Americans during WWII a necessity or a tragedy? 6. Should the US employ nuclear weapons to defeat its enemies in war? |
UNIT ASSESSMENTS:
-Create a newsletter issued about a
selected battle during WWII
-Create a Mindmap Project on the events/factors that transpired between
the U.S. and Japan leading leading up to Japans bombing of Pearl Harbor
-Essay on the necessity or travesty of Japanese Internment
-Poster demonstrating a the change in a particular group’s role in American
society (i.e. African Americans, Latin Americans, women…)
-Unit test on WWII
-Create a Mindmap Project on the events/factors that transpired between
the U.S. and Japan leading leading up to Japans bombing of Pearl Harbor
-Essay on the necessity or travesty of Japanese Internment
-Poster demonstrating a the change in a particular group’s role in American
society (i.e. African Americans, Latin Americans, women…)
-Unit test on WWII