Geography+and+History+of+Europe+during+WWII

=Where to Begin=

__Curriculum Frameworks:__

Grade 6 Concepts and Skills: History and Geography #1: Use map and globe skills learned in prekindergarten to grade five to interpret different kinds of projections, as well as topographic, landform, political, population, and climate maps. (G)

Grade 6 Concepts and Skills: History and Social Science: Grade 6: History and Geography #7: Use the following demographic terms correctly: //ethnic group, religious group,// and //linguistic group.// (G)

Grade 6 Concepts and Skills: Civics and Government #8: Define what a nation is and give examples of the different ways nations are formed. (C)

Grade 6 Learning Standards: Europe: Describe major ethnic and religious groups in various countries in Europe. (G, H, E) __Students will know:__


 * 1) Europe is a continent where the countries of Great Britain, Germany, France, Denmark, Italy, and the Netherlands are located
 * 2) A country contains many different ethnic groups, religious groups, and linguistic group.
 * 3) Where certain ethnic groups reside in Europe
 * 4) WWII had permanent consequences and effects on Europe

__Students will understand that:__


 * 1) WWII changed the layout of Europe
 * 2) WWII caused devastation across the continent
 * 3) Ethnic groups share beliefs and nationalities

__Students will be able to:__


 * 1) Identify Europe on a map or globe
 * 2) Identify borders of Europe and the countries of Great Britain, Germany, France, Denmark, Italy, and the Netherlands
 * 3) Analyze effects of WWII on Europe
 * 4) Discuss characteristics or traits of ethnic groups, religious groups, and linguistic group.
 * 5) Make comparisons of different ethnic groups, religious groups, and linguistic group.
 * 6) Define what a nation is and give examples of the different ways nations are formed.
 * 7) Describe major ethnic and religious groups in various countries in Europe.

Teacher Readiness
The teacher must be ready to discuss WWII and the holocaust. This can include how it began and ended, what occurred, why it could’ve happened and more. The teacher should preread the books used during the unit. The teacher should review map skills to help students. To assess student readiness, the teacher should either give a pretest, reading inventory, or interest survey. Student readiness and reading ability should be taken into consideration to help sort students into groups by the book choices.

=What is Differentiated?=

//Content:// There will be three groups an orange, blue, and white. Each group will have a different chapter book with lessons for each book. Each group will use reading texts that reflect student interests at the student's instructional level. Group 1 will read "Number the Stars" These students will be from the lower reading levels Group 2 will read "The Diary of Anne Frank" These students are reading at their grade level Group 3 will read "Black Radishes" Students in this group will be reading at a above average reading level

Map Skills All students will identify Europe on a map and identify its borders Most students will identify important countries, such as Great Britain, Germany, France, The Netherlands, and the ethnic groups located in them Some students will complete a full map of Europe and its ethnic groups (File to come)

History All students will identify 2 important ethnic groups from Europe and WWII Most students will describe different ethnic groups and their role in WWII Some students will research an ethnic group and write a research paper about their roles in WWII.

//Process:// Overall, the process will be the same for all students. The unit will include reading, small group instruction, and group activities. The groups will have different activities but all will have the same outcome.


 * 1) Students will read a chapter book based on interest and reading readiness
 * 2) Whole and small group instruction and discussion about WWII and ethnic groups
 * 3) Whole group activities on map skills

//Products:// All students will complete the following tiered products: All products have links in the section: "How is Learning demonstrated?"


 * 1) Country Profile/Graphic Organizer
 * 2) Discussion Paper on effects of WWII on Europe and ethnic groups
 * 3) Before and After WWII Map Activity

=**__What are Student Needs?__**=

//Student Readiness:// The teacher should take information from the pre-assessments and the teacher should review beginning unit work to assess student progress. It is important for the teacher to monitor the progress of every student throughout the unit. If the majority of a group struggles with identifying countries, the teacher should incorporate more map instruction. The teacher should also work on reading strategies in small group to assess student-reading levels to make sure they are reading a book that is the most appropriate for the student. Most of the students in the class have little knowledge of world history and geography. Many students have trouble differentiating between a state and a country. Students may need more time to develop new knowledge for them to successfully complete the lessons of the unit.

The teacher will use a pretest on the computers to help assess students knowledge and engage interest. Europe Map Pretest

//Learning Profile:// At the beginning of the unit, students will take a learning profile test. Students will be grouped on interest and reading readiness, which will help individualize instruction as well.

In this sixth grade class, there are 24 students. Of those 24, 4 are on IEP’s, and 3 are considered ELL students. All of the students on IEP will be reading “Number the Stars” to keep the curriculum consistent and to allow the special education teacher more time to work with all students in the classroom at the same time. The ELL students at different levels of reading readiness and will be grouped accordingly. All students will be able to work where they are most comfortable. Whether it be in small group, independently, etc, there will be ample opportunities

The class has 14 boys and 10 girls. There is a wide range of interests in the class. All of the boys seem to be very interested in using technology and computers. All students have been curious about maps in the past. Their teacher has been trying to integrate maps into lessons as part of their history class in the past.

=How Will Students Learn?= Student Engagement will be created using a combination of activities. Lessons will be given throughout the unit in different form to accomodate students learning needs. Some will be in whole group. Most of the lessons will occur as students work with their peers in groups. Students will be given time to read their chapter book both independently and with the teacher. The classroom may be organized similar to the Reading Workshop model. Each group will have a different assignment but all working at the same time. The teacher will take reading groups to read and assess progress daily as well.

Possible Learning Activities Throughout Unit:
 * 1) Reading Discussions- Students will read their chapter books at various times throughout the unit with the teacher and answer corresponding comprehension questions
 * 2) Map Creation Lesson
 * 3) Venn Diagram-two different ethnic groups
 * 4) Ancestry Profile-Student Interest
 * 5) Sequencing Graphic Organizer-T
 * 6) Map Assessment
 * 7) Four Square Writings
 * 8) Ethnic Group Profile

Before, during, and after reading their chapter books, students will have the opportunity to learn in multiple formats and strategies. They will be reading in groups, making use of reading comprehension strategies on their own, as well as in small group format with the teacher.

Lessons will be conducted to assess and assist students with particular skills throughout the unit.

Prereading Lesson:

Europe During WWII
 * __Lesson Topic:__** Prereading Activity

Students will be able to:
 * __Goal:__** Students will identify countries in Europe to create background knowledge before reading their chapter books and so they know where their story is taking place.
 * __Objectives:__**
 * Group 1:Identify Denmark, Germany, Britain, and Great Britain on a Map
 * Groups 2: Identify European countries on a map and Color Code the maps by groups.
 * Group 3: Identify and sort countries into 4 categories: Axis Powers, Neutral Countries, German Occupied Countries, and Counties at War with Germany.


 * __Curriculum Frameworks:__**

Grade 6 Concepts and Skills: History and Geography #1: Use map and globe skills learned in prekindergarten to grade five to interpret different kinds of projections, as well as topographic, landform, political, population, and climate maps. (G)

Grade 6 Concepts and Skills: Civics and Government #8: Define what a nation is and give examples of the different ways nations are formed. (C)

Key Terms: Black Radishes: France Anne Frank: Germany and Netherlands Number the Stars: Denmark //Formative:// Students will participate in a discussion and will complete a self-assessment discussion rubric. THe rubric is attached below. //Summative:// Student maps will be collected and graded for an assessment.
 * __Materials:__**
 * 1) Blank Map of Europe
 * 2) Crayon and Colored Pencils
 * 3) Atlas
 * 4) Elmo Projector
 * __Source of Motivation:__** The lesson will begin with a brainstorming activity to help student’s activate prior knowledge. Students will be able to recall information they have previously learned and share with the class.
 * Axis Powers: A group of countries that opposed the Allied Countries ex: Germany, Bulgaria
 * Country- a state or a nation ex: Germany
 * Europe- A continent located in the western part of a landmass between the Atlantic and Pacific Ocean
 * Neutral- not taking part or giving assistance in a dispute or war between others
 * Occupied Country- a country who is under possession and control of (a place), as by military invasion.
 * __Lesson Outline:__**
 * 1) The lesson will begin with a brainstorming activity. Students will be asked to name all the places they know that were involved in WWII.
 * 2) The class will use these places to create a web in their notebooks while the teacher makes one on the whiteboard.
 * 3) The teacher will then begin another discussion about WWII and how it began in Germany. The teacher will talk about axis powers such as Austria and Germany, occupied countries, neutral countries, and those at war. The teacher will point out the locations of each book on the Map.
 * 1) The students will then be given a chance to work on their maps( Please use links below). Groups will be given different objectives. Group 1 will color Denmark Purple, and the other countries from their objective. Group 2 will be given a key to help them color code their map. Group 3 will be given a list of countries, and they will work as a group to put them into the correct groups and color-code them properly as well. The teacher will work with all groups throughout this time.
 * 2) Once groups are finished, the teacher will end the lesson by identifying the capital cities of the three major countries.
 * 3) Students will pass in their maps.
 * __Assessment:__**

Blank Europe Map

Group 3 Blank Worsheet Discussion Rubric Group 2 Map Bank =How is Learning Demonstrated?=

All students will complete 3 products with differentiated objectives for each group.

__Country Profile/Graphic Organizer-__
Each group will complete a graphic organizer for the country in their book.

__Discussion Paper on effects of WWII on Europe and ethnic groups__
Group 1: What was one effect of WWII on Europe? How do you think this effected people? Group 2: Pick an ethnic group. Describe changes to their culture and lifestyle after WWII ended. Write about how their lives were affected. Group 3: Why do you think WWII had such a big effect on the world? Describe why WWII is such a significant event in world history.

Students will be given a rubric and the teacher will go over it with them before the assignment is started.

__Before and After WWII Map Activity__
This is compiled of one whole group lesson and one small group. Students will create a map of Europe before WWII. All students will identify major countries such as Great Britain, Germany, France, Denmark, Italy, and the Netherlands. At the end of the unit, each group will complete a map including changes to Europe, such as in Germany with Berlin. The class will also compare a Map of Europe During WWII with map of Europe today. Students will be asked to find similarities and differences.

The students will be graded with a rubric. ==