Visit to the International Museum of World War II

Welcome to the International Museum of World War II. The artifacts and documents here are authentic. Every object played a

role in World War II. Please treat everything with respect and care.

This map will help you navigate the exhibitions and find documents and artifacts that will be helpful to you.

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Lesson Plan: Young People and the War

As a young adult growing up in either Nazi Germany, Britain during the Battle of Britain, France under occupation, or America once it entered the war, you would have been affected in many ways by the war. Sometimes, young people were targeted by government actions and policies, to serve the nation in certain ways or to help carry out policies deemed important. At other times, they became active agents of change who had significant impact during WWII.

In this lesson, you will learn about the different ways young people were affected by WWII as well as how they affected the outcome of the war.

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As you visit the galleries today, answer the questions on the following pages.

Rise of Nazism Gallery

Hitler and the Nazi regime tried to indoctrinate (brainwash) German youth through propaganda, Hitler Youth programs, and even children’s toys and literature. As you view this gallery and answer these questions, ask yourselves (1) why do you think so many German youths supported Hitler and the Nazi regime? (2) do you think you would have supported the Nazi regime?

1. Look around the Rise of Nazism gallery. How did the Nazi government indoctrinate (brainwash) young people into believing Nazi ideology and beliefs? List 3 different techniques used by the government that are on display in this gallery.

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2. What Nazi messages and images would have been especially appealing to young people? (List/draw below)

3. Hitler Youth:

A. Look at the “models” used in the Hitler Youth posters? What do all of these children have in common?

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B. Choose 2 of the Hitler Youth posters. What message is each trying to convey? What images, symbols, people, etc. are used to convey the message? Why would this message appeal to young people?

Sketch of poster What is the message? Images, symbols, people used? Why would this appeal to

young people?

Sketch of poster What is the message? Images, symbols, people used? Why would this appeal to young people?

C. Why might you have felt pressure to “go along” with the Hitler Youth program even if you didn’t agree with everything it stood for?

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4. Toys, Games, and Books:

A. Locate and describe below a toy or game in the Rise of Nazism gallery. How is it an example of propaganda and indoctrination? In other words, besides being a game to play, what other message is it promoting?

Battle of Britain Gallery

1. What dangers did young people in Britain face during the war?

2. Look at the “Don’t do it, Mother--” poster:

A. Identify the figures in this poster:

B. What is the setting? What is in the background?

C. Why would the government be trying to convince mothers NOT to “take them back”? What was the government afraid would happen to the children? And, why would Hitler be trying to convince mothers to “take them back”?

Resistance Gallery5

In the first months of the war, Germany celebrated a series of victories in western Europe and placed most of it under German occupation. Many occupied peoples, including children and young adults, worked to support resistance movements, often at great personal risk, and carried out acts of sabotage, transmitted intelligence to the Allies, and disrupted the German military’s ability to easily control their countries.

1. What are some of the different ways children and young adults helped to resist German occupation? List the artifacts and documents that you used to determine this answer.

2. How dangerous do you think this work was? What makes you think this?

3. What might have encouraged you to join the resistance movement? What might have made you hesitate to do so?

America Enters the War Gallery

1. As a young American during the war, what government messages would you have been exposed to?

A. What’s one thing the government wanted you to do? (Describe or draw the

artifact below)

B. What’s one thing the government wanted you to believe? (Describe or draw the artifact below)

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2. In what ways were young people’s experiences in Germany and America similar? In what ways were they different?

SIMILAR DIFFERENT

3. Find and read Gene Kowalski’s letter to his mother. Why did he write this letter? Do you find this tragic? inspiring? some other emotion?

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Summary—Find a partner and complete the chart below together.

Having looked at the museum collection with a focus on young people’s experiences, you should now have an understanding of how they were both targets of government policies as well as active agents of change. In the chart below, list as many examples as you can for each category.

Young People as Targets Young People as Agents of Change

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