World War II Resource Unit ED 629-01 Dr. Helms Samantha Carpenter Rhonda Emmerling Pamela Schnabel.

World War IIResource Unit

ED 629-01Dr. Helms

World War IIResource Unit

ED 629-01Dr. Helms

Samantha CarpenterRhonda EmmerlingPamela Schnabel

Samantha CarpenterRhonda EmmerlingPamela Schnabel

Table of ContentsTable of Contents

• Introduction• Content• Objectives• Activities• Evaluation• Instructional Resources

• Teacher references• Student references• Media references

• Introduction• Content• Objectives• Activities• Evaluation• Instructional Resources

• Teacher references• Student references• Media references

IntroductionIntroduction

• The formation of the Nazi party

• The onset of the war

• American involvement

• The Holocaust

• The war in the Pacific

• Resolution of WWII

• The formation of the Nazi party



• The Holocaust



IntroductionIntroduction

• As World War II was a significant factor concerning how the United States deals with foreign powers and how foreign powers interact with one another we will be covering this war for a two week period of time. We will begin with a discussion about the Nazi regime and exactly what transpired with the leader of Germany, Adolf Hitler. We will begin with the importance of the Treaty of Versailles and continue through to the empowerment of the Nazi party becoming the ruling faction of Germany.

• Once we have completed the understanding of the Nazi party the lesson will begin to focus on exactly what led to the war itself. We will be focusing on The Great Depression and its effects on the U.S. and Germany. We will also be focusing on the German storm through Europe and the eventual German led take-over of Norway, Denmark, and Poland.

• As World War II was a significant factor concerning how the United States deals with foreign powers and how foreign powers interact with one another we will be covering this war for a two week period of time. We will begin with a discussion about the Nazi regime and exactly what transpired with the leader of Germany, Adolf Hitler. We will begin with the importance of the Treaty of Versailles and continue through to the empowerment of the Nazi party becoming the ruling faction of Germany.

• Once we have completed the understanding of the Nazi party the lesson will begin to focus on exactly what led to the war itself. We will be focusing on The Great Depression and its effects on the U.S. and Germany. We will also be focusing on the German storm through Europe and the eventual German led take-over of Norway, Denmark, and Poland.

IntroductionIntroduction• As the students in this classroom are in America we will be spending

quite a bit of time learning about the American involvement during the war. We will discuss foreign policy that declared the United States a neutral territory and lead into the reasons that the U.S. actually became involved in the war. We will be discussing the issues of Pearl Harbor and how the war in the Pacific is actually what brought the U.S. into the battle itself. Yet we will also spend some time learning how the United States was actually heavily involved prior to any declarations of war by or against the U.S. As a class discussion we will pursue the reasoning of the United States declaring war against Japan and the subsequent declaration of war against the United States by Adolf Hitler and Nazi Germany.

• Since most students are aware of the Holocaust our information pertaining to this will be focused on a much more focused section, namely the degradation of the Jewish people as a whole and the effects that the Fascist Nazi party had on the Jewish community and the whole of Germany. Since many students are aware of the term concentration camp we are going to turn our focus to the differences of concentration camps and death camps through lecture, notes, and activities.

• As the students in this classroom are in America we will be spending quite a bit of time learning about the American involvement during the war. We will discuss foreign policy that declared the United States a neutral territory and lead into the reasons that the U.S. actually became involved in the war. We will be discussing the issues of Pearl Harbor and how the war in the Pacific is actually what brought the U.S. into the battle itself. Yet we will also spend some time learning how the United States was actually heavily involved prior to any declarations of war by or against the U.S. As a class discussion we will pursue the reasoning of the United States declaring war against Japan and the subsequent declaration of war against the United States by Adolf Hitler and Nazi Germany.

• Since most students are aware of the Holocaust our information pertaining to this will be focused on a much more focused section, namely the degradation of the Jewish people as a whole and the effects that the Fascist Nazi party had on the Jewish community and the whole of Germany. Since many students are aware of the term concentration camp we are going to turn our focus to the differences of concentration camps and death camps through lecture, notes, and activities.

IntroductionIntroduction• Then we will be switching to the Pacific region and center our

focus on the portion of the war involving Japan. Many of the students seem to be unclear of the fact that Japan was even involved in this war as they have been under the impression it involved just Germany and European countries. We will be discussing the reasons that Japan was campaigning throughout the Pacific and what they hoped to achieve by such pursuits. We will cover such areas as the natural resources they were hoping to find and claim by this storm through the Pacific. As a class we will also cover the reasons that Japan thought it wise to pre-empt the U.S. by planning and carrying out an attack that caught the United States military completely off guard.

• As a final situation we will cover the long-term effects that World War II has had not only on the United States but the world in general. We will discuss the atomic bombs being dropped in Japan and why the United States chose the two specific targets. As a wrap-up we will cover the division of Berlin and take a brief look at Russia, formerly known as the U.S.S.R., in order to set the stage for the subsequent unit on the Cold War.

• Then we will be switching to the Pacific region and center our focus on the portion of the war involving Japan. Many of the students seem to be unclear of the fact that Japan was even involved in this war as they have been under the impression it involved just Germany and European countries. We will be discussing the reasons that Japan was campaigning throughout the Pacific and what they hoped to achieve by such pursuits. We will cover such areas as the natural resources they were hoping to find and claim by this storm through the Pacific. As a class we will also cover the reasons that Japan thought it wise to pre-empt the U.S. by planning and carrying out an attack that caught the United States military completely off guard.

• As a final situation we will cover the long-term effects that World War II has had not only on the United States but the world in general. We will discuss the atomic bombs being dropped in Japan and why the United States chose the two specific targets. As a wrap-up we will cover the division of Berlin and take a brief look at Russia, formerly known as the U.S.S.R., in order to set the stage for the subsequent unit on the Cold War.

ObjectivesObjectives

• Students will be able to:1. Discuss the causes and effects of WWII2. Discuss the events of WWII3. Discuss important historical figures4. Identify location of important places5. Understand the effects of the war on the economy6. Recognize the similarities and differences of the

governing bodies of major countries7. Gain knowledge of people’s rights8. Gain knowledge of civic duties to their country9. Learn how to examine historical documents

• Students will be able to:1. Discuss the causes and effects of WWII2. Discuss the events of WWII3. Discuss important historical figures4. Identify location of important places5. Understand the effects of the war on the economy6. Recognize the similarities and differences of the

governing bodies of major countries7. Gain knowledge of people’s rights8. Gain knowledge of civic duties to their country9. Learn how to examine historical documents

ContentContent

This two week lesson plan will be divided into 5 content areas. Each content area will be covered for 2 days. The five content areas are:• The formation of the Nazi party



• The Holocaust



This two week lesson plan will be divided into 5 content areas. Each content area will be covered for 2 days. The five content areas are:• The formation of the Nazi party



• The Holocaust



The formation of the Nazi Party

The formation of the Nazi Party

• This portion of the unit will discuss the economic conditions that led to Hitler’s rise in power and the rise of the Nazi party.

• The Treaty of Versailles and the economic downfall of Germany are two events that will be covered in this content area.

• This portion of the unit will discuss the economic conditions that led to Hitler’s rise in power and the rise of the Nazi party.

• The Treaty of Versailles and the economic downfall of Germany are two events that will be covered in this content area.

The onset of the warThe onset of the war

• The causes of WWII such as The Great Depression and Germany’s attempt to conquer the world will be taught in this content area.

• This part of the unit is important to introduce to students the reasons why the war began.

• The causes of WWII such as The Great Depression and Germany’s attempt to conquer the world will be taught in this content area.

• This part of the unit is important to introduce to students the reasons why the war began.

American InvolvementAmerican Involvement

• Explain how the U.S. tried to remain neutral; however, the German U-boats made this impossible.

• Discuss how the bombing of Pearl Harbor convinced Americans that they should go to war with the Japanese.

• Hitler’s declaration of war on the U.S. brought us into the war with Europe.

• Explain how the U.S. tried to remain neutral; however, the German U-boats made this impossible.

• Discuss how the bombing of Pearl Harbor convinced Americans that they should go to war with the Japanese.

• Hitler’s declaration of war on the U.S. brought us into the war with Europe.

The HolocaustThe Holocaust

• The students will learn about the Nazi concentration and death camps and the genocide of over 6 million Jews.

• The dehumanization of the Jewish people will be addressed and students will learn to understand The Holocaust from a Jewish person’s point of view.

• The students will learn about the Nazi concentration and death camps and the genocide of over 6 million Jews.

• The dehumanization of the Jewish people will be addressed and students will learn to understand The Holocaust from a Jewish person’s point of view.

The war in the PacificThe war in the Pacific

• This content area will discuss the reasons the Japanese had for starting a war with the U.S.

• Important topics will include the bombing of Pearl Harbor and the defeated Iwo Jima as well as the bombing of Nagasaki and Hiroshima.

• This content area will discuss the reasons the Japanese had for starting a war with the U.S.

• Important topics will include the bombing of Pearl Harbor and the defeated Iwo Jima as well as the bombing of Nagasaki and Hiroshima.

Resolution of WWIIResolution of WWII

• This strand will discuss the end of the war on both fronts. Students will be exposed to important events that lead to the end of the war.

• Topics will include the division of Berlin, the dropping of the atomic bomb, and important events that set the stage for the Cold War.

• This strand will discuss the end of the war on both fronts. Students will be exposed to important events that lead to the end of the war.

• Topics will include the division of Berlin, the dropping of the atomic bomb, and important events that set the stage for the Cold War.

ConceptsConcepts

• Two front war• Imperialism• The Nazi Party• Pearl Harbor• The Holocaust• The Great Depression• German U-boats• Genocide• Atomic Bomb• Berlin• Manhattan Project• Auschwitz

• Two front war• Imperialism• The Nazi Party• Pearl Harbor• The Holocaust• The Great Depression• German U-boats• Genocide• Atomic Bomb• Berlin• Manhattan Project• Auschwitz

ActivitiesActivities

• Day 1:• Students will be comparing and contrasting the different forms of government that were in effect leading up to World War II. There will be a strong focus on Democratic United States, Monarchist Great Britain, and Fascist Germany.

• Day 1:• Students will be comparing and contrasting the different forms of government that were in effect leading up to World War II. There will be a strong focus on Democratic United States, Monarchist Great Britain, and Fascist Germany.

Activity Activity

• Day 2:• Students will be holding a press conference as if they were a leader from Germany, the United States, Italy, or Great Britain. They will use this to develop an understanding of these forms of government that were in effect during the time leading to WWII.

• Day 2:• Students will be holding a press conference as if they were a leader from Germany, the United States, Italy, or Great Britain. They will use this to develop an understanding of these forms of government that were in effect during the time leading to WWII.


• Day 3:• Students will then be completing a Power point presentation on the rise of the Nazi party and the leading causes of WWII. Discussing things such as the Great Depression.

• Day 3:• Students will then be completing a Power point presentation on the rise of the Nazi party and the leading causes of WWII. Discussing things such as the Great Depression.


• Day 4:• Students will next be completing a Timeline of Events discussing the German rampage through Europe. Dates and places will be expected from all major battles and a short paragraph for each explaining the importance of that date and location.

• Day 4:• Students will next be completing a Timeline of Events discussing the German rampage through Europe. Dates and places will be expected from all major battles and a short paragraph for each explaining the importance of that date and location.


• Day 5:• On this day we will be covering American involvement so the students will be doing a newspaper article to discuss the American neutrality program. Students will be expected to develop an understanding of the neutral United States with a strong focus on the policy of providing weapons and other supplies to allied forces.

• Day 5:• On this day we will be covering American involvement so the students will be doing a newspaper article to discuss the American neutrality program. Students will be expected to develop an understanding of the neutral United States with a strong focus on the policy of providing weapons and other supplies to allied forces.


• Day 6:• Since the United States became involved in the war we need to develop an understanding of exactly what prompted this involvement. Students will be learning about the war by visiting the WWII museum and writing a short summary of their visit and a poem detailing their emotions of said visit.

• Day 6:• Since the United States became involved in the war we need to develop an understanding of exactly what prompted this involvement. Students will be learning about the war by visiting the WWII museum and writing a short summary of their visit and a poem detailing their emotions of said visit.


• Day 7:• As students progress through the information on the War we will begin exploring the Holocaust. On the first day we will begin reading the book Night.

• Students will also be expected to complete a detailed chart on the death and concentration camps that were in Europe and the amount of people that were killed their by Hitler’s regime.

• Day 7:• As students progress through the information on the War we will begin exploring the Holocaust. On the first day we will begin reading the book Night.

• Students will also be expected to complete a detailed chart on the death and concentration camps that were in Europe and the amount of people that were killed their by Hitler’s regime.

Activities Activities

• Day 8:• In order to help the students understand what actually happened to the Jewish people during the Holocaust they will be writing letters to survivors and requesting information about their experiences. We will be hoping that at least one survivor will write back so we get a first hand picture.

• On this day will continue to read Night.• We will also be taking a virtual tour individually on the Holocaust museum website.

• Day 8:• In order to help the students understand what actually happened to the Jewish people during the Holocaust they will be writing letters to survivors and requesting information about their experiences. We will be hoping that at least one survivor will write back so we get a first hand picture.

• On this day will continue to read Night.• We will also be taking a virtual tour individually on the Holocaust museum website.


• Day 9:• Students will begin by exploring the U.N. policy that created the Nation/State of Israel. This is an important factor to the ending of the war.

• We will also finish exploring the book Night as a class and continue with a discussion about the effects the novel has had on the students.

• Day 9:• Students will begin by exploring the U.N. policy that created the Nation/State of Israel. This is an important factor to the ending of the war.

• We will also finish exploring the book Night as a class and continue with a discussion about the effects the novel has had on the students.


• Day 10:• We will explore through a power point lesson the lasting effects the war has had on the economies involved.

• Students will also complete a propaganda commercial for one of the government entities involved in WWII.

• Due to the ending of the war being a pre-cursor to the Cold War, students will explore the issues that lead up to that point with Russia, formerly known as U.S.S.R.

• Day 10:• We will explore through a power point lesson the lasting effects the war has had on the economies involved.

• Students will also complete a propaganda commercial for one of the government entities involved in WWII.

• Due to the ending of the war being a pre-cursor to the Cold War, students will explore the issues that lead up to that point with Russia, formerly known as U.S.S.R.

EvaluationEvaluation

• Short Answer• 1. What year did WWII begin?• 2. Who was the leader of Nazi Germany?• 3. What was the name of Hitler’s plan to invade Russia?• 4. What treaty is typically considered to have led to WWII?• 5. Name 3 battles and who fought in them.• 6. What was the last major offensive of the Germans in the

war?• 7. What ended the war with Japan?• 8. What were the two Japanese cities that were bombed?• 9. What was the Manhattan Project?• 10. What type of government did Japan and who was their

leader?

• Short Answer• 1. What year did WWII begin?• 2. Who was the leader of Nazi Germany?• 3. What was the name of Hitler’s plan to invade Russia?• 4. What treaty is typically considered to have led to WWII?• 5. Name 3 battles and who fought in them.• 6. What was the last major offensive of the Germans in the

war?• 7. What ended the war with Japan?• 8. What were the two Japanese cities that were bombed?• 9. What was the Manhattan Project?• 10. What type of government did Japan and who was their

leader?

Evaluation ContinuedEvaluation Continued

• Essay• 1. Discuss the causes of WWII from an

American point of view, a German point of view and a Japanese point of view.

• 2. What conditions influenced the rise of Hitler and the formation of the Nazi party?

• 3. Explain genocide and discuss important events during the Holocaust including prominent camps and prominent people.

• Essay• 1. Discuss the causes of WWII from an

American point of view, a German point of view and a Japanese point of view.

• 2. What conditions influenced the rise of Hitler and the formation of the Nazi party?

• 3. Explain genocide and discuss important events during the Holocaust including prominent camps and prominent people.

Teacher ResourcesTeacher Resources

• Chaikian, Miriam. A nightmare in history: The Holocaust. Clarion, 1987.

(She explains the rise of Hitler, the fears in anti-Semitic traditions he preyed upon. It also discusses other historical information about the time.)

• www.yale.edu/lawweb/avalone/wwii/wwii.htm(This website contains information about all aspects of WWII and includes documentation).

• Devine, Robert. Causes and Consequences. Quadrangle books, 1969. (This book discusses the causes and consequences of WWII.)

• Chaikian, Miriam. A nightmare in history: The Holocaust. Clarion, 1987.

(She explains the rise of Hitler, the fears in anti-Semitic traditions he preyed upon. It also discusses other historical information about the time.)

• www.yale.edu/lawweb/avalone/wwii/wwii.htm(This website contains information about all aspects of WWII and includes documentation).

• Devine, Robert. Causes and Consequences. Quadrangle books, 1969. (This book discusses the causes and consequences of WWII.)

Teacher ResourcesTeacher Resources

• Tucker, Spencer. World War II, A Student Encyclopedia. ABC-CLIO, 2005. (Designed with the more visual needs of today's student in mind, this landmark encyclopedia covers the entire scope of the Second World War, from its earliest roots to its continuing impact on global politics and human society. Over 1,000 illustrations, maps, and primary source materials enhance the text and make history come alive for students and faculty alike.)

• Dear, I.C.B. Oxford Companion to World War II. Oxford Press, 2005. (A general reference guide for WWII information.)

• Bradley, James. Flags of our Fathers. Bantam Books, 2000. (This book accounts the tales of the American soldiers who fought at Iwo Jima.)

• Ambrose, Steven. D-Day. Simon and Schuster, 1994. (This book discusses America’s invasion of Normandy. It details the problems that the U.S. forces faced and examines the impact of D-Day.)


• Dear, I.C.B. Oxford Companion to World War II. Oxford Press, 2005. (A general reference guide for WWII information.)

• Bradley, James. Flags of our Fathers. Bantam Books, 2000. (This book accounts the tales of the American soldiers who fought at Iwo Jima.)

• Ambrose, Steven. D-Day. Simon and Schuster, 1994. (This book discusses America’s invasion of Normandy. It details the problems that the U.S. forces faced and examines the impact of D-Day.)

Student ResourcesStudent Resources

• Stadtler, Bea. The Holocaust: A history of courage and resistance. (This book describes the experiences of Jews in Germany and other European countries during the years of the 3rd Reich. It is an excellent read for students.)

• Weisel, Elie. Night. Bantam, 1982.• http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=75

(This website has an online history textbook. It includes 19 guided readings on America and WWII.)


• Stadtler, Bea. The Holocaust: A history of courage and resistance. (This book describes the experiences of Jews in Germany and other European countries during the years of the 3rd Reich. It is an excellent read for students.)

• Weisel, Elie. Night. Bantam, 1982.• http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=75

(This website has an online history textbook. It includes 19 guided readings on America and WWII.)


Student ResourcesStudent Resources

• Various. American History: Reconstruction to the present. Houghton Mifflin, 2003. (This textbook is a comprehensive, easy-to-use interactive program that presents the history of the United States in a way that students understand.)

• http://olc9.ohiolink.edu/ABC-CLIO/military.html (This electronic reference book website has many different links to events in WWII. It is organized in an simple way so that students can easily access information.)

• O’Neil, William. World War II: A Student Companion (Student Companions to American History). Oxford University Press, 1999. (Grade 9 Up-A readable, concise, and informative book. Organized alphabetically with brief articles ranging in length from a single paragraph to over four pages, the book is illustrated with black-and-white photographs, maps, and reproductions.)

• Paterson, Kathrine. Jacob I have loved. Harper Trophy, 1990. (This book describes the life of a girl whose brother goes to fight in WWII.)

• Yolen, Jane. The Devil’s Arithmetic. Puffin, 1990. (This book attempts answer why the Holocaust should be remembered.)

• Various. American History: Reconstruction to the present. Houghton Mifflin, 2003. (This textbook is a comprehensive, easy-to-use interactive program that presents the history of the United States in a way that students understand.)

• http://olc9.ohiolink.edu/ABC-CLIO/military.html (This electronic reference book website has many different links to events in WWII. It is organized in an simple way so that students can easily access information.)

• O’Neil, William. World War II: A Student Companion (Student Companions to American History). Oxford University Press, 1999. (Grade 9 Up-A readable, concise, and informative book. Organized alphabetically with brief articles ranging in length from a single paragraph to over four pages, the book is illustrated with black-and-white photographs, maps, and reproductions.)

• Paterson, Kathrine. Jacob I have loved. Harper Trophy, 1990. (This book describes the life of a girl whose brother goes to fight in WWII.)

• Yolen, Jane. The Devil’s Arithmetic. Puffin, 1990. (This book attempts answer why the Holocaust should be remembered.)

Media ResourcesMedia Resources

• Video cassettes:• Anne Frank and a separate place. This video uses clips from film

versions of multiple movies, a narrator introduces the plot and characters and attempts to stimulate students to extend their thinking.

• Judgment at Nuremberg. Examines the nature of the Nazi regime, the nature of war guilts and war crimes and actual historical events.

• After the day of Infamy. (This movie has “man on the street” interviews from American citizens days and months after the attack on Pearl Harbor.)

• Tora, Tora, Tora. (This movie discusses the events leading up to the Japanese attack on Pearl Harbor. It examines the diplomatic military and intelligence events on both sides.)

• Plays:• The investigation by Peter Weiss. (Much of the play is actual court

testimony from war criminals.)

• Video cassettes:• Anne Frank and a separate place. This video uses clips from film

versions of multiple movies, a narrator introduces the plot and characters and attempts to stimulate students to extend their thinking.

• Judgment at Nuremberg. Examines the nature of the Nazi regime, the nature of war guilts and war crimes and actual historical events.

• After the day of Infamy. (This movie has “man on the street” interviews from American citizens days and months after the attack on Pearl Harbor.)

• Tora, Tora, Tora. (This movie discusses the events leading up to the Japanese attack on Pearl Harbor. It examines the diplomatic military and intelligence events on both sides.)

• Plays:• The investigation by Peter Weiss. (Much of the play is actual court

testimony from war criminals.)

Media ResourcesMedia Resources

• Photos:• Adams, Ansel. Suffering under a great injustice. (In 1943, Ansel

Adams documented the Manzanar war relocation center for Japanese Americans during WWII.)

• Interactive website:• http://www.loc.gov/exhibits/treasures/tr11c.html#wwii

(This interactive website contains photos, film clips and music from the WWII era.)

• http://www.loc.gov/exhibits/wcf/wcf/0001.html• (This interactive website leads students to examine women in the

war. It includes photos of women during WWII).• Maps:

• http://memory.loc.gov/ammem/gmdhtml/gnrlhome.html• Interactive museum:

• http://www.wwiivictory.org/exhibits/html

• Photos:• Adams, Ansel. Suffering under a great injustice. (In 1943, Ansel

Adams documented the Manzanar war relocation center for Japanese Americans during WWII.)

• Interactive website:• http://www.loc.gov/exhibits/treasures/tr11c.html#wwii

(This interactive website contains photos, film clips and music from the WWII era.)

• http://www.loc.gov/exhibits/wcf/wcf/0001.html• (This interactive website leads students to examine women in the

war. It includes photos of women during WWII).• Maps:

• http://memory.loc.gov/ammem/gmdhtml/gnrlhome.html• Interactive museum:

• http://www.wwiivictory.org/exhibits/html

World War II Resource Unit ED 629-01 Dr. Helms Samantha Carpenter Rhonda Emmerling Pamela Schnabel.

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Transcript of World War II Resource Unit ED 629-01 Dr. Helms Samantha Carpenter Rhonda Emmerling Pamela Schnabel.