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Project Ideas - WWII and Its Aftermath

40 Points as a “Unit Project” ** You may choose your group members!!

** Due Feb. 27th, however, for groups doing speeches, presentations, or debates, you can present
earlier to the class, while that content is being covered during class.

Unit Goals
Students can, regarding World War II …
(1) Describe the United States military efforts in Europe, the Atlantic, Africa, and the Pacific;
(2) Analyze the impact the United States had on the outcome of the war;
(3) Explain how the role of the United States in world affairs changed because of its involvement in the war.

Purpose: The purpose of these various project ideas, to be completed either individually, with a partner,
or as a small-group depending upon the project, is to study in more detail a particular topic of interest
that aligns to the major goals of this unit.

(1) Interviewing a WWII Veteran – there are a list of questions provided on the website below as a good
suggestion to start from for a list of questions. This is an individual project.
http://www.loc.gov/vets/questions.html
- Typed paper product: Times New Roman, 12-point font, minimum three pages, using paragraphs, including
an introductory paragraph describing biographically the person being interviewed – where fought, when in
service, etc. (Some students have requested interviewing relatives whose husband, etc. fought in WWII, and
I will accept this.) Also include in the introductory paragraph what you learned from the interview, major
impressions of the interview, etc.
- Then type a transcript of the interview, including questions and answers.
- Make sure your paper contains “exciting language,” and makes proper use of mechanics, organization, and
syntax

** Make sure to observe the link above for suggestions of good questions.

___ Typed paper according to description above

___ Good use of questions, quality interview

(2) “To Be or Not To Be … Neutral” – a propaganda poster w/ paper trying to convince the American people to be
neutral or to intervene in World War II. This is a paired-student project.
- Typed paper product: Times New Roman, 12-point font, minimum three pages, using paragraphs
summarizing and describing:
(1) First, discuss the changing stance of the United States towards the European conflict, commenting upon
the neutrality acts, the “Destroyers-for-Bases Deal,” the Lend-Lease Act and the U.S. becoming the “great
arsenal of democracy”, and the Atlantic Charter.
(2) Second, arguments for or against getting involved in World War II
- Make sure your paper contains “exciting language,” and makes proper use of mechanics, organization, and
syntax
- Poster: Convey a propaganda poster advertising either U.S. neutrality, avoiding involvement in the war or
U.S. intervention into WWII. Make sure the poster is graphically detailed and sophisticated, colorful, all
space is utilized on poster, and the artwork is related to the topic of U.S. neutrality or intervention.
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- Also, on the back of the poster, there should be a typed paper describing your intended meaning of the
artistic depiction on the poster board.

___ Typed paper according to description above

___ Poster according to description above
___ Typed description of the intended meaning or what is being conveyed on the posted, attached to the back of
the poster

(3) “A Peace to End all Wars” – although this was said about WWI by Woodrow Wilson, students will work in
pairs, studying the post-WWII world, analyzing how the U.S. and other countries worked together to attempt to
create a safer, better world, a world including more international cooperation amongst nations. This is a paired-
student project.
- Paired, Argumentative Speeches / Debate: Two students will work together studying the effects of U.S.
involvement with the rest of the world, attempting to prevent future world wars of such magnitude. Study
the effects of …
– The Marshall Plan – The Truman Doctrine – The United Nations
– The NATO – The Marshall Plan – The Berlin Airlift
– Bretton Woods Conference and the International Bank for Reconstruction and Development
– The World Bank, later the IMF (International Monetary Fund)
– Geneva Convention decisions for international peace
- And argue: “Yes, the United States, along with a coalition of its allies, has been successful in creating a more
stable, peaceful world because …” or “No, the United States, along with a coalition of its allies, has not been
successful in creating a more stable, peaceful world because …”
- Cite evidence for the arguments made, arguing both stances in front of the class.
- Typed paper product: Times New Roman, 12-point font, minimum two pages, using paragraphs summarizing
main points of each student, the student arguing “’yes’ the world is safer because …” and “’no’ the world is
not safer because …”
- Make sure your paper contains “exciting language,” and makes proper use of mechanics, organization, and
syntax

___ Typed paper according to description above

___ Speech / debate in front of the class
___ Specific evidence is mentioned for argument, citing some of the historical facts mentioned above, along with
possibly other facts

(4) Battle Analysis … “Frag Out” (that is what a soldier is trained to say while throwing a grenade, but nobody
really says that in combat … although I’ve never been in combat, I digress) – Conducting a battle analysis and
presenting this to the class to involve an in-depth study of a major battle of World War II, including a discussion of
events leading up to it, the different stages of the battle, and the battle’s significance to the overall war effort.
This is a four-member small-group project.
* To provide this explanation, a terrain model (sand table) displaying the geography of the battlefield
(including a geographical analysis – OAKOC acronym), discussing applicable tenets of Army Operations
(Depth, Agility, Versatility, Initiative, and Synchronization), and applicable Battlefield Operating Systems
(Intelligence, Weapon technologies / Battlefield technology, Fire support, Air defense, Combat service
support, and Command and control)

* Some of the questions to make sure to address:

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-1- Who were the leaders / generals? -2- Where did it occur? (Show it on a map)
-3- Describe each stage of the individual battle -4- Who won the battle?
-5- What was at stake (the objectives of each side), and what were the consequences?
-6- Present any other relevant information that you can find.
-7- Make a time line of events that led up to and continued through the war.
- Typed paper product: Times New Roman, 12-point font, minimum three pages, using paragraphs summarize
the main points of the information provided above, information to be discussed in the class presentation
- Make sure your paper contains “exciting language,” and makes proper use of mechanics, organization, and
syntax

___ Used a terrain model, the sand table

___ Mentioned applicable terminology to describe the conflict (OAKOC, applicable tenets of Army Operations,
and/or applicable Battlefield Operating Systems
___ Provided answers to the questions above during presentation to class
___ Typed paper according to description above

** As a suggestion, the following battles could be discussed, as well as important battles mentioned in your
textbook or on-line. You will need to reference many sources for this project option.
- Battle of Britain
- Battle of the Bulge - Battle of Midway
- Battle of Stalingrad - Battle of Coral Sea
- Battle of Iwo Jima - Battle of Kasserine Pass
- Battle of Leningrad - D-Day landing

(5) “Fat Man and Little Boy” (these are the names of the two atomic bombs dropped over Nagasaki and
Hiroshima) – students will work in pairs, studying the decision to drop the atomic bomb upon these two Japanese
cities, answering “Was the decision to drop the atomic bomb upon Hiroshima and Nagasaki reasonably justified,
and why or why not?” This is a paired-student project.
- Paired, Argumentative Speeches / Debate: Two students will work together studying the issue of the
dropping of the atomic bomb. One student will argue, “Yes, it was justified and then provide evidence or a
certain perspective arguing this stance …” and the other student will argue, “No, it was not justified and
then provide evidence or a certain perspective arguing this stance …”
** The researcher should consider - Reasons for dropping the atomic bomb
- Consequences of these actions upon the world - Idea of “unconditional surrender”
- Discussion of other options and their feasibility - Truman’s thinking

- Cite evidence for the arguments made, arguing both stances in front of the class.
- Typed paper product: Times New Roman, 12-point font, minimum two pages, using paragraphs summarizing
main points of each student, the student arguing “’yes’ dropping the bombs were justified because …” and
“’no’ dropping the bombs were not justified because …”
- Make sure your paper contains “exciting language,” and makes proper use of mechanics, organization, and
syntax

___ Typed paper according to description above

___ Speech / debate in front of the class
___ Specific evidence is mentioned for argument, citing suggested points mentioned above, as well as others
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(6) “Lights, Camera, ‘You’re On Mr. President’” – students will work in small-groups creating a video recording of
Franklin Roosevelt giving a famous speech arguing … U.S. neutrality, U.S. intervention in WWII (for instance, “… a
date which will live in infamy …”), so a student will dress up as President Roosevelt giving a speech, and then
there will be reporters in the crowd asking questions or commenting upon this famous speech.
This is a four-member small-group project.
- There could be many variations of this … such as, FDR is having a famous meeting w/ other political leaders
and your group is filming this.
- Somebody is portraying Adolf Hitler, Winston Churchill, Benito Mussolini, a famous world leader etc. and
then the video transitions into an appeal for U.S. intervention or U.S. neutrality in WWII.
- There could be unlimited variations of this kind of project … a filmed theatrical product, connected to a
larger idea about World War II …
- U.S. involvement in World War II
- Turning points in History … for instance, depicting Stalin, FDR, and Churchill meeting at Yalta to decide
what a post-WWII Europe would look like
- A husband convincing a reluctant wife that he needs to sign up for the war effort … maybe then it
transitions into a “We Want You” to sign up for the military advertisement
- Use your creativity … pitch me an idea!!!

- Typed paper product: Times New Roman, 12-point font, minimum three pages, using paragraphs
summarizing main points, related to the course material, discussing how what your group has filmed relates
to content in United States History.
- U.S. neutrality and isolationism transitioning to U.S. involvement in war
- U.S. military strategy
- Major battle scene and then in the paper discussing this battle / theater of war
- Major decision by one of the leaders in World War II
- Make sure your paper contains “exciting language,” and makes proper use of mechanics, organization, and
syntax

___ Typed paper according to description above

___ Three-minute video clip minimum

(7) Research Paper – possible topics could include … Individual project.

- A general or major political figure / leader of a country, such as Franklin Delano Roosevelt, General Patton, etc.
- Efforts of the United States Army in a particular theater of war: North Africa, Europe, or the Pacific
- Choose one person and write his or her biography
- Describe each army (Axis or Allied) and the moves it made throughout the entire World War II effort.
- Weapon technology / major weapons that were used during the war, and which side developed and used each
weapon.
- Contributions of women to the war effort (Allied or Axis powers)
- Contributions of minorities to the war effort (Allied or Axis powers)
- Innumerable topic ideas!!
- Typed paper product: Times New Roman, 12-point font, minimum five pages, using paragraphs, include a
Bibliography or Works Cited Page, in-text citations or foot-notes where appropriate, and must include at
least three sources (one must be a book), and there is no need to list encyclopedias.
- Make sure your paper contains “exciting language,” and makes proper use of mechanics, organization, and
syntax

___ Typed paper according to description above

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(8) “Stop the Press, This Just In …” – A series of newspaper accounts, including text and pictures … like a
newspaper (hopefully students your age still know what newspapers are …) from the WWII historical era,
depicting major historical events from the perspective of peoples’ from that particular country, whether it be the
United States, Germany, France, Austria, the Soviet Union, etc. Individual project.
- Minimum six newspaper accounts over a span of time … for instance, maybe Czechoslovakia in 1938 when it
gives up the Sudetenland to Germany, then again in 1939 when it is invaded by Germany, then jumping
ahead a few more years when WWII begins, etc.
- Typed paper product: Times New Roman (font type can vary but it needs to be readable), with of course
pictures, and utilizing a newspaper-organizational format, for instance multiple columns

- Make sure your paper contains “exciting language,” and makes proper use of mechanics, organization, and
syntax

___ Typed paper according to description above

___ Pictures included with a realistic newspaper format, w/ multiple columns

(9) Microsoft Movie Maker Product or some other type of audio-visual product … utilizing pictures, narration,
possibly music, etc. focusing upon a major theme or idea from World War II. Individual project.

** Whether PowerPoint, Movie Maker, etc. the project needs to be at least 10 minutes in duration, so that would
include timed PowerPoint slides or other format of project
** This would include narration and possibly some other form of audio as well.

(10) Innumerable Project Ideas … really the ideas are innumerable, as this is simply to get you thinking about
project ideas!!!!