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This unit is designed to be used in a seventh grade special education classroom; the
students will investigate different aspects of World War II. They will state what
conditions led up to World War II, describe the major players and give reasons for their
involvement, analyze the major events and describe their effects on war, explore the
strategies and technologies employed in the war, and evaluate the ways the world has
evolved as a result of this conflict.
This unit employs more hands on investigation than the old paper, pencil, textbook
methods. Students will investigate information in more interesting and unique ways.
These methods engage the learners’ attention and get them involved in the learning
process.
The students will be asked to generate a list of intelligent questions that students could
ask a World War II that the principal has asked to come speak to the school. They will
also be asked to make a booklet about World War II to present to this speaker as a token
of the school’s appreciation.
Since this unit has been written for a special education classroom authentic connection is
very basic. This approach gives the students an investment in their school; they are being
asked to do something for the school so they are excited about being included in
something this important.
Click here to Download Complete Unit
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Authors: Marie Foiles
Title: World War II Grade Level: Seventh Special Education
Goals/Standards: (#’S) CONTEXT CONTENT
Engaging the Learner Teaching and Learning Events
State Goal 16: Understand events,
trends, individuals, and movements • Students read letter and complete task analysis; ask
The opening activity begins with questions based on opening activities and letter. Post
shaping the history of Illinois, the
the teacher asking the class a essential and coaching questions. (LP)
United States, and other nations.
Standard A :Apply the skills of historical
riddle; what does a paper clip, X- • Students are given vocabulary activity, Word Sort and
Men Mutants, and World War II List and tracking worksheet to keep track of definitions.
analysis and interpretation.
have in common. After discussing (LP)
Standard B: Understand the development
their guesses with each other they • Inquiry begins with students reading articles provided by
significant political events.
share with the teach teacher with an overview of the unit. Students will jigsaw
• State what conditions led up to World They view the beginning the
War II. information in teams, organize and share the information
beginning scenes of the first X- on a large wall semantic chart organizer. (LP)
• Describe the major players in World Men movie looking for clues.
War II and give reasons for their • Students will read articles that explain what events led up
Other clues will also be given until to World War II. After gathering information on the
involvement. the students figure out the riddle.
• Analyze the major events in World precursors to World War II, the students will organize
War II and describe their effects on the the information on semantic charts and summarize what
A speaker will be coming to talk they found out about the conditions that led up to World
war. about his experiences during World
• Explain the strategies and technologies War II. (LP)
War II. The principal would like • Students will describe different leaders from both sides
employed in World War II. for the students to come up with a of the conflict; they will compare a leader from each
list of intelligent questions to ask side, and write a short report on a leader of their choice.
State Goal 1. Read with understanding and also a book to present as a
and fluency. (LP)
token of the schools appreciation.
Standard A. Apply word analysis and • Students will listen to speeches from “The Voices of War
vocabulary skills to comprehend selections
Standard B. Apply reading strategies to Final Team Performance Individual Student Assessments
improve understanding and fluency. The students will generate a list of (1) Summarize the conditions that led up to World War II.
Standard C. Comprehend a wide range of intelligent questions and produce a (2) Write short report on major players of WWII.
reading materials. book to present to the speaker. (3) Make an individual creative activity about one of the
• Students will read a variety of non- major events of WWII and the effect it had on the war.
fiction materials to identify, (4) Create a poster trying to describe a new technology that
came out during the war.
(5) Evaluate the ways that the world has changed as a result
√() = outcome is assessed of World War II.
(Number refers to assessment)
*Numbers after Teaching and Learning Events refer to assessments
©Emily Alford, 1998
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Authors: Marie Foiles
Title: World War II Grade Level: Seventh Special Education
Goals/Standards: (#’S) CONTEXT CONTENT
describe, and locate important Engaging the Learner Teaching and Learning Events
information about World War II. website and fill in a QAR worksheet. (LP)
• Students will begin working on their final product.
They will begin to develop a list of questions and
produce the first slides for their power point. (LP)
• Students will view a picture taken of Pearl Harbor
after the bombing, then they will do a QAR
worksheet and a group discussion about the event
taking place in the picture. (LP)
• After students research major events of World War
II they will present to the rest of the class what they
have learned. (LP)
• Students will read articles about Hiroshima and the
dropping of the atomic bomb, and then they will
participate in a group debate on the ethics of this
decision. (LP)
• Students will look up definitions relating to the
Holocaust, and then create a Holocaust dictionary.
(LP)
• The class will watch the video Diary of Anne Frank.
(LP)
©Emily Alford, 1998 *Numbers after Teaching and Learning Events refer to assessments
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Authors: Marie Foiles
Title: World War II Grade Level: Seventh Special Education
Goals/Standards: (#’S) CONTEXT CONTENT
Engaging the Learner
Teaching and Learning Events
• Students will go on the internet to website that has
information on victims / heroes of the Holocaust they will
choose one and write a short essay. (LP)
• The class will go online and participate in the web quest
that is on the website listed. (LP)
• Student will add the new information they have learned to
their final product. (LP)
• After reading articles on the new technology that was
developed and used during World War II the students will
create a poster aimed at selling that product to the public.
(LP)
• Students will finish their final project. (LP)
The Authentic Connection
Dear Students,
On (date of assembly here) Mr. Mulvaney will be coming in to share his experiences
during World War II. He was at Pearl Harbor and he has some interesting stories to share.
In the past when we have had speakers come in we haven’t been very well prepared to
ask questions at the end of their presentations. I have two things that I would like you to
do for me and the school:
1. As a class I want you to come up with ten intelligent questions that we can ask
about World War II.
2. I also want you to learn all you can about World War II, create a booklet that we
can give to Mr. Mulvaney as a gesture of our appreciation to for taking the time to
come and share his experiences with us and for defending our country.
I know that you students will do a good job representing the school.
Thank You,
Mr. Anthony
Principal, South Fork Junior High School
(Note one possibility for creating a booklet is to have students create a power point
presentation, print it out and bind it. There is also software available to help students
create booklets.
Opening Activity
Begin this unit by giving the students a riddle. What do the X-Men Mutants, paper clips,
and World War II have in common?
Give the students a few minutes to think about this, and then show them the opening
scenes from the first X-Men movie. Other clues that you can give the students are the
first scene shows Magneto as a child, and what do you suppose the tattoo on his forearm
means? Clues are written on paper and students draw one from a stack. Hints and
solutions are also in a print format.
Clues for the paper clip are: What do you use paperclips for? (Binding together)
Why is there a week in April designated as the Days of Remembrance for Holocaust
victims, when you are asked to wear a paperclip on your shirt sleeve. A Norwegian
invented the paperclip, but why did wearing a paperclip on your sleeve during World
War II result in arrest?
Clues for World War II could include who did the Nazi’s use as scapegoats for all the
problems in their country. What was the final solution that Hitler implemented?
State Goal: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
Teaching and Learning Event: Introduction to unit
Description and Detailed Sequence of Activities:
• (Opening Activity) Teacher will give the students the riddle.
• After letting the students think about the riddle for a few minutes the teacher will
show a small clip of the beginning of the first X-Men movie. Be sure that the
scene from the concentration camp is seen. You may want to tell them that the
boy being carried away is Magneto (that is not real clear in the first part of the
movie).
• After viewing the movie let them break up into small groups to discuss their
guesses. As they are in their small groups, feed them the rest of the clues.
• Finally lead them to discover the answer.
• After solving the riddle, share the letter with the class.
• After reading the letter, have the students state what it is that the principal is
asking them to do. (Task Analysis)
Task Analysis
What are we expected to do?
Come up with 10 intelligent questions about WWII
Create a booklet
Record responses on chart paper:
1. Define the task 2. Generate Questions
• Have students come up with a list of questions they need to find the answer to in
order to be able to do the task.
• Let them stay in their groups and discuss what they will need to know to be able
to accomplish this task.
• Put out the trade books and let them look through them.
Time Line: One to three days depending on how much of the move you watch and how
long your periods are.
Books:
Equipment Name: TV and Video player
Materials: X-Men (the first movie), letter, task analysis
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: World War II and the Holocaust
(Seventh grade special education)
Author(s): Marie Foiles
Lesson Plan Day 2
Teaching and Learning Event: Making connections, Closed word Sort, Vocabulary
Activity.
Description and Detailed Sequence of Activities:
• Give students copy of closed word sort and tell them they will need to keep this
through the whole unit.
• Pronounce the words for them two – three times.
• Say the words together as a class.
• Have each student say the words, help them with pronunciation as needed.
• Give students word tracking form. Tell them they will be writing down the
meaning of the words as they come across them in their readings.
Time Line: One class period for word sort, on going for collecting vocabulary words.
Books:
Equipment Name:
Resources – Software:
This can be done as a post-reading activity also to assess a student’s increased knowledge
and understanding.
Title of Unit: World War II and the Holocaust
(Seventh grade special education)
Author(s): Marie Foiles
Lesson Plan Day 3
State Goal: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
Teaching and Learning Event: Semantics Features Chart
Description and Detailed Sequence of Activities:
• Give student articles about World War II that will give them a brief overview of
the unit.
• Have each student read an article and take notes on post it notes.
• You can find articles : “The Opening Salvos of WWII”p.17, “Two Giants Enter
the War”p.25,26, “The Final Solution”p.69,70, Weapons of Mass Destruction”
p.137,138, The War comes to a Dramatic End” p.145,146. From World War II by
George Lee. Also articles from the Our Century magazine fit this lesson plan.
• After taking the notes, post a large semantic features chart on the wall, then allow
each student to post their information on the chart.
• Leave the chart up for the duration of the unit so information can be added as you
come across it and the students can use the information posted to help with their
assignment.
Semantic Features Map:
This is very simply a chart or table created in Word.
Helpful Hints:
• You can adjust the size of the boxes by letting your cursor drift over the lines.
When the cursor changes to a double arrow, drag the lines to the size you
need.
• Selected columns or rows can be adjusted to an equal size
o Highlight the rows or columns that you want to adjust
o Click the work Table from the toolbar
o Select AutoFit from the pull down menu
o Select Distribute columns evenly or Distribute Rows evenly
• To move from cell to cell, press the TAB key
Time Line: Two days so there is plenty of time for discussion
Books: Articles from Our Century 1940 – 1950, Globe Fearron, ISBN # 8224-6606-6
Social Studies Activity Book World War II, By: George Lee, Mark Twain /
Carson –Dellosa Publishing Company, Inc.
Equipment Name:
Materials: Semantic features chart, post it notes
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: World War II and the Holocaust
(Seventh grade special education unit)
Author(s): Marie Foiles
Lesson Plan Day 4
State Goal: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
• State what conditions led up to World War II.
Books:
Materials: Five articles pulled from the Internet that they can read in class if computer
access is not available in your classroom. Semantics Chart, compare/contrast chart/
Assessment Rubric
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: World War II and the Holocaust
(Seventh grade special education)
Author(s): Marie Foiles
Lesson Plan Day 5
State Goal: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
• Describe the major players in World War II and give reasons for their
involvement.
Time Line: I would spend at least five days on this activity. It may take longer if you do
research on the computer and your students aren’t very computer literate. To save time
you may have trade books available on the different leaders or you may go online and
download articles about the people that you want them to look up.
Books:
Equipment Name: computer
Materials: List of leaders, Internet
Resources - Web Sites: http://history.searchbeat.com/worldwar.htm
http://www.who2.com , http://www.starplus.com/Notables
http://www.spartacus.schoolnet.co.uk/GERhitler.htm , http://www.dailypast.com/
State Goal 16: Understand events, trends, individuals and movements shaping the
history of Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
• Describe the major players in World War II and give reasons for their
involvement.
Teaching and Learning Event: Describe the major players in WWII and give reasons
for their involvement. The Voices of War
Description and Detailed Sequence of Activities:
• This is just a fun activity that the students will find interesting.
• Break students into the number of computers you have available. If you only have
one this can be saved and you can play them for the whole class.
• Students will go to this web site and listen to different recordings of the actual
speeches that were given during WWII.
• Have students discuss their feelings as they listen to these recordings.
• Do QAR activity.
• Give the students the QAR worksheet with all of the questions all ready written
on it.
• Let them work in groups to answer the questions.
• Have class meet together the last ten minutes of the class period to discuss what
they heard and how they feel about the speeches.
Books:
Materials:
Resources – Software:
State Goal: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
Books:
Equipment Name:
Materials: Any articles or assignments they have done so far. All of the materials they
would need to do their slides is in the assessments that they have all ready finished.
Power Point rubric.
Resources – Software:
State Goal: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
• Analyze the major events in World War II and describe their effects on the war.
Teaching and Learning Event: Students will investigate Pearl Harbor and the events
that led up to Japan’s attack on the United States.
Description and Detailed Sequence of Activities:
• Display a picture of Pearl Harbor taken after the Japanese attack. Be sure it has no
identifying text.
• Ask- students “What is happening in this picture? Can you identify what
significant event in American history has just taken place?”
• QAR worksheet has the students get into groups and answer questions about the
picture. (Can you tell the year this picture was taken in? What place is this? What
has happened at this time.}
• There are pictures and sounds from this website, but you will probably get a better
picture from a book.
Books:
Equipment Name:
Materials:
Resources – Software:
State Goal: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
• Analyze the major events in World War II and describe their effects on the war.
Time Line: 2 days to research, 2 days plus the weekend to prepare their project, 1 or 2
days for each student to present their project to the class. (Presentations may take longer
depending on number of students.
Books:
Equipment Name:
Materials:
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: World War II and the Holocaust
(Seventh grade special education)
Author(s): Marie Foiles
Lesson Plan Day 10
State Goal: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
• Analyze the major events in World War II and describe their effects on the war.
Teaching and Learning Event: Hiroshima
Description and Detailed Sequence of Activities:
• Read articles about the dropping of the atomic bomb.
• You will find articles in Our Century Magazine, Social Studies Activities book
World War II, The Forties.
• See bibliography for information on these books.
• After studying the event, divide the class into 2 teams.
• Give them time to refine their information. Have one team come up with reasons
why it was necessary to drop the bombs, Have the other group debate why it was
wrong to drop the bomb.
• Each side will try to come up with arguments to convince the other side that they
are right.
• Assessment rubric in assessment folder
Books: Social Studies Activities World War II, Our Century Magazine 1940-1950, and
The Forties.
Equipment Name:
Materials:
Resources – Software:
State Goal: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
Books:
Equipment Name:
Resources – Software:
State Goal 16: Understand events, trends, individuals and movements shaping the
history of Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
• Analyze the major events in World War II and describe their effects on the war.
• Students will be given a list of vocabulary words and asked to find their
meanings.
• Break students up into groups with three students in each group.
• Break the words up into groups of words that will fit into place alphabetically.
• Have each student in the group look up three of the vocabulary words and write
the definitions down.
• After they have found the definitions have each group put their series of words in
alphabetical order and type them out on the computer.
• The teacher will then take each groups page and put them in alphabetical order,
copy all of the sheets in order and distribute a copy to each student so they will
each have a personal World War II dictionary.
• Below are websites that students can find vocabulary words.
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Vocabulary List
State Goal 16: Understand events, trends, individuals and movements shaping the
history of Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
• Analyze the major events in World War II and describe their effects on the war.
Books:
Resources – Software:
State Goal 16: Understand events, trends, individuals and movements shaping the
history of Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
• Analyze the major events in World War II and describe their effects on the war.
Books: Faces of Courage: Young Heroes of World War II, Sally M. Rogow. We Are
Witnesses: Five Diaries of Teenagers Who Died in the Holocaust, Jacob Boa.
Materials:
Resources – Software:
State Goal 16: Understand events, trends, individuals and movements shaping the
history of Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
• Analyze the major events in World War II and describe their effects on the war.
Books:
Materials:
Resources – Software:
State Goal: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
Time Line: Give them 1 or 2 class periods to work together, then a turn in date.
Books:
Equipment Name:
Materials: Any articles or assignments they have done so far. Power Point rubric
Resources – Software:
State Goal 16: Understand events, trends, individuals and movements shaping the
history of Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
• Explain the strategies and technologies employed in World War II.
Teaching and Learning Event: Strategies and technologies used during World War II
• In groups, have students read articles on new technology developed during WWII.
• Articles can be found in the World War II Activity book, Our Century Magazine
1940-1050, and The twentieth Century: The Forties. See Bibliography.
• There is a list following this lesson plan of new technologies that became more
widely used during World War II.
• Have each group make a poster trying to sell their product to the public
Books: The Twentieth Century: The Forties, Teacher Created Materials, Inc.
Resources – Software:
State Goal: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
Standard A. Apply the skills of historical analysis and interpretation.
Standard B. Understand the development of significant political events.
Time Line: This will probably take a good 5 days to finish. Don’t rush them.
Books:
Equipment Name:
Materials: Any articles or assignments they have done so far. Power Point rubric
Resources – Software:
1. Assess the first bench mark after lesson plan #4. Students will write a summary of
what they believe were the conditions that led up to World War II.
2. Assessment of political leaders during the war is done on lesson plan # 5. The
students are going to compare two political leaders, one from each side of the
conflict.
3. Assessment on major events in World War II. After lesson plan #9. Students are
expected to make a creative presentation on one event from World War II.
4. The next assessment comes after Lesson #10. The students will work in groups to
find information on Hiroshima. They will debate whether they agree or disagree
with the decision to drop the bomb.
5. Assessment for strategies and technologies of World War II will take place on
On lesson plan #17. Students will create a poster trying to sell their new
technology to the public.
7. Use the power point rubric to assess the students end product.
South Fork Junior High School
Conditions Leading Up to World War II
Total Score:____________________________
Teacher(s) Comments:
South Fork Junior High School
Team Debate
Name: _____________________ Teacher: Mrs. Foiles
Poster on Technology
Total Score:____________________________
Teacher(s) Comments:
South Fork Junior High School
Reader's Theater Research
Criteria Points
4 3 2 1
Student(s)
Student(s) require
properly Student(s) Questions or
prompts to
Introduction/ generate generate problems are
generate
Topic questions and or questions and or teacher
questions and or ____
problems problems. generated.
problems.
around a topic.
Numerous
detailed Several detailed Some detailed A conclusion is
Conclusions conclusions are conclusions are conclusions are made from the
____
Reached reached from reached from the reached from the evidence
the evidence evidence offered. evidence offered. offered.
offered.
Information is
gathered from Information is Information is Information is
multiple gathered from gathered from gathered from
Information
electronic and multiple electronic limited electronic non-electronic or ____
Gathering
non-electronic and non-electronic and non-electronic electronic
sources and sources. sources. sources only.
cited properly.
Total----> ____
Teacher Comments:
CATEGORY 4 3 2 1
Buttons and All buttons and links Most (99-90%) buttons Many (89-75%) of the Fewer than 75% of the
Links Work work correctly. and links work buttons and links work buttons work correctly.
correctly correctly.
Correctly
Text - Font Font formats (e.g., Font formats have Font formating has Font formatting makes
Choice & color, bold, italic) have been carefully planned been carefully planned it very difficult to read
been carefully planned to enhance readability. to complement the the material.
Formatting to enhance readability content. It may be a
and content. little hard to read.
Originality Presentation shows Presentation shows Presentation shows an Presentation is a
considerable originality some originality and attempt at originality rehash of other
and inventiveness. The inventiveness. The and inventiveness on people's ideas and/or
content and ideas are content and ideas are 1-2 cards. graphics and shows
presented in a unique presented in an very little attempt at
and interesting way. interesting way. original thought.
Content - All content throughout Most of the content is The content is Content is typically
Accuracy the presentation is accurate but there is generally accurate, but confusing or contains
accurate. There are no one piece of one piece of more than one factual
factual errors. information that might information is clearly error.
be inaccurate. flawed or inaccurate.
Spelling and Presentation has no Presentation has 1-2 Presentation has 1-2 Presentation has more
Grammar misspellings or misspellings, but no grammatical errors but than 2 grammatical
grammatical errors. grammatical errors. no misspellings. and/or spelling errors.
Sequencing of Information is Most information is Some information is There is no clear plan
Information organized in a clear, organized in a clear, logically sequenced. for the organization of
logical way. It is easy logical way. One card An occassional card or information.
to anticipate the type or item of information item of information
of material that might seems out of place. seems out of place.
be on the next card.
Use of Graphics All graphics are A few graphics are not All graphics are Several graphics are
attractive (size and attractive but all attractive but a few do unattractive AND
colors) and support the support the not seem to support detract from the
theme/content of the theme/content of the the theme/content of content of the
presentation. presentation. the presentation. presentation.
Then Now
Alike
Economy
Alliances
Political
Views
World
View
South Fork Junior High School
Conditions Leading Up to World War II
Total Score:____________________________
Teacher(s) Comments:
World War II Leaders
This is just a small example of leaders that students can choose from:
My star is:
What might have happened if this person had been on the other side?
Axis Allied
Leader:____________________ Leader__________________
Poster on Technology
Total Score:____________________________
Teacher(s) Comments:
The Precursors to World War II
1. Germany resented the treaty from World War I. They were treated harshly.
2. The League of Nations was formed to prevent secret treaties between countries, but
the United States never joined, and Germany and Japan withdrew from the
organization.
3. After World War I, the United States isolated itself from foreign policy, Great Britain
adopted a pacifist policy, and France wanted high reparation payments from
Germany.
4. Mussolini became dictator of Italy; he set up the Fascist party and became very
aggressive in its foreign policy. Stalin gained control of the Communist Party in the
Soviet Union.
5. Japan emerged as a world power. They began a military campaign against China in
1931. By 1935 Japan had reached the Great Wall of China.
6. Chiang Kai-Shek became dictator of China; he stayed on good terms with the United
States and initially tried to appease Japan. Because Japan was a Nationalist
Government it waged a civil war against the Communists.
7. During the 30’s the Nazi Party gained power in Germany, Hitler was appointed
Chancellor. He banned all political parties except the Nazi Party. He then began
building his reign of terror and adopted an aggressive foreign policy.
8. July 18, 1936, Civil War broke out in Spain. Italian troops invaded Abyssinia and
German forces marched peacefully into the Rhineland.
9. Hitler annexed Austria and demanded the Sudentenland in Czechoslovakia in 1938.
Czechoslovakia resisted, but received no help from its allies (France and Britain).
Neville Chamberlain, Britain’s Prime Minister chose to appease Hitler instead of
helping its allies as a way to avoid war.
10. 1936 China was forced to join the communists in order to fight Japan. Japan’s
unofficial aggression against China caused an unofficial war that lasted throughout
World War II. Japan even attacked a U.S. gunboat, Panay; Japan apologized for the
incident and paid restitution.
11. In 1939, the British policy of appeasement ended when German troops invaded
Poland. Britain and France declared war on Germany on September 3, 1939.
Assessment for Summary of Precursors to World War II
Who is the historical figure that you are Would you trust that this person is being
listening to? sincere from listening to his speech?
Where is this event taking place ? In recent history where might you
have been able to see something
similar to this event?
Essential Question and Coaching Questions
Essential Question:
How has conflict benefited the world, or has it?
Coaching questions:
• What were the conditions that led up to World War II?
• Who were the major players in World war II and why were they involved?
• What were the major events and what effect did they have on the war?
• What strategies and technologies were employed during World War II?
• How has the world evolved as a result of this conflict?
Precursor
Precursor
Precursor
When and Who was What Allied or What was
Where Involved Happened Axis the Outcome
Germany
Invades
Europe
Japanese
Bomb Pearl
Harbor
Concentration
Camps
Atomic
Bomb
Atomic Bomb Axis Nations Aryan Race
Third Reich SS Gestapo Dachau D-Day
Auschwitz The Final Solution Selection Gestapo
Concentration Camps Discrimination Typhus
Anti-Semitism Zyclon-B Genocide Holocaust
Jewish Badge Kristallnacht Nazis
Crematorium Star of David
Web Sites
http://history.searchbeat.com/worldwar.htm
http://members.aol.com/TeacherNet/WWII.html
http://www.spartacus.schoolnet.co.uk/2WWbackground.htm
http://www.memorial.sandi.net/LESSONS/WWII/Activity1/activityone.html
http://www.earthstation1.com/Pearl_Harbor_Attack.html
http://www.graceproducts.com/fran_k/heroes.html
http://www.iss.k12.nc.us/schools/wms/asaur/asholocaust.htm
http://www.archives.gov/digital_classroom/lessons/day_of_infamy/print_friendly.html
http://oncampus.richmond.edu/academics/education/projects/webquests/wwii
http://www.mtsu.edu/~baustin/holo.html
http://wiesenthal.org/mot/children/list1.cfm
http://www.worldwariihistory.info/
http://wikipedia.org/wiki
http://history.searchbeat.com/worldwar.htm
http://www.who2.com
http://www.starplus.com/Notables
http://www.dailypast.com/
Section Eight
Bibliography
Adams, Simon. World War II, Eyewitness Books. New York: Dorling Kindersley, 2000.
ISBN #0-7894-6298
Boas, Jacob. We Are Witnesses: Five Diaries of Teenagers Who Died in the Holocaust. New
York: Scholastic, Inc., 1995. ISBN # 0-590-84475-x
Durrett, Deanne. Unsung Heroes of World War II: The Story of the Navajo Code Talkers. New
York: Facts On File, Inc.:1998. ISBN # 0-8160-3603-9
Kuhn, Betsy. Angels of Mercy: Army Nurses of World War II. . New York: Atheneum Books for
Young Readers, 2001. ISBN # 0-689-82044-5
Langley, Wanda. Flying Higher: The Woman Airforce Service Pilots of World War II. New
Haven: Dutton & Sherman, 2002. ISBN #0-208-02506-5
Lee,George. World War II: Social Studies Adtivity Book. Graeds 5-8. Mark Twain Media/
Carson Dellarosa Publishing Company, Inc.
Panchyk, Richard. World War II for Kids : A History With 21 Activities. Chicago: Review Press,
Inc., 2002. ISBN #1-55652-455-2
Rogow, Sally M., Faces of Courage: Young Heroes of World War II. Vancouver: Grandville
Island Publishing, 2003. ISBN # 1-894694-20-x
World War II, Thematic Unit. Teacher Created Materials ,Inc., ISBN # 1-55734-581-3