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World War II and the Holocaust

Inquiry Based Learning Unit


Seventh Grade Special Education

By: Marie Foiles


South Fork School District #14
LITES
Area V Learning Technology Center
Description and Rationale of the World War II Unit

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)

Final Team Performance Individual Student Assessments

√() = outcome is assessed


(Number refers to assessment)

©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?

The answer to the riddle is the Jewish people.

Explanation of the clues:


The opening scene of X-Men shows a concentration camp during World War II.
Magneto is the young boy who is being separated from his mother, they were Jewish. The
tattoo on his forearm is the number that Jews were tattooed with as identification. The
paper clip was invented by a Norwegian. During World War II Norwegians wore a
paperclip on their collars to demonstrate their opposition to Nazism and to anti-Semitism.
In ancient times all the ”sins” of the people was symbolically put on the back of a goat,
then the goat was sent out into the wilderness to be killed. Hitler blamed all of Germany’s
problems on the Jewish people. He made them the scapegoat of the whole German
people. Hitler’s Final Solution was to remove or kill all Jews living in Germany.
Title of Unit: World War II and the Holocaust
(Seventh grade special education)
Author(s): Marie Foiles
Lesson Plan Day 1

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

State Goal 1: Read with Fluency and understanding.


Standard A: Apply word analysis and vocabulary skills to comprehend selections.

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:

Materials: word sort, Vocab tracking sheet

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.
Directions for Closed Sort:
1. Choose 10 – 20 important words a will be crucial to understanding the concepts of
the unit.
2. Have the students work in pairs or small groups.
3. List the categories and vocabulary words in such a way that they are
distinguishable.
4. In the small groups, have the students discuss the words and place them in the
appropriate categories.
5. Encourage students to discuss their choices.
6. Have the entire class discuss their decisions for categorization.
7. As students do research, they can change the category choices.

Directions for Open Sort:


1. Use steps 4 – 7, but do not supply categories. Students must determine the
categories for the words.

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.

Teaching and Learning Event: Precursors to World War II


Description and Detailed Sequence of Activities:
• Give students articles about pre World War II Germany, or let them go one line
and find their own information if you have the technology available in your
classroom. Give them several websites where they can find the information they
need. See bibliography.
• Also you can use the articles from World War II activity book: “The Legacy of
Versailles”, p.1,2, “The Rise of Dictators”,p.5,6,” Nazi Germany”,p9,10,” The
Winds of War Begin To Blow”,p.13,14.
• Have them read them in their groups.
• Students will record what they have learned on individual semantic features
charts, as they read.
• Students will summarize what they believe were the conditions that led up to
World War II. (Assessment on first Benchmark)

Time Line: Two days

Books:

Equipment Name: computers

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 - Web Sites:


http://history.searchbeat.com/worldwar.htm
http://members.aol.com/TeacherNet/WWII.html
http://www.spartacus.schoolnet.co.uk/2WWbackground.htm

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.

Teaching and Learning Event: Political Leaders during World War II


Description and Detailed Sequence of Activities:
• Students will describe the different leaders, how and why they were involved in
the war.
• Break students up into groups of two or three students per group.
• Each group will pick 2 leaders to research. I will give them three leaders from
each side of the conflict. Adolf Hitler, Gen. Francisco Franco, Benito Mussolini,
and Emperor Hirohito from Axis nations, Winston Churchill, Franklin D.
Roosevelt, Joseph Stalin, and General Charles de Gaul.(There is a list of other
leaders attached if you have a larger class or they are capable of doing more
detailed work.
• See bibliography for list of websites were students can find information on world
leaders.
• Students will fill out “My Star” worksheet on each of their leaders.
• After filling out fact sheets on their leaders they will do a comparison/contrast
chart.
• Finally, they will write a short report on one of their characters.

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/

This is an excellent starting point for information on world leaders.


Resources – Software:
Title of Unit: World War II and the Holocaust
(Seventh grade special education)
Author(s): Marie Foiles
Lesson Plan Day 6

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.

Time Line: one class period

Books:

Equipment Name: Computer with internet.

Materials:

Resources - Web Sites:


http://memorial.sdcs.ca.us/LESSONS/WWII/Activity1?activityone.html

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 (After every benchmark) 7

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: Working on end activity


Description and Detailed Sequence of Activities:
• Students need to begin working on their end products.
• Go back to the task analysis and remind them of what we need to accomplish.
• The first thing on our list is to come up with good questions to ask our speaker.
• Separate the class into groups. Have each group generate a list of at least 5
questions over the materials we have covered so far.
• Discuss each groups list of questions. See if we can answer any of them
ourselves. Edit and revise until you get a good set of intelligent questions about
things that interest them.
• The next item on our task analysis is to make a booklet about WWII.
• Have them go back into their groups. They need to decide what format they want
to use to write their booklet. They can go into word, type up articles, and then use
a book binder to make a booklet. The other thing they can do is make s power
point presentation, then run the slides off and bind them into book form.
• My students like to make power points.
• Have your students take the information they have gathered about the precursors
and the leaders of WWII, each student in the group needs to be responsible for
creating one slide. The group can decide who is going to create which slide. When
they are done the group needs to look at the slides and discuss how they can be
improved. Be sure they give each other positive feed back.
• Your slides need to cover the four areas that the students covered in the overview
of WWII: Germany invades Europe, Japanese bomb Pearl Harbor, Concentration
camps, and the Atomic bomb. They can use the semantics features chart that they
filled out in lesson 3.
• Students will need to develop slides on the precursors to WWII. You may want to
give them a copy of the document from lesson 4 titled The Precursors to World
War II, or they can use the summaries they wrote for lesson 4.
• There will need to be a slide on the leaders of the war. They will have their
reports that they wrote for Lesson 5.
• For interest they can make a slide with a link to the Voices of War website.
• Then revise the slides and decide what order they are to come in.
• Run a copy of the slides so they can look at them and see how much they have
learned.
• Save the power point on a disc so it doesn’t get lost.
Time Line: This will probably take a good 5 days to finish. Don’t rush them. The first
time they work on their final project give them lots of class time and teacher input.

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 - 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 8

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.

Time Line: One class period.

Books:

Equipment Name:

Materials:

Resources - Web Sites: http://www.earthstation1.com/Pearl_Harbor_Attack.html

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 9

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: Research major events of World War II


Description and Detailed Sequence of Activities:
• Break the class up into groups of three or four.
• Students will read articles from Eye Witness Books World War II, Social Studies
Activity Books, The Forties (Teacher Created Materials), and Our Century 1940-
1950. See Bibliography for information on these books.
• They will read several articles and do research. Your more advanced students can
also do research on the internet. Each group will be required to make a
presentation to the class about the information they have found.
• Go back to the task analysis chart that you did in lesson 1 to come up with a list of
the information that they are to look for in their readings. Highlight the chart to
show what specifically they are looking for.
• Explain to the students that they are going to have to make a presentation to the
class on what they have learned. Their presentations need to be creative. They
can do posters, they can write a commercial, or they can make jeopardy game and
play it with the class they can do creative writing or if they come up with another
idea they can discuss their own ideas with the teacher and get approval for what
they want to do.
• Make sure they get approval for their projects from the teacher before they begin.
• Use assessment rubric in assessment file to grade these projects.

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

Time Line: Two Class periods

Books: Social Studies Activities World War II, Our Century Magazine 1940-1950, and
The Forties.

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 11

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: Work on end product


Description and Detailed Sequence of Activities:
• Meet in same groups have them add to their questions and power point.
• Have students go back to the task analysis. Generate questions that cover the
major events in World War II i.e. dropping the bomb on Japan,
• They should come up with some questions about the atomic bomb and if it was a
right or wrong decision.
• After generating questions have them meet in the groups that were formed to
create the power point presentation.
• Each group will have to generate slides that cover the part of the benchmark that
has been covered so far 1) Analyze the major events in World War II and describe
their effects on the war.
• Be sure that they cover the dropping of the bomb on Hiroshima.
• Make sure that each student has a copy of the power point rubric in the
assessment folder so that they will know exactly what you are looking for on their
slides.

Time Line: One class period

Books:

Equipment Name:

Materials: Power Point rubric

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 12

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.

Teaching and Learning Event: Holocaust

Description and Detailed Sequence of Activities:

• 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.

Time Line: One class periods

Books: Dictionary, History books

Equipment Name: Computer and internet

Materials: Vocabulary word list, vocabulary worksheet

Resources - Web Sites:


http://www.worldwariihistory.info/
http://www.worldwariihistory.info/on/
http://wikipedia.org/wiki

Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Vocabulary List

Adolf Eichman Pink Triangle


Adolf Hitler Pogrom
Anti-Semitism Rudolph Hess
Aryan Reinhard Heydrich
Auschwitz SD
Babi Yar Selection
Belzek SS
Blitzkrieg Therienstadt
Buchenwald Third Reich
Bund Treblinka
Capo Zionism
Chelmo Zyclon B
Concentration Camp
Dachau
Death Camps
Death Marches
Deportation
Einsatzgruppen
Final Solution
Genocide
Gestapo
Ghetto
Heinrich Himmler
Holocaust
Josef Mengele
Joseph Goebbels
Kristallnacht
Nazi
Nuremburg
Title of Unit: World War II and the Holocaust
(Seventh grade special education)
Author(s): Marie Foiles
Lesson Plan Day 13

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.

Teaching and Learning Event: Holocaust

Description and Detailed Sequence of Activities:

• Watch the movie Diary of Anne Frank

Time Line: One class period

Books:

Equipment Name: Television and VCR

Materials: Diary of Anne Frank video

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 14

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.

Teaching and Learning Event: Holocaust

Description and Detailed Sequence of Activities:

• Use the internet to look up heroes of the Holocaust


• Each student selects one hero or an important person in the Holocaust and writes a
short essay.
• Examples of heroes: Elizabeth Abegg, Corrie Ten Boom, George Ferdinand
Duckwitz, The White Rose Group, Raul Wallenberg, Oskar Schindler, Andrew
Shepitsky, Doctor Sdelaide Hautval
• Students can also use the books: We Are Witnesses: Five Diaries of Teenagers
Who Died in the Holocaust. Faces of Courage: Young Heroes of World War II. I
prefer the website because it has a lot of information on survivors of the
concentration camps.

Time Line: Two class periods

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.

Equipment Name: Computer and Internet

Materials:

Resources - Web Sites: http://www.graceproducts.com/fran_k/heroes.html

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 15

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.

Teaching and Learning Event: Holocaust

Description and Detailed Sequence of Activities:


• Break up into groups and do web quest on children of the Holocaust
• Must complete all three of the activities

Time Line: Five class periods

Books:

Equipment Name: Computer and Internet

Materials:

Resources - Web Sites: http://www.iss.k12.nc.us/schools/wms/asaur/asholocaust.htm

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 (After every benchmark)16

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: Working on end activity


Description and Detailed Sequence of Activities:
• Students need to continue working on their end products.
• Go back to the task analysis and remind them of what we need to accomplish.
• The first thing on our list is to come up with good questions to ask our speaker.
• Separate the class into groups. Have each group generate a list of at least 5
questions about the holocaust.
• Discuss each groups list of questions. See if we can answer any of them
ourselves. Edit and revise until you get a good set of intelligent questions about
things that interest them.
• The next item on our task analysis is to make a booklet about WWII.
• Have them go back into their groups.
• My students are making power points.
• Have your students take the information they have acquired on the Holocaust and
make their slides.
• Run a copy of the slides so they can look at them and see how much they have
learned.
• Save the power point on a disc so it doesn’t get lost.
• Remind the students to follow the guidelines on their power point rubric.

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 - 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 17

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

Description and Detailed Sequence of Activities:

• 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

Time Line: Two class periods

Books: The Twentieth Century: The Forties, Teacher Created Materials, Inc.

Equipment Name: Computer and internet

Materials: Poster board and colored pencils

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.
Firsts in the 1940s

Penicillin widely used


Synthetic Rubber
Synthetic Tooth Fillings
Jeep
M&Ms first distributed
Disposable Aerosol Cans
Slinky
Silly Putty
Frisbee
Velcro
First Mark I Computer
Reynolds Wrap Aluminum Foil
Aqualung
Kidney Dialysis Machine
Microwave Oven
First Military Use of Radar
Atomic Bomb
Title of Unit: World War II and the Holocaust
(Seventh grade special education)
Author(s): Marie Foiles
Lesson Plan Day18

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: Finishing up their end activity.


Description and Detailed Sequence of Activities:
• Students need to finish up their end product.
• Go back to the task analysis and remind them of what we need to accomplish.
• Decide if there are any new questions we can come up with.
• Look at our list of questions and revise for the last time. You want a list of ten
questions.
• Have them go back into their groups. They need to make their final slides. Keep
the same groups that you have worked with all along.
• Have each group make slides on the technologies used in WWII. They May also
want to do a slide on the victims of the holocaust.
• After finishing the slides, put them together into a cohesive presentation.
• Run a copy of the slides so they can look at them and see how much they have
learned.
• Save the power point on a disc so it doesn’t get lost.
• You can print off the final slides and bind into a book.
• Use the power point rubric to give a final grade on the finished product.

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 - Web Sites:

Resources – Software:

TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE


BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Section Six
Assessment

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

Name: ________________________ Teacher: Mrs. Foiles


Date Submitted: ____________ Title of Work: ___________________
Criteria Points
1 2 3 4
Student presents
Reader has difficulty Information in
Sequence of information in
following work logical, interesting
Organization information is difficult logical sequence ____
because student sequence which
to follow. which reader can
jumps around. reader can follow.
follow.
Student is
Student does not have Student
uncomfortable with Student is at ease
Content grasp of information; demonstrates full
content and is able with content, but ____
Knowledge student cannot answer knowledge (more
to demonstrate basic fails to elaborate.
questions about subject. than required).
concepts.
Presentation has Presentation has no
Work has four or more Presentation has no
Grammar and three misspellings more than two
spelling errors and/or misspellings or ____
Spelling and/or grammatical misspellings and/or
grammatical errors. grammatical errors.
errors. grammatical errors.
Work has three or Work has one or
Work is neatly
Neatness Work is Illegible. four areas that are two areas that are ____
done.
sloppy. sloppy.
Work does not have Work displays the
Reference section
Work displays no the appropriate correct number of
References was completed ____
references. number of required references, written
incorrectly
references. correctly.
Total----> ____
Teacher Comments:

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South Fork Junior High School
Comparing Two World Leaders

Name: ________________________ Teacher: Mrs. Foiles


Date Submitted: ____________ Title of Work: ___________________
Criteria Points
1 2 3 4
Student presents
Reader has difficulty Information in
information in
Sequence of information following work logical, interesting
Organization logical sequence ____
is difficult to follow. because student sequence which
which reader can
jumps around. reader can follow.
follow.
Student is
Student does not have Student
uncomfortable with Student is at ease
Content grasp of information; demonstrates full
content and is able with content, but ____
Knowledge student cannot answer knowledge (more
to demonstrate basic fails to elaborate.
questions about subject. than required).
concepts.
Presentation has Presentation has no
Work has four or more Presentation has no
Grammar and three misspellings more than two
spelling errors and/or misspellings or ____
Spelling and/or grammatical misspellings and/or
grammatical errors. grammatical errors.
errors. grammatical errors.
Work has three or Work has one or
Work is neatly
Neatness Work is Illegible. four areas that are two areas that are ____
done.
sloppy. sloppy.
Work does not have Work displays the
Reference section
Work displays no the appropriate correct number of
References was completed ____
references. number of required references, written
incorrectly
references. correctly.
Total----> ____
Teacher Comments:

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Name: _____________________ Date: ___________________

Project Title: _____________________ Teacher(s): Mrs. Foiles

Creative project on Major Event

Process Below Avg. Satisfactory Excellent


1. Has clear vision of final product 1, 2, 3 4, 5, 6 7, 8, 9
2. Properly organized to complete project 1, 2, 3 4, 5, 6 7, 8, 9
3. Managed time wisely 1, 2, 3 4, 5, 6 7, 8, 9
4. Acquired needed knowledge base 1, 2, 3 4, 5, 6 7, 8, 9
5. Communicated efforts with teacher 1, 2, 3 4, 5, 6 7, 8, 9
Product (Project) Below Avg. Satisfactory Excellent
1. Format 1, 2, 3 4, 5, 6 7, 8, 9
2. Mechanics of speaking/writing 1, 2, 3 4, 5, 6 7, 8, 9
3. Organization and structure 1, 2, 3 4, 5, 6 7, 8, 9
4. Creativity 1, 2, 3 4, 5, 6 7, 8, 9
5. Demonstrates knowledge 1, 2, 3 4, 5, 6 7, 8, 9, 10
6. Other: 1, 2, 3 4, 5, 6 7, 8, 9

Total Score:____________________________

Teacher(s) Comments:
South Fork Junior High School
Team Debate
Name: _____________________ Teacher: Mrs. Foiles

Date: ______________________ Title of Work: ______________


Skills Criteria Points
1 2 3 4
Helping
None of the Some of the Most of the All of the ____
The teacher observed the students Time Time Time Time
offering assistance to each other.
Listening
None of the Some of the Most of the All of the ____
The teacher observed students Time Time Time Time
working from each other's ideas.
Participating:
None of the Some of the Most of the All of the ____
The teacher observed each student Time Time Time Time
contributing to the project.
Persuading:
None of the Some of the Most of the All of the ____
The teacher observed the students
Time Time Time Time
exchanging, defending, and
rethinking ideas.
Questioning:
None of the Some of the Most of the All of the ____
The teacher observed the students
Time Time Time Time
interacting, discussing, and posing
questions to all members of the team.
Respecting:
None of the Some of the Most of the All of the ____
The teacher observed the students
Time Time Time Time
encouraging and supporting the ideas
and efforts of others.
Sharing:
None of the Some of the Most of the All of the ____
The teacher observed the students
Time Time Time Time
offering ideas and reporting their
findings to each other.
Total Points ____
Teacher Comments:
Name: _____________________ Date: ___________________

Project Title: _____________________ Teacher(s): Mrs. Foiles

Poster on Technology

Process Below Avg. Satisfactory Excellent


1. Has clear vision of final product 1, 2, 3 4, 5, 6 7, 8, 9
2. Properly organized to complete project 1, 2, 3 4, 5, 6 7, 8, 9
3. Managed time wisely 1, 2, 3 4, 5, 6 7, 8, 9
4. Acquired needed knowledge base 1, 2, 3 4, 5, 6 7, 8, 9
5. Communicated efforts with teacher 1, 2, 3 4, 5, 6 7, 8, 9
Product (Project) Below Avg. Satisfactory Excellent
1. Format 1, 2, 3 4, 5, 6 7, 8, 9
2. Mechanics of speaking/writing 1, 2, 3 4, 5, 6 7, 8, 9
3. Organization and structure 1, 2, 3 4, 5, 6 7, 8, 9
4. Creativity 1, 2, 3 4, 5, 6 7, 8, 9
5. Demonstrates knowledge 1, 2, 3 4, 5, 6 7, 8, 9, 10
6. Other: 1, 2, 3 4, 5, 6 7, 8, 9

Total Score:____________________________

Teacher(s) Comments:
South Fork Junior High School
Reader's Theater Research

Name: ________________________ Teacher: Mrs. Foiles

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.

Well organized, Well organized, Well organized,


demonstrates but demonstrates but demonstrates
Summary logical illogical illogical Weakly
____
Paragraph sequencing and sequencing or sequencing and organized.
sentence sentence sentence
structure. structure. structure.

There are four


There is one error There are two or
Punctuation, Punctuation and or more errors
in punctuation three errors in
Capitalization, capitalization in punctuation ____
and/or punctuation and/or
& Spelling are correct. and/or
capitalization. capitalization.
capitalization.

Total----> ____
Teacher Comments:

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Powerpoint Appearance and Content
Teacher Name: Marie Foiles

Student Name: ________________________________________

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.

Date Created: Aug 01, 2004 01:40 pm (CDT)


Topic: Precursors to World War II

Then Now

Alike

Economy

Alliances

Political
Views

World
View
South Fork Junior High School
Conditions Leading Up to World War II

Name: ________________________ Teacher: Mrs. Foiles


Date Submitted: ____________ Title of Work: ___________________
Criteria Points
1 2 3 4
Student presents
Reader has difficulty Information in
Sequence of information in
following work logical, interesting
Organization information is difficult logical sequence ____
because student sequence which
to follow. which reader can
jumps around. reader can follow.
follow.
Student is
Student does not have Student
uncomfortable with Student is at ease
Content grasp of information; demonstrates full
content and is able with content, but ____
Knowledge student cannot answer knowledge (more
to demonstrate basic fails to elaborate.
questions about subject. than required).
concepts.
Presentation has Presentation has no
Work has four or more Presentation has no
Grammar and three misspellings more than two
spelling errors and/or misspellings or ____
Spelling and/or grammatical misspellings and/or
grammatical errors. grammatical errors.
errors. grammatical errors.
Work has three or Work has one or
Work is neatly
Neatness Work is Illegible. four areas that are two areas that are ____
done.
sloppy. sloppy.
Work does not have Work displays the
Reference section
Work displays no the appropriate correct number of
References was completed ____
references. number of required references, written
incorrectly
references. correctly.
Total----> ____
Teacher Comments:

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Name: _____________________ Date: ___________________

Project Title: _____________________ Teacher(s): Mrs. Foiles

Creative project on Major Event

Process Below Avg. Satisfactory Excellent


1. Has clear vision of final product 1, 2, 3 4, 5, 6 7, 8, 9
2. Properly organized to complete project 1, 2, 3 4, 5, 6 7, 8, 9
3. Managed time wisely 1, 2, 3 4, 5, 6 7, 8, 9
4. Acquired needed knowledge base 1, 2, 3 4, 5, 6 7, 8, 9
5. Communicated efforts with teacher 1, 2, 3 4, 5, 6 7, 8, 9
Product (Project) Below Avg. Satisfactory Excellent
1. Format 1, 2, 3 4, 5, 6 7, 8, 9
2. Mechanics of speaking/writing 1, 2, 3 4, 5, 6 7, 8, 9
3. Organization and structure 1, 2, 3 4, 5, 6 7, 8, 9
4. Creativity 1, 2, 3 4, 5, 6 7, 8, 9
5. Demonstrates knowledge 1, 2, 3 4, 5, 6 7, 8, 9, 10
6. Other: 1, 2, 3 4, 5, 6 7, 8, 9

Total Score:____________________________

Teacher(s) Comments:
World War II Leaders

This is just a small example of leaders that students can choose from:

Neville Chamberlain Winston Churchill


Gen. Francisco Franco Franklin D. Roosevelt
Albert Einstein Benito Mussolini
Gen. Charles de Gaulle Joseph Grea (U.S. ambassador to Japan)
Emperor Hirohito Cordell Hull (Am. Sec. of State)
Admiral Chester Nimitz Janette Rankin (Only no vote to declare
war)
Admiral Kimmel General Jonathan Wainright
Major Gen. James Doolittle William Donovan
Admiral William Halsey Field Marshal Erwin Rommel
George S. Patton Dr. Werner Von Braun
Eva Braun Field Marshal Bernard Montgomery
General Le Clerc Kamikaze
General Anthony McAuliffe Harry S. Truman
Chiang Kai-shek Mao Zedong
Rosie the Riveter Gen Dwight D. Eisenhower
Joseph Stalin Pietro Badoglio
Adolf Hitler Hermann Goring
Joseph Goebbels William Kitel
Ernst Rohm Heinrich Himmler
Rudolph Hess Martin Borman
My Star: _______________________________________________________________

My star is:

My Star was born when and where:

My Star was on whose side:

My Star’s contribution to the war was:

Why was this person important to the war?

What might have happened if this person had been on the other side?
Axis Allied
Leader:____________________ Leader__________________

How are these leaders alike?

How are these leaders different?


Word Use in Text Article Page
South Fork Junior High School
Comparing Two World Leaders

Name: ________________________ Teacher: Mrs. Foiles


Date Submitted: ____________ Title of Work: ___________________
Criteria Points
1 2 3 4
Student presents
Reader has difficulty Information in
information in
Sequence of information following work logical, interesting
Organization logical sequence ____
is difficult to follow. because student sequence which
which reader can
jumps around. reader can follow.
follow.
Student is
Student does not have Student
uncomfortable with Student is at ease
Content grasp of information; demonstrates full
content and is able with content, but ____
Knowledge student cannot answer knowledge (more
to demonstrate basic fails to elaborate.
questions about subject. than required).
concepts.
Presentation has Presentation has no
Work has four or more Presentation has no
Grammar and three misspellings more than two
spelling errors and/or misspellings or ____
Spelling and/or grammatical misspellings and/or
grammatical errors. grammatical errors.
errors. grammatical errors.
Work has three or Work has one or
Work is neatly
Neatness Work is Illegible. four areas that are two areas that are ____
done.
sloppy. sloppy.
Work does not have Work displays the
Reference section
Work displays no the appropriate correct number of
References was completed ____
references. number of required references, written
incorrectly
references. correctly.
Total----> ____
Teacher Comments:

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Name: _____________________ Date: ___________________

Project Title: _____________________ Teacher(s): Mrs. Foiles

Poster on Technology

Process Below Avg. Satisfactory Excellent


1. Has clear vision of final product 1, 2, 3 4, 5, 6 7, 8, 9
2. Properly organized to complete project 1, 2, 3 4, 5, 6 7, 8, 9
3. Managed time wisely 1, 2, 3 4, 5, 6 7, 8, 9
4. Acquired needed knowledge base 1, 2, 3 4, 5, 6 7, 8, 9
5. Communicated efforts with teacher 1, 2, 3 4, 5, 6 7, 8, 9
Product (Project) Below Avg. Satisfactory Excellent
1. Format 1, 2, 3 4, 5, 6 7, 8, 9
2. Mechanics of speaking/writing 1, 2, 3 4, 5, 6 7, 8, 9
3. Organization and structure 1, 2, 3 4, 5, 6 7, 8, 9
4. Creativity 1, 2, 3 4, 5, 6 7, 8, 9
5. Demonstrates knowledge 1, 2, 3 4, 5, 6 7, 8, 9, 10
6. Other: 1, 2, 3 4, 5, 6 7, 8, 9

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

1. Each student’s summary needs to be at least 2 paragraphs long, with at least 5


sentences in each paragraph.
2. Address at least 3 world events that led up to the war.
3. What world leaders were involved?
4. What was the major factor?
5. In what ways are conditions today similar to the conditions then?
Question/Answer Relationship (QAR)

In the Book (Gathering Information) In Your Head (Inference)


Right There: Author and You (Inference)

Who is the historical figure that you are Would you trust that this person is being
listening to? sincere from listening to his speech?

Think and Search: On Your Own

What topic is the speaker How would what the speaker is


talking about? saying be received today
Question/Answer Relationship (QAR)

In the Book (Gathering Information) In Your Head (Inference)


Right There: Author and You (Inference)
Can you tell what is happening in this picture? How do you think the fire fighters are feeling?

Think and Search: On Your Own

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?

Typical student questions:


• Why did the German people turn to Adolph Hitler as their leader?
• What countries were involved in the conflict?
• Why did the United States get involved?
• Why didn’t someone kill Hitler?
• How did people know a Jew from a non-Jew?
• Why didn’t we put Germans in relocation camps?
• How do people deny the Holocaust happened?
• How was the country of Germany able to almost conquer the world?
• What could the common people in Germany have done to change what was
happening?
• Who were the leaders of the main combatant countries?
• What is ideology and how did it contribute to the causes and extinction of the
Jews?
• What do the following terms mean: Blitzkrieg, Schlieffen Plan, Battle of
Britian, Operation Bar Barossa, D-Day, Final Solution.
Characteristics Characteristics Characteristics Characteristics
Precursor

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

Diary of Anne Frank, Video.

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.

Our Century 1940 – 1950. Globe Fearron, ISBN # 8224-6606-6

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

The Twentieth Century: The Forties. Teacher Created Materials, Inc.

World War II, Thematic Unit. Teacher Created Materials ,Inc., ISBN # 1-55734-581-3