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Unit Four: World War II or “If at first you don’t succeed…”
1
A message from Katherine Kavouras (NYC, ’05):
“This unit is very content heavy because there are many factors that contribute to a more complete understanding
of World War II. In terms of assessing this content the unit contains weekly quizzes. Although it is not factored
into the unit plan, an end of unit assessment – DBQ-based or otherwise – would be a good way to end the unit and
make a final assessment of content. The end of unit essay is admittedly difficult and is a definite enrichment of the
required standards. If assessment suggests that the assignment is too difficult or would take more time than
available I would supplement it with a DBQ/DBE test.”
Week One
Aims
Monday:
How did the
end of World
War I sew the
seeds for
World War II?
Standards/Skills
Standards: 1, 2, 3, 4,
5
Skills: Cause and
effect
Activities/Plan
Silent Discussion –
Students engage in a silent
exchange (passing notes)
discussing how the Treaty
of Versailles might’ve
fostered frustrations that
led to World War II.
Whole group share out.
Think/Pair/Share:
Theorize as to what Europe
might be like after the war
= destruction, famine,
homelessness, depression
Homework
Vocab
?’s for
Assessment
Paragraph –
Given the state
of Europe
after World
War I and the
definition of
totalitarianism,
why do you
think the state
of Europe
after World
War I bred
totalitarianism?
Totalitarianismform of
government in
which the
government
has control
over all aspects
of life
1. What is
totalitarianism?
Worksheet –
Vocab
Detectives:
using context
clues fill in the
blank with
vocabulary
words
Dictatorleaders who
controlled their
nations by
force
2. Who are the
leaders of
Germany, Italy,
Russia, and
Japan?
Fascismextreme
nationalism and
racism
3. What is
fascism?
Within this atmosphere of
depression led to a rise of
Totalitarianism.
Tuesday:
How did
dictators rise to
power in
Europe?
Standards: 2, 4, 5
Review homework
Skills: Cause and
effect; compare and
contrast
Review key terms for
understanding the types of
dictatorships that rose to
power in Germany, Italy,
Russia, and Japan
Complete a chart
explaining how various
leaders rose to power in
their respective countries
Understanding of fascism
as different from
totalitarianism
Nazi Party – National
Socialists German Workers;
Hitler’s political party
Anti-Semitism – hatred of
the Jews
Democracyform of
government in
which the
power comes
from the
people who
elect
representatives
to fight for
their interests
Communismsystem of
government in
which the
government
controls all
industry
Unit Four: World War II or “If at first you don’t succeed…”
2
Authoritariangovernment
that requires
absolute
obedience to
authority
Wednesday:
How did
dictators gain
such a
following?
Standards: 2, 4, 5
Skills: Cause and
effect; analyzing
primary sources
(footage from Nazi
rallies, newspaper
articles describing
rallies); DBQs
View footage of Hitler’s
Nazi rallies.
DBQ – Read eye witness
accounts of the hysteria
and groupthink exhibited
by fascist followers
Paragraph –
How do you
think you
would react if
you were at
one of the
rallies we saw?
Hysteriabehavior
showing
excessive or
uncontrolled
emotion
4. What are
characteristics of
fascist
followers?
Mob Mentalitycollective
consciousness
Groupthinkpractice of
decision
making by a
group
especially when
characterized
by uncritical
acceptance or
conformity to
prevailing
points of view
Thursday:
How does
nationalism in
World War I
compare to
nationalism in
World War II?
Standards: 2, 4, 5
Friday:
How does the
alliance system
in World War I
compare to the
alliance system
in World War
II?
Standards: 2, 4, 5
Skills: Compare and
contrast
Skills: Compare and
contrast
Venn diagram comparing
and contrasting the causes
and effects of nationalism
during World War I versus
the causes and effects of
nationalism during World
War II?
Quiz using the above
assessment questions.
Venn diagram comparing
and contrasting causes,
effects, and configuration
of alliances during World
War I versus the causes,
effects, and configuration
of alliances during World
War II?
Paragraph –
What is the
difference
between
nationalism in
WWI as
compared to
WWII?
Paragraph –
What is the
difference
between
alliances in
WWI as
compared to
WWII?
5. How is
nationalism in
WWII different
than nationalism
in WWI?
Alliancesdefense
agreements
among nations
5 Question quiz
based on the
above questions
for tracking
content mastery
Unit Four: World War II or “If at first you don’t succeed…”
Week Two
Aims
Standards/Skills
Monday:
How did
European
policies of
appeasement
and U.S.
policies of
isolationism
allow
Germany to
expand?
Standards: 1, 2, 3, 4, 5
Tuesday:
What is the
Holocaust?
How did the
Holocaust
come about?
Standards: 2, 4, 5
Skills: Map skills;
cause and effect
Skills: Cause and
effect; timeline
Activities/Plan
Track Hitler’s progress on a
map.
Discuss Britain and France’s
decision to accept Germany’s
demands at the Munich
Conference.
Think/Pair/Share: What do
you think happened as a
result of appeasement? Why?
= Germany invaded Poland
and began World War II.
Define the Holocaust and
other key terms.
Create a timeline describing
the following events:
1935 Nuremberg Laws
October 1938 Deportations
of Polish Jews
November 1938
Assassination of Secretary
Ernst Vom Rath
November 10-11, 1938
Kristallnacht or Night of
Broken Glass
Pogroms (1938- 1941)
T-4 Euthanasia Program
(1939-1941)
Ghettos (1940-1945)
Killing Squads (1941-1943)
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Homework
Vocab
Paragraph –
Create an
argument for
and against
appeasement.
Make sure to
include the
definition of
appeasement
in your
arguments.
AppeasementBritain and
France decide
to accept
Germany’s
demands to
avoid war
Finish
timeline
Holocaust- the
massive
slaughter of
over 6 million
Jews by the
Nazis before
and during
World War II
Genocide- the
planned killing
of an entire
race or ethnic
group
Scapegoat- one
that is made to
bear the blame
of others; a
person or
group blamed
unjustly for
everyone’s
problems
Extermination Camps (19421945)
Death Marches (1944-1945)
Dehumanizing-
“The Final Solution of the
Jewish Question” (19421945)
1. What is
appeasement?
IsolationismU.S. reluctance
to engage in
world affairs
Pogroms- a
form of riot; a
massive,
violent attack
on a particular
religious, racial,
or ethnic group
Concentration Camps (19331945)
?’s for
Assessment
2. What is the
Holocaust?
3. What was
Kristallnacht?
4. What are
scapegoats?
Unit Four: World War II or “If at first you don’t succeed…”
Wednesday:
How were
Jews, and
other
persecuted
groups,
treated during
the
Holocaust?
Standards: 2, 4, 5
Skills: analyzing
primary sources;
DBQs
In addition to the Jews,
gypsies or Romas, Poles,
Serbs, POWs, mentally or
physically disabled,
homosexuals, Jehovah’s
Witnesses, communists, trade
unionists, Free Masons, and
some Catholic and Protestant
clergy were persecuted and
killed as part of the
Holocaust.
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DBQ –
photographs
of conditions
in
concentration
camps or the
ghettos
5. What groups
were persecuted
during the
Holocaust?
Analyze primary sources: first
hand accounts; videos or
otherwise; pictures; Nazi
propaganda; Mein Kampf;
newspaper articles – DBQs
or reflections
Thursday:
How were
Jews, and
other
persecuted
groups,
treated during
the
Holocaust?
Friday:
How did
European
policies of
appeasement
and U.S.
policies of
isolationism
enable the
continuation
of the
Holocaust?
Standards: 2, 4, 5
Skills: analyzing
primary sources;
DBQs
Standards: 1, 2, 4, 5
Skills: analyzing
primary sources
(Martin Niemoller’s
poem); DBQs
Analyze primary sources: first
hand accounts; videos or
otherwise; pictures; Nazi
propaganda; Mein Kampf;
newspaper articles – DBQs
or reflections
DBQ – Nazi
propaganda
Quiz using the above
assessment questions.
Paragraph –
Based on
what you
know about
the
Holocaust,
and the extent
of the Allies’
knowledge
about it, did
the Allies
have a
responsibility
to try and
stop the
Holocaust?
Why or why
not?
Add to the Holocaust
timeline:
Early 1941 – British intercept
a Chilean memo explaining
how Jews were being
targeted
Late 1941 – British intercept
information about large
massacres of the Jews
conducted by German police
Summer 1942 – Jewish labor
organization (the Bund) sent
word to London that 700,000
Polish Jews had already died
December 17, 1942 – The
Allies issued a statement that
the Jews were being
transported to Poland and
killed
May 12, 1943 – Bund leader
Szmul Zygielbojm committed
suicide in London to protest
the inaction of the world in
regards to the Holocaust
1943 – The U.S. State
The BundJewish labor
organization
In Exileforcibly
removed from
one’s native
country
5 Question quiz
based on the
above questions
for tracking
content mastery
Unit Four: World War II or “If at first you don’t succeed…”
Department was aware of the
use and location of gas
chambers of extermination
camps, but refused pleas to
bomb them out of operation.
DBQ – View cover of the
NY Times November 11,
1938 description of
Kristallnacht
Think/Pair/Share: Did the
Allies, have a responsibility
to try and stop the
Holocaust?
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Unit Four: World War II or “If at first you don’t succeed…”
Week Three
Aims
Standards/Skills
Monday:
Which groups
enabled the
Holocaust to
happen?
Standards: 1, 2, 4, 5
Skills: analyzing
primary sources;
DBQs
Activities/Plan
Review homework – What
responsibilities did the Allies
have to stop the Holocaust?
Introduce background to
Martin Niemoller
6
Homework
Vocab
DBQ – “First
They Come”
?’s for
Assessment
1. Who is
Martin
Niemoller?
Make a list of
ideas of how
to explain the
poem.
Read through his poem “First
They Came”
Underline and define
unknown words
Do Not Discuss the Poem.
Put students in small groups
(3-5 students). Each group
will have to act out the poem
to explain its meaning.
Students will have one day to
work together in class and
each group will present the
following day. A reading of
the poem should be included
in the presentation.
Tuesday:
Which groups
enabled the
Holocaust to
happen?
Standards: 1, 2, 4, 5
Wednesday:
Which groups
enabled the
Holocaust to
happen?
Standards: 1, 2, 4, 5
Thursday:
What was the
course of the
war pre-U.S.
involvement?
Standards: 1, 2, 3, 4, 5
Work in groups on
interpreting the poem.
Practice
interpretation
Present explanation of the
poem.
Paragraph –
According to
the poem, for
what reasons
should people
act in the face
of injustice?
View a map of Europe and
Africa during World War II.
Paragraph –
How do you
think the U.S.
felt about
Hitler’s
growing
control over
Europe?
Skills: analyzing
primary sources;
DBQs
Skills: analyzing
primary sources;
DBQs; presentations
Skills: Map skills;
timeline
Create a timeline of major
events pre-U.S. involvement
in World War II:
Germany invades Poland
Britain and France declare
war on Germany
Soviet Union forces Baltic
republics of Latvia, Lithuania,
and Estonia to accept Soviet
military bases.
Soviet Union declares war on
Blitzkrieglightning war;
powerful
tanks
2. What is
blitzkrieg?
3. How did
World War II
start?
4. What side
was the Soviet
Union on? Why
did it change?
5. What Allied
country did
Hitler fail to take
over?
Unit Four: World War II or “If at first you don’t succeed…”
7
Finland when they refuse.
Soviets defeat the Finns.
Germans invade Denmark,
Norway, the Netherlands, and
Belgium.
Allied troops retreat.
Italy and Germany attack
France.
France surrenders.
Battle of Britain – massive
bombing of Britain.
Friday:
Was the U.S.
actually
neutral?
Standards: 1, 2, 4, 5
Skills: DBQs; timeline
Frustrated with failure in
Britain, Hitler attacks the
Soviet Union.
Quiz based on the above
assessment questions.
Review homework
America First Committee
formed to keep the United
States out of Europe’s
business
Roosevelt vows to remain
neutral, but prepares for war.
DBQ - “We are determined
to keep out of war, yet we
cannot insure ourselves
against the disastrous effects
of war and the dangers of
involvement” – Roosevelt
1937 speech
1938 – Roosevelt
strengthened the navy
1939 – the new Neutrality Act
allowed the U.S. to sell
weapons to other countries
on a “cash and carry” basis
1940 – Roosevelt signed the
Selective Training and Service
Act, the first peacetime draft
in U.S. history
1940 – Roosevelt wins a third
term making him more secure
in his presidency
March 1941 – Land Lease Act
passes allowing America to
sell, lend, or lease arms or
other war supplies to any
Finish
timeline.
Disarmamentgiving up
military
weapons
5 Question quiz
based on the
above questions
for tracking
content mastery
Unit Four: World War II or “If at first you don’t succeed…”
nation considered “vital to the
defense of the United States”
1941 – American ships began
escorting British merchant
ships to avoid being sunk by
German U-boats
1941 – When Germans began
firing on American ships
Roosevelt issued a “shoot-onsight” order to American
naval vessels that found
German and Italian ships in
certain areas
August 1941 – Roosevelt and
Winston Churchill, leader of
Britain, develop the Atlantic
Charter. The charter is a
plan for the world after, “the
final destruction of the Nazi
tyranny.” Although
Roosevelt made no
agreements to fight, both
agreed that the people of
every nation would be free to
chose their own form of
government and live free of
“fear and want.” They urged
disarmament and the creation
of a “permanent system of
general security.”
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Unit Four: World War II or “If at first you don’t succeed…”
Week Four
Aims
Standards/Skills
Monday:
How was
Allied
propaganda
used to sway
public opinion
in the U.S.?
Standards: 1, 2, 4, 5
Tuesday:
How did the
U.S. become
involved in
World War II?
Standards: 1, 2, 3, 4, 5
Wednesday:
How did life in
the U.S. change
in response to
the war
Standards: 1, 2, 4, 5
Skills: analyzing
primary sources
(Allied propaganda);
DBQs
Skills: Cause and
effect; map skills;
analyzing primary
sources; DBQs
Skills: Cause and
effect; DBQs
Activities/Plan
DBQ –
Analyze
Allied
propaganda
from WWII
Read aloud newspaper articles,
or listen to radio broadcast
about the attack on Pearl
Harbor.
Paragraph –
What did
President
Roosevelt
mean when
he called
December 7th
“a date which
will live in
infamy?”
Look at U.S. propaganda that
references Peal Harbor as a
rallying cry.
Industry soared. Wartime
production completely ended
the Great Depression.
Resources and goods needed
for the war effort were
rationed.
Standards: 1, 2, 3, 4, 5
Skills: Cause and
effect; map skills;
DBQs; analyzing
primary sources
Homework
Whole group and small group
DBQ – Analyze Allied
propaganda from WWII
DBQ – Wartime conservation
poster; U.S. Women in the
Labor Force 1900-1950
Thursday:
How were
different ethnic
groups treated
during World
War II?
9
Describe how different ethnic
groups/races were treated
during WWII leading up to
Japanese internment.
African Americans –
Gradually integrated. 332nd
Fighter Group known as the
Tuskegee Airmen. Large
number of African Americans
moved from to the cities.
Native Americans – code
talkers
Hispanic Americans – Bracero
program
Japanese Americans – military
and political leaders worried
about the loyalty of Japanese
Americans if Japanese forces
Vocab
Propagandabooklets,
movies, and
posters put
out by a
government
to push an
idea onto
society
?’s for
Assessment
1. Was Allied
propaganda
effective?
2. Where is
Pearl Harbor?
3. When and by
whom was Pearl
Harbor
attacked?
Paragraph –
Imagine you
are writing a
letter to a
family
member
fighting in
World War
II. Tell
him/her
about the
situation in
the U.S.
during the
war.
Mobilizationmilitary and
civilian
preparations
for war
Paragraph –
In your
opinion, was
the way the
Japanese
Americans
treated
wrong? Why
or why not?
Nisei –
American
citizens of
Japanese
dissent that
had been
born in the
United States
4. Name one
way the war
affected
Americans at
home.
Rationedconsumers
could buy
only a
limited
number of
goods and
services
Internment
Camps- a
place set up
during war to
keep people
who may be
a threat to
the safety of
a country
5. What are
internment
camps? Who
was put in them?
Unit Four: World War II or “If at first you don’t succeed…”
10
invaded the United States.
Roosevelt directed the army to
relocate more than 100,000
West Coast Japanese
Americans to detention
centers. Located mostly in
desert areas these internment
camps were crowed and
uncomfortable. Conditions
were harsh.
DBQs – Analyze first hand
accounts of families that had
been sent to an internment
camp.
Friday:
How did
Americans
respond to
Japanese
internment?
Standards: 1, 2, 4, 5
Skills: Cause and
effect; analyzing
primary sources;
DBQs
Quiz using the above
assessment questions.
Review homework
DBQs – Negative portrayal of
Japanese during World War II,
which facilitated violence,
prejudice, and hatred towards
Japanese Americans.
Korematsu v. United States
1944
Paragraph –
What was the
Supreme
Court’s ruling
in Korematsu
v. United
States? What
was their
reasoning?
5 Question quiz
based on the
above questions
for tracking
content mastery
Unit Four: World War II or “If at first you don’t succeed…”
Week Five
Aims
Standards/Skills
Activities/Plan
Monday:
How did
fighting
change after
U.S.
involvement?
Standards: 1, 2, 3, 4, 5
DBQ – View map
of World War II in
Europe and Africa
and have the class
determine the
course of action the
Allies took once the
United States had
joined. Using the
map the students
should be able to
logically determine
the route the Allies
took. See what
they come up with
and fill them in on
the details below.
Skills: Cause and
effect; map skills
11
Homework
Vocab
Paragraph – Imagine
you are an American
soldier fighting in
World War II, write a
letter to your family
back home explaining
where you are fighting
and how the war is
going.
?’s for
Assessment
1. How did the
Allies win back
land from the
Axis?
Allies defeat the
Axis in North
Africa. Allies drove
Axis out of North
Africa in May 1943.
Once gaining a
strong hold in
Africa the Allies
began to invade
southern Europe.
British and
American air forces
began massive
bombings in
Germany.
Germans, due to
heavy losses and
bad weather, are
unable to capture
Soviet strongholds,
Leningrad and
Moscow, and forced
to retreat.
Tuesday:
When is DDay? What is
the
importance of
D-Day?
Standards: 1, 2, 3, 4, 5
Skills: Map skills;
analyzing primary
sources; DBQs
Explain the
importance of the
D-Day invasion: On
June 6, 1944 landed
on the French coast
o f Normandy.
Within a few weeks
a million troops had
landed to liberate
France from the
Germans.
DBQs – Show
DBQ – newspaper
articles from
V-E Day
Liberate – to
free
2. What is the
importance of
D-Day?
Unit Four: World War II or “If at first you don’t succeed…”
12
footage of the DDay invasion.
Wednesday:
What are the
arguments for
and against
the atomic
bomb?
Thursday:
What were
the immediate
and long term
effects of the
atomic bomb?
Skills: Compare and
contrast; analyzing
primary sources;
DBQs
The Germans could
not sustain fighting
the Soviets from the
east and the British
and Americans in
the West. The
Soviets captured
Berlin (Germany’s
capital). Hitler
committed suicide
on April 30, 1945.
Germans signed an
unconditional
surrender ending
the war in Europe.
The Allies declared
May 8, 1945 V-E
Day for “Victory in
Europe.”
Analyze a map to
reveal Japanese
conquests in the
Pacific and briefly
discuss U.S. strategy
of island hopping
Standards: 1, 2, 3, 4, 5
Explain to students
what the Atomic
bomb is and the
amount of
destruction of
which it is capable.
Have students
generate arguments
for and against
dropping the atomic
bomb to debate
tomorrow.
Review homework.
Standards: 1, 2, 3, 4, 5
Skills: Cause and
effect
Have students
debate whether or
not the atomic
bomb should be
dropped.
Depending on time
constraints you can
divide the class, or
have the class
nominate 2-4
people to argue.
Explain the events
that led to the
dropping of the Abomb on Hiroshima
and Nagasaki and
the ensuring
devastation. This
Complete arguments.
You must have at least
two arguments for and
two arguments against
dropping the A-bomb
to end the war with
Japan.
Island
Hopping –
the U.S.
attacking and
capturing
certain key
islands to
defeat Japan
3. What strategy
did the U.S. use
to defeat the
Japanese?
Atomic
Bomb (ABomb)- a
bomb of
great
destructive
power
Paragraph – Did the
U.S. make the right
decision to drop the Abomb? Why or why
not?
4. On what two
cities did the
U.S. drop the
atomic bomb?
Unit Four: World War II or “If at first you don’t succeed…”
13
led to August 15,
1945 V-J Day for
“Victory over
Japan.”
Friday:
How did the
atomic bomb
affect people
for
generations?
Standards: 1, 2, 3, 4, 5
Skills: Cause and
effect; analyzing
primary sources;
DBQs
Quiz using the
above assessment
questions.
Several DBQs
relating to the
devastation caused
by the atomic bomb
and the long term
causes from
radiation.
DBQ – Sadako and 1000
Paper Cranes
Radiationpoisonous
energy given
off during
and after an
atomic blast
5 Question quiz
based on the
above questions
for tracking
content mastery
Unit Four: World War II or “If at first you don’t succeed…”
Week Six
Aims
Standards/Skills
Activities/Plan
Monday:
How did
World War II
end?
Standards: 1, 2, 3, 4, 5
Review homework.
Depending on time
constraints and
student interest
continue pursuing
Sadoko and 1000
Paper Cranes
Skills: Cause and
effect; compare and
contrast
Tuesday:
What is a just
war?
Standards: 1, 2, 3, 4, 5
Wednesday:
Which is a
“better” war,
World War I
or World War
II? Why?
Standards: 1, 2, 3, 4, 5
Skills: Compare and
contrast
Skills: Compare and
contrast
View the statistical
results of World
War II – number of
deaths, injured,
casualties, money
spent, destruction,
etc. compare and
contrast with World
War I
Review Augustine’s
Just War theory
then apply it to
World War II and
World War I. The
goal is for students
to have a basis upon
which to compare
and contrast World
War I and World
War II, from there
students can begin
to write their essay:
Which war is
“better” WWI or
WWII? Why?
Students may decide
neither is better, but
they must back up
their reasoning.
Admittedly this is a
complicated notion,
so students will
need to work in
class and may need
more whole class
instruction. If you
deem it necessary
students may work
in groups.
As with other
assignments of this
nature the whole
class should create a
sequence guide to
make it clear what
should be
completed before
and within each
14
Homework
Vocab
Casualtiespeople killed
and injured
during a war
Outline essay and begin
writing an introduction.
Remember your
opinion is last, your
research is first so you
can prove your opinion
is worth listening to.
Finish first draft to
review tomorrow.
Just- right or
correct
?’s for
Assessment
Unit Four: World War II or “If at first you don’t succeed…”
15
class period. Plan
time accordingly.
Thursday:
Which is a
“better” war,
World War I
or World War
II? Why?
Standards: 1, 2, 3, 4, 5
Friday:
Which is a
“better” war,
World War I
or World War
II? Why?
Standards: 1, 2, 3, 4, 5
Skills: Compare and
contrast
Skills; Compare and
contrast
Peer edit first drafts
for missing content.
Begin writing
second draft.
Finish second draft to
review tomorrow.
Students can finish
second draft.
Teacher edits
second draft for
content, spelling,
and grammar.
Finish final draft to turn
in on Monday.
(Use the class generated
sequence guide and in
class work and
understanding to
determine how long
students should have to
work on their essays.)
The essay
students have
been working on
will serve to test
students’ content
knowledge about
both, World War
I and World War
II as well as asses
their ability to
utilize primary
sources, and
form and
articulate an
educated
opinion.