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INTRODUCTION
Without a doubt, World War II is one of the most important events of the 20th Century.
Not only did it have a profound effect on the world at the time it took place, it continues to have
effects worldwide today. Many of the policies and relationships we have regarding other
countries can be directly traced back to our involvement in World War II. For the men who
fought overseas, the war was more than a political event. It helped to define who they would
become.
World War II was not the bloodiest war this nation has ever taken part in. It was not the
longest war either. It was however, the most popular, and the most famous. It was “good war”,
the one in which there was no doubt that we were right to be there fighting, and those we fought
against were wrong.
With World War II veterans dying in this country at the rate of one thousand per day, it is
important that today’s students learn the important aspects of World War II, and how they have
helped to shape the world today. Students need to understand how the United States won World
War II, and what came from the victory. Students need to be able to see the relationship between
the division of Berlin, and the Cold War. Also, to see how our victory over Japan has led to
increased tension between their civilians, and our military, which occupy a base on Okinawa.
All of this can be quite a challenge to a Social Studies teacher. It is my hope that by
completing this assignment, I will be able to give other teachers many different ways in which to
teach the major themes of World War II. This includes the major people involved, the different
nations who took part, the battle sites, and finally, the spoils of victory for the Allies.
There are many possible ways in which to teach this important information, and in the
pages to come these ways will be explored. By the end of this assignment, many different types
of methods will have been examined, which will lead to effective teaching of World War II to all
who use this information.
For the purpose of this assignment, World War II will be broken up into three separate
sections. Section one will be “Events leading up to World War II”, section two will be, “U.S. In
World War II (1942-1945)”, and finally section three will be, “major results of World War II.”
OBJECTIVES
When asked, the student will be expected to:
Events leading up to World War II
Explain how Adolph Hitler came to power in Germany in the 1930’s.
Give reasons why Pearl Harbor was unprepared for an attack.
Explain the U.S.’s “Lend-Lease policy” towards Great Britain.
Summarize France and Great Britain’s attitudes toward Hitler and his aggressive
demands.
5. Define the different types of governments that existed in Europe just prior to the outbreak
of World War II.
1.
2.
3.
4.
The United States in World War II
1. Explain the difficulty the Allies had in winning battles in the initial months of the North
Africa campaign.
2. List three reasons why the United States helped turn the tide of the war after it entered on
the side of the Allies.
3. Explain the differences between the battles fought by the Allies against the Nazi’s and the
Japanese.
4. List the leaders of all the Allied Nations, and all of the leaders of the Axis Nations.
5. Explain the United States policy of “Island Hopping”.
6. List the codenames of the beachheads at Normandy.
7. List the nations involved in the D-Day invasion, including what military divisions
8. Explain what the Battle of the Bulge was.
9. Give reasons did Truman cite as to why he decided to use the Atomic Bomb.
10. Cite other possible motives might Truman have had.
Major results of World War II
1.
2.
3.
4.
Explain what was decided at the Yalta Conference
List our demands to Japan regarding their unconditional surrender
Know how Germany was divided following the war
Give the reasons why the United States and the Soviet Union emerged as the two
“Superpowers” following the war
CONTENT
This two-week lesson will be divided into the three subsections listed above (Major
events leading up to World War II, the United States in World War II, and the Major results of
World War II). Three class periods will be used for the first section; five for the second section
and two classes will be needed for the final section. Flexibility will be essential to complete the
lessons in the time allotted.
Textbook: Appleby, Joyce, Alan Brinkley and James McPherson. The American Journey. New
York: McGraw-Hill, 1998. Chapters 26 and 27.
Events Leading up to World War II
A. The Great Depression of the 1930’s
With the world facing economic collapse the likes of which may never be seen again, the
students will learn how this collapse paved the way for Adolph Hitler and his Nazi party to take
control of Germany. To show this point to the students, they will see how Germany was already
in economic turmoil due to the effects of the Treaty of Versailles, which required Germany to
pay reparations to other nations in World War I. After the Great Depression strikes, Germany
falls further and further into economic chaos. It is largely due to this economic turmoil that
Adolph Hitler assumes power in Germany.
B.Aiding our European Allies
With Europe at war, and the United States observing a policy of isolationism, President
Roosevelt used the Lend-Lease policy to aid our European allies, particularly Great Britain.
Through this policy the United States lend weapons and other supplies to Great Britain in
exchange for money, which was to be paid later. Many have argued that Great Britain had no
intention of giving the weapons back, or paying the U.S. in full after the war was over. This
section will give students a better understanding of how President Roosevelt attempted to get the
United States involved earlier in the war effort.
C. Surprise Attack on the United States
In this portion of the unit, the students will study the surprise attack by the Japanese on
Pearl Harbor. Through discussion, lecture and a film, the students will see how the United States
was ill prepared for an attack at Pearl Harbor. Furthermore, the students will be able to see the
reasons why the attack was so successful and what could have been done to prevent it.
Concepts
Treaty of Versailles
Communism
Fascism
The Great Depression
Tora, Tora, Tora
Pearl Harbor
Allies
Adolph Hitler
Franklin Roosevelt
Lend-Lease Policy
Appeasement
Axis Powers
Winston Churchill
Benito Mussolini
Joseph Stalin
Nazi Party
Third Reich
Admiral Hirohito
The United States in World War II
A. U.S. Enters the War
The United States enters the war by starting out in North Africa, attacking the “soft
underbelly” of Europe. Under the command of Great Britain’s General Montgomery, the Allies
begin to take control of North Africa after early defeats at the hands of Germany’s Erwin
Rommel. The students will be introduced to military leaders on both sides, as well as the reasons
why the Allies struggled initially in North Africa and how they overcame these early difficulties.
B. Battles in the Pacific
The United States enters the war and begins fighting on two fronts. They fought the
Germans in Africa, and the Japanese in the Pacific. In this section, the students will be
introduced to the terms “Island Hopping” and “kamikaze”. Also, the students will see the
differences between how the United States fought in the Pacific, versus how they fought in North
Africa. They will see the role the U.S. Navy played in the success of the Pacific Theatre.
C. The European Theatre
After moving up through North Africa, the Allies focused their attention on Italy. After
making large advances through Italy, it became time for the Allies to enter France. Operation
Overlord, or D-Day, took place and firmly established an Allied presence in Europe. The
students will study the main events, battle sites, nations involved, and major military figures
involved in the D-Day invasion. They will watch a video entitled, “The Atlantic Wall” that will
further enhance their understanding of what price the Allies paid in order to land on the
European mainland.
D. Germany Begins to Fall
By the start of 1945, Germany begins to realize that it has lost the war. In a last ditch
effort to win, Hitler launches a counter offensive in Belgium and France entitled the “Battle of
the Bulge”. This offensive completely catches the Allies off guard, and nearly causes them to
collapse. However, there are several reasons why this counter offensive launched by Germany
was not successful, and the students will learn why that was. The
students will also see how the failure of this last ditch effort helped to result in the fall of
Germany
E. The Use of the Atomic Bomb
After the fall of Germany and the end of the European Theatre, the United States focused
all of its attention on the Japanese. When it became clear that the Japanese were not seriously
considering retiring, the United States began to secretly develop ways to force the Japanese into
surrender. In this section, the students will learn about the Manhattan Project, the use of atomic
weapons on Japan, whether or not is was necessary to procure the surrender of the Japanese, and
finally what other motives Truman might have had in using the Atomic bomb.
Concepts
Major Battles
North Africa Campaign
Sicily
Normandy
Okinawa
Hiroshima
Iwo Jima
Guadalcanal
Battle of the Bulge
Nagasaki
Key People
Field Marshal Erwin Rommel
General George Patton
General Dwight Eisenhower
General Bernard Montgomery
Key Military Units
US 101st Airborne
US 82nd Airborne
US 1st Army
British 21st Army
British 2nd Army
Canadian 3rd Army
Key Terms
Island Hopping
Manhattan Project
Kamikaze
Soft Underbelly
Operation Overlord
Atlantic Wall
Major Results of World War II
A. The Yalta Conference
The Yalta Conference took place near the end of World War II as it became clear that the
Allies were going to win the war. Many things were decided at this conference, one of the most
important being how to deal with Germany after the war was over. Also
important at Yalta was the deal struck between Roosevelt and Stalin on conditions for the Soviet
Union to enter the war against the Japanese. These decisions, along with a founding conference
for the UN, will all be discussed and analyzed by the students.
B. The Surrender of the Japanese
After defeating the Germans and focusing most of its attention on Japan, the United
States looked for ways to end the battle in the Pacific. After numerous attempts to achieve
unconditional surrender, the United States decided to use the atomic bomb. In this section, the
students will analyze what demands the United States made on Japan, as well as what other
alternatives were available to the U.S. as opposed to atomic weapons.
Concepts
Yalta Conference
Surrender terms
United Nations
fat boy
ACTIVITIES
Events Leading up to World War II
Day One
Find out what students know regarding World War II, especially what they know about
the start of the war. Show a PowerPoint presentation on the major factors of the start of World
War II, especially the rise of Hitler. Discuss these main points and answer any questions the
students have on the subject. Each student will choose one leader of either an Axis or Allie
power during World War II and will complete a short one-page report on that leader.
ASSIGNED READINGS:
Chapter 26, Section 1
Road to War, pp. 741-744
Day Two
Have overhead prepared regarding the Lend-Lease policy of the United States. Explain
the key ways this aided our European Allies during the war. Students will also read aloud their
one-page reports assigned the previous day. (50 points)
Day Three
Students will look at the ways Pearl Harbor was ill prepared for an attack. Students will
also view a 20-minute section of the movie Tora, Tora, Tora. After
viewing the film, students will develop at least two ways the U.S. could have been better
prepared for an attack.
The United States in World War II
Day Four
Students will study a map of the Pacific Ocean and will follow the path of the United
States during its Island Hopping campaign against the Japanese. Students will also see the battle
sites of the North Africa campaign.
Day Five
Students will study the leaders of the military of the Allied forces, as well as the Axis
forces. Students will learn where these forces were stationed, and what affect these leaders had
on the war.
Day Six
Students will study both the D-Day invasion and the Battle of the Bulge. Students will be
given an excerpt from the book “Currahee” in order to better understand what the soldiers who
fought in these battles went through. Students will also view half of the video entitled “The
Atlantic Wall”, which will help them better understand the horrors of D-Day.
Day Seven
The second half of “The Atlantic Wall” will be viewed. Students will then complete a
short quiz about the video. (20 points)
Day Eight
In today’s lesson, the students will study the Yalta Conference. They will view the four
major items agreed upon at the conference, and will discuss their significance.
Students will also read another unit in the book regarding the use of the atomic bomb against the
Japanese. Students will prepare statements detailing their views on the use of the bomb, and will
debate their views in the next class period. (30 participation points)
ASSIGNED READINGS:
Chapter 26, Section 5
pp. 761-764
Day Nine
This period will be a review period for the students. Students will be given a study guide
of key terms and themes to keep in mind for the Unit test. Students will also be given the
opportunity to ask questions and clear up any confusion on issues that have been covered in the
past two weeks.
Day Ten
Students will take the Unit test today covering the main points from the past two weeks.
(100 points)
EVALUATION
Unit Test
DIRECTIONS: Matching: Match Each item in column A with the items in Column B.
Write the correct letter in the blanks. (2 points each)
Column A
Column B
_______ 1. leader of Germany in the 1930’s
A. fascism
_______ 2. dictator of Italy in the 1930’s
B. Winston Churchill
_______ 3. form of government in which a dictator and
supporters cooperate to seek more power for
their nation at the expense of human rights
C. Axis Powers
D. Munich Conference
_______ 4. type of nation in which the lives of the people E. Joseph Stalin
are controlled by the government.
_______ 5. policy of giving in to aggressor nation
demands to avoid war.
F. lend lease
_______ 6. conference in 1938 in which British and
French leaders allowed Germany to annex
Part of Czechoslovakia.
G. appeasement
_______ 7. dictator of the Soviet Union in the 1930’s
I. Adolf Hitler
_______ 8. prime minister of England during the 1930’s
J. Benito Mussolini
_______ 9. established the first peace time draft in US
history.
K. totalitarian
_______ 10.. alliance formed by Japan, Germany, and
Italy during World War II
M. Selective Service Act
H. Dwight Eisenhower
Multiple Choice
In the blank provided at the left, write the letter of the
choice that best completes the statement or answers the question. (3 points each)
______ 11. The Americans entered World War II after
A. Germans attacked Poland
C. Italians invaded France.
B. Japanese attacked Pearl Harbor
D. Germans bombed Great Britain.
______ 12. The attack on Pearl Harbor took place on
A. December 7, 1931
C. December 7, 1951
B. December 7, 1941
D. December 7, 1961
______ 13. Which of the following was not part of the Treaty of Versailles?
A. Germany had to admit complete
Responsibility for World War I
C. Germany had to pay reparations
B. Germany had to give up some of
Its land
D. Germany had to downsize its
Military
_______ 14. The lend lease plan the United States adopted favored which
European nation the most?
A. Great Britain
C. France
B. Spain
D. Poland
_______ 15. The strategy employed by the United States in the Pacific of moving from
one island to another was known as
A. Island Hopping
C. Pacific Theatre
B. Strategic Movement
D. Island Warfare
True / False
Place a “T” or an “F” in the blank next to the question, depending on whether or not the
statement in “T”rue or “F”alse. (2 points each)
16. ______ Germany failed in the Battle of the Bulge because it’s military advanced
quicker than its supplies.
17._______ The Treaty of Versailles helped lead to the rise of Adolph Hitler
18._______ The D-Day battle took place in Germany
19._______ The United States entered the war in 1940.
20._______ The Axis powers were made up of Germany, Italy, and Japan.
Short Answer (5 points each)
21. Briefly explain the differences between the battles fought in the Pacific, and the battles
fought in Europe.
22. How was Germany divided following World War II (which nations took control, and
what areas did they control)?
23. Briefly explain the Lend-Lease policy of the United States
Essay ( 20 points each)
For this section of the test, you should write at least six sentences for each question. You
will be graded on both the length of your answer, but more importantly the quality of it.
24. What were some of the things that the US could have done to prevent the surprise attack by
the Japanese at Pearl Harbor? (Name at least three)
25. What were the main agreements made between the Allies at the Yalta Conference in
1945?
INSTRUCTION RESOURCES
Teacher References
Burgett, Donald R. Currahee. New York; Dell Publishing, 2000
Written shortly after World War II and recently republished last year, this book gives a
first hand account of the D-Day invasion through the eyes of a 19 year old paratrooper that was
there. Donald R. Burgett looks back at the nonstop, nightmarish fighting across body-strewn
fields, over enemy-held hedgerows, through blown-out towns and devastated forests. This
harrowing you-are-there chronicle captures a baptism by fire of a young Private Burgett, his
comrades, and a new air-mobile fighting force that would become a legend of war.
Bliven, Bruce. The Story of D-Day. New York; Random House, 1994
Another book written by a former soldier at D-Day, this book is written in more historical
terms then the first two. It tells the overall story of the battle, not just a firsthand account. Looks
at the United States, Great Britain, and Canadian involvement in the greatest amphibious assault
in the world’s history.
Miller, Donald L. The Story of World War II. New York; Simon and Schuster, 2001.
Over 500 pages of World War II information, including Roosevelt’s secret war, and other
little known facts about the war. This book looks at issues in the war that many others do not.
This includes Roosevelt and the many decisions he faced, as well as the stress and pressure of the
war and how it may have contributed to his death
Van Gelder, Lawrence. Ike: A Soldier’s Story. London; Universal-Tandem Publishing,
1969.
An autobiography on the leader of the Allied forces in World War II, as well as our 34th
President. This book follows Eisenhower from a small Kansas farm, up through the ranks of the
military an on to the White House. Very informative, and very detailed. Also includes many
interesting pictures from various points in Eisenhower’s life.
Student References
Burgett, Donald R. Currahee. New York; Dell Publishing, 2000
Written shortly after World War II and recently republished last year, this book gives a
first hand account of the D-Day invasion through the eyes of a 19 year old paratrooper that was
there. Donald R. Burgett looks back at the nonstop, nightmarish fighting across body-strewn
fields, over enemy-held hedgerows, through blown-out towns and devastated forests. This
harrowing you-are-there chronicle captures a baptism by fire of a young Private Burgett, his
comrades, and a new air-mobile fighting force that would become a legend of war.
Boyle, David. World War II in Photographs. London; Book Creations Service, 1998
An outstanding source for students wanting to learn about World War II. This book
contains over 900 pictures from World War II, some never before seen. Many pictures are in
color and have been digitally enhanced. A short caption is included with every picture.
Ambrose, Stephen E. Band of Brothers. New York; Simon & Schuster, 2001
This book follows the path of Easy Company, 506th regiment of the 101st Airborne during
World War II. From D-Day, to the Battle of the Bulge to the liberation of concentration camps,
Easy Company was there. While Band of Brothers was recently made into an HBO mini-series,
it is unsuitable to show in class, therefore the book will be used instead.
Jenkins, Roy. Churchill: A Biography. New York; Farrar Straus & Giroux, 2001
The most recent autobiographies of the former Prime Minister of Great Britain. Wellwritten and easy to follow. Includes pictures, and many important details about the man and the
decisions he made to help England through World War II.
Keegan, John. The Second World War. New York; Penguin, 1990.
In this book, each theatre of the war is examined individually. This book covers new
insight and detail into some of the most crucial battles of the war. Both the technological aspect
of the war, as well as the human spirit is taken into account when studying the many battles.
Stolley, Richard B. Life: World War II in Pictures. London, Bullfinch Press, 2001
World War II in pictures was put together by Life Magazine, using many new and
restored pictures. 352 pages of pictures about World War II. Great for supplementary material
to a lecture or activity.
.Burgett, Donald R. Seven Roads to Hell: A Screaming Eagle in Bastogne. New York
Dell Publishing.
Written by the same author as Currahee, this book tells the story of what it was like to be
in Bastogne, during the winter of 1944. As the Battle of the Bulge approaches, this book does an
excellent job of putting you right there in the action. It tells you the feelings and emotions of the
soldiers who lived through World War II.
Cowley, Robert. No End Save Victory: Perspectives on World War II. Berkley;
Berkley Publishing, 2002.
This book examines the policies and decisions made during World War II in order to
bring about victory. It looks back on the war from 50 years in the future and re-examines the
decisions made.
Brokaw, Tom. The Greatest Generation. New York; Random House, 1998.
After almost 15 years and hundreds of letters and interviews, Brokaw wrote The Greatest
Generation, a representative cross-section of the stories he came across. However, this collection
is more than a mere chronicle of a tumultuous time, it's history made personal by a cast of
everyday people transformed by extraordinary circumstances: the first women to break the
homemaker mold, minorities suffering countless indignities to boldly fight for their country,
infantrymen who went on to become some of the most distinguished leaders in the world, smalltown kids who became corporate magnates.
Brokaw, Tom. The Greatest Generation Speaks: Letters and Reflections. New York;
Random House, 1999.
The Greatest Generation Speaks expands his thesis that we owe a huge debt of gratitude
to those tough and courageous men and women for ensuring the freedoms and comforts that
Americans enjoy today. Their stories, culled from letters, interviews, and personal histories of
the Greatest Generation and their family members, are anecdotal but extremely powerful,
showing how men and women were sustained by simple ideals of patriotism, family, and fair
play.
Media References
(Videocassettes )
Tora, Tora, Tora
Arguably the finest movie ever created regarding the surprise attack on Pearl Harbor.
Using Japanese and United States military documents to create a historically accurate portrayal
of the battle. Made even more realistic by filming parts of the movie in Japan and using actually
Japanese actors. Rated G so can be shown in all secondary history classes. 1970.
The Atlantic Wall
Documentary about the Atlantic Wall created by the Germans in the early parts of 1944
in order to prevent an Allied Invasion on the European mainland. Complete with actual footage
as well as computerized diagrams of the types of obstacles on the beach. Also contains
interviews with veterans who fought in the D-Day invasion, as well as actually battle footage
from June 6, 1944. 1999.
Sworn to Secrecy: Tools of Deception
Narrated by Charlton Heston, this documentary looks at the many different types of
covert operations and spies used in the events of World War II in order to gain an edge. The
documentary looks at all nations involved, particularly Germany and the United States.
USS Arizona
Often considered the greatest relic from the World War II time period and Pearl Harbor,
and one of the most visited memorials in the United States, the USS Arizona has been a part of
this nations history for over 50 years. However, there is now some evidence that it has no
become an environmental hazard. This video offers insight into what is being done to save the
USS Arizona.
The Third Reich
This documentary takes a close look at the Third Reich. It starts at the at the entrance of
Hitler into the German political system and goes all the way through until the end of the Third
Reich, following the defeat of Germany in World War II.
(DVD’s)
Great Blunders of World War II
This DVD set looks at some of the more obvious mistakes made by all sides during
World War II. Mistakes are examined and the consequences are shown. Over two hours of
information on two separate DVD discs.
The War in Europe
Another two-disc set that looks at the war in Europe. The set concentrates only on the
European battles, including the D-Day invasion and The Battle of the Bulge.
(Games/Puzzles)
History Channel: Kiss in Times Square
This puzzle is actually a picture of the most famous photo of the end of the war. The
sailor and a young woman embraced in a kiss that signaled the end of the war in Europe.
(World War II Collectibles)
These are a set of World War II collectible coins that contain the images of several
different important aspects of the War. These include the historic battles of Pearl Harbor,
Normandy and Iwo Jima.
(Posters)
“Pulling for Victory”
“Of Course I Can”
“Defense Bond Stamps”
These posters were created during the World War era in order to build moral for the
nation and to help the war effort. Students will be able to see some of the ways that citizens
supported the war and how citizens had to sacrifice for the war by seeing the posters.
(Audio CD’s)
World War II – The Pacific
From Pearl Harbor to the Japanese Prisoner of War camps, these CD’s tell the story of
the battles and struggles of the Pacific theatre.
The Greatest Generation
This is the audio version of Tom Brokaw’s best selling book. Includes interviews and
audio from veterans who were there, as well as family members who lost loved ones in the
“Great War.”
(Maps)
Operation Overlord
Overhead map of the D-Day invasion routes traveled by the Allied forces. Clearly shows
the planned routes of all the military groups that participated in the invasion. Also shows where
the rendezvous points were, as well as where the different groups ended up at the end of the day
after miss-drops and faulty communication. Full color diagrams and explanations.
Pacific Naval Battles
This overhead map shows the major naval battles in the Pacific. It also shows what naval
ships the United States used, where they were involved in battles, and where they were sunk.
Pearl Harbor Map
This map is not an overhead, but is actually a color map that shows the directions that the
Japanese took in order to attack Pearl Harbor. This map also shows where our forces were,
including our aircraft carrier groups. Students will be able to follow the Japanese fleet from their
start off the coast of Japan.
(Interactive Websites)
Battle of the Atlantic
www.mariner.org/atlantic/
This website allows students to study the different types of ships involved in the battle for
the Atlantic, as well as where the major battle sites were.
(Photographs / Slides)
There are many photographs that the students will view from the US Army and the US
Navy that show the horrors of the war. These photos are both in black and white and in color.
There will also be a set of photographs (slides) that show candid shots of both the
soldiers, and the leaders. These will include photos of Hitler, Churchill, Roosevelt and Turman.