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The Road To War
Objectives:
Students will explain the main causes of WWII.
Students will describe Anschluss.
Students will describe the policy of appeasement.
Students will describe the Rome-Berlin Axis.
Learning Activities:
Entry:
To introduce World War II to my Level III students the first five minutes will be used
to give a brief overview of the war by explaining that it was the most expensive and
deadliest in the history of humanity. To recognize their knowledge of the war I will ask
them if they know any of the war's main people, events, or countries involved? Does
anyone have family members who participated in the war effort? Through this
brainstorming period of entry, I hope to have them participate in a class discussion before
I change course and begin examining the events that led to the war.
Presentation:
This section will be introduced by writing "The Road to War" across the top of the
chalkboard and have students copy it down. Using both the text and supplementary
material, this section will focus on the main causes of the war during the late 1930s. The
first topic to be covered in this section is the Spanish Civil War (1936-1939) and how this
conflict became an international issue. After finding Spain on a European map, and
briefly describing the civil war that occurred there, I will explain how Fascists Germany
and Italy aided their Spanish counterparts during the conflict and tested military weapons
and tactics that would be used with deadly efficiency during World War II. At this stage,
they will be provided with Pablo Picasso's Guernica to illustrate the destruction caused
when Fascist's planes bombed that ancient Spanish town.
Guenrica picture found at http://www.grnica.swinternet.co.uk/)
Students will also be introduced here to the Rome-Berlin Axis which formed because
of events in Spain. I will ask if they know what is meant by the term Axis, and then
provide them with a definition. I will also explain how the non-intervention of Britain
and France against German and Italian involvement in Spain gave Hitler and Mussolini
confidence to interfere in other countries. Before moving to the next topic, "Spanish Civil
War" will be listed under the "Road to War" heading on the blackboard.
In this section the aggressive actions of Hitler and Mussolini (1936-1939) will be
covered. After students have turned to the map on page 610 of their textbooks, this
section will examine how Hitler breached the Treaty of Versailles (Refresh their
memories on this treaty) by rearming and moving into the Rhineland (March 1936) and
how Britain, France, USSR, and the USA responded (Explain why they didn't stand up to
Hitler). To close this section, "Rhineland (March 1936)" will be added to the chalkboard
list.
The German "Anschluss" with Austria will be the next topic to be mentioned. At this
point I will ask them if they know what this term means? A definition will then be written
across the chalkboard and I will then explain how it occurred. Once again the lack of
action by Britain, France, USSR, and USA will be mentioned and how this influenced
Hitler to conquer more European territory. "Anschluss (March 1938)" will also be added
to the chalkboard list.
It is important here to mention the concept of appeasement. I will write this concept on
the chalkboard and explain that this was a form of foreign policy that seeks to avoid war
by making concessions to the enemy. It was a fundamental aspect of the late 1930s and
defined the policy adopted towards Nazi aggression by Britain and France (The definition
will be written on the chalkboard and a relevant example from today's perspective will
also be provided). In order to keep Hitler under control Britain and France followed this
policy unsuccessfully from 1936-1939.
Note (If I have time the remainder of this class period will focus on German interests
in Czechoslovakia. Students will refer to the map on page 610 of their textbooks and I
will explain the situation about Sudeten Germans and how Hitler incorporated these into
the Reich. The Munich crisis (September 1938) will be dealt with here and how the
policy of appeasement was shown at its ugliest. How Hitler stormed the remainder of the
Czech state (March 1939) will also be mentioned here. These dates and events will be
added to the chalkboard list.)
Closure & Evaluation :(5-7 mins)
A brief review of today's lesson will occur now(What was the significance of the
following events and how did other countries (Britain/France/USSR/USA) deal with it?
Spanish Civil War, Rhineland, Anschluss, Appeasement, Sudetenland, Czechoslovakia.).
Finally, attention will be directed to back wall of the classroom where the materials for a
selective WWII time-line have been placed (Construction sheets running the length of the
entire wall). This will be worked on at the beginning of each class, commencing next day,
to provide students an opportunity to review some of the important events covered in
previous lessons (Pictures can also be added). At the beginning of each class I will briefly
review through a question and answer period and fill in the time line based on the student
Road to War (part II);Axis Offenses in Europe (part I).
Objectives:
Students will be given details and assigned topics for class presentations.
Students will describe the Nazi-Soviet Pact.
Students will describe German expansion in Europe during 1940.
Students will analyze a cartoon as historical evidence.
Learning Activities:
Entry
This lesson will commence with work on the pre-designed classroom time line. To
review, students will be asked some brief questions about the material covered in the last
lesson and I will make the necessary adjustments [major events and dates] on the time
line. Today's activities will also be mentioned.
Presentation (45-50 mins)
The main body of this lesson will continue with the "Road to War" from last day. If
Czechoslovakia and the Munich Crisis was not covered last day I will begin from there,
otherwise this lesson will begin with students turning to page 610 of their textbooks.
From here I will begin to discuss German aggression against Poland and the role played
by Danzig and the Polish Corridor (When talking about these I will refer to the Treaty of
Versailles and how it impacted these areas. These locations will be shown on a European
map and then they will be added to the chalkboard list from last day). The decision of
Britain and France to stand up to Hitler should he attack Poland (Why act now & not
before?) will also be mentioning in this section. Hitler's intent to overrun Poland was
solidified by the formation of the Nazi-Soviet Pact on August 23rd, 1939 (What was this
pact? what did it involved? why was it formed? how did Britain/France react? Add this to
the chalkboard list).An overhead map will be shown (also copies will be passed around)
to illustrate exactly how Poland was divided between Germany (west) and the Soviet
Union (east). War erupted one week later as German forces crossed the Polish border on
September 1st (add the event & the date to the chalkboard list). Briefly mention here how
German SS men, dressed in Polish military uniforms, attacked German radio station(s)
and left drugged concentration camp inmates (dressed in German military uniforms) as
the casualties (This event precipitated the German attack against Poland).
(10-12 mins)
Class Activity:
Analyzing a Cartoon as Historical Evidence
A cartoon will be analyzed in this activity to help develop student interpretation skills. It
was created by David Low and appeared in the London Evening Standard shortly after
Hitler remilitarized the Rhineland in 1936. It shows Hitler walking over the ‘Spineless
leaders of Democracy' (nations shown as people) as if he were walking up stairs. After
examining the cartoon, the class will be required to answer a few questions by using both
the cartoon and their class notes.
1. In reference to the cartoon, what historical events has happened as a result of Hitler?
2. Based on the material dealt with in class, what future events do the 'Spineless Leaders
of Democracry' represent? (Answers should correspond to the following dates; March
1936, March 1938, September 1938, March 1939, April 1939, September 1, 1939).
This activity allows students to form their own conclusions from examining historical
evidence and shows them how history can be explained through the use of cartoons.
Axis Offensives in Europe (part I)
This section will begin by introducing the nations that were now involved in the war
and whether they were Axis (describe) or Allied powers (describe). At this point, students
will be introduced to a major unit activity: a World War II WebQuest.
This section involves the Nazi attack on Poland (Introduce Blitzkrieg: what was it?
what did it involve? was it successful?) and how Stalin attacked from the east. How
Stalin captured the Baltic countries (ask if class knows where these are and name them)
to shore up his defenses (buffer zone)against a future German attack & the Soviet ‘winter
war' with Finland (why did it begin? how long did it last? who won? mention effect of
Stalin's purges on the Soviet performance there) will also be briefly mentioned here.
The Phoney War is next on the agenda. I will ask if they know what it is? After a ten
second wait-time it will be written on the board (A period of military idleness which
occurred between October 1939 and April 1940. No territory changed hands at this time).
Blitzkrieg tactics shattered this period during the spring of 1940 as Hitler attacked
Denmark and Norway (Weser Exercise. This region will be shown on the European
map). A brief explanation will be given as to why Germany attacked here (protect
Swedish ore shipments; cover northern flank; provide bases for attacking England; path
to the Atlantic. Tell how the Allies responded). If necessary the story of the Norwegian
King's near-death escape from Oslo while under attack from
strafing Luftwaffe planes will be told. He spent remainder of the war in exile in Britain.
Closure & Evaluation (3-5 mins)
A chronological review of today's material, mainly dates and events will now occur
(Czechoslovakia [if it was dealt with]; Nazi-Soviet Pact; Poland; Phoney War; Weser
Exercise). A brief reading assignment (pages 611-615 of text and look at review
questions) will be required for homework so that students can familiarize themselves with
future lessons. They will also be informed that in the next lesson the collapse of Western
Europe, the Battle of Britain, and Axis advances up to December 1941 will be covered.
Axis Offensives in Europe
Objectives:
Students will analyze a film as historical evidence.
Students will describe Axis aggression in Europe during 1940-1941.
Students will analyze Europe under Nazi control.
Students will describe America's role during the early war years.
Learning Activities
Following attendance, students will be asked some brief questions about the previous
lesson and from their answers I will make the necessary adjustments [major events and
dates] on the time line. Today's activities will also be mentioned here.
"Axis Offenses in Europe"will lead off this section of today's lesson. If the German
invasion of Scandinavia was not dealt with last day begin there, otherwise this section
will commence with the German Blitzkrieg against the Low Countries and France in the
Spring of 1940. A map will be shown at this point and the French Maginot Line defense
system will also be mentioned. Based on their knowledge of the First World War, I will
ask the class how this system developed as a result of French experiences' in that conflict
? The ‘Miracle at Dunkirk' will also be explained (what is the significance? why did
Germans stop? Tell the class about the amazing evacuation by all types of vessels) as will
the capitulation of France on June 22, 1940. To smoothly lead into the next section, I will
mention that Britain was now fighting the Nazi menace alone.
The Battle of Britain now occurs with Churchill in control. He replaced Chamberlain in
May 1940 following the British evacuation of Norway. I will ask what they know about
Churchill and will tell how his speeches united the British population during this critical
time. The main phases of this battle will be briefly described to show how the British
halted the German success (Luftwaffe [explain] attacked a badly outnumbered opponent
and lost the battle [why?]. The different phases
of the battle that will be mentioned include 1. German attacks on shipping 2.German
attacks on British airfields and radar installations [home defenses] 3. The blitz on
London).
Film
Century of Warfare; Britain Stands Alone, 1940-41
The purpose of this film is two fold. First, it will be used to reinforce material covered in
class. Second, it will illustrate to students how history is interpreted through film. It deals
with the different stages in the Battle of Britain and how the British managed to win
despite incredible odds. After watching this film students should be able to answer the
following questions.
How did the British detect incoming Luftwaffe planes?
What preventive measures did the British take in case of an invasion?
How did British morale hold up during the Blitz?
This section will briefly cover the situation in the Balkans and North Africa (Show map
of Eastern Europe and North Africa) during the early war years (Mussolini invades
Balkans [Greece] autumn 1940, Hitler comes to his rescue. In early 1941 Hitler invades
Yugoslavia, Greece, & Crete prior to attacking Russia [June 1941]. In the Mediterranean
and North Africa, the Italians invade and advance towards Egypt, the British destroy the
Italian fleet at Taranto and evacuate Crete).
The invasion of the Soviet Union will also be dealt with (Operation Barbarossa June 22,
1941; why did Hitler attack? how did the Soviets react? what was scorched-earth?).
Aspects that will be briefly mentioned here include the overwhelming German progress
into Russian territory, how the Russians defended Moscow (Dec ‘41), the siege of
Leningrad (over 900 days), and the effect of winter weather on German forces (freezing
temperatures affected both materiel and soldiers).
America's role during the first two years of the war will also be mentioned in this lesson
(A neutral country following an isolationists policy). How the US became sympathetic to
the British cause (Lend-Lease; Destroyers for Bases deal; Atlantic Charter; Convoy
protection) will also be briefly mentioned.
The final part of this lesson touches on the Nazi control of Europe. At this point, I will
ask the class to name some countries under German occupation. Some of the main
characteristics of Nazi control will also be mentioned including economics, art treasures,
gold, the treatment of Jews and other undesirables, and underground resistance
movements such as the French Resistance.
Closure & Evaluation (approx 5 mins)
I will review today's lesson by asking the following questions.
1. How did French intend to defend themselves? Maginot line.
2. What was the bombing of London referred to as? Blitz.
3. What country invaded Greece in 1940? Italy.
4. When did Hitler invade USSR? June 22, 1941.
5. What is isolationism? Policy of USA during 1930s.
Tomorrow's lesson, War in the Pacific, will as be mentioned.
Pacific War
Objectives:
Students will examine Japanese expansion in late 1930s and early 1940s.
Students will describe the Rome-Berlin-Tokyo Axis.
Students will describe the importance of Pearl Harbour.
Students will interpret a map and answer questions based on material examined.
Learning Activities
Entry (5-7 mins)
Following attendance, a review of the last lesson will occur through a brief question and
answer period. The answers gathered will be used to update the time line. The objectives
for today will also be mentioned.
Presentation (approx 50 mins)
If Nazi Rule in Europe was not discussed during the last lesson that topic will lead off
today's lesson, otherwise begin with the Pacific War by asking a general question about
some battle, personality, or the main combatants involved. It is necessary here to have
students reflect on earlier chapters that covered the rise of Japanese militarism in the
1930s and that country's aggression in Asia at that time.
While Germany and Italy dominated the late 1930s with aggression in Europe, Japan was
doing likewise in Asia (In 1937 Japan attacked China [Rape of Nanking=an orgy of
murder, rape, and looting occurred here giving Japanese troops a reputation for barbarity
and cruelty). Show students a map of the Pacific ocean and China before any discussion
about this theater begins.
Tell how Japan was connected with Italy and Germany by mentioning the formation of
the Rome-Berlin-Tokyo Axis in the fall of 1940 (In answering how this Axis was formed
have students reflect on how the Rome-Berlin Axis was formed during Spanish Civil
War). Take time here for a brief activity by having students examine the similar
characteristics between Japan, Italy, and Germany. Their answers will be compared and
then written in their notes as well as on the chalkboard.
To begin the next section about America's entry into the war I will ask ‘if they know how
the United States became involved in the war ?' In this area it will be explained that
Japanese aggression on the Asian mainland (Manchukho, China, French Indo-China)
forced the United States to stop exporting gas and scrap iron to Japan, commodities that
were vital for Japan which was badly lacking in natural resources. Negotiations between
these two countries continued without progress
throughout 1940-1941 and they could not agree on a solution (The US wanted Japan out
of Indo-China in order for trade to continue, Japan refused this demand). Explain that
these sanctions forced the Japanese to strike the US Pacific Fleet located at Pearl Harbour
(Point out on map) on December 7, 1941 and precipitated America's entry into war
(Destruction of battleship row, carriers and oil supplies went untouched, FDR called it a
‘day in infamy.' Provide pictures at this point illustrating
the Pearl Harbor attack). Also briefly mention other Japanese advances in late 1941 and
early 1942 against such places as Guam, Wake, the Philippines, Hong Kong, and
Singapore (these areas will be pointed out on a map).
(Approximately 20 mins)
Class Activity
This activity will reinforce student knowledge through map analysis. The class will be
divided into six groups of four and each will be provided with a map of the Pacific
theater of operations. With the aid of this map, and pages 615-618 of their textbooks,
students will answer the following questions.
1. How did the US respond when the Japanese seized French Indochina? (Use textbook).
2. Why did the Japanese decide to attack Pearl Harbor? (Use textbook).
3. What areas did the Japanese attack in December 1941? (Use map and textbook).
4. Name three countries that Japan had occupied by early 1942? (Use map and textbook).
Closure & Evaluation(approx 5 mins)
A brief review of today's main activities will now occur.
1. Japanese expansion
2. Rome-Berlin-Tokyo Axis
3. Pearl Harbour.
Questions will be asked these (how?, what?, where?). How did US react to Japanese
seizure of Indo- China? Why did Japan decide to attack Pearl Harbour? Students will be
reminded that presentations start tomorrow and also that a brief film will be shown
dealing with Japanese advances in the Pacific.
War in the Pacific # 2
Objectives:
Students will practice oral communication skills.
Students will examine history on film.
Students will describe the Great East Asia Co-Prosperity Sphere.
Learning Activities:
Entry (5 mins)
Following attendance, a review of the last lesson will occur through a brief question and
answer period. The answers gathered will be used to update the time line. The objectives
for today will also be mentioned.
Presentation (Approx 50-55 mins)
(30-35 mins approx)
Century of Warfare: Oriental Blitzkrieg, 1939-1942
This activity will reinforce the material covered last day. The film is approximately 25-30
minutes and it highlights the main events leading up to the outbreak of war in the Pacific,
including the Japanese attack on Pearl Harbour and the immediate aftermath. Students
will be reminded to look for specific things during the film that were covered in class
activity of the preceding lesson. Besides reinforcing their knowledge of the Pacific War,
they can see how history is presented on film.
In this section, the Japanese empire will be mentioned and the ‘Great East Asia CoProsperity Sphere' will be dealt with. Students will be introduced to how the Japanese
referred to their empire and they will be shown on a map what lands it encompassed and
what resources it held. I will ask them how it resembled the Hitler's European Empire?
(Forced labor & resistence movements).
Closure & Evaluation (3-5 mins)
To close this lesson today's activities will be reviewed. I will also make a few comments
about the presentations and remind them that they will continue on Monday. A brief
comment will also be made about the film's important points. Before ending, the topics
for next week will be mentioned including the Battle of the Atlantic (1940-1945) and the
Turn of the Tide ( Allied
advances in Europe & the Pacific).
Battle of the Atlantic
Objectives:
Students will practice oral communication skills.
Students will describe the significance of the Battle of the Atlantic.
Students will describe the convoy system and the merchant marine.
Students will develop listening skills.
Students will analyze data to find results.
Learning Activities:
Entry (5 mins)
Following attendance, the major points of last day will be reviewed through a brief
question period and necessary adjustments will be made to the time line. Events on
today's agenda will also be touched upon (Battle of the Atlantic, guest speaker).
Presentation (50-55 mins)
To begin this section our guest speaker will be introduced. Students will be reminded to
pay careful attention to the guest speaker because an activity will commence when he is
finished. The guest will provide students with a brief overview of the battle of the
Atlantic, touching on such things as the convoy system, the merchant marine, German
wolf packs, Allied shipping losses, submarine attacks around our shores, and the role of
technology to defeat the U-boat menace.
(10-15 mins)
CLASS ACTIVITY
This activity will require students to analyze data to find results. For this activity the class
will be divided into eight groups of three and each group will be required to access Uboat Net to analyze Allied shipping losses, the number of German U-boats, and U-boat
losses in the Atlantic between 1939 and 1945. Each group will analyze the information
from this World War II naval history site and use it, in combination with the information
provided by the guest speaker, to answer several questions.
1.In what year / month did the highest number of Allied shipping losses occur?
2. In what year / month did the highest number of U-boat losses occur?
3. What counter-measures did the Allies take to reduce shipping losses? (Convoy
System).
4. Based on the information provided by the guest speaker how was the U-boat
menace defeated in the Atlantic? (Long-range aircraft, hedgehog, escort carriers, etc...).
To conclude this activity I will ask the different groups what answer they have. I will
then provide the right answers by writing them on the chalk board.
Closure & Evaluation (3-5 mins)
The main points of this lesson will be reviewed.
1. What was the convoy system?
2. What was the wolf pack system?
3. Where was the ‘black pit' or the ‘1000 mile gap' located?
4. How did submarines affect our shores? (SS Caribou & Bell Island pier)
To end this lesson the topics for tomorrow's lesson will briefly be mentioned.
Turn of the Tide
Objectives:
Students will practice oral communication skills.
Students will describe the effects of war on the home front.
Students will describe the Allied victory in North Africa.
Students will describe the German disaster at Stalingrad.
Learning Activities
Entry: (5 mins)
Following attendance, the major points of last day will be reviewed through a brief
question period and necessary adjustments will be made to the time line. Events on
today's agenda will also be mentioned.
Presentation (Approx 50-55 mins)
To begin this section a European map and the classroom time line will be used to briefly
review Axis moves in Europe up to 1942 (Main events, theaters, events, dates). Before
moving on to deal with Allied advances in the war, I will look at how the Allied countries
transformed their economies to fight the war. At this point something specific about the
Allied countries will be
mentioned such as rationing, decreases in consumer goods, women in the war effort, the
construction of factories and increases in war production, and the relocation of people
[Japanese Americans]. At this point students will be required to access the Powers of
Persuasion website and acess It's a Woman's War Too and He Knew the Meaning of
Sacrifice. To complete this activity students will be required to complete the following
poster analysis worksheet.
1. What are the main colors used in the poster?
________________________________________________________________________
____________
2. What symbols (if any) are used in the poster?
________________________________________________________________________
____________
3. If a symbol is used, is it
a. clear (easy to interpret)? ______________________
b. memorable? _______________________________
c. dramatic? _________________________________
4. Are the messages in the poster primarily visual, verbal, or both?
________________________________________________________________________
____________
5. Who do you think is the intended audience for the poster?
________________________________________________________________________
____________
6. What does the Government hope the audience will do?
________________________________________________________________________
____________
7. What Government purpose(s) is served by the poster?
________________________________________________________________________
____________
8. The most effective posters use symbols that are unusual, simple, and direct. Is this an
effective poster?
Moving from the home front to the fighting, the situation in North Africa with Rommel
(Desert Fox) commanding the infamous Afrika Korps (What success did he have?
Provide dates?) will be explained. This section will also look at the Battle of El Alamein
(Why was this battle important? Who was Monty?) and the Torch landings in the fall of
1942 (Where did these landing occur? Who was in command?). How these events
affected Axis forces in North Africa will also be mentioned here.
The war in Russia also brought a setback to Nazi forces at this time. I will use a map to
describe the main developments in Russia during 1942 and 1943. The main issue here
will be the battle of Stalingrad. A number of questions will be raised here including what
was the significance of this battle? and how was it the beginning of the end for Hitler ?
When discussing this battle a map of Stalingrad will be shown.
The invasion of Italy is the next section of this lesson. A European map will be used here
to first show the invasion Sicily, and then the invasion of the Italian mainland. It is
important here to mention the consequences of this invasion. It not only forced Mussolini
from power, but brought Pietro Badoglio to power in Italy. Mussolini was subsequently
arrested but was rescued by German parachutists and taken to northern Italy. Students
will learn here how Badoglio joined with the Allies who landed in mainland Italy
(September 1943), and liberated Rome in June 1944(the first European capital to be
liberated from Nazi control) after fierce fighting.
Closure & Evaluation (approx 5 mins)
To end this lesson a brief review will occur.
What two events signified German defeat in North Africa ?(El Alamein and Torch).
How did allies mobilize war effort?
What battle changed the war for Germany? (Stalingrad)
What was the first European capital to be liberated from Nazi control? When?
I will also mention what will be covered in next lesson (Allied advances in Europe will
be concluded and then discussion will begin on the Pacific war).
Turn of the Tide #2
Objectives:
Students will practice oral communication skills.
Students will describe the D-Day landings.
Students will describe the allied advance on Germany.
Students will describe strategic bombing.
Students will describe the battle of the Coral Sea.
Learning Activities:
Entry (5 mins)
Following attendance, a brief review of last day will be conducted by asking questions
and make necessary adjustments to the classroom time line. Today's objectives will also
be mentioned in this section.
Presentation (Approx 50-55 mins)
If the invasion of Italy was not covered last day this lesson will begin with that topic,
otherwise this lesson will begin with the Allied invasion of France. A European map will
be used to introduce this section. I will show the map and ask the class if anyone can
locate Normandy, telling them that this was where the Allies gained a foothold in
northern Europe in June 1944. The extensive preparations for this invasion will also be
covered here including how the Germans were deceived about where the actual invasion
would take place (Pas de Calais rather than Normandy coast- show on the map). I will
mention that this invasion force was commanded by Eisenhower, at which point I will
ask them where they heard that name before ? To illustrate how the men stormed the
beaches, I will ask if anyone had seen "Saving Private Ryan"and I will also show pictures
of men in their landing crafts and storming the German positions. This section will also
cover how the Allied forces steadily advanced through France during the summer of 1944
and had liberated Paris (show on map) by August 25th. A picture of Charles De Gaulle
leading troops down the Champs Elysees will be shown at this point.
Continuing with the Allied advances in Europe, this section will mention the air war
against the Third Reich and how the US bombed Germany during the day and the British
attacked at night. This section will also discuss the impact of bombing on German cities,
industry, road & rail, communications, morale, and war production. Hitler's use of
revenge weapons will also be
mentioned here including the V1 & V2 rockets and the ME 262 jet fighter. Pictures will
be shown of these. The September 1944 Allied advance into Germany, the December
1944 Battle of the Bulge, and the April 1945 US entry into Berlin will also be included in
this section. A map will be used to help describe this section. I will also mention that
Mussolini was caught and killed while trying to escape Italy for neutral Switzerland and
Hitler committed suicide in his underground Berlin bunker on April 30, 1945 as Russian
forces were closing in on that hideout. The war in Europe was next to over, V-E Day
(Victory in Europe)occurred on May 7, 1945.
The war in Russia from the battle of Stalingrad to the battle of Berlin will also be
briefly mentioned in this lesson. A number of prominent to be briefly mentioned here
include the Nazi retreat back to Germany, the July 1943 battle of Kursk (it was the largest
tank battle in history), the Soviet liberation of their homeland and Eastern Europe during
1944 and 1945, and the fierce fighting that occurred in Germany (pillage, plunder, rape)
and in Berlin.
If sufficient time remains in this lesson, a map will be used to begin the next section on
‘Allied advances in the Pacific'. Using both the map and the classroom time line,
Japanese advances up to and immediately following Pearl Harbour will be briefly
recapped. Based on this information, the location of the Coral Sea will be mentioned and
how the first Japanese setback of the war occurred here. I will also mention that this
battle was the first in the history of naval warfare where opposing ships did not see the
other, attacks were conducted by carrier attack airplanes.
Closure & Evaluation (approx 5 mins)
This lesson will end with a brief review of today's main points.
1. What was the significance of the D-day landings?
2. Where did Germans launch a counter-offensive in December ‘44?
3. What happened to Hitler and Mussolini?
4. What was VE Day? When did it occur?
5. What were Hitler's revenge weapons?
6. What is the significance of the battle of the Coral Sea?
I will also mention that this topic will continue in tomorrow's lesson.
Turn of the Tide (The Pacific Theater)
Objectives:
Students will practice oral communication skills.
Students will describe the significance of the battle of Midway.
Students will identify ‘island hopping' campaign.
Students will explain significance of Hiroshima & Nagasaki.
Learning Activities:
Entry (5 mins)
Following attendance, a review of last day will be conducted through a brief question
period followed by updating the time line. The main points of today's lesson will also be
mentioned.
Presentation (50-55 mins)
This section will begin with an overview of the Pacific war up to early 1942 (Coral
Sea) if that topic was not covered last day, otherwise the battle of Midway will begin this
section. Students will be required to turn to map on p.622 of textbooks to locate where
this battle occurred. As the turning point of the Pacific war, the significance of this battle
[the US gained the offensive], and a description of the results [Japan lost four fleet
carriers, planes, and experienced pilots] will be described here. To introduce the battle of
Midway I will describe the important role of the American cryptographers who cracked
the Japanese ‘Purple' code to figure out where and when the attack was coming.
To illustrate where some of the major battles of the Pacific War occurred during the
next two years (Guadalcanal in the fall of 1942; Leyte Gulf in July 1944; Iwo Jima
&Okinawa in early 1945)a map of the Pacific theater will now be shown. Some of the
major aspects of this two year period that will be described include ‘Island Hopping
Campaign' (technique used by US forces during the Pacific War whereby Japanese island
garrisons were bypassed and isolated. Islands captured in this way were used as stepping
stones towards Japan), MacArthur returns to the Philippines, and the use of Kamikaze
pilots by Japan ( suicide pilots that flew their planes into American ships in order to sink
them).
As with the Allies in Europe, the air war against Japan will also be covered. With the
capture of islands such as Tinian that was within flying distance from Japan, the air war
against Japan will be mentioned. This section will include how Tokyo was destroyed
during an incendiary attack in April 1945 that left 1 million people homeless and over
100,000 dead.
This section deals with the use of the atomic bombs against Japan. I will mention that
when the US captured Iwo Jima and Okinawa (Spring & Summer 1945) Japan's Air
force, Navy, and merchant shipping were all destroyed, however, Japan still possessed an
army of about 2 million men. The US could have invaded Japan but did not because high
casualties were predicted. The Americans therefore turned to the newly developed atomic
bomb (first tested in the New Mexico desert in July 1945.Pictures of the mushroom cloud
will be shown here) and used it against two Japanese cities in August 1945 (Hiroshima,
August 6; Nagasaki, August 9. Pictures will be shown of the devastation) after Japanese
decided against an unconditional surrender. These explosions forced the Japanese to
surrender on August 14. After explaining this development I will ask the class "How
would they react if they were in the position of the Americans? Would they order the Abombs to be dropped on Japan?"
Closure & Evaluation (approx 5 mins)
A brief review of today's main points will now occur.
1. When did the battle of Midway occur?
2. How was this battle significant?
3. What was ‘Island Hopping'?
4. How did US forces bring about the final surrender of Japan?
Tomorrow's objectives will also be mentioned to close this section.
Effects of the War
Objectives:
Students will practice oral communication skills.
Students will describe Holocaust.
Students will define ‘final solution'.
Students will describe political changes resulting from WWII.
Learning Activities:
Entry (5 mins)
Following attendance, a review of last day will be conducted through questions and
filling in information on the time line. The activities involved in today's lesson will also
be mentioned here.
Presentation (approx 50-55 mins)
The legacy of the Second World War will briefly be mentioned here by having students
turn to the chart on page 625 of their textbooks. Some of the statistics and figures in this
chart will be looked at here to illustrate the number of military forces and civilians killed
during the conflict. It will also be mentioned here that WWII was the most destructive
war in the history of mankind with respect to the number of deaths, the expenses, and the
cruelty involved. The refugee problem and the destruction of personal property will also
be mentioned in this section.
The Holocaust encompasses the next portion of this lesson. This term will be written on
the board and I will ask if they know what it is. Following their responses, a brief
definition will given as I move on to talk about the final solution To examine the
systematic destruction of European Jews by the Nazi regime students will be provided
with a chart (below) from "The Encyclopedia of the Holocaust, Vol. 1. Students will
examine this chart and then answer the following questions.
Holocaust Deaths
Country/Region
Low Estimate
High Estimate
Germany (1938 Borders)
125,000
130,000
Austria
58,0000
65,000
Belgium & Luxembourg
24,700
29,000
Bulgaria
0
7,000
Czechoslovakia
245,000
277,000
France
64,000
83,000
Greece
58,000
65,000
Hungary & Ukraine
300,000
402,000
Italy
7,500
8,000
Netherlands
101,800
106,000
Norway
677,000
760,000
Poland & USSR
3,700,000
4,565,000
Romania
40,000
220,000
Yugoslavia
54,000
60,000
TOTAL
4,778,677
6,017,760
Source: Nizkor Project statistics derived from Yad Vashem and Fleming, Hitler and the
Final Solution.
Over one million children under the age of sixteen died in the Holocaust
Using this chart as a guide they will answer the following:
1. What country had the greatest number of Jews killed in the Holocaust?
2. What country had the least number of Jews killed in the Holocaust?
3 What was the total number of Jews killed in the Holocaust?
I will also introduce the different types of concentration camps to my students. While
several types of these camps existed, Extermination and Concentration, both were
notorious for death and mass executions. A map of concentration camp locations (below)
and pictures of Auschwitz and the Final Solution will be provided when I teach this
section.
Before concluding this section the class will be asked how they feel about the destruction
of the Jews during World War II ? I will ask them if they know of any countries today
where people are being subjected to the same treatment as the Jews faced during WWII ?
How can this action be prevented?
(The remainder of the class) will be used to discuss political issues in Europe
immediately following the War. Students will be reminded that during the war the USA,
Great Britain, and the Soviet Union united to defeat Nazi Germany. Following Germany's
final defeat, however, it was discovered that many long- standing problems existed
between these three (these can be traced back to before the war). The Soviets referred to
the Western nations as imperialists while the West denounced Stalin's Communist
dictatorship. Because the future of Eastern Europe was a major concern of many Western
politicians (especially Winston Churchill) toward the end of the war, students see that
when the USSR liberated Eastern Europe (Show map of areas and capitals that were
liberated) the West feared that Stalin would impose Soviet regimes over the Axis
territories that were liberated (These included Bulgaria, Romania, Hungary, Poland, and
Czechoslovakia).
Closure & Evaluation (approx 5 mins)
To conclude this lesson the following will be asked:
1. What was the Holocaust?
2. What was the final solution?
3. What was the name of the most notorious concentration camp?
4. What nation liberated Eastern Europe during World War II?
The topics scheduled for next week will also be mentioned in this section.
Effects of the War (Cont)
Objectives:
Students will practice oral communication skills.
Students will describe political issues resulting from WWII.
Students will describe social changes resulting from WWII.
Students will learn to develop the skills necessary to analyze, understand, and interpret
information.
Learning Activities:
Entry (5 mins)
Following attendance, a review of last day will be conducted through questions and
filling in information on the time line. The activities involved in today's lesson will also
be mentioned here.
Presentation (50-55 mins)
Continuing from last day (briefly mentioning what was covered then; Political issues in
Eastern Europe during the Soviet liberation there in 1945), the immediate postwar
political issues in Europe will be dealt with. I will mention that while the Soviets wanted
to keep Germany in a weak and defeated state, the West were against this idea. To end
this section I will mention that because the power of Western Europe was drained
following six years of world war a power vacuum was created that was filled by the
emergence of two superpowers: the USSR and the USA.
Students will also be shown here how the war affected world political arrangements.
Because of the participation played by the colonies of many European countries,
demands for independence were strong in such places as India and Indochina following
the war. India had contributed greatlyto the British war effort by fighting in North Africa
and the Mid-East in return for greater freedom.With respect to Indochina [Vietnam]
Japanese conquest in the area had liberated that region fromFrench control and the
Vietnamese did not want it to return with wars' end. Although nationalistsin this area had
fought Japanese during the war, in the post war years they would fight the Frenchwhen
that people attempted to reestablish their control over Vietnam.
Students will also be introduced to some of the social changes that were caused by the
war. In this area, it will be mentioned that the US black population gained job
opportunities that had long been denied them because of their participation in the world
war. The economic role of women will also be briefly dealt with. In Britain, like in many
countries during the conflict, women had both served and worked during the war. With
the war now over they recognized that many opportunities lay ahead for them because of
their war service. This section will end with how new technology changed society.
During the war science and technology had made great strides with respect to consumer
goods [synthetic goods] and the nature of warfare itself [the beginning of the Atomic
Age].
(15 mins)
Class Activity
For this activity the class will be divided into six groups of four. This activity will have
students comparing the end of the Second World War to the end of the First World War,
a section that they covered earlier in the term. Each group will be provided with specific
areas to analyze including technology, the nature of the fighting, weapons (sea, air, &
land), number of deaths (civilian & military), and the financial cost. The answers to these
factors can be found in their textbooks. This activity will continue for the remainder of
this lesson and will continue for the first fifteen minutes of the next one at which time
students will compare their findings. One of the benefits of this activity is that students
will learn to develop the skills necessary to analyze, understand, and interpret
information.
Closure & Evaluation (approx 5 mins)
In a brief review of today's material students will be asked:
1. Define Superpower?
2. What two countries left WWII as the world's superpowers?
3. How did the war contribute to independence movements in Asia?
I will also mention that in the next class we will be finishing our comparison on the
two world wars, presentations will occur, and the first section of chapter 34 ‘A Return to
Peace' will be introduced.
A Return to Peace
Objectives:
Students will learn to develop the skills necessary to analyze, understand, and interpret
information (continued from last day).
Students will practice oral communication skills.
Students will define ‘Iron Curtain'.
Students will identify the major conferences of WWII.
Students will identify the "Big Three".
Learning Activities:
Entry (5 mins)
Following attendance, a review of last day will be conducted through some brief
questions and filling in information on the time line. The activities of today's lesson will
also be mentioned.
Presentation (approx 50-55 mins)
Class Activity
(Continued from last day)
To conclude with this activity from last day the respective groups will compare their
findings and I will write them on the board.
A section of Churchill's ‘Iron Curtain' speech will be provided for the students to
introduce this section.(Teachers CLICK HERE to hear a section of this speech) I will
then ask students ‘what Churchill meant by the Iron Curtain ?'. This will lead into a
brainstorming session (2 or 3 mins) based on the material found in this speech and from
last class that will lead directly into the next section, A Return To Peace.
The wartime conferences that occurred between 1941-1945 will be covered in this
section. A number of important conferences occurred during this period where Allied
leaders met to discuss war aims, strategy, and the postwar order. Students will be
explained who were the ‘Big Three' at this point. The conferences will be dealt with in
the following order; the Atlantic Charter, Teheran, Yalta, and Potsdam. The names, dates,
and main points of these conferences will be written on the board for students to copy
down in their notes.

The Atlantic Charter
This occurred in August 1941 in Placentia Bay between Churchill & Roosevelt.
Although the US was not at war during this time, these two leaders laid down the
principles that they thought should form the basis of the postwar world. A copy of this
will passed out to the students so they can follow as I read it. It basically supported "the
right of all peoples to choose the form of government under which they will live". It also
urged economic cooperation and a "permanent system of general security' that would
protect nations from "aggression outside their frontiers."
THE ATLANTIC CHARTER
The President of the United States of America and the Prime Minister, Mr. Churchill,
representing His Majesty's Government in the United Kingdom, being met together,
deem it right to make known certain common principles in the national policies of their
respective countries on which they base their hopes for a better future for the world.

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First, their countries seek no aggrandizement, territorial or other;
Second, they desire to see no territorial changes that do not accord with the freely
expressed wishes of the peoples concerned;
Third, they respect the right of all peoples to choose the form of government
under which they will live; and they wish to see sovereign rights and self
government restored to those who have been forcibly deprived of them;
Fourth, they will endeavor, with due respect for their existing obligations, to
further the enjoyment by all States, great or small, victor or vanquished, of access,
on equal terms, to the trade and to the raw materials of the world which are
needed for their economic prosperity;
Fifth, they desire to bring about the fullest collaboration between all nations in the
economic field with the object of securing, for all, improved labor standards,
economic advancement and social security;
Sixth, after the final destruction of the Nazi tyranny, they hope to see established
a peace which will afford to all nations the means of dwelling in safety within
their own boundaries, and which will afford assurance that all the men in all the
lands may live out their lives in freedom from fear and want;
Seventh, such a peace should enable all men to traverse the high seas and oceans
without hindrance;
Eighth, they believe that all of the nations of the world, for realistic as well as
spiritual reasons must come to the abandonment of the use of force. Since no
future peace can be maintained if land, sea or air armaments continue to be
employed by nations which threaten, or may threaten, aggression outside of their
frontiers, they believe, pending the establishment of a wider and permanent
system of general security, that the disarmament of such nations is essential. They
will likewise aid and encourage all other practicable measures which will lighten
for peace-loving peoples the crushing burden of armaments.
Franklin D. Roosevelt
Winston S. Churchill
Source: Samuel Rosenman, ed., Public Papers and Addresses of Franklin D. Roosevelt,
vol.10 (1938-1950), 314.
Closure & Evaluation (approx 5 mins)
A brief review of today's activities will begin this section.
1. Who coined the term ‘Iron Curtain'?
2. Where was the Atlantic Charter formed?
3. Who were referred to as the ‘Big Three'?
The topics of the next lesson will also be mentioned in closing.
A Return To Peace#2
Objectives:
Students will practice oral communication skills.
Students will describe the postwar division of Germany.
Students will identify the German Federal Republic.
Students will identify the German Democratic Republic.
Learning Activities:
Entry (5 mins)
Following attendance, a review of last day will be conducted through some brief
questions and updating the time line. Following this, a brief mention of today's lesson
will occur.
Presentation (approx 50-55 mins)
To reinforce the Atlantic Charter section of last day, a brief film clip will be shown
dealing with Churchill and Roosevelt meeting in Placentia Bay.
To continue with the wartime conferences Teheran will now be dealt with. Once again
the date, participants, and main issues will be written on the board. I will mention that
Stalin's plea for opening a ‘second front' in Europe and plans for Poland and Germany
following the war were the main issues discussed here.
Yalta is the next conference n the list. Using the same format as for the earlier ones the
date, participants, and major issues will be written on the board. From this section
students will find that this conference was held in Feb 1945 and five major points were
agreed upon (1. The Allies reaffirmed an earlier agreement to press for unconditional
surrender of the Axis powers. 2. They agreed to a four power occupation of Germany
after the war. 3. The Soviets promised to declare war on Japan 90 days following German
surrender. 4. They agreed to free elections and political independence for the liberated
nations of Europe. 5. They agreed to meet later to carry out plans for the formation of the
new UN organization). I will also mention that the agreements reached here would cause
conflict between the western powers and the Soviets.
Potsdam will be the final conference to be covered. Using the same format as others, I
will explain that conflicts emerged here as the new US President Truman was unhappy
with pro- Soviet governments that had been set up in several Eastern European countries.
He demanded free elections as agreed to at Yalta. Stalin refused stating that ‘A freely
elected government in any of
these East European countries would be anti-Soviet, and that we can't allow'. Post-war
arrangements in Europe, future moves in the war against Japan, and the "Potsdam
Declaration" was also dealt with at this conference. The ‘Potsdam Declaration', signed
between the US, Britain, and China, the major powers fighting Japan at this time,
described Japan's present condition, it gave the terms for her surrender, and it stated the
Allies' intentions concerning her postwar status. It ended with an
ultimatum: Japan must immediately agree to unconditionally surrender, or face "prompt
and utter destruction".
Students will also learn about the occupation of Germany following the war. A map of
defeated Germany will be used in this section and students will be required to turn to
page 630 of their textbooks to view it. Using this map as a guide, Germany's situation at
the end of the war will be discussed. Included in this section will be that it was occupied
by USA, UK, France [Western Sections], and USSR [East]. Berlin lay in the Soviet
sector but it was also divided amongst the four powers (this will be shown on a map). To
illustrate the state of ruin that Germany was in at this time I will briefly mention the
physical destruction, the lack of food, the outbreak of epidemics, and the problem of
refugees. Pictures will be provided to the class to illustrate the destruction that existed.
This section will deal with how each of the Allies pursued their own policy in Germany
at wars' end. In the east, the Soviets wanted to punish Germany for the heavy losses it
suffered during the war and in response German factories, heavy machinery, trucks, and
locomotives were shipped to the Soviet Union. In the west, the US, UK, and France
agreed that Germany should be provided with a democratic government and a sound
economy to prevent the rise of another Hitler. Students will be shown how they began to
help rebuild the economy in their zones of occupation and how they viewed a strong
Germany to be a buffer zone against the Soviet Union.
From this lesson students will see that the different policies described above had a great
impact on the future political structure of Germany. Beginning with the western zones, I
will mention how they were united in 1949 to form the German Federal Republic. Bonn
was the capital city and Konrad Adenauer was made chancellor. Later in the same year
the Soviets formed their sector into the German Democratic Republic. I will briefly
mention here that economic exploitation continued to occur and that thousands of
civilians escaped to the west.
Closure & Evaluation (approx 5 mins)
To close this lesson a brief review of today's activities will occur.
1. What was the last major conference of the war?
2. What nations divided Germany following the war ?
3. Who led the German Federal Republic?
4. What was the German Democratic Republic?
The topic of the next lesson, the Nuremberg trials, will also be mentioned in closing.
A Return to Peace #3
Objectives:
Students will practice oral communication skills.
Students will describe the Nuremberg War Trials.
Students will describe denazification.
Students will describe the formation of the United Nations Organization.
Learning Activities:
Entry (5 mins)
Following attendance, a review of last day will be conducted through some brief
questions and updating the time line. Following this, the objectives for today's lesson will
be mentioned.
Presentation(approx 50-55 mins)
Using the text as a guide, War Crimes and Denazification will now be dealt with. I will
mention that at the wars' end the Allies had agreed that there were several ways to
completely destroy Nazism. First, Nazi officials were tried for their actions in the war.
Second, all traces of Nazism had to be removed from Germany. The trail was held in
Nuremberg (The former site of Nazi
party rallies during the 1930s). In this section I will mention something about the
organization of the trial including that the presiding Judges were from the four Allied
countries and that the Nazi officials brought before them faced charges of crimes against
humanity, the use of slave labor, and the operation of extermination and concentration
camps. When mentioning how all traces of Nazism were removed from Germany I will
refer to denazification. This will be written on the chalkboard and a definition will be
provided for the students to write down in their notes. I will state that this involved
removing Nazi symbols from schools and public places and replacing them with ones
representing democracy.
A crossword puzzle dealing with World War II will now be completed by the students.
They will be required to conduct this activity at the computer lab where they will access
the following web site: World War II Crossword
(25-30 mins)
The Nuremberg Trial
A brief excerpt of this film will be shown for two main purposes. First, it will reinforce
material that was covered in class. Second, it will how history is interpreted through film.
It deals with the Nuremberg Trial and the sentencing of Nazi officials for their activities
during the war. After watching this film students should be able to answer the following
questions.
1. Why did this trial occur?
2. How many Nazi officials were sentenced to death?
3. Which crimes would you consider deserve the death penalty?
In the remainder of this class the United Nations will be introduced. I will remind
students to reflect on the Yalta conference (discussed earlier this week) and how the
Allies agreed that an international organization committed to peace should be developed
following the war. Next I will mention that in April 1945, 50 nations met in San
Francisco and adopted the UN Charter (I will mention that this committed member
nations to submit international disputes to the United Nations for peaceful settlement.
They also agreed to solve the world problems of disease, hunger, and illiteracy).
Closure & Evaluation (approx 5 mins)
In closing the main components of this lesson will be reviewed.
1. What was the term used to define the clearing of Germany from all elements of
Nazism?
2. What was the significance of the Nuremberg war crime trials?
3. What is the United Nations?
4. Why was the UN formed?
A Return to Peace #4
Objectives:
Students will practice oral communication skills.
Students will describe the structure of the UN.
Students will describe early efforts at peace keeping.
Learning Activities:
Entry (5 mins)
Following attendance, a review of last day will be conducted through some brief
questions and by updating the time line. Following this, the objectives for today's lesson
be mentioned.
Presentation (approx 50-55 mins)
Continuing from last day, this section will focus on the structure of the United Nations.
After students have turned to page 632 of their textbooks they will be asked how the UN
affects the world today? Following a brief brainstorming session, their answers will be
written on the board. Next, the main bodies of the UN will be introduced. These will be
listed on the chalkboard and some brief information will be given on each (The General
Assembly is represented by every member nation
and deals with world problems and recommends action. The Security Council has 15
members, 10 of which serve in two year terms while the remaining five have permanent
positions due to their role in WWII. These are UK, USA, Russia, China, and France. The
Security Council investigates world conflicts and decides on what action the UN should
take. (Should also mention that the SC can't force member nations to agree to its
decisions. Also, any one of the 5 permanent members can veto SC
decisions).
(The Remainder of the class will deal with early UN peace keeping efforts. Students will
be asked what they know about
peace keeping and if they have heard anything about it recently ? Following a ten second
wait-time, I will introduce them to the beginnings of peace keeping by referring to
disputes in Israel between Jews and Palestinians,1948-57; in India and Pakistan, 1949
[these two are still arguing today]; UN forces were sent to Korea in 1950 [war occurred
there between 1950-53]; in the Congo, 1961; and at Cyprus, 1963).
I will also mention that the UN has change considerably since its formation due to
increased membership and the end of the cold war.
Closure & Evaluation(approx 5 mins)
A brief review of today's activities will occur here.
1. What is the most important body within the UN?
2. What is the function of the Security Council?
3. How many permanent members are on the UN Security Council?
4. Where did the UN attempt to keep peace during 1950?
The activities for tomorrow's lesson with also be mentioned in this section.