Social Studies Unit Structure
Section 1
Unit Title
As World War II Turns…Major Events and
Turning Points
Grade Level
7th grade
Rationale / Abstract
A) Essential
question to be
explored
B) How and why
the unit will be
used?
C) Why is the unit
significant/relev
ant?
D) How does the
unit meet state
and national
standards
This unit begins with exploring the events that have happened
in Europe prior to the US entering WWII. Students
participate in a briefing activity where they view ‘Top Secret’
files about, the Battle of Britain, Lend-Lease, and the
Invasions of France and Poland. This allows students to
examine primary and secondary sources about these events.
Students then begin to examine how the US enters WWII
through activities centering on the events of Pearl Harbor.
These activities include an interactive lecture with video
clips, images. At the end of this students will be asked to
write a newspaper article for December 7, 1941. Students
continue with the turning points of each theater or front: DDay in the West where students see what a paratrooper had in
their pack and ask themselves what they would take on an
invasion, students continue by completing a letter home;
Stalingrad in the East where students will hear first hand
accounts from both Germans and Russians and complete a
sensory chart from the perspective of a soldier; and finally
Midway in the Pacific. They will also examine the dropping
of the Atomic Bomb and the ending of WWII. The unit
culminates in a scrap booking activity where students are
asked to reflect on the whole unit. While students work
through the unit and its activities the essential question they
are asking is: Why are these events significant or important?
What makes these turning points or major events? This unit
deals with one of the turbulent, tumultuous, and important
times in American history. The events of WWII still impact
foreign relations around the world including US foreign
policy, our relationships with other countries, and shaped the
map of the modern world. By using primary sources,
sequencing historical events, and viewing World War II from
various perspectives, students are exposed to the major events
and turning points laid out by state and national standards.
Focus questions for the
Unit (3 maximum).
1. What events took place in Europe before the
United States Entered the War?
2. What caused the US to enter World War II?
3. What were the turning points for the 3 fronts of
WWII—Western Europe, Eastern Europe, and the
Pacific
Section 2
Unit Goals
(larger learnings from
the focus questions and
vice versa)
• Explanation: Students will know and be able
to identify certain events and turning points—
D-Day, Midway, Stalingrad, Lend Lease,
Battle of Britain, Pearl Harbor
a) What will students
understand as a result
of this unit (Wiggins
and McTighe levels of
understanding).
• Interpretation: Students will examine what
they think is important and essential
knowledge by writing a newspaper article and
completing the briefing activity
• Application: Students must use a variety of
skills and process their knowledge by writing a
letter home from the front line, and completing
a sensory chart from Stalingrad
• Perspective: Students will take on the
perspective of people in the War effort by
writing letters home from the P.O.V. of a
soldier, feeling what a soldiers felt at
Stalingrad through a sensory chart and
completing a scrap booking activity
• Empathy: Students will exhibit sensitivity for
the plight of others by completing the letter
home, sensory chart, and further by
participating in class discussions about
Stalingrad, the horrors of war, and the
dropping of the Atomic Bomb
Key concepts w/
definitions (min- 6)
1. Lend Lease: a program where the US
would supply Great Britain, USSR,
France, and other allied nations with
war materials such as planes, ships, etc.
for military bases
2. Blitzkreig: “lightning war”, swift
sudden violent military offensive
usually involving combined air and
mobile land forces
3. D-Day: term used to describe the
Normandy landings that commenced on
June 6, 1944 and began the liberation of
Western Europe
4. Theater/Front: the foremost line or
part of a line of battle, the place where
combat operations are carried out
5. Island Hopping: important military
strategy in the Pacific Front during
WWII where Allies would target
specific strategically important islands
to attack
6. Atomic Bomb: (nuclear bomb) derived
from nuclear fission of atoms with the
conversion of part of their mass into
energy; the first dropped on Japan in
WWII
Section 3- Connecting Instruction
Unit Goals
•
•
•
Students will see
WWII from a
variety of
perspectives
including
individuals,
countries, and
world leaders
Sequence major
events and
turning points of
WWII
Identify major
events that
happened in the
Pacific during
WWII
Benchmarks/
outcomes.
Objectives tied to
NCSS standards
and SOL’s
•
Time, Continuity
and Change;
Individuals,
groups and
institutions
Acceptable
evidenceAssessment Task
Learning
Experiences and
Instruction
•
Sensory chart,
soldier letter
home
•
Stalingrad
perspective
notes, D-day
paratrooper
activity
•
Unit Scrapbook
•
Briefing activity
of events pre-US
involvement
•
Lectures on
Midway, Atomic
Bomb, Pearl
Harbor
Students will:
Demonstrate knowledge of
the major causes and
effects of American
involvement in WWII by
b) locating and describing
the major events and
turning points of the war in
Europe and the Pacific
(USII.7b)
•
Time continuity
and change
Students will:
Demonstrate knowledge of
the major causes and
effects of American
involvement in WWII by
b) locating and describing
the major events and
turning points of the war in
Europe and the Pacific
(USII.7b)
•
Time continuity
and change
Students will:
Demonstrate knowledge of
the major causes and
effects of American
involvement in WWII by
b) locating and describing
the major events and
turning points of the war
in Europe and the Pacific
(USII.7b)
•
Newspaper
article for Pearl
Harbor
Section 4- Resources
Resources (link to specific activity)
Stalingrad
First Hand Accounts
Schneider, F., & Gullans, C. (1965). Last Letters
From Stalingrad.New York, New York: The
New American Library.
Bastable, Johnathan (2006). Voices from
Stalingrad. Cincinnati, Ohio: David and Charles.
Notes for D-Day, Midway, and end of
War in the Pacific
Hakim, J. (Ed.). (1999). A History of US: War,
Peace, and All that Jazz. New York, New York:
Oxford University Press.
Images and Videos for this Unit Taken
from: United Streaming through
Discovery Education; and
www.history.navy.mil (see the link
under Pearl Harbor)
Web based resources
Briefing activity about events pre-US
entering the war
Lend Lease. Retrieved February 8, 2009, from
UShistory.com Web site: http://www.u-shistory.com/pages/h1600.html
Battle of Britain. Retrieved February 8, 2009, from
Ushistory.com Web site: http://www.u-shistory.com/pages/h1756.html
(2000-2008). The Attack on Poland. Retrieved
February 8, 2009, from historylearningsite Web site:
http://www.historylearningsite.co.uk/attack_on_poland.
htm
(2000-2007). World War II Multimedia Database.
Retrieved February 8, 2009, from
worldwar2database.com Web site:
http://www.worldwar2database.com/html/poland.htm
(2007). France Surrenders 1940. Retrieved February 8,
2009, from eyewitnesstohistory.com Web site:
http://www.eyewitnesstohistory.com/francesurrenders.
htm
D-Day
(1999-2003). American Experience: D-Day. Retrieved
February 8, 2009, from PBS Web site:
http://www.pbs.org/wgbh/amex/dday/
(2002). Valor, Fidelity, Sacrifice. Retrieved February
10, 2009, from The National D-Day Memorial
Foundation Bedford, Virginia Web site:
http://www.dday.org/
Pearl Harbor
“pearl harbor speech”.
http://www.youtube.com/watch?v=CrVI6ENDL8Y&fe
ature=related
(2001, 11 28). Pearl Harbor Lesson Plans. Retrieved
February 10, 2009, from Naval Historical Center Web
site:
http://www.history.navy.mil/branches/teach/pearl/openi
ng.htm
Section 5- Lesson Catalogue
Lesson 1. Title
Big Question
Europe Can Do It!....even without the US?
What events took place in Europe before the US became directly
involved militarily?
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of task-
How are you trying
to motivate students
in your opener?
What is your
closure?
SWBAT:
1. Identify and describe the events of WWII before the US
became involved militarily by participating in the in-class
workshop
2. Explain the significance of these events and how they
shaped the war by participating in the in-class workshop
Although this is a US History course students have to understand
what was happening in Europe before the United States gets
involved. This lesson will help students begin their study of
WWII by showing them that these events had pulled Europe into
a World War long before the US becomes directly involved. It
will also serve to show that the US acted in other ways besides
direct military action before the bombing of Pearl Harbor. These
events include the Battle of Britain, Lend Lease, the Invasion of
Poland, and the Occupation of France. By visiting briefing
stations where students explore a short explanation of each event
and viewing maps and other images that further explain the
situation, students will walk away with basic knowledge about
these events and their significance.
The opening activity is designed as both a pretest of student
understanding and a way to get them to think about WWII. How
much they know, and a few things they might have wanted to
know more about. Hopefully when they see how much there is
to know about WWII they will become interested.
The closing activity requires that the students write a paragraph
explaining the situation in Europe and their recommendation for
what we should do next. This requires that they not only review
the day’s activities but then apply their knowledge to a new
situation.
Title: Europe Can Do It!....even without the US?
Grade and Subject: 7th Grade/ US History from 1877
Time Allotted: 45 minutes
SOL #:
USII.7b
NCSS Theme:
What is the guiding question
for this lesson?
How will student understanding
be assessed?
-include assessments
Time, Continuity, and Change
What events happened in Europe before the United
States entered the War militarily?
In-class worksheet (Major Events of WWII)
Exit Slip: paragraph students write explaining what
events are and how the president should react
Key Concepts (no definition necessary):
• Lend Lease Act
• Blitzkrieg
SWBAT (as many as required by lesson):
1. Identify and describe the events of WWII before the US became involved
militarily by participating in the in-class workshop
2. Explain the significance of these events and how they shaped the war by
participating in the in-class workshop
Materials (List and attach primary sources and additional materials-ppt and
question frames etc.):
Material A: Lend Lease Act Information Sheets
Material B: The Battle of Britain Information Sheets
Material C: Invasion of Poland Information Sheets
Material D: Capture of France Information Sheets
Material E: Student In-Class Worksheet
Material F: PowerPoint
Just Do It (hook): Students will be asked to complete a spectrum activity where they
place the WWII events, terms, places, etc, on a spectrum with know it well, heard of it, or
clueless being the categories. The words include: The Blitz, Lend Lease, Maginot
Line, Blitzkreig, Luftwaffe, Panzer, R.A.F, Axis powers, Warsaw, arsenal of
democracy
Check for Evidence of
Description of Lesson Procedure
Understanding
After opening with the Just Do It, students
will then be instructed to break up into
groups of 2 (already pre-selected in
Teacher will walk around the
room answering any questions
1 & 2 PowerPoint—Material F). They will then
move to one of the four stations (see
and insuring that students stay on
Materials A-D), one for each event—Battle track with the given assignment.
of Britain, Lend Lease, Invasion of Poland, Check over their papers to ensure
and Occupation of France. After getting to that good note-taking strategies
these stations students will read the
are being used!
documents, analyze the maps and other
images for approximately 7 minutes taking
notes on their class worksheet (see Material
E). After working for 7 minutes they will
switch to a new station.
Transition: Set an egg timer for their 7 minutes and when those are up students will be
asked to move onto the next designated station
Students will repeat the above process for
Teacher will walk around the
all four stations. They will move in
room answering any questions
and insuring that students stay on
1 & 2 clockwise direction around classroom
track with the given assignment.
learning and taking notes about the four
events.
Transition: Continue to set an egg timer for the remaining stations. When students have
completed all four stations have them quickly do a think-pair share with a partner.
Someone who was not in their original group to get any important information they
missed.
Closure Activity—see below
Teacher will ask students to
quickly share their suggestions if
time permits. Otherwise they
should turn this in as an exit slip
Obj #
Closure (How does this come back to the guiding question):
Now that students have read through all the Top Secret Files, you must write a short
paragraph telling the president what is happening. You are one of his top advisors so you
must include at the end a recommendation for what the president should do!—This will
force students to revisit the topics learned in class about the events of WWII.
Modifications (to meet the needs of diverse learners):
All learners will be given the proper accommodations and modifications based on their
unique situation in accordance will all IEPs, 504s, and any other adaptations required for
their specific learning.
The Lend-Lease Act
Early in World War II the United States came up with a plan, dubbed LendLease, to assist the nations that were then fighting the Axis powers
(Germany, Japan and Italy). The Lend-Lease Act was passed by Congress on
March 11, 1941. It provided that the president could ship weapons, food, or
equipment to any country whose struggle against the Axis assisted U.S.
defense.
By retooling U.S. industrial output to the demands of war, Lend-Lease
formally eliminated any neutrality. President Franklin D. Roosevelt saw the
Lend-Lease Act as "helping to put out the fire in your neighbor's house
before your own house caught fire and burned down." In effect, it turned
the U.S. into an "arsenal of democracy" following the eruption of hostilities.
At the outset, $7 billion worth of American matérial was shipped to Great
Britain, China, Russia, Brazil and eventually many other countries. The
expenditure grew to $50 billion by 1945. Each of those nations was assumed
to be fighting not only in its own defense, but in that of the United States
as well.*
By permitting the president to ship war equipment and supplies to a besieged
Britain, without payback as stipulated by the 1939 Neutrality Act, LendLease empowered the British to resist the German onslaught until Pearl
Harbor spurred America into the conflict. In addition, it avoided the prickly
issues of post-World War I war debts.
Following World War II, no decision was arrived at for the return of LendLease goods by recipient nations. Some countries, notably Great Britain, had
previously offset part of their indebtedness by providing U.S. GIs with
goods and services.
*Information Adapted From http://www.u-s-history.com/pages/h1600.html
Questions to Think About:
• Analyze the map above what three areas/countries are getting the
most money?
• Why would we give these countries the most money?
What do you think this political cartoon is trying to say?
Questions to Think About:
• What kinds of products is ‘Uncle Sam’ unloading into the ocean?
• In this picture, where are all these things going?
The Battle of Britain
The Battle of Britain was one of the major World War II battles. The
battle was waged in the skies over the English Channel and England's eastern
and southern coast in 1940 and 1941. World War II had broken out in
Europe, and Adolf Hitler was determined to defeat England. The main
combatants were the United Kingdom and Germany. Hope for American
isolationism came to an end with the Battle of Britain. By the end of 1940,
most Americans had come to realize that war was inevitable.
Background
On February 26, 1935, Hitler ordered to rebuild the German air force, the
Luftwaffe (literally, air weapon, pronounced looft-vaaf-fa) against the rules
of the Treaty of Versailles.
The Battle and the Blitz
The Battle of Britain was the longest and largest nonstop bombing campaign
yet attempted by any government.
In the autumn of 1940, Hitler, having grown impatient with the failure of the
German air force to destroy the British air force, ordered a switch to
bombing major British cities. Known by the British as The Blitz, the change
of strategy was intended to demoralize the people and destroy industries.
The Battle of Britain would continue until October 31, 1940, but after
September 15th, most raids were conducted on a far smaller scale. The Blitz
continued with constant night attacks for 57 consecutive days after
September 7, but the bombing of British towns and industrial centers
continued until 1944. Records report that 2,944 pilots took part in the
historic battle, of whom 497 lost their lives.
The Battle of Britain marked a turning point. Its outcome ensured the
survival of an independent Britain and represented the first failure of the
German war machine.
*Information Adapted From http://www.u-s-history.com/pages/h1756.html
Questions to Think About:
•
These are pictures of London after being bombed by the German air-force (Luftwaffe).
Describe the picture, what is going on? What does London look like?
Questions to Think About?
• Where are the R.A.F (Royal Air Force) headquarters located? Why do you think they are
located there
•
Where were most of the German fighters coming from? (what country?)
Invasion of Poland
Poland was attacked by Germany on September 1st 1939. The attack on Poland
started at 04.45 hours when blitzkrieg (lightning warfare) tore through the Polish
military and by the end of the month Poland had surrendered to the Germans and
the country was occupied.
How did Germany achieve such an overwhelming victory? While the German Army
had been developing new tactics and building new fighting vehicles to implement
these tactics, the Polish Army, like many others in Europe, had stayed the same.
A comparison of both armed forces clearly indicates the problems faced by Poland.
Germany had 11 tank divisions compared to Poland’s 1 (Polish Cavalrymen on
horses were attacking tanks!!)
Such a massive superiority of modern weaponry could only lead to one result – a
swift and decisive victory for the Germans.
The Germans put all their faith in a lightening attack that would a) militarily
hammer the Poles and b) create such chaos in Poland that any form of a unified
Polish attack simply would not occur. For the Germans, speed and success went
together.
England and France wearily knew they could not sacrifice Poland. On September 3,
1939, the Allies declared war against National Socialist Germany.
Then the Russians invaded eastern Poland on September 17th, the defeat of
Poland was sealed. On September 24th, Warsaw (Poland’s capital) was bombed by
1,150 German aircraft. On September 27th, Warsaw surrendered.
No-one doubts that the Polish military put up a brave fight, but they were the first
army to feel the full might of Germany. Tanks versus a primarily non-mechanized
army could only lead to one result.
* Information Adapted From http://www.historylearningsite.co.uk/attack_on_poland.htm;
http://www.worldwar2database.com/html/poland.htm
Pictures of Polish Calvary
Questions to Think About:
• Do these men look equipped to fight Tanks? Why or why not?
The Capture of Paris, France
It took only six weeks for France to surrender to the German invaders. A
stunning defeat - particularly since before the war the French army was
considered the most powerful in Europe.
France's Maginot Line (line of defense) failed to hold back the Nazi
onslaught and the German Blitzkrieg (fast moving attack) poured into
France. Thousands of civilians fled before it. Traveling south in cars, wagons,
bicycles or simply on foot, the desperate refuges took with them what few
possessions they could salvage. It wasn’t long before the roads were
blocked to the French troops who were headed north in an attempt to reach
the battlefield.
Paris was abandoned and declared an Open City. The French government
joined the fleeing throng and after moving to, and then quickly abandoning
one location after another, finally ended up in the city of Vichy.
The ultimate humiliation came at the signing of the armistice on June 22.
The French had maintained as a memorial the railroad car in which the
armistice ending World War I had been signed twenty-two years earlier. It
occupied a hallowed space within a small forest north of Paris. Hitler insisted
that France's surrender to his Nazis be formally acknowledged in the same
railroad car at the same spot.
Under the terms of the armistice, France was divided into two sections:
Occupied France under direct German control and Vichy France - a quasiindependent territory with Marshall Petain, an eighty-four-year-old hero of
the First World War, as its head.
*Information Adapted From http://www.eyewitnesstohistory.com/francedefeat.html
Questions to think about:
• What countries are being invaded in this map?
•
The Maginot Line was said to be invincible. How did the Germans get past it?
Our Intelligence has gathered this Top Secret Picture!
Questions to Think About:
• Who are the people in this picture? (Especially that guy in the center)
•
What clues give away their location and what is its significance?
Battle of Britain
Capture of Paris
Battle of Britain
Lend-Lease Act
Lend-Lease Act
Capture of Paris
Major
Events of
World War
II
Invasion of
Poland
Invasion of
Poland
Lesson 1. Title
Big Question
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of task-
How are you trying
to motivate students
in your opener?
What is your
closure?
Pearl Harbor: “A Date Which Will Live in Infamy”
How did the attack on Pearl Harbor impact the American public
and draw the US into WWII militarily?
SWBAT:
1. Identify and describe the attack on Pearl Harbor
including how it drew the US into the war by reviewing
the notes and writing their newspaper article
2. Describe how different areas of the American public
reacted to the attack on Pearl Harbor by participating in
the in-class activity (reacting to FDR’s famous speech)
This lesson comes at the very beginning of our major events unit
on WWII. It is designed to begin the War for the US by
examining the attack on Pearl Harbor and how that forced the
US to formerly enter WWII. After this unit students will move
into learning more major events and turning points such as DDay, Midway, etc. This lesson deals with a major event in US
history that many Americans remember to this day or remember
the way it impacted people in their lives. After receiving some
notes, students will listen to FDR’s speech to congress asking for
a declaration of war. They will then be divided into groups
representing sections of the American public. These groups are
civilians, naval personnel at Pearl Harbor, and members of
congress. From this view point students will answer some
question and then prepare to write a newspaper article describing
the day’s events. (if students wish they may also video record
their news broadcast instead of writing). This task will allow
students the opportunity to view Pearl Harbor from a variety of
views and but into perspective the magnitude of this event on the
American people.
The opening activity is designed to help students connect with an
event that happened in their lives, 9-11. How is this event
similar to those events of Pearl Harbor, based on what they
know? This requires them to not only have a pre-test but
motivates them to connect with the past with an event that is
closer to home.
The closing activity for this lesson is for the students to complete
a left-side assignment of writing a newspaper article about the
day’s events. This closes the loop of the lesson because it forces
students to reflect back on the events that happened and write
about them and to draw on their in-class experience by including
reactions from the American people.
Title: Pearl Harbor: “A Date That Will Live in Infamy”
Grade and Subject: 7th Grade/ US History from 1877
Time Allotted: 45 minutes
SOL #:
USII.7b
NCSS Theme:
What is the guiding question
for this lesson?
How will student understanding
be assessed?
-include assessments
Time, Continuity, and Change;
Power, Authority, and Governance
How did the attack on Pearl Harbor impact the
American public and draw the US into WWII
militarily?
In Class Activity: Reaction to FDR speech
Left-Side Assignment: newspaper article or broadcast
about the events of Pearl Harbor
Key Concepts (no definition necessary):
• Pearl Harbor
SWBAT (as many as required by lesson):
1. Identify and describe the attack on Pearl Harbor including how it drew the US
into the war by reviewing the notes and writing their newspaper article
2. Describe how different areas of the American public reacted to the attack on Pearl
Harbor by participating in the in-class activity (reacting to FDR’s famous speech)
Materials (List and attach primary sources and additional materials-ppt and
question frames etc.):
Material A: Pearl Harbor Right Side Notes
Material B: FDR speech—print out and on youtube
Material C: Role Cards
Material D: Left Side Assignment—Newspaper article
Just Do It (hook):
Do any of you remember 9-11? The events of that day and how you felt or how your
parents reacted. Many have described the feelings of that day as similar to how people
felt about Pearl Harbor. From what you know how these two events are similar
Check for Evidence of
Description of Lesson Procedure
Understanding
After the opening activity students will be
When notebooks are collected
given right side notes (see Material A).
highlight will be checked to
Students will follow along as the teacher
ensure students completed this
reads and instructs them what to highlight.
activity
Things to highlight will include: A date
which will live in infamy, the date,
surprise attack, declaration of war, and a
few others.
Transition: After reviewing the notes students will be instructed to preview the transcript
of FDR’s speech. While they preview I will set up the video of the speech to play.
Students will informally present
Students will listen to FDR’s address to
2
their information to the class,
Congress asking for war against Japan.
about their role. They have
They will follow along with the speech
questions to guide their
transcript at their tables. Following the 4
discussion and shape their
minute long clip the students will take on
presentation.
the role cards (Material C) and talk at their
tables about their role, either citizens, navy
personnel, or members of congress. After
answering their questions they will be asked
to present their role to the class to further
explore how many sections of the American
public felt about the attack at Pearl Harbor.
Transition: After students have presented their information to the class, explain that they
will now write a newspaper article about the events of December 7, 1941. Move into
closure.
Closure: Left Side Assignment—
Newspaper article about the events of
December 7, 1941…must include an image
or political cartoon, and a quote from the
American public
Obj #
1
Closure (How does this come back to the guiding question):
Write a newspaper article about the events of December 7th. Make sure to include at least
one image or political cartoon about the event and a quote from the American people.
This can be a quote you make up from either your group’s role or another group. This
returns to the guiding question because it forces them to think about how these events felt
to the American people with the quote and image. They have to review all of the day’s
activities to prepare a quality article.
Modifications (to meet the needs of diverse learners):
All learners will be given the proper accommodations and modifications based on their
unique situation in accordance will all IEPs, 504s, and any other adaptations required for
their specific learning.
Pearl Harbor
Big Idea: Pearl Harbor was a surprise attack conducted by the Empire of Japan on the
United States Naval base at Pearl Harbor, Hawaii on December 7, 1941. It resulted in
the United States declaring War on Japan and later her allies, Germany and Italy. (They
declared war on the US first). The Japanese hoped to destroy the US Pacific fleet before
it could be used against them in the Pacific. The surprise nature of the attack made many
in America revise their earlier position of neutrality and want to go to war.
The Attack
The Reaction
December 7, 1941—The Japanese moved swiftly in two waves of
airplane attacks. These airplanes bombed the naval base and
sank four US battleships. The Japanese also sank or damaged
three cruisers, three destroyers, and destroyed 188 aircraft.
2,402 US navy personnel were killed in this attack with another
1,282 wounded.
The American public reacted swiftly to the surprise nature of this
attack. People were outraged that this attack had taken place
before a formal declaration of war. The next day, December 8th,
President Franklin Delano Roosevelt went before a joint session of
Congress and asked for a declaration of war against the nation of
Japan. President Roosevelt declared this a date which would
live in infamy, because of the sudden and deliberate nature of
the attack.
FDR’s Pearl Harbor Speech
To the Congress of the United States:
Yesterday, Dec. 7, 1941 - a date which will live in infamy - the United States of America
was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.
The United States was at peace with that nation and, at the solicitation of Japan, was still
in conversation with the government and its emperor looking toward the maintenance of
peace in the Pacific.
Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the
Japanese ambassador to the United States and his colleagues delivered to the Secretary of
State a formal reply to a recent American message. While this reply stated that it seemed
useless to continue the existing diplomatic negotiations, it contained no threat or hint of
war or armed attack.
It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack
was deliberately planned many days or even weeks ago. During the intervening time, the
Japanese government has deliberately sought to deceive the United States by false
statements and expressions of hope for continued peace.
The attack yesterday on the Hawaiian islands has caused severe damage to American
naval and military forces. Very many American lives have been lost. In addition,
American ships have been reported torpedoed on the high seas between San Francisco
and Honolulu.
Yesterday, the Japanese government also launched an attack against Malaya.
Last night, Japanese forces attacked Hong Kong.
Last night, Japanese forces attacked Guam.
Last night, Japanese forces attacked the Philippine Islands.
Last night, the Japanese attacked Wake Island.
This morning, the Japanese attacked Midway Island.
Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific
area. The facts of yesterday speak for themselves. The people of the United States have
already formed their opinions and well understand the implications to the very life and
safety of our nation.
As commander in chief of the Army and Navy, I have directed that all measures be taken
for our defense.
Always will we remember the character of the onslaught against us.
No matter how long it may take us to overcome this premeditated invasion, the American
people in their righteous might will win through to absolute victory.
I believe I interpret the will of the Congress and of the people when I assert that we will
not only defend ourselves to the uttermost, but will make very certain that this form of
treachery shall never endanger us again.
Hostilities exist. There is no blinking at the fact that that our people, our territory and our
interests are in grave danger.
With confidence in our armed forces - with the unbounding determination of our people we will gain the inevitable triumph - so help us God.
I ask that the Congress declare that since the unprovoked and dastardly attack by Japan
on Sunday, Dec. 7, a state of war has existed between the United States and the Japanese
empire.
Source: The National Archives and Records Administration has posted this document at
http://www.nara.gov/exhall/originals/fdr.html. It has been widely reprinted in sources
such as: The Public Papers and Addresses of Franklin D. Roosevelt. 1941 volume (New
York: Harper & Brothers Publishers, 1950): 514-515.
28 November 2001
Civilians
You live in Cleveland, Ohio, thousands of miles away from Pearl Harbor. You know Europe
is engulfed in World War II, but that the United States is not directly involved in war. You
did not support American entrance to the war in Europe, but are reconsidering since the
attack on December 7, 1941. Now, there is a possibility that some close relatives and
friends will enlist in the Navy and be sent abroad.
1. Your neighbors' son is stationed at Pearl Harbor, how do you feel after learning the
news about the attack?
2. What is your reaction after listening to President Roosevelt’s address to the nation?
3. Has your opinion of the Japanese changed since the attack?
4. What do you plan to do after hearing this speech?
5. How might U.S. involvement in a war affect your hometown?
Navy personnel stationed at Pearl Harbor
Pearl Harbor was attacked only 24 hours ago. You and fellow sailors took a break from
the clean up and rescue efforts to gather around the radio to listen to FDR's speech. The
attack is still fresh in your mind, with the aftermath surrounding you. You also knew men
killed on December 7th.
1. What are you thinking while listening to the speech? Your family at home? Your lost
buddies?
2. What is your reaction towards the Japanese?
3. Do you think about the war in Europe?
4. Now that the United States is heading into war, what do you plan to do?
5. Did you expect that you would go to war while you were in the Navy?
Members of Congress
For a long time, both the Senate and the House of Representatives were divided over the
war issue. There was much resistance to involvement in Europe, because the destruction of
World War I still lingered in your minds. Until now, the United States had only been
helping Great Britain and France indirectly. After learning of the attack on Pearl Harbor,
you are sitting in a special joint session of Congress listening to President Roosevelt. Later
in the day, you will vote on a Declaration of War with Japan. Until now, you were against
any involvement in war. You know that because of the Axis alliance, declaring war on
Japan means war with Germany and Italy.
1. Does President Roosevelt's speech change your mind about involvement in the war?
2. What is your primary concern at this point?
3. As an isolationist before December 7, how has this event changed your world outlook?
4. How will your home district be affected by a declaration of war?
Write a Newspaper article about the events of December 7, 1945 (Pearl
Harbor Day), using the notes on the right side of your notebook try to
summarize the event of that day. Your article must include at least one
image or political cartoon and a quote from a section of the American public.
This is a quote you make up based on what you think someone in America
have to say about Pearl Harbor.
Lesson 1. Title
Paratroopers, Infantry, Destroyers…..Oh My! It’s
D-Day
Big Question
How does D-Day mark a turning point for the Allies and the
beginning of the end for the Nazi’s?
SWBAT:
1. Identify and describe D-Day and the aspects that make it
a turning point by following along with the class notes
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of task-
How are you trying
to motivate students
in your opener?
What is your
closure?
2. Examine the role of the paratroopers and other soldiers
played in the invasion by participating in the in-class
activity and completing a soldier’s letter home
This lesson comes after Pearl Harbor and is the first of the major
turning points students examine. D-Day marks a turning point in
WWII because it begins the allied process of retaking Europe
from Nazi control. It encompasses the liberation of France and
allows the allies to get a foot in the door and work inward
towards Germany. D-Day also represents a significant loss in
American life as many died on the Normandy beaches. Students
will examine all of these things by going over D-Day notes and
then examining the role of the paratroopers. Students will be
asked the question: what would you take on an invasion of
Europe? After brainstorming and sharing answers students will
then examine the contents of a real paratroopers pack. This will
allow the experience of many of the soldiers to come alive for
the students. They will hopefully begin to see that many of these
soldiers were 18-20 years old and make a personal connection
for the students. Students will then write a letter home from the
perspective of a soldier
The opening will motivate students by making the topic connect
to their world. In the opening students are asked if they have
seen movies, videogames, or had any family stories dealing with
the war. If so discuss them at their table?—this will connect to
making the War more personal for them by how it relates to their
world.
In the closure of the lesson, students will read a note written by a
D-Day solider. They will then attempt to write their own note
home and try to step back into feeling what so many soldiers felt
as they prepared to face the horrors of war.
Title: Paratroopers, Infantry, Destroyers…..Oh My! It’s D-Day
Grade and Subject: 7th Grade/ US History from 1877
Time Allotted: 45 minutes
SOL #:
USII.7b
NCSS Theme:
What is the guiding question
for this lesson?
How will student understanding
be assessed?
-include assessments
Time, Continuity, and Change,
Individuals, Groups, and
Institutions
How does D-Day mark a turning point for the Allies
and the beginning of the end for the Nazi’s?
In class brainstorm activity (what would you take
with you on an invasion?)
Left-Side Assignment: Soldier’s letter home
Key Concepts (no definition necessary):
• Paratrooper
• Western Front
• D-Day
SWBAT (as many as required by lesson):
1. Identify and describe D-Day and the aspects that make it a turning point by
following along with the class notes
2. Examine the role of the paratroopers and other soldiers played in the invasion by
participating in the in-class activity and completing a soldier’s letter home
Materials (List and attach primary sources and additional materials-ppt and
question frames etc.):
Material A: PowerPoint
Material B: D-Day Notes
Material C: Left-Side Assignment Soldier Letter Home
Just Do It (hook):
Does anyone know of any personal stories of D-Day or the War in general, either from
parents, grandparents, an older neighbor or relative. Have you seen any movies or played
any videogames dealing with these topics—Medal of Honor, Saving Private Ryan, the
Longest Day etc. Talk about what you know at your table.
Obj #
1
Description of Lesson Procedure
After the opening activity, students will be
given the notes for D-Day. (see Material B)
They will take out their highlighters and
Check for Evidence of
Understanding
When notebooks are collected
for the unit, students are assessed
and checked on if they have the
highlight the following important, essential proper highlighting in their
points: the Big Idea, the turning point of notebook. Walk around the
room to check that they have
Western theater, paratroopers and their
completed the mapping section
role, beaches of Normandy. After
highlighting these points students will color correctly.
in the map (see Material B). They should
take a red marker or coloring pencil and
draw a line from England to the beaches of
Normandy.
Transition: After students have marked the map ask them to participate in a brainstorm.
What would you take with you on an invasion of a foreign country? Remind them that
they will be gone for several months and must ‘rough it’. After a minute ask students to
share at their tables and then as a class.
As students brainstorm walk
Now that students have brainstormed and
2
shared what they would take on an invasion around to see what is on their
show them what was in a paratrooper
sheet. Keep one ear on the
pack.(see Material A) Ask students what
conversations to make sure they
was on their list and what they are surprised are on task. When they are
to find in a paratrooper pack? Why would
finished participated in a class
they have these items and not others?
discussion of the paratrooper
pack’s contents.
What is surprising?
What items did they have in
common?
Transition: After students have examined the paratrooper pack activity, ask them to read
the letter and directions for the left side assignment (see Material C). Give them a few
moments to fully read the letter and then ask them what sticks out most to them? What is
missing from the letter that you would expect? Why doesn’t the soldier talk more about
the war? After examining the letter and discussing it as a class, allow students to move
into the closing activity.
Closure: whatever class time is left students Left Side assignment will be
will have to work on their letter home or
assessed when notebooks are
other left side assignments
collected
•
•
Closure (How does this come back to the guiding question):
Have students work on their left-side assignment, a soldier’s letter home. When they
examine the letter written by the D-Day soldier ask them what he means by the line
Have been discussing the difference in D-Day in America and over here. Ask them
what is the difference between the hopes for D-Day and the on the ground experiences of
the soldiers
Modifications (to meet the needs of diverse learners):
All learners will be given the proper accommodations and modifications based on their
unique situation in accordance will all IEPs, 504s, and any other adaptations required for
their specific learning.
My PowerPoint
D-Day
How Does D-Day mark a turning point
for the Allies and the beginning of the
end for the Nazis?
Just Do It
• Does anyone know of any personal stories
of D-Day or the War in general, either from
parents, grandparents, an older neighbor
or relative. Have you seen any movies or
played any videogames dealing with these
topics—Medal of Honor, Saving Private
Ryan, the Longest Day etc. Talk about
what you know at your table.
Today’s Activity Outline
• Go over D-Day notes and highlight
important info
• Paratrooper activity—what would you take
on an invasion?
• Closure: Write a soldier’s letter home
Paratroopers
• Paratroopers are specially trained soldiers
equipped with parachutes. In the Invasion
of Normandy they had an especially
important role because they had to
parachute behind enemy lines
• What kinds of things would you take on
invasion behind enemy lines?
D-Day
Big Idea: D-Day refers to the allied invasion of Normandy on June 6, 1944, where the
allies began the liberation of Western Europe by landing on 5 beaches in France. US,
Canadian, and British troops working together launched the largest amphibious invasion in
history. D-Day marks the turning point for the war in the Western theater.
Air
Deployed paratroopers, specially trained soldiers equipped with
parachutes, behind enemy lines to disrupt German resistance by cutting
communication lines, railways, and other avenues of supply.
Land
Thousands of troops and tanks landed on the beaches of Normandy to
establish an allied beachhead in Europe. This was the first step in working
inwards and toppling Hitler’s Nazi war machine.
Sea
The Navy was reasonable for softening up defenses with destroyer
bombardment and landing troops on the beaches.
Here is a letter written by a D-Day Soldier. This soldier was killed on D-Day,
just one week after writing this letter to his wife.
May 29, 1944
My Darling Lynn,
It has actually been hot here for the past two
days. Hot enough to get a suntan but not quite
as nice as the being at the beach with you.
Remember? Several of the boys and I have just
been discussing the nice thing we are missing at
home. Have been discussing the difference in
D-Day in America and over here. They seem to
think it is going to be quite a show. How is
mother getting along these days? Hope the hot
weather isn’t to much for her. It’s getting late
my sweet so I will have to say good nite.
Always,
Johnnie
Imagine that you are a paratrooper or soldier about to land at D-Day. You
know that this is a dangerous mission and you might not make it back. You
want to write a letter home telling your family and friends what you are
doing over in Europe and the feelings you are feeling.
Lesson 1. Title
Big Question
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of task-
How are you trying
to motivate students
in your opener?
What is your
closure?
Stalingrad: A Meat-grinder in the East
What happened at Stalingrad and how is it a turning point in the
war?
SWBAT:
1. Identify and describe the basic events of the Battle of
Stalingrad and why it is a major turning point by
reviewing the class notes
2. Empathize with the plight of ordinary soldiers on both
sides, German and Russian, by completing the
perspective activity and their left-side assignment, a
sensory chart.
This lesson is designed to explain the war in the East through the
eyes of just one battle, Stalingrad. Although this marks the
turning point of the war in the East, the brutality and forces of
nature the soldiers endured is a common theme for those in the
East. Students will understand that Stalingrad was so important
because it opened up a two-front attack on the Nazis. As the
allies moved inland from France, the Russians did the same in
the East essentially squeezing Germany on two sides. Students
will identify the basics of Stalingrad through their notes and then
complete a perspective activity. In this activity students will be
read first hand accounts of the horrors of war from the point of
view of the two sides, German soldiers and Russian. They will
take notes on their perspective chart, which will help them
complete their perspective chart about a soldier’s experience at
Stalingrad.
The opening activity asks students to think about the importance
of Stalingrad as a city—With the following questions:
Who do you think this city is named after? Why is that
important? What kind of place would you want to name after
you?—This will motivate students to think about strategy in war
and get them to realize the importance of Stalingrad as a city.
The closure helps students review the day’s activities by asking
them to complete a processing assignment, the sensory chart.
Students are asked to describe what a soldier would, hear, taste,
touch, see, and smell. This will allow them to use their notes to
understand the battle of Stalingrad.
Title: Stalingrad: A Meat-grinder in the East
Grade and Subject: 7th Grade/ US History from 1877
Time Allotted: 45 minutes
SOL #:
USII.7b
NCSS Theme:
What is the guiding question
for this lesson?
How will student understanding
be assessed?
-include assessments
Time, Continuity, and Change;
Individuals, Groups, and
Institutions
What happened at Stalingrad and how is it a turning
point in the war?
In-Class Work: perspective chart, note-taking
Left Side Assignment: Sensory chart
Key Concepts (no definition necessary):
• Eastern Front
• Stalingrad
SWBAT (as many as required by lesson):
1. Identify and describe the basic events of the Battle of Stalingrad and why it is a
major turning point by reviewing the class notes
2. Empathize with the plight of ordinary soldiers on both sides, German and
Russian, by completing the perspective activity and their left-side assignment, a
sensory chart
Materials (List and attach primary sources and additional materials-ppt and
question frames etc.):
Material A: First Hand Accounts
Material B: Right side notes/perspective Chart
Material C: Left Side Assignment/ Sensory Chart
Just Do It (hook):
Stalingrad is a city in Russia where a major battle of WWII took place. Who do you
think this city is named after? Why is that important? What kind of place would you
want to name after you?
Obj #
1
Description of Lesson Procedure
After the opening activity students will be
Check for Evidence of
Understanding
When notebooks are collected
given the Right Side Notes (see Material B) student highlighting is checked
and asked to highlight the Big Idea and that as well as informally walking
this was a Russian victory over the
around the room
Germans. Additional details will be given
about the battle of Stalingrad, including
showing students a map of where Russia is.
Transition: After the students have highlighted the major sections have them read the
directions and look at the bottom half of the notes—the perspective chart (see Material B)
After reading a few key quotes
Tell students that you will be reading first
2
hand accounts of the German and Russian
ask them the following
soldiers at Stalingrad. (see Material A). As questions:
you read instruct them to take notes on
these. Remind them of good note-taking
• What stands out to you in
strategies and to write down things that will
these quotes?
help them remember the conditions at
Stalingrad. Read the First Hand Accounts
• How would it feel to be in
stopping to ask the questions in the check
this situation? What would
for understanding box.
you do?
Transition: After going through all the first hand accounts and having students take notes
in the perspective diagram. Tell them to use these notes to complete their sensory chart.
(see Material C)
Closure—Left Side Assignment, Sensory
Any additional time will be used
Chart (see Material C). Examining what a
to complete the closing activity
soldier hears, sees, touches, smells, and
and any other left-side
tastes during a battle
assignment
Closure (How does this come back to the guiding question):
Students will complete the sensory chart asking them what a soldier saw, heard, felt,
smelled, and tasted. This will allow students the opportunity to recap the events at
Stalingrad. Students will have to think about what happened at Stalingrad (back to the
guiding question. They must also empathize with the plight of the soldiers and use their
class work to complete the activity.
Modifications (to meet the needs of diverse learners):
All learners will be given the proper accommodations and modifications based on their
unique situation in accordance will all IEPs, 504s, and any other adaptations required for
their specific learning.
German First Hand Accounts
“My hands are done for, and have been ever since the beginning of December. The little
finger of my left hand is missing and –what’s even worse-the three middle fingers of my
right one are frozen. I can only hold my mug with my thumb and little finger. I’m pretty
helpless; only when a man has lost any fingers does he see how much he needs them for
the smallest jobs. The best thing I can do with the little finger is to shoot with it. My
hands are finished.”—German soldier
“The truth is the knowledge that this is the grimmest of struggles in a hopeless situation.
Misery, hunger, cold, [abandonment], doubt, despair and horrible death. I will say no
more about it”—German officer
“The army has been surrounded now for seven weeks and it can’t last another seven. My
leave was already due in September but it didn’t come through….Yesterday morning the
word was that one-third of us are going home on leave towards the end of January.”—
German soldier
“You were supposed to die heroically, inspiringly, movingly, from inner conviction and
for a great cause. But what is death in reality here? Here they croak, starve to death,
freeze to death—it’s nothing….They drop like flies; nobody cares and nobody buries
them. Without arms or legs and without eyes, with bellies torn open, they lie around
everywhere.”—German soldier
“….effective command no longer possible…further defense senseless. Collapse
inevitable. Army requests immediate permission to surrender in order to save lives of
remaining troops.”—General Paulus’ radio message to Hitler on January 24, 1943
“Capitulation is impossible. The 6th Army will do its historic duty at Stalingrad until the
last man, the last bullet…”—Hitler’s response to General Paulus’ request to withdraw
from the city
Russian’s First Hand Accounts
“If a day goes by when you have not killed a German, then that is a wasted day. …If you
don’t kill a German, then a German will kill you….”—Russian soldier
“we were surrounded by Germans. They were very nearby, and more than once we had
to stand up and fight them face to face or attack with hand grenades.”—Russian soldier
“The cavalry…was riding out…when suddenly it came upon the Germans….Some of us
were on horses, others were on wheels. It was a cruel battle….we fought hand to hand.
Pulat and his fellows used their swords, their bayonets and their knives. Blades flushed
in the frosty air and down went the enemy.”—Russian soldiers
The Battle of Stalingrad
Big Idea: Fought during the winter of 1942 to 1943, Stalingrad is the turning point for the Eastern Front. It resulted
in a Russian victory over the German forces. The city was of vital importance because it was named after the
Russian leader, Joseph Stalin, as well as having vital centers of manufacturing. This battle was one of the most
brutal during WWII, with individual streets being fought over in hand to hand combat.
As I read First hand Accounts from German and Russian Soldiers, listen carefully and make brief notes about what
the soldiers are experiencing. Remember good note-taking strategies and make short bulleted lists of things that
mean something to you.
German Soldiers
Russian Soldiers
Using your right side notes about the Battle of Stalingrad complete the
sensory chart (What does a soldier, see, hear, taste, touch, and smell?) to
step into the shoes of a soldier in the battle
Using your right side notes about the Battle of Stalingrad complete the
sensory chart (What does a soldier, see, hear, taste, touch, and smell?) to
step into the shoes of a soldier in the battle
Lesson 1. Title
Big Question
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of task-
How are you trying
to motivate students
in your opener?
What is your
closure?
V-J Day! Victory in Japan!
What events happened in the War of the Pacific and how did this
conflict end?
SWBAT:
1. Identify and describe the turning point for the Pacific
front by reviewing the class notes
2. Examine the end of the War in the Pacific by reviewing
class notes
This lesson is supposed to wrap up the unit and get students
started on their unit project by giving them class time to work on
their scrap booking activity. They will start the beginning of the
lesson by wrapping up the War in the Pacific and will be given
the rest of class time to work on their scrap booking activity.
This lesson deals with some of the most important issues
impacting world politics today, i.e. the dropping of the atomic
bomb. Students will understand the whole of WWII by
identifying Midway as the turning point, Island Hopping was the
important strategy for the Pacific, and the war ended with atomic
bomb.
Opening activity, Students will view the quote on the Battle of
Midway memorial in DC and search for clues about the battle
from this. This quote is extremely powerful and I think it will
motivate students to want to learn more about the battle because
it leaves out details. This way student will be playing detective
and hopefully that will interest them.
Closing activity, students will give President Truman a grade
based upon his decision to drop the atomic bomb. They will
consider the heavy loss to American life that would have been
inevitable as well as a quote from Hirohito upon surrender about
the destruction nature of the bomb. They must back up their
grade with a short paragraph.
Title: V-J Day! Victory in Japan!
Grade and Subject: 7th Grade/ US History from 1877
Time Allotted: 45 minutes
SOL #:
USII.7b
NCSS Theme:
What is the guiding question
for this lesson?
How will student understanding
be assessed?
-include assessments
Time, Continuity, and Change
What events happened in the War of the Pacific and
how did this conflict end?
Exit Slip: what do you think about the dropping of the
bomb
Key Concepts (no definition necessary):
• Island Hopping
• Atomic Bomb
SWBAT (as many as required by lesson):
1. Identify and describe the turning point for the Pacific front by reviewing the class
notes
2. Examine the end of the War in the Pacific by reviewing class notes
Materials (List and attach primary sources and additional materials-ppt and
question frames etc.):
Material A: War in the Pacific Notes
Material B: PowerPoint
Material C: Scrapbook Planning Guide
Just Do It (hook):
Students will examine the following quote found on the Battle of Midway Memorial
in DC, and answer the question what clues does this give us about the Battle of
Midway
“They had no right to win, yet they did and in doing so they changed the course of a
war…even against the greatest odds, there is something in the human spirit—a magic
blend of skill, faith, and valor—that can lift men from certain defeat to incredible
victory”
Obj #
1&2
Description of Lesson Procedure
Go through the notes (see Material A) and
the PowerPoint (see Material B), Students
will highlight the appropriate key points in
Check for Evidence of
Understanding
When notebooks are collected
right side will be checked for
highlighting
the notes as we go through, and answer the
questions found in the check for
understanding. More information will be
supplemented and a short video clip is
hyperlinked at slide 7.
•
At Slide 3: What do you
think of a Japanese General
means when he says this
quote? How is this a
prediction of things to
come?
•
At Slide 5: What is this
political cartoon trying to
say?
At Slide 12: What do you
think of Emperor
Hirohito’s surrender
speech?
Transition: After going through the notes have students complete the following closure
for the day’s lesson and then give them time to work on their scrap-booking project for
the Unit.
Closure: Consider the quote on Slide 12
Have students share their
from the Emperor of Japan…What do you
thoughts about the dropping of
the bomb and answer any
think about President Truman’s decision to
end the War with an Atomic Bomb? Give
questions that arise….this may or
him a grade (A-F) and explain why you
may not be a topic students feel
gave him that. Remember that a
comfortable talking about so
conventional fighting technique would have collect the exit slips if the room
cost as many as one million American lives, is hesitate
and the atomic bomb cost many innocent
civilian lives in Japan…
Transition: Allow students the rest of the time to work on their scrapbooks by handing
them the scrapbook planning guide (see Material C)
•
Closure (How does this come back to the guiding question):
Consider the quote on Slide 12 from the Emperor of Japan…What do you think about
President Truman’s decision to end the War with an Atomic Bomb? Give him a grade
based on how well he did and write a couple of sentences why. Remember that a
conventional fighting technique would have cost as many as one million American lives,
and the atomic bomb cost many innocent civilian lives in Japan…--this returns to the
guided question because it forces the student to think about the War in the Pacific and
how tragic it was for those in America and the Japanese. Students reflect on the end of
the war and the events that led up to it and make a judgment about Hoover’s decision.
Modifications (to meet the needs of diverse learners):
All learners will be given the proper accommodations and modifications based on their
unique situation in accordance will all IEPs, 504s, and any other adaptations required for
their specific learning.
War in the Pacific
Big Idea: Although Europe was plunged into WWII another front was opening up for the
United States, this one in the Pacific. The main combatants in the Pacific were Japan and
the United States. At first Japan had numerous victories in the Pacific; however the Battle
of Midway marked a turning point in the War and was the first of many US victories.
Midway
Island Hopping
Major naval battle that took place in June 1942 and is regarded as
the turning point for the War in the Pacific. Initially the Japanese had
planned to ambush our carriers and destroy what remaining of the US
fleet. However code breakers were able to determine the plan and
trap the Japanese in an ambush of our own. The heavy losses
permanently weakened the Japanese navy because they were not
able to build replacements fast enough.
Sometimes known as leapfrogging, was an important military strategy
used by the US in the Pacific. Instead of attacking all the islands the
Japanese controlled, the US focused on strategically important island.
The strategy was a success in part because the US was able to
blockade Japanese efforts to re-supply these island bases.
Other Important Islands Battles: Iwo Jima, Guadalcanal
Atomic Bomb
Japan refused to accept any terms of surrender and had made clear
that they would defend their island at all costs. After evaluating this
with the number of American lives it would take to launch an invasion of
Japan, President Truman (FDR had died by this point) decided to drop
an Atomic Bomb. The first bomb was dropped on Hiroshima on August
6, 1945. This was followed by a second atomic bomb being dropped
on the city of Nagasaki on August 9, 1945. Over 220,000 people
died as a result of these bombs and many more from Radiation. Six
days after the Nagasaki bomb Japan surrendered on August 15,
1945.—These are the only two times that an atomic bomb has ever
been dropped in history.
My PowerPoint
War in the Pacific
Just Do It
• The following quote appears on the
Battle of Midway Memorial in DC
They had no right to win, yet they did and in doing so
they changed the course of a war…even against the
greatest odds, there is something in the human spirit—a
magic blend of skill, faith, and valor—that can lift men
from certain defeat to incredible victory
• Write a couple of sentences about what
clues this give you about the Battle of
Midway
Remember Pearl Harbor
• “I fear we have only awakened a
slumbering giant and filled it with a terrible
resolve”—Admiral Yamamoto
Island Hopping
• An Important Strategy used by the United
States which focused on attacking
strategic points in the Pacific instead of
every island controlled by the Japanese
Island Hopping
Midway
Midway
Atomic Bomb
• The United States had been developing an
Atomic Bomb for some time. When it
became clear that Japan would not
surrender, President Truman made the
decision to drop the bomb
Hiroshima/ Nagasaki
• The first bomb was dropped on Hiroshima
on August 6, 1945. This was followed by
a second atomic bomb being dropped on
the city of Nagasaki on August 9, 1945.
Over 220,000 people died as a result of
these bombs and many more from
Radiation…
The Surrender
• Six days after the Nagasaki bomb Japan
surrendered on August 15, 1945.—These
are the only two times that an atomic
bomb has ever been dropped in history
The Surrender
• On August 15 1945 the Japanese
surrendered with the Emperor Addressing
the Nation
• For many people this was the first time
they had ever heard the Emperor speak
The Emperor’s Speech
Despite the best that has been done by
everyone….the war situation has developed not
necessarily to Japan's advantage, while the general
trends of the world have all turned against her
interest.
Moreover, the enemy has begun to employ a new and
most cruel bomb, the power of which to do damage
is, indeed, incalculable, taking the toll of many
innocent lives. Should we continue to fight, not only
would it result in an ultimate collapse and obliteration
of the Japanese nation, but also it would lead to the
total extinction of human civilization.
For the end of this unit you will need to complete a WWII scrapbook as if
you lived throughout the War and collected these artifacts. Your scrapbook
should allow you to look back through the events of WWII. You must have at
least four artifacts from the War on four different pages. This can include
letters, pictures, or items. Although there is only one artifact required perpage remember that people decorate scrapbooks so don’t have too much
white space. All must be student made (no pictures from online) and deal with
the events of WWII from this Unit
Rubric
Scoring Guidelines: 20-17=A; 16- 13=B; 13-10=C; 10-7=D; 7-0=F
Planning Guide: Student should show that
they have thought about the project and
carefully planning out a draft BEFORE
beginning work on the project.
1
2
3
4
First Page: Student should have included 1
artifact on this page as if this were an album
or scrapbook. Points will be taken off for too
much white space.
1
2
3
4
Second Page: Student should have included at
least one artifact on this page as if this were
an album or scrapbook. Points will be taken
off for too much white space.
1
2
3
4
Third Page: Student should have included at
least one artifact on this page as if this were
an album or scrapbook. Points will be taken
off for too much white space.
1
2
3
4
Fourth Page: Student should have included at
least one artifact on this page as if this were
an album or scrapbook. Points will be taken
off for too much white space.
1
2
3
4
Student Response: In the space below self-evaluate your own work on this project. What grade do
you think you should get on this Unit’s project…Be Honest!
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Monday
WWII in Europe
before the US got
involved
Top Secret Briefing
Activity in Class
Tuesday
Pearl Harbor
Brief Lecture in
Class; Left side of
Interactive
Notebook—Pearl
Harbor newspaper
article
How did the attack on
Pearl Harbor impact the
What events took place
in Europe before the US American public and
became directly involved draw the US into WWII
militarily?
militarily?
Wednesday
Thursday
D-Day and the War Stalingrad—the
in Western Europe War in the East
Notes on D-Day,
Paratrooper pack
activity, Left Side of
Interactive
Notebook—Write
soldier’s letter home
How does D-Day mark a
turning point for the
Allies and the beginning
of the end for the
Nazi’s?
In Class reading of
first hand accounts
while students take
notes using
perspective map;
Left side of
Interactive
Notebook—Sensory
Chart of a Soldier’s
experience
What happened at
Stalingrad and how is it
a turning point in the
war?
Friday
Midway, Island
Hopping, and the
end of War in the
Pacific
Highlight Notes,
watch short video
clips and then begin
work on WWII
scrapbook
What events happened in
the War of the Pacific
and how did this conflict
end?
Social Studies Unit Structure
Section 1
Unit Title
As World War II Turns…Major Events and
Turning Points
Grade Level
7th grade
Rationale / Abstract
A) Essential
question to be
explored
B) How and why
the unit will be
used?
C) Why is the unit
significant/relev
ant?
D) How does the
unit meet state
and national
standards
This unit begins with exploring the events that have happened
in Europe prior to the US entering WWII. Students
participate in a briefing activity where they view ‘Top Secret’
files about, the Battle of Britain, Lend-Lease, and the
Invasions of France and Poland. This allows students to
examine primary and secondary sources about these events.
Students then begin to examine how the US enters WWII
through activities centering on the events of Pearl Harbor.
These activities include an interactive lecture with video
clips, images. At the end of this students will be asked to
write a newspaper article for December 7, 1941. Students
continue with the turning points of each theater or front: DDay in the West where students see what a paratrooper had in
their pack and ask themselves what they would take on an
invasion, students continue by completing a letter home;
Stalingrad in the East where students will hear first hand
accounts from both Germans and Russians and complete a
sensory chart from the perspective of a soldier; and finally
Midway in the Pacific. They will also examine the dropping
of the Atomic Bomb and the ending of WWII. The unit
culminates in a scrap booking activity where students are
asked to reflect on the whole unit. While students work
through the unit and its activities the essential question they
are asking is: Why are these events significant or important?
What makes these turning points or major events? This unit
deals with one of the turbulent, tumultuous, and important
times in American history. The events of WWII still impact
foreign relations around the world including US foreign
policy, our relationships with other countries, and shaped the
map of the modern world. By using primary sources,
sequencing historical events, and viewing World War II from
various perspectives, students are exposed to the major events
and turning points laid out by state and national standards.
Focus questions for the
Unit (3 maximum).
1. What events took place in Europe before the
United States Entered the War?
2. What caused the US to enter World War II?
3. What were the turning points for the 3 fronts of
WWII—Western Europe, Eastern Europe, and the
Pacific
Section 2
Unit Goals
(larger learnings from
the focus questions and
vice versa)
• Explanation: Students will know and be able
to identify certain events and turning points—
D-Day, Midway, Stalingrad, Lend Lease,
Battle of Britain, Pearl Harbor
a) What will students
understand as a result
of this unit (Wiggins
and McTighe levels of
understanding).
• Interpretation: Students will examine what
they think is important and essential
knowledge by writing a newspaper article and
completing the briefing activity
• Application: Students must use a variety of
skills and process their knowledge by writing a
letter home from the front line, and completing
a sensory chart from Stalingrad
• Perspective: Students will take on the
perspective of people in the War effort by
writing letters home from the P.O.V. of a
soldier, feeling what a soldiers felt at
Stalingrad through a sensory chart and
completing a scrap booking activity
• Empathy: Students will exhibit sensitivity for
the plight of others by completing the letter
home, sensory chart, and further by
participating in class discussions about
Stalingrad, the horrors of war, and the
dropping of the Atomic Bomb
Key concepts w/
definitions (min- 6)
1. Lend Lease: a program where the US
would supply Great Britain, USSR,
France, and other allied nations with
war materials such as planes, ships, etc.
for military bases
2. Blitzkreig: “lightning war”, swift
sudden violent military offensive
usually involving combined air and
mobile land forces
3. D-Day: term used to describe the
Normandy landings that commenced on
June 6, 1944 and began the liberation of
Western Europe
4. Theater/Front: the foremost line or
part of a line of battle, the place where
combat operations are carried out
5. Island Hopping: important military
strategy in the Pacific Front during
WWII where Allies would target
specific strategically important islands
to attack
6. Atomic Bomb: (nuclear bomb) derived
from nuclear fission of atoms with the
conversion of part of their mass into
energy; the first dropped on Japan in
WWII
Section 3- Connecting Instruction
Unit Goals
•
•
•
Students will see
WWII from a
variety of
perspectives
including
individuals,
countries, and
world leaders
Sequence major
events and
turning points of
WWII
Identify major
events that
happened in the
Pacific during
WWII
Benchmarks/
outcomes.
Objectives tied to
NCSS standards
and SOL’s
•
Time, Continuity
and Change;
Individuals,
groups and
institutions
Acceptable
evidenceAssessment Task
Learning
Experiences and
Instruction
•
Sensory chart,
soldier letter
home
•
Stalingrad
perspective
notes, D-day
paratrooper
activity
•
Unit Scrapbook
•
Briefing activity
of events pre-US
involvement
•
Lectures on
Midway, Atomic
Bomb, Pearl
Harbor
Students will:
Demonstrate knowledge of
the major causes and
effects of American
involvement in WWII by
b) locating and describing
the major events and
turning points of the war in
Europe and the Pacific
(USII.7b)
•
Time continuity
and change
Students will:
Demonstrate knowledge of
the major causes and
effects of American
involvement in WWII by
b) locating and describing
the major events and
turning points of the war in
Europe and the Pacific
(USII.7b)
•
Time continuity
and change
Students will:
Demonstrate knowledge of
the major causes and
effects of American
involvement in WWII by
b) locating and describing
the major events and
turning points of the war
in Europe and the Pacific
(USII.7b)
•
Newspaper
article for Pearl
Harbor
Section 4- Resources
Resources (link to specific activity)
Stalingrad
First Hand Accounts
Schneider, F., & Gullans, C. (1965). Last Letters
From Stalingrad.New York, New York: The
New American Library.
Bastable, Johnathan (2006). Voices from
Stalingrad. Cincinnati, Ohio: David and Charles.
Notes for D-Day, Midway, and end of
War in the Pacific
Hakim, J. (Ed.). (1999). A History of US: War,
Peace, and All that Jazz. New York, New York:
Oxford University Press.
Images and Videos for this Unit Taken
from: United Streaming through
Discovery Education; and
www.history.navy.mil (see the link
under Pearl Harbor)
Web based resources
Briefing activity about events pre-US
entering the war
Lend Lease. Retrieved February 8, 2009, from
UShistory.com Web site: http://www.u-shistory.com/pages/h1600.html
Battle of Britain. Retrieved February 8, 2009, from
Ushistory.com Web site: http://www.u-shistory.com/pages/h1756.html
(2000-2008). The Attack on Poland. Retrieved
February 8, 2009, from historylearningsite Web site:
http://www.historylearningsite.co.uk/attack_on_poland.
htm
(2000-2007). World War II Multimedia Database.
Retrieved February 8, 2009, from
worldwar2database.com Web site:
http://www.worldwar2database.com/html/poland.htm
(2007). France Surrenders 1940. Retrieved February 8,
2009, from eyewitnesstohistory.com Web site:
http://www.eyewitnesstohistory.com/francesurrenders.
htm
D-Day
(1999-2003). American Experience: D-Day. Retrieved
February 8, 2009, from PBS Web site:
http://www.pbs.org/wgbh/amex/dday/
(2002). Valor, Fidelity, Sacrifice. Retrieved February
10, 2009, from The National D-Day Memorial
Foundation Bedford, Virginia Web site:
http://www.dday.org/
Pearl Harbor
“pearl harbor speech”.
http://www.youtube.com/watch?v=CrVI6ENDL8Y&fe
ature=related
(2001, 11 28). Pearl Harbor Lesson Plans. Retrieved
February 10, 2009, from Naval Historical Center Web
site:
http://www.history.navy.mil/branches/teach/pearl/openi
ng.htm
Section 5- Lesson Catalogue
Lesson 1. Title
Big Question
Europe Can Do It!....even without the US?
What events took place in Europe before the US became directly
involved militarily?
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of task-
How are you trying
to motivate students
in your opener?
What is your
closure?
SWBAT:
1. Identify and describe the events of WWII before the US
became involved militarily by participating in the in-class
workshop
2. Explain the significance of these events and how they
shaped the war by participating in the in-class workshop
Although this is a US History course students have to understand
what was happening in Europe before the United States gets
involved. This lesson will help students begin their study of
WWII by showing them that these events had pulled Europe into
a World War long before the US becomes directly involved. It
will also serve to show that the US acted in other ways besides
direct military action before the bombing of Pearl Harbor. These
events include the Battle of Britain, Lend Lease, the Invasion of
Poland, and the Occupation of France. By visiting briefing
stations where students explore a short explanation of each event
and viewing maps and other images that further explain the
situation, students will walk away with basic knowledge about
these events and their significance.
The opening activity is designed as both a pretest of student
understanding and a way to get them to think about WWII. How
much they know, and a few things they might have wanted to
know more about. Hopefully when they see how much there is
to know about WWII they will become interested.
The closing activity requires that the students write a paragraph
explaining the situation in Europe and their recommendation for
what we should do next. This requires that they not only review
the day’s activities but then apply their knowledge to a new
situation.
Title: Europe Can Do It!....even without the US?
Grade and Subject: 7th Grade/ US History from 1877
Time Allotted: 45 minutes
SOL #:
USII.7b
NCSS Theme:
What is the guiding question
for this lesson?
How will student understanding
be assessed?
-include assessments
Time, Continuity, and Change
What events happened in Europe before the United
States entered the War militarily?
In-class worksheet (Major Events of WWII)
Exit Slip: paragraph students write explaining what
events are and how the president should react
Key Concepts (no definition necessary):
• Lend Lease Act
• Blitzkrieg
SWBAT (as many as required by lesson):
1. Identify and describe the events of WWII before the US became involved
militarily by participating in the in-class workshop
2. Explain the significance of these events and how they shaped the war by
participating in the in-class workshop
Materials (List and attach primary sources and additional materials-ppt and
question frames etc.):
Material A: Lend Lease Act Information Sheets
Material B: The Battle of Britain Information Sheets
Material C: Invasion of Poland Information Sheets
Material D: Capture of France Information Sheets
Material E: Student In-Class Worksheet
Material F: PowerPoint
Just Do It (hook): Students will be asked to complete a spectrum activity where they
place the WWII events, terms, places, etc, on a spectrum with know it well, heard of it, or
clueless being the categories. The words include: The Blitz, Lend Lease, Maginot
Line, Blitzkreig, Luftwaffe, Panzer, R.A.F, Axis powers, Warsaw, arsenal of
democracy
Check for Evidence of
Description of Lesson Procedure
Understanding
After opening with the Just Do It, students
will then be instructed to break up into
groups of 2 (already pre-selected in
Teacher will walk around the
room answering any questions
1 & 2 PowerPoint—Material F). They will then
move to one of the four stations (see
and insuring that students stay on
Materials A-D), one for each event—Battle track with the given assignment.
of Britain, Lend Lease, Invasion of Poland, Check over their papers to ensure
and Occupation of France. After getting to that good note-taking strategies
these stations students will read the
are being used!
documents, analyze the maps and other
images for approximately 7 minutes taking
notes on their class worksheet (see Material
E). After working for 7 minutes they will
switch to a new station.
Transition: Set an egg timer for their 7 minutes and when those are up students will be
asked to move onto the next designated station
Students will repeat the above process for
Teacher will walk around the
all four stations. They will move in
room answering any questions
and insuring that students stay on
1 & 2 clockwise direction around classroom
learning and taking notes about the four
track with the given assignment.
events.
Transition: Continue to set an egg timer for the remaining stations. When students have
completed all four stations have them quickly do a think-pair share with a partner.
Someone who was not in their original group to get any important information they
missed.
Closure Activity—see below
Teacher will ask students to
quickly share their suggestions if
time permits. Otherwise they
should turn this in as an exit slip
Obj #
Closure (How does this come back to the guiding question):
Now that students have read through all the Top Secret Files, you must write a short
paragraph telling the president what is happening. You are one of his top advisors so you
must include at the end a recommendation for what the president should do!—This will
force students to revisit the topics learned in class about the events of WWII.
Modifications (to meet the needs of diverse learners):
All learners will be given the proper accommodations and modifications based on their
unique situation in accordance will all IEPs, 504s, and any other adaptations required for
their specific learning.
The Lend-Lease Act
Early in World War II the United States came up with a plan, dubbed LendLease, to assist the nations that were then fighting the Axis powers
(Germany, Japan and Italy). The Lend-Lease Act was passed by Congress on
March 11, 1941. It provided that the president could ship weapons, food, or
equipment to any country whose struggle against the Axis assisted U.S.
defense.
By retooling U.S. industrial output to the demands of war, Lend-Lease
formally eliminated any neutrality. President Franklin D. Roosevelt saw the
Lend-Lease Act as "helping to put out the fire in your neighbor's house
before your own house caught fire and burned down." In effect, it turned
the U.S. into an "arsenal of democracy" following the eruption of hostilities.
At the outset, $7 billion worth of American matérial was shipped to Great
Britain, China, Russia, Brazil and eventually many other countries. The
expenditure grew to $50 billion by 1945. Each of those nations was assumed
to be fighting not only in its own defense, but in that of the United States
as well.*
By permitting the president to ship war equipment and supplies to a besieged
Britain, without payback as stipulated by the 1939 Neutrality Act, LendLease empowered the British to resist the German onslaught until Pearl
Harbor spurred America into the conflict. In addition, it avoided the prickly
issues of post-World War I war debts.
Following World War II, no decision was arrived at for the return of LendLease goods by recipient nations. Some countries, notably Great Britain, had
previously offset part of their indebtedness by providing U.S. GIs with
goods and services.
*Information Adapted From http://www.u-s-history.com/pages/h1600.html
Questions to Think About:
• Analyze the map above what three areas/countries are getting the
most money?
• Why would we give these countries the most money?
What do you think this political cartoon is trying to say?
Questions to Think About:
• What kinds of products is ‘Uncle Sam’ unloading into the ocean?
• In this picture, where are all these things going?
The Battle of Britain
The Battle of Britain was one of the major World War II battles. The
battle was waged in the skies over the English Channel and England's eastern
and southern coast in 1940 and 1941. World War II had broken out in
Europe, and Adolf Hitler was determined to defeat England. The main
combatants were the United Kingdom and Germany. Hope for American
isolationism came to an end with the Battle of Britain. By the end of 1940,
most Americans had come to realize that war was inevitable.
Background
On February 26, 1935, Hitler ordered to rebuild the German air force, the
Luftwaffe (literally, air weapon, pronounced looft-vaaf-fa) against the rules
of the Treaty of Versailles.
The Battle and the Blitz
The Battle of Britain was the longest and largest nonstop bombing campaign
yet attempted by any government.
In the autumn of 1940, Hitler, having grown impatient with the failure of the
German air force to destroy the British air force, ordered a switch to
bombing major British cities. Known by the British as The Blitz, the change
of strategy was intended to demoralize the people and destroy industries.
The Battle of Britain would continue until October 31, 1940, but after
September 15th, most raids were conducted on a far smaller scale. The Blitz
continued with constant night attacks for 57 consecutive days after
September 7, but the bombing of British towns and industrial centers
continued until 1944. Records report that 2,944 pilots took part in the
historic battle, of whom 497 lost their lives.
The Battle of Britain marked a turning point. Its outcome ensured the
survival of an independent Britain and represented the first failure of the
German war machine.
*Information Adapted From http://www.u-s-history.com/pages/h1756.html
Questions to Think About:
•
These are pictures of London after being bombed by the German air-force (Luftwaffe).
Describe the picture, what is going on? What does London look like?
Questions to Think About?
• Where are the R.A.F (Royal Air Force) headquarters located? Why do you think they are
located there
•
Where were most of the German fighters coming from? (what country?)
Invasion of Poland
Poland was attacked by Germany on September 1st 1939. The attack on Poland
started at 04.45 hours when blitzkrieg (lightning warfare) tore through the Polish
military and by the end of the month Poland had surrendered to the Germans and
the country was occupied.
How did Germany achieve such an overwhelming victory? While the German Army
had been developing new tactics and building new fighting vehicles to implement
these tactics, the Polish Army, like many others in Europe, had stayed the same.
A comparison of both armed forces clearly indicates the problems faced by Poland.
Germany had 11 tank divisions compared to Poland’s 1 (Polish Cavalrymen on
horses were attacking tanks!!)
Such a massive superiority of modern weaponry could only lead to one result – a
swift and decisive victory for the Germans.
The Germans put all their faith in a lightening attack that would a) militarily
hammer the Poles and b) create such chaos in Poland that any form of a unified
Polish attack simply would not occur. For the Germans, speed and success went
together.
England and France wearily knew they could not sacrifice Poland. On September 3,
1939, the Allies declared war against National Socialist Germany.
Then the Russians invaded eastern Poland on September 17th, the defeat of
Poland was sealed. On September 24th, Warsaw (Poland’s capital) was bombed by
1,150 German aircraft. On September 27th, Warsaw surrendered.
No-one doubts that the Polish military put up a brave fight, but they were the first
army to feel the full might of Germany. Tanks versus a primarily non-mechanized
army could only lead to one result.
* Information Adapted From http://www.historylearningsite.co.uk/attack_on_poland.htm;
http://www.worldwar2database.com/html/poland.htm
Pictures of Polish Calvary
Questions to Think About:
• Do these men look equipped to fight Tanks? Why or why not?
The Capture of Paris, France
It took only six weeks for France to surrender to the German invaders. A
stunning defeat - particularly since before the war the French army was
considered the most powerful in Europe.
France's Maginot Line (line of defense) failed to hold back the Nazi
onslaught and the German Blitzkrieg (fast moving attack) poured into
France. Thousands of civilians fled before it. Traveling south in cars, wagons,
bicycles or simply on foot, the desperate refuges took with them what few
possessions they could salvage. It wasn’t long before the roads were
blocked to the French troops who were headed north in an attempt to reach
the battlefield.
Paris was abandoned and declared an Open City. The French government
joined the fleeing throng and after moving to, and then quickly abandoning
one location after another, finally ended up in the city of Vichy.
The ultimate humiliation came at the signing of the armistice on June 22.
The French had maintained as a memorial the railroad car in which the
armistice ending World War I had been signed twenty-two years earlier. It
occupied a hallowed space within a small forest north of Paris. Hitler insisted
that France's surrender to his Nazis be formally acknowledged in the same
railroad car at the same spot.
Under the terms of the armistice, France was divided into two sections:
Occupied France under direct German control and Vichy France - a quasiindependent territory with Marshall Petain, an eighty-four-year-old hero of
the First World War, as its head.
*Information Adapted From http://www.eyewitnesstohistory.com/francedefeat.html
Questions to think about:
• What countries are being invaded in this map?
•
The Maginot Line was said to be invincible. How did the Germans get past it?
Our Intelligence has gathered this Top Secret Picture!
Questions to Think About:
• Who are the people in this picture? (Especially that guy in the center)
•
What clues give away their location and what is its significance?
Battle of Britain
Capture of Paris
Battle of Britain
Lend-Lease Act
Lend-Lease Act
Capture of Paris
Major
Events of
World War
II
Invasion of
Poland
Invasion of
Poland
Lesson 1. Title
Big Question
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of task-
How are you trying
to motivate students
in your opener?
What is your
closure?
Pearl Harbor: “A Date Which Will Live in Infamy”
How did the attack on Pearl Harbor impact the American public
and draw the US into WWII militarily?
SWBAT:
1. Identify and describe the attack on Pearl Harbor
including how it drew the US into the war by reviewing
the notes and writing their newspaper article
2. Describe how different areas of the American public
reacted to the attack on Pearl Harbor by participating in
the in-class activity (reacting to FDR’s famous speech)
This lesson comes at the very beginning of our major events unit
on WWII. It is designed to begin the War for the US by
examining the attack on Pearl Harbor and how that forced the
US to formerly enter WWII. After this unit students will move
into learning more major events and turning points such as DDay, Midway, etc. This lesson deals with a major event in US
history that many Americans remember to this day or remember
the way it impacted people in their lives. After receiving some
notes, students will listen to FDR’s speech to congress asking for
a declaration of war. They will then be divided into groups
representing sections of the American public. These groups are
civilians, naval personnel at Pearl Harbor, and members of
congress. From this view point students will answer some
question and then prepare to write a newspaper article describing
the day’s events. (if students wish they may also video record
their news broadcast instead of writing). This task will allow
students the opportunity to view Pearl Harbor from a variety of
views and but into perspective the magnitude of this event on the
American people.
The opening activity is designed to help students connect with an
event that happened in their lives, 9-11. How is this event
similar to those events of Pearl Harbor, based on what they
know? This requires them to not only have a pre-test but
motivates them to connect with the past with an event that is
closer to home.
The closing activity for this lesson is for the students to complete
a left-side assignment of writing a newspaper article about the
day’s events. This closes the loop of the lesson because it forces
students to reflect back on the events that happened and write
about them and to draw on their in-class experience by including
reactions from the American people.
Title: Pearl Harbor: “A Date That Will Live in Infamy”
Grade and Subject: 7th Grade/ US History from 1877
Time Allotted: 45 minutes
SOL #:
USII.7b
NCSS Theme:
What is the guiding question
for this lesson?
How will student understanding
be assessed?
-include assessments
Time, Continuity, and Change;
Power, Authority, and Governance
How did the attack on Pearl Harbor impact the
American public and draw the US into WWII
militarily?
In Class Activity: Reaction to FDR speech
Left-Side Assignment: newspaper article or broadcast
about the events of Pearl Harbor
Key Concepts (no definition necessary):
• Pearl Harbor
SWBAT (as many as required by lesson):
1. Identify and describe the attack on Pearl Harbor including how it drew the US
into the war by reviewing the notes and writing their newspaper article
2. Describe how different areas of the American public reacted to the attack on Pearl
Harbor by participating in the in-class activity (reacting to FDR’s famous speech)
Materials (List and attach primary sources and additional materials-ppt and
question frames etc.):
Material A: Pearl Harbor Right Side Notes
Material B: FDR speech—print out and on youtube
Material C: Role Cards
Material D: Left Side Assignment—Newspaper article
Just Do It (hook):
Do any of you remember 9-11? The events of that day and how you felt or how your
parents reacted. Many have described the feelings of that day as similar to how people
felt about Pearl Harbor. From what you know how these two events are similar
Check for Evidence of
Description of Lesson Procedure
Understanding
After the opening activity students will be
When notebooks are collected
given right side notes (see Material A).
highlight will be checked to
Students will follow along as the teacher
ensure students completed this
reads and instructs them what to highlight.
activity
Things to highlight will include: A date
which will live in infamy, the date,
surprise attack, declaration of war, and a
few others.
Transition: After reviewing the notes students will be instructed to preview the transcript
of FDR’s speech. While they preview I will set up the video of the speech to play.
Students will listen to FDR’s address to
Students will informally present
2
Congress asking for war against Japan.
their information to the class,
They will follow along with the speech
about their role. They have
transcript at their tables. Following the 4
questions to guide their
minute long clip the students will take on
discussion and shape their
the role cards (Material C) and talk at their
presentation.
tables about their role, either citizens, navy
personnel, or members of congress. After
answering their questions they will be asked
to present their role to the class to further
explore how many sections of the American
public felt about the attack at Pearl Harbor.
Transition: After students have presented their information to the class, explain that they
will now write a newspaper article about the events of December 7, 1941. Move into
closure.
Closure: Left Side Assignment—
Newspaper article about the events of
December 7, 1941…must include an image
or political cartoon, and a quote from the
American public
Obj #
1
Closure (How does this come back to the guiding question):
Write a newspaper article about the events of December 7th. Make sure to include at least
one image or political cartoon about the event and a quote from the American people.
This can be a quote you make up from either your group’s role or another group. This
returns to the guiding question because it forces them to think about how these events felt
to the American people with the quote and image. They have to review all of the day’s
activities to prepare a quality article.
Modifications (to meet the needs of diverse learners):
All learners will be given the proper accommodations and modifications based on their
unique situation in accordance will all IEPs, 504s, and any other adaptations required for
their specific learning.
Pearl Harbor
Big Idea: Pearl Harbor was a surprise attack conducted by the Empire of Japan on the
United States Naval base at Pearl Harbor, Hawaii on December 7, 1941. It resulted in
the United States declaring War on Japan and later her allies, Germany and Italy. (They
declared war on the US first). The Japanese hoped to destroy the US Pacific fleet before
it could be used against them in the Pacific. The surprise nature of the attack made many
in America revise their earlier position of neutrality and want to go to war.
The Attack
The Reaction
December 7, 1941—The Japanese moved swiftly in two waves of
airplane attacks. These airplanes bombed the naval base and
sank four US battleships. The Japanese also sank or damaged
three cruisers, three destroyers, and destroyed 188 aircraft.
2,402 US navy personnel were killed in this attack with another
1,282 wounded.
The American public reacted swiftly to the surprise nature of this
attack. People were outraged that this attack had taken place
before a formal declaration of war. The next day, December 8th,
President Franklin Delano Roosevelt went before a joint session of
Congress and asked for a declaration of war against the nation of
Japan. President Roosevelt declared this a date which would
live in infamy, because of the sudden and deliberate nature of
the attack.
FDR’s Pearl Harbor Speech
To the Congress of the United States:
Yesterday, Dec. 7, 1941 - a date which will live in infamy - the United States of America
was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.
The United States was at peace with that nation and, at the solicitation of Japan, was still
in conversation with the government and its emperor looking toward the maintenance of
peace in the Pacific.
Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the
Japanese ambassador to the United States and his colleagues delivered to the Secretary of
State a formal reply to a recent American message. While this reply stated that it seemed
useless to continue the existing diplomatic negotiations, it contained no threat or hint of
war or armed attack.
It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack
was deliberately planned many days or even weeks ago. During the intervening time, the
Japanese government has deliberately sought to deceive the United States by false
statements and expressions of hope for continued peace.
The attack yesterday on the Hawaiian islands has caused severe damage to American
naval and military forces. Very many American lives have been lost. In addition,
American ships have been reported torpedoed on the high seas between San Francisco
and Honolulu.
Yesterday, the Japanese government also launched an attack against Malaya.
Last night, Japanese forces attacked Hong Kong.
Last night, Japanese forces attacked Guam.
Last night, Japanese forces attacked the Philippine Islands.
Last night, the Japanese attacked Wake Island.
This morning, the Japanese attacked Midway Island.
Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific
area. The facts of yesterday speak for themselves. The people of the United States have
already formed their opinions and well understand the implications to the very life and
safety of our nation.
As commander in chief of the Army and Navy, I have directed that all measures be taken
for our defense.
Always will we remember the character of the onslaught against us.
No matter how long it may take us to overcome this premeditated invasion, the American
people in their righteous might will win through to absolute victory.
I believe I interpret the will of the Congress and of the people when I assert that we will
not only defend ourselves to the uttermost, but will make very certain that this form of
treachery shall never endanger us again.
Hostilities exist. There is no blinking at the fact that that our people, our territory and our
interests are in grave danger.
With confidence in our armed forces - with the unbounding determination of our people we will gain the inevitable triumph - so help us God.
I ask that the Congress declare that since the unprovoked and dastardly attack by Japan
on Sunday, Dec. 7, a state of war has existed between the United States and the Japanese
empire.
Source: The National Archives and Records Administration has posted this document at
http://www.nara.gov/exhall/originals/fdr.html. It has been widely reprinted in sources
such as: The Public Papers and Addresses of Franklin D. Roosevelt. 1941 volume (New
York: Harper & Brothers Publishers, 1950): 514-515.
28 November 2001
Civilians
You live in Cleveland, Ohio, thousands of miles away from Pearl Harbor. You know Europe
is engulfed in World War II, but that the United States is not directly involved in war. You
did not support American entrance to the war in Europe, but are reconsidering since the
attack on December 7, 1941. Now, there is a possibility that some close relatives and
friends will enlist in the Navy and be sent abroad.
1. Your neighbors' son is stationed at Pearl Harbor, how do you feel after learning the
news about the attack?
2. What is your reaction after listening to President Roosevelt’s address to the nation?
3. Has your opinion of the Japanese changed since the attack?
4. What do you plan to do after hearing this speech?
5. How might U.S. involvement in a war affect your hometown?
Navy personnel stationed at Pearl Harbor
Pearl Harbor was attacked only 24 hours ago. You and fellow sailors took a break from
the clean up and rescue efforts to gather around the radio to listen to FDR's speech. The
attack is still fresh in your mind, with the aftermath surrounding you. You also knew men
killed on December 7th.
1. What are you thinking while listening to the speech? Your family at home? Your lost
buddies?
2. What is your reaction towards the Japanese?
3. Do you think about the war in Europe?
4. Now that the United States is heading into war, what do you plan to do?
5. Did you expect that you would go to war while you were in the Navy?
Members of Congress
For a long time, both the Senate and the House of Representatives were divided over the
war issue. There was much resistance to involvement in Europe, because the destruction of
World War I still lingered in your minds. Until now, the United States had only been
helping Great Britain and France indirectly. After learning of the attack on Pearl Harbor,
you are sitting in a special joint session of Congress listening to President Roosevelt. Later
in the day, you will vote on a Declaration of War with Japan. Until now, you were against
any involvement in war. You know that because of the Axis alliance, declaring war on
Japan means war with Germany and Italy.
1. Does President Roosevelt's speech change your mind about involvement in the war?
2. What is your primary concern at this point?
3. As an isolationist before December 7, how has this event changed your world outlook?
4. How will your home district be affected by a declaration of war?
Write a Newspaper article about the events of December 7, 1945 (Pearl
Harbor Day), using the notes on the right side of your notebook try to
summarize the event of that day. Your article must include at least one
image or political cartoon and a quote from a section of the American public.
This is a quote you make up based on what you think someone in America
have to say about Pearl Harbor.
Lesson 1. Title
Paratroopers, Infantry, Destroyers…..Oh My! It’s
D-Day
Big Question
How does D-Day mark a turning point for the Allies and the
beginning of the end for the Nazi’s?
SWBAT:
1. Identify and describe D-Day and the aspects that make it
a turning point by following along with the class notes
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of task-
How are you trying
to motivate students
in your opener?
What is your
closure?
2. Examine the role of the paratroopers and other soldiers
played in the invasion by participating in the in-class
activity and completing a soldier’s letter home
This lesson comes after Pearl Harbor and is the first of the major
turning points students examine. D-Day marks a turning point in
WWII because it begins the allied process of retaking Europe
from Nazi control. It encompasses the liberation of France and
allows the allies to get a foot in the door and work inward
towards Germany. D-Day also represents a significant loss in
American life as many died on the Normandy beaches. Students
will examine all of these things by going over D-Day notes and
then examining the role of the paratroopers. Students will be
asked the question: what would you take on an invasion of
Europe? After brainstorming and sharing answers students will
then examine the contents of a real paratroopers pack. This will
allow the experience of many of the soldiers to come alive for
the students. They will hopefully begin to see that many of these
soldiers were 18-20 years old and make a personal connection
for the students. Students will then write a letter home from the
perspective of a soldier
The opening will motivate students by making the topic connect
to their world. In the opening students are asked if they have
seen movies, videogames, or had any family stories dealing with
the war. If so discuss them at their table?—this will connect to
making the War more personal for them by how it relates to their
world.
In the closure of the lesson, students will read a note written by a
D-Day solider. They will then attempt to write their own note
home and try to step back into feeling what so many soldiers felt
as they prepared to face the horrors of war.
Title: Paratroopers, Infantry, Destroyers…..Oh My! It’s D-Day
Grade and Subject: 7th Grade/ US History from 1877
Time Allotted: 45 minutes
SOL #:
USII.7b
NCSS Theme:
What is the guiding question
for this lesson?
How will student understanding
be assessed?
-include assessments
Time, Continuity, and Change,
Individuals, Groups, and
Institutions
How does D-Day mark a turning point for the Allies
and the beginning of the end for the Nazi’s?
In class brainstorm activity (what would you take
with you on an invasion?)
Left-Side Assignment: Soldier’s letter home
Key Concepts (no definition necessary):
• Paratrooper
• Western Front
• D-Day
SWBAT (as many as required by lesson):
1. Identify and describe D-Day and the aspects that make it a turning point by
following along with the class notes
2. Examine the role of the paratroopers and other soldiers played in the invasion by
participating in the in-class activity and completing a soldier’s letter home
Materials (List and attach primary sources and additional materials-ppt and
question frames etc.):
Material A: PowerPoint
Material B: D-Day Notes
Material C: Left-Side Assignment Soldier Letter Home
Just Do It (hook):
Does anyone know of any personal stories of D-Day or the War in general, either from
parents, grandparents, an older neighbor or relative. Have you seen any movies or played
any videogames dealing with these topics—Medal of Honor, Saving Private Ryan, the
Longest Day etc. Talk about what you know at your table.
Obj #
1
Description of Lesson Procedure
After the opening activity, students will be
given the notes for D-Day. (see Material B)
They will take out their highlighters and
Check for Evidence of
Understanding
When notebooks are collected
for the unit, students are assessed
and checked on if they have the
highlight the following important, essential proper highlighting in their
points: the Big Idea, the turning point of notebook. Walk around the
room to check that they have
Western theater, paratroopers and their
role, beaches of Normandy. After
completed the mapping section
highlighting these points students will color correctly.
in the map (see Material B). They should
take a red marker or coloring pencil and
draw a line from England to the beaches of
Normandy.
Transition: After students have marked the map ask them to participate in a brainstorm.
What would you take with you on an invasion of a foreign country? Remind them that
they will be gone for several months and must ‘rough it’. After a minute ask students to
share at their tables and then as a class.
Now that students have brainstormed and
As students brainstorm walk
2
shared what they would take on an invasion around to see what is on their
show them what was in a paratrooper
sheet. Keep one ear on the
pack.(see Material A) Ask students what
conversations to make sure they
was on their list and what they are surprised are on task. When they are
to find in a paratrooper pack? Why would
finished participated in a class
they have these items and not others?
discussion of the paratrooper
pack’s contents.
What is surprising?
What items did they have in
common?
Transition: After students have examined the paratrooper pack activity, ask them to read
the letter and directions for the left side assignment (see Material C). Give them a few
moments to fully read the letter and then ask them what sticks out most to them? What is
missing from the letter that you would expect? Why doesn’t the soldier talk more about
the war? After examining the letter and discussing it as a class, allow students to move
into the closing activity.
Closure: whatever class time is left students Left Side assignment will be
will have to work on their letter home or
assessed when notebooks are
other left side assignments
collected
•
•
Closure (How does this come back to the guiding question):
Have students work on their left-side assignment, a soldier’s letter home. When they
examine the letter written by the D-Day soldier ask them what he means by the line
Have been discussing the difference in D-Day in America and over here. Ask them
what is the difference between the hopes for D-Day and the on the ground experiences of
the soldiers
Modifications (to meet the needs of diverse learners):
All learners will be given the proper accommodations and modifications based on their
unique situation in accordance will all IEPs, 504s, and any other adaptations required for
their specific learning.
My PowerPoint
D-Day
How Does D-Day mark a turning point
for the Allies and the beginning of the
end for the Nazis?
Just Do It
• Does anyone know of any personal stories
of D-Day or the War in general, either from
parents, grandparents, an older neighbor
or relative. Have you seen any movies or
played any videogames dealing with these
topics—Medal of Honor, Saving Private
Ryan, the Longest Day etc. Talk about
what you know at your table.
Today’s Activity Outline
• Go over D-Day notes and highlight
important info
• Paratrooper activity—what would you take
on an invasion?
• Closure: Write a soldier’s letter home
Paratroopers
• Paratroopers are specially trained soldiers
equipped with parachutes. In the Invasion
of Normandy they had an especially
important role because they had to
parachute behind enemy lines
• What kinds of things would you take on
invasion behind enemy lines?
D-Day
Big Idea: D-Day refers to the allied invasion of Normandy on June 6, 1944, where the
allies began the liberation of Western Europe by landing on 5 beaches in France. US,
Canadian, and British troops working together launched the largest amphibious invasion in
history. D-Day marks the turning point for the war in the Western theater.
Air
Deployed paratroopers, specially trained soldiers equipped with
parachutes, behind enemy lines to disrupt German resistance by cutting
communication lines, railways, and other avenues of supply.
Land
Thousands of troops and tanks landed on the beaches of Normandy to
establish an allied beachhead in Europe. This was the first step in working
inwards and toppling Hitler’s Nazi war machine.
Sea
The Navy was reasonable for softening up defenses with destroyer
bombardment and landing troops on the beaches.
Here is a letter written by a D-Day Soldier. This soldier was killed on D-Day,
just one week after writing this letter to his wife.
May 29, 1944
My Darling Lynn,
It has actually been hot here for the past two
days. Hot enough to get a suntan but not quite
as nice as the being at the beach with you.
Remember? Several of the boys and I have just
been discussing the nice thing we are missing at
home. Have been discussing the difference in
D-Day in America and over here. They seem to
think it is going to be quite a show. How is
mother getting along these days? Hope the hot
weather isn’t to much for her. It’s getting late
my sweet so I will have to say good nite.
Always,
Johnnie
Imagine that you are a paratrooper or soldier about to land at D-Day. You
know that this is a dangerous mission and you might not make it back. You
want to write a letter home telling your family and friends what you are
doing over in Europe and the feelings you are feeling.
Lesson 1. Title
Big Question
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of task-
How are you trying
to motivate students
in your opener?
What is your
closure?
Stalingrad: A Meat-grinder in the East
What happened at Stalingrad and how is it a turning point in the
war?
SWBAT:
1. Identify and describe the basic events of the Battle of
Stalingrad and why it is a major turning point by
reviewing the class notes
2. Empathize with the plight of ordinary soldiers on both
sides, German and Russian, by completing the
perspective activity and their left-side assignment, a
sensory chart.
This lesson is designed to explain the war in the East through the
eyes of just one battle, Stalingrad. Although this marks the
turning point of the war in the East, the brutality and forces of
nature the soldiers endured is a common theme for those in the
East. Students will understand that Stalingrad was so important
because it opened up a two-front attack on the Nazis. As the
allies moved inland from France, the Russians did the same in
the East essentially squeezing Germany on two sides. Students
will identify the basics of Stalingrad through their notes and then
complete a perspective activity. In this activity students will be
read first hand accounts of the horrors of war from the point of
view of the two sides, German soldiers and Russian. They will
take notes on their perspective chart, which will help them
complete their perspective chart about a soldier’s experience at
Stalingrad.
The opening activity asks students to think about the importance
of Stalingrad as a city—With the following questions:
Who do you think this city is named after? Why is that
important? What kind of place would you want to name after
you?—This will motivate students to think about strategy in war
and get them to realize the importance of Stalingrad as a city.
The closure helps students review the day’s activities by asking
them to complete a processing assignment, the sensory chart.
Students are asked to describe what a soldier would, hear, taste,
touch, see, and smell. This will allow them to use their notes to
understand the battle of Stalingrad.
Title: Stalingrad: A Meat-grinder in the East
Grade and Subject: 7th Grade/ US History from 1877
Time Allotted: 45 minutes
SOL #:
USII.7b
NCSS Theme:
What is the guiding question
for this lesson?
How will student understanding
be assessed?
-include assessments
Time, Continuity, and Change;
Individuals, Groups, and
Institutions
What happened at Stalingrad and how is it a turning
point in the war?
In-Class Work: perspective chart, note-taking
Left Side Assignment: Sensory chart
Key Concepts (no definition necessary):
• Eastern Front
• Stalingrad
SWBAT (as many as required by lesson):
1. Identify and describe the basic events of the Battle of Stalingrad and why it is a
major turning point by reviewing the class notes
2. Empathize with the plight of ordinary soldiers on both sides, German and
Russian, by completing the perspective activity and their left-side assignment, a
sensory chart
Materials (List and attach primary sources and additional materials-ppt and
question frames etc.):
Material A: First Hand Accounts
Material B: Right side notes/perspective Chart
Material C: Left Side Assignment/ Sensory Chart
Just Do It (hook):
Stalingrad is a city in Russia where a major battle of WWII took place. Who do you
think this city is named after? Why is that important? What kind of place would you
want to name after you?
Obj #
1
Description of Lesson Procedure
After the opening activity students will be
Check for Evidence of
Understanding
When notebooks are collected
given the Right Side Notes (see Material B) student highlighting is checked
and asked to highlight the Big Idea and that as well as informally walking
this was a Russian victory over the
around the room
Germans. Additional details will be given
about the battle of Stalingrad, including
showing students a map of where Russia is.
Transition: After the students have highlighted the major sections have them read the
directions and look at the bottom half of the notes—the perspective chart (see Material B)
Tell students that you will be reading first
After reading a few key quotes
2
hand accounts of the German and Russian
ask them the following
soldiers at Stalingrad. (see Material A). As questions:
you read instruct them to take notes on
these. Remind them of good note-taking
• What stands out to you in
strategies and to write down things that will
these quotes?
help them remember the conditions at
Stalingrad. Read the First Hand Accounts
• How would it feel to be in
stopping to ask the questions in the check
this situation? What would
for understanding box.
you do?
Transition: After going through all the first hand accounts and having students take notes
in the perspective diagram. Tell them to use these notes to complete their sensory chart.
(see Material C)
Closure—Left Side Assignment, Sensory
Any additional time will be used
Chart (see Material C). Examining what a
to complete the closing activity
soldier hears, sees, touches, smells, and
and any other left-side
tastes during a battle
assignment
Closure (How does this come back to the guiding question):
Students will complete the sensory chart asking them what a soldier saw, heard, felt,
smelled, and tasted. This will allow students the opportunity to recap the events at
Stalingrad. Students will have to think about what happened at Stalingrad (back to the
guiding question. They must also empathize with the plight of the soldiers and use their
class work to complete the activity.
Modifications (to meet the needs of diverse learners):
All learners will be given the proper accommodations and modifications based on their
unique situation in accordance will all IEPs, 504s, and any other adaptations required for
their specific learning.
German First Hand Accounts
“My hands are done for, and have been ever since the beginning of December. The little
finger of my left hand is missing and –what’s even worse-the three middle fingers of my
right one are frozen. I can only hold my mug with my thumb and little finger. I’m pretty
helpless; only when a man has lost any fingers does he see how much he needs them for
the smallest jobs. The best thing I can do with the little finger is to shoot with it. My
hands are finished.”—German soldier
“The truth is the knowledge that this is the grimmest of struggles in a hopeless situation.
Misery, hunger, cold, [abandonment], doubt, despair and horrible death. I will say no
more about it”—German officer
“The army has been surrounded now for seven weeks and it can’t last another seven. My
leave was already due in September but it didn’t come through….Yesterday morning the
word was that one-third of us are going home on leave towards the end of January.”—
German soldier
“You were supposed to die heroically, inspiringly, movingly, from inner conviction and
for a great cause. But what is death in reality here? Here they croak, starve to death,
freeze to death—it’s nothing….They drop like flies; nobody cares and nobody buries
them. Without arms or legs and without eyes, with bellies torn open, they lie around
everywhere.”—German soldier
“….effective command no longer possible…further defense senseless. Collapse
inevitable. Army requests immediate permission to surrender in order to save lives of
remaining troops.”—General Paulus’ radio message to Hitler on January 24, 1943
“Capitulation is impossible. The 6th Army will do its historic duty at Stalingrad until the
last man, the last bullet…”—Hitler’s response to General Paulus’ request to withdraw
from the city
Russian’s First Hand Accounts
“If a day goes by when you have not killed a German, then that is a wasted day. …If you
don’t kill a German, then a German will kill you….”—Russian soldier
“we were surrounded by Germans. They were very nearby, and more than once we had
to stand up and fight them face to face or attack with hand grenades.”—Russian soldier
“The cavalry…was riding out…when suddenly it came upon the Germans….Some of us
were on horses, others were on wheels. It was a cruel battle….we fought hand to hand.
Pulat and his fellows used their swords, their bayonets and their knives. Blades flushed
in the frosty air and down went the enemy.”—Russian soldiers
The Battle of Stalingrad
Big Idea: Fought during the winter of 1942 to 1943, Stalingrad is the turning point for the Eastern Front. It resulted
in a Russian victory over the German forces. The city was of vital importance because it was named after the
Russian leader, Joseph Stalin, as well as having vital centers of manufacturing. This battle was one of the most
brutal during WWII, with individual streets being fought over in hand to hand combat.
As I read First hand Accounts from German and Russian Soldiers, listen carefully and make brief notes about what
the soldiers are experiencing. Remember good note-taking strategies and make short bulleted lists of things that
mean something to you.
German Soldiers
Russian Soldiers
Using your right side notes about the Battle of Stalingrad complete the
sensory chart (What does a soldier, see, hear, taste, touch, and smell?) to
step into the shoes of a soldier in the battle
Using your right side notes about the Battle of Stalingrad complete the
sensory chart (What does a soldier, see, hear, taste, touch, and smell?) to
step into the shoes of a soldier in the battle
Lesson 1. Title
Big Question
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of task-
How are you trying
to motivate students
in your opener?
What is your
closure?
V-J Day! Victory in Japan!
What events happened in the War of the Pacific and how did this
conflict end?
SWBAT:
1. Identify and describe the turning point for the Pacific
front by reviewing the class notes
2. Examine the end of the War in the Pacific by reviewing
class notes
This lesson is supposed to wrap up the unit and get students
started on their unit project by giving them class time to work on
their scrap booking activity. They will start the beginning of the
lesson by wrapping up the War in the Pacific and will be given
the rest of class time to work on their scrap booking activity.
This lesson deals with some of the most important issues
impacting world politics today, i.e. the dropping of the atomic
bomb. Students will understand the whole of WWII by
identifying Midway as the turning point, Island Hopping was the
important strategy for the Pacific, and the war ended with atomic
bomb.
Opening activity, Students will view the quote on the Battle of
Midway memorial in DC and search for clues about the battle
from this. This quote is extremely powerful and I think it will
motivate students to want to learn more about the battle because
it leaves out details. This way student will be playing detective
and hopefully that will interest them.
Closing activity, students will give President Truman a grade
based upon his decision to drop the atomic bomb. They will
consider the heavy loss to American life that would have been
inevitable as well as a quote from Hirohito upon surrender about
the destruction nature of the bomb. They must back up their
grade with a short paragraph.
Title: V-J Day! Victory in Japan!
Grade and Subject: 7th Grade/ US History from 1877
Time Allotted: 45 minutes
SOL #:
USII.7b
NCSS Theme:
What is the guiding question
for this lesson?
How will student understanding
be assessed?
-include assessments
Time, Continuity, and Change
What events happened in the War of the Pacific and
how did this conflict end?
Exit Slip: what do you think about the dropping of the
bomb
Key Concepts (no definition necessary):
• Island Hopping
• Atomic Bomb
SWBAT (as many as required by lesson):
1. Identify and describe the turning point for the Pacific front by reviewing the class
notes
2. Examine the end of the War in the Pacific by reviewing class notes
Materials (List and attach primary sources and additional materials-ppt and
question frames etc.):
Material A: War in the Pacific Notes
Material B: PowerPoint
Material C: Scrapbook Planning Guide
Just Do It (hook):
Students will examine the following quote found on the Battle of Midway Memorial
in DC, and answer the question what clues does this give us about the Battle of
Midway
“They had no right to win, yet they did and in doing so they changed the course of a
war…even against the greatest odds, there is something in the human spirit—a magic
blend of skill, faith, and valor—that can lift men from certain defeat to incredible
victory”
Obj #
1&2
Description of Lesson Procedure
Go through the notes (see Material A) and
the PowerPoint (see Material B), Students
will highlight the appropriate key points in
Check for Evidence of
Understanding
When notebooks are collected
right side will be checked for
highlighting
the notes as we go through, and answer the
questions found in the check for
understanding. More information will be
supplemented and a short video clip is
hyperlinked at slide 7.
•
At Slide 3: What do you
think of a Japanese General
means when he says this
quote? How is this a
prediction of things to
come?
•
At Slide 5: What is this
political cartoon trying to
say?
At Slide 12: What do you
think of Emperor
Hirohito’s surrender
speech?
Transition: After going through the notes have students complete the following closure
for the day’s lesson and then give them time to work on their scrap-booking project for
the Unit.
Closure: Consider the quote on Slide 12
Have students share their
from the Emperor of Japan…What do you
thoughts about the dropping of
the bomb and answer any
think about President Truman’s decision to
end the War with an Atomic Bomb? Give
questions that arise….this may or
him a grade (A-F) and explain why you
may not be a topic students feel
gave him that. Remember that a
comfortable talking about so
conventional fighting technique would have collect the exit slips if the room
cost as many as one million American lives, is hesitate
and the atomic bomb cost many innocent
civilian lives in Japan…
Transition: Allow students the rest of the time to work on their scrapbooks by handing
them the scrapbook planning guide (see Material C)
•
Closure (How does this come back to the guiding question):
Consider the quote on Slide 12 from the Emperor of Japan…What do you think about
President Truman’s decision to end the War with an Atomic Bomb? Give him a grade
based on how well he did and write a couple of sentences why. Remember that a
conventional fighting technique would have cost as many as one million American lives,
and the atomic bomb cost many innocent civilian lives in Japan…--this returns to the
guided question because it forces the student to think about the War in the Pacific and
how tragic it was for those in America and the Japanese. Students reflect on the end of
the war and the events that led up to it and make a judgment about Hoover’s decision.
Modifications (to meet the needs of diverse learners):
All learners will be given the proper accommodations and modifications based on their
unique situation in accordance will all IEPs, 504s, and any other adaptations required for
their specific learning.
War in the Pacific
Big Idea: Although Europe was plunged into WWII another front was opening up for the
United States, this one in the Pacific. The main combatants in the Pacific were Japan and
the United States. At first Japan had numerous victories in the Pacific; however the Battle
of Midway marked a turning point in the War and was the first of many US victories.
Midway
Island Hopping
Major naval battle that took place in June 1942 and is regarded as
the turning point for the War in the Pacific. Initially the Japanese had
planned to ambush our carriers and destroy what remaining of the US
fleet. However code breakers were able to determine the plan and
trap the Japanese in an ambush of our own. The heavy losses
permanently weakened the Japanese navy because they were not
able to build replacements fast enough.
Sometimes known as leapfrogging, was an important military strategy
used by the US in the Pacific. Instead of attacking all the islands the
Japanese controlled, the US focused on strategically important island.
The strategy was a success in part because the US was able to
blockade Japanese efforts to re-supply these island bases.
Other Important Islands Battles: Iwo Jima, Guadalcanal
Atomic Bomb
Japan refused to accept any terms of surrender and had made clear
that they would defend their island at all costs. After evaluating this
with the number of American lives it would take to launch an invasion of
Japan, President Truman (FDR had died by this point) decided to drop
an Atomic Bomb. The first bomb was dropped on Hiroshima on August
6, 1945. This was followed by a second atomic bomb being dropped
on the city of Nagasaki on August 9, 1945. Over 220,000 people
died as a result of these bombs and many more from Radiation. Six
days after the Nagasaki bomb Japan surrendered on August 15,
1945.—These are the only two times that an atomic bomb has ever
been dropped in history.
My PowerPoint
War in the Pacific
Just Do It
• The following quote appears on the
Battle of Midway Memorial in DC
They had no right to win, yet they did and in doing so
they changed the course of a war…even against the
greatest odds, there is something in the human spirit—a
magic blend of skill, faith, and valor—that can lift men
from certain defeat to incredible victory
• Write a couple of sentences about what
clues this give you about the Battle of
Midway
Remember Pearl Harbor
• “I fear we have only awakened a
slumbering giant and filled it with a terrible
resolve”—Admiral Yamamoto
Island Hopping
• An Important Strategy used by the United
States which focused on attacking
strategic points in the Pacific instead of
every island controlled by the Japanese
Island Hopping
Midway
Midway
Atomic Bomb
• The United States had been developing an
Atomic Bomb for some time. When it
became clear that Japan would not
surrender, President Truman made the
decision to drop the bomb
Hiroshima/ Nagasaki
• The first bomb was dropped on Hiroshima
on August 6, 1945. This was followed by
a second atomic bomb being dropped on
the city of Nagasaki on August 9, 1945.
Over 220,000 people died as a result of
these bombs and many more from
Radiation…
The Surrender
• Six days after the Nagasaki bomb Japan
surrendered on August 15, 1945.—These
are the only two times that an atomic
bomb has ever been dropped in history
The Surrender
• On August 15 1945 the Japanese
surrendered with the Emperor Addressing
the Nation
• For many people this was the first time
they had ever heard the Emperor speak
The Emperor’s Speech
Despite the best that has been done by
everyone….the war situation has developed not
necessarily to Japan's advantage, while the general
trends of the world have all turned against her
interest.
Moreover, the enemy has begun to employ a new and
most cruel bomb, the power of which to do damage
is, indeed, incalculable, taking the toll of many
innocent lives. Should we continue to fight, not only
would it result in an ultimate collapse and obliteration
of the Japanese nation, but also it would lead to the
total extinction of human civilization.
For the end of this unit you will need to complete a WWII scrapbook as if
you lived throughout the War and collected these artifacts. Your scrapbook
should allow you to look back through the events of WWII. You must have at
least four artifacts from the War on four different pages. This can include
letters, pictures, or items. Although there is only one artifact required perpage remember that people decorate scrapbooks so don’t have too much
white space. All must be student made (no pictures from online) and deal with
the events of WWII from this Unit
Rubric
Scoring Guidelines: 20-17=A; 16- 13=B; 13-10=C; 10-7=D; 7-0=F
Planning Guide: Student should show that
they have thought about the project and
carefully planning out a draft BEFORE
beginning work on the project.
1
2
3
4
First Page: Student should have included 1
artifact on this page as if this were an album
or scrapbook. Points will be taken off for too
much white space.
1
2
3
4
Second Page: Student should have included at
least one artifact on this page as if this were
an album or scrapbook. Points will be taken
off for too much white space.
1
2
3
4
Third Page: Student should have included at
least one artifact on this page as if this were
an album or scrapbook. Points will be taken
off for too much white space.
1
2
3
4
Fourth Page: Student should have included at
least one artifact on this page as if this were
an album or scrapbook. Points will be taken
off for too much white space.
1
2
3
4
Student Response: In the space below self-evaluate your own work on this project. What grade do
you think you should get on this Unit’s project…Be Honest!
_______________________________________________________________________________
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Monday
WWII in Europe
before the US got
involved
Top Secret Briefing
Activity in Class
Tuesday
Pearl Harbor
Brief Lecture in
Class; Left side of
Interactive
Notebook—Pearl
Harbor newspaper
article
How did the attack on
Pearl Harbor impact the
What events took place
in Europe before the US American public and
became directly involved draw the US into WWII
militarily?
militarily?
Wednesday
Thursday
D-Day and the War Stalingrad—the
in Western Europe War in the East
Notes on D-Day,
Paratrooper pack
activity, Left Side of
Interactive
Notebook—Write
soldier’s letter home
How does D-Day mark a
turning point for the
Allies and the beginning
of the end for the
Nazi’s?
In Class reading of
first hand accounts
while students take
notes using
perspective map;
Left side of
Interactive
Notebook—Sensory
Chart of a Soldier’s
experience
What happened at
Stalingrad and how is it
a turning point in the
war?
Friday
Midway, Island
Hopping, and the
end of War in the
Pacific
Highlight Notes,
watch short video
clips and then begin
work on WWII
scrapbook
What events happened in
the War of the Pacific
and how did this conflict
end?