Major Battles of WWII
Overview:
In this lesson students will understand the major Battles and Events of WWII, focusing
on Pearl-Harbor, D-Day, and the campaign in the Pacific. Students will also encounter examples
of propaganda used during World War II in order to understand the characteristics, purpose, and
goals of propaganda. The lesson will begin with a bell ringer activity to get students engaged in
the lesson. Students will watch a short propaganda film on Pearl Harbor, and answer several
questions. Students will then see several examples of Propaganda and answer several questions
that identify the characteristics and purposes. Students will then watch a small clip of the D-Day
invasion and understand why it was a major turning point. Following this activity, students will
participate in a simulation of the American island hoping campaign. To conclude the lesson,
students will complete a worksheet that identifies the important content that students will be held
accountable fore.
Class/Grade:
Honors and Average level World History II class composed of ninth and tenth graders.
Time: One ninety-minute class
Objectives:
1. Students will identify and understand the major events and battles of World War II
2. Students will be able to analyze propaganda and identify its purposes and goals.
3. Students will understand the events that led to the US decision to implement the atomic
bomb.
VA Standard of Learning:
The student will demonstrate knowledge of the worldwide impact of World War II by explaining
economic and political causes, major events, and identifying leaders of the war, with emphasis
on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George
Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito (WHII.11a).
Resources/Materials:
 Discovery Education Streaming: “The Attack of Pearl Harbor (1941) America Stands
United” 0.00min-2.20 min
 Discovery Education Streaming: “June 6, 1944: D-Day and its Aftermath
 Computer Projector
 Japanese Propaganda-http://www.diggerhistory.info/images/posters2/propaganda.jpg
 Discovery Education Streaming: “John Bull’s War Aim”
 "Healthy Parents have Healthy Children." –United States Holocaust Memorial Museum



Dr. Seuss Goes to War
Overhead projector
Computer Speakers
Instructional strategies/Procedure:
Bell Ringer-15 minutes
In order to engage students in the lesson, they will be shown a short American news reel
from World War II. Students will answer several questions on a scaffolding worksheet based on
the news reel in order to highlight key information and prepare them to understand the
characteristics and purposes of propaganda.
Characteristics of Propaganda-30 minutes
Students will receive a data set of four different examples of propaganda and answer
several questions that identify the purpose and characteristics of each example on their
scaffolding worksheet. Students will then discuss their answers with a partner and then the class
through a think-pair-share exercise.
D-Day lecture-15 minutes
Students will watch a brief 2.30 minute video clip of the allied invasion of Normandy.
They will then complete questions on their scaffolding guide based on the video and a brief
lecture on the Normandy Campaign.
Island Hopping Campaign Simulation-30 minutes
Students will participate in an activity that simulates the US Island Hopping Campaign to
reclaim the Pacific Islands held by the Japanese. To assess whether students understand the
content taught in the activity, they will complete questions on a scaffolding worksheet. Through
participation in the activity, students will understand the events that led up to the US decision to
implement the Atomic Bomb.
Differentiation:
This lesson incorporates a number of different activities that reach students that learn in a
variety of ways. Visual and auditory learners will benefit from videos, propaganda images, and
the island hopping simulation. Students also have the opportunity to express themselves through
discussion and writing. Finally, students will be engaged and assessed at a variety of cognitive
levels including, Knowledge, Comprehension, and Analysis.
Adaptations/Accommodations:
This lesson has been designed for a group of diverse learners that include several students
with disabilities. Aside from following the accommodations outlined in IEP’s and 504 Plans,
this lesson seeks to help exceptional learners in several ways. The block lesson has been broken
down into several chunks to assist students with AD/HD. The lesson also provides a number of
diverse activities that instruct and assess in multiple ways and multiple cognitive levels. This
enables a wider range or student strengths to be expressed. Finally, to scaffold note taking and
important content, students will complete a scaffolding guide that keeps track of the most
important information from the lesson.
Propaganda Data Set
Image #1
Image # 2
“Healthy Parents Have Healthy Children”
Image #3
Image #4
Name:____________________________________ Date:____________________ Block:______
WWII Propaganda and Battles Guide
DIRECTIONS: This worksheet will provide you with the notes you need to take during
today’s lesson. Listen carefully to the teacher and participate in the activities in order to
complete the answers to this worksheet. You must complete this worksheet for a grade.
D-Day
1. What date did D-Day occur?
2. What was the name of the region of France where the Allied troops landed?
3. The Supreme Allied Commander in Europe was _______________________________.
4. In 1944 the German army surrendered Paris to _________________________________.
Propaganda
Image #1
1. Who do you see in this image?
2. What is happening?
3. What is the purpose of this poster?
Image # 2
1. Who do you see in this image?
2. What is happening?
3. What is the purpose of this poster?
Image #3
1. Who do you see in this image?
2. What is happening?
3. What is the purpose of this poster?
Image #4
1. Who do you see in this image?
2. What is happening?
3. What is the purpose of this poster?
War in the Pacific
1. A major turning point in the war occurred six months after the bombing of Pearl Harbor
at the battles of the _________________and_________________.
2. Who was the commander of United States military forces in the Pacific?
3. The campaign to recapture the Pacific and defeat Japan was known as _______________.
4. What did the US build on captured islands?
5. Why did the United States use the atomic bomb against Japan?
Island Hopping Simulation Guide
Step 1
 If not already arranged, have students push desks towards the back and sides of the class.
Step 2
 Divide the class in half in order to represent Japan and the USA
Step 3
 Place half of Japanese students in “Japan” (around the teacher’s desk) and the other
remaining students in Okinawa and Iwo Jima.
 Half of US troops in “Hawaii” and a group (3-5) in the Philippines
Step 4
 Have Japanese troops advance on Philippines.
 American troops are captured, have them sit down.
Step 5
 Leave at lest two students at Okinawa and Iwo Jima
 Have the others extend south of Hawaii in a chain.
Step 6
 American students advance towards both chains in two groups under the command of
General Douglas MacArthur. Battles of the Coral Sea and Midway where Japanese Navy
is defeated.
Step 7
 Americans move up the chains, defeating Japanese Islands
 Have Japanese students sit down.
 Leave one American Soldier at each Island to simulate air bases left on each Island.
Step 8
 Americans capture Okinawa and Iwo Jima after heavy loses,
 Emphasize Japanese last attempt to protect Japan
Step 9
 Emphasize few Americans are still alive, and large Island of Japan still heavily defended
by 2 million men.
 Get students to think about remaining options.
 Hiroshima and Nagasaki