World War II Begins!

Hey gang,
It looks like it is time to leave the doldrums of the Great Depression and start ramping up for the "Great War", World War II. This is a time which brings us the "Greatest Generation" (as Tom Brokaw likes to call them). Our country unites in terms of sacrifice (human and material) to defeat the evils of facist dictatorships and genocide. We will see the highs and lows of the human experience in this unit. The country and world will never be the same as a result of this war. I hope you enjoy learning about it and our discussions spur further research on your own time!
PS. Mr. Wiggins will be flying "solo" for this unit, so if you need anything, he is your "go to guy".
Have a great week!
Day: 1 Monday March 16

Outcome(s):
• Students will understand the rise of fascism and militarism in Europe and Japan and how this contributed to the start of the war
• Students will understand American isolationism.
• Students will be able to identify locations and countries involved in WWII.

Lesson Activities/Resources:
Opening: Ken Burns The War. Chapter One 5 minutes.
* Journal Question: Do you agree that WWII was a necessary war? What is the difference between a “just war” and a “necessary war”?
*Powerpoint: “The Americans” Section One: “World War Looms”
*Map Exercise (Homework if not finished during classtime)
*Exit Slip:
“History proves that dictatorships do not grow out of strong and successful governments, but out of weak and helpless ones. If by democratic methods people get a government strong enough to protect them from fear and starvation, their democracy succeeds; but if they do not, they grow impatient. Therefore, the only sure bulwark* of continuing liberty is a government strong enough to protect the interests of the people, and a people strong enough and well enough informed to maintain its sovereign control over its government.”
-Franklin Delano Roosevelt 1938
*Bulwark-Something serving as a defense or safeguard
“We have buried the putrid* corpse of liberty”

-Benito Mussolini 1934

*Putrid- Rotten
* Question: Explain how these two quotes express the difference in values and outlook between the Axis (Germany, Italy and Japan) and the Allies (U.S. and Britain). Why do these two groups have such different outlooks on government?

A4 Exit Slip
Exit Slip

It is 1941 and you look at a map indicating the amount of land controlled by the Axis powers as opposed to the amount of land controlled by the Allied powers. If you had to guess, as a person in 1941, who was going to win this war who would you guess? Why would you guess that side?

Day: 2 Wednesday, March 18
Outcome(s):
• Students will understand causes for the war in Europe and in the Pacific.
• Students will understand the U.S. hesitation and eventual reasons behind their involvement in the war.
• Students will know the major strategies implemented during the war.


Lesson Activities/ Resources:
*Focus/Journal: “Unexpected Guests” cartoon.
*Why does the caption read “Strange Bedfellows”?
*PowerPoint presentation: “The War Erupts”
*Graphic Organizer: “How did they get involved” worksheet
* Exit Slip:
- Was the United States justified in their decision to enter the war and what may have happened if the United States had decided to remain neutral?




Day: 3 Friday, March 20

Outcome(s):
• Students will understand how World War II transformed the way of life in the United States and reshaped its role in foreign affairs.

Lesson Activities/ Resources:
*Focus/Journal: “”Pearl Harbor” clip
*Pearl Harbor is considered the tipping point for U.S. entry into World War II. What if the bombing
of Pearl Harbor never occurred?
*Learning Center/Café Conversation on activities on the home front
*Exit Slip:
- Was America a good place to live during World War II? Give examples to defend your answer.