A Fully Developed Social Studies / Exit Project · Education’s 8th grade Social Studies Exit...

Teaching and LearningWith the Power of Technology

A Fully DevelopedSocial Studies / Exit Project

For Grade 8Created and Developed For

© 2002

Project Description --------------------------------------------------------------------------------------------------------------1

Required and Recommended Materials ---------------------------------------------------------------3

Preparation: Before You Begin -------------------------------------------------------------------------------------4

Performance and Learning Standards --------------------------------------------------------------------6

Project Outline

Phase I: Talking The Talk! --------------------------------------------------------------------------------------8Phase II: Fame or Shame? Writing to Persuade -----------------------------------11Phase II I : Caution! Contains Graphics ----------------------------------------------------14Culminating Activity: Oyez, Oyez! --------------------------------------------------------------16

Appendix ------------------------------------------------------------------------------------------------------------------------------18

Internet Links --------------------------------------------------------------------------------------------Appendix 1Vocabulary Taxonomies ------------------------------------------------------------------Appendix 2Checking for Understanding ----------------------------------------------------------Appendix 2Handouts, Letters, & Certif icate ---------------------------------------------------Appendix 3

The World War Two Museum and Gallery Foundation wants to establish twogalleries dedicated to the leaders of World War Two. One gallery will be calledthe Hall of Fame, the other the Hall of Shame. However, the curators of themuseum are having difficulty deciding who belongs in which gallery. They needyour help!

Over the next few weeks, your class will research various World War Twoleaders, groups, and inventions in order to construct a three part report for themuseum, explaining who should be in which gallery and why.

OVERVIEW

World War Two: Hall of Fame/Hall of Shame is aninterdisciplinary project designed to meet the 8th gradeNew York State Social Studies content and performancestandards. It also meets the New York City Board ofEducation’s 8th grade Social Studies Exit Projectrequirement while incorporating many of the skills andstandards of the ELA curriculum.

The Hall of Fame/Hall of Shame project follows theNew York State social studies core curriculum and helpsstudents prepare for the New York State Social Studiesexam. Students will develop important vocabulary andhigher level thinking skills as they gather and evaluatevocabulary, assess new information, and form opinions.The project is divided into three phases.

Ø Phase I: Talking The Talk - Life and Language in the Second WorldWar Period. Students will engage in vocabulary building and literacyexercises as they learn about the World War Two period. They will use avariety of resources to gain the necessary background about World WarTwo and the period.

Ø Phase II: Fame or Shame? - Writing To Persuade. Students will write apersuasive letter to the members of the museum’s screening committee toconvince them to place a person, group, or invention in the hall of fame orthe hall of shame. Primary and secondary source materials will be used tosupport student writing. Art, music, and other multiple intelligenceactivities are included in this phase.

Ø Phase III: Caution: Contains Graphics! - Creating Graphic Organizersand Propaganda Posters. In this phase of the project, students will workcollaboratively to organize, interpret, compare, contrast and create atimeline or other graphic organizer related to their chosen topic.

Ø Culminating Activity: Oyez, Oyez! - Presenting The Nominations.Students will present their work, supported by research and visual aids,to an audience of their peers.

This project provides students with an active approach to learning about thisimportant period in history. Using activities and assignments that targetliteracy skills, this project allows students to practice and to develop their oraland written communication skills while engaging in a project-based learningexperience. Students will also develop their problem solving skills throughgenuine research.

Required Text and Softwarefrom Teacher Created MaterialsØ TCM Exploring History: World War Two

Ø TCM Textbook: The Forties

Ø TCM Multimedia Collections: World War Two

Recommended Materials and Software

Ø Young Adult Literature

Ø Teacher Created Materials Literature Units

Ø Graphic organizer software (such as Inspiration)

Ø A word processing application (such as Microsoft Word or AppleWorks)

Ø A presentation application (such as PowerPoint or AppleWorks)

Ø A spreadsheet application (such as Excel or AppleWorks)

Integrating the Technology and Using the Tools:

In addition to the above, consider having one or more of the TechTools ResourceKits available for students to use as a reference. These kits provide step-by-step instructions on how to use various pieces of software, including:

o Microsoft PowerPointo Microsoft Excelo Microsoft Wordo Inspirationo AppleWorks

While the kits are not required, they will enhance the overall success of thisproject.

Look for the mouse icon anytimeyou or your students areunsure of how to use your tool software.

Each kit also includes a multimedia CD with photographs,graphics, and audio and video clips that can be incorporated intostudent projects.

Thing s t o consid er b efor e you b eg in

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Yes or no, depending on how you plan to use this project. Read through theentire project and decide which parts are most appropriate for your class. Youmay use different parts of the project with your class for general social studiesliteracy and mastery. However, if you are using this project to fulfill the NewYork City Board of Education’s 8th grade exit project requirement, then allphases of the project must be completed.

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Yes! Cooperative learning is an excellent approach for this project. If youhaven’t used cooperative grouping before, this may be a wonderful opportunityto ease into it slowly.

For tips on how to organize a cooperative learning experience, visit thisaddress: http://ss.uno.edu/SS/homePages/CoopTips.html

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Yes! You will want to spend time discussing the project’s requirements andplanning out strategies to meet its demands with your students. Let studentsmake choices about different tasks where appropriate. This will give them astronger sense of ownership and motivation.

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This project has been designed to takeapproximately eight to ten weeks. The actual lengthwill depend upon the reading level of your class, thetechnology you have available, and how many partsof the project you decide to do.

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Yes! By working with other teachers, this can be aschool-wide project. Each class/grade canparticipate at its own level. The culminating activitywould be a school-wide presentation.

WWWhhhaaattt ssshhhooouuulllddd III dddooo tttooo ppprrreeepppaaarrreee mmmyyy ccclllaaassssssrrroooooommm aaannnddd ccclllaaassssss fffooorrr ttthhhiiisss ppprrrooojjjeeecccttt???There are several things that you must do before your students can use thecomputer. You should:

Ø Arrange computers and desks (if possible) toaccommodate group work.

Ø Establish a routine for computer use and literacyexercises. Set up a time schedule for students so theyknow what they’re doing and when it is due.

Ø Demonstrate each program or activity on the computerto the whole class.

Ø Limit students to one activity at a time.

WWWhhhaaattt dddooo III hhhaaavvveee tttooo dddooo tttooo ssseeettt uuuppp mmmyyy cccooommmpppuuuttteeerrrsss???The following checklist will help you set up the computers before beginning theproject:

q Make sure that you have the TCM Multimedia Collections: World War Twodisk (and any other CD-ROMs) available for your students to use. Be sure toprovide instructions on the care and use of these resources.

q Bookmark Internet links that students will be using. Always supervisestudents using the Internet.

q If you are using the Internet, make sure all necessary browser plug-ins (suchas QuickTime, Real Player, etc.) are installed and working.

q Be sure to have all reading and literacy materials copied and available foryour students well before handing them out.

For Your Information…The TCM Multimedia Collections: World War Two CD-ROM can run fromthe CD drive; however, it is recommended that you install it to the harddrive. Installation improves the program’s performance.

IIIsss ttthhhiiisss mmmuuuccchhh wwwooorrrkkk wwwooorrrttthhh ttthhheee eeeffffffooorrrttt???Absolutely! Project-based learning has many advantages. It appeals to a varietyof learning styles, motivates students and builds necessary skills in a real-world context.

Each part of the project includes motivating and engaging tasks for students toexplore. As students complete each part, they are developing skills that willenable them to express themselves and communicate ideas more effectively.Regardless of the each child’s individual abilities, everyone will feel that theircontribution is important and respected.

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New York State & New York CityPerformance, Content, and Learning Standards

NEW YORK STATE SOCIAL STUDIES PERFORMANCE STANDARDS

Getting Information: Students will be able to...l Identify a variety of sources of information from visuals, listening and

observing. Visuals may include such things as maps, globes, atlases, andprimary and secondary sources.

l Identify types and kinds of information needed.l Locate information from print and non-print sources.l Organize collected information.

Using Information: Students will be able to…l Classify and/or categorize data by developing charts, maps or timelines

to clarify ideas.l Generalize from data by applying previously learned concepts and

generalizations to a new situation.Presenting Information: Students will be able to…l Speak in an effective way.l Use media and various visuals for communicating ideas.l Write in an expository way by using different forms of written exposition,

such as investigative, informative, interpretive and argumentative.Participating in Interpersonal and Group Relations: Students will be able to…l Incorporate a set of positive learning attitudes.l Participate in group planning and discussion.l Assume responsibility for carrying out tasks.

NEW YORK STATE SOCIAL STUDIES CONTENT STANDARDS

Grade Eight: American History--1939-1947.

NEW YORK C ITY MATHEMATICS PERFORMANCE STANDARDS

Students will be able to…l Collect and organize data to answer a question.l Read, create and represent data in charts, tables or timelines.l Make basic choices in planning and carrying out a solution.l Move beyond a particular problem by making connections, extensions,

and/or generalizations.l Explain solutions to problems clearly and logically.

NEW YORK C ITY LANGUAGE ARTS PERFORMANCE STANDARDS

Reading: Students will be able to…l Read and comprehend informational materials to develop understanding

and expertise and produce written work that:o Summarizes information.o Relates new information.o Extends an idea.o Makes connections to related topics or information.

Writing: Students will be able to…l Produce a report with appropriate facts and details.l Produce work in at least one literary genre that follows the conventions of

that genre (persuasive).l Produce finished writing that uses a process of planning, drafting, revising,

and editing.Speaking, Listening, and Viewing: Students will be able to…l Participate in whole-class lessons, small-group meetings, and one-to-one

conversations in order to collect information and identify important ideas.l Prepare and deliver an individual presentation and present information so

that their audience understands and is interested.l Organize what they will say using notes or other memory aids.

Conventions of Grammar: Students will be able to…l Demonstrate the ability to manage the conventions of grammar and

usage of English to aid, rather than interfere with meaning.l Proofread his/her own writing and produce a series of distinctly different

drafts that result in a polished piece of writing.

NEW YORK C ITY APPLIED LEARNING STANDARDS

Students will be able to…l Plan and organize an event or activity in which the student takes

responsibility for all aspects of planning and organizing from concept tocompletion.

l Make an oral presentation about project plans or findings to an audiencebeyond the school.

l Conduct formal written correspondence within an organization or beyondthe school.

l Publish information using several methods and formats.l Gather information to assist in completing project work.l Use information technology to assist in gathering, organizing, and

presenting information.l Develop and maintain a schedule of work activities.l Take responsibility for a component of a team project.

Life and LanguageIn the Second World War PeriodCOGNITIVE OBJECTIVES

² Background knowledge of the history of the period

² Appropriate linguistic preparation for the project’s content

Students will demonstrate achievement of these cognitive objectives by creating afully developed historical and linguistic dictionary of the World War Two period

The World War Two: Hall of Fame/Hall of Shame project creates anauthentic learning experience by allowing students to engage in “real-world”activities. The project incorporates authentic and created artifacts as well asprimary and secondary sources that make the learning experience morerelevant to real life, thus allowing students to become more engaged in thelearning process by seeing the real world applications of the project. Thestudent products are meant for an audience both within and beyond theclassroom walls.

This project is constructed to meet therequirements of the New York City Board ofEducation’s eighth grade exit projectrequirement. The text-based nature of Phase Igives the student general knowledge of thehistorical period while building vocabularyand inferential skills.

Introducing the Project: You can introducethe project to your class by distributing theProject Welcome Letter. This letter sets thestage this simulation. It also providesexpectations for the project. Use this letter asan opportunity to discuss what is required ineach phase of the project. Once you are surethat the class understands the details of theproject, you can move on to an introduction tothe history and vocabulary of the topic.

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The first requirement of the project is that students create a dictionary.Students must have an appropriate understanding of the language and historyof the World War Two period in order to successfully complete this project. Thefollowing activities will provide that background.

Copy the text on pages C-2 to C-9 of the Exploring History: World War Twobinder. This text gives the reader an introduction to the time periodsurrounding and including the Second World War. The whole piece is very long;subsequently, you may want your students to read paragraphs that you findrelevant or interesting.

Paragraphs 2, 4, 6, 10, 12, 14, 16, and 17are suggested for this activity. Vocabulary taxonomies

and inferential questions for these paragraphs areincluded in the Appendix.

Note: Vocabulary words dealing with World War Two are included in the lists;however, you will need to add general vocabulary words to the taxonomies asstudents encounter them. Other vocabulary taxonomies and text passages maybe found in the Exploring History: World War Two binder.

Pacing: A Key to Comprehension: This phase of the project is the mostcomprehensive and will likely take you the most time to complete. Move slowlyand methodically through this part of the project. As your students developtheir dictionaries, be sure to check for their comprehension of the words andfocus questions. Check for understanding by having the class compose writtenpieces using the new vocabulary in proper context and answering the includedquestions for each paragraph of the text.

Tell the class to write the letters A-Z down the margin ofa page in their notebooks. Instruct your students toenter vocabulary words for each letter as they encounterthem in the reading as well as over the course of theproject. Have students write the definitions of the wordson the other side of the page. Also, have them write andanswer each paragraph’s before, during, and afterreading questions in this section of their notebooks. Youshould start each class session with a review of thevocabulary already on the list and a preview of the wordsto come. If you find that there are too many words foryour class to use, narrow down the lists to a level youdeem appropriate.

CONSTRUCTING THE D ICTIONARY

Each student will select 10 words or phrases to include in their finisheddictionary. Each page of the dictionary will be a new word. On each page, theword will be defined and used properly in a context sentence. Students shouldinclude an explanation of how and why each word is important to the study ofWorld War Two. Encourage students to include pictures, drawings, anddiagrams to clarify their explanations.

Creating a student dictionary is easy! You can use any presentation software.Each slide in the presentation will be a page in the book. This activity will alsointroduce your students to the skills they will need to develop their formalmultimedia presentations. You can print two slides per page when print outyour dictionary.

Create a bulletin board in the classroom to display these books. They can beused as a resource throughout the project.

USING THE INTERNET FOR BACKGROUND INFORMATION

While several of your students will have some knowledge of the Second WorldWar, most will only have a superficial exposure. As a way of supplementingtheir knowledge about the war and period, have students visit the followingweb sites:

World War Two Terms and Facts-http://frontiernet.net/~pendino/World–War–Two–Facts.htm

The BBC History of World War Two -http://www.bbc.co.uk/history/war/wwtwo/index.shtml

Simon Wiesenthal Multimedia Learning Center: The Nazis –http://motlc.wiesenthal.com/pages/nz.html

New users can save time by using templateswhen creating their first slideshow. Refer to

the Resource Kit for PowerPoint activity card# 7 or the Resource Kit for AppleWorks

activity card # 10-11.

Writing to persuadeSuggested Time Frame: Two – Three Weeks

COGNITIVE OBJECTIVES

² Using Technology as a Research Tool

² Understanding and Crafting a Persuasive Argument Based onResearch

Students will demonstrate achievement of these cognitive objectives byconstructing a persuasive letter in response to a specified task.

PROCEDURE

Distribute Assignment Letter #1 to the class. Discuss the term ”persuasive”with your students to make sure they understand what the focus of theirletters should be. Begin a discussion with your students about the possiblestrategies they can use to accomplish the objectives of this phase of the project.Review the requirements of the assignment with the class.

Provide students with the rubric you will be using to assess their work beforethey begin. This rubric may be found in the Exploring History, World War Twobinder’s “Rubric Bank”.

The main goal of the letter is to persuade the screening committee to put theselected person/group/invention into either the Hall of Fame or the Hall ofShame. The letter must include which hall should be used and an explanationas to why that hall was chosen. In addition, the letter should include thefollowing information about the person, group, or invention beingrecommended:

Ø A name and brief description

Ø The country of origin

Ø Leaders (of group) or inventors (of weapons)

Ø Political life, ideals, and/or goals

Ø Accomplishments or crimes

Ø Two sources of information, at least one of which is a primary source

An outline can help students organize theirresearch into a business letter. Inspiration

can help translate notes into an outlineformat. Refer to the Resource Kit for

Inspiration activity cards #12 and 92-93.

Next, present the following list to the class. Students should choose one namefrom this list for the focus of their research.

Franklin Delano Roosevelt Edwin Rommel

Harry Truman The Gestapo

Dwight D. Eisenhower The Luftwaffe

Rosie the Riveter The USO

The Navajo Code Talkers The Manhattan Project

Winston Churchill German U-Boats

Josef Stalin WAC’s/WAVES

The French Resistance The Tuskegee Airmen

Adolf Hitler The Nissei

Herman Goering Benito Mussolini

Heinrich Himmler Emperor Hirohito

Josef Goebbels Tojo Hideki

Nazi Party The Fascist Party

You will find profiles of Hitler, Mussolini, and Hirohito in the Teacher CreatedMaterials Exploring History: World War Two binder. There is also excellentinformation about “Rosie the Riveter” in the binder as well. Internet links for allof the topics not covered in the binder appear in the appendix of this project. Ifmore sites are needed, discuss with the class how to use a search engine. Atutorial on using search engines may be found athttp://www.monash.com/spidap.html

Students can give their business letter aformal look by creating their own letterhead.

Add simple shapes and textboxes for aprofessional look. Refer to the Resource Kitfor Microsoft Word activity cards #95-99 orthe Resource Kit for AppleWorks activity

cards #58-63.

STUDENT CHECKLISTS

After students have chosen their topic, it is time to start the research. Makesure each student is given enough time to use the computers and othersources. Keep students on topic by creating a checklist for them that includesthe above criteria. Have your students check off each piece of information asthey find it and add it to their notes. For more information or to generate yourown student checklists for writing, oral presentations, or multimedia, visit thissite: http://www.4teachers.org/projectbased/checklist.shtml

After the research has been completed, guide your students in the creation ofthe persuasive letter, again referring to the rubrics you introduced. Make surethat all of your students understand what they are supposed to accomplish inthis portion of the project.

You can use tables to make your ownchecklists. Refer to the Resource Kitfor Microsoft Word activity cards #67-73 or the Resource Kit for AppleWorks

activity cards #80-86.

Creating Graphic Organizers & PropagandaPostersSuggested Time Frame: Two Weeks

COGNITIVE OBJECTIVES

² Understanding how to display and interpret data on a chart, graph,or map

² Familiarity with the techniques of propaganda

Students will demonstrate achievement of these cognitive objectives byconstructing a chart or graph and a propaganda poster.

PROCEDURE

In this phase of the project, your students will create a graphic organizer thatrepresents statistical data related to the person, group, or invention theynominated in Phase II. Distribute Assignment Letter #2, which may be found inthe Appendix. You can initiate a discussion of the content of the letter toensure your students know what to do and what is expected. Students may usethe following suggestions, or come up with their own ideas:

Ø Number of American military deaths in World War Two, under Eisenhower.Ø Number of German deaths in World War Two, under Hitler.Ø Number of civilian deaths in World War Two, displayed by country.Ø Number of Holocaust related deaths, by year or camp, caused by the SS/Hitler.Ø Number of soldiers fighting in battles, displayed by country.Ø A pre war economic activity chart of any country in the War, dsplaying the

economic policies of the leader and their effects.Ø Ships, planes, tanks, etc. built from 1939-1946, displayed by year and country.Ø A map of Japanese military expansion in Asia under Tojo.Ø A map of German military expansion in Europe and Africa under Hitler.Ø A map of Italian military expansion in Europe and Africa under Mussolini.Ø A map of concentration camps in Europe set up by Hitler and the Nazis.Ø Explosive yields of the first two atomic bombs compared in a double bubble chart.Ø The effect of German U-Boat attacks on allied shipping.

PROPAGANDA POSTERS AND TECHNIQUES 1

Have students view the propoganda posters contained on the Teacher CreatedMaterials Multimedia Collections: World War Two CD-ROM. Initiate a discussionwith your students so that they become familiar with the techniques thatpurveyors of propaganda use to lure in the unsuspecting viewer/listener. Besure to have the students link the propaganda to the research they did inphase one and to list the techniques they are using in their propaganda andwhy they’re using them.

Ø The Bandwagon: Everyone is doing it!

Ø Card Stacking: Telling only one side of the story.

Ø Exigency: Action is required immediately or something terrible willhappen.

Ø Flag Waving: Connecting something with patriotism.

Ø Innuendo: Causing the viewer to become suspicious of a person or groupby hinting that negative information about this person or group is beingkept secret.

Ø Name Calling: Using negative words to create an association in theviewer’s mind between the person or group and something that is bad orfeared.

Ø Testimonial: Using the testimony or statement of someone to persuadeothers to think or act as he/she does.

Students should create their own propaganda posters. You can generate achecklist for students who are creating propaganda posters so they know whatto include in their work. A web site that will allow you to generate checklistsmay be found at: http://www.4teachers.org/projectbased/checklist.shtml

.

1 Taken from The Reading Teacher’s Book of Lists, P.276.

You can use a spreadsheet program tocreate a variety of charts and graphs. Referto the Resource Kit for Excel activity cards#78-87 or the Resource Kit for AppleWorks

activity card #98.

You can use Microsoft Word to make asimple web page. Refer to the Resource Kit

for Word activity card #75.

Presenting The NominationsCOGNITIVE OBJECTIVES

² Understanding how to present work with clarity and proficiency

² Knowlege of multimedia software

Students will demonstrate achievement of these cognitive objectives by creating amultimedia presentation and presenting in front of an audience.

After completing all of this work, it is time to celebrate your students’achievement. This is perhaps the most important aspect of the project for it willgive students an opportunity to share their accomplishments with you as wellas with a wider audience.

Distribute Assignment Letter #3, which can be found in the appendix. Use thecontent of the letter to initiate a discussion with the class about what they areto do and the amount of time in which they have to do it.

Try to involve students in planning this day as much as possible. Studentsshould feel that this is their day! Some possible student responsibilities couldbe:

Ø Create an invitation for the presentation to invite other classes, teachers,administrators, and parents.

Ø Write a letter thanking the Screening Committee for giving the class thisopportunity.

Ø Decorate the auditorium or room where you are holding the presentationwith Teacher Created Materials’ US Presidents, and International LeadersTime Magazine Covers.

Ø Plan and prepare refreshments for the audience.

Ø Write memos or letters informing other teachers, administrators, andcustodial staff any schedule or room changes caused by the event.

Make your slideshow a multi-mediaexperience. Include pictures, sounds, andhyperlinks to support your presentation.Refer to the Resource Kit for PowerPoint

activity cards #38, 39, 78, & 84 or theResource Kit for AppleWorks activity cards

#28, 29, 94, & 97.

Each student should be given an opportunity to present his or her work.Remember to keep each presentation brief. Whenever possible, use projectorsor television monitors to showcase digital presentations. Posters, written workand other student created materials may be displayed either at "display table"or hung on the walls.

Students should never read their work to the audience. Instead, have themsummarize or discuss what they’ve learned and how they accomplished theirtask. When possible, students should include audio or video pieces from theTCM Multimedia Collections: World War Two CD-ROM to enhance theirpresentations.

Each student should prepare well in advance what he or she will say. Givestudents a chance to rehearse ahead of time. Discuss criteria for presentinglike making eye contact, speaking slowly, and incorporating movement into thepresentation.

PowerPoint allows you to print out “speakernotes” and “handouts” for your

presentation. Refer to the Resource Kit forPowerPoint activity cards #93 & 96.

Hall of Fame / Hall of Shame Appendix 1

Winston ChurchillThe Life & Times of Winston Churchill:

http://www.winstonchurchill.org/The Evidence: Chronicle of Churchill’s Life:

http://www.churchill.nls.ac.uk/

Franklin Delano RooseveltThe FDR Library and Museum:

http://www.fdrlibrary.marist.edu/The Internet Public Library:

http://www.ipl.org/ref/POTUS/fdroosevelt.html

Dwight D. EisenhowerThe Dwight D. Eisenhower Library & Museum:

http://www.eisenhower.utexas.edu/The Eisenhower Center:

http://history.cc.ukans.edu/heritage/abilene/ikectr.html

The French ResistanceAn Allied Team With the French Resistance:

http://www.cia.gov/csi/studies/winter98-99/art03.html

Shot Down Over France:http://www.ibiscom.com/shot.htm

Josef StalinThe Stalin Internet Library:

http://www.marx2mao.org//Stalin/Index.htmlJosef Stalin Biographical Chronicle:

http://www.stel.ru/stalin/

Harry TrumanThe Truman Presidential Museum and Library:

http://www.trumanlibrary.org/Project Whistlestop: http://www.whistlestop.org/

The Navajo Code TalkersNavajo Code Talkers WWII Fact Sheet:

http://www.history.navy.mil/faqs/faq61-2.htmNavajo Code Talkers Dictionary:

http://www.history.navy.mil/faqs/faq61-4.htm

Hermann GoeringSimon Weisenthal Multimedia Learning Center:

http://motlc.wiesenthal.com/pages/t026/t02617.htmlGoering On Trial:

http://www.law.umkc.edu/faculty/projects/ftrials/nuremberg/NurembergGoering.html

Heinrich HimmlerSimon Weisenthal Multimedia Learning Center:

http://motlc.wiesenthal.com/pages/t029/t02982.htmlHeinrich Himmler: Man of Evil:

http://auschwitz.dk/Himmler.htm

Joseph GoebbelsBiography of Joseph Goebbels: http://www.us-

israel.org/jsource/Holocaust/goebbels.htmlSimon Weisenthal Multimedia Learning Center:

http://motlc.wiesenthal.com/pages/t026/t02613.html


The Nazi PartyThe Rise of the Nazis:

http://fcit.coedu.usf.edu/holocaust/timeline/nazirise.htm

Origins of the Nazi Party:http://mars.wnec.edu/~grempel/courses/germany/lectures/25naziorigins.html

The Manhattan ProjectHistory of the Manhattan Project:

http://www.atomicmuseum.com/tour/manhattanproject.cfm

The Manhattan Project Homepage:http://www.bergen.org/AAST/manhattan_proj/a_manprj.html

The LuftwaffeThe Luftwaffe: http://www.ww2.dk/Luftwaffe Aircraft Designs:

http://users.visi.net/~djohnson/luft46.html

The USOThe USO Homepage: http://www.uso.org/The USO Troupe of Metropolitan New York:

http://www.usotroupeny.org/

The GestapoSimon Weisenthal Multimedia Learning Center:

http://motlc.wiesenthal.com/pages/t025/t02549.htmlGestapo History:

http://www.us–israel.org/jsource/Holocaust/Gestapo.html

U-BoatsSimon Weisenthal Multimedia Learning Center:

http://motlc.wiesenthal.com/pages/t025/t02539.htmlMany German Submarine Links:

http://www.pbs.org/wgbh/nova/lostsub/resources.html

The WAC’s and WAVE’sWAC/WAVE History:

http://www.lexisnexis.com/academic/guides/womens_studies/womlab.htm

Women in World War Two:http://userpages.aug.com/captbarb/femvets5.html

The Tuskegee AirmenThe Tuskegee Airmen:

http://www.wpafb.af.mil/museum/history/prewwii/ta.htm

The Tuskegee Airmen: A Tribute to my Father:http://www.geocities.com/Pentagon/Quarters/1350/

The NisseiNissei in the Us Army:

http://faculty.rmwc.edu/slockhart/Sanefuji/Webpage2.htm#Military%20Service

The World War Two Internment Timeline:http://www.mtholyoke.edu/~csshort/timeline.html

The FascistsWhat is Fascism?:

http://www.publiceye.org/eyes/whatfasc.htmlItalian Life under Fascism:

http://www.library.wisc.edu/libraries/dpf/Fascism/Home.html

Tojo HidekiTojo: http://www.isd.net/aswanson/ww2his/tojo.htmSimon Weisenthal Multimedia Learning Center;

http://motlc.wiesenthal.com/pages/t078/t07813.html

Erwin RommelRommel’s Biography:

http://www.fortunecity.com/meltingpot/oxford/285/northafrica.htm

More Rommel Information:http://gi.grolier.com/wwii/wwii_rommel.html


The Hall of Fame/Hall of Shame Vocabulary ChartWORLD WAR TWO SPECIFIC VOCABULARY L ISTED BY PARAGRAPH

Two Allied Powers, Hitler, Mussolini, Nazi, Pearl Harbor, Tojo Hideki

Four Claus Von Stauffenberg, Der Fuhrer, Gestapo, Night of the Long Knives

Six Auschwitz, Death Camps, Heinrich Himmler

Ten Imperial Navy

Twelve Rosie the Riveter

Fourteen Black Market, Ration Cards/Coupons

Sixteen Jim Crow Laws, Martial Law, POWs

Seventeen Issei, Nisei, 242nd Regimental Combat Team

CHECKING FOR UNDERSTANDING OF BY PARAGRAPH .

Paragraph TwoPage C2 starts: “The Second World War is still called ‘the last good war’…”Before Reading: “What do you know about World War Two?”1. Have students write the alphabet down the left margin of a page and list

words and/or concepts related to World War Two by letter. When the classhas done this, discuss the terms that they know and terms that they will belearning in the weeks to come. Use this time to clear up misunderstandingsand/or misconceptions.

During Reading:1. Who is described as “aggressors?” Why do you suppose they are given this

description?2. What is the term “fever pitch” being used to describe? Why do you suppose

this was the case?3. Why did the FBI round up the members of the German-American Bund?After Reading:1. Discuss the reasons why World War Two is called “the last good war.” Do

you agree with this appellation? Why or why not?2. Evaluate the reasons for the US entering World War Two. Were these good

reasons?3. What was the reaction of the American people to Pearl Harbor? What would

you have done had you been alive at that time?4. Explain why the government placed Japanese nationals into internment

camps after Pearl Harbor. Do you agree with this policy? Explain youranswer fully.

Additional Text and Skill Connections:Pp. 10-11 of The Forties: A Forties Overview and Introducing the Forties



Paragraph FourPage C3 starts: “In the early years…”Before Reading:1. Who was Hitler?2. What did the Nazi Party represent?During Reading:1. Why is Hitler described as “ruthless”? What does this mean?2. If you are accused of complicity in an assassination attempt, what does this

mean?After Reading:1. Explain why German politicians felt that they could tame and control Hitler.

Were they successful? Explain your answer fully.2. How did Hitler get rid of his political enemies?3. Predict what might have happened to Germany—and the world—if Hitler

had been assassinated.4. The author states, “When the death of Adolf Hitler was announced, the

world very nearly rejoiced…” Do you agree with this statement? Why or whynot?

Additional Text and Skill Connections:Pp. EA-4 to EA –13 and Pp. H-3 to H-8: Exploring History: World War TwoPp. 24 & 25 of The Forties: World Figures & Quotes

Paragraph SixPage C4 starts: “The death toll of the Second World War…”Before Reading:1. How many people do you think died as a result of World War Two?2. How do you think most people were killed in the war?During Reading1. If an estimate is conservative, what does that say about it?2. How could a famine be war-induced?After Reading1. How many soldiers and civilians are estimated to have died in World War

Two?2. List how many people each country lost as a result of World War Two:

a. Soviet Unionb. Chinac. USA

d. Great Britaine. Indiaf. Vietnam

3. How many Jews did the Nazis exterminate? Why did they do it?4. If you were a German citizen and learned what the Nazis were doing to the

Jews, what would you have done about it?Additional Text and Skill Connections:Pp. D-39 to D-41: Exploring History, World War TwoPp. 32 & 33 of The Forties: Casualties and The Holocaust



Paragraph TenPage C5 starts: “The sudden attack at Pearl Harbor…”Before Reading:1. What is a depression? How can the economy be in a depression?2. What happened at Pearl Harbor, Hawaii on December 7, 1941?During Reading:1. What are civilians? How are they different from the military?2. How did the Great Depression cause “deprivation” in the US?After Reading:1. Explain why the US entered World War Two.2. The author states, “For most Americans, especially those who were

fortunate not to have lost a son, brother, husband, or father…it was astirring experience and turned out to be positive.” Answer these questionsabout this sentence:

a. What was a “stirring experience’?b. Why did the experience turn out to be positive for those Americans

who did not experience the loss of a loved one?

Paragraph TwelvePage C6 starts: “Government contracts resuscitated…”Before Reading:1. How do you think women contributed to the war effort?During Reading:2. The author states that government contracts “resuscitated” the economy.

How is the term resuscitated usually used? Why is it being used to describethe US economy during the Great Depression?

3. Who was Rosie the Riveter and how did she “inaugurate” the women’sliberation movement?

After Reading:1. Explain why so many women were forced to join the workforce after the US

entered World War Two.2. Why would government defense contracts “resuscitate” the economy?3. Was there only one “Rosie the Riveter” or were there many? Explain.Additional Text and Skill Connections:D-22 to D-28 and H-12 to H-17: Exploring History: World War TwoP. 37, 40, 41, 42 of The Forties: Life on the Home Front; WAACs, WAVES, andNurses; In The Air; and War Photographer.



Paragraph FourteenPage C7 starts: “There were a few inconveniences…”Before Reading:1. What is rationing?2. Why would the government ration supplies during the war?During Reading:1. Why was there a scarcity of certain items during World War Two?2. Why would some people hoard supplies?After Reading:1. What can you conclude by the fact that meat, tires, gasoline, and sugar

were rationed to civilians during the war?2. Examine this statement from paragraph 14:3. “The scarcity of certain items gave birth to a flourishing black market, and

for the right price anyone could get a choice cut of sirloin steak, a tank ofgasoline, a carton of cigarettes, and even nylon stockings. If there werepeople who cheated and hoarded, there were twice as many who quietly gotalong with what they had and made the most of it, taking pride in doingtheir small part to win the war and get the boys back home.”

a. Which are the facts and which are the opinions in this statement?b. Does it follow that with rationing a black market would be created?

Why?c. How could you develop a way of stopping black market purchases?

Additional Text and Skill Connections:P.39 of The Forties: Rationing

Paragraph SixteenPage C8 starts: “For some Americans…”Before Reading:1. Why were African Americans segregated in American society?2. What do the letters POW stand for?During Reading:1. Why were German POW’s allowed to eat in restaurants while African

Americans were not?2. What is Martial Law? Why was Detroit placed under Martial Law?After Reading:1. Explain how World War Two postponed the granting of civil rights to African

Americans.2. Does it make sense to segregate the army in times of war? How can this

hurt a country’s chances of winning a war?3. Write a letter to President FDR in which you criticize the USA’s treatment of

African Americans during the war. Choose two examples from paragraphsixteen to support your criticism.

Additional Text and Skill Connections:Page 37 of The Forties: Life on the Home Front



Paragraph SeventeenPage C8 starts: “Right after Pearl Harbor…”Before Reading:1. What is internment? Who should be interned? Why?During Reading:1. What is a “gross injustice”? Give an example.2. Would monetary compensation correct a wrong that has been done to

someone? Explain.After Reading:1. Judge the fairness and effectiveness of the policy to intern Japanese

Americans after Pearl Harbor. Could an alternative policy have achieved thesame goals? Explain.

2. The author states, “Neither the Italian Americans nor the GermanAmericans were treated in this fashion.” Yet, many Italian and Germanresident aliens were interned, had their property seized, and werediscriminated against by the US government. Research the treatment ofItalian and German resident aliens from 1942-1945. Note the similaritiesand differences to how their Japanese counterparts were treated by the USgovernment after Pearl Harbor was attacked.

Additional Text and Skill Connections:Pp. G-19 to G-27: Exploring History: World War TwoPp 45: The Forties: Japanese Internment

Sample Timeline Using Inspiration

1345 Pennsylvania Avenue NWWashington, D.C. 20004

Hall of Fame / Hall of Shame Handout

All gave some…some gave allDear ____________________________:

The World War Two Museum and Heritage Foundation is in theprocess of building two new halls: The Hall of Fame and The Hallof Shame. While construction is nearing completion, we arehaving difficulty deciding whom should be placed in whichgallery. We need yor help!

We need you to conduct research about a famous person, group orinvention from World War Two. To participate in this project,you will have to learn about the language and history of theWorld War Two period. You can begin by creating and submitting adictionary of words and phrases you encounter over the course ofthis project. When you complete this task, the real work willbegin!

Over the next few weeks we will ask you to submit research andreports related to your chosen topic. You will write a letter topersuade our screening committee to include your person, groupor invention in either the Hall of Fame or the Hall of Shame. Ifwe find your research convincing, we will ask you to create agraphic organizer or a map, displaying statistical data or apiece of propaganda about your chosen topic.

Finally, if that is accepatable,you will be invited to give amultimedia presentation of your findings to our screeningcommittee.

We know that this will require a lot of work on your part.However, please note that if your work is accepted we willdisplay it in the museum for all of the world to see.

Thank you, and we look forward to your participation in thisendeavor.

Sincerely,

Cornelius J. Van Dunderblonk, President,The WWII Museum and Heritage Foundation

Project Welcome Letter




We are delighted that you have decided to participate in thisresearch project. As stated in our introductory letter, yournomination to our Hall of Fame or Hall of Shame should bewritten in the form of a persuasive letter to our screeningcommittee. Please include the following information in yourletter:

l The name and brief description of your topicl The country of origin of your topicl Leaders (of group) or inventors (of weapons)l Political life, ideals, and/or goalsl Accomplishments, contributions, and/or crimes

Most importantly, your letter should detail in which hall yourperson, group, or invention belongs and an explanation as towhy. Remember, the goal of this letter is to persuade ourscreening committee to accept your recommendations.

It is also important that you conduct in-depth research on thetopic of your choice. Remember to use at least one primarysource in your research about your topic. Please check yoursources for accuracy; we here at the museum require veryaccurate information on which to base our decisions.

As constuction is nearing completion, you must submit your workno later than _______________.

Sincerely,


Assignment Letter #1




Thank you for submitting your nomination for the Hall ofFame/Hall of Shame to the committee. In order to furtherconsider your nomination, we need you to create a graphicorganizer representing something related to this person, group,or invention. You may use the following suggestions or come upwith ones similar in nature:

l A bar/pie/scatter chart that demonstrates statistical data realted toyour topic.

l A timeline that demonstrates significant dates in the life and timesof your topic.

l A graphic organizer of any structure that demonstrates statisticaldata realted to your topic.

l A map demonstrating military expansion.

Please attach a brief written explanation of your visualpresentation and how it is related to the person, group, orinvention you wrote about in your persuasive letter to themuseum. You may express your explanation in a creative format,such as a poem or rap, if you like or you may include a well-prepared piece of artwork.

In addition, we would like you to create an original propogandaposter related to your topic. Your poster should conform to theconventions of World War Two propoganda for either side.

Be as creative and as colorful as possible. Remember: ifaccepted, your work will be displayed in the museum for all tosee! A web page that displays any of the above suggestions willearn your submission special consideration in the museum.

Due to the limitations of time, your submission is due to us nolater than ________________. I look forward to seeing your work.

Sincerely,





All gave some…some gave all

Dear ____________________________:

The work you have done to this point has been exemplary. We arein the final phase of the nomination process. As explainedearlier, we need you to present your research and ideas to ourscreening committee. This will be an opportunity for you todiscuss the work you did, how you did it, the content of yourwork, and your final recommendations. Please include thefollowing items in your presentation:

l What you learned about your topic.l How you conducted your research.l An explanation of the chart, timeline, or other graphic organizer

that you created, what you learned, and what you hope others willlearn, from this information.

l Your recommendations for choosing into either The Hall of Fame or TheHall of Shame and your reasons for this.

Since we are viewing many presentations, we have a limitedamount of time. This means your presentation should take no morethan five to seven minutes. You should prepare a multimediaslideshow of six to eight slides to accompany your presentation.Please include appropriate graphics, pictures, animations and/ormovies to emphasize your research.

Furthermore, you must be prepared to answer questions from thescreening committe. Here are some sample questions that youmight be asked:

l What did you like or dislike most about the person or group youstudied?

l Why doesn’t this person/group/invention belong in the other hall?l If this person or group were still around, would you want to meet

him/her/the members? Why?

Presentations will be held on __________.We look forward toseeing your presentation and we thank you for all your help withthis important project.

Sincerely,



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proudly presents this

CCCEEERRRTTTIIIFFFIIICCCAAATTTEEE OOOFFF EEEXXXCCCEEELLLLLLEEENNNCCCEEEto

for outstanding performance and lasting contribution to the

HHHAAALLLLLL OOOFFF FFFAAAMMMEEE /// HHHAAALLLLLL OOOFFF SSSHHHAAAMMMEEE on this, the day of , .

Cornelius J. Van Dunderblonk, President,The WWII Museum and Heritage Foundation All gave some…some gave all

A Fully Developed Social Studies / Exit Project · Education’s 8th grade Social Studies Exit...

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