Rise of Nationalism Teacher Resources
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Learners respond to two essay questions that require them to consider how the terrorist attacks on 9/11/01 changed the climate of politics in America. They discuss if this change is similar to attacks that occurred after WWII.
An overview of the development of English as a global language fills out these slides. Beginning with statistics regarding how much of the world speaks English and to what capacity, a brief history is then given mostly pertaining to WWII and the spread of American English. Interesting points are made, though some references are not explained. Use in addition to a conversation about globalized English and language development.
"Winning the war will be a national effort." Discover how the United States prepared itself for war from the plan of attack and the dramatic increase in creating military supplies, to the major lifestyle changes the American people adopted to conserve materials.
Young scholars investigate the politics of England by reading historic letters. In this world history lesson, students research the Conservative British Government during the beginning of World War II. Young scholars examine an authentic letter from Foreign Secretary Anthony Eden to Prime Minister Neville Chamberlain.
Young scholars role play as advisors to the Senate Select Committee on Intelligence to study all aspects or terrorism. They decide where the next terrorist attack come from and when it occur.
Students analyze and discuss price changes between 1944 and the present. They compare annual salaries, calculate the percentage of increase for various items, complete a worksheet, and discuss price changes over time.
Sixth graders study the life in Jewish ghettos during World War II and learn about tolerance and compassion. For this WWII lesson, 6th graders discuss Jewish ghettos but with a mistreatment of the kids with stickers to signify the Jewish experience of the time. Students complete a KWLS chart about concentration camps and read the poem "I Never Saw a Butterfly." Students watch a video about life in concentration camps.
The class receives background information on NATO, an atlas, and a blank world map. They color the original 1949 countries in red, the 1952 additions in green, and the 1990 additions in blue. This exercise would be a good starting point for teaching a lesson on post WWII politics.
Learners read a copy of Truman's press release regarding the atomic bomb. They answer a series of factual questions regarding the press release. They discuss the press release and then follow up with answering more in depth questions about the atomic bomb and WWII.
Students use maps, readings, drawings and photos to research the World War II Battle of Attu. They explain the importance of the battle, discuss the valor and loyalty of both American and Japanese troops and analyze sources of historical information.
Learners examine several primary source documents related to the Japanese internment camp at Heart Mountain, Wyoming. They write an essay about Heart Mountain and explore the concept of restitution to Japanese-Americans.
Sixth graders read Under the Blood Red Sun (UBRS), V is for Victory (V), and Number the Stars(NS). They examine WWII through the eyes of Japanese, Danish, and American students and complete at least two projects: a radio broadcast and a powerpoint.
Young scholars explain how the Civil War and Reconstruction both solved and created problems for our nation. They study how Reconstruction caused a further decline in relations between the North & South and how racism has been and is existent in the U.S. from slavery through the present.
Students read and analyze newspaper accounts of Holocaust-related items in various WWII newspapers. They discuss the physical placement of Holocaust-related news items to other news items in the same paper.
Students visit two sites about World War II. These sites show how war can impact a nation and how people have coped with life during years of war. Particular attention is paid to how the media covers the current war in Iraq.
Students identify, describe and discuss the reasons why Japanese-Americans were placed in internment camps and what life was like at these camps. Then they write an unsent letter to a family member on the East Coast describing their life in the internment camp. Finally, students respond to whether the US was or was not justified in enacting a policy of interning Japanese-American during WWII.
How did the second world war begin? The presentation first looks at the political climate that led to WWI and the effects of that war. Then, it describes the reason Hitler was able to take hold of Germany after WWI and prior to WWII. The slide show ends with an account of what happened on September 3, 1939. An appropriate resource for learners in grades 5 - 7.
What makes a World War? As it sounds, it's a war in which the world is involved. This presentation really defines the struggles, invasions, and conflicts that occurred all over the globe at the dawn of the Second World War. It describes the sociopolitical situations that led to multiple invasions in various areas as conducted by Japan, Italy, and Germany. A classroom must-have for teaching history.
Students analyze human rights in the international community. In this human rights lesson, students explore the United Nations, and the Declaration of Human Rights. Students read about Aung San Suu Kyi and watch a video about human rights. Students analyze Kyi's writing and write a short speech addressing the United Nations.
With a combination of images, maps, and valuable information, this presentation is a strong resource for a history class that is coming out of a WWII unit and into a Cold War unit. Some points are outlined for students, while others are referenced only as images and depend on teacher and class discussion to be substantiated. The breadth of this slideshow lends well to use throughout a long-term unit, to be taken out when certain topics arise.