World War II Battles Teacher Resources

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Students employ primary resources to investigate the rise and decline of a canteen in World War II. The significance of volunteerism and the use of the railroad for troop transportation are examined.
Students explore the final events and end of World War II. They examine the community impact of such events as the dropping of the dropping of atomic bombs, and President Roosevelt's death. Students prepare a presentation.
Middle schoolers explore U.S. history by viewing a video clip in class. In this World War II lesson, students read assigned text from their history books about the U.S. Allies in the war. Middle schoolers view the intro to "Saving Private Ryan" create class poster presentations about the WWII battles.
Sixth graders explore civil unrest by researching the Civil War. For this famous wars lesson, 6th graders research the terms of the Civil war and discuss the vast differences between it and World War II. Students view video footage discussing the war and complete worksheets demonstrating their research capabilities.
Students analyze a "top secret" document written by Eisenhower. They identify and chart cliches for those about to go into battle and read related poetry. They invite a veteran to describe the D-Day invasion.
Fifth graders explore World War II by researching the Nazis. In this propaganda instructional activity, 5th graders discuss the role America played in World War II and how both Germans and Americans were subjected to propaganda. Students utilize a T-chart to analyze the differences between German and American propaganda.
In this World War II worksheet, students view a PowerPoint presentation on the war and then respond to 122 short answer questions about the content of the presentation. The PowerPoint presentation is not included with this worksheet.
In this online interactive history worksheet, students respond to 21 matching questions regarding World War II. Students may check their answers immediately
Students respect and appreciate the challenges people faced during World War II. They develop the different perspectives on race during WWII. Students develop that the nation's actions may not exemplify a nation's stated ideals. Students focus on the historical interpretation and the change over time.
Was the internment of Japanese-Americans during World War II constitutional? Who was more American: Japanese-Americans who dissented against the internment or those who supported the war effort? Class members do a close reading of primary and secondary source materials to prepare for a Socratic seminar on these questions. The packet includes a rich assortment of primary and secondary source documents.
Eleventh graders investigate Truman's decision to use the atomic bomb. In this World War II lesson, 11th graders read and discuss articles regarding the use of the bomb (the articles are not included). Students then participate in an informal debate of the issue.
What have US-Japanese relations been like since the conclusion of World War II? Why do some commentators identify Japan's postwar years as a subordinate independence? Invite your young historians to research Japan's status in the world community following the end of an era of Japanese imperialism, as well as Japan's subsequent political and economic development as a nation.
Students examine the significance of Midway during World War II. They read first-hand accounts of the Battle of Midway, write a description of the course of the battle, explore various websites, and research local war memorials.
Learners read letters written by soldiers during World War II in order to analyze the soldier's feelings about the war. They explain how these primary sources teach appreciation for the World War II soldier's experiences.
Students study the geography of the Pacific theater of World War II. They study maps to examine the geography and features of the land.
High schoolers discuss amendments of the Constitution that cover due process and discuss them in relation to the play "The White Line". They determine how national security measures conflict with the issues of due process during wartime. They appreciate how World War II affected ethnic Italians in the United States.
Students define freedom of the press in peace and war time. As a class, they identify the need for the public to be informed, but discuss where the line should be drawn to protect national security. They develop their arguments and participate in a mock trial simulation.
High schoolers examine the varying attitudes and experiences faced by those during World War II. After watching a clip from "The War", they work together in groups to discuss different perspectives of the same battle. They also examine how soliders must change their thinking in order to kill day after day in a combat situation.
Young scholars examine the attack on Pearl Harbor and how it changed the history of the United States. After watching a video from "The War", they discuss the characteristics of a "just war" and identify the laws in international warfare. They read FDR's speech declaring war on Japan and discuss how it affected the public.
Students write their responses to five questions about their home town. After watching an excerpt from "The War", they work together in groups to identify the characteristics of the four towns in the movie into a graphic organizer. They discuss the various activities and challenges each town faced.