Unit:

American History Unit 7: World War II (1939-1945)







Ascension Parish Comprehensive Curriculum

Concept Correlation

Unit 7: World War II (1939-1945)

Time Frame: Regular 4.5 weeks; Block 2.25 weeks

Big Picture:

 The Treaty of Versailles and the conditions in Europe following World War I caused World War II.

 Despite isolationist attitudes and policies, the U.S. still provided assistance to the Allied Powers.

 The attack on Pearl Harbor caused the U.S. to enter World War II.

 World War II had a significant political, social, and economic impact on the U.S. home front

 Fears on the U.S. home front resulted in restrictions of the civil liberties.

 Extreme nationalism and Social Darwinism influenced Nazi ideologies which led to the Holocaust.

 Several major events, issues, and turning points impacted the Allied victory during World War II.

Guiding Questions Activities GLEs Assessed GLEs

Concept 1: WWII Activity 50: The

Rise of 6 Analyze the point of view of an historical

1. What acts of aggression Totalitarian 7, 38 figure or group in U.S. history (H-1A-H2)

caused World War II? Dictators (Analysis)

(GLE 38) GQ

Activity 51: 9 Evaluate and use multiple primary or

2. What foreign policies did secondary materials to interpret historical

Political and

the United States follow facts, ideas, or issues (H-1A-H3) (Analysis)

Economic 7, 9, 38,

prior to entering World War Systems in 39

II? (GLE 39) 13 Analyze source material to identify

Conflict

opinion or propaganda and persuasive

GQ

3. What caused the United techniques (H-1A-H4) (Analysis)

States to enter World War Activity 52: Acts

II? (GLE 39) 7, 9, 14, 14 Interpret a political cartoon depicting an

of Aggression historical event, issue, or perspective (H-1A-

18, 38

GQ H4) (Analysis)

4. What were the major

events and turning points of 2, 7, 9,

World War II? (GLE 40) Activity 53: 38 Describe the conditions that led to the

American Foreign 14, 18, outbreak of World War II (H-1B-H13)

Policy 38, 39 (Comprehension)

5. What impact did World

War II have on the United GQ

States home front? (GLE 39 Describe the events that led the United

41) States into World War II (H-1B-H13)

Activity 54: Pearl 7, 9, 18, (Comprehension)

Harbor 39

6. What role did Social

Darwinism play in Nazi GQ 40 Describe the course of World War II,

ideology and the including major turning points and key

Holocaust? (GLE 40) Activity55: Key strategic decisions (H-1B-H13)

Military Actions 7, 9, 15, (Comprehension)

and Turning 18, 40

7. What was the outcome of

World War II? (GLE 41) Points 41 Describe the effects of World War II on

GQ the U.S. home front and Europe, including

8. Can students analyze the the Holocaust (H-1B-H13) (Comprehension)

40

point of view of an Activity56:

historical figure or group in Military Leaders

U.S. history? (GLE 6) GQ

7, 9, 18,

9. Can students evaluate Activity57: 40

and use multiple primary or Wartime

secondary materials to Conferences



64

American History – Unit 7

American History Unit 7: World War II (1939-1945)





interpret historical facts, GQ 6, 7, 9, Reflections

ideas, or issues? (GLE 9) 41

Activity 58: The

10. Can students distinguish U.S. Home Front

between opinion, GQ 6, 7, 9,

propaganda, and persuasive 41

techniques? (GLE 13) Activity 59:

Japanese

11. Can students interpret a Internment 6, 7, 9,

political cartoon depicting a GQ 13, 41

historical event, issue, or

perspective? (GLE 14) Activity 60:

World War II

Propaganda 9, 11,

GQ 40, 41



Activity 61:

Decision to Drop

the Bombs 2, 3, 6,

GQ 7, 9, 13,

15, 40,

Activity 62: 41

World War II and

the Holocaust 2, 3, 7,

GQ 9, 41



Activity 63: Post

War Trials 41

GQ



Activity 64:

Aftermath of

WWII

GQ









65

American History – Unit 7

American History – Unit 7

Unit 7 - World War II



GLEs

*Bolded GLEs are assessed in this unit



6 Analyze the point of view of an historical figure or group in U.S. history (H-1A-

H2) (Analysis)

7 Analyze or interpret a given historical event, idea, or issue in U.S. history (H-1A-H2)

(Analysis)

9 Evaluate and use multiple primary or secondary materials to interpret historical

facts, ideas, or issues (H-1A-H3) (Analysis)

11 Propose and defend alternative courses of action to address an historical or

contemporary issue, and evaluate their positive and negative implications (H-1A-14)

(Evaluation)

13 Analyze source material to identify opinion or propaganda and persuasive

techniques (H-1A-H4) (Analysis)

14 Interpret a political cartoon depicting an historical event, issue, or perspective

(H-1A-H4) (Analysis)

15 Interpret or analyze historical data in a map, table, or graph to explain historical

factors or trends (H-1A-H4) (Analysis)

18 Analyze causes and effects in historical and contemporary U.S. events, using a

variety of resource (H-1A-H6) (Comprehension)

38 Describe the conditions that led to the outbreak of World War II (H-1B-H13)

(Comprehension)

39 Describe the events that led the United States into World War II (H-1B-H13)

(Comprehension)

40 Describe the course of World War II, including major turning points and key

strategic decisions (H-1B-H13) (Comprehension)

41 Describe the effects of World War II on the U.S. home front and Europe,

including the Holocaust (H-1B-H13) (Comprehension)









American History-Unit 7-World War II (1939-1945) 66

American History – Unit 7

Content Based Guiding Questions: Key Terms and Concepts:

 What acts of aggression caused World  Acts of Aggression

War II? (GLE 38)  Alliance

 Allied Powers

 What foreign policies did the United  Anti-Semitism

States follow prior to entering World  Appeasement

War II? (GLE 39)  “arsenal of democracy”

 Atomic bomb

 What caused the United States to enter  Axis Powers

World War II? (GLE 39)  Battle of Britain

 Battle of the Bulge

 What were the major events and turning  Battle of Leyte Gulf

points of World War II? (GLE 40)

 Battle of Midway

 Battle of Stalingrad

 What impact did World War II have on

the United States home front? (GLE 41)  Blitzkrieg

 Cash and Carry

 What role did Social Darwinism play in  Concentration camp / Extermination

Nazi ideology and the Holocaust? (GLE Camp

40)  D-Day / Invasion of Normandy /

Operation Overlord

 What was the outcome of World War  Destroyers for Bases

II? (GLE 41)  Communism

 Executive Order 9066

 Extreme Nationalism

Skills Based Guiding Questions:  Fascism

 Can students analyze the point of view  Final solution

of an historical figure or group in U.S.  GI Bill

history? (GLE 6)  Geneva Convention

 Genocide

 Can students evaluate and use multiple  Ghetto

primary or secondary materials to  Holocaust

interpret historical facts, ideas, or  Home front

issues? (GLE 9)  Internationalism

 Internment Camp

 Can students distinguish between  Kamikaze

opinion, propaganda, and persuasive

 Kristallnacht

techniques? (GLE 13)

 Isolationism

 Japanese Internment

 Can students interpret a political

 Korematsu v United States

cartoon depicting a historical event,

issue, or perspective? (GLE 14)  Nazism

 Neutrality Acts

 Lend Lease

 Luftwaffe

 Manhattan Project

 Militarize / Militarization

 Munich Conference

 National Expansion

American History-Unit 7-World War II (1939-1945) 67

American History – Unit 7

 Nazi

 Nisei

 Non Aggression Pact

 Nuremberg Trials

 Pearl Harbor

 Propaganda

 Racial Purification

 Rationing

 Rosie the Riveter

 Royal Air Force

 Selective Service Act

 Social Darwinism

 Tokyo Trials

 Totalitarian

 Treaty of Versailles

 USS Arizona

 United Nations

 VE Day

 VJ Day



Key Historical Figures:

 Neville Chamberlain

 Winston Churchill

 Charles de Gaulle

 Dwight Eisenhower

 Emperor Hirohito

 Adolf Hitler

 Benito Mussolini

 Douglas MacArthur

 Chester Nimitz

 J Robert Oppenheimer

 George Patton

 Erwin Rommel

 Franklin Roosevelt

 Joseph Stalin

 Hideki Tojo

 Harry Truman

Assessment Ideas: Resources:

 Children’s Book  Children’s Books

 Diary  Maps

 Graphic Organizer  Primary and Secondary Sources

 Journal  Political Cartoons

 Political Cartoon  Photographs

 Propaganda Poster  Propaganda Posters and Cartoons

 Scrapbook  Video Clips

Instructional Activities



American History-Unit 7-World War II (1939-1945) 68

American History – Unit 7

Activity 50: The Rise of Totalitarian Dictators (GLEs: 7, 38)

(Note: the election of 2050 portion of this activity is also in Unit 7 of the World History curriculum)

Provide students with the following scenario:

It is the year 2050 and the United States has just lost World War III. Due to the loss the U.S. has

been forced to give up California, New Mexico, and Arizona. The U.S. military power has been

stripped away and international peace keeping forces are controlling our Great Lakes region. We

are no longer allowed to have any nuclear weapons nor a Marine Corps and the Army and Navy

have been extremely limited. In addition, the U.S. is forced to pay $100 trillion dollars to the

winning side leaving our economy very weak.

Have students consider the following questions:

 What problems exist in the U.S. following WW III?

 What qualities would you look for in a presidential candidate after WW III?

 What actions would you support in order to solve the problems in the U.S.?

Provide students with the following candidate profiles:

Candidate #1 Candidate #2 Candidate #3 Candidate #4

(actually Paul Von (actually Theodor (actually Ernst Thaelman) (actually Adolf Hitler)

Hindenburg) Duestenberg)

 Age: 85  Age: 57  Age: 46  Age: 43

 Background:  Background:  Background:  Background:

 Incumbent president  Former army officer  Professional  Decorated veteran of

 Decorated war politician the war.

veteran

 Platform:  Platform:  Platform:  Platform:

 Dislikes the terms of  Believes that the  Believes that the key  Believes that

the peace treaty but U.S. should defy the to becoming a Candidate 1 betrayed

believes that the terms of the peace successful world the country by

U.S. should follow treaty and rebuild the power again is to accepting the terms of

all of the terms to military. adopt communism the treaty.

avoid another  Believes that the and a totalitarian  Believes that the U.S.

conflict. government should dictatorship. must rebuild the

 Believes that tax be run by the army  Believes that the U.S. military and take back

cuts should be given and the upper class should not focus its our lost lands.

to the rich to because they are current efforts on  Wants to decrease

stimulate the superior to the rebuilding the immigration.

economy. average person. military.

Have the students to vote. Students will likely overwhelmingly vote for candidate 4. Use the 2050

election activity to help students understand Hitler’s rise to power in Germany.

Have students consider the following questions:

 What political, social, and economic conditions led to the rise of totalitarian dictators in

Germany, Italy, Japan, and the Soviet Union?

 What were the goals and ideologies of the totalitarian dictators in these countries?

Have students read the book or view the cartoon Yertle the Turtle by Dr. Seuss and ask them to

consider the following questions:

 What political system does Yertle establish?

 What are Yertle’s goals as a leader?

 What impact does this form of government have on Mack and the other turtles?

Extend the activity by having students create their own children’s book or about one of the

totalitarian dictators that came to power during the 1930s.

Activity 51: Political and Economic Systems in Conflict (GLEs: 7, 9, 38, 39)

Provide students with information via class discussion and/or primary and secondary sources on

American History-Unit 7-World War II (1939-1945) 69

American History – Unit 7

political and economic systems in the U.S., Germany, Great Britain, Italy, Japan, and the Soviet

Union during the World War II era.

Have students complete a graphic organizers like the ones below in which they identify the

characteristics of the political and economic systems.

Political Systems

Totalitarian Dictatorship Constitutional Monarchy Representative

Democracy

Characteristics

Nations



Economic Systems

Communism Socialism Capitalism

Characteristics

Nations

Have students consider the following questions:

 What are the characteristics of each political and economic system?

 Compare and contrast the political and economic systems.

 Why might the differences between the political and economic systems cause tension?

Activity 52: Acts of Aggression (GLEs: 7, 9, 14, 18, 38)

Provide students with information via class discussion and/or primary and secondary sources on

the acts of aggression that increased tension in Europe and Asia and lead to World War II? (e.g.,

extreme nationalism, militarism, alliances, imperialism) as well as the partnerships formed by the

totalitarian dictators (e.g., Rome-Berlin Axis Pact / “Pact of Steel,” Rome-Berlin-Tokyo Axis

Pact / Tripartite Pact, Non-aggression pacts).

Have students consider the following questions:

 How did members of League of Nations initially respond to the acts of aggression? (e.g.,

appeasement, Munich Conference / Munich Pact)

 What post World War I conditions likely caused them to respond in this way?

 What act of aggression caused Great Britain to declare war on Germany?

Have students read the book If You Give a Mouse a Cookie, If You Give a Pig a Pancake, or If

You Give a Moose a Muffin and ask them to consider the following questions:

 How does the child in the story respond to the animal’s requests? (appeasement)

 Was it an effective strategy? Why or why not?

 Was appeasement an effective strategy with Germany?

Provide students with political cartoons to analyze on acts of aggression, the non-aggression pact,

appeasement, etc... Have students analyze the features of the cartoon (e.g., symbolism, captions /

labeling, exaggeration / distortion, irony, and analogy) as well as the point of view of the

cartoonist, the overall message of the cartoon, and/or the specific historical event or policy being

illustrated in the cartoon. Extend the activity by having students create their own political cartoon

about on the acts of aggression leading to the outbreak of World War II.

Political cartoons on World War II may be found at the following websites:

http://orpheus.ucsd.edu/speccoll/dspolitic

http://www.loc.gov/rr/print/swann/herblock/dove.html

Activity 53: American Foreign Policy (GLEs: 2, 7, 9, 14, 18, 38, 39)

Provide students with information via class discussion and/or primary and secondary sources on



American History-Unit 7-World War II (1939-1945) 70

American History – Unit 7

U.S. foreign policy from 1935 to 1941 (e.g., isolationism and neutrality, Neutrality Acts, Cash

and Carry, Destroyers for Bases, Lend Lease).

Have students consider the following questions:

 Why did the United States move from isolationism to internationalism?

 Compare the U.S. foreign policy prior to its entrance into World War II with U.S. foreign

policy prior to its entrance into World War I.

 What risks was the United States taking as it moved from isolationism to

internationalism?

 Why was the United States referred to as the “arsenal of democracy”?

Have students analyze political cartoons from the era depicting U.S. foreign policy prior to its

entrance into World War II. Have students analyze the features of the cartoon (e.g., symbolism,

captions / labeling, exaggeration / distortion, irony, and analogy) as well as the point of view of

the cartoonist, the overall message of the cartoon, and/or the specific historical event or policy

being illustrated in the cartoon.

Extend the activity by having students create and analyze their own political cartoon on U.S.

foreign policy prior to its entrance into World War II.

Information about American foreign policy before and during World War II may be found on the

following websites:

http://www.teachingamericanhistory.org/churchill/lessonplans/

http://www.propagandacritic.com/

http://www.claudepepperfoundation.org/news_cartoons.cfm

The following websites provide excellent lessons on the use of political cartoons in the

classroom:

http://www.harpweek.com/

http://www.cagle.com/teacher/

http://www.makebeliefscomix.com



Activity 54: Pearl Harbor (GLEs: 7, 9, 18, 39)

Provide students with information via class discussion and/or primary and secondary sources on

the Japanese attack on the U.S. naval base at Pearl Harbor on December 7, 1941.

Allow students to listen to Franklin Roosevelt’s speech to Congress following the attack and/or

view clips from the movie Pearl Harbor or Tora Tora which depict the attack on Pearl Harbor.

Have students consider the following questions:

 Why did the Japanese attack the U.S.?

 FDR proclaimed that December 7, 1941 would be “a date which will live in infamy.” Why

did FDR refer to this date in this way?

 Compare and contrast December 7, 1941 to a contemporary date also living in infamy—

September 11, 2001.

Audio and video clips may be found at the following website:

http://www.presidency.ucsb.edu/mediaplay.php?id=16058&admin=32

Activity 55: Key Military Actions and Turning Points (GLEs: 7, 9, 15, 18, 40)







American History-Unit 7-World War II (1939-1945) 71

American History – Unit 7

Provide students with information via class discussion and/or primary and secondary sources on

major military actions in the Atlantic and Pacific theaters during WW II. Sources should

including maps, firsthand accounts, and movie clips (e.g., Enemy at the Gates, Patton, Band of

Brothers, Saving Private Ryan, The Pacific, etc)

Have students use the information to complete a chart like the one below.

Military Action Theater What were the What strategies What was the

primary goals of were used during outcome of the

the military action? the military military action?

action?

Battle of

Stalingrad

Battle of the

Atlantic

Operation Torch

Italian Campaign

Operation

Overlord

Battle of the

Bulge

Doolittle Raid

Battle of Midway

Battle of the

Leyte Gulf

The following websites contain maps for this activity:

http://www.lib.utexas.edu/maps/historical/history_ww2.html

http://www.mapsofworld.com/world-maps/world-war-ii-map.html

http://www.johnaugustmusic.com/travel/271101.html



Activity 56: Military Leaders (GLE: 40)

Provide students with information via class discussion and/or primary and secondary sources on

important WWII military leaders (Marshall, Eisenhower, MacArthur, Patton, Nimitz,

Montgomery, and de Gaulle). Have students use the information to complete a 3-column chart

like the one below.

World War II Military Leaders

Leader Country Theater/military role

Marshall

Eisenhower

Patton

Nimitz

MacArthur

Montgomery

DeGaulle

Rommel

Activity 57: Wartime Conferences (GLEs: 7, 9, 18, 40)

Provide students with information via class discussion and/or primary and secondary sources on



American History-Unit 7-World War II (1939-1945) 72

American History – Unit 7

Allied wartime conferences during World War II (e.g., Atlantic Charter 1941, Casablanca

November 1942, Yalta February 1945, Potsdam July 1945):

Have students use the information to complete a graphic organizer like the one below.

Date Conference Countries Purpose Impact

Involved

1941 Atlantic Great Britain Set goals for Later, it became known

Charter United States fighting World as “A Declaration of the

War II; nations United Nations,” when

joined together to 26 nations signed a

fight the Axis similar agreement.

Powers These nations united to

fight against the Axis

Powers.





Activity 58: The U.S. Home Front (GLEs: 6, 7, 9, 41)

Provide students with information via class discussion and/or primary and secondary sources on

effects of World War II on the home front. Sources should include firsthand accounts,

photographs, songs, poems, and video clips (e.g., The War a PBS documentary produced by Ken

Burns).

Topics should include:

 Changing role of women

 Financing the war (e.g., war bonds, taxes)

 Increased government intervention and regulation (e.g., converting industries to war

time production, diverting resources to war industries, wage and price controls)

 Mandatory rationing

 Military build-up (e.g., enlistment, selective service)

 Voluntary conservation efforts (e.g., planting victory gardens)

 War industries (e.g., Higgins Boats)

Extend the activity by having students create a journal, diary, or scrapbook from the perspective

of an individual living on the home front during World War II.

The following websites offer collections of information and ideas for simulations and activities:

 http://library.thinkquest.org/15511/

 http://www.teacheroz.com/WWIIHomefront.htm

 http://www3.bfn.org/t/tvh.bfn.org/

 http://www.eyewitnesstohistory.com/w2frm.htm

 http://www.nationalww2museum.org








Activity 59: Japanese Internment (GLEs: 6, 7, 9, 41)







American History-Unit 7-World War II (1939-1945) 73

American History – Unit 7

Provide students with information via class discussion and/or primary and secondary sources on

Japanese internment in the U.S. during World War II. Sources should include excerpts from

Executive Order 9066 and Korematsu v. United States, firsthand accounts, photographs, and

video clips (e.g., The War a PBS documentary produced by Ken Burns).



Have students consider the following questions:

 What was the purpose of Executive Order 9066?

 Why were the U.S. government and civilians suspicious of Japanese individuals

(citizens and non-citizens) living in the United States?

 What were the conditions in the internment camps?

 How did the United States government justify the internment of the Japanese during

World War II?

 What political, social, and economic impact did internment have on Japanese

individuals?

 Were Japanese individuals ever compensated by the U.S. government for the losses

they incurred during internment?

 Do you think that the U.S. government was justified in its actions?



Activity 60: World War II Propaganda (GLEs: 6, 7, 9, 13, 41)



Provide students with U.S. World War II propaganda to analyze. Propaganda should include

posters, cartoons (e.g., Blitz Wolf, Education for Death, De Feurhers Face, Herr Meets Hare,

Bugs Bunny Nips the Nips, Out of the Frying Pan and Into the Fire, etc), and film clips (e.g.,

Why We Fight).



Have students analyze the features of the posters (e.g., symbolism, slogans,

emphasis/exaggeration/distortion, stereotypes, and analogy) as well as the primary purpose of the

poster, intended audience for the poster, and the overall effectiveness of the poster.

Have students analyze the cartoons and film clips. Ask students to determine the primary purpose

of the cartoons or film clip, intended audience for the cartoons or film clip, and the overall

effectiveness of the cartoons or film clip.

Extend the activity by having students create their own propaganda poster, cartoon or film clip

about World War II.

Websites that contain WW II propaganda posters include:

 http://images.library.uiuc.edu:8081/cdm4/results.php?CISOOP1=any&CISOFIELD1=CIS

OSEARCHALL&CISOROOT=/tdc&CISOBOX1=World&CISOSTART=11,201

 http://www.library.northwestern.edu/otcgi/digilib/llscgi60.exe?QUERY=jpeg®ION=

M8561Z&db=2&SIZE=10&SORTBY=M260C

 http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_home.ht

ml

Extend the activity further by having students analyze propaganda created by the Axis Powers

during World War II. Then have them compare and contrast U.S. propaganda with propaganda

created by the Axis Powers.



Activity 61: Decision to Drop the Bombs (GLEs: 9, 11, 40, 41)





American History-Unit 7-World War II (1939-1945) 74

American History – Unit 7

Provide students with information via primary and secondary sources on the U.S. decision to drop

the atomic bombs on Japan.



Have students create a graphic organizer listing reasons supporting the use of the atomic bombs

and reasons opposing the use of the atomic bombs.



Ask students to propose and defend alternative solutions to ending the conflict in the Pacific

Theater other than dropping the atomic bombs.



Activity 62: World War II and the Holocaust (GLEs: 2, 3, 6, 7, 9, 13, 15, 40, 41)



Provide students with information via class discussion about the Holocaust. Discuss the

following:

 What was the Holocaust?

 What groups were considered undesirable and therefore targeted by the Nazis?

 How did the Nazis justify the actions taken against “undesirables”?

 What role did Social Darwinism play in Nazi ideology and the Holocaust?



Have students analyze primary and secondary sources about the Holocaust. Sources may include

the Nuremberg Laws, firsthand accounts (e.g., excerpts from Night by Elie Wiesel, Because of

Romek by David Faber, I Have Lived a Thousand Years by Livia Britton-Jackson, etc),

photographs, the works of Jewish artists, musicians, and writers in the Theresienstadt

concentration camp, propaganda, and video clips (e.g., Band of Brothers, The Pianist, Schindler’s

List, Escape from SobiBor, etc).



Have students consider the following questions:

 What political, social, and economic impact did the Nuremberg Laws have on Jewish

individuals?

 Compare and contrast Japanese internment in the U.S. to actions taken against Jews in

Germany and German occupied territories.

 Were the Allies aware of the persecution of the Jews? Could the Allies have prevented the

Holocaust?

 What long term impact did the Holocaust have on international law? (e.g., Geneva

Convention)

 Compare and contrast other historical periods or historical conflicts in terms of similar

issues and actions as they compare the Holocaust to similar events in other parts of the

world (e.g., the Turks’ purge of the Armenians in1916, Stalin’s purges of opponents in the

1930s, the Serbs’ purge of the ethnic Albanians in the 1990s, or genocide in western

Sudan’s Dafur in the 2000s).



Extend the activity by having students write two newspaper articles that could have appeared in

Europe at that time: one from the perspective of German citizens who chose to tolerate/support

this systemic brutality and one from the perspective of those who chose to work in the

“underground” to save/hide the oppressed.



Resources can be accessed at the U.S. Holocaust Memorial Museum online at www.ushmm.org .



Activity 63: Post War Trials (GLEs: 2, 3, 7, 9, 41)



American History-Unit 7-World War II (1939-1945) 75

American History – Unit 7

Provide students with information via class discussion and/or primary and secondary sources on

the Nuremburg Trials and Japanese War Trials.



Have students consider the following questions:

 What actions were taken with German and Japanese war criminals?

 What impact did the trials have on future war time trials?

 Compare and contrast post World War II trials to similar trials after recent conflicts (e.g.,

the trials of Slobodan Milosevic, Manuel Noriega, and Saddam Hussein).



Activity 64: Aftermath of WWII (GLEs: 41)



Provide students with information via class discussion and/or primary and secondary sources on

the aftermath of WWII (e.g., occupation of defeated powers, formation of United Nations, G.I.

Bill/Servicemen’s Readjustment Act).



Have students create cause and effect graphic organizers to explain or analyze the impact of

World War II on various countries and/or groups.









Sample Assessments





American History-Unit 7-World War II (1939-1945) 76

American History – Unit 7

General Guidelines



 Students should be monitored on all activities via teacher observation, report writing, class

discussion, and journal entries.

 Teachers should use a variety of performance assessments to determine student

understanding of content.

 Teachers should select assessments that are consistent with the types of products that

result from the student activities.

 Teachers should develop a scoring rubric collaboratively with other teachers or students.





General Assessments



 Have students create a children’s book about a totalitarian dictator during the World War

II era.

 Have students create political cartoons on acts of aggression and/or U.S. foreign policy

during World War II.

 Have students create a journal diary, or scrapbook about life on the home front during

World War II.

 Have students create a propaganda poster encouraging civilians to support the war effort

during World War II.









American History-Unit 7-World War II (1939-1945) 77

American History – Unit 7





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Feedback Form

This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.







Concern and/or Activity Changes needed* Justification for changes

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* If you suggest an activity substitution, please attach a copy of the activity narrative formatted

like the activities in the APCC (i.e. GLEs, guiding questions, etc.).







American History-Unit 7-World War II (1939-1945) 78