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Two World Wars
By: Sara P. Chavarria

Time: Total time: 9-11 days.
Intro: 40 minutes
World War 1 + propaganda: 3 days
World War 2 + propaganda: 4 days
Matrix: 1 day
Prep Time: -If choose to do so photocopy Handouts 1, 2a, 2b, and 3 or have students create files in computer. If students work on own file in computer they will print the final copy with answers to turn in.
-Photocopy Handout 4 for each student.
-Reserve computer room: once for WW1 research and once for WWII research.
-Reserve library: for WW1 research and once for WWII research.
Materials: - Handout 1- WWI questions
- Handout 2a – WWI Propaganda analysis sheet
- Handout 2b – WWII Propaganda analysis sheet
- Handout 3 – WWII questions
- Handout 4 – Compare Wars using Matrix
- Internet access for Propaganda Posters and questions or else Teacher must print images to photocopy for student use.
- Use of the computers for typing and saving work
- Library access for research

 

Abstract
The purpose of this lesson is to help students to understand that in order for them to form an opinion of a situation they must first apprise themselves with the facts in order to better defend their opinion. By exploring the two global wars that have already taken place (World War I and World War II), the students will be able to transfer their understanding of what war is and try to make sense of it in a real-case situation in which there are warring factions, with the potential for human atrocities being committed. The student should be able to form an educated opinion from real facts and their general understanding of warfare and destruction

Teacher Background
The teacher must be familiar with three topic categories: Resource Use (addressed in the 1st quarter), what war is (Materials provided), and World Wars I and II (Use SOS Teacher Aide for additional information).

Objectives
-Students will use online resources to research leaders, causes, effects, and technology of both World Wars and synthesize this information in a comparison matrix.
-Students will analyze propaganda materials for both World Wars for overt and subversive messages and write an analysis.

Standards (NCHS)
NCHS Era 8: A Half-century of crisis and achievement, 1900- 1945.
Standard 2: The causes and global consequences of World War I.
Standard 4: The causes and global consequences of World War II.
Standard 5. Major global trends from 1900 to the end of World War II.

NCHS Era 9: The 20th century since 1945: Promises and Paradoxes.
Standard 1: How post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up.
Standard 2: The search for community, stability, and peace in an interdependent world.
Standard 3: Major global trends since World War II.

NCHS Historical Thinking Skills 1-A, 1-E, 2, 3-B, 3-C, 3-E, 3-F, 3-G, 4-B, 4-C, 4-D, 5-E, 5-F


Resource Websites

SOS Teacher Aide: http://www.bbc.co.uk/schools/sosteacher/browse/ks4_history.shtml

 

 

Activity
Anticipatory Statements: Why study WWI and WWII? What role did propaganda have in aiding the war efforts? What is genocide?

Days 1-3
a- Intro War Case studies: WWI & WWII – brief background statistics, dates, and Assignment Instructions

b- WWI research

Option 1-Lecture: Teacher uses the timeline we developed to address the course of the war – a mini lecture. Throughout the timeline there will be questions that can be introduced. At the end of this timeline review, students are asked to answer those questions. There will be a separate printable list of questions. Use handouts as guides to fill in and record information.

OR

Option 2- No lecture: Have students individually go through the WWI project timeline in a computer center. Each question will have links to sites that will help them answer the questions.
- Handouts 1 and 2a
- and Instructions/activities. (link)

Research Option 1: Using the class textbook and library resources to conduct individual research in order to learn details about the First World War by answering the questions found after the WWI project timeline. As noted above, these questions will need to be printed if the teacher is not able to provide access to the internet. Print images of Propaganda for use in class to answer Propaganda investigation.

Research Option 2: Same as option 1 except students individually access the WWI project timeline and the questions and then proceed to conduct additional internet research using the following web sites.
WWI Causes:
http://www.bbc.co.uk/schools/worldwarone/hq/

http://news.bbc.co.uk/1/hi/special_report/1998/10/98/world_war_i/198172.stm
Other WWI sites:
http://news.bbc.co.uk/1/hi/special_report/1998/10/98/world_war_i/198172.stm
http://www.spartacus.schoolnet.co.uk/FWWinSerbia.htm
http://www.spartacus.schoolnet.co.uk/FWWschlieffenP.htm
WWI Results:
http://www.bbc.co.uk/schools/worldwarone/hq/
http://www.spartacus.schoolnet.co.uk/FWWstatistics.htm
WWI Timeline:
http://www.bbc.co.uk/schools/worldwarone/hq/activities.shtml
WWI Casualty data:
http://www.worldwar1.com/tlcrates.htm
WWI Propaganda posters:
http://www.worldwar1.com/posters.htm
WWI Genocide:
http://users.erols.com/mwhite28/warpcent.htm

Days 4-8
c- WWII research
Option 1 -Lecture: Teacher uses the timeline we developed to address the course of the war – a mini lecture. Throughout the timeline there will be questions that can be introduced. At the end of this timeline review, students are asked to answer those questions. There will be a separate printable list of questions. Use handouts as guides to fill in and record information.

OR

Option 2 –No lecture: Have students individually go through the WWII project timeline in a computer center. Each question will have links to sites that will help them answer the questions.
- Handouts 3, 2b, and 4
- and Instructions/activities. (link)

Research Option 1: Using the class textbook and library resources to conduct individual research in order to learn details about the First World War by answering the questions found after the WWII project timeline. As noted above, these questions will need to be printed if the teacher is not able to provide access to the internet. Print images of Propaganda for use in class to answer Propaganda investigation.

Research Option 2: Same as option 1 except students individually access the WWII project timeline and the questions and then proceed to conduct additional internet research using the following web sites.

WWII Causes:
http://www.angelfire.com/wy/wwi/summary.html
http://www.spinaweb.ie/showcase/2001/spin1112/spinaweb/lessons/eventstowar.html
http://www.fff.org/freedom/1191b.asp
http://wgordon.web.wesleyan.edu/papers/coprospr.htm
http://history.sandiego.edu/gen/WW2Timeline/step0018.html
http://www.rpfuller.com/gcse/history/6.html
http://www.dickinson.edu/~history/dictators/hitlerfp.html
WWII Leaders:
http://www.teacheroz.com/WWIILeaders.htm
WWII Technology:
http://www.lakelandschools.org/EDTECH/wwII/techno.htm
http://www.picotech.com/applications/colossus.html
http://www.bbc.co.uk/history/war/wwtwo/air_war_bombers_03.shtml
WWII Results:
http://library.thinkquest.org/25909/html/content/ww2_affects.html
http://www.spinaweb.ie/showcase/2001/spin1112/spinaweb/lessons/concequences.html
http://www.fff.org/freedom/1191b.asp
http://www.maxwell.syr.edu/maxpages/classes/soc248/JapaneseIntern.html
WWII Timeline:
http://history.acusd.edu/gen/WW2Timeline/start.html
http://www.worldwar-2.net/
WWII Casualty data:
http://www.historyplace.com/worldwar2/timeline/statistics.htm
http://www.hitler.org/ww2-deaths.html
WWII: German Propaganda:
http://www.calvin.edu/cas/gpa/posters2.htm

U.S. Propaganda:
http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_home.html
WWII images:
http://www.spinaweb.ie/showcase/2001/spin1112/spinaweb/lessons/pictures.html
Genocide:
http://fcit.coedu.usf.edu/holocaust/timeline/camps.htm
http://users.erols.com/mwhite28/warpcent.htm
http://www.hawaii.edu/powerkills/GENOCIDE.ENCY.HTM

Day 9
d- Comparison Assignment
Having completed their preliminary research, they are now asked to compare the two wars by filling in the following comparison matrix in order to explore similarities and differences in what the wars may have accomplished.

Embedded Assessment

PULSE is a project of the Community Outreach and Education Program of the Southwest Environmental Health Sciences Center and is funded by:


an
NIH/NCRR award #16260-01A1
The Community Outreach and Education Program is part of the Southwest Environmental Health Sciences Center: an NIEHS Award

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Supported by NIEHS grant # ES06694


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