Teacher page

World War II:
Prelude, Conduct and Aftermath of the War

Teacher Page

Three Jewish businessmen are paraded down Bruehl Strasse in central
Leipzig, carrying signs that read; "Don't buy from Jews; Shop at German stores!"
William Blye, courtesy of USHMM Photo Archives

Teaching about World War II and the Holocaust does more than impart knowledge. It allows students to consider issues relating to democracy, indifference toward suffering, the use and abuse of power, racism, intolerance and the disintegration of civilized values. Today's high school students and their parents did not live through this historical time period. Yet by studying the unfolding of the disastrous events of the era, our students may be alerted to the vigilance necessary to prevent the occurrence of a similar tragedy.

Objectives

Upon completion of this unit, students will begin to answer certain essential questions:

	Why was World War II fought from the perspective of the nation-state participants?
	What role was played by the individual in winning, losing and implementing policy and strategy during World War II?
	What were the short-term and long-term consequences of critical events in the war?
	How did governments act to protect and/or violate basic human rights?
	What were the ramifications of prejudice, racism, and indifference as well as courage, valor and faith within the context of the Holocaust?
	How do you plan, create and disseminate an inquiry based historical research project through the use of primary and secondary sources?

Michigan Curriculum Standards

Students will meet State of Michigan Social Studies Curriculum Standards and Benchmarks:

	"Identify and explain how individuals in history demonstrated good character and personal virtue." MI.SOC.I.2.HS.2
	"Select events and individuals from the past that have had global impact on the modern world and describe their impact." MI.SOC.I.2.HS.3
	"Evaluate the responses of individuals to historic violations of human dignity involving discrimination, persecution and crimes against humanity." MI.SOC.I.4.HS.2
	"Analyze key decisions by drawing appropriate historical analogies." MI.SOC.I.4.HS.3
	"Locate information pertaining to a specific social science topic in-depth using a variety of sources and electronic technologies." MI.SOC.V.1.HS.1
	"Use traditional and electronic means to organize and interpret information pertaining to a specific social science topic and prepare it for in-depth presentation." MI.SOC.V.1.HS.2
	"Conduct an investigation prompted by a social science question and compare alternative interpretations of their findings." MI.SOC.V.2.HS.1

Curriculum Fit

This unit is taught as part of an elective course "World At War" which concerns conflicts of twentieth century history. The unit may also be applicable to courses in US History and World History

Recommended Grade Level

10-12

Time Required

6 weeks

Procedure

This unit consists of three sections to be taught sequentially. A variety of teaching strategies are employed: lecture, reading and analysis of primary and secondary source material, video presentations (both of a documentary nature as well as Hollywood produced films) and class discussion. Primary source analysis is a skill first introduced to our students in an earlier course unit on World War I by means of the American Memory Historical Collections.

The final assessment piece of the unit asks students to undertake an inquiry based research project. Student projects may be incorporated into an in-house publication of "Infrequently Asked Questions About the Holocaust."

The three sections of the unit are summarized below. Specific instructions for the teacher related to the sequence of topics, resources, and delivery are found on the Chronology Page. Instructions for completing the research project are found on the Student Page.

Section One - Prelude to War
Students develop an understanding of the causes of World War II, the rise of totalitarianism, the reaction to acts of aggression, and the status of pre-World War II politics, economics and culture.

Section Two - Conduct of War
Students study major battles, military leaders, basic World War II chronology, the impact on the home front, and the military strategies and tactics employed by both the Allies and Axis powers. Students become aware of the extent of the Nazi genocide.

Section Three - Aftermath of War
Students focus on the economic, military and human costs of the war and address the moral and ethical issues raised by such events as the dropping of the atomic bomb, the Japanese Internment and the Holocaust.

Evaluation

Students will be assessed by means of a written examination reflecting the content of classroom lectures, video presentations, readings, discussions and group work.

The final product (completion of an inquiry based research project) will be assessed by the teacher and through the Peer Review form.

Extension

Student research projects may be incorporated into an in-class publication of "Infrequently Asked Questions about the Holocaust."

Teacher Page | Student Page | Resources Page | Unit Home

Chronology Page Document Analysis Guide Image Analysis Guide Peer Review Form

World War II: Prelude, Conduct and Aftermath of the War