Introduction to Second World War
Lesson 1: Totalitarianism: Why?
1. As a class, we will start by watching the Disney Propaganda Film "Education for Death." Students will have to come up with some questions about "Totalitarianism" based on viewing this clip and their background knowledge. We will use these questions to shape our upcoming lecture. Items may be added to the lessons below based on student curiosity and questions.
-Students will write down their questions and submit to Mr. Fitton, so he can shape the next few days around those questions.
-Student Questions in 2015/2016 Include:
How Could this have happened? Why did it happen? How was it carried out? Why did people submit to totalitarianism?
Did people resist? What was accurate about this film? What is inaccurate?
How did Hitler rise to power? What conditions allow totalitarianism to flourish? What happened to those who resisted?
Did people hide their Children? What happened to kids that did not attend Hitler Youth
How did teachers become indoctrinated? Could Totalitarianism happen today? What if you lost your birth certificate?
Which names were banned for Kids? Did people not see that Top Nazis were not Aryan?
-Student Questions in 2016 included:
*If Germany was struggling so much, why did Hitler want it so bad? *How Many Nazi's Died in WW2 * Are there English Versions of Mein Kampf
*Did Nazi's think they could interest kids with their cartoons? * Were women as brainwashed as men? *Were same methods used on women as men?
*How could people follow a totalitarian leader and do such things? *Why were people ok with book burnings? Why didn't other countries step in?
*Why would parents be ok with their children worshipping Hitler? *It Society going towards totalitarianism in the future?
*Is Propaganda different between Hitler and Stalin? *How could people support a person like Hitler?
*Why do people take lives and use the excuse that it is bettering a country? *Can Totalitarianism be used in a positive way?
*Why are the "Unfit" taken away by the State? *Why were the children taught Hostility and lack of remorse.
*What was the earliest demonstration of Totalitarianism. *Why did the Government control parent's naming their kids.
*Why was Germany so hard on the Children in education; why punish them if they get a question wrong?
*Why use totalitarianism and not another type?
*Is Totalitarianism like the book, Lord of the Flies? Because it seems like everyone became consumed with following Hitler and lost what it meant to be human
*Why would couples have to verify with the government the name of their child?
*Were kids not allowed to speak their mind in case it was their thoughts or questioning the ay the Nazi party runs Germany?
-Students will write down their questions and submit to Mr. Fitton, so he can shape the next few days around those questions.
-Student Questions in 2015/2016 Include:
How Could this have happened? Why did it happen? How was it carried out? Why did people submit to totalitarianism?
Did people resist? What was accurate about this film? What is inaccurate?
How did Hitler rise to power? What conditions allow totalitarianism to flourish? What happened to those who resisted?
Did people hide their Children? What happened to kids that did not attend Hitler Youth
How did teachers become indoctrinated? Could Totalitarianism happen today? What if you lost your birth certificate?
Which names were banned for Kids? Did people not see that Top Nazis were not Aryan?
-Student Questions in 2016 included:
*If Germany was struggling so much, why did Hitler want it so bad? *How Many Nazi's Died in WW2 * Are there English Versions of Mein Kampf
*Did Nazi's think they could interest kids with their cartoons? * Were women as brainwashed as men? *Were same methods used on women as men?
*How could people follow a totalitarian leader and do such things? *Why were people ok with book burnings? Why didn't other countries step in?
*Why would parents be ok with their children worshipping Hitler? *It Society going towards totalitarianism in the future?
*Is Propaganda different between Hitler and Stalin? *How could people support a person like Hitler?
*Why do people take lives and use the excuse that it is bettering a country? *Can Totalitarianism be used in a positive way?
*Why are the "Unfit" taken away by the State? *Why were the children taught Hostility and lack of remorse.
*What was the earliest demonstration of Totalitarianism. *Why did the Government control parent's naming their kids.
*Why was Germany so hard on the Children in education; why punish them if they get a question wrong?
*Why use totalitarianism and not another type?
*Is Totalitarianism like the book, Lord of the Flies? Because it seems like everyone became consumed with following Hitler and lost what it meant to be human
*Why would couples have to verify with the government the name of their child?
*Were kids not allowed to speak their mind in case it was their thoughts or questioning the ay the Nazi party runs Germany?
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1. Teach Students March - a warmup to class.
- Explain significance of Hitler salute and other rituals. -In class, get students to stomp their feet under their desks, but not in unison. Point out that it is a cacophony of sound. -Then get students to stomp left, right, left, right at their desk. See how they start to get in unison and if one person speeds up, they will all speed up. -Discuss how during times like the depression, people want to follow someone, they want to belong and have an identity –they give up freedom for security. It all starts with a stomp. A person with a need for a sense of belonging can be dangerous. (Think of the ending of the German Foreign Film "The Wave" many people watched in English 10.) |
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2. Teach class as an authoritarian teacher. Desks in rows. Students sit up straight. No talking, no moving. Random kids get kicked out.
-Also, to get kids thinking about totalitarianism, do the following activity:
-Give students orders that are silly. Tell them to clear their desks, then tell them to put a pencil in the right corner, then tell them to stand to the right side of the desk, then stand on the chair, then turn around three times. Continue until a students says “why are we doing this, or questions the activity.”
-The goal here is to link to the idea of authoritarianism. The main questions that will shape our conversation are: How can authoritarianism exist and why do people submit to it? See if the class can come up with other questions that I will answer through the use of the class matrix:
-Also, to get kids thinking about totalitarianism, do the following activity:
-Give students orders that are silly. Tell them to clear their desks, then tell them to put a pencil in the right corner, then tell them to stand to the right side of the desk, then stand on the chair, then turn around three times. Continue until a students says “why are we doing this, or questions the activity.”
-The goal here is to link to the idea of authoritarianism. The main questions that will shape our conversation are: How can authoritarianism exist and why do people submit to it? See if the class can come up with other questions that I will answer through the use of the class matrix:
Introduction to Totalitarianism:
1. Ask the class the question "Where does Evil come from" "How is Evil able to prosper, like it did in the 1920s, 1930s and 1940s in Italy and Germany." 2. Show Philip Zimbardo's Ted Talk on "The Psychology of Evil."http://www.youtube.com/watch?v=OsFEV35tWsg (see right) -As students watch this video about "The Psychology of Evil" they have to come up with questions relating this video to the concept of totalitarianism. Must come up with five probing questions. (1 per row). Discussion of what makes a good question first. 3. Must determine what Zimbardo thinks is the root of evil. Is it different from what people think? Is it different from Conventional wisdom. -This video is meant to help us understand the atrocities that occurred in World War 2 and to help us understand how totalitarianism is possible. -Also to note that atrocious exist today as well - Abu Ghraib. |
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4. Go over unit Matrix on the concept of "Totalitarianism." Each row of students has to come up with a probing question at the end.
-Students must create a short answer question and an essay question on the rear of their concept matrix.
-Ask students which factors make totalitarianism possible; what do you need; what are qualities of it. As a class we came up with a list similar to this one.
1. Invoke an external and internal threat
2. Establish secret prisons and abolish habeas corpus
3. Develop a paramilitary force
4. Surveil ordinary citizens
5. Infiltrate citizens groups
6. Arbitrarily detain and release citizens
7. Target key individuals
8. Restrict the press
9. Cast criticism as dissent and dissent as treason
10. Subvert the rule of law
-Students must create a short answer question and an essay question on the rear of their concept matrix.
-Ask students which factors make totalitarianism possible; what do you need; what are qualities of it. As a class we came up with a list similar to this one.
1. Invoke an external and internal threat
2. Establish secret prisons and abolish habeas corpus
3. Develop a paramilitary force
4. Surveil ordinary citizens
5. Infiltrate citizens groups
6. Arbitrarily detain and release citizens
7. Target key individuals
8. Restrict the press
9. Cast criticism as dissent and dissent as treason
10. Subvert the rule of law
Below is a video of the Lecture information on Totalitarianism that Mr. Fitton taught the class. If you are away, please get the handout that has this same information on it. Click the video below to learn about totalitarianism. Please note, you may need to fill in some additional information on your sheet since some of it is only contained on the whiteboard. See below for 11 X 17 handout of the Matrix. Can print in any size.
totalitarian_matrix_-_hannah.pdf | |
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A Possible Documentary To Watch: How to Become a Tyrant on Netflix
Review of Hitler
Review of Hitler by watching Ovesimplified and Deadpool Hitler Scene.
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Review of Where We Left Off
WW2 Oversimplified.
Watch 1:17 - 8:30 As an overview of where we are up to now,
Watch 1:17 - 8:30 As an overview of where we are up to now,
Lesson 2: Appeasement: Revisiting the Legacy of Chamberlain and Daladier.
1. Play "Horrible Histories" Bob Hale – WW2 Report
Horrible History Report. (good review of entire war.)
Horrible History Report. (good review of entire war.)
2. Access Prior Knowledge about appeasement. What do students already know – put on the board.
3. Powerpoint presentation OR Cornell Notes on main facts about Appeasement. Students take notes or learn how to do Cornell Notes. After taking notes, students should come up with possible questions that could be asked on a test. As with Cornell notes, the next day, briefly review the notes and write a 2-3 sentence summary and add your "Cues" to the left side of the page.
3. Powerpoint presentation OR Cornell Notes on main facts about Appeasement. Students take notes or learn how to do Cornell Notes. After taking notes, students should come up with possible questions that could be asked on a test. As with Cornell notes, the next day, briefly review the notes and write a 2-3 sentence summary and add your "Cues" to the left side of the page.
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lesson_1_-_appeasement.ppt | |
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appeasement_notes.docx | |
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appeasement_clearly_in_images.docx | |
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Could also choose to teach Appeasement through this awesome handout from a school district in NY.
causes_of_wwii_handouts_from_another_district.pdf | |
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4. Film – WW2 In Colour. Play 0:00- 04:24 (Goes over Blitzkrieg) https://www.youtube.com/watch?v=ePWREUJzWac
Blitzkrieg to the bomb: 5:50-15:07
Blitzkrieg to the bomb: 5:50-15:07
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Below is a comedic rendition of Neville Chamberlain and the "Peace in our Time Speech." It is intercut with actual news footage. To the right is the full uncut version, which drags a bit.
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5. Students are to complete the Appeasement handouts and assignments. We will have 40 minutes of class time. Due in two days. Copies available in class.
A good resource is the Khan Academy for student who want to see it: https://www.khanacademy.org/humanities/world-history/euro-hist/hitler-nazis/v/nazi-aggression-and-appeasement
-Above is a video on appeasement as well.
A good resource is the Khan Academy for student who want to see it: https://www.khanacademy.org/humanities/world-history/euro-hist/hitler-nazis/v/nazi-aggression-and-appeasement
-Above is a video on appeasement as well.
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6. Poland and Blitzkrieg - Powerpoint Presentation. (With imbedded video clips - see below for clip from Fawlty towers).
6.5 ACTIVITY: Reenact a variety of types of warfare, from Roman era, to medieval, to battlefield warfare, to trench warfare, to Blitzkrieg. Get class to re-enact and show what they know. Can do so by taking students outside, or by getting them to line up in class. |
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WW2 Arms Auction Activity
1. Distribute handouts to the class. Divide into groups: USA, Britain, France, USSR, Italy, Japan, Germany.
ww2_arms_auction_-_assignment_to_put_together.docx | |
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ww2_arms_auction_as_a_ppt.pptx | |
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As a class we can choose one or more of these videos to view after the arms auctions.
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Lesson 2.5 - Poland and the Aftermath of Appeasement
lesson_1_-_germany_invades_poland_2020_update.ppt | |
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1. Read Page 159-161 of Howarth as a class. In a circle. Churchills famous speech. Discuss the power of oratory and how Churchill was able to use Radio (think about fireside chats with Roosevelt) to galvanize the nation.
2. View either of the following two clips. Both are powerful examples of his Speech meant to rile the nation: A.. Darkest Hour (2017) - We Shall Fight on the Beaches Scene (10/10) | Movieclips - YouTube (1:50 - 3:06). B. https://www.youtube.com/watch?v=GoxIrQazwgs 3.Watch Film: –"WW2 in Colour" - Invasion of Poland: https://www.youtube.com/watch?v=SdzXr144VzE 4. For humour, show "Don't Mention the War" which goes over the concept of Poland/Appeasement. See Fawlty towers clip below https://youtu.be/yfl6Lu3xQW0 5. View Powerpoint and fill out the booklet below for each theatre of war - notes to be used for each assessment. |
ww2_booklet.pdf | |
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Lesson 3: Dunkirk/Fall of France
1. Review of last day. How Good a Historian Are You - watch the two video clips below and see if you can identify any historical inaccuracies
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Dunkirk and the Fall of France
- Hitler Dancing Video - When Hitler invaded France, he was so happy he did a little funny gesture/dance. See below for vids.
- Watch History Oversimplified Up to the point we've gotten to: 8:30-11:48
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1. View Slideshow below on the Miracle at Dunkirk and on how Hitler defeated France. Fill in notes.
lesson_2_-_dunkirk_and_maginot_2020.ppt | |
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1. Notes on Package Sheets.
2. Watch "WW2 in Colour" https://www.youtube.com/watch?v=ePWREUJzWac – 12:34 - 15:50 - Preparations in Britain (No need to Show) -20:35 - 31:00 Phoney War; tanks and tactics -(choose whether to show or not) -31:00- - 34:30 Attack on Belgium and Holland (No need to show.) -33:33-48:30 Attack on France (Show) 3. Work Time: From notes so far, create 10 True or False Questions for an upcoming game. They can come from any material we've studied so far. Use notes package for sure. See below for two videos that reveal Hitler's reaction to the fall of France. The third one is just funny. Satire of Hitler Jig http://www.youtube.com/watch?v=c9EcItHSvxU Colour Footage of Hitler - turned into a dance - http://www.youtube.com/watch?v=CIRU4uWVMXU |
Battle of Britain
"Never in the field of Human Conflict was so much owed my so many to so few" - Churchill
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1. Spend ten minutes filling out the Review Sheet from what we've learned thus far.
2. Watch Churchill's Speech - Preparing for the Battle of Britain - "This Was their Finest Hour." https://www.youtube.com/watch?v=QArc2c_umzc Serves as a great into the The Battle of Britain. 3. Watched any missed missed sections of "Blitzkrieg to the Bomb" 4. Battle of Britain Notes - See PPT Below. Please copy notes into your "Notes Package" not Cornell style - just fill in the blanks.; 5. Video in the ppt of the RAF - see below from "Horrible Histories." https://www.youtube.com/watch?v=GLUyEXO-jI0 OR http://tune.pk/video/2236880/horrible-histories-raf-pilots-song (Ask class why the odd named pilots in the clip) |
lesson_3_-_the_battle_of_britain.ppt | |
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4. Churchill Planning the war video clip. http://www.youtube.com/watch?v=ShUEtI7v5Kw
5. Work on Appeasement Package. 7. Horrible Histories RAF Song Video clip. 8. Churchill's Famous Speech during the battle of Britain "Never was so much owed by so many to so few": https://www.youtube.com/watch?v=Y0t-RqjMH-A (WATCH FROM 2:40-3:14) "The gratitude of every home in our island, in our Empire and indeed throughout the world, except in the abodes of the guilty, goes out to the British airmen who undaunted by odds, unwearied in their constant challenge and mortal danger are turning the tide of the world war by their prowess and by their devotion. Never in the field of human conflict was so much owed by so many to so few. " - Churchill |
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9. Battle of Britain - WW2 From Space Play section of DVD from (28:00- 36:00) bombing German sites / B-17 Flying Fortress
Operation Barbarossa
1. Video Review of Last class
-Play Video of Horrible Histories - Churchill Planning the war to start as Hook to class
Contrast with Hitler "Don't wake the Fuhrer" clip from Horrible histories.
Show video contrasting the two empires of Soviet Union and the German Reich
-Play Video of Horrible Histories - Churchill Planning the war to start as Hook to class
Contrast with Hitler "Don't wake the Fuhrer" clip from Horrible histories.
Show video contrasting the two empires of Soviet Union and the German Reich
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2. Review Fall of France, Poland, Dunkirk
-Students can show what they know, brief review through any way they want
(Puppet show, skit, tableaux, 4 line rhyming poem, 5 Newspaper Headlines, A picture drawn and annotated, News bulletin acted out).
Concepts to Review:
A. Appeasement B. Munich Agreement C. Phony War
D. Fall of France E. Dunkirk F. Vichy France
G. Battle of Britain
We will also play "WW2 T/F Battle Ship" - Handout down a bit on page.
-Students can show what they know, brief review through any way they want
(Puppet show, skit, tableaux, 4 line rhyming poem, 5 Newspaper Headlines, A picture drawn and annotated, News bulletin acted out).
Concepts to Review:
A. Appeasement B. Munich Agreement C. Phony War
D. Fall of France E. Dunkirk F. Vichy France
G. Battle of Britain
We will also play "WW2 T/F Battle Ship" - Handout down a bit on page.
3 Notes on Barbarossa – Put around the room. Students copy down the info and then do lecture so they can pay attention.
-In the powerpoint are two video clips to break up the monotony – From Horrible Histories
-In the powerpoint are two video clips to break up the monotony – From Horrible Histories
babarossa.pptx | |
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6. Battle of Kursk / Barbarossa / 36:00- 47:30 - Stalin Upset / Paranoia
Quiz - Finish Barbarossa
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1. Distribute Quiz (Up to and including Barbarossa)
3. Students get 20 minutes to complete the quiz. When done, they will be collected. 4. Mark the quiz in class. (Redistribute quizzes to students and let them mark someone elses.) 5. Let kids see their quiz grade, then submit to the teacher. 6. Play video clip from Enemy at the gates. https://www.youtube.com/watch?v=XgRyLz47liM Explain how it is a video of the type of fighting in the Battle of Stalingrad. |
7. Open up PPT below on "Barbarossa"
Go to slide where we finished last time - students are to take notes on that slide onwards. Students have a note sheet to fill in the blanks.
Within the slideshow are some video clips. Please note, that links to the video clips therein are also down below this writing.
Watch two videos during the powerpoint
http://www.youtube.com/watch?v=hn1VxaMEjRU (Are we the baddies?)
http://www.youtube.com/watch?v=OUX7mAeeF04 (Stalingrad report –have nothing)
-See below two videos for rest of lesson...
Go to slide where we finished last time - students are to take notes on that slide onwards. Students have a note sheet to fill in the blanks.
Within the slideshow are some video clips. Please note, that links to the video clips therein are also down below this writing.
Watch two videos during the powerpoint
http://www.youtube.com/watch?v=hn1VxaMEjRU (Are we the baddies?)
http://www.youtube.com/watch?v=OUX7mAeeF04 (Stalingrad report –have nothing)
-See below two videos for rest of lesson...
barbarossa.pptx | |
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9.Play "Battle of Stalingrad" - Battle of Stalingrad (1942-43) - YouTube To review the terrible event.
North Africa
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1. Complete Attendance - Can review "Barbarossa" with clip from Blitzkrieg to the Bomb: http://www.youtube.com/watch?v=EJelHXtRWSw (24:45-34:00)
2. Powerpoint on North Africa - Fill in Notes 3. Watch "Rommel Trailer" 4. In groups of two, Students must make up 5 true or false questions about the lecture. Must submit to teacher on a piece of lined paper. (10 mins) STUDENTS, also create an answer key on the back, so that when another group gets their questions for review tomorrow, they will be able to check their answers. 5. Play "Blitzkrieg to the Bomb" - from 22:40-24:45 http://www.youtube.com/watch?v=EJelHXtRWSw OR WW2 From Space - 47:31-56:01 https://youtu.be/9qrIN3wpSqM?t=5301 6. Can start lesson on Battle of the Atlantic - see below. If done early. 7. When 5-7 Minutes remain, hand back their Rise of Fascism Projects which are marked. |
north_africa.pptx | |
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Battle of Atlantic
1. As a review activity, the teacher will hand out the True of False questions created by students about Operation Barbarossa and North Africa lecture.
GAME: Battleship True or False.
Students are given a "Battleship Grid" (see below) and are to play according to the instructions.
GAME: Battleship True or False.
Students are given a "Battleship Grid" (see below) and are to play according to the instructions.
battleship_review_2021.docx | |
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Teacher will explain that today's lesson is about the battle of the Atlantic.
2. Show Two video clips from U571 - Explain the history behind the clips. What do they think of the USA taking credit?(Highly Inaccurate: it was actually Britain (members on HMS Bulldog) who captured the Enigma machine from U-110 in the North Atlantic in May 1941.) However, the director/producer changed it to an American ship. The British Prime Minister at the time the movie came out admonished the company and was outraged.
https://www.youtube.com/watch?v=2imOf6-H3tI (U571 Trailer)
https://www.youtube.com/watch?v=eLyhRYJXf1U U571 - Sink the Destroyer Clip
2. Show Two video clips from U571 - Explain the history behind the clips. What do they think of the USA taking credit?(Highly Inaccurate: it was actually Britain (members on HMS Bulldog) who captured the Enigma machine from U-110 in the North Atlantic in May 1941.) However, the director/producer changed it to an American ship. The British Prime Minister at the time the movie came out admonished the company and was outraged.
https://www.youtube.com/watch?v=2imOf6-H3tI (U571 Trailer)
https://www.youtube.com/watch?v=eLyhRYJXf1U U571 - Sink the Destroyer Clip
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3. Powerpoint and notes on Battle of the Atlantic. Students need to Finish up up slides 5-the end. Students have their own note booklets.
battle_of_the_atlantic_notes_-_new_charts.pptx | |
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14. Explain that we have looked at the Atlantic, now we will move to the Battle of Pacific. Tell students that Mr. Fitton will let them finish their game of Battleship Tomorrow.
5.Play Section of "Blitzkrieg and the Bomb" from youtube http://www.youtube.com/watch?v=EJelHXtRWSw (34:00-45:00) 5.5 - Or play "WW2 from Space" 11:15-15:46 6. Distribute "Battle of the Pacific Questions" to start working on. 7. Give 30 minutes to work on it. Quiz near the end of the unit on those questions. Must be done first page after 30 minutes (minimum, must keep going if done) leave class. Will move on to "Italian Campaign Lesson" after 30 mins.
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Italian Campaign -
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1. Video from youtube as a hook: https://youtu.be/-ZTFl9kR0us?t=2 Death of Mussolini NewsReel 2. Notes on Mussolini and the Italian Campaign - PPT below
3.Show Part of Blitzkkrieg to the Bomb - http://www.youtube.com/watch?v=EJelHXtRWSw Italian Campaign (45:00- 47:45) OR
WW2 in Colour - Episode 6 41:00-51:00 (Italian Campaign) https://www.youtube.com/watch?v=kPlUiFUGWrU 4. Go over answers to first page of Battle of Pacific Questions (Mr. Fitton will do this when he returns) 5. Work on second page of Battle of Pacific Questions. Small quiz next day (open notes - you get any of the questions you have done; no textbook, phones or any other source - just the question sheet.) (25 mins max, if students are on task. Quiz tomorrow on the two pages. You are allowed to have the question sheet, nothing else with you while you do the quiz. |
Opening the Western Front - Germany's Defeat
1. Quiz on Pacific Theatre Questions (5 points)
2. Correct Quiz; submit to teacher.
4. PPT: Notes on D- Day. Throughout the Powerpoint there are several videos.
http://www.youtube.com/watch?v=xqIACSKI4sI (How was D-Day kept a Secret?)
https://www.youtube.com/watch?v=X-bogN0V8RM - Saving Private Ryan
http://www.youtube.com/watch?v=FHnyQXyuTGY (Mitchell and Webb - A New Fuhrer - Admiral Doenitz is the New Fuhrer.)
5. Blitzkrieg to the Bomb: http://www.youtube.com/watch?v=EJelHXtRWSw D-day and Defeat of Germany (47:40- 55:38)
6. WW2 From Space: 1:06:13 - 1:18:24
2. Correct Quiz; submit to teacher.
4. PPT: Notes on D- Day. Throughout the Powerpoint there are several videos.
http://www.youtube.com/watch?v=xqIACSKI4sI (How was D-Day kept a Secret?)
https://www.youtube.com/watch?v=X-bogN0V8RM - Saving Private Ryan
http://www.youtube.com/watch?v=FHnyQXyuTGY (Mitchell and Webb - A New Fuhrer - Admiral Doenitz is the New Fuhrer.)
5. Blitzkrieg to the Bomb: http://www.youtube.com/watch?v=EJelHXtRWSw D-day and Defeat of Germany (47:40- 55:38)
6. WW2 From Space: 1:06:13 - 1:18:24
lesson_9_-_re-taking_france.pptx | |
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7. Canadians went on the liberate the Netherlands. To this day we are still honoured as heroes there.
Here is a video clip of a particularly valorous Canadian soldier who sieged and liberated a town single-handedly. Leo Major.
Here is a video clip of a particularly valorous Canadian soldier who sieged and liberated a town single-handedly. Leo Major.
Hitler's Final Days - We Will watch the film: The Downfall
The Downfall is a German Foreign film which captures Hitler's last weeks in power. Powerful acting coupled with excellent History makes it a phenomenal film.
Students can bring popcorn and snacks. Those who have finished work and are up to date may watch the film; those who are not finished, can use the time to get caught up or can complete work at home and watch the film. Below is a preview so that you can take a look.
Students can bring popcorn and snacks. Those who have finished work and are up to date may watch the film; those who are not finished, can use the time to get caught up or can complete work at home and watch the film. Below is a preview so that you can take a look.
WW2 - Final Project / Quiz Review Mechanism
Famous Scene from "The Downfall" where Hitler learns that the war is going poorly. Bruno Ganz plays Hitler and his acting is so powerful that it has spawned countless internet parodies. Ganz mentions that he is more famous from the parodies than the film.
Below is a parody of the scene with faulty subtitles. It makes fun of Chuck Norris. There are hundreds of other parodies on youtube. Most are inappropriate for class. Also see a copy of one about our class.
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1. Review film “The Downfall” as a class. Any questions they might have. Guide discussion with questions about cinematography, acting, lighting, music.
-Probe for how films like this provide a greater understanding of the History of the Era.
2. Introduce the Parody Assignment - Student work time.
-Probe for how films like this provide a greater understanding of the History of the Era.
2. Introduce the Parody Assignment - Student work time.
Pacific War
Hook - Show FDR's famous Speech - A Day That Will Live in Infamy!
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1. Begin with Pearl Harbour Attack: From film "Pearl Harbour"
http://www.youtube.com/watch?v=Sv1niwxQgoY
2. Notes/PPT on Battle of the Pacific. (See below)
3. Island Hopping Desk Game. Try your luck at Island Hopping. In class, we will simulate the concept of "Island Hopping" through a game using our desks.
4. Blitz to the Bomb: Review. (In PPT)
http://www.youtube.com/watch?v=EJelHXtRWSw Battle of the Pacific and Defeat of Japan (55:38-58:51)
5. Little Boy and Fatman Dropped (In PPT):
http://www.youtube.com/watch?v=PB-atl3YBSQ
6. Actual Footage
http://www.youtube.com/watch?v=qLjb2dEHhN4
7. https://www.youtube.com/watch?v=NF4LQaWJRDg
http://www.youtube.com/watch?v=Sv1niwxQgoY
2. Notes/PPT on Battle of the Pacific. (See below)
3. Island Hopping Desk Game. Try your luck at Island Hopping. In class, we will simulate the concept of "Island Hopping" through a game using our desks.
4. Blitz to the Bomb: Review. (In PPT)
http://www.youtube.com/watch?v=EJelHXtRWSw Battle of the Pacific and Defeat of Japan (55:38-58:51)
5. Little Boy and Fatman Dropped (In PPT):
http://www.youtube.com/watch?v=PB-atl3YBSQ
6. Actual Footage
http://www.youtube.com/watch?v=qLjb2dEHhN4
7. https://www.youtube.com/watch?v=NF4LQaWJRDg
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We will also watch part of a documentary called "WW2 From Space"
- The section on the Pacific War is: 00: 49 -10:20 23:38-29:46; 56: 21 -1:06:14 and then 1:15:03 - 1:31:56
https://www.youtube.com/watch?v=MEXZ1sUO5gs
- The section on the Pacific War is: 00: 49 -10:20 23:38-29:46; 56: 21 -1:06:14 and then 1:15:03 - 1:31:56
https://www.youtube.com/watch?v=MEXZ1sUO5gs
lesson_10_-_war_in_the_pacific.pptx | |
File Size: | 1601 kb |
File Type: | pptx |
End of the War and End of Blitzkrieg to the Bomb
http://www.youtube.com/watch?v=EJelHXtRWSw End of the war, occupation of Germany, The Atomic Bomb (58:51 - 1:04:21)
Holocaust Lesson
1. Each student in class receives a card with or without a dot on it. Reason to be explained at the end of the class.
2. Holocaust Lecture PPT. This powerpoint is in some ways meant to mimic the term paper that students will be writing. This powerpoint takes the form in some ways of a term paper. It takes a contentious topic and explains that there are two views about it. Then provides evidence and weighs both sides. I will let the class come up with a conclusion.
(Discusses the Functionalist/Intentionalist debate concerning the holocaust).
3. Band of Brothers - "Why we Fight"
https://www.youtube.com/watch?v=sHcJtU9dr6I
4. Any questions from the class.
2. Holocaust Lecture PPT. This powerpoint is in some ways meant to mimic the term paper that students will be writing. This powerpoint takes the form in some ways of a term paper. It takes a contentious topic and explains that there are two views about it. Then provides evidence and weighs both sides. I will let the class come up with a conclusion.
(Discusses the Functionalist/Intentionalist debate concerning the holocaust).
3. Band of Brothers - "Why we Fight"
https://www.youtube.com/watch?v=sHcJtU9dr6I
4. Any questions from the class.
holocaust_indepth_lesson.ppt | |
File Size: | 8895 kb |
File Type: | ppt |
Do Virtual Tour of Aushhwitz
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Watch video on Nuremburg Trials and then do a four corners debate. Give kids the sheet. Fill out. Then do a four corners debate.
Do a 4 Corner debate using info from this website:
Strongly Agree. Agree. Disagree. Strongly Disagree.
https://www.facinghistory.org/sites/default/files/Justice_after_Holocaust_Anticipation_Guide.pdf
A. Is is possible to achieve justice for the crimes in the Holocaust.
B. The Victors in War can punish to losers however they see fit.
C. Those who are responsible for the Holocaust have no right to a trial. They should be killed or jailed immediately.
D. Bringing Perpetrators to justice in a court of Law is the best way to ensure this does not happen again.
E. Since each country has its own law, it is unfair for another country to try a citizen from a foreign country
F. The Bystanders who allowed the Holocaust to happen should receive the same punishment as the perpetrators
G. Spreading hateful lies is a crime against humanity and should be a crime against humanity
H. The one responsible for the Holocaust is Adolf Hitler; other Nazis were following order and should not be punished.
Strongly Agree. Agree. Disagree. Strongly Disagree.
https://www.facinghistory.org/sites/default/files/Justice_after_Holocaust_Anticipation_Guide.pdf
A. Is is possible to achieve justice for the crimes in the Holocaust.
B. The Victors in War can punish to losers however they see fit.
C. Those who are responsible for the Holocaust have no right to a trial. They should be killed or jailed immediately.
D. Bringing Perpetrators to justice in a court of Law is the best way to ensure this does not happen again.
E. Since each country has its own law, it is unfair for another country to try a citizen from a foreign country
F. The Bystanders who allowed the Holocaust to happen should receive the same punishment as the perpetrators
G. Spreading hateful lies is a crime against humanity and should be a crime against humanity
H. The one responsible for the Holocaust is Adolf Hitler; other Nazis were following order and should not be punished.
justice_after_holocaust_anticipation_guide.pdf | |
File Size: | 90 kb |
File Type: |
End of Unit Project: Parody
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1. Students will get into groups of three.
2. We will view an example from a previous year. See the video to the left. 3. Groups of three will be assigned topics from our unit note package: A. Invasion of Poland / Start of the War B. Dunkirk and the Fall of France C. Battle of Britain D. Barbarossa E. North Africa (and Strategic Bombing --- under Italian Campaign) F. Battle of the Atlantic G. Italian Campaign H. Re-Taking France and V.E. Day I. War in the Pacific |
4. In Groups, students will summarize the 15 key points from the lecture/notes by writing captions below Hitler's Angry Rant to reveal their understanding of the key points from the notes. Students must also about 2 key significances of the event on History. 3 points assignment for equal input and team work, as decided by the group.
How to Start:
1. Re-read the section of notes.
2. Determine the key points needed to understand the event.
3. Determine the significance of the event to history.
4. Begin to write your captions in iMovie.
5. You will have 2 hours of class time to complete all of those tasks and get ready to present.
6. Select the best two minutes of your project and write on the board - we will not show the entirety of every project as the class would easily tire of seeing the rant for an entire block.
7. As a class, we will view the projects in chronological order.
How to Start:
1. Re-read the section of notes.
2. Determine the key points needed to understand the event.
3. Determine the significance of the event to history.
4. Begin to write your captions in iMovie.
5. You will have 2 hours of class time to complete all of those tasks and get ready to present.
6. Select the best two minutes of your project and write on the board - we will not show the entirety of every project as the class would easily tire of seeing the rant for an entire block.
7. As a class, we will view the projects in chronological order.
WW2 - Review - Crash Course in History
A Couple of Humorous Videos That We May Examine!
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GUEST SPEAKER - JOE KNYPSTRA - DUTCH RESISTANCE CONCENTRATION CAMP SURVIVOR
Article on Dutch Resistance --- Students are to read and highlight the three most important facts and one question they have. Then, they partner up and go for a walk around the field where they share the three things they came up with and why they chose them. Then they also pose a question and see if the partner can answer it. Switch. Repeat. Come back to class.
This helps give us some background for our guest speaker who was a member of the Dutch resistance.
Article on Dutch Resistance --- Students are to read and highlight the three most important facts and one question they have. Then, they partner up and go for a walk around the field where they share the three things they came up with and why they chose them. Then they also pose a question and see if the partner can answer it. Switch. Repeat. Come back to class.
This helps give us some background for our guest speaker who was a member of the Dutch resistance.
the_dutch_resistance_-_history_learning_site.pdf | |
File Size: | 300 kb |
File Type: |
Rape of Nanking
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