Introduction to World War 2
1. Students marked the multiple choice portion of the Interwar Unit test.
2. Read – King Georges Speech. Read like King George. Explain how Canadians not enthusiastic to start this war. Considering WW1 and Canada’s growing independence in 1920s/30s what do you think will be the response of GVNT and of Citizens to WW2?
-Demonstrate what WW1 looked like (desks on either side of class on side and throw paper balls at other side of class as a commander forces men to run at the other side of the room.-play “Ride of Valkyries”)
-Now explain how WW2 is different (notes on rear or sheet – draw diagram on board) - We will delve into this next day.
3. As a class, we reviewed a Powerpoint presentation on appeasement.
-Review appeasement with powerpoint. Students do not need to take notes. Just as a brief reminder.
-Students watched the humorous clip below to learn about appeasement.
-Discussed how appeasement must be considered in the context of its time. For many years it was villefied as a strategy, however, it is more complex than that.
2. Read – King Georges Speech. Read like King George. Explain how Canadians not enthusiastic to start this war. Considering WW1 and Canada’s growing independence in 1920s/30s what do you think will be the response of GVNT and of Citizens to WW2?
-Demonstrate what WW1 looked like (desks on either side of class on side and throw paper balls at other side of class as a commander forces men to run at the other side of the room.-play “Ride of Valkyries”)
-Now explain how WW2 is different (notes on rear or sheet – draw diagram on board) - We will delve into this next day.
3. As a class, we reviewed a Powerpoint presentation on appeasement.
-Review appeasement with powerpoint. Students do not need to take notes. Just as a brief reminder.
-Students watched the humorous clip below to learn about appeasement.
-Discussed how appeasement must be considered in the context of its time. For many years it was villefied as a strategy, however, it is more complex than that.
lesson_1_-_appeasement.ppt | |
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Lesson 2 - People Search, Allies, Axis, Phoney War, Dunkirk, Poland, Holocaust Child!
1. Unit overview. Check off what we learned so far; read the first paragraph. Get students to write on the back that the unit vocabulary is due on the day of the next test. This vocab will be collected for marks this unit.
1.5 - Unit Intro Matrix - Use the picture/mind map to explore the entire war and all that we will study on one big page.
1.5 - Unit Intro Matrix - Use the picture/mind map to explore the entire war and all that we will study on one big page.
ww2_unit_oveview.doc | |
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answer_key_to_ww2_intro_matrix.pdf | |
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2. WW2 People search activity. Distribute the trivia sheet and have students go around the class to find someone who might know the answer. They must get a signature. Can only have same person twice. They have 5-10 minutes to complete. First one done gets a prize.
-Go over answers; this is an APK style activity meant to see how much they know already.
3. Notes: Allies, Axis, Phoney war, Poland. Display notes on the overhead. Tell students that these notes will be ongoing throughout the unit and that they need to keep them. + maginot line.
-Powerpoint on Poland to understand how war started. Then take notes only on the section called “the phony war” in the ppt.
-Today, use notes on Allies, axis and phoney war. Get them to do it Cornell style & put in own words.
-Notes on Dunkirk
-Go over answers; this is an APK style activity meant to see how much they know already.
3. Notes: Allies, Axis, Phoney war, Poland. Display notes on the overhead. Tell students that these notes will be ongoing throughout the unit and that they need to keep them. + maginot line.
-Powerpoint on Poland to understand how war started. Then take notes only on the section called “the phony war” in the ppt.
-Today, use notes on Allies, axis and phoney war. Get them to do it Cornell style & put in own words.
-Notes on Dunkirk
lesson_1_-_germany_invades_poland_copy.ppt | |
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lesson_2_-_dunkirk.ppt | |
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-Play video of Fawlty towers in the ppt. Basil and Germans “You started it, your invaded Poland” http://www.youtube.com/watch?v=Hmdm3s_mvUI
(Play from 5:45 - 9:00)
(Play from 5:45 - 9:00)
5. ACTIVITY: We often forget in war that Children are very vulnerable. The next activity is meant to introduce students to the "Holocaust Child" Activity. Students each receive a child (a printout of an actual child from the era). They cannot lose their child. On the rear of the printout, get students to divide the blank side into six grids. Each day of the unit, students will start class by answering a question about their child. It can be based on actual autobiographical events from the text of the child, or students may write creative fiction as their answers (however, we must be respectful). Students will receive a child, but the end of their story is not included (Mr. Fitton has cut it off). On the last day of the unit, we will see a complete sheet with the outcome for your child.
This is the website with all of the children on it: http://www.graceproducts.com/fmnc/main.htm
-Questions to be asked and written about in each quadrant during the Unit – they can make the answers up as long as they are realistic to the time period.
A. What sports/Activities does your child engage in. Why?
This is the website with all of the children on it: http://www.graceproducts.com/fmnc/main.htm
-Questions to be asked and written about in each quadrant during the Unit – they can make the answers up as long as they are realistic to the time period.
A. What sports/Activities does your child engage in. Why?
Lesson 2: Battle of Britain, Document Based Questions
1. Review Start of WW2 With "Crash Course in History" by Historian John Green (see below)
2. Review "Battle of Britain. With Powerpoint and Video from 'Horrible Histories" (see below)
2. Review "Battle of Britain. With Powerpoint and Video from 'Horrible Histories" (see below)
lesson_3_-_the_battle_of_britain.ppt | |
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3. We took several notes (no online copies available, sorry) on Operation Sealion (Battle of Britain) and the start of the war.
4. Review Document Based Questions Sheet. You will need to know the following terms to answer the questions posed by the assignment.
Primary Source: A first hand original account created at the time of the event (newspaper, tv news, magazine, tv news, eyewitness account. Look at the date. Not always reliable.
Secondary Source: Created after the event, more reliable because analyze event and add multiple perspectives. Biographies, history textbooks (look at date – after event)
Bias: Showing preference for a particular point of view (feminist, racist, conservative, Communist)
Corroborate: To agree with.
-We read through the sources as a class and students answered the questions. Due next class.
4. Review Document Based Questions Sheet. You will need to know the following terms to answer the questions posed by the assignment.
Primary Source: A first hand original account created at the time of the event (newspaper, tv news, magazine, tv news, eyewitness account. Look at the date. Not always reliable.
Secondary Source: Created after the event, more reliable because analyze event and add multiple perspectives. Biographies, history textbooks (look at date – after event)
Bias: Showing preference for a particular point of view (feminist, racist, conservative, Communist)
Corroborate: To agree with.
-We read through the sources as a class and students answered the questions. Due next class.
data_based_questions_canadian_response_to_war.doc | |
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Lesson 3 - Dieppe, Barbarossa, Child, WW2 - Canada's Role Video, End of the War
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1. Read Unit overview. Check off what we learned so far; read the first paragraph. Get students to write on the back that the unit vocabulary is due on the day of the next test. So they cannot argue.
2. Battle of Dieppe – Students Read: Textbook – on the Diepp Raid – Pre-reading. 3. Notes from the overhead + Dieppe handout sheet. Then review Battle of Hong Kong – where Canadians went first. 4. Video: Operation Barbarossa – part of a documentary that shows the tide turning and Russian’s pushing back the German army. http://www.youtube.com/watch?v=lhlDMYAGoMo (Operation Barabarossa) (Check out any youtube videos on it if you want to see some!) |
5 Child of War.
-Questions to be asked and written about in each quadrant during the Unit – they can make up the answers. Questions in bold will be ones we respond to today:
A. What sports/Activities does your child engage in. Why?
B. Does he have any sisters or brothers, what does he think of them?
C. How are you similar to your child in your likes/dislikes
D. Go meet another student in class and make friends with them. What is their name? Why are you friends.
E. What are your future job ambitions? What do you want to do with your life?
F. Discuss your family, who is in it? What kind of house do you live in?
G. How is your family similar to that of your child’s family.
H. What do you think happens to your child?
5. Unit overview. As a class, we will read the unit overview and check off what we learned so far; read the first paragraph. Get students to write on the back that the unit vocabulary is due on the day of the next test. So they cannot argue I have not given sufficient warning.
6. Film –WW2 Canada’s Role: Watch film and respond to questions while I punctuate with commentary.
-Watch and respond to questions.
7. Vocabulary from unit. Time to work on it.
-Questions to be asked and written about in each quadrant during the Unit – they can make up the answers. Questions in bold will be ones we respond to today:
A. What sports/Activities does your child engage in. Why?
B. Does he have any sisters or brothers, what does he think of them?
C. How are you similar to your child in your likes/dislikes
D. Go meet another student in class and make friends with them. What is their name? Why are you friends.
E. What are your future job ambitions? What do you want to do with your life?
F. Discuss your family, who is in it? What kind of house do you live in?
G. How is your family similar to that of your child’s family.
H. What do you think happens to your child?
5. Unit overview. As a class, we will read the unit overview and check off what we learned so far; read the first paragraph. Get students to write on the back that the unit vocabulary is due on the day of the next test. So they cannot argue I have not given sufficient warning.
6. Film –WW2 Canada’s Role: Watch film and respond to questions while I punctuate with commentary.
-Watch and respond to questions.
7. Vocabulary from unit. Time to work on it.
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Lesson 4 - ITALY, D-Day, End of the War, Japan
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1. Italy and D-Day – Notes from overhead.
-Must write notes on board: Canadians liberate Holland; welcomed as Heroes – delivered food to starving population. -Show students the sand brought to me from France. 2. Show clip from Private Ryan. Omaha Beach scene. Just to show how awful war is. Explain how Canadians landed at Juno Beach. 3. Work on Vocab. 4. Watch Film - WW2 - Canada's Role |
socials_11_-_notes_-_d-day_and_italy.pdf | |
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5. NOTES: Germany; Victory
1945 – May 7 USSR invaded and Captured Berlin. V.E. Day
1945 –August 6 US bombers drop Atomic Bomb on Hiroshima
70,000 Die, 130,000 wounded (Avoid a land war with high casualties)
August 9 – Nagasaki: 40,000 klled. -Japan Surrenders. V.J. Day
6. Show Atomic bomb clips that deal with Hiroshima and Nagasaki
http://www.youtube.com/watch?v=PB-atl3YBSQ (Video footage with music – movie)
http://www.youtube.com/watch?v=-KISiBHxv40&feature=related (Actual footage)
https://www.youtube.com/watch?v=ncq_Wye43TM (Great BBC Documentary)
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3. Homefront Matrix: Distribute Matrix of the homefront.
-Have student’s read silently about the home front from the textbook.
-Go over the Unit Matrix which includes info from what they just read.
-Pull unit matrix down overhead and play “star wars theme” (just for laughs) - UNIT Matrix is a hand drawn picture created by Mr. Fitton
-Taught Vocab: NRMA and "Zombies"
-Have student’s read silently about the home front from the textbook.
-Go over the Unit Matrix which includes info from what they just read.
-Pull unit matrix down overhead and play “star wars theme” (just for laughs) - UNIT Matrix is a hand drawn picture created by Mr. Fitton
-Taught Vocab: NRMA and "Zombies"
ss11_homefront_fill_in_blank_matrix.pdf | |
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ss_11_homefront_matrix_key.pdf | |
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Lesson: Holocaust
1. **Band of Brothers – “Why We Fight” Nazi concentration camp scene.
http://www.youtube.com/watch?v=sHcJtU9dr6I
-Show the clip and explain how this is what the Allies/RS soldiers found when they entered into Nazi occupied territory. Today we are going to look all the way back and see how this could have occurred and posit if it could happen again today.
http://www.youtube.com/watch?v=sHcJtU9dr6I
-Show the clip and explain how this is what the Allies/RS soldiers found when they entered into Nazi occupied territory. Today we are going to look all the way back and see how this could have occurred and posit if it could happen again today.
2. QUIZ – are you PREDISPOSED to hatred. -Distribute quiz that asks if students are predisposed to dislike. Explain how this does not mean that they are racist or bad people, just that they are pre-disposed to dislike, which is meant to illustrate that anyone of us could under the right/wrong conditions participate in something like the holocaust.
prejudice%20test.pdf | |
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3. Milgram – Stand on line. If students agree, they stand on the line. If they disagree, they step off the line put on the floor.
-Could you kill someone is you wouldn’t have to watch them die
-Could you kill someone if ordered to do so
-Could you hurt someone if you knew they weren’t going to die?
-Could you shoot somebody.
-Sit down – how many said yes.
----Whoever says yes was right. -Explain Milgram and his findings about human nature.
-Show an overhead of how the Milgram experiment worked. See picture to the side. We will now watch a film that details the experiment.
-Could you kill someone is you wouldn’t have to watch them die
-Could you kill someone if ordered to do so
-Could you hurt someone if you knew they weren’t going to die?
-Could you shoot somebody.
-Sit down – how many said yes.
----Whoever says yes was right. -Explain Milgram and his findings about human nature.
-Show an overhead of how the Milgram experiment worked. See picture to the side. We will now watch a film that details the experiment.
4. Play Video Clip – From “The Heist” Derren Brown about the Milgram Experiments (10:47)
http://www.youtube.com/watch?v=y6GxIuljT3w Discuss how it could happen today.
5. Play Video Clip – Zimbardo Experiment – ask kids, how did ordinary Germans turn this way. Explain the history of the Zimbardo Prison experiment.
https://www.youtube.com/watch?v=GePFFf5gRKo
http://www.youtube.com/watch?v=y6GxIuljT3w Discuss how it could happen today.
5. Play Video Clip – Zimbardo Experiment – ask kids, how did ordinary Germans turn this way. Explain the history of the Zimbardo Prison experiment.
https://www.youtube.com/watch?v=GePFFf5gRKo
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6. Discuss: Prior Knowledge about Holocaust
Could it happen here? Discussion (Mr. Fitton told a story about his wife who witnessed a racist moment in a Starbucks)
Are we all capable of murder. Explain how I think about Zimbardo's experiment every time I go to work.
7. Ladder of Prejudice (thesis == start small, goes to death) – Graphic Organizer. Students will examine the "Ladder of Prejudice Handout" below. It details how the Holocaust is an evolutionary process that does not start with extermination. It starts with Racist jokes, etc. That is why it is so important to be aware of the ladder of prejudice, so that we can stop climbing the ladder to another atrocious event.
Ie: Step 1 – who has laughed at racist jokes/told them (500,000 jews in germany in 1933)
8. Children of the Holocaust Activity: At start of unit, Mr. Fitton distributed a partial description of a Child who was involved in the holocaust. Each day we wrote on the back of our sheet a few things about the child. Then Today, Mr. Fitton reveleaed a full description with what happened by the end of the war, as we listened to the theme from Schindlers list - see below.
Could it happen here? Discussion (Mr. Fitton told a story about his wife who witnessed a racist moment in a Starbucks)
Are we all capable of murder. Explain how I think about Zimbardo's experiment every time I go to work.
7. Ladder of Prejudice (thesis == start small, goes to death) – Graphic Organizer. Students will examine the "Ladder of Prejudice Handout" below. It details how the Holocaust is an evolutionary process that does not start with extermination. It starts with Racist jokes, etc. That is why it is so important to be aware of the ladder of prejudice, so that we can stop climbing the ladder to another atrocious event.
Ie: Step 1 – who has laughed at racist jokes/told them (500,000 jews in germany in 1933)
8. Children of the Holocaust Activity: At start of unit, Mr. Fitton distributed a partial description of a Child who was involved in the holocaust. Each day we wrote on the back of our sheet a few things about the child. Then Today, Mr. Fitton reveleaed a full description with what happened by the end of the war, as we listened to the theme from Schindlers list - see below.
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ladder%20of%20prejudice.doc | |
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8. View Slideshow for background info./History sheet with info on it.
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9. **Schindler’s List (6 Minutes) 0-2:30; 17-24:12 (From second half of DVD) show falling scene, and bodies burning. Then scene where train goes to death camp & women get into showers are actual showers.
-Or watch youtube clips
A. Burning Body Scene B. Balcony Scene
C. Shower Scene D. Auswitz arrival (3:15 onwards)
-Or watch youtube clips
A. Burning Body Scene B. Balcony Scene
C. Shower Scene D. Auswitz arrival (3:15 onwards)
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10. Show students what happened to their child. Students will take out their "Child of War" that they have been writing about for the unit. Mr. Fitton will post on the wall, all of the children of war with their complete stories. Students will now find out what happened to their Child. In the final square on the back of their handout, students will write what happened to their child. Also, a brief reflection on how they feel after seeing the outcome.
- While students are reading, In background, Mr. Fitton will play the theme from Schindler’s list (violin solo). Discuss why this song/instrument/solo help convey the mood of the film.
http://www.youtube.com/watch?v=XLK5OWU2YGw
11. Open class discussion where students may ask questions or debrief their feelings on the Holocaust.
- While students are reading, In background, Mr. Fitton will play the theme from Schindler’s list (violin solo). Discuss why this song/instrument/solo help convey the mood of the film.
http://www.youtube.com/watch?v=XLK5OWU2YGw
11. Open class discussion where students may ask questions or debrief their feelings on the Holocaust.
children_-_full_description.pdf | |
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Lesson: Review of WW2 Unit
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1. Reminders -Test: 25 multiple choice qs; 11 Short Answer; Graphic Organizer (12 marks) – Choose 1 of 2 options.
2. Go over answers to WW2 Movie Sheet 3. Review Map of Europe: Play game – put map in center of board. Read clues and students must run up and touch the board: A. Axis country B. Allied Country C. Stalin ruler of this country D. Country with death camps E. Canada liberated post WW2 F. Country invaded that caused WW2 G. Country impacted by munich agreement. H. Civil War in 1936 I. Battle of Ortona J. Battle of Atlantic fought to protect this country K. Country with most u-boats. 4. Music Chairs activity. Each chair has a question under it. When we remove a chair, the person out gets a chance to answer the question to get put back in. If they do not answer, then a person in the circle can win immunity by answering it. See: https://www.youtube.com/watch?v=PImF-DOYEWE Video to the left serves as an example |
review_musical_chairs_or_avalanche.doc | |
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5. Video clips that deal with the war:
A. Hitler Rap: Mel Brooks: (4:25) http://www.youtube.com/watch?v=yu2NqfISm9k
B. Family Guy – German Bratwurst (0.20) http://www.youtube.com/watch?v=QSGObTtDdqM(What is wrong with clip, what is it saying about Germans?
C. Robot Chicken – Little Hitler (0.45) http://www.youtube.com/watch?v=aytQJzdhILM
What is this making fun of? What is wrong with it?
D.Hitler in England (6:30) http://www.youtube.com/watch?v=ZU5aWyK9MRk
E. Funniest Joke in the world clip: http://www.youtube.com/watch?v=8gpjk_MaCGM&feature=related
6. Pink Sheet – Go over as a group as well/Or get them to walk around and answer it.. Just to check for knowledge -Or can work on Unit Vocabulary
7. Class went over the "Review Matrix Picture" a youtube link is posted below that shows what we covered in class and the answers to the sheet.
8. Students were given a review sheet to ensure that they studied.
A. Hitler Rap: Mel Brooks: (4:25) http://www.youtube.com/watch?v=yu2NqfISm9k
B. Family Guy – German Bratwurst (0.20) http://www.youtube.com/watch?v=QSGObTtDdqM(What is wrong with clip, what is it saying about Germans?
C. Robot Chicken – Little Hitler (0.45) http://www.youtube.com/watch?v=aytQJzdhILM
What is this making fun of? What is wrong with it?
D.Hitler in England (6:30) http://www.youtube.com/watch?v=ZU5aWyK9MRk
E. Funniest Joke in the world clip: http://www.youtube.com/watch?v=8gpjk_MaCGM&feature=related
6. Pink Sheet – Go over as a group as well/Or get them to walk around and answer it.. Just to check for knowledge -Or can work on Unit Vocabulary
7. Class went over the "Review Matrix Picture" a youtube link is posted below that shows what we covered in class and the answers to the sheet.
8. Students were given a review sheet to ensure that they studied.
how_i_studied_sheet_-_due_with_test.doc | |
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Lesson: Review Day!
1. We completed the review Matrix - a video explanation is below (the Homefront and social/political/economic impacts)
2. We played "Review Musical Chairs"
3. We reviewed for the test in sundry ways!
2. We played "Review Musical Chairs"
3. We reviewed for the test in sundry ways!
Final Lesson
Unit Test and Start questions on Cold War.