WORLD WAR 2
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1. We will watch a small video as a form of provocation. It is called "WW2 in 7 minutes."
2. Then, Mr. Fitton will distribute a piece of paper to students on which they will write what they want to learn about in this unit. I will try to answer questions as we work throughout the unit. 3. Students can list some films they think we should view to understand WW2 and major campaigns. We will see if perhaps we could procure them. Which movies should we see in order to fully understand the era? Perspectives? Etc? |
4. How do we proceed? Here are some options. Mr. Fitton will also empower students to provide their own background.
Options
A. Watch "WW2 from Space" a fantastic all-encompassing Documentary. We would watch the majority of this documentary and it would provide us with the entire historical background of the era. We would then have no history lessons throughout as we watch our films.
Options
A. Watch "WW2 from Space" a fantastic all-encompassing Documentary. We would watch the majority of this documentary and it would provide us with the entire historical background of the era. We would then have no history lessons throughout as we watch our films.
B. We could watch segments of the Documentary that relate to the film we plan to watch, so we are prepared to watch.
C. Watch some slideshows Mr. Fitton has created about each war front and then watch a film.
D. Students research some segments of the war and present prior to each film, so we have some background.
E. What are some student suggestions?
C. Watch some slideshows Mr. Fitton has created about each war front and then watch a film.
D. Students research some segments of the war and present prior to each film, so we have some background.
E. What are some student suggestions?
DECISION TIME - WHAT FILMS DO WE WANT TO WATCH
Films for Consideration. Usually we choose 5 or 6. Often I show two films at the same time in different rooms to offer even more selection.
Early War
Imitation Game
Darkest Hour
Dunkirk
Mid War
Midway
Greyhound
Enemy at the Gates
U-571
Unbroken
End of War
Saving Private Ryan
Fury
Inglourious Basterds
Downfall
Hacksaw Ridge
Monument's Men
Holocaust
Schindler's List
Son of Saul
Life is Beautiful
Boy in the Striped Pyjamas
Defiance
Early War
Imitation Game
Darkest Hour
Dunkirk
Mid War
Midway
Greyhound
Enemy at the Gates
U-571
Unbroken
End of War
Saving Private Ryan
Fury
Inglourious Basterds
Downfall
Hacksaw Ridge
Monument's Men
Holocaust
Schindler's List
Son of Saul
Life is Beautiful
Boy in the Striped Pyjamas
Defiance
STUDENT CHOICE
We decided as a class to watch "WW2 from Space."
Option 1: As the academic component, students asked to write 5 M/C questions per section (every section in the film) as they watch the film. Mr. Fitton would then make it into a Kahoot. Somewhere around 25-30 T/F or MC Questions students create. We would also engage in a discussion halfway through about how it helped us understand the history and the effectiveness of Documentary as a form. Option 2: Students write 5 T/F questions per section and then we play a game of battleship opposing our opponents using the questions to play. See photos for example and document below for playing. |
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battleship_review_2021.docx | |
File Size: | 205 kb |
File Type: | docx |
A quick note - every year the lessons change. Sometimes we watch Dunkirk and Finest Hour. Other times students vote on Imitation Game and Darkest Hour. It changes every year. Thus, my history lesson also changes. Sometimes I borrow lessons for Dunkirk from my History 12 class (see other tab) to fill in information/details. This unit is very student driven.
1. Imitation Game
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1. Our class will watch "The Imitation Game" as our first film. We will review what we learned about the Battle of the Atlantic from "WW2 From Space"
2. We will watch "The Imitation Game Preview Trailer. 3. We will watch a short powerpoint on The Battle of the Atlantic.
4. We will watch "Imitation Game"
5. We will write a Blog Film Critique of "The Imitation Game" 6. We will conduct a discussion using "Today's Meet" online. |
film_critique_2021.docx | |
File Size: | 267 kb |
File Type: | docx |
so_you_wanna_be_a_critic.docx | |
File Size: | 60 kb |
File Type: | docx |
movie_response_sheet.docx | |
File Size: | 14 kb |
File Type: | docx |
film_critique_rubric.doc | |
File Size: | 36 kb |
File Type: | doc |
We will be using the English 12 Rubric from the BC Ministry of Education - Original Composition Rubric at this time. Later I will switch to a more specific rubric to this assignment.
eng12_scoring_guides.pdf | |
File Size: | 45 kb |
File Type: |
7. Some additional resources to help write a film critique:
https://www.wikihow.com/Write-a-Movie-Review
https://custom-writing.org/blog/writing-tips/free-critique-paper-writing-tips/119.html
https://www.wikihow.com/Write-a-Movie-Review
https://custom-writing.org/blog/writing-tips/free-critique-paper-writing-tips/119.html
2. Saving Private Ryan
1. We will refer to "D-Day" from our Documentary "WW2 in Space" and see what students already know about D-Day.
2. Watch two small videos on "D-Day" and then watch "Storming Juno" which participates in our constant search for different perspectives in this course.
2. Watch two small videos on "D-Day" and then watch "Storming Juno" which participates in our constant search for different perspectives in this course.
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4. Mr. Fitton also has a PPT presentation on Re-Taking France.
lesson_9_-_re-taking_france.pptx | |
File Size: | 2394 kb |
File Type: | pptx |
storming_junoshow_what_i_learned_______________name.docx | |
File Size: | 13 kb |
File Type: | docx |
3. Saving Private Ryan.
1. We watched Saving Private Ryan. No assignment for this film. Students merely have to create their own discussion questions for a small group then large group discussion. We will also compare with Storming Juno and talk about the strengths of each.
4. Holocaust Film
1. Mr. Fitton has booked a few different rooms. Students may watch a Holocaust Film of their choosing. See options below.
2. We will begin by watching a small clip from "Band of Brothers" to explain why we need to learn about the Holocaust. It is from a scene called "Why We Fight"
2. We will begin by watching a small clip from "Band of Brothers" to explain why we need to learn about the Holocaust. It is from a scene called "Why We Fight"
3. We will view a slideshow on the History of the Holocaust
lesson_7_-_the_holocaust.ppt | |
File Size: | 2271 kb |
File Type: | ppt |
4. Auschwitz- Birkenau 360 VR Tour. Students will use the google cardboards and their mobile phones to view two VR Tours of Auschwitz. It is best to use the Youtube APP on their phone, and not to use my website to link.
A. Inside Auschwitz - English Version 360 - https://www.youtube.com/watch?v=EOM_CxAKB_Y
B. Auschwitz- Birkenau Walk Through 360 - https://www.youtube.com/watch?v=EOM_CxAKB_Y
A. Inside Auschwitz - English Version 360 - https://www.youtube.com/watch?v=EOM_CxAKB_Y
B. Auschwitz- Birkenau Walk Through 360 - https://www.youtube.com/watch?v=EOM_CxAKB_Y
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Students completing a VR Tour of Aushwitz via cardboard VR and their Phones
5. Students will choose the film they wish to view and will go to the corresponding room. Assignment - develop 5 open ended questions that can be used to promote discussion after the film. [options - Schindler's List, Son of Saul, Book Thief, Boy in Striped Pyjamas, Life is Beautiful, Operation Finale Defiance.]
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6. Table discussions based on film studied. Then as a group rate it and think of a reason.
7. Students will complete a 5-in-1 Assignment to accompany their film OR Can choose to do the 5-in-1 on "Hacksaw Ridge." Students select after we watch Hacksaw Ridge.
8. We will watch a film on the Nuremberg Trials.
7. Students will complete a 5-in-1 Assignment to accompany their film OR Can choose to do the 5-in-1 on "Hacksaw Ridge." Students select after we watch Hacksaw Ridge.
8. We will watch a film on the Nuremberg Trials.
9. After Holocaust Film - 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: |
5. Hacksaw Ridge
new_5_in_1_sheet_history_through_film.docx | |
File Size: | 149 kb |
File Type: | docx |
Here are some sample 5-in-1s
6. Monuments Men.
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1. We will view the film Monuments Men as a chance to learn about the cultural significance of art in History. We will look at some discussion questions sourced from other teachers. We will select certain questions for response.
Of the list of 20 questions from the document below, students will respond to three on their blog. We will then use the rest of the questions for a guided discussion of the film in small groups.
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7. Downfall / Fury / Defiance
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1. Students will choose to watch one of the above films in three separate locations (Please note we may only have enough rooms to display two films)
2. Students will do an Information Circle Role Sheet to help guide their discussions after viewing the film.
2. Students will do an Information Circle Role Sheet to help guide their discussions after viewing the film.
information_circles_revised_2018_-_film.doc | |
File Size: | 110 kb |
File Type: | doc |
9. Race - If we choose to Watch it.
UNIT ADDITIONAL IDEAS
BLOG IDEA: Connection Journal (Text to Text, Text to Self, Text To World/History) - Three comments
4 Way Debates - students love these. Sit in one quadrant and each quadrant debates each other.Create four posters/signs printed in large letters with the following labels, one label per sign:
Topics:
The USA's use of the atomic bomb (WMD) was justified
Weapons of Mass Destruction are sometimes justified
There are very few times WMDs should be used and should be done sparingly
There is never a time a WMD should be use
WW2 was justifiable
WW2 was justifiable but should have been avoided
WW2 was not justifiable
After Holocaust Film - Do a 4 Corner debate using info from this website: https://www.facinghistory.org/sites/default/files/Justice_after_Holocaust_Anticipation_Guide.pdf
4 Way Debates - students love these. Sit in one quadrant and each quadrant debates each other.Create four posters/signs printed in large letters with the following labels, one label per sign:
- Strongly Agree
- Agree
- Disagree
- Strongly Disagree
Topics:
The USA's use of the atomic bomb (WMD) was justified
Weapons of Mass Destruction are sometimes justified
There are very few times WMDs should be used and should be done sparingly
There is never a time a WMD should be use
WW2 was justifiable
WW2 was justifiable but should have been avoided
WW2 was not justifiable
After Holocaust Film - Do a 4 Corner debate using info from this website: https://www.facinghistory.org/sites/default/files/Justice_after_Holocaust_Anticipation_Guide.pdf
Paintball - History Through Film went to Paintball.
On each field we did a little lesson on the History of Warfare and then engaged in paintball battles.