NewYork 11 World War II rev - C3 Teachers€¦ · poster, essay) that addresses the ... from Ken Burn’s The War, an image bank of propaganda posters, and wartime production data

NEWYORKSTATE SOCIAL STUDIES RESOURCETOOLKIT

T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 1

11thGradeWorldWarIIInquiry

WhyWastheUSontheWinningSideof

WorldWarII?

Liberman,posterofAfrican-Americanandwhitemenworkingtogether,“UnitedWeStand,”UnitedStatesGovernmentPrintingOffice,1943.MaterialspublishedbytheU.S.GovernmentPrintingOfficeareinthepublicdomainand,assuch,notsubjecttocopyrightrestriction.However,theLibraryrequestsuserstocitetheURLandNorthwesternUniversityLibraryiftheywishtoreproduceimagesfromitsposterdatabase.https://images.northwestern.edu/multiresimages/inu:dil-612a23e9-155d-4cff-bd2b-1cfaa6259c5a

SupportingQuestions

1. Whywasthehomefrontsoimportanttothewarfront?2. WhatdidtheUnitedStatescontributetotheAllies’victoryinEurope?3. HowdidtheUnitedStateswinthewaragainstJapan?

https://images.northwestern.edu/multiresimages/inu:dil-612a23e9-155d-4cff-bd2b-1cfaa6259c5a



T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 2

11thGradeWorldWarIIInquiry

WhyWastheUSontheWinningSideofWorldWarII?NewYorkStateSocialStudiesFrameworkKeyIdea&Practices

11.8.WORLDWARII(1935–1945):TheparticipationoftheUnitedStatesinWorldWarIIwasatransformativeeventforthenationanditsroleintheworld.

Gathering,Using,andInterpretingEvidence ChronologicalReasoningandCausation

StagingtheCompellingQuestion

WatchabriefdocumentaryonthededicationoftheNationalWorldWarIIMemorialanddiscusshowthewaraffectedveterans’families.

SupportingQuestion1 SupportingQuestion2 SupportingQuestion3

Whywasthehomefrontsoimportanttothewarfront?

WhatdidtheUnitedStatescontributetotheAllies’victoryinEurope?

HowdidtheUnitedStateswinthewaragainstJapan?

FormativePerformanceTask



Participateinasilentconversationonbigpaperonthesupportingquestion.

Createa“foundpoem”usingwordsandphrasesfromthefeaturedsources.

Participateinafishbowlconversationonthesupportingquestion.

FeaturedSources FeaturedSources FeaturedSources

SourceA:“Wartown:WarProductioninAmerica”SourceB:Imagebank:PropagandapostersSourceC:“BytheNumbers:WartimeProduction”

SourceA:"WhyHitler'sGrandPlanduringtheSecondWorldWarCollapsed”SourceB:“WorldWarIIDeathsbyCountries”SourceC:“D-Day”

SourceA:ExcerptfromEveryWarMustEndSourceB:ImagesofWorldWarII:ThePacificIslandsSourceC:TranscriptofPresidentTrumanannouncingthebombingofHiroshima,August6,1945

SummativePerformanceTask

ARGUMENTWhywastheUSonthewinningsideofWorldWarII?Constructanargument(e.g.,detailedoutline,poster,essay)thataddressesthecompellingquestionusingspecificclaimsandrelevantevidencefromhistoricalsourceswhileacknowledgingcompetingviews.

EXTENSIONInvestigatetheimpactofWorldWarIIonparticulargroupsintheUnitedStates(e.g.,women,AfricanAmericans,Mexicanbraceros).

TakingInformedAction

UNDERSTANDResearchhowWorldWarIIaffectedstudents’communities.ASSESSDeterminethemostimpactfulwaysinwhichstudents’communitiescontributedtothewareffort.ACTDevelopaWorldWarIIexhibitfordisplayintheschooloralocalmuseumthatcapturesthecontributionsofpeoplefromstudents’communities.


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Overview

InquiryDescription

ThegoalofthisinquiryistohelpstudentsunderstandthevariousfactorsthatcausedtheUnitedStatestobeonthewinningsideinWorldWarII.Thecompellingquestion“WhywastheUSonthewinningsideofWorldWarII?”engagesstudentswithboththeeconomicandmilitaryfactorsthatcontributedtoasuccessfulwareffort.StudentsstartwithanexaminationofthehomefrontbeforelookingatmilitaryfactorsinthewarsinEuropeandthePacific.StudentsshouldbeabletoarticulateavarietyoffactorsthatcausedtheAlliedvictory.

InadditiontotheKeyIdealistedearlier,thisinquiryhighlightsthefollowingConceptualUnderstandings:

• (11.8a)Assituationsoverseasdeteriorated,PresidentRoosevelt’sleadershiphelpedmovethenationfromapolicyofneutralitytoapro-Alliedpositionand,ultimately,directinvolvementinthewar.

• (11.8b)UnitedStatesentryintoWorldWarIIhadasignificantimpactonAmericansociety.

NOTE:Thisinquiryisexpectedtotakefourtosix40-minuteclassperiods.Theinquirytimeframecouldexpandifteachersthinktheirstudentsneedadditionalinstructionalexperiences(i.e.,supportingquestions,formativeperformancetasks,andfeaturedsources).Teachersareencouragedtoadapttheinquiriesinordertomeettheneedsandinterestsoftheirparticularstudents.Resourcescanalsobemodifiedasnecessarytomeetindividualizededucationprograms(IEPs)orSection504Plansforstudentswithdisabilities.

StructureoftheInquiry

Inaddressingthecompellingquestion“WhywastheUSonthewinningsideofWorldWarII?”studentsworkthroughaseriesofsupportingquestions,formativeperformancetasks,andfeaturedsourcesinordertoconstructanargumentwithevidencewhileacknowledgingcompetingviews.

StagingtheCompellingQuestion

TeacherscanstagethecompellingquestionbyhavingstudentswatchabriefdocumentaryonthededicationoftheNationalWorldWarIIMemorial.TeachersmaychoosetoleadastudentdiscussionabouttherolesthattheirfamilymembersplayedduringWorldWarIIandhowthewaraffectedthefamiliesofstudentsintheclassorthosewithintheirlargercommunity.

SupportingQuestion1

Thefirstsupportingquestion—“Whywasthehomefrontsoimportanttothewarfront?”—initiatestheinquirybyaskingstudentstoconsiderfactorsbeyondthebattlefieldthatcontributedtotheAlliedvictoryinWorldWarII.


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Althoughcitizensonthehomefrontcontributedinvariousways,thissupportingquestionfocusesonthesheersizeoftheindustrialforcewithwhichtheUnitedStatesrespondedtoWorldWarII.ThefeaturedsourcesareaclipfromKenBurn’sTheWar,animagebankofpropagandaposters,andwartimeproductiondatafromtheUnitedStatesandabroadastheyconsiderthevaluablerolethatAmericanbusinessesandworkersplayedinthewareffort.Theformativeperformancetaskhasstudentsparticipateinasilentconversationonbigpaperaboutthesupportingquestion,whichwillallowforin-depthexplorationofthequestion.Teachersmayscaffoldthistaskbyprovidingasilentconversationprompt.MoreinformationonasilentconversationonbigpapercanbefoundinAppendixAandatthefollowingwebsite:https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/big-paper-building-silent-con.

SupportingQuestion2

Thesecondsupportingquestion—“WhatdidtheUnitedStatescontributetotheAllies’victoryinEurope?”—expandstheinquirytofocusonthelargerwarinEurope.Thefirsttwofeaturedsources—asecondaryanalysisofthewaranddataoncasualties—aimtohelpstudentsunderstandthat,whiletheUnitedStatesplayedasignificantroleinthewareffort,itwaspartofalargerAlliedeffortandthatmuchofthehumancostwaspaidbytheSoviets.Thethirdfeaturedsource,adocumentaryonD-Day,promptsstudentstoengagewiththeUnitedStates’mostfamousbattleanditscost.Theformativeperformancetaskasksstudentstocreatea“foundpoem”bycarefullyselectingandorganizingwordsandphrasesfromthefeaturedsources.Writingfoundpoemsprovidesastructuredwayforstudentstoreviewmaterialandsynthesizetheirlearning.MoreinformationonfoundpoemscanbefoundinAppendixBandatthefollowingwebsite:https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/found-poems.

SupportingQuestion3

Thethirdsupportingquestion—“HowdidtheUnitedStateswinthewaragainstJapan?”—shiftsthefocustothePacific.ThefeaturedsourcesareasecondaryaccountthatlooksatJapan’slackofaplanforvictoryafterthebombingofPearlHarbor,aseriesofphotographstohelpthemunderstandthetypeoffightingthatoccurredinthePacific,andthepressreleasediscussingtheuseoftheatomicbomb.Thefinalformativeperformancetaskhasstudentsparticipateinafishbowlconversationonboththissupportingquestionandthelargerpatternsfromtheinquiry.MoreinformationonafishbowlcanbefoundinAppendixCandatthefollowingwebsite:https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/fishbowl.

SummativePerformanceTask

Atthispointintheinquiry,studentshaveexaminedthehomefrontandthewarsinEuropeandthePacific.Studentsshouldbeexpectedtodemonstratethebreadthoftheirunderstandingsandtheirabilitiestouseevidencefrommultiplesourcestosupporttheirdistinctclaims.Inthistask,studentsconstructevidence-basedarguments

https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/big-paper-building-silent-con


https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/found-poems


https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/fishbowl


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respondingtothecompellingquestion“WhywastheUSonthewinningsideofWorldWarII?”Itisimportanttonotethatstudents’argumentscouldtakeavarietyofforms,includingadetailedoutline,poster,oressay.

Students’argumentslikelywillvary,butcouldincludeanyofthefollowing:

• TheUnitedStateswasonthewinningsidebecauseitwasabletooutproduceandoutlastbothGermanyandJapan.

• TheUnitedStateswasonthewinningsidebecauseofmistakesmadebybothGermanyandJapan.• TheUnitedStateswasonthewinningsideinEuropebecauseofitsallies,butwonthewarinAsiamostlyon

itsown.

StudentscouldextendtheseargumentsbyinvestigatingtheimpactofWorldWarIIonparticulargroupsintheUnitedStates(e.g.,women,AfricanAmericans,Mexicanbraceros).

StudentshavetheopportunitytoTakeInformedActionbydrawingontheirknowledgeofhowWorldWarIIimpactedtheUnitedStates.TheydemonstratethattheyunderstandbyresearchinghowWorldWarIIaffectedtheircommunity.Theyshowtheirabilitytoassessbydeterminingthemostimpactfulwaysthattheircommunitycontributedtothewareffort.AndtheyactbydevelopingaWorldWarIIexhibitfordisplayintheschooloralocalmuseumthatcapturesthecontributionsofpeoplefromtheircommunity.


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SupportingQuestion1FeaturedSource SourceA:KenBurns,videoclipdescribingwarproduction,“Wartown:WarProductioninAmerica,”Ken

Burn’sTheWar,PublicBroadcastingStation,2007

NOTE:TeachersandtheirstudentscanviewtheeffectsofWorldWarIIontheUnitedStateseconomyandworkforceinthesegment“Wartown:WarProductioninAmerica”byclickingonthislink:http://www.pbs.org/thewar/detail_5382.htm.

http://www.pbs.org/thewar/detail_5382.htm




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SupportingQuestion1FeaturedSource SourceB:Imagebank:Propagandaposters

Image1:J.HowardMiller,posterfeaturingRosietheRiveter,“WeCanDoIt,”Westinghouse,1942Publicdomain.http://www.archives.gov/exhibits/powers_of_persuasion/its_a_womans_war_too/images_html/we_can_do_it.html

http://www.archives.gov/exhibits/powers_of_persuasion/its_a_womans_war_too/images_html/we_can_do_it.html


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Image2:JeanCarll,posterfeaturingservicemenfiringrifles,“Give‘emBothBarrels,”UnitedStatesGovernmentPrintingOffice,1941MaterialspublishedbytheU.S.GovernmentPrintingOfficeareinthepublicdomainand,assuch,notsubjecttocopyrightrestriction.However,theLibraryrequestsuserstocitetheURLandNorthwesternUniversityLibraryiftheywishtoreproduceimagesfromitsposterdatabase.https://images.northwestern.edu/multiresimages/inu:dil-4481ed9c-cd51-4485-b5a3-92ba6e709ce1

https://images.northwestern.edu/multiresimages/inu:dil-4481ed9c-cd51-4485-b5a3-92ba6e709ce1




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Image3:Liberman,posterofAfrican-Americanandwhitemenworkingtogether,“UnitedWeStand,”UnitedStatesGovernmentPrintingOffice,1943

MaterialspublishedbytheU.S.GovernmentPrintingOfficeareinthepublicdomainand,assuch,notsubjecttocopyrightrestriction.However,theLibraryrequestsuserstocitetheURLandNorthwesternUniversityLibraryiftheywishtoreproduceimagesfromitsposterdatabase.https://images.northwestern.edu/multiresimages/inu:dil-612a23e9-155d-4cff-bd2b-1cfaa6259c5a





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SupportingQuestion1FeaturedSource SourceC:Authorunknown,chartsdetailingtheaircraftandtankproductionbydifferentbelligerents

fromWWIIaswellasU.S.productiontotals,“BytheNumbers:WartimeProduction,”NationalWWIIMuseum,nodate

AircraftProduction(alltypes)

1939 1940 1941 1942 1943 1944 1945

UnitedStates

2,141 6,068 19,433 47,836 85,898 96,318 46,001

Britain 7,940 15,049 20,094 23,672 26,263 26,461 12,070

SovietUnion

10,382 10,565 15,737 25,436 34,900 40,300 20,900

Germany 8,295 10,862 12,401 15,409 24,807 40,593 7,540

Japan 4,467 4,768 5,088 8,861 16,693 28,180 8,263

TankProduction(alltypes)

UnitedStates 60,973

SovietUnion 54,500

Britain 23,202

Germany 19,926

Italy 4,600

Japan 2,464



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UnitedStatesMilitaryProductionTotals

Battleships 10

AircraftCarriers 27

EscortCarriers 110

Submarines 211

Cruisers/Destroyers/Escorts 907

RailRoadLocomotives 7,500

GunsandHowitzers 41,000

LandingCraft 82,000

TanksandArmoredVehicles 100,000

ShipsofAllType 124,000

Aircraft 310,000

SteelProduction(tons) 434,000

21/2-tonTrucks 806,073

VehiclesofAllTypes 2,400,000

RiflesandCarbines 12,500,000

YardsofCottonTextiles 36,000,000,000

RoundsofAmmunition 41,000,000,000

http://www.nationalww2museum.org/learn/education/for-students/ww2-history/ww2-by-the-numbers/wartime-production.html

http://www.nationalww2museum.org/learn/education/for-students/ww2-history/ww2-by-the-numbers/wartime-production.html


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SupportingQuestion2FeaturedSource SourceA:RichardJ.Evans,articledescribingfactorsthatledtoGermany’sdecline,“WhyHitler'sGrand

PlanduringtheSecondWorldWarCollapsed,”TheGuardian,2009

WhyHitler'sGrandPlanduringtheSecondWorldWarCollapsed

Twoyearsintothewar,inSeptember1941,Germanarmsseemedtobecarryingallbeforethem.WesternEuropehadbeendecisivelyconquered,andtherewerefewsignsofanyseriousresistancetoGermanrule.ThefailureoftheItalianstoestablishMussolini'smuch-vauntednewRomanempireintheMediterraneanhadbeenmadegoodbyGermanintervention.GermanforceshadoverrunGreece,andsubjugatedYugoslavia.InNorthAfrica,Rommel'sbrilliantgeneralshipwaspushingtheBritishandalliedforceseastwardstowardsEgyptandthreateningtheSuezcanal.Aboveall,theinvasionoftheSovietUnioninJune1941hadreapedstunningrewards,withLeningrad(thepresent-dayStPetersburg)besiegedbyGermanandFinnishtroops,SmolenskandKievtaken,andmillionsofRedArmytroopskilledorcapturedinaseriesofvastencirclingoperationsthatbroughttheGermanarmedforceswithinreachofMoscow.Surroundedbyagirdleofallies,fromVichyFranceandFinlandtoRomaniaandHungary,andwiththemoreorlessbenevolentneutralityofcountriessuchasSwedenandSwitzerlandposingnoseriousthreat,theGreaterGermanReichseemedtobeunstoppableinitsdriveforsupremacyinEurope.

YetinretrospectthisprovedtobethehighpointofGermansuccess.ThefundamentalproblemfacingHitlerwasthatGermanysimplydidnothavetheresourcestofightonsomanydifferentfrontsatthesametime.LeadingeconomicmanagerssuchasFritzTodthadalreadybeguntorealisethis.WhenTodtwaskilledinaplaneclashon8February1942,hisplaceasarmamentsministerwastakenbyHitler'spersonalarchitect,theyoungAlbertSpeer.ImbuedwithanunquestioningfaithinHitlerandhiswilltowin,Speerrestructuredandrationalisedthearmsproductionsystem,buildingonreformsalreadybegunbyTodt.HismethodshelpedincreasedramaticallythenumberofplanesandtanksmanufacturedinGermanplants,andboostedthesupplyofammunitiontothetroops.

USMilitaryMight

Butbytheendof1941theReichhadtocontendnotonlywiththearmsproductionoftheBritishempireandtheSovietUnionbutalsowiththerapidlygrowingmilitarymightoftheworld'seconomicsuperpower,theUnitedStates.Throughout1941,rightlyfearingtheconsequencesoftotalGermandominationofEuropeforAmerica'spositionintheworld,USPresidentFranklinDRoosevelthadbegunsupplyingBritainwithgrowingquantitiesofarmsandequipment,guaranteedthroughasystemof"lend-lease"andformalisedinAugustbytheAtlanticCharter.WhentheJapanesebombedPearlHarborinearlyDecember,HitlersawtheopportunitytoattackAmericanconvoyswithoutinhibition,anddeclaredwarontheUSinthebeliefthatRooseveltwouldbetoopreoccupiedwithcounteringtheJapaneseadvanceinthePacifictotroubleovermuchwitheventsinEurope.

YetsuchwastheeconomicmightoftheAmericansthattheycouldpourincreasingresourcesintotheconflictinboththeatresofwar.Germanyproduced15,000newcombataircraftin1942,26,000in1943,and40,000in1944.IntheUS,thefigureswere48,000,86,000and114,000respectively.AddedtotheseweretheaircraftproducedintheSovietUnion–37,000in1943,forexample–andtheUK:35,000in1943and47,000in1944.Itwasthesamestorywithtanks,where6,000madeinGermanyeachyearhadtofacethesamenumberproducedannuallyinBritainandtheDominions,andthreetimesasmanyintheSovietUnion.In1943thecombinedalliedproductionofmachine-gunsexceeded1million,comparedwithGermany's165,000.NordidGermany'scommandeeringoftheeconomiesofotherEuropeancountriesdomuchtoredressthebalance.TheGermans'ruthlessrequisitioningoffuel,industrialfacilitiesandlabourfromFranceandothercountriesreducedtheeconomiesofthesubjugatedpartsofEuropetosuchastatethattheywereunable–and,withtheirworkersbecomingevermorerefractory,unwilling–tocontributesignificantlytoGermanwarproduction.


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Aboveall,theReichwasshortoffuel.RomaniaandHungarysuppliedalargeproportionofGermany'sneeds.ButthiswasnotenoughtosatisfytheappetiteoftheWehrmacht'sgas-guzzlingtanksandfighterplanes.Rommel'seastwardpushacrossnorthernAfricawasdesignednotjusttocutoffBritain'ssupplyroutethroughtheSuezcanalbutabovealltobreakthroughtotheMiddleEastandgaincontrolovertheregion'svastreservesofoil.Inmid-1942hecapturedthekeyseaportofTobruk.Butwhenheresumedhisadvance,hewasmetwithmassivedefensivepositionspreparedbythemeticulousBritishgeneralBernardMontgomeryatElAlamein.Over12dayshefailedtobreakthroughtheBritishlinesandwasforcedintoaheadlongretreatacrossthedesert.Tocompletetherout,theallieslandedanexpeditionaryforcefurtherwest,inMoroccoandAlgeria.AquarterofamillionGermanandItaliantroopssurrenderedinMay1943.RommelhadalreadyreturnedtoGermanyonsickleave."ThewarinnorthAfrica,"heconcludedbitterly,"wasdecidedbytheweightofAnglo-Americanmaterial."Ifhehadbeenprovidedwith"moremotorisedformations,”andamoresecuresupplyline,hebelieved,hecouldstillhavedriventhroughtotheoilfieldsoftheMiddleEast.Butitwasnottobe.

BythetimeofMontgomery'svictory,ithadbecomeclearthattheGermans'attempttocompensatefortheirlowerlevelsofarmsproductionbystoppingAmericansuppliesandmunitionsfromreachingBritainacrosstheAtlantichadalsofailed.Inthecourseof1942,adeterminedconstructioncampaignincreasedthenumberofU-boatsactiveintheAtlanticandtheArcticfromjustover20tomorethan100;inNovember1942alonetheysank860,000tonnesofalliedshipping,aidedbytheGermans'abilitytodecipherBritishradiotrafficwhilekeepingtheirownsecret.

BattleoftheAtlantic

ButfromDecember1942,theBritishcoulddecodeGermanciphersoncemoreandsteertheirconvoysawayfromthewaitingwolf-packsofU-boats.Smallaircraftcarriersbegantoaccompanyalliedconvoys,usingspotterplanestolocatetheGermansubmarines,whichhadtospendmostoftheirtimeonthesurfaceinordertomovewithanyreasonablespeedandlocatetheenemy'sships.ByMay1943theallieswerebuildingmoreshiptonnagethantheGermansweresinking,whileoneU-boatwasbeingsunkbyalliedwarshipsandplanesonaverageeveryday.On24May1943thecommanderoftheU-boatfleet,AdmiralKarlDönitz,concededdefeatandmovedhissubmarinesoutofthenorthAtlantic.ThebattleoftheAtlanticwasover.

ThemostdramaticandmostsignificantreversalofGermanfortunescame,however,ontheeasternfront.ThesheerscaleoftheconflictbetweentheWehrmachtandtheRedArmydwarfedanythingseenanywhereelseduringthesecondworldwar.From22June1941,thedayoftheGermaninvasion,therewasneverapointatwhichlessthantwo-thirdsoftheGermanarmedforceswereengagedontheeasternfront.Deathsontheeasternfrontnumberedmorethaninalltheothertheatresofwarputtogether,includingthePacific.HitlerhadexpectedtheSovietUnion,whichheregardedasanunstablestate,ruledbyacliqueof"JewishBolsheviks"(abizarreidea,giventhefactthatStalinhimselfwasanantisemite),exploitingavastmassofraciallyinferioranddisorganisedpeasants,tocrumbleassoonasitwasattacked.

Butitdidnot.Onthecontrary,Stalin'spatrioticappealstohispeoplehelpedrallythemtofightinthe"greatpatrioticwar,”spurredonbyhorroratthemurderousbrutalityoftheGermanoccupation.MorethanthreemillionSovietprisonersofwarweredeliberatelylefttodieofstarvationanddiseaseinmakeshiftcamps.Civiliansweredraftedintoforcedlabour,villageswereburnedtotheground,townsreducedtorubble.MorethanonemillionpeoplediedinthesiegeofLeningrad;butitdidnotfall.Sovietreservesofmanpowerandresourceswereseeminglyinexhaustible.Inavasteffort,majorarmsandmunitionsfactorieshadbeendismantledandtransportedtosafetyeastoftheUrals.Heretheybegantopouroutincreasingquantitiesofmilitaryhardware,includingtheterrifying"Stalinorgan,”theKatyusharocket-launcher.Inthelongerrun,theGermanswereunabletomatchanyofthis;evenifsomeoftheirhardware,notablytheTigerandPanthertanks,wasbetterthananythingtheRussianscouldproduce,theysimplycouldnotgetthemofftheproductionlinesinsufficientquantitiestomakeadecisivedifference.


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WarintheSnow

AlreadyinDecember1941,Japan'sentryintothewar,anditsconsequentpreoccupationwithcampaignsinthePacific,allowedStalintomovelargequantitiesofmenandequipmenttothewest,wheretheybroughttheGermanadvancetoahaltbeforeMoscow.Unpreparedforawinterwar,poorlyclad,andexhaustedfrommonthsofrapidadvanceandbitterfighting,theGermanforceshadtoabandontheideaoftakingtheRussiancapital.Awholestringofgeneralssuccumbedtoheartattacksornervousexhaustion,andwerereplaced;Hitlerhimselftookoverascommander-in-chiefofthearmy.

HitlerhadalreadyweakenedthethrusttowardsMoscowbydivertingforcestotakethegrainfieldsoftheUkraineandpushontotheCrimea.Formuchof1942,thistacticseemedtobesucceeding.GermanforcestooktheCrimeaandadvancedtowardstheoilfieldsoftheCaucasus.Hereagain,acquiringnewsuppliesoffueltoreplenishGermany'sdwindlingstockswastheimperative.ButSovietgeneralshadbeguntolearnhowtoco-ordinatetanks,infantryandairpowerandtoavoidencirclementbytacticalwithdrawals.Germanlossesmounted.TheGermanforceswerealreadydangerouslyshortofreservesandsupplieswhentheyreachedthecityofStalingradontheriverVolga,inAugust1942.

Threemonthslater,theyhadstillnottakenthecity.StalingradbecametheobjectofatitanicstrugglebetweentheGermansandtheSoviets,lessbecauseofitsstrategicimportancethanbecauseofitsname.WhentheGermansmovedtheirbesttroopsintothecity,leavingthereartobeguardedbyweakerRomanianandItalianforces,theSovietgeneralssawtheirchance,brokethroughtherearguardandsurroundedthebesiegingforces.Shortoffuelandammunition,theGermansunderGeneralPauluswereunabletobreakout.AsoneairfieldafteranotherwascapturedbytheRedArmy,suppliesranoutandtheGermantroopsbegantostarvetodeath.On31January1943,refusingtheinvitationtocommitsuicidethatcamewithHitler'sgiftofafieldmarshal'sbaton,Paulussurrendered.Some235,000Germanandalliedtroopswerecaptured;morethan200,000hadbeenkilled.Itwastheturningpointofthewar.

LastGreatCounter-Attack

Fromthismomenton,theGermanarmiesweremoreorlesscontinuouslyinretreatontheeasternfront.TheRedArmyaroundStalingradwasthreateningtocutofftheGermanforcesintheCaucasus,sotheywereforcedtowithdraw,abandoningtheirattempttosecuretheregion'soilreserves.InearlyJuly1943camethelastgreatGermancounter-attack,atKursk.Thiswasthegreatestlandbattleinhistory,involvingmorethanfourmilliontroops,13,000tanksandself-propelledguns,and12,000combataircraft.Warnedoftheattackinadvance,theRedArmyhadprepareddefencesindepth,whichtheGermansonlymanagedpartiallytopenetrate.Atragi-comicincidenthappenedwhenanadvancingSoviettankforcefellintoitsownside'sdefensiveditches;nearly200tankswerewrecked,ordestroyedbytheincredulousWaffen-SSforceswaitingforthemontheotherside.Thelocalpartycommissar,NikitaKhrushchev,coveredupthisdisasterbypersuadingStalinthattheyhadbeendestroyedinahugebattlethathadeliminatedmorethan400Germantanksandwonaheroicvictory.Thelegendof"thegreatesttankbattleinhistory"wasborn.

Infactitwasnothingofthekind.SoenormousweretheRussianreservesthatthelossofthetanksmadelittledifferenceintheend,asfreshtroopsandarmourweremovedintorescuethesituation.Morethanonemillionsoldiers,3,200tanksandself-propelledguns,andnearly4,000combataircraftenteredthefrayontheSovietsideandbeganaseriesofsuccessfulcounter-offensives.TheGermanswereforcedtoretreat.ThemissingGermantankshadnotbeendestroyed;theyhadbeenpulledoutbyHitlertodealwitharapidlydeterioratingsituationinItaly.Afterthewar,GermangeneralsclaimedbitterlytheycouldhavewonatKurskhadHitlernotstoppedtheaction.Inreality,however,theSovietsuperiorityinmenandresourceswasoverwhelming.

AndthetanksreallywereneededinItaly.FollowingtheirvictoryinnorthAfrica,theallieshadlandedinSicilyon10July1943tobegreetedinPalermobyItaliancitizenswavingwhiteflags.Afortnightlater,reflectingtheevaporationofItaly'swilltofighton,theFascistGrandCoalitiondeposedMussoliniandbegantosueforpeace.On3Septemberanarmisticewassigned,andalliedforceslandedontheItalianmainland.Germantroopshadalready


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invadedfromthenorth,takingovertheentirepeninsula.Followingthearmistice,theyseized650,000ItaliansoldiersandshippedthemofftoGermanyasforcedlabourerstojoinmillionsofothersdraftedinfromPolandandtheSovietUniontoreplaceGermanworkerssenttothefronttoreplenishtheWehrmacht'srapidlydiminishingmanpower.InadaringcommandoraidontheAlpinehotelwhereMussoliniwasbeingheldprisoner,SSparatroopersliberatedtheformerdictator,whowasputinchargeofapuppetregimebasedonthetownofSalò.ButasthealliedarmiesmadetheirwayslowlynorthwardstowardsRome,nothingcoulddisguisethefactthatGermany'sprincipalallyhadnowbeendefeated.

GermanMorale

TheseeventshadadevastatingeffectonGermanmoraleathome.InparticularthecatastropheofStalingradbegantoconvincemanyGermansthatthewarcouldnotbewon.Worsewastocome.MeetingatCasablancainJanuary1943,ChurchillandRooseveltdecidedonasustainedcampaignofbombingGermancities.AseriesofmassiveraidsontheindustrialareaoftheRuhrfollowed,backedupbythedestructionofkeydamsbythefamous"bouncingbombs"on16May1943.Armsproductionwasseverelyaffected.AndinlateJulyandearlyAugust1943,thecentreofHamburgwasalmostcompletelydestroyedinafirestormcreatedbyintensiveincendiarybombingthatkilledupto40,000people,injuredafurther125,000,manyofthemseriously,andmade900,000homeless.RefugeesfromthedevastatedcityspreadasenseofshockandforebodingallacrossGermany.InHamburgitself,angerattheNazis'failuretodefendthecityledtocrowdstearingpartybadgesoffofficials'coatsamidcriesof"murderer!"ThechiefofstaffoftheGermanairforcecommittedsuicide.Germanairdefenceswerestillabletoinflictseriouslossesonalliedbombingexpeditions,buttheywerenotstrongenoughtopreventthedevastationcontinuing.

Bytheendof1943,GermanforceswereretreatingallalongthelineintheeastandinItaly.ThespectacleofGermandefeatandthebrutalrequisitioningofmillionsofforcedlabourersfromoccupiedcountriesfuelledtheriseofresistancemovementsrightacrossEurope.TheReichhadlostcommandoftheskiesandtheseas.Evermoredevastatingbombingraidsonagrowingrangeoftownsandcitiesweremakingpeople'slivesunbearable.OrdinaryGermansknewbytheendof1943thatthewarwaslost.Terrorbegantoreplacecommitmentasameansofkeepingpeoplefightingon.Morethan20,000Germantroopswereexecutedbycourts-martialduringthewarforvarietiesofdefeatism.Athome,peoplefacedasimilarescalationofterrorfromtheNazipartyandtheSS.Retreatingintotheirprivateandfamilyworlds,theybegantofocusincreasinglyonsimplystayingaliveandwaitingfortheend.

RichardJEvansisRegiusprofessorofmodernhistoryatCambridgeUniversity.HistrilogyonNaziGermany,TheComingoftheThirdReich,TheThirdReichinPower,andTheThirdReichatWar,ispublishedinpaperbackbyPenguin

CopyrightGuardianNews&MediaLtd2015.http://www.theguardian.com/world/2009/sep/08/hitler-germany-campaign-collapsed

http://www.theguardian.com/world/2009/sep/08/hitler-germany-campaign-collapsed


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SupportingQuestion2FeaturedSource SourceB:Authorunknown,chartsillustratingthenumberofliveslostbycountry,“WWIIDeathsby

Country,”NationalWWIIMuseum,nodate

Country MilitaryDeaths TotalCivilianandMilitaryDeaths

Albania 30,000 30,200

Australia 39,800 40,500

Austria 261,000 384,700

Belgium 12,100 86,100

Brazil 1,000 2,000

Bulgaria 22,000 25,000

Canada 45,400 45,400

China 3-4,000,000 20,000,000

Czechoslovakia 25,000 345,000

Denmark 2,100 3,200

DutchEastIndies -- 3-4,000,000

Estonia -- 51,000

Ethiopia 5,000 100,000

Finland 95,000 97,000

France 217,600 567,600


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FrenchIndochina -- 1-1,500,000

Germany 5,533,000 6,600,000-8,800,000

Greece 20,000-35,000 300,000-800,000

Hungary 300,000 580,000

India 87,000 1,500,000-2,500,000

Italy 301,400 457,000

Japan 2,120,000 2,600,000-3,100,000

Korea -- 378,000-473,000

Latvia -- 227,000

Lithuania -- 353,000

Luxembourg -- 2,000

Malaya -- 100,000

Netherlands 17,000 301,000

NewZealand 11,900 11,900

Norway 3,000 9,500

PapuaNewGuinea -- 15,000

Philippines 57,000 500,000-1,000,000

Poland 240,000 5,600,000

Rumania 300,000 833,000


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Singapore -- 50,000

SouthAfrica 11,900 11,900

SovietUnion 8,800,000-10,700,000 24,000,000

UnitedKingdom 383,600 450,700

UnitedStates 416,800 418,500

Yugoslavia 446,000 1,000,000

http://www.nationalww2museum.org/learn/education/for-students/ww2-history/ww2-by-the-numbers/world-wide-deaths.html.

http://www.nationalww2museum.org/learn/education/for-students/ww2-history/ww2-by-the-numbers/world-wide-deaths.html

http://www.nationalww2museum.org/learn/education/for-students/ww2-history/ww2-by-the-numbers/world-wide-deaths.html


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SupportingQuestion2FeaturedSource SourceC:KenBurns,videoclipdescribingtheD-Dayoffensive,“D-Day,”KenBurn’sTheWar,Public

BroadcastingStation,2007

NOTE:TeachersandtheirstudentscanviewfootageofwhatmanyconsiderthemostimportantWorldWarIIbattleinthesegment“D-Day”byclickingonthislink:http://www.pbs.org/thewar/detail_5360.htm.



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SupportingQuestion3FeaturedSource SourceA:FredCharlesIklé,descriptionofthelackofaJapanesevictoryplanafterthePearlHarbor

attack,EveryWarMustEnd(excerpts),1971(revised2005)

WARPLANSWITHOUTANENDING

ThreemonthsbeforetheattackonPearlHarbor,theEmperorofJapanaskedtheArmyChiefofStaff,Sugiyama,howlongitwouldtakethearmytofinishthejobintheeventofwarwiththeUnitedStates.SugiyamaansweredthatoperationintheSouthPacificwouldbeconcludedinthreemonths.TheEmperorobjectedthatwhenthewarwithChinabrokeoutSugiyamahadtoldhimitwouldendinamonth,yetafterfouryearsthefightingwasstillgoingon.Sugiyama’sexcusewasthattheinteriorofChinawashuge;theEmperorrepliedinanger:“iftheinteriorofChinaishuge,isn’tthePacificOceanevenbigger?Howcanyoubesurethewarwillendinthreemonths?”

ByofferingtheexcuseaboutthevastnessofChina,GeneralSugiyamacouldnothavemeantthattheJapanesemilitarywereunawareofthesizeofChinawhenthey[wentto]warwiththatcountry.TheJapanesemilitaryleadersalsoknewthesizeofthePacificbeforetheyattackedPearlHarborandtheywere,ofcourse,fullyawareoftheindustrialmightoftheUnitedStates.SinceJapanbecameinvolvedinawarwiththeUnitedStatesneithergraduallynorinadvertently,butbyaconsideredclear-cutdecision,onewouldexpecttheJapanesemilitarytohavehadsomeideasabouthowtheyreachasuccessfulconclusioninthegiantundertaking.

OnSeptember6,1941,aftertheaboveexchangebetweentheEmperorandtheArmyChiefofStaff,theproposalforattackingtheUnitedStateswasdiscussedfurtherinaconferenceamongtopmilitaryandcivilianleaders.TheNavyChiefofStaff[AdmiralOsamiNagano]recognizedthatJapanwouldhavetobepreparedforalongwar.“EvenifourEmpireshouldwinadecisivenavalvictory,”hesaid,“wewillnottherebybeabletobringthewartoaconclusion.WecananticipatethatAmericawillattempttoprolongwar,utilizinghereasilydefendablegeographicalposition,hersuperiorindustrialpower,andherabundantresources.OurEmpiredoesnothavethemeanstotaketheoffensive,overcometheenemy,andmakethemgiveuptheirwilltofight.”TheNavyChiefofStaffaddedthatJapanwouldestablishthebasisforconductingaprolongedwarbyseizingstrategicareasandresourcesattheoutset.But“whathappensthereafter,”hewenton,“willdependtoagreatextentonoverallnationalpower–includingvariouselements,tangibleandin-tangible–andondevelopmentintheworldsituation”....Whatanincrediblymurkyprospectforsuchadeepplunge.

ItisnotthattheJapanesemilitaryhadforgottenthatthewartheyproposedmusthaveanending.Thequestionwasthere,merelytheanswerwasmissing.AmemorandumtheyhadpreparedfortheconferenceofSeptember6containedalonglistofquestionsandproposedanswersregardingtheoutlookfortheGerman-Sovietwar,thedefenseofthehomelandandtacticsfortheongoingnegotiationsinWashington,thestrengthoftheUnitedStatesarmy,andsoforth.“WhatistheoutlookinawarwithGreatBritainandtheUnitedStates;particularly,howshallweendthewar?TheJapanesemilitaryansweredtheirownquestionasfollows:“AwarwithGreatBritainandtheUnitedStateswillbelong….Itisverydifficulttopredicttheterminationofawar,anditwouldbealmostimpossibletoexpectthesurrenderoftheUnitedStates.However,wecannotexcludethepossibilitythatthewarmayendbecauseofagreatchangeinAmericanpublicopinion…Atanyrate,weshouldbeabletoestablishaninvincibleposition…Meanwhile,wemayhopethatwewillbeabletoinfluencethetrendofaffairsandbringthewartoanend.”

EveryWarMustEnd.(2ndedition),byIkle,F.C.(2005).NewYork,NY:ColumbiaUniversityPress.Reprintedwithpermissionofthepublisher.


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SupportingQuestion3FeaturedSource SourceB:ImagesdetailingthePacifictheaterofWWII,“WorldWarII:ThePacificIslands,”TheAtlantic,

2011

Thephotographicimagesareavailableonlineat:https://www.theatlantic.com/photo/2011/09/world-war-ii-the-pacific-islands/100155/

https://www.theatlantic.com/photo/2011/09/world-war-ii-the-pacific-islands/100155/

https://www.theatlantic.com/photo/2011/09/world-war-ii-the-pacific-islands/100155/


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SupportingQuestion3FeaturedSource SourceC:HarryS.Truman,transcriptofPresidentTrumanannouncingthebombingofHiroshima,

August6,1945

THEWHITEHOUSE

Washington,D.C.

STATEMENTBYTHEPRESIDENTOFTHEUNITEDSTATES

SixteenhoursagoanAmericanairplanedroppedonebombonHiroshimaanddestroyeditsusefulnesstotheenemy.Thatbombhadmorepowerthan20,000tonsofTNT.IthadmorethantwothousandtimestheblastpoweroftheBritish"GrandSlam"whichisthelargestbombeveryetusedinthehistoryofwarfare.

TheJapanesebeganthewarfromtheairatPearlHarbor.Theyhavebeenrepaidmanyfold.Andtheendisnotyet.Withthisbombwehavenowaddedanewandrevolutionaryincreaseindestructiontosupplementthegrowingpowerofourarmedforces.Intheirpresentformthesebombsarenowinproductionandevenmorepowerfulformsareindevelopment.

Itisanatomicbomb.Itisaharnessingofthebasicpoweroftheuniverse.TheforcefromwhichthesundrawsitspowerhasbeenloosedagainstthosewhobroughtwartotheFarEast.

Before1939,itwastheacceptedbeliefofscientiststhatitwastheoreticallypossibletoreleaseatomicenergy.Butnooneknewanypracticalmethodofdoingit.By1942,however,weknewthattheGermanswereworkingfeverishlytofindawaytoaddatomicenergytotheotherenginesofwarwithwhichtheyhopedtoenslavetheworld.Buttheyfailed.WemaybegratefultoProvidencethattheGermansgottheV-1'sandV-2'slateandinlimitedquantitiesandevenmoregratefulthattheydidnotgettheatomicbombatall.

Thebattleofthelaboratoriesheldfatefulrisksforusaswellasthebattlesoftheair,land,andsea,andwehavenowwonthebattleofthelaboratoriesaswehavewontheotherbattles.

Beginningin1940,beforePearlHarbor,scientificknowledgeusefulinwaspooledbetweentheUnitedStatesandGreatBritain,andmanypricelesshelpstoourvictorieshavecomefromthatarrangement.Underthatgeneralpolicytheresearchontheatomicbombwasbegun.WithAmericanandBritishscientistsworkingtogetherweenteredtheraceofdiscoveryagainsttheGermans.

TheUnitedStateshadavailablethelargenumberofscientistsofdistinctioninthemanyneededareasofknowledge.Ithadthetremendousindustrialandfinancialresourcesnecessaryfortheprojectandtheycouldbedevotedtoitwithoutundueimpairmentofothervitalwarwork.IntheUnitedStatesthelaboratoryworkandtheproductionplants,onwhichasubstantialstarthadalreadybeenmade,wouldbeoutofreachofenemybombing,whileatthattimeBritainwasexposedtoconstantairattackandwasstillthreatenedwiththepossibilityofinvasion.ForthesereasonsPrimeMinisterChurchillandPresidentRooseveltagreedthatitwaswisetocarryontheprojecthere.Wenowhavetwogreatplantsandmanylesserworksdevotedtotheproductionofatomicpower.Employmentduringpeakconstructionnumbered125,000andover65,000individualsareevennowengagedinoperatingtheplants.Manyhaveworkedtherefortwoandahalfyears.Fewknowwhattheyhavebeenproducing.Theyseegreatquantitiesofmaterialgoinginandtheyseenothingcomingoutoftheseplants,forthephysicalsizeoftheexplosivechargeisexceedinglysmall.Wehavespenttwobilliondollarsonthegreatestscientificgambleinhistory--andwon.

http://www.pbs.org/wgbh/amex/truman/psources/ps_memorandum.html

http://www.pbs.org/wgbh/amex/bomb/

http://www.pbs.org/wgbh/amex/bomb/

http://www.pbs.org/wgbh/amex/truman/psources/ps_einstein.html

http://www.pbs.org/wgbh/amex/truman/psources/ps_einstein2.html


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Butthegreatestmarvelisnotthesizeoftheenterprise,itssecrecy,noritscost,buttheachievementofscientificbrainsinputtingtogetherinfinitelycomplexpiecesofknowledgeheldbymanymenindifferentfieldsofscienceintoaworkableplan.Andhardlylessmarveloushasbeenthecapacityofindustrytodesignandoflabortooperate,themachinesandmethodstodothingsneverdonebeforesothatthebrainchildofmanymindscameforthinphysicalshapeandperformedasitwassupposedtodo.BothscienceandindustryworkedunderthedirectionoftheUnitedStatesArmy,whichachievedauniquesuccessinmanagingsodiverseaproblemintheadvancementofknowledgeinanamazinglyshorttime.Itisdoubtfulifsuchanothercombinationcouldbegottogetherintheworld.Whathasbeendoneisthegreatestachievementoforganizedscienceinhistory.Itwasdoneunderpressureandwithoutfailure.

WearenowpreparedtoobliteratemorerapidlyandcompletelyeveryproductiveenterprisetheJapanesehaveabovegroundinanycity.Weshalldestroytheirdocks,theirfactories,andtheircommunications.Lettherebenomistake;weshallcompletelydestroyJapan'spowertomakewar.

ItwastosparetheJapanesepeoplefromutterdestructionthattheultimatumofJuly26wasissuedatPotsdam.Theirleaderspromptlyrejectedthatultimatum.Iftheydonotnowacceptourtermstheymayexpectarainofruinfromtheair,thelikeofwhichhasneverbeenseenonthisearth.Behindthisairattackwillfollowseaandlandforcesinsuchnumberthatandpowerastheyhavenotyetseenandwiththefightingskillofwhichtheyarealreadywellaware.

TheSecretaryofWar,whohaskeptinpersonaltouchwithallphasesoftheproject,willimmediatelymakepublicastatementgivingfurtherdetails.

HisstatementwillgivefactsconcerningthesitesatOakRidgenearKnoxville,Tennessee,andatRichland,nearPasco,Washington,andaninstallationnearSantaFe,NewMexico.Althoughtheworkersatthesiteshavebeenmakingmaterialstobeusedproducingthegreatestdestructiveforceinhistorytheyhavenotthemselvesbeenindangerbeyondthatofmanyotheroccupations,fortheutmostcarehasbeentakenoftheirsafety.

Thefactthatwecanreleaseatomicenergyushersinanewerainman'sunderstandingofnature'sforces.Atomicenergymayinthefuturesupplementthepowerthatnowcomesfromcoal,oil,andfallingwater,butatpresentitcannotbeproducedonabasestocompetewiththemcommercially.Beforethatcomestheremustbealongperiodofintensiveresearch.Ithasneverbeenthehabitofthescientistsofthiscountryorthepolicyofthisgovernmenttowithholdfromtheworldscientificknowledge.Normally,therefore,everythingabouttheworkwithatomicenergywouldbemadepublic.

Butunderthepresentcircumstancesitisnotintendedtodivulgethetechnicalprocessesofproductionorallthemilitaryapplications.Pendingfurtherexaminationofpossiblemethodsofprotectingusandtherestoftheworldfromthedangerofsuddendestruction.

IshallrecommendthattheCongressoftheUnitedStatesconsiderpromptlytheestablishmentofanappropriatecommissiontocontroltheproductionanduseofatomicpowerwithintheUnitedStates.IshallgivefurtherconsiderationandmakefurtherrecommendationstotheCongressastohowatomicpowercanbecomeapowerfulandforcefulinfluencetowardsthemaintenanceofworldpeace.

Source:HarryS.TrumanLibrary,"Armypressnotes,"box4,PapersofEbenA.Ayers.http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-hiroshima/

http://www.pbs.org/wgbh/amex/truman/psources/ps_potsdam.html

http://www.pbs.org/wgbh/amex/three/index.html

http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-hiroshima/


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AppendixA:

SilentConversationGuidelines

RationaleThisdiscussionstrategyuseswritingandsilenceastoolstohelpstudentsexploreatopicin-depth.Havingawrittenconversationwithpeersslowsdownstudents’thinkingprocessandgivesthemanopportunitytofocusontheviewsofothers.Thisstrategyalsocreatesavisualrecordofstudents’thoughtsandquestionsthatcanbereferredtolaterinacourse.UsingtheBigPaperstrategycanhelpengageshystudentswhoarenotaslikelytoparticipateinaverbaldiscussion.Afterusingthisstrategyseveraltimes,students’comfort,confidence,andskillwiththismethodincrease.ProcedureStepone:PreparationFirst,youwillneedtoselectthe“stimulus”–thematerialthatstudentswillrespondto.AsthestimulusforaBigPaperactivity,teachershaveusedquestions,quotations,historicaldocuments,excerptsfromnovels,poetry,orimages.Groupscanbegiventhesamestimulusfordiscussion,butmoreoftentheyaregivendifferenttextsrelatedtothesametheme.Thisactivityworksbestwhenstudentsareworkinginpairsortriads.Makesurethatallstudentshaveapenormarker.Someteachershavestudentsusedifferentcoloredmarkerstomakeiteasiertoseetheback-and-forthflowofaconversation.Eachgroupalsoneedsa“bigpaper”(typicallyasheetofposterpaper)thatcanfitawrittenconversationandaddedcomments.Inthemiddleofthepage,tapeorwritethe“stimulus”(image,quotation,excerpt,etc.)thatwillbeusedtosparkthestudents’discussion.Steptwo:TheImportanceofSilenceInformtheclassthatthisactivitywillbecompletedinsilence.Allcommunicationisdoneinwriting.Studentsshouldbetoldthattheywillhavetimetospeakinpairsandinthelargegroupslater.Gooveralloftheinstructionsatthebeginningsothattheydonotaskquestionsduringtheactivity.Also,beforetheactivitystarts,theteachershouldaskstudentsiftheyhavequestions,tominimizethechancethatstudentswillinterruptthesilenceonceithasbegun.Youcanalsoremindstudentsoftheirtaskastheybegineachnewstep.Stepthree:CommentonYourBigPaperEachgroupreceivesaBigPaperandeachstudentamarkerorpen.Thegroupsreadthetext(orlookattheimage)insilence.Afterstudentshaveread,theyaretocommentonthetext,andaskquestionsofeachotherinwritingontheBigPaper.Thewrittenconversationmuststartonthetextbutcanstraytowhereverthestudentstakeit.Ifsomeoneinthegroupwritesaquestion,anothermemberofthegroupshouldaddressthequestionbywritingontheBigPaper.Studentscandrawlinesconnectingacommenttoaparticularquestion.MakesurestudentsknowthatmorethanoneofthemcanwriteontheBigPaperatthesametime.Theteachercandeterminethelengthofthisstep,butitshouldbeatleast15minutes.Stepfour:CommentonOtherBigPapersStillworkinginsilence,thestudentsleavetheirpartnerandwalkaroundreadingtheotherBigPapers.Studentsbringtheirmarkerorpenwiththemandcanwritecommentsorfurtherquestionsforthought


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onotherBigPapers.Again,theteachercandeterminethelengthoftimeforthisstepbasedonthenumberofBigPapersandhis/herknowledgeofthestudents.Stepfive:ReturntoYourOwnBigPaperSilenceisbroken.ThepairsrejoinbackattheirownBigPaper.Theyshouldlookatanycommentswrittenbyothers.Nowtheycanhaveafree,verbalconversationaboutthetext,theirowncomments,whattheyreadonotherpapers,andcommentstheirfellowstudentswrotebacktothem.Atthispoint,youmightaskstudentstotakeouttheirjournalsandidentifyaquestionorcommentthatstandsouttothematthismoment.Stepsix:ClassDiscussionFinally,debrieftheprocesswiththelargegroup.Theconversationcanbeginwithasimplepromptsuchas,“Whatdidyoulearnfromdoingthisactivity?”ThisisthetimetodelvedeeperintothecontentanduseideasontheBigPaperstobringoutthestudents'thoughts.Thediscussioncanalsotouchupontheimportanceanddifficultyofstayingsilentandthelevelofcomfortwiththisactivity.Copyright©FacingHistoryandOurselves.Reprintedbypermission.https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/big-paper-building-silent-con




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AppendixB:

FoundPoemGuidelinesRationaleFoundpoemsarecreatedthroughthecarefulselectionandorganizationofwordsandphrasesfromexistingtext.Writingfoundpoemsprovidesastructuredwayforstudentstoreviewmaterialandsynthesizetheirlearning.Procedure Stepone:CreateaListofWords,Phrases,andQuotations.Askstudentstoreviewanytextrelatedtotheunitofstudy,includingworkonthewallsoftheclassroom,journalentries,primarysourcedocuments,andthetextitself.Asstudentslookoverthesetexts,havethemrecordwords,phrases,orquotationsthatareparticularlyinterestingormeaningful.Werecommendthattheyidentifybetween15-20differentwordsorphrasessothattheyhaveplentyofideasfromwhichtochoosewhencomposingtheirpoem.Steptwo:DetermineaThemeandMessage.Nowstudentsidentifyathemeandmessagethatrepresentssomeorallofthelanguagetheyhaveselected.Athemeisabroadconceptsuchasobedienceorloyalty.Amessageisaspecificideatheywouldliketoexpressaboutthistheme.Forexample,“decision-making”isatheme.Amessageaboutdecision-makingexpressedbyhumanitarianCarlWilkensis,“Everysituationisanopportunityandeveryopportunitydemandsadecision.”Oftenitishelpfulforstudentstodothisstepwithapartner.Studentscantradelistsanddescribethethemesormainideastheyseeintheirpartner’slist.Stepthree:SelectAdditionalLanguage.Foundpoemsonlyusewordsthathavebeencollectedfromothersources.So,oncestudentshaveselectedathemeandamessage,theymayneedtoreviewtheirmaterialsagaintocollectadditionallanguage.Stepfour:ComposeyourPoem.Studentsarenowreadytoarrangethelanguagetheyhaveselectedtocreatetheirpoems.Oneapproachtothistaskistohavestudentswriteallofthewordsandphrasesonslipsofpaper,sothattheycanmovetheslipsarounduntiltheyaresatisfiedwiththeirpoem.Letstudentsknowthattheycannotaddyourownwordswhencreatingafoundpoem(notevenarticlesorprepositions),buttheycanrepeatwordsorphrasesasoftenastheylike.Also,whencomposingfoundpoems,studentsdonotneedtouseallofthewordsorphrasestheyhavepreviouslyselected.Stepfive:ShareStudentscanreadtheirpoemsaloudtotheclass.Alternativelystudentscanreadthepoemssilently.First,havestudentspasstheirpoemstotheleftonce.Havestudentsreadthepoem,writeacomment(studentsshouldsigntheirnametotheircomment),andthenpassthepoemagaintotheleftforanothercomment.Dependingonhowmuchtimeyouhave,youmightallowforthreeorfourpasses,oryoumighthavetimeforstudentstocommentonallofthepoemscreatedbytheirclassmates.


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Stepsix:DiscussThisactivitycanendwithafinaldiscussionaboutwhatthepromptsrevealaboutthematerialstudentshavejuststudied.Promptsyoumightusetostructurethisdiscussioninclude:Whatstrikesyouaboutthesepoems?Whatdotheyhaveincommon?Howaretheydifferent?Whatsurprisedyouwhenreadingthem?Copyright©FacingHistoryandOurselves.Reprintedbypermission.https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/found-poems.




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AppendixC

FishbowlGuidelines

RationaleThe“fishbowl”isateachingstrategythathelpsstudentspracticebeingcontributorsandlistenersinadiscussion.Studentsaskquestions,presentopinions,andshareinformationwhentheysitinthe“fishbowl”circle,whilestudentsontheoutsideofthecirclelistencarefullytotheideaspresentedandpayattentiontoprocess.Thentherolesreverse.Thisstrategyisespeciallyusefulwhenyouwanttomakesureallstudentsparticipateinthediscussion,whenyouwanttohelpstudentsreflectonwhata“gooddiscussion”lookslike,andwhenyouneedastructurefordiscussingcontroversialordifficulttopics.Fishbowlsmakeexcellentpre-writingactivities,oftenunearthingquestionsorideasthatstudentscanexploremoredeeplyinanindependentassignment.ProcedureStepone:SelectingatopicforthefishbowlAlmostanytopicissuitableforafishbowldiscussion.Themosteffectiveprompts(questionortext)donothaveonerightanswer,butratherallowformultipleperspectivesandopinions.Thefishbowlisanexcellentstrategytousewhendiscussingdilemmas,forexample.Steptwo:SettinguptheroomAfishbowlrequiresacircleofchairs(“thefishbowl”)andenoughroomaroundthecirclefortheremainingstudentstoobservewhatishappeninginthe“fishbowl.”Sometimesteachersplaceenoughchairsforhalfofthestudentsintheclasstositinthefishbowl,whileothertimesteacherslimitthechairsinthefishbowl.Typicallysixtotwelvechairsallowsforarangeofperspectiveswhilestillallowingeachstudentanopportunitytospeak.Theobservingstudentsoftenstandaroundthefishbowl.Stepthree:PreparationLikemanystructuredconversations,fishbowldiscussionsaremosteffectivewhenstudentshavehadafewminutestoprepareideasandquestionsinadvance.Stepfour:DiscussingnormsandrulesofthediscussionTherearemanywaystostructureafishbowldiscussion.Sometimesteachershavehalftheclasssitinthefishbowlfor10-15minutesandthensay“switch,”atwhichpointthelistenersenterthefishbowlandthespeakersbecometheaudience.Anothercommonfishbowlformatisthe“tap”system,wherestudentsontheoutsideofthefishbowlgentlytapastudentontheinside,indicatingthattheyshouldswitchroles.Seethevariationssectionformoreideasabouthowtostructurethisactivity.Regardlessoftheparticularrulesyouestablish,youwanttomakesuretheseareexplainedtostudentsbeforehand.Youalsowanttoprovideinstructionsforthestudentsintheaudience.Whatshouldtheybelisteningfor?Shouldtheybetakingnotes?Beforebeginningthefishbowl,youmaywishtoreviewguidelinesforhavingarespectfulconversation.Sometimesteachersaskaudiencememberstopayattentiontohowthesenormsarefollowedbyrecordingspecificaspectsofthediscussionprocesssuchasthenumberofinterruptions,respectfulordisrespectfullanguageused,orspeakingtimes(Whoisspeakingthemost?Theleast?)


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Stepfive:DebriefingthefishbowldiscussionAfterthediscussion,youcanaskstudentstoreflectonhowtheythinkthediscussionwentandwhattheylearnedfromit.Studentscanalsoevaluatetheirparticipationaslistenersandasparticipants.Theycouldalsoprovidesuggestionsforhowtoimprovethequalityofdiscussioninthefuture.Thesereflectionscanbeinwriting,orcanbestructuredasasmallorlargegroupconversation.Copyright©FacingHistoryandOurselves.Reprintedbypermission.https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/fishbowl



Documents

NewYork 11 World War II rev - C3 Teachers€¦ · poster, essay) that addresses the ... from Ken Burn’s The War, an image bank of propaganda posters, and wartime production data