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Year 10 History Lesson Plans
World War II (1939-45) Kate Leadbeater (a1630368)
Year 10 History Unit Name: World War II Topic: World War II (1939-45) Teacher: Miss Kate Leadbeater Lessons Plans: Term 1, weeks 5-6 School Context:
The school is located in the southern suburbs of Adelaide
It is a Year 8 to 12 High School
It is part of the Department for Education and Child Development
It is an Apple Distinguished School and all Year 8s to 12s are expected to purchase their own iPads for use in class and at home
There are a number of International Students attending the school on exchange. They participate in the ESL program
There is a moderate to high completion rate at Stage 2
The school is focused on achievement and all students striving to do the best they can in their selected subjects
Class context:
Year 10 History
The Modern World and Australia
This Year 10 History Class can be considered a standard class in terms of size
Moderate levels of engagement in most students
There are 2 students in this class who have been identified as dyslexic
There are 25 students in this class
13 girls, 12 boys Students’ Prior Knowledge: The Australian Curriculum documents show that Year 10 is the first time students have encountered a topic on World War II. They have previously covered the First World War in Year 9 so should have some insight into the events of the interwar years between World War I and World War II. I will use the first lesson to establish this prior knowledge. This unit is the first one for the year however will happen between weeks 3 and 9 as I have spent the first two weeks of term going over Primary Source Analysis. There will be a Sources Analysis task that students will undertake in week 5, lesson 3 to consolidate their knowledge and to prepare them for the Summative Assessment later in the semester. As this is their first look at World War II, there will need to be some lessons spent on context building, general facts about the war, etc. The following lesson plans cover the significant events of World War II. This topic will be covered in weeks 5 to 6 of Term 1. I will establish the students’ prior knowledge of the events of WWII through a timeline activity in our first lesson in week 5.
The Topic: World War II (1939-45)
An overview of the causes and course of World War II (ACDSEH024) – this will link into the overview topic: The interwar years between World War 1 and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression (ACOKFH021)
An examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)
The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship) (ACDSEH109)
The following lesson plans cover the second topic on significant events of World War II.
Lesson Plan 1 - Year 10 History
Date/Time:
Lesson Length:
Monday, week 5
50 minutes
Location: Room 123
Aims and Goals: This is the students’ third week in this unit. The first two weeks have
looked at the inter-war years and the causes and course of WWII. It is in
this week that we will move on to examine the significant events of WWII.
This lesson will provide students with a basic overview of the key events of
World War II and allow me to establish their prior knowledge. We will
look at an interactive timeline of the war and at the end of the lesson we
will discuss as a class which ones we believe are the most significant.
Students will match images, descriptive captions and dates of WWII events
on their timelines in a group activity. By the end of this lesson students will
have a greater understanding of the order in which events occurred, and
they will have been able to consolidate their knowledge from week 2 on the
course of the war.
Material and Pre-class
preparation:
Oxford Big Ideas. History 10 textbook
Resource:
http://www.nationalww2museum.org/history/final/interactive_timeline.html
- National World War II Museum Interactive Timeline
This timeline will need to be set up on the Interactive Whiteboard prior to
the lesson commencing. Students will be given the link and can use it as a
reference point during the development activity.
Timeline worksheet – Students will work in groups to match dates,
descriptions and photos together. These timelines will be displayed in the
classroom after the lesson. (see appendices) I will have all the photographs,
dates and descriptions printed and ready to go. They will also be sorted into
groups ready to hand out.
Student groups will need to be worked out prior to the lesson and displayed
on the whiteboard.
Blu tack for when students stick their events on the board
Backup Plan: If students are not able to get access to the timeline on their portable
devices then I will have it displayed on the Interactive Whiteboard and they
can come up and click on the dates they want to look at. I will also have a
large printed table of events that I can use if needed.
Introduction:
(10 minutes)
Students will be given time to arrive from their previous lesson and settle
down. I will use these ten minutes to introduce what we will be focusing on
over the next two weeks. I will conduct a quick Q&A of what students
already know about the events during WWII and which ones they believe
were the most significant. This will allow me to establish their prior
knowledge of WWII. I will then introduce the activity for the lesson.
Students will notice their groups have already been worked out and are
displayed on the whiteboard. They will need to move quickly to their
groups ready to start. Materials will be passed around during this time.
Development Activity: (35 minutes)
In groups of 5 students the photos, descriptions and dates will be randomly
divided and handed out. Each group needs to match their photos, captions
and dates and then sort them into a timeline (they will have 5 events per
group). I will allow them to use their portable devices to research the events
they have been given. Once they think they have sorted out their timeline
one member of the group will take a photo on their iPad and then bring it
up to me. I will check using the National World War II Interactive Timeline
that they are correct. They should only need around 15 minutes to do this.
Once all groups have completed their timeline they will all work together as
a class to collate their events onto one big timeline. I will lead this from the
front. I will put a ‘year’ up on the board and the group with the event from
that year will nominate someone to come up and stick it on the board. We
will go through this until there is a coherent timeline displayed at the front
of the room.
Plenary/Conclusion:
(5 minutes)
I will wrap up the lesson by highlighting which of the events displayed on
our timeline are going to be focused on over the next couple of weeks. I
will inform students of what materials are essential for our next lesson (all
students need to ensure they have their portable devices with them, their
textbook, and their workbook).
Follow up: Ask (co-operating teacher) for feedback on how the lesson went.
Chase up any issues that were raised from the lesson.
Lesson Plan 2 - Year 10 History
Date/Time:
Lesson Length:
Tuesday, week 5
50 minutes
Location: Room 123
Aims and Goals: The Holocaust – an overview: what was the Holocaust and
why did it happen?
The goal of this lesson is to provide students with a general
overview of The Holocaust, focusing on what was involved,
how it started, and why it happened. We will look at key
people involved and their role in its execution. The Final
Solution will be discussed as well as Hitler’s possible motives
for implementing this plan. Students will work on a research
task in small groups which will be presented to the class at the
end of the lesson. This task will focus on empathy building
and developing the students’ understanding of the difficulties
the people in the camps faced on a daily basis. Each group will
research one aspect of camp life to present.
Material and Pre-class
preparation:
Potential topics for the Development Activity need to be
worked out and researched prior to lesson to allow for smooth
running and to ensure that the students are on the right path
during the activity.
The school has a ‘laptop cart’ that needs to be booked prior to
the lesson for the research exercise. All students should have
their iPad with them however I will book the cart just in case
something goes wrong.
The groups for the research exercise will be worked out before
the lesson and displayed on the board. I will also have the
instructions for the activity typed up and ready to be displayed
on the whiteboard.
White A3 paper (x5) for those groups wishing to make a
poster.
Oxford Big Ideas. History 10 textbook
Backup Plan: Book the laptop cart just in case something goes wrong with a
student’s iPad.
I will have enough A3 paper for each group to have a sheet
just in case something goes wrong with the iPads or laptops
and they have to draw up a poster instead.
The textbook can be used for the Research Exercise and I also
have some books on the Holocaust that I will bring in if the
internet is down and we can’t use it.
The Holocaust : A History of the Jews of Europe During the
Second World War by Martin Gilbert (Henry Holt, 1987)
Final Solution : Origins and Implementation edited by David
Cesarani (Routledge, 1997)
Time allocated:
Introduction:
(10 minutes)
Students will be given time to arrive from their previous
lesson and settle down. Moving on from our first lesson, we
will now research and discuss one of the most significant
events of WW2, The Holocaust. I will introduce students to
what the Holocaust was, how it started/why it happened, and
what was involved. Students will need to have their textbook
open to Chapter 2. This is a ‘chalk and talk’ introduction to the
Holocaust. I will have key facts for the students to note down
on the board and they will also look through the textbook.
Students will be given the option to type up their notes on
their iPads if they struggle with hand-writing. This will help
those students identified as dyslexic in getting a copy of the
notes down for their future reference. They will also be able to
take a photo of the notes on the whiteboard if they wish.
Development Activity:
(25 minutes)
This development activity involves group work. The students
will be split into 5 groups of 5. The groups will already be
worked out prior to the lesson and will be displayed on the
interactive whiteboard. Each group will be given a different
topic to research as well as two laptops from the laptop cart.
They will have 25 minutes to complete this task.
Group 1: Gas Chambers
Group 2: Camp Transportations
Group 3: Punishments
Group 4: Medical Experiments
Group 5: Camp Layouts, e.g. barracks, kitchen blocks, etc.
The groups need to try and find images and facts from reliable
Primary and Secondary Sources (no Wikipedia; can be used as
a ‘starting point’ only).
They can either type up their points in Word format, create a
PowerPoint, or hand-write their notes in a poster format. I will
have some white, A3 paper for students to use if they wish to
take this option.
The groups will have 2 minutes to present a summary of their
findings to the class at the end of the lesson.
Class presentations:
(10 minutes)
Each group will now take it in turns to present a quick
summary of their findings (2 minutes each).
They can stay at their desks to present.
Conclusion:
(5 minutes)
Homework: Students will be asked to email their
presentations to me if it is in Word or PowerPoint form. The
groups that did posters will hand theirs up as they leave the
classroom. I will take a photo of the posters and collate all of
the work (Word documents, PowerPoints, poster photos) into
one file and send this file to the students via the school email
so that they can look at each topic for future reference.
Follow up: Ask (co-operating teacher) for feedback on how the lesson
went.
Chase up any issues that were raised from the lesson.
Lesson Plan 3 - Year 10 History
Date/Time:
Lesson Length:
Thursday, week 5
50 minutes
Location: Room 123
Aims and Goals: The Holocaust – Scale
By examining a number of Primary Sources, we will look into the scale of
The Holocaust during WWII. There will be some context building such as
the death toll, which groups of people were forced into the camps, the
number of camps spread across Europe, and the major camps such as
Auschwitz, Bergen-Belsen, etc.
I will bring in my own photos from Dachau Concentration Camp in 2014.
The Development Activity for the lesson will involve students conducting
a Sources Analysis on images and documents from The Holocaust,
looking mostly at how these sources give us an indication of its scale. It is
intended for this task to be used as a practice for the summative
assessment later in the semester, however will also be useful for students
to grasp a better understanding of the scale of the Holocaust and also its
impact on those involved.
Material and Pre-
class preparation:
Resource:
https://www.jewishvirtuallibrary.org/jsource/Holocaust/major_camps.html
This resource contains a list of the major concentration camps during The
Holocaust. Includes the type, usage, closure, location, and how it is
presently being used (e.g. museum, memorial, etc.)
PowerPoint Presentation: this needs to be produced ready for the lesson.
It will contain the points mentioned above (death toll, etc.) with some
discussion questions at the end that we will look at as a class. I will
include facts, images and quotes throughout the presentation. There will
also be a map that pin points the locations of the major camps from the
Holocaust.
Video:
https://www.youtube.com/watch?v=B5CCPVfUFEY
This video shows drone footage of the scale of Auschwitz. It will be
integrated into the PowerPoint.
Sources Analysis task: this is a formative task that can be undertaken
while discussing with peers. It is designed to be a practice for their
summative assessment during the Unit on Popular Culture later in the
semester. The task sheet will be designed in the same way as a summative
assessment sheet so that students can get used to the format and
terminology used.
Oxford Big Ideas. History 10 textbook
Backup Plan: The map of the camp locations will be printed on a large scale just in case
the PowerPoint doesn’t work.
The introduction can become ‘chalk and talk’ if the PowerPoint doesn’t
work and I will write up the key points they need to note down on the
Interactive Whiteboard.
Time allocated:
Start:
(15 minutes)
Students will be given time to arrive from their previous lesson and settle
down.
This introduction will include a PowerPoint I have devised to show the
scale of the Holocaust during WW2. I will go through the death toll,
which groups of people were forced into the camps and why, how many
people were sent to the camps, the number of camps that spread across
Europe, and I will look into some of the specific facts about some of the
major camps as an example (Auschwitz, Bergen-Belsen, etc.). A video
will be shown as part of the PowerPoint that shows the scale of
Auschwitz. There will be a map included on this presentation that pin
points the exact locations of the camps in the period 1938 to 1945.
Development
Activity:
(25 minutes)
This will be a Sources Analysis task and students can work individually
or talk with the person next to them. They will be provided with images
and newspaper articles to help them answer the five analysis questions.
They will draw on what they learnt in our previous lessons plus the new
information they looked at in the PowerPoint at the beginning of the
lesson.
I will keep the map of the camps spread across Europe up on the
Interactive Whiteboard for a point of reference and to assist in their
analysis.
There will be five questions to answer and they must be hand-written.
Those students identified as dyslexic will be the only ones that are able to
type up their answers on their portable devices.
Each of the analysis questions will be relating to the scale of the
Holocaust and what it tells us about its significance to WW2 as a whole.
They will have 25 minutes to complete as much of this task as possible
and then the rest will need to be finished as homework.
Plenary:
(5 minutes)
Question and Answer:
Looking at what we have learnt so far about the Holocaust, why
was it such a significant event during WW2?
What impact do you think it had after the war, and in more recent
years?
Finish:
(5 minutes)
Wrapping up the lesson I will remind students that their oral presentation
on one of the key areas of study is due in week 9. We will have class time
next week for them to work on it.
Homework: complete Sources Analysis task from this lesson. It is to be
handed up in tomorrow’s lesson.
Tomorrow will be our last lesson on the Holocaust looking at what
happened at the end of the war and its significance to the war as a whole.
Follow up: Ask (co-operating teacher) for feedback on how the lesson went.
Chase up any issues that were raised from the lesson.
Lesson Plan 4 - Year 10 History
Date/Time:
Lesson Length:
Friday, week 5
50 minutes
Location: Room 123
Aims and Goals: Lesson theme: The Holocaust – the end of the war and its significance in the war as
a whole.
In this lesson students will be examining the liberation of the concentration camps in
1945. We will be watching an interview with Don Schoo who was involved in the
liberation of Buchenwald Concentration Camp. This video will provide students
with an understanding of what happened during the liberation, who was involved,
and what was waiting for the liberators when they arrived at the camps.
We will then look into the significance of the Holocaust in the war as a whole and
the lasting impact it has had today. Students will discuss the most significant lessons
we can learn from studying the Holocaust and why it is important that people are
reminded of what happened. Using what they have learnt in the last few lessons,
students will produce a formative empathy piece on the liberation of the camps.
Material and Pre-
class preparation:
Oxford Big Ideas. History 10 textbook
Video:
Don Schoo “Liberation of the Buchenwald Concentration Camp
https://www.youtube.com/watch?v=nKKwNCqt3bY
Resources:
A View of the Holocaust – BBC History website
http://www.bbc.co.uk/history/worldwars/genocide/holocaust_overview_01.shtml#six
Why Teach about the Holocaust? – United States Holocaust Memorial Museum
http://www.ushmm.org/educators/teaching-about-the-holocaust/why-teach-about-
the-holocaust
Back-up Liberation material:
Harry J. Herder, Jnr. Liberation of Buchenwald – Liberator’s testimony
http://remember.org/liberators.html#Lib
*this is a long document so I will only put in ‘snippets’ of it
Backup Plan: If the video doesn’t work I will have print-outs of Harry J. Herder’s testimony of
what happened during the liberation of Buchenwald Concentration Camp. We will
read this together as a class and highlight key points in the testimony.
Start/Introduction:
(20 minutes)
Students will be given time to arrive from their previous lesson and settle down.
They will be asked to hand up their homework task from the previous lesson. If they
typed it up then it should have already been emailed through or printed off to hand
up a hard copy.
I will show students the video of Don Schoo’s interview about the liberation of
Buchenwald. This video goes for approximately 11 minutes. Students will not be
required to write notes however can do so if they wish. While they are watching the
video I will ask them to think about what the liberators might have been thinking
when they came across the camps, what conditions the camps may have been in
when they were discovered (remembering that the Germans fled from the camps
towards the end of the war when the Allies made their push).
Development
Activity:
(20minutes)
In this activity students will write an empathy piece on the liberation of the
concentration camps. It will be in the form of a letter home in which students will
underline what they have seen, who was involved in the liberation, how they felt
about discovering the camp, and what they think is going to/should happen next.
They can either hand-write their response or type it up on their iPads. They will have
20 minutes to complete this task. I will recommend for them to write up to a page for
their response. It will need to be handed up at the end of the lesson or emailed during
the lesson if typed.
Finish:
(10 minutes)
Class discussion:
I will now conduct a Q&A with students asking for their views on what we have
learnt about the Holocaust and why it is important to study it. The following
questions will be put forward and I will ask students to volunteer their thoughts:
- Can the Holocaust be considered one of the most significant events of
WWII? Why/Why not?
- How can our study of the Holocaust move us forward and what lessons can
be learned from this event?
For those that are interested, they can collect a copy of Harry J. Herder’s liberation
testimony on their way out of class.
Follow up: Ask (co-operating teacher) for feedback on how the lesson went.
Chase up any issues that were raised from the lesson.
Lesson Plan 5 - Year 10 History
Date/Time:
Lesson Length:
Monday, week 6
50 minutes
Location: Room 123
Aims and Goals: The Atomic Bomb – the race to build the atomic bomb
This lesson will be an introduction to the Atomic Bomb and
what it was built for during WWII. I will use the starter
activity to gage an idea of what students already know about
the Atomic Bomb. We will then continue with a ‘chalk and
talk’ PowerPoint presentation providing context, what it was,
why it was significant, etc. I will show a video from Splash
ABC Building the Atomic Bomb, and students will have a
worksheet to complete while they watch the video. By the end
of this lesson students should be able to tell me why there was
a race to build the atomic bomb, what it was, and why we
might be able to consider it a ‘game changer’ in the war. This
will then lead into our next lesson where we examine what
happened at Hiroshima and Nagasaki, and why this was such a
significant event in the war.
Material and Pre-class
preparation:
Video:
http://splash.abc.net.au/home#!/media/1662040/building-the-
atomic-bomb - Splash ABC Building the Atomic Bomb
Oxford Big Ideas. History 10 textbook
PowerPoint Presentation:
This needs to be prepared prior to the lesson.
Backup Plan: If XMind doesn’t work then we will produce the mind map on
the whiteboard.
I will have the points from the PowerPoint presentation in a
Word document that can be displayed and scrolled through or
written up on the board for students to copy down notes.
If the video doesn’t work then we will work through an
activity from the textbook.
Time allocated:
Starter:
(15 minutes)
Students will be given time to arrive from their previous
lesson and settle down.
The starter activity will involve the creation of a mind-map of
what students already know about the Atomic Bomb. They
can volunteer their ideas, key events they can think of, who
was involved, what they think the Atomic Bomb is, and what
its impact was. I will use the mind mapping software XMind
to create this mind map and share it with students later via
email. At the end of the lesson we will add to what we have
created.
Teacher-led teaching:
(15 minutes)
‘Chalk and Talk’:
What was the Atomic Bomb?
Where did the idea for it originate from? – looking specifically
at ‘The Manhatten Project’
What made it such a significant weapon during WW2?
Students will write down notes as I answer each of these key
questions.
This will be done through a PowerPoint presentation showing
key dates, people involved, what the bomb was, and some
images of Propaganda Posters, testings, etc.
Development Activity:
( 15 minutes)
Splash ABC video Buidling the Atomic Bomb
- There will be a worksheet for students to fill out as the
video is playing
- I will pause the video in key places for students to
write down notes
- This video is a primary source providing information
to people at the time of WWII of what the Atomic
Bomb was and what it has brought to society
- We will conclude this activity with a discussion of the
questions. Students will volunteer their answers.
- See appendix for worksheet
Conclusion:
(5 minutes)
Class discussion adding to the mind map from earlier
- Why was there a race to build the Atomic Bomb?
- Can we consider it a ‘game-changer’ in the war?
I will conclude by reviewing what we have done in this lesson
and letting students know what our next lesson will cover.
Follow up: Ask (co-operating teacher) for feedback on how the lesson
went.
Chase up any issues that were raised from the lesson.
Lesson Plan 6 - Year 10 History
Date/Time:
Lesson Length:
Tuesday, week 6
50 minutes
Location: Room 123
Aims and Goals: The Atomic Bomb – Hiroshima and Nagasaki
By the end of this lesson students will have an understanding
of what happened during the attacks on Hiroshima and
Nagasaki by the Americans. They will be given a background
on when the attacks occurred, the immediate effects of the
attacks, and the aftermath. I will show them images to support
and reinforce what they are learning, and also to enhance their
understanding. Our final task on this topic will be a Q&A that
will allow me to gage their progress and see that they have
understood what we have learnt.
Material and Pre-class
preparation:
Oxford Big Ideas. History 10 textbook
The key words, facts, dates, etc. will need to be written on the
whiteboard prior to students entering the room.
Images need to be sourced and collated ready to show on the
interactive whiteboard.
Resources:
Bombing of Hiroshima and Nagasaki – History website
http://www.history.com/topics/world-war-ii/bombing-of-
hiroshima-and-nagasaki
The Atomic Bombings of Hiroshima and Nagasaki – Atom
Archive
http://www.atomicarchive.com/Docs/MED/med_chp5.shtml
Backup Plan: This lesson does not involve much use of ICT, however I will
have the images printed out to be passed around the class if
the interactive whiteboard doesn’t work.
In the Q&A session, if students are unwilling to respond, I will
provide hints using key words and have some reworded,
simpler questions ready as a back-up.
Time allocated:
Start/Introduction:
(15 minutes)
Students will be given time to arrive from their previous
lesson and settle down.
The lesson will begin with a quick recap and review of what
we covered in our last lesson. I will conduct a spot quiz to
gage how much students have remembered and find out their
level of understanding.
I will then introduce what we are doing in this lesson –
examining the events of Hiroshima and Nagasaki.
Teacher-led teaching:
(20 minutes)
This teaching will involve a discussion on why Hiroshima and
Nagasaki were selected as targets for the Atom Bomb, when
the bombs were dropped on the cities, the devastation caused
by the bombing, the after effects of the bombings, and what
followed in the war after the bombings occurred. Key words
and dates will already be written on the board prior to the
lesson. Dyslexic students will be allowed to take a photo of
the whiteboard and have it next to them as they copy down
notes. This is so they are not constantly looking up and down
and losing their place. I will show students a range of images
as we go through this which will reinforce the points I am
making. These images will include a map showing where the
cities were located, before and after images of the destruction,
the effects on victims of the bombing (including later impacts
of radiation).
Development Activity: (10 minutes)
Q&A:
This will be about tying everything together and gathering an
idea of students’ personal opinion on the Atomic Bomb and
why they think it was significant to both the war and future
society.
To ensure that all students are participating I will ask for
multiple answers from different students and make sure that
different students answer each question
- Could we consider the Atomic Bomb the biggest
turning point in modern history?
- What impact do you think the Atomic Bomb has had
on society today?
- In your opinion, should it have been used to end the
war? Why/why not?
Finish:
(5 minutes)
The lesson will be concluded with me going over what we are
looking at next – the impact of WWII at a local and national
level. This is where our focus will turn to Australia and the
Australian Home Front.
Follow up: Ask (co-operating teacher) for feedback on how the lesson
went.
Chase up any issues that were raised from the lesson.
Appendix
Class Material:
Interactive Whiteboard
Powerpoint
Normal Whiteboard
Whiteboard markers
Computer
Class Textbook
Worksheets
A3 sheets for group activity Resources: Atomic Archive,. 'The Selection Of The Target: The Atomic Bombings Of Hiroshima And Nagasaki'.
N.p., 2015. Web. 28 Apr. 2015. http://www.atomicarchive.com/Docs/MED/med_chp5.shtml
Cesarani, David. Final Solution: Origins And Implementation. New York: Routledge, 1997. Print.
Don Schoo "Liberation Of The Buchenwald Concentration Camp". DeKalb Public Library:
https://www.youtube.com/watch?v=nKKwNCqt3bY, 2014. video.
Drone Footage Shows Scale Of Auschwitz. https://www.youtube.com/watch?v=B5CCPVfUFEY,
2015. video.
Gilbert, Martin. The Holocaust: A History Of The Jews Of Europe During The Second World War.
Henry Holt and Company, 1987. Print.
Herder, Harry J. 'Liberation Of Buchenwald'. Liberators' Testimonies. N.p., 2011. Web. 20 Apr. 2015.
http://remember.org/liberators.html#Lib
History,. 'Bombing Of Hiroshima And Nagasaki - World War II'. N.p., 2015. Web. 20 Apr. 2015.
http://www.history.com/topics/world-war-ii/bombing-of-hiroshima-and-nagasaki
Jewish Virtual Library,. 'Major Nazi Concentration Camps'. Web. 20 Apr. 2015.
https://www.jewishvirtuallibrary.org/jsource/Holocaust/major_camps.html
Paulsson, Steve. 'World Wars: A View Of The Holocaust'. BBC History. N.p., 2011. Web. 20 Apr.
2015. http://www.bbc.co.uk/history/worldwars/genocide/holocaust_overview_01.shtml#six
Saldais, Maggy. Oxford Big Ideas. History 10. Melbourne: Oxford University Press Australia, 2012.
Print.
Splash,. 'ABC Splash – Building the Atomic Bomb'. 2015. Web. 2 Apr. 2015.
http://splash.abc.net.au/home#!/media/1662040/building-the-atomic-bomb
The National WW2 Museum,. 'Interactive Timeline'. N.p., 2015. Web. 20 Apr. 2015.
http://www.nationalww2museum.org/history/final/interactive_timeline.html
United States Holocaust Memorial Museum,. 'Why Teach About The Holocaust?'. N.p., 2015. Web.
20 Apr. 2015. http://www.ushmm.org/educators/teaching-about-the-holocaust/why-teach-about-
the-holocaust
Lesson Plan 1 Activity: Timeline of WWII Events Teacher copy for reference during Lesson Plan 1 activity
Date Event Area
1 Jan. 30, 1933 –
May 8, 1945
The Holocaust Europe
2 Sept. 1, 1939 Germany invades Poland; WWII begins Europe
3 Sept. 7, 1940-21
May, 1941
The Blitz continues against Britain’s
major cities
Britain
4 Sept. 16, 1940 US Congress passes first peacetime draft America
5 March 11, 1941 Lend-Lease Act passed America
6 June 22, 1941 Hitler begins Operation Barbarossa Europe
7 Dec. 7, 1941 Japanese attack on Pearl Harbour Pacific
8 Feb. 15, 1942 Singapore falls to the Japanese – around
25 000 prisoners taken
Pacific
9 Feb. 19, 1942 FDR signs Executive Order 9066 which
will lead to Japanese Americans being
sent to internment camps
America
10 May 4, 1942 Office of Price Administration issues
Ration Book One
America
11 May 15, 1942 WAACs (Women’s Army Auxiliary
Corps created
America
12 June 4-7, 1942 American naval forces defeat the
Japanese navy at the Battle of Midway
Pacific
13 Nov. 8, 1942 Operation Torch, the Allied invasion of
North Africa begins
Europe
14 June 6, 1944 D-Day: Allied Forces come ashore
Normandy, France
Europe
15 Oct. 26, 1944 Japanese navy defeated at Leyte Gulf;
first use of Kamikazes by Japan
Pacific
16 Dec. 16, 1944 Battle of the Bulge, the last German
offensive, begins in a frigid northern
European winter
Europe
17 Jan. 26, 1945 Soviet troops liberate Auschwitz death
camp
Europe
18 Feb. 4, 1945 Winston Churchill, Franklin Roosevelt
and Joseph Stalin meet at Yalta to discuss
post-war Europe
Europe
19 Feb. 23, 1945 Marines raise US flag on Mt. Suribachi
during the Battle for Iwo Jima
Pacific
20 April 25, 1945 American forces meet up with their
Russian allies at the Elbe River in
Germany
Europe
21 May 7, 1945 Russians reach Berlin: Hitler commits
suicide and Germany surrenders
Europe
22 May 8, 1945 Victory in Europe (V-E) Day Europe
23 Aug. 6-9, 1945 The US drops atomic bombs on the
Japanese cities of Hiroshima and
Nagasaki
Pacific
24 Sept. 2, 1945 Japan signs the surrender agreement,
officially ending WWII
Pacific
25 Nov. 21, 1945 Nuremberg War Crimes Trials of Nazi
leaders begin
Europe
Sourced from: The National WWII Museum, World War II in Photographs: A Visual Timeline Lesson
Timeline of WWII Events – Student Activity Sourced from: The National WWII Museum, World War II in Photographs: A Visual Timeline Lesson
Task: You are to match the photographs, captions and dates together to create a visual
timeline of events in WWII. Each group has 5 events to sort – this should only take around 15
minutes. At the end of 15 minutes we will come together as a class and create one large
visual timeline that will be placed on the wall for future reference. Please take a photo of your
timeline on your iPad/portable device and come and show me for it to be checked.
*Teacher note: The following is an exemplar of what photos, captions and dates will be
given to students. They will be a larger size and will be cut out and given to each of the
groups. I have only provided 3 here as an example, there will be 25 different events for the
activity the students undertake (see Lesson Plan 1 for description)
Photos: (these match the captions and dates below)
Captions: (these match the photos above and the dates below)
1. Russians reach Berlin: Hitler commits suicide and Germany surrenders
2. The Blitz continues against Britain’s major cities
3. Singapore falls to the Japanese – around 25 000 prisoners taken
Dates: (these match the photos and captions above)
1. May 7, 1945
2. Sept. 7, 1940 - 21 May, 1941
3. Feb. 15, 1942
Lesson Plan 2 Activity: Year 10 History – World War II (1939-45) Sources Analysis In-class Activity
Task:
You are to examine the Primary Sources provided below and answer a series of questions looking at the
origin, purpose and context of the sources, and evaluating their reliability and usefulness. There are 5
questions to be answered, with the final question an extended response. You have 25 minutes to complete as
much of this task as possible. The rest is to be completed as homework and handed up next lesson.
Source 1: Auschwitz II-Birkenau (1944).
http://auschwitz.org/en/gallery/historical-pictures-and-documents/auschwitz-ii,4.html
Source 2: Bodies found by Soviet Soldiers (1945)
http://auschwitz.org/en/gallery/historical-pictures-and-documents/marches-of-death,12.html
Source 3: Los Angeles Times Newspaper Report (1944)
Questions:
a. What does Source 1 tell us about the nature of the concentration camps during World
War II? (3 marks)
b. After looking at Source 2, what conclusions can you draw about the outcomes of the
‘Marches of Death’ in the camps? (3 marks)
c. How does Source 3 inform us of the extent of the Holocaust? If this is only telling us
about one of the camps, what assumptions can we make from it about the scale of the
Holocaust as a whole? (4 marks)
d. To what extent does the image in Source 1 support the findings reported in Source 3?
Does this make Source 3 a reliable piece of information? (4 marks)
e. Using all of the sources provided, write an extended response on their usefulness and
limitations. What do the sources tell us about the scale of the Holocaust during World
War II? (6 marks)
Total: 20 marks
Lesson Plan 5 Activity
ABC Splash Building the Atomic Bomb Video Worksheet
Name: Date: .
1. What have they compared the power of one Atomic Bomb to in the chart displayed at the start of the video?
2. How many yards of “total devastation” does the Atomic Bomb cause?
3. What base material did scientists discover was best to use in the production of the Atomic Bomb?
4. How much money went into research and plants?
5. Why do you think they chose not to inform workers of the “staggering energy they were to release” with the production of the bomb?
6. Where was the largest of the three Atomic Bomb plants located and how many workers were employed there?
7. According to the video, what were some of the social benefits of Atomic Bomb production on the town of Oak Ridge?