Mrs. Smith WWII; Perspectives
I. Pre Instructional Phase
1. NYS Standards:
SS Standards 1, 2 &3- Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- national and global- including the distribution of people, places and environments over the Earth’s surface.
ELA Standards 1, 3, &4- Students will read, write, listen, and speak for:
- information and understanding.
- critical analysis and evaluation
- social interaction
2. Lesson Objectives: (LWDAT= Learner Will Demonstrate Ability To)
Cognitive:
a) Given the stories and information provided about people involved in WWII, LWDAT identify and describe different nations and cultural groups involved in the war.
b) Given the stories and information provided about people involved in WWII, LWDAT identify and discuss ways different nations treated specific cultural groups involved in the war and why they were treated that way.
Affective:
a) LWDAT to give proper attention and respect to their peers who are reading their stories during the group activity.
3. Content:
Concept- Students will learn about the major nations involved
in the WWII and how America became involved by reading stories about soldiers, Japanese- Americans, African Americas, and Jewish Germans immigrants. Afterwards they will discuss with their groups about one cultural group being treated a certain way by the nation they live in. Before discussing as a class I will show a short section from Pearl Harbor (when Japan is attacking Pearl Harbor and a short part about how American sailors tried to defend themselves) and ask students for their reactions Then, as a class students will fill out an organizer for each country and culture on the board.
Key Vocabulary-
Concentration Camp
Culture
Discrimination
Ghetto
Task Analysis- Students will be given a handout that has
three stories about different people.
- Each student will read their part and as a group discuss how that person was treated or was treating others differently.
- Each group will focus on the one cultural group that they are assigned. They will discuss that group and fill out the attached study guide.
- As a class each group will present their cultural group and all students will fill out an organizer.
4. Instructional Aides/ Resources
- whiteboard pen
- handouts
- study guide
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problems
- students working in cooperative learning groups
- choices for homework to help students with different
learning styles
II. Interactive Phase
6A. Set/ Focusing Event:
***Write the important names of cultural groups, the pact, and dates on board.
“Good evening class, as you know we have been working on WWII and what happened after Pearl Harbor to get the United States involved in the war. As we all learned WWII began in 1941 with Axis powers taking over Allied territories and Allied Nations; however, after the attack on Pearl Harbor on December 7th, 1941, the government began to prepare the United States to join the Allies. By April of 1942, the United States was bombing Tokyo, Japan.
I want everyone to follow along as I read a scenario and please write your answers at the bottom of the sheet. Imagine that the year is 1941. Everyday when you sit down to dinner, your parents discuss the war and how happy they were that the United States was staying out of Europe’s problems. Your dad doesn’t want any more young men killed because European countries didn’t know how to get along. Two days pass. Even though you live in Syracuse, New York, word has spread rapidly about what had happened the other day, which was December 7th, 1941. Today, your parents are acting very agitated. At dinner your dad talks about how the United States needs to act quickly and punish Japan. Your mom cries about how awful the Japanese were for killing innocent Americans. Your dad quotes from the newspaper that 2400 Americans were killed and 1178 more were wounded (these included military and civilians). There were nineteen ships sunk or disabled and 180 planes were completely destroyed. Now I want you to answer the questions below and put down your pen or pencil when you’re done.
Formative Check: Answers to the questions to see the sensitivity
towards the problem of anger and revenge.
**these are my questions**
How do you feel about the situation after listening to your parents?
Are you angrier because the United States was not involved in the war?
Why?
Who’s fault is this attack?
Why do you blame them?
“Now, count off from one to three, please remember your numbers because you’ll need it in a minute. Group one sit here, group two over here and group three, right there. We are going to look at five stories about people who lived during the civil war. One will be about a child that was a Japanese- Americans another will be an adult Jewish German immigrant, an African Americans. Whoever’s number was one will read number one to the group, and number two will read number two, and so on. These are very short and should only take two minutes to read. Then I will let you know when it is time to discuss your story to your group. I will be walking around to make sure that there are no questions. I also want to pick up your sheets to see what you wrote down, but don’t be worried because this can’t be graded when this is your opinion.
**time two minutes, then give them time to discuss the stories and what they learned.
Formative Check:
**I will be walking around answering questions and keeping them on task
Bridge:
“ Now that you have discussed each story with your group, I want each group to focus on one particular cultural group.
6B: Implementation:
” Group one will focus on Jewish Germans, group two will work on Japanese- Americans, and group three will work on African Americans. First, as a group discuss your cultural group and how they were treated according to the different stories you read. Then, fill out the study guide that I provided for you.
Formative Check:
**Discussions students have together and their study guides. I will be walking around to hear their answers and discussions. I will also be walking around to answer any questions.
**Make sure to give the group adequate amount of time to work together**
Bridge:
“I think that we’ve had enough time to discuss everything and fill out our study guides. Before we move on, I want to show you a short clip from Pearl Harbor. I need to warn people that there may be some parts that are a little bloody because I am showing the attack. If need be, you may put down your head at any time that you don’t feel as though you can watch the material.
Implementation:
“I will handout a blank sheet of paper. On the board we are going to create an organizer and I want you to copy it down on the paper. This organizer will help us see the characteristics of some of the groups and cultures we have seen in the stories.
Formative Check:
** Ask for volunteers from each group to help with the organizer
Closure:
“Before we end today, I want each person in your group to say one thing about how different cultural groups that are considered Americans were treated after the United States entered WWII".
Extending Activity:
“For homework, look at the vocabulary sheet and define each vocabulary word in your own words. Then, either draw a picture that will remind you of the word or write a sentence using the word correctly.
“Also, either write a one to two page story about one of the people you learned about today. Or you could pretend you are one of the people and write a one to two page story about your experiences with persecution.
Name: Date:
SS Grade 8 WWII-cultural understanding
Imagine that the year is 1941. Everyday when you sit down to dinner, your parents discuss the war and how happy they were that the United States was staying out of Europe’s problems. Your dad doesn’t want any more young men killed because European countries didn’t know how to get along. Two days pass. Even though you live in Syracuse, New York, word has spread rapidly about what had happened the other day, which was December 7th, 1941. Today, your parents are acting very agitated. At dinner your dad talks about how the United States needs to act quickly and punish Japan. Your mom cries about how awful the Japanese were for killing innocent Americans. Your dad quotes from the newspaper that 2400 Americans were killed and 1178 more were wounded (these included military and civilians). There were nineteen ships sunk or disabled and 180 planes were completely destroyed.
Now, I want you to answer the questions below and put down your pen or pencil when you’re finished.
1. How do you feel about the situation after listening to your parents?
2. Are you angrier because the United States was not involved in the war?
3. Why?
4. Who’s fault is this attack?
5. Why do you blame them?
Name: Date:
SS Grade 8 WWII stories
Margot Jacoby age 95, Jewish German immigrant>
We were very important people in Berlin. My husband was a celebrated copyright lawyer. Our milieu was the world of art: actors, singers, painters, writers. Berlin, in those days before Hitler, was the most stimulating. We were wealthy, spoiled. I had a cook, a house maid, a personal servant, a governess. I came from a well- off family and married into a well- off family. When we fled, we were penniless.
I was a singer, a good one. I had a big contract for an opera house in Kiel. Salome. When Hitler came to power in ’33, it was the end of my German career. In small script, at the very end of the contract, was written: “Are you of pure Aryan blood?” I tore it up into pieces and threw it away.
My husband and I were separated by the war. He went to America and I didn’t see him for seven years. For seven years, he lived in New York a beggar- no money, no food, in a furnished room. He was a poor broken man.
2. Fanny Christina Hill age 24, African American women>
That was a dollar an hour. It was better than anything else because you had hours to work by and you had benefits and you come home at night with your family. It made me live better. We always say that Lincoln took the bale off of the Negroes. Well, my sister always said- that’s why you can’t interview her because she’s so radical- “Hitler was the one that got us out of the white folks’ kitchen.”
(She recalls the discrimination faced by black workers at North American Aircraft.) But they had to fight. They fought hand, tooth, and nail to get in there. And the first five or six Negroes who went in there, they were educated, but they started them off as janitors. After they once got their foot in the door and was there for three months- you work for three months before they say you’re hired- then they had to start fighting all over again to get off of that broom and get something decent. They always managed to give the worst one to the Negro. The only reason why the women fared better was they just couldn’t quite give the woman as tough a job that they gave the men. But sometimes they did. There were some departments, they didn’t even allow a black person to walk through there let alone work in there. Some of the white people did not want to work with the Negro. But they did everything they could to keep you separated. They just did not like for a Negro and a white person to get together and talk.
3. Ben Yorita, Japanese- American>
Our parents couldn’t vote, so we simply weren’t interested in politics because there was nothing we could do about it if we were. There were two reasons we were living in the ghettos: Birds of a feather flock together, and we had all the traditional aspects of Japanese life- Japanese restaurants, baths, and so forth; and discrimination forced us together. The dominant society prevented us from going elsewhere.
Right after Pearl Harbor we had no idea what was going to happen, but toward the end of December we started hearing rumors and talk of the evacuation started. We could tell from what we read in the newspapers and the propaganda they were printing- guys like Henry McLemore, who said he hated all Japs and that we should be rounded up, gave us the idea of how strong feeling were against us. We were told we had a month to get rid of our property or do whatever we wanted to with it. That was a rough time for my brother, who was running a printshop my parents owned. We were still in debt on it and we didn’t know what to do with all the equipment. The machines were old but still workable, and we had English type and Japanese type. Japanese characters had to be set by hand and were very hard to replace. Finally, the whole works was sold, and since nobody would buy the Japanese type, we had to sell it as junk lead. The whole thing was very sad. By the way, it was the first time we had ever had a refrigerator and it had to be sold after only a few months.
Name: Date:
SS Grade 8 Study Guide
Jewish German immigrant
How did Jacoby’s life change after Hitler took power in Germany?
What was her career?
How did that change after Hitler took power?
What was said at the bottom of Jacoby’s contract that upset her?
Why would this upset her?
What was her husband’s job in Germany?
How did that change when he had to flee to the United States?
How do you think that affected his self esteem?
Name: Date:
SS Grade 8 Study Guide
African American
What type of job did Hill get after the United States entered the war?
How much did this job pay? Did this better her situation?
Was there still discrimination in her work place? If so name one example.
Did educated African Americans still have to fight for jobs? If so what type of job did they start at?
How were women treated differently?
Is this fair to treat African Americans differently from the rest?
Why or why not?
Name: Date:
SS Grade 8 Study Guide
Japanese- American
How did Americans treat Japanese and Japanese Americans after Peral Harbor?
Why would Americans not trust Japanese- Americans?
What was written about the Japanese?
What did Yorita’s family lose?
Why wouldn’t anyone want to buy Japanese characters?
How were “ghettos” like concentration camps?
Name: Date:
SS Grade 8 Vocabulary
1. Concentration Camp
2. Culture
3. Discrimination
4. Ghetto
Name: Date:
SS Grade 8 Homework WWII
Write a one to two page story about one of the people you learned about today.
Or
Pretend you are one of the people and write a one to two page story about your experiences with persecution and or discrimination.
I. Pre Instructional Phase
1. NYS Standards:
SS Standards 1, 2 &3- Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
- use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- national and global- including the distribution of people, places and environments over the Earth’s surface.
ELA Standards 1, 3, &4- Students will read, write, listen, and speak for:
- information and understanding.
- critical analysis and evaluation
- social interaction
2. Lesson Objectives: (LWDAT= Learner Will Demonstrate Ability To)
Cognitive:
a) Given the stories and information provided about people involved in WWII, LWDAT identify and describe different nations and cultural groups involved in the war.
b) Given the stories and information provided about people involved in WWII, LWDAT identify and discuss ways different nations treated specific cultural groups involved in the war and why they were treated that way.
Affective:
a) LWDAT to give proper attention and respect to their peers who are reading their stories during the group activity.
3. Content:
Concept- Students will learn about the major nations involved
in the WWII and how America became involved by reading stories about soldiers, Japanese- Americans, African Americas, and Jewish Germans immigrants. Afterwards they will discuss with their groups about one cultural group being treated a certain way by the nation they live in. Before discussing as a class I will show a short section from Pearl Harbor (when Japan is attacking Pearl Harbor and a short part about how American sailors tried to defend themselves) and ask students for their reactions Then, as a class students will fill out an organizer for each country and culture on the board.
Key Vocabulary-
Concentration Camp
Culture
Discrimination
Ghetto
Task Analysis- Students will be given a handout that has
three stories about different people.
- Each student will read their part and as a group discuss how that person was treated or was treating others differently.
- Each group will focus on the one cultural group that they are assigned. They will discuss that group and fill out the attached study guide.
- As a class each group will present their cultural group and all students will fill out an organizer.
4. Instructional Aides/ Resources
- whiteboard pen
- handouts
- study guide
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problems
- students working in cooperative learning groups
- choices for homework to help students with different
learning styles
II. Interactive Phase
6A. Set/ Focusing Event:
***Write the important names of cultural groups, the pact, and dates on board.
“Good evening class, as you know we have been working on WWII and what happened after Pearl Harbor to get the United States involved in the war. As we all learned WWII began in 1941 with Axis powers taking over Allied territories and Allied Nations; however, after the attack on Pearl Harbor on December 7th, 1941, the government began to prepare the United States to join the Allies. By April of 1942, the United States was bombing Tokyo, Japan.
I want everyone to follow along as I read a scenario and please write your answers at the bottom of the sheet. Imagine that the year is 1941. Everyday when you sit down to dinner, your parents discuss the war and how happy they were that the United States was staying out of Europe’s problems. Your dad doesn’t want any more young men killed because European countries didn’t know how to get along. Two days pass. Even though you live in Syracuse, New York, word has spread rapidly about what had happened the other day, which was December 7th, 1941. Today, your parents are acting very agitated. At dinner your dad talks about how the United States needs to act quickly and punish Japan. Your mom cries about how awful the Japanese were for killing innocent Americans. Your dad quotes from the newspaper that 2400 Americans were killed and 1178 more were wounded (these included military and civilians). There were nineteen ships sunk or disabled and 180 planes were completely destroyed. Now I want you to answer the questions below and put down your pen or pencil when you’re done.
Formative Check: Answers to the questions to see the sensitivity
towards the problem of anger and revenge.
**these are my questions**
How do you feel about the situation after listening to your parents?
Are you angrier because the United States was not involved in the war?
Why?
Who’s fault is this attack?
Why do you blame them?
“Now, count off from one to three, please remember your numbers because you’ll need it in a minute. Group one sit here, group two over here and group three, right there. We are going to look at five stories about people who lived during the civil war. One will be about a child that was a Japanese- Americans another will be an adult Jewish German immigrant, an African Americans. Whoever’s number was one will read number one to the group, and number two will read number two, and so on. These are very short and should only take two minutes to read. Then I will let you know when it is time to discuss your story to your group. I will be walking around to make sure that there are no questions. I also want to pick up your sheets to see what you wrote down, but don’t be worried because this can’t be graded when this is your opinion.
**time two minutes, then give them time to discuss the stories and what they learned.
Formative Check:
**I will be walking around answering questions and keeping them on task
Bridge:
“ Now that you have discussed each story with your group, I want each group to focus on one particular cultural group.
6B: Implementation:
” Group one will focus on Jewish Germans, group two will work on Japanese- Americans, and group three will work on African Americans. First, as a group discuss your cultural group and how they were treated according to the different stories you read. Then, fill out the study guide that I provided for you.
Formative Check:
**Discussions students have together and their study guides. I will be walking around to hear their answers and discussions. I will also be walking around to answer any questions.
**Make sure to give the group adequate amount of time to work together**
Bridge:
“I think that we’ve had enough time to discuss everything and fill out our study guides. Before we move on, I want to show you a short clip from Pearl Harbor. I need to warn people that there may be some parts that are a little bloody because I am showing the attack. If need be, you may put down your head at any time that you don’t feel as though you can watch the material.
Implementation:
“I will handout a blank sheet of paper. On the board we are going to create an organizer and I want you to copy it down on the paper. This organizer will help us see the characteristics of some of the groups and cultures we have seen in the stories.
Formative Check:
** Ask for volunteers from each group to help with the organizer
Closure:
“Before we end today, I want each person in your group to say one thing about how different cultural groups that are considered Americans were treated after the United States entered WWII".
Extending Activity:
“For homework, look at the vocabulary sheet and define each vocabulary word in your own words. Then, either draw a picture that will remind you of the word or write a sentence using the word correctly.
“Also, either write a one to two page story about one of the people you learned about today. Or you could pretend you are one of the people and write a one to two page story about your experiences with persecution.
Name: Date:
SS Grade 8 WWII-cultural understanding
Imagine that the year is 1941. Everyday when you sit down to dinner, your parents discuss the war and how happy they were that the United States was staying out of Europe’s problems. Your dad doesn’t want any more young men killed because European countries didn’t know how to get along. Two days pass. Even though you live in Syracuse, New York, word has spread rapidly about what had happened the other day, which was December 7th, 1941. Today, your parents are acting very agitated. At dinner your dad talks about how the United States needs to act quickly and punish Japan. Your mom cries about how awful the Japanese were for killing innocent Americans. Your dad quotes from the newspaper that 2400 Americans were killed and 1178 more were wounded (these included military and civilians). There were nineteen ships sunk or disabled and 180 planes were completely destroyed.
Now, I want you to answer the questions below and put down your pen or pencil when you’re finished.
1. How do you feel about the situation after listening to your parents?
2. Are you angrier because the United States was not involved in the war?
3. Why?
4. Who’s fault is this attack?
5. Why do you blame them?
Name: Date:
SS Grade 8 WWII stories
Margot Jacoby age 95, Jewish German immigrant>
We were very important people in Berlin. My husband was a celebrated copyright lawyer. Our milieu was the world of art: actors, singers, painters, writers. Berlin, in those days before Hitler, was the most stimulating. We were wealthy, spoiled. I had a cook, a house maid, a personal servant, a governess. I came from a well- off family and married into a well- off family. When we fled, we were penniless.
I was a singer, a good one. I had a big contract for an opera house in Kiel. Salome. When Hitler came to power in ’33, it was the end of my German career. In small script, at the very end of the contract, was written: “Are you of pure Aryan blood?” I tore it up into pieces and threw it away.
My husband and I were separated by the war. He went to America and I didn’t see him for seven years. For seven years, he lived in New York a beggar- no money, no food, in a furnished room. He was a poor broken man.
2. Fanny Christina Hill age 24, African American women>
That was a dollar an hour. It was better than anything else because you had hours to work by and you had benefits and you come home at night with your family. It made me live better. We always say that Lincoln took the bale off of the Negroes. Well, my sister always said- that’s why you can’t interview her because she’s so radical- “Hitler was the one that got us out of the white folks’ kitchen.”
(She recalls the discrimination faced by black workers at North American Aircraft.) But they had to fight. They fought hand, tooth, and nail to get in there. And the first five or six Negroes who went in there, they were educated, but they started them off as janitors. After they once got their foot in the door and was there for three months- you work for three months before they say you’re hired- then they had to start fighting all over again to get off of that broom and get something decent. They always managed to give the worst one to the Negro. The only reason why the women fared better was they just couldn’t quite give the woman as tough a job that they gave the men. But sometimes they did. There were some departments, they didn’t even allow a black person to walk through there let alone work in there. Some of the white people did not want to work with the Negro. But they did everything they could to keep you separated. They just did not like for a Negro and a white person to get together and talk.
3. Ben Yorita, Japanese- American>
Our parents couldn’t vote, so we simply weren’t interested in politics because there was nothing we could do about it if we were. There were two reasons we were living in the ghettos: Birds of a feather flock together, and we had all the traditional aspects of Japanese life- Japanese restaurants, baths, and so forth; and discrimination forced us together. The dominant society prevented us from going elsewhere.
Right after Pearl Harbor we had no idea what was going to happen, but toward the end of December we started hearing rumors and talk of the evacuation started. We could tell from what we read in the newspapers and the propaganda they were printing- guys like Henry McLemore, who said he hated all Japs and that we should be rounded up, gave us the idea of how strong feeling were against us. We were told we had a month to get rid of our property or do whatever we wanted to with it. That was a rough time for my brother, who was running a printshop my parents owned. We were still in debt on it and we didn’t know what to do with all the equipment. The machines were old but still workable, and we had English type and Japanese type. Japanese characters had to be set by hand and were very hard to replace. Finally, the whole works was sold, and since nobody would buy the Japanese type, we had to sell it as junk lead. The whole thing was very sad. By the way, it was the first time we had ever had a refrigerator and it had to be sold after only a few months.
Name: Date:
SS Grade 8 Study Guide
Jewish German immigrant
How did Jacoby’s life change after Hitler took power in Germany?
What was her career?
How did that change after Hitler took power?
What was said at the bottom of Jacoby’s contract that upset her?
Why would this upset her?
What was her husband’s job in Germany?
How did that change when he had to flee to the United States?
How do you think that affected his self esteem?
Name: Date:
SS Grade 8 Study Guide
African American
What type of job did Hill get after the United States entered the war?
How much did this job pay? Did this better her situation?
Was there still discrimination in her work place? If so name one example.
Did educated African Americans still have to fight for jobs? If so what type of job did they start at?
How were women treated differently?
Is this fair to treat African Americans differently from the rest?
Why or why not?
Name: Date:
SS Grade 8 Study Guide
Japanese- American
How did Americans treat Japanese and Japanese Americans after Peral Harbor?
Why would Americans not trust Japanese- Americans?
What was written about the Japanese?
What did Yorita’s family lose?
Why wouldn’t anyone want to buy Japanese characters?
How were “ghettos” like concentration camps?
Name: Date:
SS Grade 8 Vocabulary
1. Concentration Camp
2. Culture
3. Discrimination
4. Ghetto
Name: Date:
SS Grade 8 Homework WWII
Write a one to two page story about one of the people you learned about today.
Or
Pretend you are one of the people and write a one to two page story about your experiences with persecution and or discrimination.
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