World+War+II

**World War II** toc =World War II= [Contributed by Helsa Irizarry]

Background
//Subject//: US History II //Unit//: World War II //Details//: This annotated resource guide can assist teachers and students in going beyond the textbook and learning more in depth information on key topics of WWII. The list of sources below cover a range of topics in the WWII unit. //Topics Covered:// Axis Powers, Hitler, Allied Powers, League of Nations, Pearl Harbor, Concentration camps vs. internment camps, Korematsu Case, Impact of war on Americans: Economy, minorities and women at war, D-Day, Hiroshima and Nagasaki, creation of UN, World Bank GI Bill, Women in the Workforce

Resources
1) World War II Commemoration

Source/ Citation http://www.grolier.com/wwii/wwii_mainpage.html/

Type/ Length Website

Summary The World War II commemoration is a website with 6 links that focus on primary sources of WWII. The site organizes its material by important people, key topics, photographs, films, assessments, and additional links.

Suggestions for Use This site can be used a tool to build off of the content learned from the text book. This will be a source that can expand knowledge and lead to more detail in the content. I think this would not only be a good site for teachers to use to get photos and videos that can peak student's interests, but can be a source for students if they were doing a research project. Since the site categorized people, events, and themes, this could be a good source to gain more information about a particular person or event.

Who Benefits? Teachers and students

2) World War II Records from the National Archives

Source/ Citation http://www.archives.gov/research/ww2/

Type/ Length A detailed web page with may links that offer WWII information.

Summary The is a national website that has house historical archives. This extensive list of primary sources, from photos to political documents, comes from a variety of sources--international affairs to the home front. The vast selection allows a teacher take on many perspectives on how to teach the unit as well as provide primary sources to get students familiar with sources outside the text book.

Suggestions for Use This site would be a good resources for teachers to use when planning lessons for a unit. Using this site to compile a list of primary sources could be useful for a DBQ and to showcase varying perspectives.

Who Benefits? Teachers

3) World War II Web quest

Source/ Citation http://www.scribd.com/doc/2975753/World-War-II-Webquest/

Type/Length This is a website where you can download a detailed WWII web quest with questions and answers.

Summary This website allows teachers to download a WWII web quest. This document in 19 pages and not only included the website for the activity but step-by-step instructions that students can follow. The document allow has detailed questions for the students. Since this site is for teachers, the document also has the answers of the questions from the web quest activity.

Suggestions for Use This would be used by a teacher as a web quest activity for the class and should be introduced after the students have been introduced to the topic. Since the web quest is detailed, I think that students should work in pairs. After looking at the questions and the websites, this activity might take more than one day, but since this is downloadable, teachers are able to alter the questions and allow it to focus more on their chosen objectives for the unit.

Who Benefits? Teachers

4) History Alive!: Pursuing American Ideals

Source/ Citation Goff, Brent. History Alive!: Pursuing American Ideals. Teachers Curriculum Institute. June 2008.

Type/ Length Textbook. The WWII sections are pages 431-487

Summary History Alive is the textbook that many BPS US History II classes use. This book is a comprehensive account of history from 1492 to the present. The book is compiled with not only reading passages but maps, charts, photos, and primary excerpts.

Suggestions for Use This textbook is a tool that teachers and students use as a guide to get an overview of material. While the textbook is a good introductory sources, it should be used as in accompany with other primary sources with varying views to give a holistic account of history as well as giving viewpoints that the textbook might miss.

Who Benefits? Students, because this is their main source for information in the class, but it up to teacher to bring in other sources to partner with the textbook.

5) Museum of World War II

Source/ Citation http://www.museumofworldwarii.com/Tour.htm

Type/ Length Virtual Tour

Summary This site provides a virtual tour of historical artifacts pertaining to WWII. This site not only has images but provided detailed information about each artifact. Also, the site is organizes the tour by country, allowing for easy access to certain topics.

Suggestions for Use This site could be used as an internet scavenger hunt, where the teacher has a set of questions that students can answer based off the site. Students can work in pairs and teachers could provide an incentive to the teams that correctly completes their hunt.

Who Benefits? Students

6) Fighting for America: Black Soldiers-the Unsung Heroes of World War II

Source/ Citation Moore, Christopher. //Fighting for America: Black Soldiers--the Unsung Heroes of World War II//. 2005.

Type/ Length Book. 325 pages

Summary This book showcases the role of African American soldiers in WWII and the impact they had on the victory of the war.

Suggestions for Use While this is a long book for students to read, I think that excerpts should be read by the students to give them a first hand account of the role people of color played in the war. Some text book spend little, if any, time on the impact of people of color in the war and excerpts from this text will give them a differ rent perspective on the war. The book also talks about lack of civil rights, which can allow student to think about how American can fight for another country when there are problems in the US. Also this could allow students of color to indentify with the material more.

Who Benefits? Students

7) Rosie the Riveters of World War II

Source/ Citation http://www.youtube.com/watch?v=9GarCzR_6Ng

Type/ Length Video, 6 min and 20 secs

Summary This is a short video that provides a depiction of the role of women in during WWII. It showcased the shift of women from the homemaker to working women. The video uses real footage and real audio from the era as well as images that accurately depict the role of women during this time. This will allow students to see the drastic change the war caused with the lives of women.

Suggestions for Use I think that this could be used as either an introduction or a follow up of a lesson teaching about the role of women during the war.

Who Benefits? Students

8) Hiroshima: Dropping the Bomb

Source/ Citation http://www.youtube.com/watch?v=NF4LQaWJRDg

Type/ Length Video, 4 min and 36 secs

Summary This video shows first-hand accounts from the air and ground, re-telling every memory from the day the atomic bomb was dropped. This video shows as combination of real and reenacted footage and has real accounts of people in the plane that dropped the bomb and people that were impacted on land. The video also talks about how the Atomic bomb was made and how it was triggered.

Suggestions for Use Since this video discusses the real experiences of people either dropping the bomb or being effected by the bomb, I think that this will allow students to gain a connection with the people in the film. After watching the video, students can chose a person on the film and write of reflection of how their lives changed or how they felt after the bomb exploded. This will put a person to the event.

Who Benefits? Students

9) Damages Caused by Atomic Bomb

Source/ Citation http://mothra.rerf.or.jp/ENG/A-bomb/History/Damages.html

Type/ Length Website

Summary This website has a nice summary of the effects that the atomic bomb caused. It is brief, but gives more detail than the text book.

Suggestions for Use Teachers can use this as a tool to expand their knowledge on the effects of radiation. They can use this material to give a more in depth lesson on the atomic bomb.

Who Benefits? Teachers

10) Latino Legacy: Remembrances of World War II

Source/ Citation Latino Legacy: Remembrances of World War II, Produced by Rick Chavez https://www.createspace.com/Store/ShowEStore.jsp?id=206324

Type/ Length Video/ documentary

Summary This video focuses on the impact Latinos had in WWII. It uses real footage, images, and audios to give a first accounts of Latinos role in the war. This will allow students to see how other people of color impacted the war.

Suggestions for Use I think that this should be used after student have been introduced to WWII. Teachers could show clips and create a handout out that students would have to fill in as they watch the video.

Who Benefits? Students

11) This is the Enemy

Source/ Citation http://ehistory.osu.edu/osu/mmh/internment/

Type/ Length Video, 6 mins

Summary This video shows how people in the United States sentiments changes towards Asian American after Pearl Harbor. It uses real video, images, and audio from the president that explains internment camps and shows how they went through similar discrimination with the Jews in Germany.

Suggestions for Use Teachers can use this to compare and contrast concentration camps and interment camps.

Who Benefits? Students

12) The Second World War - Interactive

Source/ Citation http://ehistory.osu.edu/osu/mmh/ww2/

Type/ Length Interactive Website

Summary The is an interactive website that gives a brief overview of the war.

Suggestions for Use This could be used as an introduction scavenger hunt to allow student to get a brief overview of the war, and then teacher and later go into more depth on particular topics. Students can work in pairs to complete the handout.

Who Benefits? Students

13) From the Ashes of World War II

Source/ Citation http://www.conspiracyarchive.com/Commentary/From_the_Ashes.htm

Type/ Length Website

Summary This site focuses on the lasting effects of the WWII, in particular United Nation, World Back, the Creation of Israel, and the International Monetary Fund.

Suggestions for Use The teacher can use this site to get more insight on the effects of the war and can talk about how these organizations are still present in society. The teacher can use this to make connections between the past and present.

Who Benefits? Teacher

14) ON THE TREADMILL TO PEARL HARBOR: THE MEMOIRS OF ADMIRAL JAMES O. RICHARDSON

Source/ Citation ON THE TREADMILL TO PEARL HARBOR: THE MEMOIRS OF ADMIRAL JAMES O. RICHARDSON, AS TOLD TO VICE ADMIRAL GEORGE C. DYER. Washington DC: Naval Historical Division, Department of the Navy, 1973.

Type/ Length Memoir, 471 pages

Summary This is a memoir with personal experiences from personally groomed by FDR for the top operating job in the Fleet.

Suggestions for Use The teacher can use excerpts from this Memoir to get personal accounts of Pearl Harbor from a persons chosen by FDR. The teacher can also use this to get additional knowledge and first hand accounts.

Who Benefits? Students and Teacher

15) When Justice Failed: The Fred Korematsu Story

Source/ Citation //When Justice Failed: The Fred Korematsu Story// by Steven A. Chin

Type/ Length Biography, 105 pages

Summary Relates the life and experiences of the Japanese American who defied the order of internment during World War II and took his case as far as the Supreme Court.

Suggestions for Use Teacher can read excerpts so students can get detailed accounts on how interment camps effected people's lives and the effects of the Supreme Court decision. Teacher can also use this as a resource to get more knowledge on Korematsu's life and note just the case.

Who Benefits? Students and Teacher