Resources:

Social Studies
Padlet
http://padlet.com/wall/dzeggae1xpff
Padlet provides a user-friendly interface in which multiple persons can edit a
document. The formatting options, including text-boxes and lines provide a good
platform for students created word walls. The format also allows for easy editing,
allowing students to easily edit the word wall for evolving definitions throughout their
unit.
Veteran Stories
http://www.loc.gov/vets/stories/ex-war-wwi.html
The veteran stories provide an interesting view into the feelings of WWI
veterans. Use of this resource on the second day of the unit would work as a
transitional material. The students previous unit would have recently finished a unit
on WWI as part of the United States History curriculum. The site provides an entire
story for the students to follow of the experiences of individuals. Quotes from
personal correspondences and interviews are listed for Eugene A. Curtin including
his letter to his mother on July 23, 1917, and a news clipping from the Times for
which he was interviewed.
Mein Kampf
https://archive.org/details/meinkampf035176mbp
Mein Kampf provides a primary source on Hitlers ideologies.
Examination of an excerpt will provide students with a look into the
perspective of the German population reading this text. This is an
example of written propaganda from the Nazi party.
https://www.youtube.com/watch?v=GHs2coAzLJ8
This is an example of film propaganda from the Nazi Party.
Watching Triumph of the Will is primary source exposure for the
students. The film provides an interesting look into the Nazis
perspective of themselves, in which they place the Nazi party almost
as the role of God through perspective metaphor and imagery in the
opening scenes.

WWII Era Map of Europe

http://www.worldology.com/Europe/world_war_2_imap.htm
This map will provide an examination of the evolution of countries borders
from the earliest days of WWII to the end of WWII. This will allow students to be
exposed to the porousness of state lines visually after already being exposed to
discussions of moving fronts and captured cities in Veteran stories from WWI, Mein
Kampf and video propaganda from the Nazi Party in previous lessons.
Pearl Harbor Attack
http://www.archives.com/genealogy/newspapers-pearl-harbor.html

At the bottom of the page on this link is depicted the front-page

headline on the Attack on Pearl Harbor in the days that immediately
followed the attack. This will provide students with experience
examining a primary source newspaper. The students will look at the
positioning, lettering, for attention drawing on the page, specifically for
the purpose of the newspaper. This will be used for students to learn
and practice analyzing a document for its original purpose.
Before Pearl Harbor Attack newspaper headline
http://www.archives.com/genealogy/newspapers-world-war-2.html
The first picture in this link is one of the first headlines in the US
to break the news of WWII. The various headlines in this image provide
an examination into the reactions of Americans to the outbreak of the
war and the Presidents feelings toward entering the war.
Munich Agreement
http://avalon.law.yale.edu/imt/munich1.asp
This is exposure to another primary source for the students. The Munich
Agreement provides a look in to the international cooperation and language of such
agreements.
Nazi-Soviet Pact
http://www.historyplace.com/worldwar2/timeline/pact.htm
This will provide the students with exposure to the Nazi-Soviet
pact. The student swill read a section of the primary source document
that will provide insight into the politics of war.

Home front Propaganda on Nagasaki/Hiroshima

http://csis.org/blog/why-truman-dropped-bomb-role-uncertainty
This link provides a picture of one of the headlines of U.S> paper
the day the bombs were dropped. The newspaper provides an insight
into the American reaction to the atomic bomb dropped on Nagasaki.
Eugenics of the 20th century
http://www.uvm.edu/~lkaelber/eugenics/
This is a secondary academic source on the sterilization laws and
practices in the United States that were the result of a eugenics
movement in the United States. This will provide students with an
opportunity to examine a secondary source and perspective into a
history of the United States they have likely never encountered before.
This site also provides further links to state laws that concerned
eugenics, specifically sterilization.
Nazi Propaganda
http://pixgood.com/nazi-propaganda-against-jews-translated.html

This site provides a variety of Nazi propaganda against Jews. This

provides some shocking primary source evidence in the form of
political cartoons. This will provide students the opportunity to gain
experience in interpreting political cartoons.
http://news.nationalgeographic.com/2015/04/150415-ngbooktalk-nazis-auschwitzholocaust-survivors/?
utm_source=Facebook&utm_medium=Social&utm_content=link_fb20150415newsholocaustsurvivors&utm_campaign=Content&sf8609888=1
This story provides students with a look into the experiences inside the
concentration camp Auschwitz.
http://www.dailyteachingtools.com/free-graphic-organizers.html#4
This site provides a variety of graphic organizers including an analysis
web, which will be printed and given to the students to use for
organizing thoughts on perspective and propaganda towards Jews from
Maus and the story of the sisters who survived Auschwitz.

Maus
This graphic novel provides students with a look into the horrors of
WWII from the perspective of a survivor. The format of graphic novel
gives students a chance to hone their skills in reading graphic novels,
which tends to be an easier format for some students, so the graphic
novel can be a vehicle for information that better helps students
comprehend the difficulties of WWII rather than say some complicated
government documents.
War Bonds
http://www.archives.gov/exhibits/
powers_of_persuasion/warning/
images_html/images/shadow.jpg
This source is a primary source example of U.S. home front
propaganda encouraging persons to buy War bonds to support the war
to keep their children safe from the encroaching ominous shadow of
the Nazis.
Wanted
This is a primary source example of U.S. home front propaganda during
WWII. This piece specifically targets women on the home front, warning
that loose lips will cost American lives. It is a very dramatic example of
propaganda as it depicts a young womans picture as if on a wanted
poster for murder. It displays the simple yet effective nature of
propaganda.
http://tnmuseum.org/Traveling_Trunks_Top_Level/Transforming_America
%3A_Tennessee_on_the_World_War_II_Homefront/

This is a picture of propaganda that the students will already be

familiar with from art class. The students will analyze this piece as an
example to move forward and examine War Bonds and Wanted.
Bill of Rights
http://billofrightsinstitute.org/founding-documents/bill-of-rights/
This will provided students with exposure to one of the
documents governing the American citizens and protecting American
citizens.
Historical timeline
http://www.ushmm.org/wlc/en/article.php?ModuleId=10007306
This will provide the students with a visual perspective on where in
WWII we are in terms of time. We will be talking about time and
progression each day as the unit moves generally in a chronological
direction, but this will provide students with a new visual aid for that
information.
Paris Peace Conference
http://avalon.law.yale.edu/20th_century/decade21.asp
Students will read an excerpt of this document that provides a look into
the politics of the end of the war. This is important for looking forward
in time and helping students understand the complexities of ending a
war between nations, and the many negotiations that go on.
http://www.educationworld.com/tools_templates/template_strybrd_8pa
nels.doc
This provides an important element to the unit and the unit project.
The students will practice using a storyboard to make political
cartoons. This will be used to highlight the differences between
multiple frames and single frame imagery used in graphic novels or
political cartoons.
http://holocaustlearning.org/survivors/Arek-Hersh
Arek Hershs story of his survival of the Holocaust is given in this link.
The link provides a video interview of Arek Hershs story. This could
be used for students that have difficulty reading, or are English
language learners, as the video has acoompaning subtitles. The
reading level of the written article is higher than the story of the
sisters. The video of Areks descriptions of the Holocaust could be
given to English language learners. The story of the two sisters could
be given to struggling readers who are reading below grade level and
the article that looks at Areks story could be given to the students who
read at grade level.