Year 10 History - Kate Leadbeater · 2019. 10. 3. · Year 10 History Unit Name: World War II Topic: World War II (1939-45) Teacher: Miss Kate Leadbeater Lessons Plans: Term 1, weeks

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.


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.


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.


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.



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.



https://www.youtube.com/watch?v=B5CCPVfUFEY

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.




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:


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).

https://www.youtube.com/watch?v=nKKwNCqt3bY


http://www.ushmm.org/educators/teaching-about-the-holocaust/why-teach-about-the-holocaust



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.




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.


preparation:

Video:

http://splash.abc.net.au/home#!/media/1662040/building-the-

atomic-bomb - Splash ABC Building the Atomic Bomb


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)


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.

http://splash.abc.net.au/home#!/media/1662040/building-the-atomic-bomb


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.


went.



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.


preparation:


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)


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.

http://www.history.com/topics/world-war-ii/bombing-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.


went.


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.


History,. 'Bombing Of Hiroshima And Nagasaki - World War II'. N.p., 2015. Web. 20 Apr. 2015.


Jewish Virtual Library,. 'Major Nazi Concentration Camps'. Web. 20 Apr. 2015.


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.


The National WW2 Museum,. 'Interactive Timeline'. N.p., 2015. Web. 20 Apr. 2015.


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

http://auschwitz.org/en/gallery/historical-pictures-and-documents/auschwitz-ii,4.html

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?

Documents

Year 10 History - Kate Leadbeater · 2019. 10. 3. · Year 10 History Unit Name: World War II Topic: World War II (1939-45) Teacher: Miss Kate Leadbeater Lessons Plans: Term 1, weeks