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11 lessons found; showing 10 per page, sorted by Title...
Showing Grade 10, Unit 8, Causes and Consequences of World War II
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Stolen Art: Finders Keepers

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Description: Who should own the priceless treasures of the world? As a result of wars over the centuries, countless works of art that were created by one culture now rest in the museums or private collectons of people in other parts of the world. You will research one of the famous cases of lost art and decide which country should now control these treasures. Standards 6.4.8, 7.7.4, and 10.8.2

Author: Dede Tisone-Bartels, Crittenden MS

Lesson ID: 982

A Date Which Will Live in Infamy

Description: On December 8, at 12:30 p.m., Roosevelt gave this speech to a joint session of Congress and the nation via radio. The Senate responded with a unanimous vote in support of war; only Montana pacifist Jeanette Rankin dissented in the House. At 4:00 p.m. that same afternoon, President Roosevelt signed the declaration of war against Japan, marking the U.S. entry into World War II. What did Roosevelt say that achieved such immediate results? Standards 10.8.2, 10.8.4, and 11.7.1

Author: Teaching with Documents, National Archives and Records Administration

Lesson ID: 8

A Separate Peace: A Teenager Experiences World War II

Description: You are a teenager living in the United States during World War II. You read the newspapers and hear the radio broadcasts, but it is hard to make sense of this war that involves so many countries and people. This webquest will take you back to the Home Front of the 1940's to learn what it was like to grow up during this turbulent time. As a group you're going to explore the topic of A Separate Peace. What would it have been like to have been a teenager during World War II? How would teenagers of today deal with the conflicts of war and friendship? Standards 10.8.4, 11.7.5 and 11.7.6

Author: Sally Hursey

Lesson ID: 15

Home Front 1939-1945 (Britain)

Description: The National Archives of the United Kingdom invites you to learn about life in Britain during world War II. Experience a lights out drill during the blitz, learn about the evacuation of children from London and form British outposts in the empire, everyday life during the war and more. Standard 10.8.6

Author: Ian Coulson, Catherine Hammond, Tom O'Leary and Sarah Price, The Learning Curve

Lesson ID: 508

Merchant of Venice: Shakespeare and Antisemitism

Description: According to author John Gross, "never has one character of the stage provoked such controversy or achieved such infamy as Shakespeare's enigmatic Shylock." Designed for students who have already read The Merchant of Venice, this exercise uses the play to get students to learn about antisemitism in Shakespeare's time, compare it to 20th-century antisemitism, and decide for themselves whether Shakespeare was "guilty" of furthering and perpetuating antisemitic stereotypes. Standard 10.8.5

Author: , Social Studies School Service

Lesson ID: 714

Prisoners in Another War

Description: Following World War II, Allied forces issued indictments against leaders of the Nazi party for the systematic murder of millions of people and for planning and carrying out the war in Europe. The defendants were charged with both "war crimes," which included the murder or ill-treatment of prisoners of war, and "crimes against humanity," which included the activities carried out in death camps, concentration camps, and the organized murders of civilians. In this unit, students will read the judgment at Nuremberg regarding the "Murder and Ill-Treatment of Prisoners of War." This lesson was written to accompany the PBS film "Berga: Prisoners of another War" but it may be done independent of the film. Standard 10.8.6 and 11.7.3

Author: Thomas Thurston, Thirteen Online

Lesson ID: 858

Rape of Nanking

Description: At the beginning of World War II, Japanese soldiers committed many atrocities against POWs and civilians in Nanking, China. After the war, a war crimes trial focused on who was responsible for these acts. Your job is to decide the answer to the question: What acts during a war should be punishable as crimes of war? Standard 10.8.1 and 12.9.5 civics

Author: Bill of Rights in Action, Constitutional Rights Foundaton

Lesson ID: 874

Remembering to Never Forget

Description: Examine how the history of a place or event affects one's present perceptions of that place or event. First examine the current tensions caused by the decision to intertwine both the positive and negative histories of Weimar, Germany, in celebrating its selection as Europe's "cultural capital" for 1999. Participate in a round-table discussion focusing on how one "celebrates" history when history is not purely positive. Standards 10.7.3, 10.8.5, 10.8.6, 11.7.5

Author: Alison Zimbalist, The New York Times Learning Network Grades: 6-12 Subjects: Geography, Global History, Social Studies Interdisci, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 893

Standing Out - Standing Up: Simone Arnold Liebster Facing the Lion

Description: This lesson traces the experience of Jehovah's Witness Simone Liebster during the Nazi occupation of France in World War II. It uses clips of testimony from the Shoah Foundation Institute archive as well as primary documents to lead students through the struggles of this family and then asks students to reflect on the core values and strategies used to survive the oppression of the Holocaust. Standard 10.8.5

Author: Arnold Liebster Foundation

Lesson ID: 1440

The Nuclear Game - How Close Was It?

Description: In the 1950s and 1960s people probably knew less than we do today about the nuclear weapons that existed and what their governments were doing about them. On the other hand people probably thought a lot more about nuclear war than we do today. Throughout the 1950s and 1960s there was a real fear of an all out nuclear war between the USA and the USSR which would devastate those countries and most of the rest of the world . In this Gallery from the Virtual Museum of the National Archive of the United Kingdom, you are going to try to understand how both ordinary people and politicians felt about nuclear weapons and the possibility of nuclear war in the 1950s and 1960s. We have 3 case studies which will help you to develop your own views on this matter and answer the Big Question: The Nuclear Game - How Close Was It? Standards 10.9.1, 11.9.4, and 12.7.8 civics

Author: LearningCurve, National Archives of the United Kingdom

Lesson ID: 1056

11 lessons found; showing 10 per page, sorted by Title...
Showing Grade 10, Unit 8, Causes and Consequences of World War II
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