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25 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 7, World War II
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Japanese Relocation/Internment

http://www.LearnCalifornia.org/doc.asp?id=691

Description: Excerpts from reports sent from relocation centers show problems in the implementation of the Executive Order No. 9066. Students examine the order and discuss how the order would affect their families. Standards 4.4.5 and 11.7.5

Author: Learn California.org, California State Library

Lesson ID: 600

Jazz and World War II: A Rally to Resistance - A Catalyst for Victory

http://edsitement.neh.gov/view_lesson_plan.asp?id=379

Description: The Second World War had an enormous effect on the development of jazz music, which, in turn, had a role to play in the American war effort. Jazz and jazz-influenced popular music were a rallying cry for U.S. servicemen, and helped as well to boost the morale of loved ones at home, who by listening to patriotic and romantic songs on the radio and on their phonographs were encouraged to wage war on the home front. The U.S.O. helped lift the spirits of U.S. servicemen at home and abroad as it brought popular Hollywood and musical celebrities together to perform for the troops. Jazz musicians also worked throughout the war on patriotic films. There is an unintended tribute to the broad influence of jazz music (and of the many prominent African American and Jewish American jazz musicians) in Hitler's ban, in 1939, on jazz and swing music in Germany. Explore the role of jazz in American society and the ways that jazz functioned as an export of American culture and a means of resistance to the Nazis. Gathering together excerpts of important works by both jazz historians and jazz musicians, the culminating activity helps students develop a broader historical perspective on the effects that World War II had on the course of jazz music. Standard 11.7.5

Author: EDSITEment

Lesson ID: 1527

Korematsu v. United States (1944)

http://www.landmarkcases.org/korematsu/home.html

Description: This landmark Supreme Court Case challenges the right of the United States government to hold American citizens in detension camps, even for purposes of national security, without due process. Using primary sources, students classify arguments for the case, examine the issue of loyalty in time of war and analyze political cartoons fromthe period. Standard 11.7.5, 12.5.1 and 12.5.4

Author: Street Law and the Supreme Court Historical Society

Lesson ID: 1432

Life on the Home Front

http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic5b.html

Description: Using a collection of photos from the Calisphere collection, students answer these questions about civilian life in California during World War II: While American soldiers were fighting abroad, what was happening to people at home? What did people do to support the war effort on the home front? What was one of the responses to food rationing? Did all Americans support the United States' entry into World War II? Standards 4.4.3 and 11.7.6

Author: Calisphere

Lesson ID: 1452

Port of Chicago Disaster

http://intergate.cccoe.k12.ca.us/pc/webquest.htm

Description: The military was segregated during World War II, and although African-American soldiers were in combat units in the Army, the Navy had rigidly enforced rules that nonwhite sailors could serve only as cooks and stewards or as manual laborers in such jobs as longshoremen. The Port Chicago explosion and resulting mutiny is believed to be one of the factors in President Truman's decision to desegregate the military. It is late 1945, and the war is over. Your team must meet and agree on a presentation to the President of the United States. Your diverse experiences and opinions will make it challenging to agree on a plan of action after the Port of Chicago Disaster. Standards 11.7.3, 11.7.4, 11.10.1, and civics 12.7.8, 12.10

Author: Educational Technology Department, Contra Costa County Office of Education

Lesson ID: 838

Post WWII Europe and the Marshall Plan: Using Primary Sources to Understand the Past

http://www.learningtogive.org/lessons/unit65/lesson1.html

Description: At the end of World War II, it became apparent to many leaders of the "new world order" that conditions in Europe were devastating. Not only was most of Europe's infrastructure completely destroyed, communism was expanding. Analyze a speech given by President Truman's Secretary of State George Marshall, to learn what arguments were used in favor of aiding Europe in her effort to rebuild. Learn about the effects of this program in government philanthropy. Standards 10.9.3 and 11.7.8

Author: Learning to Give Program

Lesson ID: 841

Prisoners in Another War

http://www.pbs.org/wnet/berga/teach/lp2b.html

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

Remembering Pearl Harbor: The USS Arizona Memorial

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/18arizona/18arizona.htm

Description: USS Arizona rests on the silt of Pearl Harbor, just as it settled on December 7, 1941. The ship was one of many casualties from the deadly attack by the Japanese on a quiet Sunday that President Franklin Roosevelt called "a date which will live in infamy." Use this historic place to learn why Pearl Harbor was attacked and what this place has come mean to the American people. Standard 11.7.1

Author: John Vierra, Jr., USS Arizona Memorial

Lesson ID: 892

Springwood: Birthplace and Home to Franklin D. Roosevelt

http://www.cr.nps.gov/NR/twhp/wwwlps/lessons/82springwood/82springwood.htm

Description: Franklin Delano Roosevelt was born to a family of wealth and social position on January 30, 1882, at Springwood, the family's estate in Hyde Park, New York. In 1905, the year of their marriage, Franklin and Eleanor Roosevelt were invited to share Springwood with Franklin's mother, Sara Roosevelt. Over their years of public service Franklin and Eleanor lived there at least part of the time, raising their five children at Franklin's lifelong home. During Roosevelt's career, Springwood became incorporated into his public life. In this lesson students relate the accomplishments of FDR to the environment in which they were made. Standard 11.6.2 and 11.7.4

Author: Teaching with Historic Places

Lesson ID: 1583

Voices from the Past

http://oldsegundo.com/webquests/voices_from_past/student-home.htm

Description: Preserving the valuable memories of living people is the vitally important task of an oral historian. Through the interviewing process, history is recorded from the first-hand experience of the persons who have lived it. In this webquest, you will follow oral history processes to contact and interview a World War II veteran or person alive during the World War II era. Standards 10.8.6 and 11.7.3 and grades 6-11 general

Author: Enola Boyd, Old El Segundo Productions

Lesson ID: 1192

25 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 7, World War II
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