World War II Text Basket

Overview:

Students engage in reading a variety of books and resources which focus on life during World War ll. Resources include biographical, nonfiction, historical fiction texts and picture books and have been selected to support a variety of interests and reading levels. They document life during World War II in the United States as well as in Europe. Remembrance: A Teacher’s Guide to the Holocaust encourages studies of World War II which investigate themes including  identity and intolerance, family and friendship, innocence and loss, fear and courage, anger and forgiveness, and anxiety and hope in elementary and middle school grades. Notebook work, post-it noting, utilization of close reading strategies, response to reading tasks and book talks offer opportunity for students to think deeply about historical events and historic figures of World War II.

Informational videos and movies are included which may be viewed by students individually or as a class. Preview movies to determine appropriateness for your class.  Expect some students may be sensitive to the content and plan in advance ways to be best support them including staying in conversation about their experience.

Enduring Understandings/ Essential Questions

1. World War II was one of the most significant wars in history. 
2. There were several factors that led up to World War II, including Italian fascism in the 1920s, Japanese militarism and invasion of China in the 1930s, and especially the political takeover in 1933 of Germany by Adolf Hitler and his Nazi Party, and its aggressive foreign policy and belief in ethnic superiority.
3. The outcome of World War II has played a large role in the life we live today.
4. Man’s humanity to others was greatly challenged during World War II.
5. History is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
   
   • Why is World War II believed to be one of the most most impactful wars in history?
   • What liberties were on the line in World War II?
   • How does the past affect our lives today?
   • Why does the relevance of Norman Rockwell’s Four Freedoms illustrations span history?

Objectives:

1. Students will understand the significance of the Four Freedoms named by President Roosevelt in his January 6, 1941 address to Congress in light of the events during World War II.
2. Students will read from a collection of fiction and nonfiction texts, which focus on all aspects of World War II.
3. Students will understand the significance of the events before, during, and following World War II  (appropriate to age and grade).
4. Students will participate in book talks and group discussions, sharing supported thoughts and insights focusing on relevant themes (Survival, Friendship, etc.) from their reading.
5. Students will develop an understanding of what was at stake for the world at large during World War II through literary texts, nonfiction texts, informational videos and movies.

Background:

World War II began in 1939. Germany was politically and economically unstable. This made it easy for Adolph Hitler and the National Socialist party to take control. Signing a treaty with Italy and Japan, Hitler’s regime sought world domination. The first act was to invade Poland, on September 1, 1939. More than 1.5 million German soldiers crossed Poland’s border, which was the beginning of World War II. The United States was not involved in the beginning of the war. Many Americans remembered the trials of World War I and held an isolationist point of view. However, President Franklin D. Roosevelt believed that the United States would eventually need to play a role.

In January 1941, he made his speech to Congress. In his speech, President Roosevelt named the Four Freedoms, which he stated are the rights of everyone in the world. After the speech, he and his administration questioned whether the citizens of the United States truly understood the Four Freedoms that he had named. He and the Office of War Information invited artists working in all media, authors, and designers to help illustrate and circulate thoughts on the Four Freedoms. Many artists created artwork in the form of paintings as well as sculptures to reflect the meaning of these freedoms. Norman Rockwell thought a lot about these ideals. In 1943, his completed his Four Freedoms illustrations, which were published in The Saturday Evening Post in four separate issues in February and March 1943; each was accompanied by a related essay. America entered World War II following the Japanese bombing of Pearl Harbor on December 7, 1941.

Rockwell’s illustrations, published in The Saturday Evening Post along with related essays in February and March of 1941, helped Americans to envision the ideals that they were fighting for. They continue to represent the meaning of these freedoms today.

Materials:

Classroom Supplies:

• K-W-L Chart for initiating activity
• Movie of The Book Thief by Markus Kusak (The movie is available to rent or purchase through Amazon Prime, Yideo, etc.) or share a picture book from the booklist.
• 3 or 4 baskets for books
• A wide selection of historical fiction texts, picture books, and nonfiction texts is available in the appendix.Teacher Resources:

Teacher Resources

• A Teacher’s Guide to the Holocaust by Florida Center for Instructional Technology.

An overview of the people and events of the Holocaust

through photographs, documents, art, music, movies, and literature

http://fcit.usf.edu/holocaust/

• Random House: Holocaust Remembrance: Educator’s Guide to Discussing the Holocaust and Using Literature to Learn from the Past

https://images.randomhouse.com/promo_image/9780385755436_4198.pdf

• The Best Children’s Books

http://www.the-best-childrens-books.org/world-war-ii-lesson-plans.html

• Teaching Books-Milkweed by Jerry Spinelli

https://www.teachingbooks.net/tb.cgi?tid=4532

• Carol Hurst Newsletter: World War II, Fiction and Nonfiction

http://www.carolhurst.com/newsletters/22cnewsletters.html

• Teacher Guide to The Yellow Star, The Legend of King Christian X of Denmark by Carmen Agra Deedy

http://www.holocaust-trc.org/the-yellow-star/

Activities:

• Students view and discuss each of Norman Rockwell’s Four Freedoms illustrations prior to these lessons.
• Initiating activity: Provide students with a K-W-L chart. Direct students to fill in the K (Know) column independently. What do they already know about World War II? Allow about 5 to 10 minutes for this depending on class engagement. Gather students together. As students share what they know about World War II, record responses on the class chart. Allow students time to begin thinking about and recording what they want to learn. (The learn column can be added to as the unit progresses.) Students will use this as part of their unit work, adding to the Want to Learn column and the Learned column as they and you identify next steps. Plan regular check-ins and record additional updates on the class chart over the course of the next lessons.

• Shared experience: View and discuss the movie, The Book Thief, or select one of the picture books to read aloud and discuss as a class. As a part of the discussion, you may want to initiate an understanding of possible themes within a text. Create a list of themes that students may refer to as they are reading.
• Book Baskets: Depending on the number of students in the class, create 2 or 3 baskets of books related to World War II. If possible offer two copies of as many books as possible. Having multiple copies, provides opportunities for students to meet and have deeper discussions of a specific text as they are reading. Discussions may be around a predetermined theme or student groups may wish to decide on the themes in the text using the supporting evidence they collect. Themes will also be an integral part of discussion as students develop understandings from the collection as well.
• While students are reading, encourage them use post-it notes to stop and jot important information about characters, settings, and events, themes, questions, surprises, emotional moments, text sections, words and/or phrases that are confusing, or that give important insights. These notes should be kept in text until not needed for partner or book talks. When students have finished work with the book, notes should be placed on labeled pages in Reading notebooks as references throughout study. Double journal entries and other reading notebook strategies can also be encouraged.
• Partner talk/Book talks: Talks should be scheduled to give students reading the same text opportunity to discuss and reflect on texts and learnings about World War II and the historic implications. These talks may be scheduled by students or designated days can be established for students to meet and discuss readings. Students should give text evidence in the form of supporting ideas/thoughts. A general reflection in their notebooks following their talks may be included.
• Class discussions: Scheduled discussions will provide students with the opportunity to gather thoughts and understandings gleaned from the various texts being read. Review of vocabulary words should be ongoing. Students should be able to give evidence supporting the organization of words and names. What are the authors’ messages within the themes supported in the texts?
• Exit task: Completion of the World War II reading guide serves as the final task.
• Available videos: There are additional videos available on YouTube focusing on World War II. Some are listed above. Access to these videos at the discretion of the teacher can be made to students individually or as a group.
• Optional: The variety of the format of the Live It Again series lends itself to research projects. Students might choose a year they are interested in learning about, and research and create a book, media presentation or poster using the Live It Again format.  For example, a student might choose to research areas of interest such as cars, sports teams, and space expeditions for the year of his/her birth.

Assessment:

• Are students prepared for their participation in book discussions?
• Are students able recognize themes within the texts? Are they able to identify possible authors’ messages related to the theme?
• Are students justifying responses with relevant text support?
• Are students able to identify individuals who impacted and were impacted by World War II and explain?
• Are students able to identify and explain events that were important during World War II?
• Are students able to make significant connections to World War II and its impact on our lives today?