Path+to+War

=Path to War= == = = Western Allies - Blue USSR and Allies - Red Axis Powers & Axis occupied Territories -Black Neutral Countries - Gray = =

In order for you to gain a greater understanding of the unravoling of World War II. It is important that we cover this section in two (2) parts. The first will serve as an introduction to the Second World War and as a way to begin to understand American feelings toward the events taking place in Europe. The second part will cover the major political and military leader in both sides of the war, the Axis and Allied Powers, along with the major causes and events that eventualy led to the full blown out war in Europe. .

=Part 1=

= = = =

Essential Question
Is there a time to fight? When? Why?

Objectives
Students will be able to formulate opinions on why nations/people go to war. Students will be able to understand what might be some of the reasons that nations/people feel they must go to war. Students will be able to begin understanding how propaganda plays a role in the thinking of individuals.

Warm Up
Write the statement, “There is a time to fight!” and “The costs of fighting,” on the board or overhead. Ask how many students agree with the statement. Give examples of when this would be an appropriate action. (Example: self-defense) - Have students write inside of the reflection journals.

This activity allows students to compare the reasons nations (and people) fight with the costs of those fights. It also requires students to review aspects of World Wars I and other war and reassess America’s participation within each.

1. Ask students to compare their examples of reasons for fighting with the costs. Ask, “How many think it is really worth all the costs to fight over these reasons?”

2. Point out to students that there were many Americans who believed America. should stay out of World War I and World War II. However, in both cases, America entered the wars.

3. Divide the class into four groups: a. Group 1 assumes it is 1917 and tries to convince the class that America should stay out of World War I. b. Group 2 tries to convince the class that, despite the possible costs, America should enter World War I. c. Group 3 tries to convince the class that America should declare war on Germany and Japan. d. Group 4 assumes it is 1941 and tries to convince the class that America should stay out of World War II.

4. Explain that each of the groups must select a leader who will be responsible for supervising the group. Each group must put two students in charge of drawing a propaganda poster designed to convince everyone of its position. The others in the group should write a two- to three-minute minute speech for their leader. This speach will be recorded as a Podcast and placed on [|www.Podbean.com]. (Remember back from the previous activety on the Civil War, when we used audascity to create.the podcast.) Finally, remember that the objective is to convince Americans it is essential to fight and worth the costs, or students may take the opposite position that it is not worth the costs.

Here is an example of a podcast that you can create. I did mine on the Nuremburge Trials as to not steal any ideas from you. Additionally, this is a topic that we will be covering later in the Unit.

media type="file" key="Nuremburg trails.mp3"

This is just a reminder on how to creat a podcast This shows you how to reload Audacity if you took it off your computer This one tell you how to use Audacity if you forgot

Evaluation / Assignment
The students will have to complete a podcast and place it on [|www.podbean.com]. I will be grading for creativeness, your ablilty to convey your possition, and your factual knowledge represented.

=Part 2=

This lesson should help the students understand some of the aspects that lead to World War II, including political and economical problems, the rise of nationalism, American isolationism and the events that brought America into the War.

Essential Question
What causes nations to go to war?

Objectives
a) Students will be able to discus the events and causes leading to the Second World War. b) Students will be able to assess the rise of nationalism how that played a pivotal role in the changing world. c) Students will be able to explain America’s role at the beginning of the war and how it was eventually pulled into World War II.

1) Class Discussion/ Group Discussion: These questions will be used to evaluate what students may already know about causes and events leading to World War II, from the previous class.

2) Go thorough with the video PowerPoint.

3) After the completion of the video PowerPoint, let the students begin work on the Tri-fold in which they are to create.

4) The students will work in groups to create a Tri-fold, which highlights one or more of the topics covered during the lesson. This will allow the students to work with the subject matter first hand, allowing for better understanding of the material. Following the completion of this, the student will have to present there Tri-fold to the class. This will allow them to be the ones teaching the material once again to there classmates


 * Here are some reminders on how to creat a Tri-fold using Microsoft Word.

Here is an example that I created on the leaders of World War II.

Use this file to remind yourself how to creat a Tri-fold if you have forgotten.

Evaluation
During the lesson, students will be asked questions associated with each video. These questions occur before and after each viewing. Additionally, the students will be required to create a Tri-fold, to turn in and present to the class.

Just for fun see if you name this man - write the answer on a sheet of paper and turn in with you Tri-fold, for 5 points of extra credit.