Students predict on a map which nations remained neutral during World War II. Next they focus on the European front, followed by the Pacific front. Then they discuss a major event as a turning point in World War II. Finally they prepare an explanation for a fifth-grader about how World War II was fought.
Students are introduced to the global scope of World War II and the lesson objectives. They view an image of German fighter aircraft and learn that only a small number of nations remained neutral during the war. Students first respond to a word cloud prompt by naming one or more nations they think remained neutral (or writing “unknown”), then mark a world map to predict which nations were neutral, Allied, or Axis, with the understanding that they will revisit their predictions at the end of the lesson.
Teacher MovesPresent the lesson overview and objectives, emphasizing the worldwide nature of the conflict. After the word cloud, reveal which nations were actually neutral and use the answer key map from the Student Pack to compare with student predictions, highlighting how many nations were involved in the war. Clarify the terms “front” and “theater,” and invite students to share what they know from books or movies about life during World War II to activate prior knowledge.
Students examine an image and read about Germany’s 1940 invasion of France and the evacuation at Dunkirk. They then use a set of resources, including the video World War II - Europe and North Africa (1939-1945), to explore key events and battles in the European and North African theaters, including the Blitz and major Allied operations. Using this information, students answer a series of questions: multiple-choice items about France’s experience in the war and Axis goals in North Africa, a drag-and-drop activity matching descriptions to nations, and a fill-in-the-blank item identifying D-Day/Operation Overlord.
Teacher MovesEnsure students access and use the provided European and North African theater resources as needed. Monitor student responses to the questions, review their answers, and correct misconceptions about key events, nations’ roles, and strategic goals in these theaters before moving on.
Students view an image of U.S. Marines raising a flag at Iwo Jima and read about Japanese expansion in the Pacific and Southeast Asia and the attack on Pearl Harbor, including the U.S. shift from neutrality to active involvement. They then use a set of Pacific-front resources, including the video The Pacific Theater and the video The Battle of Midway: Anatomy of a Decisive World War II Victory, to investigate major events and turning points in the Pacific. Drawing on these materials, students complete a cause-and-effect graphic organizer that links Japanese expansion, the attack on Pearl Harbor, and the dropping of atomic bombs to their major effects on the course of the war.
Teacher MovesRemind students that the dropping of the atomic bombs will be examined in more depth in a separate experience. Choose and implement a strategy for completing the cause-and-effect chart (whole-class discussion, partner work, or student presentations), and then give students an opportunity to ask clarifying questions before continuing.
Students view an image of the USS Arizona under attack at Pearl Harbor and read that World War II had multiple turning points in different theaters. They watch the video 1942 Tide turning in World War II in Europe and then select one major event they believe was a turning point in the war. On a class wall, they write an explanation of how their chosen event served as a turning point, citing evidence to support their claim.
Teacher MovesIf students struggle to choose an event, suggest options such as Pearl Harbor and U.S. entry into the war, D-Day, the Battle of Midway, or the Battle of the Bulge. After students post their explanations, share an interesting or exemplary response with the class and briefly review key points about the suggested events to reinforce why each can be considered a turning point.
Students watch the video War in Europe, in which a historian emphasizes the importance of understanding how wars are fought. They read a short explanation of the Geneva Convention and the Geneva Protocol, focusing on protections for prisoners of war and civilians and the prohibition of chemical and biological weapons. Using this context, students post a creative, age-appropriate explanation on a shared wall describing for a fifth-grader how World War II was fought, then review classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesPoint students to the additional Geneva Convention and Geneva Protocol resources in the Student Pack for those who want more information. Allow time for students to share and discuss their explanations and responses, facilitating a brief whole-class conversation about the conduct of war and humanitarian rules before transitioning to the quiz.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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