Students become acquainted with Adolf Hitler by watching a video. Then, they learn about the events leading up to the war in Europe, including Germany’s conquest of other countries and Mussolini’s rise to power. Next, they turn to Japan’s aggression against China and other Asian nations, culminating in its attack on Pearl Harbor. Then, they examine the American policy of neutrality. Finally, students create an infographic of important events and people leading up to the war.
Students are introduced to the scope and objectives of the experience, including the rise of fascism in Europe, Japanese imperialism, German aggression, and U.S. neutrality before entering World War II. They read background text explaining that the war began earlier in Europe and Asia than U.S. entry and that Germany, Italy, and Japan formed the Axis Powers as totalitarian states. Students read World War II—The Rise of Hitler to gain initial insight into Hitler’s personality and background, then post one or more questions on a collaborative wall about what they want to understand about World War II.
Teacher MovesHighlight key objectives and major themes of the experience. Review student questions on the wall and point out one or more that will be answered as students progress through the lesson, using them to frame upcoming learning. Use the resource War Breaks Out as needed to deepen your own or students’ background knowledge.
Students read about Hitler’s gradual territorial expansion in Europe and watch the video How Did Hitler Rise to Power? to understand how he consolidated power and pursued conquest. They take notes in a graphic organizer titled “Hitler and the Lead-Up to the War in Europe.” Students then read a short biography in Benito Mussolini and record notes about Mussolini in a second organizer. Working in groups, they complete a Venn diagram comparing and contrasting Hitler and Mussolini, noting unique traits and shared characteristics of their dictatorships.
Teacher MovesMonitor students’ note-taking on Hitler and Mussolini and review the completed Venn diagrams to check for understanding. Before moving on, ensure that students can clearly explain key similarities and differences between Hitler’s and Mussolini’s personalities, methods of gaining power, and goals as dictators.
Students read One Motive for the Japanese Expansion Between 1905 & 1941 to investigate causes and major events of Japanese imperialism. They complete a structured graphic organizer that captures Japan’s strategic choices, economic motives, war with China, and other political and social reasons for expansion. Students then answer two multiple-choice questions about the primary reason for Japanese expansionism and Russia’s role in that expansion. Finally, they read an explanation of U.S. trade sanctions on Japan and how these actions contributed to Japan’s decision to attack Pearl Harbor, leading to U.S. entry into the war.
Teacher MovesUse student responses in the organizer and multiple-choice questions to gauge understanding of Japanese imperialism and its connection to resource needs and regional conflict. As appropriate, direct interested students to additional resources such as Japanese Imperialism During the 1930s and Nanking Massacre from the Student Pack to deepen knowledge of Japanese expansion and wartime atrocities.
Students read about American public opinion and foreign policy in the late 1930s, including isolationist sentiment, neutrality, and President Roosevelt’s efforts to support the Allies while remaining officially neutral. They study Reactions to a Troubled World (from paragraph 6) and The Arsenal of Democracy to explore how U.S. policy shifted from strict neutrality toward greater involvement. Using a graphic organizer, they define key terms and policies: Neutrality Acts of 1935–1937, Neutrality Act of 1939, America First Committee, Lend-Lease, the Four Freedoms speech, and the Atlantic Charter. Students then post to a discussion wall, taking a stand as if they were U.S. citizens in 1940 on whether to support entry into World War II or continued neutrality, providing reasons in complete sentences. They review classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesInvite volunteers to briefly identify and explain each of the six terms from the graphic organizer, reinforcing distinctions between isolationism, neutrality, and increasing support for the Allies. Facilitate the discussion wall activity by prompting students to justify their positions with evidence from the readings and organizer, and encourage respectful dialogue as they respond to peers’ posts.
In small groups, students extend their understanding of the lead-up to World War II by creating an infographic that includes a timeline of at least six major prewar events. After viewing Infographicszone to see examples and learn principles of effective infographic design, they draw on materials from the experience and at least one additional historical source. Their infographic must feature: a multi-event timeline; an image and caption for at least one significant individual (other than Hitler, Mussolini, or Franklin D. Roosevelt) involved in the lead-up to the war; at least three additional historical images with captions; and titles and URLs for any new sources used. Students post their completed infographic or a link to it on a small-group discussion wall using a digital tool of their choice.
Teacher MovesSuggest additional key figures students might feature, such as Neville Chamberlain, Winston Churchill, Emperor Hirohito, Hideki Tojo, or Josef Stalin. Encourage groups to examine one another’s infographics to identify events and individuals they did not include in their own work, using this comparison to broaden and refine their understanding of the multiple paths leading to World War II.
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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