Objectives:
- Explain the major causes of World War II.
- Analyze the U.S. position of neutrality.
Scene 1 — Engage
Student Activity
Students read an introduction connecting the rise of fascism in Europe and Japan to the outbreak of World War II and review the lesson objectives. They then watch the historic video Opening of 1936 Summer Olympic Games and read the accompanying text to see how the 1936 Berlin Olympics served as propaganda for Nazi Germany. Students respond to two polls about whether the International Olympic Committee should have moved the Games and whether other nations should have boycotted them.
Teacher Moves
Preview the experience and objectives, and explain how students will work in small groups later in the lesson. After the video and polls, ask whether it is possible to separate politics from international sports competitions, emphasizing that there is no single correct answer and connecting the issue to modern examples of politically charged sporting events. Optionally direct students to the additional “Nazi Games” analysis video in the Student Pack.
Scene 2 — Explore
Student Activity
Students read background text describing Hitler’s gradual territorial expansion in Europe and Japan’s invasion of Manchuria and atrocities in China, including the Nanjing Massacre. They watch the video Beginning of World War II to deepen their understanding of events leading to war, then collaboratively create a visual timeline of major events leading up to the outbreak of World War II in 1939, optionally incorporating images and other visual aids.
Teacher Moves
Highlight the connections between fascist expansion in Europe and Asia and the eventual outbreak of global war. Point students to the sample World War II timelines in the Student Pack as models or references, and then organize students into small groups for the next two scenes before unlocking the following scene.
Scene 3 — Explain
Student Activity
Working in small groups, students divide a list of five leaders—Neville Chamberlain, Albert François Lebrun, Emperor Hirohito, Hideki Tojo, and Josef Stalin—and briefly research their roles in the leadup to World War II. They contribute one-sentence explanations of each leader’s role to a shared graphic organizer. Individually, students then answer two polls identifying which leaders they see as strong and which as weak. As a group, they post a response on a shared wall explaining how the Allied leaders (Chamberlain, Lebrun, and Stalin) took steps that contributed to the outbreak of World War II in Europe.
Teacher Moves
Clarify each leader’s actions using the provided notes (appeasement by Chamberlain, Lebrun’s limited power and accommodation, Stalin’s non-aggression pact with Hitler, and Western inaction toward Japanese aggression). Emphasize that none of the Allied leaders took a strong stand against German or Japanese military aggression, and use student wall responses to discuss how these choices helped enable the war.
Scene 4 — Elaborate
Student Activity
Students read an explanation of U.S. public opinion, isolationism, and neutrality in the 1930s, including Roosevelt’s efforts to aid the Allies while remaining officially neutral. They watch The Lead Up To World War II and read Reactions to a Troubled World (from paragraph 6) and The Arsenal of Democracy to explore how U.S. policy shifted over time. In small groups, they complete a graphic organizer by defining key terms and policies: Neutrality Acts of 1935–1937, Neutrality Act of 1939, America First Committee, Lend-Lease, Four Freedoms Speech, and Atlantic Charter. Then, imagining themselves as Roosevelt’s advisors in 1940, groups discuss whether the United States should enter World War II or remain neutral and post a brief position paper explaining and justifying their recommendation.
Teacher Moves
Invite volunteers to identify and briefly define the six key terms from the graphic organizer to reinforce understanding. After groups post their position papers, highlight one or more interesting or exemplary responses, stressing that there are no right or wrong answers as long as students support their positions with reasoned arguments. Prompt students to consider how their knowledge of World War I and its aftermath may have influenced their views on U.S. entry into World War II.
Scene 5 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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