Students first create a class K-W chart about World War II. Then they read about the European and Pacific fronts of the war. Next they analyze the pros and the cons of the Americans dropping the atomic bombs on Japan. Finally, they read a poem written by a child in a concentration camp and write a letter to an imaginary child there.
Students read background text connecting the global impact of the Great Depression, the rise of Adolf Hitler, and the road to World War II. They examine an image of a crowd greeting Hitler as chancellor and then contribute to a collaborative K–W style table by posting something they know about World War II or a question they have about the war.
Teacher MovesIntroduce the experience, review the objectives, and clarify key vocabulary (occupied, chancellor, atomic bomb, concentration camp, stanza). Use the class chart to gauge prior knowledge and questions about World War II, ensuring that student questions are addressed during the lesson or through additional resources before unlocking the next scene.
Students view an image of German troops in occupied Paris and read about Hitler’s rise to power, Nazi policies, and early acts of aggression that triggered World War II. They explore sections of World War II to learn about what started the war, the Allies, the Axis, and the London Blitz, then complete a graphic organizer identifying the event that triggered the war, its duration, the Allied and Axis nations, and the London Blitz. Students read about the attack on Pearl Harbor, examine an image of the attack, and learn that it led to U.S. entry into the war. They read about the war in the Pacific and answer multiple-choice questions about D-Day and the U.S. president during World War II.
Teacher MovesGuide students to focus on the specified sections of the online resource and support them as they complete the organizer, prompting them to distinguish between Allies and Axis and to connect events like the invasion of Poland and the London Blitz to the outbreak of war. Clarify the significance of Pearl Harbor and the U.S. decision to join the Allies. Review student responses to the questions about D-Day and President Roosevelt, summarizing key facts and noting that Roosevelt died in office in 1945 and was succeeded by Harry S. Truman before transitioning students into small groups for the next scene.
Working in small groups, students read about the impact of U.S. entry into World War II, including wartime production, the end of the Great Depression, and the development of the atomic bomb. They examine an image of the atomic bombing of Nagasaki and read about the bombings of Hiroshima and Nagasaki, their immediate and long-term effects, and the ethical question of whether dropping the bombs was justified. In groups, they use a two-column graphic organizer to list reasons supporting and opposing the decision to drop the atomic bombs.
Teacher MovesOptionally preview and decide whether to show the atomic bomb video from the Teacher Pack, considering its graphic content. Provide historical context for U.S. wartime production, the Manhattan Project, and the situation in the Pacific. Facilitate group discussion about the ethical questions raised, prompting students to consider both sides and to record their reasoning in the organizer. Use the provided sample arguments (e.g., ending the war quickly versus civilian casualties and long-term radiation effects) to deepen analysis before having students continue individually in later scenes.
Students view an image of Jews being rounded up in Warsaw and read an overview of the Holocaust, including the plan to kill Europe’s Jews, the use of concentration camps, and the conditions discovered by the Allies. They explore Holocaust and selections from Children’s Poetry of the Holocaust to learn more about camps, resistance, and children’s experiences, then closely read the poem “Fear” by 12-year-old Eva Pickova from Terezin. After discussing the poem, they write a letter to a child in a concentration camp, expressing empathy and reflecting on what they have learned.
Teacher MovesExplain the Holocaust in age-appropriate terms, emphasizing its scale, intent, and human impact. Lead a class discussion of the poem, guiding students to interpret its imagery, emotions, and message, and connecting it to the broader history of the Holocaust. Encourage thoughtful, compassionate responses in the letters and share several insightful or exemplary letters with the class to foster reflection and discussion before moving on.
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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