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Fifth Grade Social Studies Planning Unit 7 Hot & Cold: World War II & Its Aftermath Marlo Mong March 5, 2009.

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Presentation on theme: "Fifth Grade Social Studies Planning Unit 7 Hot & Cold: World War II & Its Aftermath Marlo Mong March 5, 2009."— Presentation transcript:

1 Fifth Grade Social Studies Planning Unit 7 Hot & Cold: World War II & Its Aftermath Marlo Mong March 5, 2009

2 How do I know what concepts to teach? Use your curriculum map! – Every piece of content from the GPS is listed under a relevant concept These are suggestions – make them work for your class! Don’t forget that concept wall. – Students should be seeing these patterns emerging from their study of history so far.

3 World War II Historical figures – For Social Studies, this is not a biographical study. – Who are these people and what was their specific role in WWII. – Think about how their actions helped or harmed the nations they led. The United Nations – The League of Nations – the first attempt at organizing countries to find peaceful solutions to world problems. – This part of the UN website is dedicated to young people and teachers. Rosie the Riveter & the changing role of women – The workforce is changing because the men are overseas – Economic implications – supplying needs of troops – Tuskegee Airmen – The first African-American military airmen – Learn the history and continuing work that resulted in the actions of brave men who served in WWII

4 What if you were there? Begin timelines on WWII *Newsreels accessed via ~Hitler’s rise to power (1933) ~Hitler’s invasion of Poland *Photographs from various online sources of Hitler’s Germany *Read Ginger’s Diary ( to discuss failure of diplomacy and final result: bombing of Pearl Harbor, *Library of Congress “man on the street” interviews following attack * provides many useful primary source documents, including: ~Telegram from Naval Commander that attack had begun ~14-point letter from Japanese Ambassador to US Secretary of State ~Declaration of War on United States from Empire of Japan ~Declarations of War on United States from Germany and Italy ~Telegrams from US Ambassador in Japan to Japanese Government & US Secretary of State *these were read in small groups, discussed, and shared in terms of these three questions: ~What is the document? ~Who created it? ~Why is it relevant? *Read newspaper articles/front pages from December 7-8, 1941 *Watched and listened to FDR’s Day of Infamy speech ( *Looked at copy of hand-revised copy of the speech *Think about the word “dictator” & its meaning for the war *Enactment: given a role, imagine you have heard a radio broadcast discussing the war’s progress in January of 1943. React as a person, not an actor. What would you say? What would it mean for you & your family/friends? Roles: ~Reporter & Radio Broadcasters ~Family with small children ~Soldiers & Nurses in training camp ~Soldiers, Nurses, & Doctor in hospital at Pearl Harbor *Debriefing on enactment

5 The Cold War The beliefs and ideas of democratic governments vs. communist governments Cold War vs. Hot War – nuclear weapons was a huge threat so a “hot” war was to be avoided. The Iron Curtain & Winston Churchill – “From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent.” – Sinews of Peace speech given in Missouri, 1946 - – The Berlin Wall is perhaps the best visual of this symbolic division of Eastern & Western Europe NATO – Designed to protect democratic societies from attacks – The official website; learn about the work of NATO Cuban Missile Crisis – the only time when the Cold War could have become hot.

6 The Berlin Airlift Quadripartite Division of Germany and Berlin - 1948 Map of Germany! Location! Location! Location! Where is Berlin? Berlin is not on the line that divides East & West Germany

7 The Berlin Airlift You can find this sign at the juncture of three streets in Berlin, Germany. What does it mean? Why is it there? Does it remind you of any signs you might see in your community? Image courtesy of Laura Wharen.

8 The Berlin Airlift BERLIN AIRLIFT SIMULATION ACTIVITY Situation: It is 1948. The Soviet Union has barred all travel and traffic from the western zones of Germany to Berlin, which lies within the Soviet Zone. The population of Berlin, still suffering the effects of six years of war, is threatened with starvation. Further, there is fear that the German people will become polarized – some supporting the US and its new allies, and others supporting the USSR. How will your team meet the needs of the people of Berlin? How will your team ensure that your cause wins popular support? How will your team present itself to the public – both in Germany and abroad? (We will use English to communicate.) Assignment: You will create a plan, using the attached grid, to meet the immediate physical needs of Berlin’s population. However, you will also develop a media campaign to win their support – it may include posters, fliers, and radio spots (but remember – electricity is still scarce). You can also think about other ways to get your message to the people. Remember that you are playing a role, and that even though you may not personally agree with what you are saying, you must present the ideas of your assigned group. Role: As a member of ________________________________’s Special Committee for the Support of Berlin, you will work with your team to develop the plans needed to carry out your assignment. FOOD (think about nutritional needs) FUEL (for what, though?) CLOTHING (including home linens) OTHER

9 Operation Little Vittles re/newsstoryPhoto/2008- 06/hrs_080624-halvorsen.jpg re/newsstoryPhoto/2008- 06/hrs_080624-halvorsen.jpg Mercedes and the Chocolate Pilot By Margot Theis Raven Publisher: Sleeping Bear Press Who is this man?Where is he? What is he doing?Why is this photo important? For more information visit: ex/airlift/sfeature/candy.html

10 Resources Discusses the Truman presidency and his involvement in Germany, Korea, and the development of NATO. Great teacher resource on background information of the history of the Cold War; includes timeline and additional website resources. Resources for “kids” from the Truman Presidential Library. Look for Truman’s Decisions to get the story behind our involvement in the Berlin Airlift and Korean War. Also from the Truman Library- interesting teacher resource about the ideology behind the Cold War; includes documents, photos, and lesson plan ideas The Korean War from the historical perspective of the US Navy. Includes images – you MUST preview images before sharing with students. From the Army, this is the teacher section of the Korean War Commemoration website. You can directly read 2 books written for children about the Korean War and lesson plans are included. Winston Churchill has been recognized by Time Magazine as one of the most influential people. Summary of the events that led that occurred during the Cuban Missile Crisis. Other links on this website give lots of information about many other events that occurred during the Cold War, including information on Nikita Khrushchev.

11 Resources for Integration The Little Ships By: Louise Borden Publisher: Simon & Schuster Children's Publishing Wind Flyers By: Angela Johnson Publisher: Simon & Schuster Adult Publishing Group Baseball Saved Us By: Ken Mochizuki Publisher: Harcourt Code Talkers By: Joseph Bruchac Publisher: Penguin Group (USA) Peacebound Trains By: Haemi Balgassi Publisher: Houghton Mifflin Harcourt Terrible Things By: Eve Bunting Publisher: Jewish Publication Society The Tuskegee Airmen Story By: Lynn Homan Publisher: Pelican Publishing Company, Incorporated The Wall: Growing Up Behind the Iron Curtain By: Peter Sis Publisher: Farrar, Straus and Giroux We Can Do It! By: Christine Petersen Publisher: Scholastic Library Publishing One Thousand Tracings: Healing the Wounds of WWII By: Lita Judge Publisher: Hyperion Books for Children

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