World War II

Students will determine which war crime trials were the most heinous during World War II and use evidence to build a case to convict the guilty.

To assist students in developing analytical skills that will enable them to evaluate primary sources and images such as documents, photographs, political cartoons and posters related to the Japanese Internment Camps during World War II.

Students should be able to make inferences as to the tenor of each conference, the state of mind of the participants and the importance of the photographs in relation to their background knowledge to support or refute: FDR was too physically ill at Yalta.

Students will analysis and evaluate primary documents, videos, excerpts from newspapers and books, and then in groups will create a persuasive essay supporting their point of view, including quotations from the provided sources.

This lesson asks students to consider the war years as equally important in pushing for racial equality.

Class discussion on the end of the war in the pacific.

Students will write a 20-point persuasive essay explaining their decision on how to end WWII.

Draw conclusions about Pearl Harbor based on primary documents and reasoned discussion.

In this lesson students will continue with their examination of the dropping of the atomic bombs, this time focusing on varying historical perspectives. In particular this will include the Japanese perspective.

In this lesson students will be introduced to important background information on the dropping of the atomic bombs.