Understanding and Appreciating World War II Veterans

Image
Question

My 8th-grade students will interview a veteran and then do independent research on those battles and locations. Do you have suggestions of sites my students can hit that would have info about the various branches of military and info about battles, ships, planes, etc. where these vets served?

Answer

There are a number of wonderful sites for someone looking for background information about World War II, and the experiences of military men and women abroad and at home. Unfortunately, while there is considerable general information, the experiences of specific veterans can be widely varied—extending across the globe, and over land, sea, and air. Given the large number of units and the many changes in deployments over the course of the war, it can be difficult to find information about specific units on the web.

As a starting point, to transport your students back into the period you might start with some of the very broad overviews of the war by sites such as the History Channel. And (with proper warnings about the way they exaggerate and oversimplify) you might have them look at one of the War Department’s Why We Fight documentaries.

As they try to get a closer understanding of the specific experiences of particular service people and their units, your students can look at the materials prepared by the military services, which have substantial resources on the web (though they are a pretty clunky). For information on ground forces, they should check out the Army’s U.S. Center for Military History. Much of the material here consists of digitized version of print publication (hence the rather look), but it provides very comprehensive information about particular events.

The Naval History Center offers similar information for the U.S. Navy and Marine corps. Those are probably your best sources for information on the web at the unit level.

The National Archives also offers a treasure trove of information digitized from their collections, which includes everything from enlistment records of particular soldiers to photographs from the period. It can be hit-or-miss the closer you try to get to a specific person or unit, but it does provide some excellent examples of their specific experiences at the time.

Finally, the Library of Congress’s Veteran’s History Project provides a model of the kinds of information students might want to gather from each of the veterans they interview. Each interviewee in the database has a small fact sheet summarizing the key elements of their careers, and also offers digitized recordings of interviews with service men and women.

These are the best sources of information about World War II I have found on the web, though there are dozens of other sources available out there of widely varied quality. Most of the other sites are either extremely dated or are quite general summaries of broad themes and specific battles or events, but these sites should get your students started and on the right track.

Analyzing Composition in Paintings

Article Body

The Metropolitan Museum of Art’s site provides a straightforward explanation of how to analyze the composition of historical paintings. Using Emanuel Leutze’s famous painting of George Washington crossing the Delaware, the site explains how artists use various elements of composition like lighting to convey particular messages about the events depicted in paintings. For lesson plans on how to interpret historical paintings check out this site.

The Multiple Dilemmas of Abraham Lincoln

Teaser

An interactive exploration of the decisions Abraham Lincoln had to make during his presidency.

lesson_image
Description

The lesson plan revolves around an interactive website that will provide students with a more 'humanized' view of Abraham Lincoln.

Article Body

This lesson, an interactive historical simulation, presents students with five difficult decisions Abraham Lincoln made between his election in November 1860 and the battle of Fort Sumter in April 1861. The strength of this lesson is the wealth of primary and secondary source evidence that it uses to help students understand the challenging questions Lincoln faced.

This lesson is designed for students to complete online, but can be modified for classrooms that lack computer access. It is presented through five online modules, each centered around a different dilemma. All modules provide students with historical background, an explanation of the issues facing Lincoln and resources that shed light on some of the information Lincoln had to consider when making the decision.

Students are given a list of the likeliest decision options available to Lincoln, but are also encouraged to come up with their own solutions for these historical dilemmas. Of particular value, is the ability to read about Lincoln’s actual decision and compare it to student generated ones.

Due to the length of this lesson and its reliance on computers, we recommend that teachers consider focusing on only one of the decisions, printing out only the relevant resources to use in class.

The authors of this lesson note the shortcomings of historical simulations, pointing out that students’ simulated policy decisions might be colored by presentism and hindsight. Rather than a simulation, teachers could use these materials to examine the issues Lincoln faced and his responses, and then use the documents to evaluate why Lincoln responded as he did.

Topic
Abraham Lincoln's Presidency
Time Estimate
If modified, one class period
flexibility_scale
2
Rubric_Content_Accurate_Scholarship

Yes
A wealth of bibliographic information is provided for each component of the lesson.

Rubric_Content_Historical_Background

Yes
A tremendous amount of relevant background information is available. Several parts of the site have "Commentary" links where students can read about how historians interpret related events and issues.

Rubric_Content_Read_Write

Yes
The only formal writing activity is note-taking, but all of the tasks can be easily turned into writing assignments.

Rubric_Analytical_Construct_Interpretations

Yes This is the heart of the lesson—using evidence to understand decisions made by Lincoln.

Rubric_Analytical_Close_Reading_Sourcing

Yes

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
If students need more background information, they can click on specific words and get additional information about a topic in the forms of text, video, and images.

Rubric_Structure_Assessment

Yes
Reflection questions are included in the end, but they are not comprehensive assessments nor is any specific assessment criteria provided.

Rubric_Structure_Realistic

No
Requires students to be working at a computer individually for an unspecified amount of time.

Rubric_Structure_Learning_Goals

Yes

History Explorer

Image
Annotation

In 2008, the Smithsonian launched History Explorer, in partnership with Verizon's Thinkfinity. Designed as a portal into the National Museum of American History's online resources, the site lets users search or browse the museum's resources. Use the keyword search to look up artifacts, interactives/media, lessons/activities, primary sources, reviewed websites, reference materials, and worksheets; narrow the search by selecting grade levels, historical era, resource type (artifact, lesson, worksheet, etc.), and/or cross-curricular connection.

Or browse by content type, using the tabs at the top of the page—"Lessons and Activities" contains more than 300 resources designed for teacher presentation; "Interactives and Media" contains more than 100 resources including audio, video, or interactive components; and "Museum Artifacts" contains more than 300 artifacts suitable for object-based learning. All individual entries list related content and relevant National History Standards and teaching strategies.

"Themes" offers collections of resources for major U.S. history topics such as immigration and civil rights; "Books" lists synopses for nearly 300 books suitable for reading levels varying from preschool to adult; and "Teacher Resources" includes information on teaching with primary sources, webinars, and joining the Thinkfinity Community. Check "Web Links" for links out to more than 100 history websites, chosen for design, usability, and content.

DocsTeach

Image
What is it?

DocsTeach brings together more than 3,000 primary sources and seven online activities, each designed to reinforce specific historical thinking skills. Register for free, search or browse the primary sources, and bookmark any that interest you. Head over to the "Activities" section to plug your sources into any of the site's seven activity templates, and then save your new activities for use in the classroom—or publish them to share with other DocsTeach users. To add a twist, ask your students to make, present, and take activities of their own—activity creation is simple enough and web-savvy students should be up to the task.

Getting Started

Register for the site before beginning to comb its primary sources and activities—it's free and quick. Once you've registered, you'll be able to bookmark primary sources and activities, save activities, and publish activities to share with other users. Browse or search DocsTeach's selection of primary sources, divided into eight historical periods ranging from 1754 to the present, bookmark sources of interest, and then click on "Activities." This section contains tools for assembling seven different online activities. They include:

  • Find a Sequence: Prompt students to arrange primary sources in a predetermined order;
  • Focusing on Details: Pick from five different tools to focus student attention on specific sections of a primary source;
  • Making Connections: Arrange primary sources in a particular order, and have students write in their arguments for why one source leads to another;
  • Seeing the Big Picture: Match primary sources in related pairs. As students successfully make the matches, they reveal pieces of a larger picture;
  • Interpreting Data: Call out particular data points on primary sources incorporating charts and graphs, and embed comments and questions in the source;
  • Mapping History: Use a modern or historical map as a background, and have students place sources in the location they come from or discuss; and
  • Weighing the Evidence: Present students with primary sources on a particular historical issue, and have them decide whether they support one interpretation or another.

Assemble the sources you've collected into one or more activities, following the step-by-step automated process, and then either save your activity and/or publish it. If you choose to publish an activity, other registered DocsTeach users can find it in the website's collection of activities and use it in their own classrooms.

Examples

DocsTeach offers examples of possible use for each activity model in "Learning Objectives and Historical Thinking Skills" essays. Educators could use the "Making Connections" activity, the website suggests, to track the history of African American integration into the U.S. military, prompting students to explain how primary sources showing changes in policy—whether segregationist or desegregationist—led from one to the other. Students could analyze primary sources related to Douglas MacArthur in a "Weighing Evidence" activity, deciding whether each document supports or refutes a view of MacArthur as a strong leader.

The National Archives team models their own version of the latter in their pre-assembled activity "What Kind of Leader Was General Douglas MacArthur?" The site includes dozens of activities sorted into period-based subjects, from ‘Analyzing the Cotton Gin Patent’ in Revolution and the New Nation to ‘Birth of the Environmental Protection Agency’ in Contemporary United States (1968 to the present). As educators sign up for the site and publish their own work, look for the activity database to grow.

Students Working in Local Historic Preservation

Image
Article Body
What Is It?

History comes alive when students volunteer at their local historical society museum and they learn the art and value of historical preservation. This service-learning project bridges the needs of a museum that was understaffed with the opportunity for students to practice being historians.

Rationale

Every community across America has a story to tell through its architecture, its people, its use of space, its resources, and its role in the larger American narrative. Our town has a rich history that dates back to the colonial period and like many small towns, we have a historical society with a museum that houses a rich collection of historical documents and artifacts that tell the story of our past. However, because of limited funds, a lack of proper materials for preserving items of historical value, and few volunteers, we were in danger of losing much of this collection. As a history teacher I’m always searching for ways to make the study of history relevant to my students. Providing them with an opportunity to volunteer at the museum seemed like a perfect way to marry the interests of our local community with my objectives as a history teacher. I hoped that through this experience my students would develop greater appreciation for preserving history and an understanding of the methods used in historical preservation. This partnership could also help bring the museum into the 21st century by creating a database of the museum’s collection that could be shared with the public and school groups. In addition it would give students a glimpse into the work of historians, preservationists, archivists, and archaeologists.

Description
As a history teacher I’m always searching for ways to make the study of history relevant to my students

I contacted the director of the historical society museum to discuss the possibility of using students in the museum to help with their work. The staff was cautiously optimistic, though concerned about adolescents working with valuable documents. When they agreed, I asked four of my capable, dedicated students who had expressed an interest in this work to help me launch the program. Each year I have added students to the group and currently 14 students work one to two hours weekly under the supervision of a volunteer museum staff member. It has been rewarding to observe my students doing work of great value, and it provides the museum with the work it needs to give the community a glimpse into their past.

Teacher Preparation/Procedure

1. Contact your local historical society or museum and ask what opportunities are available for your students. I made an initial phone call to introduce myself and to ask about possible projects. I then visited the museum to meet the director and to work out details of the project. 2. Determine the interest level of your students. Students are always looking for ways to improve their chances at college acceptance. This opportunity was intriguing because of its uniqueness and because it would provide them with community service hours that many need for scouting, National Honor Society, or just because they want to be more involved. I also introduce them to the value of historic preservation and help them to recognize the community need to preserve the artifacts and documents housed in our museum. 3. Get approval from school administrators. 4. Provide students with permission slips to be completed by their parents. 5. Conduct an orientation meeting for students and museum workers. This is held at the historical society museum and the museum staff introduces the students to the workplace and discusses the type of projects they will work on. A survey form is provided to the students to gauge their interest and availability. 6. Create a schedule for volunteers indicating dates and hours they are expected to work. I post this in my classroom so that I know who is working on a daily basis. I also maintain an email chain that is shared with the museum staff. 7. Students must have transportation to and from the museum. Students in my district are bused so they are able to use the school buses to get to the museum after school. Parents must provide transportation home. 8. Visit the museum periodically when students are working to encourage them and see their progress. I volunteer one day a week myself and work along with the students, although this is certainly not necessary for the program to be successful. 9. At the end of the season, the museum hosted a special presentation for students, parents, and school administrators to showcase the work of the volunteers. It included a PowerPoint presentation featuring each student and the work that he/she accomplished. This was a wonderful celebration to demonstrate the students’ accomplishments and efforts. 10. Contact your local newspapers to advertise what students have done for the community. This will go a long way in getting support for your efforts and in encouraging more students to participate.

Pitfalls
  • Be sure the students understand the seriousness of their work and the importance of honoring their commitments. You may want to wait for the school year to be underway before beginning. We actually begin in January and end in May. By then I know my students better and can determine who is best suited for the program.
  • We volunteer during two different sports seasons so the group I begin with may not be the group I end with. Be open to substituting students over time. I don’t turn anyone away even if they cannot commit to the entire program.
  • Students should discuss carpools and transportation issues.
  • Have a phone/email chain for messages and communication.
  • Inclement weather and vacation schedules should be discussed.
Be sure the students understand the seriousness of their work and the importance of honoring their commitments
Additional Resources for Teachers

National Trust for Historic Preservation This site provides teachers with a rationale for teaching historic preservation and a series of articles and model lesson plans that can be incorporated into K-12 classrooms. The focus is on teaching students the value of preservation and to provide them with opportunities to be actively involved in the history of their community through preservation projects. Examples of articles range from how to conduct oral histories to how to “adopt” a historic site. Advisory Council on Historic Preservation A step-by-step approach to describe what a historic preservation service learning project looks like. The Advisory Council on Historic Preservation, in concert with the Preserve America Foundation, is committed to encouraging students to take on service learning projects that will enhance their understanding of American history and allow them to gain a greater appreciation for preservation efforts. The site also includes articles highlighting the commitment of our President and First Lady in recognizing the contributions of citizens who effectively engage in historic preservation projects. National Council for Preservation Education Guide to undergraduate programs in preservation. Teachers and guidance counselors might find this helpful in advising students who have a particular interest in historic preservation programs. Teaching with Historic Places Provides teachers with lesson plans that focus on students acting as historians as they learn about sites that are listed on the National Registry of Historic Places. The lesson plans are categorized by state, theme, time period, and skills. The intent is that students will learn history in a more active way and come to appreciate our nation’s cultural resources.

Acknowledgments

A special thank you to the members of the local historical society who have patiently guided my students in the art of preservation and provided us with a firsthand opportunity to learn history.

The Cost of Industrialization

Teaser

Use the Triangle Shirtwaist fire to examine the benefits and costs of industrialization.

lesson_image
Description

Students use a variety of primary source documents and a structured discussion process to understand the events and conditions surrounding the Triangle Shirtwaist Factory fire of 1911.

Article Body

One of the greatest strengths of this lesson is its wealth and variety of primary sources. In addition to firsthand narrative accounts, the site also includes many photographs and political cartoons for students to analyze. Another strength is the way the lesson engages students in discussing sources with each other: students share their perceptions with one another after each step of document analysis, and then comment on one another's perceptions—setting the stage for lively historical discussion and debate.

Students begin the lesson by taking a brief opinion poll regarding industrialization, organized labor, and economic justice. At the end of the lesson students take the same poll, and discuss with their peers how their perceptions have changed as result of what they learned during the lesson.

Many of the text documents are long and may be challenging for some students, though some, like "Days and Dreams" by Sadie Frown would be relatively accessible to a high school student, or an advanced middle school student. It is written in narrative style, in simple language, and is of a moderate length. Other documents may need adaptation to meet student reading levels. However, the lesson also contains a sizeable collection of political cartoons, photographs, and other images. These could very easily form the central focus of the lesson, providing lots of material for students to discuss with one another.

Most of the documents (particularly the photos and cartoons) clearly condemn the factory owners. There is one account of the fire from the factory owners' point of view, in step five, which is listed as an "extra document," but one that is "strongly recommended." We echo that recommendation as this document allows students to see an alternative point of view on the event.

While students use primary sources as a vehicle for reshaping their initial hypotheses about industrialization, organized labor, and economic justice, information about the circumstances of each source's creation is not always readily available to students. Where this is the case, we recommend that teachers encourage students to use the source's content to identify the perspective of its author.

Overall, this is a good lesson that provides a useful tool in highlighting for students how their perceptions of history can change after exposure to a large mass of evidence. Often when teaching students the historical process, it is helpful to focus on just one aspect of historical thinking; otherwise students easily become overwhelmed. This lesson does just that: it helps students to focus on their own changing perceptions as they encounter the documents—an essential element of historical thinking.

Topic
Industrialization, organized labor, Progressivism
Time Estimate
2-3 class sessions
flexibility_scale
1
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
A wealth of background information is available from the Cornell University website on the Triangle Factory Fire.

Rubric_Content_Read_Write

Yes
The lesson requires significant reading; there are many opportunities for teachers to insert writing activities as well. The second part of the assessment would be one ideal place.

Rubric_Analytical_Construct_Interpretations

Yes
Students analyze sources in an effort to refine their interpretation of the events at the Triangle Shirtwaist Factory.

Rubric_Analytical_Close_Reading_Sourcing

No
Some source information is included with the documents, and teachers can add a requirement that students note the creator and date of the source's creation.

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

No
Some additional adaptation of documents and reading aids may be necessary for your students. Students may especially need help with reading the political cartoons closely—see this guide for ideas.

Rubric_Structure_Assessment

Yes
The second part of the assessment, in which students create contents for a time capsule and must determine how the factory fire ought to be remembered, is especially strong. Its multiple parts allow you to easily tailor it for your students.
No assessment criteria are included.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Jamestown: The Starving Time

Teaser

Only 60 settlers out of 600 survived the winter of 1609–1610 in Jamestown Virginia. Was "the Starving Time" due to natural circumstances or planned extermination?

lesson_image
Description

Students analyze a variety of primary and secondary sources to determine the cause of the Jamestown starving time during the winter of 1609–1610.

Article Body

This lesson provides a great opportunity for students to engage in real historical inquiry with prepared sources. The lesson is displayed in three locations on the site: the student view, which guides the student through the activity; the teacher view, which provides additional background information; and a PDF file that contains scripted instructions for the lesson.

Students first read a textbook passage about the Jamestown colony in 1609 and 1610. They then discuss how the writers of the textbook might have obtained their information, and go on to analyze primary source documents that expand upon the textbook account. Students essentially "do history" as they use a variety of sources to answer a clear, concise historical question—one that can be answered in multiple ways with the given data.

Another strength of this lesson is the document collection itself. A wide variety of primary sources offer greater insight into the reasons for the food shortage that resulted in the death of over 400 colonists in Jamestown during the winter of 1609–1610. Particularly helpful to teachers with struggling readers is the fact that the lesson includes not only the original documents, but also "modern" versions of the documents, written in language much more accessible to students.

While the detective log graphic organizer included in the lesson provides space for students to record source information, and the lesson itself provides a great exercise in sourcing, the documents themselves contain little source information. We recommend that teachers support students in using the available information about each document to understand its perspective and meaning. In general, the lesson provides good opportunities to engage in historical inquiry, to open up and go beyond the textbook, and to use primary sources to analyze the causes of an event.

Topic
Jamestown
Time Estimate
2-3 class sessions
flexibility_scale
5
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
A passage from Joy Hakim's Making Thirteen Colonies is included in both the student view and the teacher view of the lesson.

Rubric_Content_Read_Write

Yes

Rubric_Analytical_Construct_Interpretations

Yes

Rubric_Analytical_Close_Reading_Sourcing

Yes
Teachers will want to support students in using information about the perspective of the various sources as they interpret each document's significance and meaning.

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
Documents are included both in their original form, and in an adapted "modern version" that will be more easily accessible to most students.

Rubric_Structure_Assessment

Yes
No assessment criteria are included, but the final writing assignment provides a great assessment of students' understanding and historical thinking.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Mind Mapping: Visualizing Historical Thought

Image
What is it?

Mind Mapping applications are tools that allow students to develop a physical representation, a blueprint of their thinking that goes from the concrete to the more abstract. Mind Maps provide a clear and organized visual snapshot of how the ideas and information are outlined in one’s head. This way one can see where ideas need to be further developed and how all the information is linked. This snapshot is developed and analyzed by the student. He or she identifies the logical flow of ideas connecting one to the next and building on each in a web-like form. Mind Mapping is truly a revolutionary way of thinking and learning!

One Teacher's Experience:

As an educator I have found the electronic tool of Mind Maps to be pivotal in the success of some of my students, particularly when looking at students who are visual learners and mathematical/logical learners. I have also found that students in the special education classroom benefit from Mind Mapping. The tool allows them to demonstrate their understanding without the rigor of extensive writing. It also allows them to monitor their own understanding, and thus helps them continue to build toward metacognition . . . every educator’s dream.

Getting Started

Below are just a few of the many Mind Mapping sites available. I happen to be partial to Mindjet, but click on the links and check them out for yourself.

Examples

Furthermore Mind Mapping can be used in the following ways. Please note: this list details just a few ways to use this tool. There are countless ways to incorporate it into your classroom.

  • Vocabulary development—detailing what the word is, what it’s not, and examples
  • Outlining an essay or other form of writing
  • Viewing and analyzing differing points of view of two historical figures/events in history
  • Developing a timeline of a historic event
  • Comparing and contrasting events and people in history or present day issues
  • Identifying the main event and detailing the cause/s