NAME : ______period: ____

World War II Independent Project

You and your group (up to 4 people) are about to embark on a long-term project to investigate a WWII topic of interest. You will be researching and presenting information in a style of your choice. There are required elements for each topic of study. You will be submitting research note cards in the format that is expected in the high school. A group bibliography of a minimum of two source per person is also required. Complete the required elements, follow the given timeline, put forth your best effort all along the way, and enjoy discovering new information on topics that changed the history of the world. GOOD LUCK! This will serve as your WWII test grade.

Topics:

  1. Life on the Home Front Scrapbook: Discover the impact WWII had on the citizens in the U.S.

Required- * role of women in the workplace * rationing program (including a sample ration stamp) * blackouts and air raid drills * life for children during the war * primary sources from people who lived during WWII in the U.S. ( for ex. newspapers, letters, photographs, rationing cards) *plenty of photograph.

  1. Battlefront: Pick one major battle of WWII.

Required: *strategy of both the Allies and Axis for the battle *at least one map of the battlefront with description * timeline summary of action during battle *outcome of battle *impact on the war * labeled photographs * first hand accounts of a military leader, soldier, or civilian at the battle.

  1. Profile a leader of WWII: Select a world or military leader of either the Allies or Axis powers. Required: *personal background *military/political experience * timeline of role in the war * successes/failures during the war * impact on the outcome of the war *labeled pictures * primary source accounts of the leader (for ex. Speeches, letters, reports, cartoons)
  1. Pearl Harbor: Highlight the attack on the U.S. December 7, 1941. Required: *reasons for the attack * timeline for the attack * results of the attack *labeled photographs *primary sources of the U.S. and Japanese perspective of the attack
  1. Japanese Internment: Describe the U.S. government plan to relocate Japanese Americans and Japanese immigrants here in the U.S. during WWII. Required: *government reasons for the internment program * primary sources of government policies that set up and carried out the program * timeline of the program * labeled photographs * summary of Korematsu v U.S. *map of relocation camps * a first hand accounts of an internee that demonstrates the impact of internment on the Japanese-Americans.
  1. The Holocaust: Focus on what historians call the “worst crime of the 20th century”, the genocide of over 6 million European Jews. Required: * causes for the Holocaust * select three key figures that helped Hitler carry out this ethnic cleansing and describe their roles * provide a graphic of the Nazi death camps and the deaths that occurred at each * primary source accounts from those who survived * provide a historical perspective as to what is gained from studying the holocaust today *provide a summary of the Nuremberg Trials
  1. Weapons of War: As with WWI, WWII marked a turning point for new technology that changed the face of warfare. Required: examine new weapons of warfare used on land, in the air, and on the sea & describe how each worked * highlight at least three scientist/inventors of these weapons * discuss specific examples of how three weapons were used in 3 specific events of WWII *display labeled photographs of the weaponry (note- the atomic bomb is a separate subject do not use for this topic)
  1. Manhattan Project- This top-secret project employed the world’s best scientists to develop the deadliest weapon in human history. Required:* origins of the project *major figures involved * workings of scientists and testing of atomic bomb *reasons why President Truman decided to use the bomb *specific details of how the atomic bomb was deployed against Japan including impact of bomb * labeled pictures * first hand accounts of those involved with project (for example crew of the Enola Gay) or those who experienced the usage of the bomb and its aftermath
  1. Entertainment (movies and big band music) of the WWII Era: Movies and music provided a welcome retreat for soldiers as well as on the home front. Required: *describe the origins and style of big band music *highlight musicians that made the style popular *discuss the importance of the USO including photographs of the USO in action during the war and the celebrities who toured with them *describe how Hollywood supported the troops *describe popular movies on the home-front and the stars who made them famous
  1. Armed Forces Experience: Millions of Americans supported the war effort by enlisting in our armed services. Nicknamed the “Greatest Generation” these men and women put their lives on hold to protect our country. Focus on either the male or female contributions to the armed services and also select one of the branches (army, navy, marines, coast guard, or merchant marines) Required: *discuss the training, uniforms, housing, food, & pay that they received *using a primary source (for ex, letter, report, newspaper account) identify the difficulties that were common *photographs of this group *primary source interview with a WWII veteran. One option for the interview may be an interview that you conduct with a family member or friend subject to teacher approval.
  1. WWII video games: In recent years game makers have capitalized on the popularity of WWII by creating games that reflect the war experience. Required;*Select one popular war game that is based on WWII. *Choose one element of the game (for example: Finest Hour, Big Red One, Final Fronts etc…) and provide a summary of the game including setting, the strategy, and outcome. *research the real element the game portrays provide a factual description *compare the similarities and differences between the real element and the game *provide primary source photographs, maps, or charts that reflect your research on the actual element *provide a professional review of the game in addition provide your own personal review
  1. WWII propaganda: In the U.S. popular artists were hired to produce propaganda for the government. Some of the most iconic images of the 20th century were produced as government propaganda. Required: * research the uses of American propaganda and describe the 5 W’s (who, what, where, when and why). *define the four techniques of propaganda *for each technique find at least one primary source document that reflects the technique and label the target audience and purpose of each piece *Display at least one piece of Axis propaganda and display the technique(s), target audience, and purpose *create your own authentic looking piece of WWII propaganda and display the technique(s), target audience, and purpose
  1. Literature of the WWII era: During WWII people used writing to express their views on the war. Required: research the use of literature such as novels, poetry, letter writing , &. *discover the popular works and their authors *explain why these works and the authors were so popular *usingtoday’s fiction for young adults that reflects the WWII era create a suggested reading list by author with a brief synopsis about each piece *provide an excerpt from a popular piece of literature from the era with a brief description of the setting and theme that reflects life during the war
  1. Minority contributions to the war: Minorities played a key role both at home and on the battlefield. Pick one minority group for the focus of your research. Required: *describe the contributions of the group to the military & home front. Include famous groups within the minority such as the Tuskegee Airmen & the 442 Infantry unit or Navajo Code Talkers *display how discrimination affected this group in the military or on the home front *provide primary source accounts relating to this group.

Modes of Presentation may be but are not limited to:

  • Digital (power point, web page, audio, I-movie, smart notebook)
  • Visual (tri-fold poster, maps, photographs, poster board). You may use the Elmo as well.
  • Dramatic Skit or Reenactment
  • Oral presentation or demonstration
  • Game or class activity
  • Diorama
  • Authentic or created Artifact