WWII: A First-Hand Account
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WWII: A First-Hand Account

Grade 5Social Studies4 days
In the "WWII: A First-Hand Account" project, fifth-grade students immerse themselves in the lives of World War II figures to gain a deeper understanding of the human impacts and leadership challenges during the war. Through activities such as writing narratives from the perspectives of historical figures, role-playing decision-making sessions, and exploring the societal changes on the home front, students engage in critical analysis and empathy-building exercises. This project encourages students to explore the consequences of wartime decisions, the roles of influential leaders, and the shifts in societal norms, ultimately building a comprehensive understanding of WWII's complexities.
World War IIHistorical FiguresEmpathyLeadershipSocietal ChangesDecision-MakingNarrative Writing
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can envisioning oneself as a World War II figure help us understand the human impacts of the war and the complex decisions faced by leaders and ordinary people during this tumultuous time?

Essential Questions

Supporting questions that break down major concepts.
  • What were the consequences of German aggression in Europe and Japanese aggression in Asia during WWII?
  • What major events in both Europe and the Pacific significantly influenced the outcome of WWII, and how did they unfold?
  • Why did President Truman decide to drop the atomic bombs on Hiroshima and Nagasaki, and what were the implications of this decision?
  • How did key figures such as Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler influence the events and outcome of WWII?
  • In what ways did rationing and societal changes during WWII affect the roles of women and African Americans, and how are figures like 'Rosie the Riveter' and the Tuskegee Airmen representative of these changes?
  • What role did Eleanor Roosevelt and the United States play in the formation of the United Nations and how did WWII lead to its creation?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand and describe the consequences of German and Japanese aggression during WWII and their roles in igniting the conflict.
  • Students will analyze major events in both Europe and the Pacific that influenced the outcome of WWII, exploring how these events unfolded.
  • Students will evaluate President Truman's decision to use atomic bombs on Hiroshima and Nagasaki and discuss its implications.
  • Students will recognize the impact of key WWII figures' decisions and actions on the war's progression and outcomes.
  • Students will explore changes in American society during WWII, focusing on the roles of women and African Americans.
  • Students will assess Eleanor Roosevelt's and the United States' roles in establishing the United Nations and how WWII led to its creation.

State Standards

SS5H4a
Primary
Describing German aggression in Europe and Japanese aggression in Asia.Reason: Students will explore German and Japanese aggression as part of their understanding of the context of WWII, focusing on how aggression led to major global conflict.
SS5H4b
Primary
Describing major events in the war in both Europe and the Pacific, including Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.Reason: By writing from the perspective of a figure during key events, students enhance their understanding of these events' significance in WWII.
SS5H4c
Primary
Discussing President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki.Reason: Understanding Truman's decision is crucial for students as they delve into the complexities leaders faced during WWII.
SS5H4d
Primary
Identifying key figures such as Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.Reason: Envisioning themselves as one of these key figures allows students to explore the varied leadership perspectives and decisions during WWII.
SS5H4e
Primary
Describing the effects of rationing and the changing roles of women and African Americans, including "Rosie the Riveter" and the Tuskegee Airmen.Reason: Exploring societal changes and the effects of WWII on civilians aligns with understanding firsthand accounts and roles during the war.
SS5H4f
Secondary
Explaining the role of Eleanor Roosevelt and the U.S. in the formation of the United Nations.Reason: Students will learn about post-war impacts and diplomatic efforts while considering WWII's broader effects.

Entry Events

Events that will be used to introduce the project to students

Letters Across the Oceans: WWII Pen Pals

Students receive a bundle of fictional letters from a WWII soldier and a home front civilian communicating back and forth between battlefields and home. These correspondences set the stage for understanding personal experiences and the cultural differences in wartime morale and experiences, inspiring students to craft their own letters as historical figures.

Your Life as a WWII Figure

Students are assigned a mystery identity of a WWII figure and watch introductory video clips or read excerpts from their biographies. They must use clues to guess who they are and begin their journey of creating a first-person account from this figure's perspective, which introduces them to diverse wartime experiences and roles.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Historical Figure Deep Dive

Students delve into the complexities of a historical WWII figure's life by researching their background, significant contributions, and societal context. This activity lays the foundation for understanding the diverse roles and perspectives involved in the war.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a WWII figure from an assigned list, ensuring a variety of perspectives are represented in the class.
2. Research the figure's background, contributions, and impact during WWII by gathering and evaluating multiple resources.
3. Compile information into a detailed biography focusing on pivotal events and decisions linked to the figure.

Final Product

What students will submit as the final product of the activityA comprehensive biography of a WWII figure, complete with a timeline of important events and decisions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS5H4d as students identify and understand key figures such as Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
Activity 2

Perspectives through Letters

Students write heartfelt letters from the perspective of their chosen historical figures, capturing the essence of their experiences, emotions, and decisions during significant WWII events.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a major WWII event and explore how your assigned figure was involved or what their perspective might have been.
2. Draft a letter from the figure's perspective, incorporating historical facts and personal insights about the event.
3. Peer-review the letter, ensuring historical accuracy and emotional depth, before finalizing it.

Final Product

What students will submit as the final product of the activityA historically-informed letter from the perspective of a WWII figure about a major wartime event.

Alignment

How this activity aligns with the learning objectives & standardsAddresses SS5H4b by requiring students to describe major events in the war in both Europe and the Pacific, such as Pearl Harbor and D-Day, through a personal lens.
Activity 3

Home Front Chronicles

Students compile stories portraying the lives and roles of civilians, women, and African Americans during WWII by creating visual and written exhibits.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Explore sources detailing the societal impact of WWII, such as rationing and the roles of "Rosie the Riveter" and the Tuskegee Airmen.
2. Develop a narrative or visual representation showing these societal changes and contributions.
3. Assemble and present these narratives as part of a class exhibit, highlighting the diverse experiences of the home front.

Final Product

What students will submit as the final product of the activityAn exhibition showcasing the societal changes and experiences on the home front during WWII.

Alignment

How this activity aligns with the learning objectives & standardsFulfills SS5H4e, allowing students to describe the effects of rationing and roles of women and African Americans during the war.
Activity 4

WWII Decision-Making Session

Students simulate a decision-making session where historical figures debate and discuss critical decisions from WWII. This develops an understanding of leadership challenges and the consequences of wartime choices.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide the class into groups representing different WWII leaders involved in a specific conflict or decision.
2. Research the scenario, focusing on the conflicting interests and potential outcomes for each figure involved.
3. Role-play a decision-making session where students present their figure’s stance and negotiate with others.

Final Product

What students will submit as the final product of the activityA simulated decision-making debate reflecting the complex choices and leadership dynamics of WWII.

Alignment

How this activity aligns with the learning objectives & standardsConnects with SS5H4c by having students discuss President Truman's decision and other complex wartime decisions.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

WWII Historical Perspective Rubric

Category 1

Research and Content Understanding

Evaluates the student's ability to effectively research and understand the historical context and contributions of a chosen WWII figure.
Criterion 1

Historical Accuracy

Measures the accuracy of the information presented about the figure and their role in WWII.

Exemplary
4 Points

Presents highly accurate and detailed historical information with thorough insights into the figure's contributions and context.

Proficient
3 Points

Presents accurate historical information with a clear understanding of the figure's contributions and context.

Developing
2 Points

Shows some accurate historical information but with noticeable gaps in understanding of the figure's contributions and context.

Beginning
1 Points

Presents inaccurate or minimal historical information with unclear understanding of the figure's role.

Criterion 2

Comprehensive Research

Assesses the breadth and depth of resources used to gather information about the historical figure.

Exemplary
4 Points

Uses a wide array of reliable sources, showing excellent depth and breadth in research.

Proficient
3 Points

Uses a variety of reliable sources, demonstrating good research skills.

Developing
2 Points

Uses limited sources, showing partial research skills and coverage.

Beginning
1 Points

Uses few or unreliable sources, indicating basic research skills.

Category 2

Narrative and Perspective Articulation

Focuses on the student’s ability to articulate a coherent, believable narrative from the perspective of a WWII figure.
Criterion 1

Narrative Coherence

Evaluates the clarity, structure, and flow of the narrative created from the historical figure's perspective.

Exemplary
4 Points

Crafts an exceptionally clear, structured, and engaging narrative that effectively represents the figure's perspective and experiences.

Proficient
3 Points

Presents a clear and structured narrative that accurately reflects the figure's perspective and experiences.

Developing
2 Points

Develops a narrative with some clarity and structure but lacks depth in representing the figure's perspective.

Beginning
1 Points

Provides a narrative that lacks clarity and coherence, with little representation of the figure's perspective.

Category 3

Empathy and Emotional Insight

Assesses the student's ability to embody the character’s emotional perspective and show empathy in narratives or letters.
Criterion 1

Emotional Depth

Measures the depth of emotional understanding and expression in narratives or letters.

Exemplary
4 Points

Exhibits profound emotional depth and understanding, effectively conveying complex feelings and experiences.

Proficient
3 Points

Shows good emotional depth, conveying clear feelings and experiences.

Developing
2 Points

Conveys limited emotional depth and understanding, with some feelings and experiences expressed.

Beginning
1 Points

Shows minimal emotional understanding or expression, with unclear feelings and experiences.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has envisioning yourself as a World War II figure enhanced your understanding of the human impacts of the war and the complex decisions faced by leaders and ordinary people?

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Question 2

On a scale of 1 to 5, how much did the project activities help you understand the major events and figures of WWII?

Scale
Required
Question 3

Which portfolio activity did you find most engaging or impactful in learning about WWII, and why?

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Optional
Question 4

What new perspective did you gain regarding the roles of women and African Americans during WWII?

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Question 5

Do you believe the decision-making session effectively illustrated the leadership challenges faced during WWII? Why or why not?

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Optional