World War II Book Basket

Overview:

Students are engaged in reading a variety of books and other resources which focus on life during World War ll. Biographical, nonfiction, historical fiction texts and picture books are  suggested for inclusion. Books listed have been selected to allow for a variety of interests and reading levels. They document life during World War II in the United States as well as in Europe, focusing on loss of rights and the strength of character of many during this difficult time. Remembrance: A Teacher’s Guide to the Holocaust recommends that studies of World War II should investigate themes such as identity and intolerance, family and friendship, innocence and loss, fear and courage, anger and forgiveness, and anxiety and hope. Notebook work, post-it noting, utilization of close reading strategies and response to reading tasks offer opportunity for students to think deeply about the historical events and notable people

Informational videos and movies are included which may be viewed by students individually or as a class. Movies listed have been viewed to determine appropriateness for age groups. However, some students may be sensitive to the content and teachers should preview movies as they know their students and how they will be affected.

This study may run 4 to 5 weeks. Ideally, this literature unit should be integrated with a social studies unit on World War ll.

Enduring Understandings/ Essential Questions

1. World War II is believed to be the most transformational war in history. .
2. There were several factors that led up to World War II, but the most well known was the attempt by Hitler to created a superior race.
3. The outcome of World War II has played a large role in the life we live today.
4. Man’s humanity to others was greatly challenged during World War II.
5. History is a series of connected events shaped by multiple cause-effect relationships, tying past to present.
   
   • Why is World War II believed to be the most transitional war in history?
   • What liberties were on the line in World War II?
   • How does the past affect our lives today?
   • Why does the relevance of the illustrations, Four Freedoms by Norman Rockwell, span history?

Objectives:

1. Students will understand the significance of the Four Freedoms named by President Roosevelt in his speech in January 1941 in light of the events during World War II.
2. Students will read from a collection of fiction and nonfiction texts related to World War II which focus on all aspects of World War II.
3. Students will understand the significance of the events before, during and following World War II.
4. Students will understand the ramifications of the war on the American citizens.
5. Students will participate in book talks and group discussions, sharing supported thoughts and insights from their reading.
6. Students will develop an understanding of what was at stake for the world at large during World War II through literary texts, nonfiction texts, informational videos and movies.

Background:

World War II began in 1939. The United States was not involved in the beginning of the war, however, President Franklin Roosevelt believed that the United States would eventually need to play a larger role. In January 1941, he made his speech to Congress. In his speech, President Roosevelt named the Four Freedoms, which he stated are the rights of everyone in the world. After the speech, in an effort to convey the underlying message of the Four Freedoms, the President reached out to the art world for help. Many artists created works to reflect the meaning of these freedoms in the form of paintings, sculptures, prints, musical compositions, and more. Norman Rockwell thought a lot about these ideals. In February and March of 1943, his completed Four Freedoms illustrations were published in The Saturday Evening Post, each along with a related essay. Exceedingly popular at the time and distributed widely as prints and posters, Norman Rockwell's illustrations raised over 132 million dollars toward the war effort through the purchase of war bonds. Prints of Rockwell’s Four Freedoms were given as premiums when people purchased war bonds in varying denominations. His illustrations became the face of the Four Freedoms and they continue to represent the meaning of these freedoms today.

Materials:

Classroom Supplies:

• K-W-L chart
• 3 or 4 baskets for books
• A copy of the Nuremberg Laws, detailing restrictions placed on the Jewish people (It has been edited to keep focus on loss of rights.)
• A wide selection of historical fiction texts, picture books, and nonfiction texts, is included in the appendix.
• Fiction texts:
• Number the Stars by Lois Lowry
• Anne Frank: The Young Writer Who Told the World Her Story by Ann Kramer
• The Book Thief  by Markus Kusak
• I Survived:The Bombing of Pearl Harbor, 1941 by Lauren Tarshis
• Duke by Kirby Larson
• Don’t you Know There's  a War On?  By Avi
• Dear America-My Secret War: The World War II Diary of Madeline Beck by Mary Pope Osborne
• The Art of Keeping Cool by Janet Taylor Lisle
• I Had Seen Castles by Cynthia Rylant
• A Boy at War: A Novel of Pearl Harbor by Harry Mazer
• A Boy No More by Harry Mazer
• Lily’s Crossing by Patricia Reilly Giff
• The Devil’s Arithmetic by Jane Yolen
• Yellow Star by Jennifer Roy
• Nonfiction
• Great World War II Projects by Sheri Bell-Rebwaldt
• Rosie the Riveter: Women Working on the Home Front in World War II by Penny Colman
• R is for Rosie the Riveter: Working Women on the Home Front in World War II by Frances Tunnell Carter and Nell Carter Branum
• The Journey that Saved Curious George: The True Wartime Escape of Margret and HA Rey by Louise Borden
• Norman Rockwell’s World War II: Impressions from the Homefront by Susan E. Meyer
• Live It Again:1940 by Richard Stenhouse, Editor (Series includes 1940’s-1950’s)
• Picture Books
• Terrible Things: An Allegory of the Holocaust by Eve Bunting
• The Butterfly by Patricia Polacco
• Always Remember Me: How One Family Survived World War II by Marisabina Russo
• The Cats of Krazinski Square by Karen Hesse
• Anne Frank by Josephine Poole
• The Bracelet by Yoshika Uchida
• The Whispering Town by Jennifer Elvgren
• The Harmonica by Tony Johnston
• Benno and the Night of the Broken Glass by Meg Wiviott

• Related Videos:
• A Brief Overview of World War II
• World War II in 7 minutes
• History: America Enters World War II :  http://www.history.com/topics/world-war-ii/world-war-ii-history
• The Book Thief---Available through Amazon videos

Teacher Resources:

• The Best Children’s Books-

http://www.the-best-childrens-books.org/World-War-II-for-Kids.html

• Books on World War II for Kids -Grades 6-8:

https://www.teachingbooks.net/tb.cgi?tid=4532

• Teaching Books-

https://www.teachingbooks.net/tb.cgi?tid=4532

• Holocaust Remembrance:Educator’s Guide to Discussing the Holocaust and Using Literature to Learn from the Past

http://www.randomhouse.com/teachers/wp-content/uploads/2015/03/HolocaustRem_Guide_2014_WEB.pdf

Activity:

• Students should have had opportunity to view and discuss Norman Rockwell’s Four Freedoms illustrations.
• Initiating activity: Give each student a K-W-L chart to begin individually or in partnerships. They should work only in the K(What I Know) column.

• Shared experience: Read Terrible Things: An Allegory of the Holocaust by Eve Bunting to the class.
• Optional Shared Text: View the movie, The Book Thief. Discuss the elements of the story including the characters, setting and plot, theme, etc. In addition students may read the printed edition and compare the two forms of the text.
• Book Baskets: Depending on the number of students in the class, create 2 or 3 baskets of books (including picture books) related to World War II. If possible, it is suggested that there be at least two copies of as many books as possible. Having multiple copies, provides opportunities for students to meet and have deeper discussions of a specific text as they are reading. Discussions will also be focused on understandings from the collection as well.
• Ongoing Work: While students are reading, model strategies to deepen their comprehension. Daily lessons may include ways to use post-it notes to stop and jot important information about characters, settings, and events, questions, surprises, emotional moments, text sections, words and/or phrases that are confusing or give important insights, etc. These notes should be kept in text  for reference during partner / book talks. When students have finished work with the book, notes should be placed on labeled pages in reading notebooks as references throughout study. Double journal entries and other reading notebook strategies can also be modeled.
• Partner talk/Book talks: Talks should be scheduled to give students reading the same text opportunity to discuss and reflect on texts and learnings about World War II and the historic implications. These talks may be scheduled by students or designated days can be established for students to meet and discuss readings. Students should give text evidence supporting ideas/ thoughts discussed. A general reflection in their notebooks following their talks may be required, if desired.
• Class discussions: Scheduled discussions offering students opportunity to pull together thoughts and understandings gleaned from the various texts being read. Review of vocabulary words should be on-going. Students should be able to give evidence supporting the organization of words and names.
• Exit task: Completion of the World War II reading guide serves as the final task.
• Optional: There are additional videos available on YouTube focusing on World War II. Some are listed above. Access to these videos at the discretion of the teacher can be made to students individually or as a group.

Assessment:

• Are students prepared for and participate in book discussions?
• Are students justifying responses with relevant text support?
• Are students able to identify individuals who impacted and were impacted by World War II and explain?
• Are students able to identify and explain events that were important during World War II?
• Are students able to make significant connections to World War II and its impact on our lives today?