ALEX Learning Activity Resources

   View Standards     Standard(s): [SS2010] USS6 (6) 6 :

6 ) Identify causes and consequences of World War II and reasons for the United States' entry into the war.

•  Locating on a map Allied countries and Axis Powers

•  Locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the Bulge

•  Identifying key figures of World War II, including Franklin D. Roosevelt, Sir Winston Churchill, Harry S. Truman, Joseph Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, and Hideki Tōjō

•  Describing the development of and the decision to use the atomic bomb

•  Describing human costs associated with World War II

Examples: the Holocaust, civilian and military casualties

•  Explaining the importance of the surrender of the Axis Powers ending World War II

Students will view images of the Children's Tile Wall from the United States Holocaust Memorial Museum. Students will learn about the meaning and creation of the wall by visiting the museum's website. Finally, students will create their own Holocaust Remembrance Tile that will illustrate the horrors young people faced during the Holocaust. 

This activity results from the ALEX Resource Development Summit. 

   View Standards     Standard(s): [SS2010] USS6 (6) 6 :

6 ) Identify causes and consequences of World War II and reasons for the United States' entry into the war.

•  Locating on a map Allied countries and Axis Powers

•  Locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the Bulge

•  Identifying key figures of World War II, including Franklin D. Roosevelt, Sir Winston Churchill, Harry S. Truman, Joseph Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, and Hideki Tōjō

•  Describing the development of and the decision to use the atomic bomb

•  Describing human costs associated with World War II

Examples: the Holocaust, civilian and military casualties

•  Explaining the importance of the surrender of the Axis Powers ending World War II

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as a formative assessment.

This activity results from the ALEX Resource Development Summit. 

   View Standards     Standard(s): [DLIT] (6) 36 :

30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[ELA2021] (6) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[SS2010] USS6 (6) 6 :

6 ) Identify causes and consequences of World War II and reasons for the United States' entry into the war.

•  Locating on a map Allied countries and Axis Powers

•  Locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the Bulge

•  Identifying key figures of World War II, including Franklin D. Roosevelt, Sir Winston Churchill, Harry S. Truman, Joseph Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, and Hideki Tōjō

•  Describing the development of and the decision to use the atomic bomb

•  Describing human costs associated with World War II

Examples: the Holocaust, civilian and military casualties

•  Explaining the importance of the surrender of the Axis Powers ending World War II

In this activity, students will use De Bono’s Six Thinking Hats, a problem-solving process, to discuss and evaluate the United States’ decision to use atomic weapons on Japan during World War II. This activity will allow students to think critically about this big decision while looking at it through a multitude of perspectives. By the end of this activity, the students will come to a decision as to what they would have done if they were to make this difficult decision.

This activity was created as a result of the DLCS COS Resource Development Summit.

   View Standards     Standard(s): [SS2010] USS6 (6) 6 :

6 ) Identify causes and consequences of World War II and reasons for the United States' entry into the war.

•  Locating on a map Allied countries and Axis Powers

•  Locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the Bulge

•  Identifying key figures of World War II, including Franklin D. Roosevelt, Sir Winston Churchill, Harry S. Truman, Joseph Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, and Hideki Tōjō

•  Describing the development of and the decision to use the atomic bomb

•  Describing human costs associated with World War II

Examples: the Holocaust, civilian and military casualties

•  Explaining the importance of the surrender of the Axis Powers ending World War II

[ARTS] VISA (6) 12 :

12) Interpret art by discerning contextual information and visual qualities to identify ideas and meaning.

Example: Students answer questions such as "Why are they leaving and where are they going?" in response to One Way Ticket in Jacob Lawrence's Great Migration Series.

Students will analyze Norman Rockwell's Four Freedoms Posters from FDR's famous speech to Congress using the digital resource and will make connections to the United States' preparation to enter World War II.

This activity was created as a result of the Arts COS Resource Development Summit.