THE WAR IRECTED AND PRODUCED BY KEN BURNS AND LYNN NOV - PDF document

from the British coast. However, Hitleranticipated aninvasion from this location andplaced a large percentage ofhis forces in the area.2. Normandy: This area was less defended than Calais butwas still heavily fortified. The defenses included pillboxeswith German machineguns as well as ÒRommel픀slanding craft, gliders, and tanks. In addition, variouscanals and hedgerows would make advance into theFrench countryside extremely difficult.3. Bypassing France and invading the European mainland viathe Balkan states and Italy. This particular plan waschampioned by Churchill. Soviet Premier Josef Stalin,however, was strongly opposed to this idea.Once groups have been set, students should begin research-ing their scenario, using the suggested resources as well asstudent-initiated research. Direct students to complete text-based research (periodicals, atlases, encyclopedias, and soforth) as well as online research. Focus Questions: The D-Day Invasion was the largest, most complex militaryoperation in World History. The teacher should allow students to develop criteria in order to determine the bestthe following questions in reaching their conclusions: e for the invasion site? What geographic featuresmight make the other areas unattractive? Would the technology and tactics used in 1944 make aninvasion from your assigned area possible? y considerations make your area more attrac-tive? (enemy troop strength, availability of supplies, etc.) What political considerations make your area more attrac-tive? (acceptance of the plan by Allied leaders, more sup-port from resistance groups, etc.) asion site provide the easiest, most logicalopportunity to subdue Nazi Germany? Any other information your group feels important tostrengthen your case for your location as a likely invasionOnce research is completed, students should synthesize theirresearch into a multimedia presentation or web pageaction is the one to follow. While one particular courseWAS followed, remind students that the Allied leaders hadOverlord. Therefore, they should consider each option ashaving had a realistic opportunity for success. Assessment Strategies: Assess student work based on historical accuracy, persuasive-media presentation or web page. Create a rubric to effective-ly score student work. A sample rubric, which may be aluation.htm ). Visit the ÒSearch and Explore팠 .pbs.org/thewar/sear ch_home.htm THE WAR web site for more information about D-Day. Resources The Battle PBS ÒThe WarÓ website ( .pbs.org/thewar PBS American Experience ÒD-Day팀 .pbs.org/wgbh/amex/dday cerpts from lettersfrom soldiers who participated in the invasion.Encyclopedia Britannica Guide to Normandy, 1944 .br itannica.com/dday invasion.The National World War II Museum .ddaymuseum.org history of the invasion as well as exhibits located in the NewOrleans museumUntold Stories of D-Day e1 ewitness accounts, bibliography, and featuresD-Day (US Army website) ( .ar my .mil/d-day Eisenhower Presidential Library D-Day pages .eisenho .utexas.edu/dl/DD ay/ddaypage.html About.com D-Day photo Gallery y1900s.about.com/librar y/photos/blyindex dday .htm Perry-Casta–eda Library Map Collection D-Day maps .lib.utexas.edu/maps/histor ical/dday .html BBC D-Day webpage( .bbc.co.uk/histor y/war/wwtwo/index_special.shtml ay Museum (United Kingdom) ÒRelevant LinksÓ page .ddaymuseum.co.uk/links.htm PBS ÒSecrets of the DeadÓ (D-Day) .pbs.org/wnet/secr ets/case_dday/index.htm enchmark 6. Understands the legacy of World War II (e.g.,the decision to use the atomic bomb against Japan duringWorld War II, how military experiences fostered Americanidentity and cross-cultural interaction, the purpose andorganization of the United Nations)Benchmark 5. Understands characteristics of the end ofWorld War II (e.g., why there was a delay in creating a secondfront in Europe, the Soviet Union's role in helping to defeatthe Axis Powers and the reasons for the success of D-Day) World History: Benchmark 3. Understands the overall effect of World War IIon various facets of society (e.g., the impact on industrialproduction, political goals, communication, national mobi-lization, technological innovations, and scientific research,and how these in turn made an impact upon war strategies,tactics, and levels of destruction; the consequences of WorldWar II as a "total war")Benchmark 4. Understands the impact of World War II oncivilian populations and soldiers (e.g., the roles of womenand children during the war and how they differed in Alliedand Axis countries, the hardships of the war on soldiers fromBenchmark 8. Understands the climax and moral implica-World War II (e.g., the moral implications of militarytechnologies and techniques used in the war, statistics of , debates surround-The Declaration of War Against Japan and Just War Theorytandards for History, National Center for History .sscnet.ucla.edu/nchs Era 8 Standard 3A. The Students the international background of Warld War II. Analyze the reasons for thegrowing tenstions with Japan in East Asia culminating withCenter for Civic Education, National Standards for Civicsvernment. .civiced.org System. A1. The necessity for a written constitution to set forth the organization of government and to grant andnational government.ocial Studies, CurriculumStandard VI C Power, Authority & Governance. Give examples of how government does or does not provide forand manage conflict. F. identify and describe factors thattandard IV Individual Development & Identity g. compareand evaluate the impact of stereotyping, conformity, acts ofaltruism, and other behaviors on individuals and groups.Standard VI Power; Authority, & Governance b. explain theurpose of government and analyze how its powers areacquired, used and justified. F. analyze and evaluate condi-tions, actions, and motivations that contribute to conflictStandard X Civic Ideals and Practices. H, evaluate the degree towhich public policies and citizen behaviors reflect or foster thestated ideals of a democratic republican form of government,Language Arts, Mid-continent Research for Education andLearning (McRel) at http://www.mcrel.org/ Standard 1 The Writing Process Uses prewriting strategies Drafts and revises; redrafts for readability, style, content Edits own and othersÕ writing ses strategies to address different audiences from different sources Writes fictional, biographical, autobiographical and obser-ational narrative compositions. backs up assertions. Writes descriptive compositions; reflects on personal experience. Writes in response to literature; analyzes and interprets ses precise and descriptive language Develops effective paragraphs in logical sequence; usessupporting detail aries sentences structures ses a variety of transitional devises Develops personal styles and voiceFrom McRel .mcr el.org/compendium/br o wse.asp incoln High Schoolersity. He is the2007 ÒDistinguished TeacherÓ award winner for the Indianatudies, as well as a member of the ICSS