Lesson Plan # 1 Secondary History / Social Studies

Course Lesson Topic / Unit Name Instructor Date(s)

American History II Facism, Nazism, and Imperialism / World War II Zoey Hanson Mon: 03/29
Lesson Essential Question (LEQ) or Students will understand the causes and effects of the rise of totalitarian governments in Europe in the 1930s and 40s.
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.6.2: Explain the reasons for United States involvement in global wars and the influence each involvement had
on international affairs
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.
Activity Details of Activities Purpose-Rationale Time
Pre-Lesson Ask students what they know about World War II ● Gauge student understanding by allowing 10 Minutes
How do you prepare students for content & skills To prepare students for the lesson ask them to them to share.
acquisition, or use students’ prior knowledge? How
define Totalitarianism, dictatorships, facism, etc. ● Ensure students understand vocabulary in
do you open this new lesson? the lesson.

Acquisition Using Mr Everhart's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students
[Explain lesson goals by emphasizing LEQ/LLO] - Facism provides them the content needed to achieve
- Germany the learning objective and NCES.
- The Rise of Hitler and Nazism
- Other Nazi Leaders: Goering, Goebbels,
Himmler and The Brownshirts
- Italy
- Benito Mussolini and The Blackshirts
- Japan
- Hirohito, Tojo, and Yamamoto
Keep students engaged by asking them questions
throughout the lecture. This can include questions
about previous content, prompting questions to
help students reach conclusions, or critical
thinking questions

ASU Dept. of History· History Education Program· 2020-2021

Extending & Refining I (group) Show students portions of the speeches from ● Can connect to modern persuasive leaders 20 Minutes
How will students practice new content and skills Hitler (First 2 minutes) to the German people and ● Critical thought of varying perspectives
by working with classmates? How does this activity Mussolini to the Italian people. ● Causes for Hitler and Mussolini's power:
promote historical thinking skills and using LLO
primary/secondary sources? Ask students to turn and talk to their neighbors
about their initial reaction to the videos and men
in general.
Have students return to the large group and
share. Ask students why they think these men
were so persuasive. Explain to students that we
like to think we would not vote for someone like
that or how could the people vote for them
Ask students to consider what life was like in
Germany especially before Hitler.
Allow students to lead a discussion about these
subjects
Adjustments If students progress too quickly…. ● More in-depth discussion about Hitler, his
What adjustments will you make if students Ask students to read the Mein Kampf excerpt. life, his ideology, how he motivated the
struggle or progress too quickly (before advancing
They should discuss with a partner why Hitlers German people, and how all of this will
further)? lead to WWII.
ideas in writing would stir the German people and
why these ideas might be clearly problematic. Ask ● Literacy Skills: Annotation and analysis of a
students to compare Hitler's writing to his written source.
speeches. IS there anything similar. etc.

If students struggle with the material…

Have students work together to come up with a ● Chronologically organize the people and
timeline that documents the events leading up to events that are discussed in the current
WWII. This includes Hitler and Mussolini's rise to lesson and the upcoming lessons: NCES
power and the events and things that were part skill standard
of this rise to power (Mein Kamph, Reichland, etc)

Virtual Students: Virtual students should

participate in the, acquisition and extending and
refining I activity. Students are then free to
complete the remainder of the lesson on their
own.
Extending & Refining II (individual) Show A Day students half of the video The ● Contextualizes what students have 20 Minutes
Century: Americas Time: 1936-1941: Over The already learned

ASU Dept. of History· History Education Program· 2020-2021

How do students (and teacher) know if they are Edge. They should answer the video questions as ● Introduces students to upcoming content
mastering the content and/or skills for this lesson?
they watch.
[Formal, informal assessments to measure learning]
Closure Ask students how they think International ● Acts as an introduction to the next 10 Minutes
How do students put it all together for today’s governments are going to react to the rise of men lesson.
lesson? The closure activity helps tie this lesson to like Hitler and Mussolini. ● Students must be able to recall content
the overall unit. Re-emphasize LEQ/LLO, from the current lesson
UEQ/ULO, and “big picture” understanding
● Consider cause and effect of the people
and events: NCES Skill Standard
● Reaction of US: NCES
Formative - Informal Summative - Formal
Assessments The extending and refining activity will measure that There is no summative assessment in this lesson.
students can analyze a visual source and identify the
effects of totalitarian governments on its citizens, thus
leading to global war. This is largely an exercise of cause
and effect to prepare students for the upcoming lessons
on WWII.
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● The Century: America's TIme - 1936-1941: Over the ● REMEMBER TO CALL ON VIRTUAL STUDENTS AND
Where did you find helpful information, primary &
Edge. YouTube. American Broadcasting Company, HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas?
2013. ● Leaders of the day that can be compared and
● Everhart, Jeff. "." PowerPoint. Davidson County, NC. contrasted to charismatic leaders of the past: Kim
● Hitler, Adolf. “Mein Kampf.” Hitler, Mein Kampf, Jong Un (North Korea) ,Vladimir Putin (Russia) ,
1926. Hanover College , 1926. Donald Trump (America- guarantee he will come up),
https://history.hanover.edu/courses/excerpts/111hitle Bashaar Al Assad (Syria), etc
r.html. ● Pause and discuss points in video to keep students
engaged

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 1 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
Honors American History II US and WWII / World War II Zoey Hanson Mon: 03/29
Lesson Essential Question (LEQ) or Students will be able to effectively evaluate the reasons for American intervention in World War II and its effects on
Learning Objective (LLO) American society.
NC Essential Standard(s) ● AH2.H.7: Understand the impact of war on American politics, economics, society and culture.
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.

Activity Details of Activities Purpose-Rationale Time

Pre-Lesson Show students this short video from Youtube ● NCES skill standard: Consider cause and 10 Minutes
How do you prepare students for content & skills the contains footage from the US Navy on the effect
acquisition, or use students’ prior knowledge? How attack at Pearl Harbor. ● NCES: Effect of war on American policy
do you open this new lesson? ● LLO: Cause and effect for American
Ask students to share their initial reactions. Why
do they think this is the final straw that propels involvement in WWII.
America into WWII?
Acquisition Using Mr Lodle's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students provides
[Explain lesson goals by emphasizing LEQ/LLO] - Tripartite Pact them the content needed to achieve the
- Pearl Harbor learning objective and NCES.
- US Enters the war
- Homefront
- Internment Camps
- The Battle for North Africa
- German invasion of the USSR
- Stalingrad
Keep students engaged by asking them questions
throughout the lecture. This can include
questions about previous content, prompting
questions to help students reach conclusions, or
critical thinking questions
Extending & Refining I (group) Have students work with partners to evaluate ● Expands students' visual literacy skills. 30 Minutes
different propaganda posters from World War II.

ASU Dept. of History· History Education Program· 2020-2021

How will students practice new content and skills Each group should have a different poster from ● Addresses LLO: Students evaluating visual
by working with classmates? How does this activity
this google slide. Ask them to discuss what the sources to understand effects on the
promote historical thinking skills and using
primary/secondary sources? goal of the propaganda is, how it attempts to homefront.
achieve that goal (what kind of imagery / wording ● Addresses NCES: Students evaluating social
is there?), who the target audience is, and how and political changes in America because of
effective they think the propaganda is. WWII
Go over EACH as a group. If a group picked one,
have them start the conversation.
Adjustments If students progress too quickly… ● Opportunity to learn minority history
What adjustments will you make if students Show students photos of the Tuskegee Airmen, ● Effects of war on ALL Americans- NCES and
struggle or progress too quickly (before advancing
Rosie Riveters, and the 442nd Infantry (in this LLO.
further)?
google slide). Ask students what they notice
about these photos and their initial reactions.
What does this tell them about American
society during war? How does this contradict
American policy at the time (think internment
camps and Jim Crow)? Ask students to talk with
their neighbor about these questions. Then lead
a large group discussion about the role of
minorities during war and its effect on the
American dream for these groups.

If students struggle with the material… ● Students practice literary skills by

considering context.
Show students the "Day in Infamy" speech first
● More in-depth analysis of Pearl Harbor
draft with FDR's handwritten edits found here.
cause and effect: NCES, skill standard, and
Ask students to read the speech and the edits.
LLO.
Ask students to talk with their neighbor about
what the speech's main argument is. How does
this go against previous American policy? Why
do you think FDR made the changes he made?
How do you think this speech made the
American people feel?

Virtual Students: Virtual students should

participate in the entire lesson today.
Extending & Refining II (individual) Show students a clip from a Disney propaganda ● Expands students' visual literacy skills. 10 Minutes
short from Youtube (start at 1:20)- propaganda
has now extended beyond posters. Ask students

ASU Dept. of History· History Education Program· 2020-2021

How do students (and teacher) know if they are what the goal is, how the creators attempted to ● Addresses LLO: Students evaluating another
mastering the content and/or skills for this lesson?
achieve that goal, who the audience is, what visual source to understand effects on the
[Formal, informal assessments to measure learning]
feelings it evokes, and how effective it is. homefront.
● Addresses NCES: Students evaluating social
and political changes in America because of
World War II
Closure Ask students to consider the problems ● Students must consider problems of the 10 Minutes
How do students put it all together for today’s associated with the homefront, specifically WWII - NCES skill standard
lesson? The closure activity helps tie this lesson to internment camps. Ask students to put ● LLO: Students evaluating cause and effect for
the overall unit. Re-emphasize LEQ/LLO, themselves in FDR's shoes. As a class, come up internment
UEQ/ULO, and “big picture” understanding
with a pros and cons list for internment. Then ● Expanding students historical problem
ask students to turn and talk about what their solving skills- consider pros and cons and
choice would be and why. support a conclusion.
● NCES skill standard: relate to reparations
and official apologies made in 21st century
Formative - Informal Summative - Formal
Assessments The extending and refining activities both ask students There is no summative assessment in this lesson.
to evaluate visual sources and how they represent the
effects of WWII on American society. Students should
show their ability to apply what they have learned to
the images. The closing activity requires students to
show they can consider cause and effect relating to the
War with Japan and American policy. Students should
show they can problem solve and consider pros and
cons of historical issues that are still in debate today.
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● “Digital Resources: Signal Corps Photographs.” – ● REMEMBER TO CALL ON VIRTUAL STUDENTS
Where did you find helpful information, primary &
University of Hawaii Manoa Library Website. AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas?
University of Hawaii Manoa. Accessed March 23, ● Shady language in Pearl Harbor video relating to
2021. descriptions of Japanese: address that with students
https://manoa.hawaii.edu/library/research/collection and the effect that might have on Americans watching
s/archives/manuscript-collections/japanese-america the video.
n-veterans-collection/digital-resources-signal-corps- ● You know a lit about internment camps (you did do
photographs/. your senior paper on it after all)- use that to your
● Donald Duck - Der Fuehrer's Face. Youtube. Walt advantage
Disney, 1943.

ASU Dept. of History· History Education Program· 2020-2021

 https://www.youtube.com/watch?v=bn20oXFrxxg& ● Push students to think more about why NOT to put
list=PLhqssh3XExqRPrmWpLRaXcPYpJisWdhkx. Japanese Americans in internment camps other than
● “FDR's ‘Day of Infamy’ Speech.” National Archives "its wrong"- play devil's advocate if needed ("Well the
and Records Administration. National Archives and Supreme Court says it's okay, etc)
Records Administration, 2001.
https://www.archives.gov/publications/prologue/200
1/winter/crafting-day-of-infamy-speech.html.
● Lodle, Jason. "#14 WWII." PowerPoint. Davidson
County, NC.
● Original Pearl Harbor News Footage. Youtube. The
United States Navy, 1941.
https://www.youtube.com/watch?v=A2kSnlS4xX8.
● “Red Tails, The Tuskegee Airmen in Photos.” Air
Force Magazine, March 21, 2016.
https://www.airforcemag.com/red-tails-the-tuskege
e-airmen-in-photos/.
● “Rosie Pictures: Select Images Relating to
American Women Workers During World War II.”
Rosie Pictures: Select Images Relating to American
Women Workers During World War II - Guides,
Reference Aids, and Finding Aids (Prints
andPhotographs ReadingRoom, Library of
Congress). Library of Congress. Accessed March
23, 2021.
https://www.loc.gov/rr/print/list/126_rosi.html.

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 2 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
American History II The Causes of WWII / World War II Zoey Hanson Tues: 03/30
Lesson Essential Question (LEQ) or Students will be able to analyze the causes of World War II and America's response.
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.6.2: Explain the reasons for United States involvement in global wars and the influence each involvement had
on international affairs
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.
Activity Details of Activities Purpose-Rationale Time
Pre-Lesson Have students complete this google form about ● Development of critical thinking and creative 20 Minutes
How do you prepare students for content & skills what they would do if they were in FDR's or problem solving skills
acquisition, or use students’ prior knowledge? How Congress's shoes watching the conflicts in ● Introduces students to conflicts being
do you open this new lesson? Europe. discussed in today's lesson.
After students have finished, ask them why they ● Asks students to consider America's
made the choices they made. Inform them of response to WWII: NCES and LLO
what will actually happen.
Acquisition Using Mr Everhart's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students provides
[Explain lesson goals by emphasizing LEQ/LLO] - Invasion of Manchuria them the content needed to achieve the
- Rebuilding Germany learning objective and NCES.
- The Rhineland
- Annexation of Ethiopia
- Rome-Berlin Axis
- Spanish Civil War
- Nanjing and Shanghai
- Annexation of Austria
- The Sudetenland
- Appeasement at Munich
- Czechoslovakia
- Naxi-Soviet Non-Aggression Pact
- Poland
- Rome-Berlin-Tokyo Axis

ASU Dept. of History· History Education Program· 2020-2021

 - Overall Causes of WWII
Keep students engaged by asking them questions
throughout the lecture. This can include
questions about previous content, prompting
questions to help students reach conclusions, or
critical thinking questions
Extending & Refining I (group) In between lecture topics, attempt to facilitate ● Analysis of historical events and cause and 15 Minutes
How will students practice new content and skills student discussion about their opinions. Ask effect: Skill standard
by working with classmates? How does this activity students to think about the opening activity and ● By sharing their opinions, students must also
promote historical thinking skills and using how they would react. They should turn and consider the options, giving them insight into
primary/secondary sources?
discuss with a neighbor their reactions to events America's involvement: NCES and LLO
such as appeasement, the non-aggression pact,
Poland invasion, etc.
Allow students to share their opinions and reply
to one another.
Adjustments If students progress too quickly… ● Help students be successful in the classroom
What adjustments will you make if students Since there is no remote Wednesday this week, by giving them extra time to complete
struggle or progress too quickly (before advancing
give students time to work on upcoming assignments.
further)? ● Many assignments require students to
assignments.
achieve various LLOs. LEQs, NCESs, and
aspects of the skill standard.

If students struggle with the material…

● Skill standard: read and interpret a map
Give students access to this map of Europe ● Skill standard: cause and effect
during World War II. Ask them to work with a ● NCES and LLO: How did these things lead
partner to identify the countries in which to US involvement?
conflicts were happening, what happened in that
country, and how it will lead to WWII.

Virtual Students: Virtual students should

participate in acquisition and extending and
refining I. They are free to stay or complete the
remainder of the lesson on their own.
Extending & Refining II (individual) Show A Day students the second half of the ● Contextualizes what students have already 20 Minutes
How do students (and teacher) know if they are video The Century: Americas Time: 1936-194: learned
mastering the content and/or skills for this lesson? Over The Edge. They should answer the video ● Introduces students to upcoming content
[Formal, informal assessments to measure learning] questions as they watch.

ASU Dept. of History· History Education Program· 2020-2021

Closure Ask students to share their thoughts on the ● Reflecting on the LLO and NCES for all 5 Minutes
How do students put it all together for today’s beginning of WWII with their neighbor. They lessons so far relating to WWII.
lesson? The closure activity helps tie this lesson to should share what event they think is most ● Requires students to pick one cause and
the overall unit. Re-emphasize LEQ/LLO, influential (so far) in leading to international argue for it being the primary cause and
UEQ/ULO, and “big picture” understanding
conflict supporting it with historical evidence. -
Students ability to create, support, and
articulate an argument.
Formative - Informal Summative - Formal
Assessments The closing activity requires students to recall from all There is no summative assessment in this lesson.
lessons regarding WWII, pick out key events, and
develop an opinion of which is most influential and why.
This will show that students can effectively recall and
analyze everything they have learned. The extending
and refining I activity demonstrates that students can
think critically about the acquisition and historical
events in general. The opening activity gives students
the opportunity to build their problem identifying and
solving skills.
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● The Century: America's TIme - 1936-1941: Over ● REMEMBER TO CALL ON VIRTUAL STUDENTS
Where did you find helpful information, primary &
the Edge. YouTube. American Broadcasting AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas?
Company, 2013. ● Pause and discuss points in video to keep students
● Everhart, Jeff. "." PowerPoint. Davidson County, engaged
NC.

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 2 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
Honors American History II The Beginning of the End / World War II Zoey Hanson Tues: 03/30
Lesson Essential Question (LEQ) or Students will be able to analyze the effects of World War II on various American war tactics.
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.7.1: Explain the impact of wars on American politics since Reconstruction.
● AH2.H.7.3: Explain the impact of wars on American society and culture since Reconstruction
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.

Activity Details of Activities Purpose-Rationale Time

Pre-Lesson Show students a map of the war in the Pacific. ● Introduces students to the pacific theatre 10 Minutes
How do you prepare students for content & skills Ask what they notice and what this tells them through the theory of island hopping.
acquisition, or use students’ prior knowledge? How about the war against Japan. How is it different ● Ability to read a map: part of skill standard
do you open this new lesson? from the war in Europe? What does it look like ● New tactic of island hopping to fight the
is the eventual goal for Japan? for the US? island of Japan: LLO
Show students this video that describes island ● Compare and contrast skills
hopping in more detail. Again ask students how
this differs from the war in Europe. What might
be some additional challenges of fighting in the
Pacific (ring up and ask students to define
kamikazes here)
Acquisition Using Mr Lodle's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students provides
[Explain lesson goals by emphasizing LEQ/LLO] - The Pacific Theatre them the content needed to achieve the
- Island hopping, Midway, Coral Sea learning objective and NCES.
- Operation Overlord
- Americans in France
- Yalta Conference
- V-E Day
Keep students engaged by asking them questions
throughout the lecture. This can include
questions about previous content, prompting

ASU Dept. of History· History Education Program· 2020-2021

 questions to help students reach conclusions, or
critical thinking questions
Extending & Refining I (group) Students should work in pairs on this google doc ● Primary source (visual and written) analysis. 15 Minutes
How will students practice new content and skills on D Day. They should work together to ● Illustrates life for individual Americans:
by working with classmates? How does this activity annotate the documents, analyze the photos, and NCES
promote historical thinking skills and using answer the corresponding questions. ● Illustrates the opinions of Eisenhower, an
primary/secondary sources?
American military leader now and political
leader in the future: LLO and NCES
● Literary skills: annotation of a document
Adjustments If students progress too quickly… ● This will ensure students stay on
What adjustments will you make if students Provide students extra time on extending and track despite no remote Wednesday
struggle or progress too quickly (before advancing
refining II ● Shows that students can achieve
further)? previous and current LLOs and
NCESs, as well as beginning working
toward future LLOs and NCESs.

If students struggle with the material… ● Compare and contrast skills

Ask students to work with a partner to compare ● Shows students the ability of American
and contrast the war in Europe to the war in forces to adapt: LLO
Japan. Ask each group to come up with three ● Closing question: addresses NCES
similarities and three differences. Then ask each
group to share and create a comprehensive list.
Ask students how they think these things will
affect the policies politicians in America make?

Virtual Students: Virtual students should

participate up to this point and then are free to
stay or complete the remainder of the lesson on
their own.
Extending & Refining II (individual) Since students do not have a remote Wednesday ● This will ensure students stay on track 30 Minutes
How do students (and teacher) know if they are this week, provide them with individual time to despite no remote Wednesday
mastering the content and/or skills for this lesson? work on upcoming due assignments including ● Shows that students can achieve previous
[Formal, informal assessments to measure learning] their textbook reading and accompanying and current LLOs and NCESs, as well as
questions and the internment assignment given begging working toward future LLOs and
by Mr Lodle. NCESs.
Closure Ask students to complete a verbal 3-2-1: 3 ● Directly addresses LLO and NCES 5 Minutes
How do students put it all together for today’s effects of WWII on American war tactics, 2 facts ● Gauge what students do and do not know.
lesson? The closure activity helps tie this lesson to

ASU Dept. of History· History Education Program· 2020-2021

the overall unit. Re-emphasize LEQ/LLO, they found interesting about WWII, and one
UEQ/ULO, and “big picture” understanding
question they still have/ are confused about.
Formative - Informal Summative - Formal
Assessments The opening activity will show that students can There is no summative assessment in this lesson.
successfully read and interpret a map. They should then
be able to use this map to identify some of the
challenges that will come with fighting in the Pacifc. The
extending and refining I activity requires students to
successfully annotate and analyze primary sources, both
written and visual. This activity will measure that
students can apply what they have learned throughout
the WWII unit to the specific event of D Day and the
effects it could have on the individual as well as
America as a whole. The closing activity gives students
a direct opportunity to share what they do and do not
know.
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● Lodle, Jason. #14 WWII"." PowerPoint. Davidson ● REMEMBER TO CALL ON VIRTUAL STUDENTS
Where did you find helpful information, primary &
County, NC. AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas?
● “The Night Before D-Day.” DocsTeach. National
Archives. Accessed March 24, 2021.
https://www.docsteach.org/activities/teacher/the-ni
ght-before-dday.
● WW2 Island Hopping. Youtube. T. Canty U.S.
History, 2018.
https://www.youtube.com/watch?v=TBgxW3H_tsI.

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 3 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
American History II Initial American Reactions / World War II Zoey Hanson Wed: 03/31
Lesson Essential Question (LEQ) or Was America truly neutral before December, 1941?
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.6.2: Explain the reasons for United States involvement in global wars and the influence each involvement had
on international affairs
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.
Activity Details of Activities Purpose-Rationale Time
Pre-Lesson Ask students how they would react if they had ● Critical thought: role of citizens during war- 10 Minutes
How do you prepare students for content & skills been a citizen of Britain during the Battle of identifying issues of the past: Skill standard
acquisition, or use students’ prior knowledge? How Britain. Should there be limits on heavy bombing ● Cause and effect: skill standard
do you open this new lesson? of civilian areas? Why or why not? What is the ● Introduces students to American reaction
role of a civilian during war? How do students of allies being targeted: LEQ and NCES.
think Americans will respond to hearing about
the Battle of Britain?
Acquisition Using Mr Everhart's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students provides
[Explain lesson goals by emphasizing LEQ/LLO] - FDR's Quarantine Speech them the content needed to achieve the
- US Isolation.Neutrality learning objective and NCES.
- Selective Service
- Lend Lease Act
- Atlantic Charter
- Four Freedoms
- Axis Attacks on Europe, The Maginot
Line
- Fall of France
- Dunkirk
- Battle of Britain
Keep students engaged by asking them questions
throughout the lecture. This can include

ASU Dept. of History· History Education Program· 2020-2021

 questions about previous content, prompting
questions to help students reach conclusions, or
critical thinking questions
Extending & Refining I (group) Students should be split into groups of two. One ● Analysis of primary sources: Skill standard 25 Minutes
How will students practice new content and skills group will read and annotate FDR's quarantine ● America's via FDRs reaction to the
by working with classmates? How does this activity speech (modified), the other group will read and conflicts: LEQ
promote historical thinking skills and using annotate FDR's Four Freedoms speech ● How does America react?- Lend Lease Act:
primary/secondary sources?
(modified). Both found here. Students should NCES
discuss and answer the corresponding questions
to their speech. When finished, each group will
share the main argument of their speech and
share their answers and reasoning.
Adjustments If students progress too quickly… ● Direct evidence of American response:
What adjustments will you make if students Have students read the transcripts from the NCES
struggle or progress too quickly (before advancing
Lend Lease Act. Students should discuss with a ● Complicates LEQ - Is this neutral?
further)? ● LEQ: Direct questions
partner what the main point of the legislation is.
Begin a large group, student led discussion based
on the question: Does this violate American
neutrality? Why or why not?

If students struggle with the material…

● Visual literacy exercise
Show students this google slide containing ● How would America react: LEQ and NCES
images from the Battle of Britain, Dunkirk, and ● Cause and Effect: Skill standard
the Fall of France. Ask students what they
notice. What does this tell them about the
beginning of WWII? How do these images make
them feel? How do students think Americans
reacted to seeing these photos? How might this
lead to the lend lease act or the Atlantic charter?

Virtual Students: Virtual students should

participate in acquisition. They are free to
complete the remainder of the lesson on their
own.
English Language Learner: If available, ensure
videos use Spanish subtitles.
Extending & Refining II (individual) Show B Day students half of the video The ● Contextualizes what students have already 20 Minutes
Century: Americas Time: 1936-194: Over The learned

ASU Dept. of History· History Education Program· 2020-2021

How do students (and teacher) know if they are Edge. They should answer the video questions as ● Introduces students to upcoming content
mastering the content and/or skills for this lesson?
they watch.
[Formal, informal assessments to measure learning]
Closure Have students complete a verbal 3-2-1 with their ● Assessment 5 Minutes
How do students put it all together for today’s neighbors. 3 ways America responded to the ● How America responded: NCES
lesson? The closure activity helps tie this lesson to conflicts in Europe - 2 interesting facts from the
the overall unit. Re-emphasize LEQ/LLO, lesson - and 1 question/confusion.
UEQ/ULO, and “big picture” understanding
Ask a number of students to share- answer any
questions they may have that are important to
their understanding
Formative - Informal Summative - Formal
Assessments The closing activity gives students the opportunity to There is no summative assessment in this lesson.
share directly what they do and do not know. The
extending and refining I activity will measure students
ability to analyze primary sources and use their
conclusions to make connections to the acquisition.
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● The Century: America's TIme - 1936-1941: Over ● REMEMBER TO CALL ON VIRTUAL STUDENTS
Where did you find helpful information, primary &
the Edge. YouTube. American Broadcasting AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas?
Company, 2013. ● Pause and discuss points in video to keep students
● Everhart, Jeff. "." PowerPoint. Davidson County, engaged
NC. ● Push students to think deeper than "it would be bad"
type of answers.

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 3 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
Honors American History II Victory in Japan / World War II Zoey Hanson Wed 03/31
Lesson Essential Question (LEQ) or Was the use of the Atomic bomb on Japan in 1945 justified?
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.7.1: Explain the impact of wars on American politics since Reconstruction
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.

Activity Details of Activities Purpose-Rationale Time

Pre-Lesson Ask students how WWII is going to end. Show ● Exercises students' visual literacy skills 10 Minutes
How do you prepare students for content & skills students the political cartoons relating to the use ● Students begin to develop their own
acquisition, or use students’ prior knowledge? How of the atomic bomb in WWII in this google slide. opinions/conclusions
do you open this new lesson? Ask students for each what they see and what it ● Introduces students to major effect of
could mean. For each, ask if the cartoon is for or WWII: NCES
against the use of the atomic bomb. ● Introduced various perspectives relating to
Ask students if they have any initial opinions on the atomic bomb: LEQ
the use of the atomic bomb.
Acquisition Using Mr Lodle's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students provides
[Explain lesson goals by emphasizing LEQ/LLO] - Potsdam them the content needed to achieve the
- How to force Japan to surrender? learning objective and NCES.
- The Manhattan Project
- Hiroshima and Nagasaki
- World War II Ends
Keep students engaged by asking them questions
throughout the lecture. This can include
questions about previous content, prompting
questions to help students reach conclusions, or
critical thinking questions

ASU Dept. of History· History Education Program· 2020-2021

Extending & Refining I (group) Ask students to work in pairs. They should put ● Helps students build problem identifying 15 Minutes
How will students practice new content and skills themselves in Truman's shoes- being handed the and problem solving skills- NCES skill
by working with classmates? How does this activity Manhattan project and having to consider use of standard
promote historical thinking skills and using the atomic bomb. Students should create a pros ● LEQ directly answered
primary/secondary sources?
and cons list with at least 3 on each side.
When students are finished: ask them: What are
some pros and cons of using the atomic bomb
on Japan? Do you think we should have dropped
the atomic bomb? What would you have done in
Truman's place? Has anyones opinion changed
relating to the use of the bombs?
Lastly, ask students to give a written response in
Canvas discussions to the question "Was the use
of the Atomic bomb on Japan in 1945 justified?
Why or why not?"
Adjustments If students progress too quickly… ● This will ensure students stay on track
What adjustments will you make if students Provide students extra time to complete despite no remote Wednesday
struggle or progress too quickly (before advancing
extending and refining II. ● Shows that students can achieve previous
further)? and current LLOs and NCESs, as well as
beginning working toward future LLOs and
NCESs.
If students struggle with the material…
Show students the PBS video on Truman's ● Context through video/visual source
thought process and the atomic bomb. Ask ● Describes in detail Truman's thought process
students their reactions. Do students think and reasoning: help students understand his
Truman struggled with this decision? What decision: LEQ
options do students think he weighed? What ● Effect of bomb on Japan: NCES
other options were there?

Virtual Students: Students should participate up

to this point in the lesson and are free to stay or
complete the remainder of the lesson on their
own.
Extending & Refining II (individual) Since students do not have a remote Wednesday ● This will ensure students stay on track 25 Minutes
How do students (and teacher) know if they are this week, provide them with individual time to despite no remote Wednesday
mastering the content and/or skills for this lesson? work on upcoming due assignments including ● Shows that students can achieve previous
[Formal, informal assessments to measure learning] their textbook reading and accompanying and current LLOs and NCESs, as well as
questions and the internment assignment given beginning working toward future LLOs and
by Mr Lodle. NCESs.

ASU Dept. of History· History Education Program· 2020-2021

Closure Ask students to complete a verbal 3-2-1 with ● NCES: Students evaluate overall effects of 10 Minutes
How do students put it all together for today’s their partner. 3 effects of WWII on Europe. 2 WWII both in Europe and in America
lesson? The closure activity helps tie this lesson to facts from WWII unit they found interesting. and ● NCES skill standard: consider multiple
the overall unit. Re-emphasize LEQ/LLO, 1 thing they are still confused about or do not causation
UEQ/ULO, and “big picture” understanding
understand. ● Assessment: students must reflect on the
Ask students if they can name how the effects of entire unit to come up with facts and
WWII could lead to our next unit (The Cold question on the unit.
War) ● Last question: connects current unit to
upcoming unit.
Formative - Informal Summative - Formal
Assessments The opening activity will continue to measure students There is no summative assessment in this lesson.
progress in visual literacy and interpreting a political
cartoon. It will also show students abilities to consider
multiple perspectives. The extending and refining I
activity will measure if students can apply the content
they have learned to once again consider multiple
perspectives, and develop and support their own
opinion or conclusion. This will also show students
abilities to identify and solve historical problems. The
closing activity requires students to reflect on the
lesson to consider the effects of WWII both
internationally and in America. It also requires students
to reflect on the entire unit to identify facts and
develop a question.
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● Lodle, Jason. #14 WWII"." PowerPoint. Davidson ● REMEMBER TO CALL ON VIRTUAL STUDENTS
Where did you find helpful information, primary &
County, NC. AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas?
● “Truman and the Atomic Bomb - World War II.” ● Ensure students try to respect, if not understand, one
PBS LearningMedia. American Experience, another's opinions regarding the bombs.
December 22, 2020.
https://unctv.pbslearningmedia.org/resource/pres10.
socst.ush.dww.atomicbomb/truman-and-the-atomic
-bomb-world-war-ii/.

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 4 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
American History II Victory in Europe / World War II Zoey Hanson Thurs: 04/01
Lesson Essential Question (LEQ) or Students will be able to analyze the role of the United States in World War II.
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.6.2: Explain the reasons for United States involvement in global wars and the influence each involvement had
on international affairs
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.

Activity Details of Activities Purpose-Rationale Time

Pre-Lesson Split students into pairs. Each pair should look at ● Visual literacy exercise 15 Minutes
How do you prepare students for content & skills a political cartoon about WWII in Europe from ● Recall key concepts from previous lessons.
acquisition, or use students’ prior knowledge? How this google slide. The pair should discuss what ● Focuses on leaders of the war and the
do you open this nes they see, what it could mean, and what that tells effects of their policies: cause and effect.
them about the war in Europe.
Ask each group to share with the large group.
Acquisition Using Mr Everhart's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students provides
[Explain lesson goals by emphasizing LEQ/LLO] - Operation Barbossa them the content needed to achieve the
- Operation Torch learning objective and NCES.
- Casablanca Meeting
- Invasion and Liberation of Italy
- Carpet Bombing of Germany
- Operation Overlord
- Battle of the Bulge
- Death of FDR
- Death of Hitler, Capture of Berlin, and
VE Day
Keep students engaged by asking them questions
throughout the lecture. This can include
questions about previous content, prompting

ASU Dept. of History· History Education Program· 2020-2021

 questions to help students reach conclusions, or
critical thinking questions
Extending & Refining I (group) Students should work in pairs on this google doc ● Primary source (visual and written) analysis. 15 Minutes
How will students practice new content and skills on D Day. They should work together to ● Illustrates life for individual Americans:
by working with classmates? How does this activity annotate the documents, analyze the photos, and NCES
promote historical thinking skills and using answer the corresponding questions. Go over ● Illustrates the opinions of Eisenhower, an
primary/secondary sources?
each as a class when small groups are finished. American military leader now and political
leader in the future: LLO and NCES
● Literary skills: annotation of a document
Adjustments If students progress too quickly… ● Help students be successful in the classroom
What adjustments will you make if students Since there is no remote Wednesday this week, by giving them extra time to complete
struggle or progress too quickly (before advancing
give students time to work on upcoming assignments.
further)? ● Many assignments require students to
assignments.
achieve various LLOs. LEQs, NCESs, and
aspects of the skill standard.

If students struggle with the material…

● Literacy skills exercise
Ask students to read and annotate this poem ● How America's role in the war influenced
from VE Day. Students should then talk to a citizens and society in both England and
partner about what this tells them about the end America: LLO and NCES.
of the war. How did people feel? How is it
reflective of everything that happened? This
poem is by an English citizen. Do students think
Americans reacted the same way? Why?

Virtual Students: Students should participate in

opening activity and acquisition. Are then free to
complete the remainder of the lesson on their
own.
English Language Learner: If available, ensure
videos use Spanish subtitles.
Extending & Refining II (individual) Show B Day students the second half of the ● Contextualizes what students have already 20 Minutes
How do students (and teacher) know if they are video The Century: Americas Time: 1936-194: learned
mastering the content and/or skills for this lesson? Over The Edge. They should answer the video ● Introduces students to upcoming content
[Formal, informal assessments to measure learning] questions as they watch.
Closure Ask students to give a short 3-5 sentence ● Summarizes the effects of the European 10 Minutes
How do students put it all together for today’s written response to the question "What did theatre.
lesson? The closure activity helps tie this lesson to ● Role of US: NCES and LLO

ASU Dept. of History· History Education Program· 2020-2021

the overall unit. Re-emphasize LEQ/LLO, World War II in Europe accomplish? What was
UEQ/ULO, and “big picture” understanding
the US's role in accomplishing this?"
Formative - Informal Summative - Formal
Assessments The opening activity acts as a review for students while There is no summative assessment in the lesson.
exercising their visual literacy skills. The extending and
refining I activity allows students to apply what they
have learned about the end of the War in Europe to
primary sources, visual and written. It also allows
students the opportunity to see directly the role of the
American army in the war. Lastly, the closing activity
requires students to reflect on the entirety of WWII on
the European front. They must then show their ability
to make cause and effect connections between the
accomplishments of the war and Americas role
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● The Century: America's TIme - 1936-1941: Over ● REMEMBER TO CALL ON VIRTUAL STUDENTS
Where did you find helpful information, primary &
the Edge. YouTube. American Broadcasting AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas?
Company, 2013. ● Pause and discuss points in video to keep students
● Everhart, Jeff. "." PowerPoint. Davidson County, engaged
NC
● Newman, Patricia Denise. “V.E.Day.”
PoemHunter.com, May 20, 2015.
https://www.poemhunter.com/poem/v-e-day/.
● “The Night Before D-Day.” DocsTeach. National
Archives. Accessed March 24, 2021.
https://www.docsteach.org/activities/teacher/the-ni
ght-before-dday.

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 4 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
Honors American History II The Holocaust / World War II Zoey Hanson Thurs 04/01
Lesson Essential Question (LEQ) or Students will be able to analyze the causes and effects of the Holocaust and its role in the peacemaking process of
Learning Objective (LLO) World War II.
NC Essential Standard(s) ● AH2.H.7.3: Explain the impact of wars on American society and culture since Reconstruction
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.

Activity Details of Activities Purpose-Rationale Time

Pre-Lesson -Provide a trigger warning for students- looking ● Defining vocab needed to understand 5 Minutes
How do you prepare students for content & skills at photos and information from the Holocaust acquisition.
acquisition, or use students’ prior knowledge? How
-Ask students to describe, in their own words, ● Gauging student knowledge of Holocaust.
do you open this new lesson? ● Students make connections between
the holocaust - Ask students to define
"Genocide" previous and current lessons.
-Ask students to reflect on what they have
learned- Why was Hitler so against the Jewish
people (also why would he be against LGBT,
Gypsies, and communists?)
Acquisition Using Mr Lodle's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students provides
[Explain lesson goals by emphasizing LEQ/LLO] - Hitler Youth/ League of German Girls them the content needed to achieve the
- Ban on Jewish Businesses and learning objective and NCES.
Kristallnacht
- Life in the Ghettos: Identification
- Concentration Camps
- Holocost Victims
- The Nuremberg Trials
Keep students engaged by asking them questions
throughout the lecture. This can include
questions about previous content, prompting

ASU Dept. of History· History Education Program· 2020-2021

 questions to help students reach conclusions, or
critical thinking questions
Extending & Refining I (group) Show students a variety of holocaust photos ● Visual literacy 25 Minutes
How will students practice new content and skills (again giving a sensitive content warning) on this ● Considering global reaction- especially the
by working with classmates? How does this activity google slide. one in America and the reaction of
promote historical thinking skills and using American soldiers liberating the camps-
primary/secondary sources? Ask students what they notice about the photos.
What does this tell them about the Holocaust? NCES
How do they think people across the world in
the 40s reacted to seeing similar photos?
Adjustments If students progress too quickly… ● Primary source analysis- varying
What adjustments will you make if students Have students read a shortened version of the perspectives: skill standard
struggle or progress too quickly (before advancing
cross examination of Hermann Goering from ● Nuremberg trials: LLO
further)?
Nuremberg in this google doc. Ask students to
talk to their partner about what they read. What
kind of attitude does Goering seem to have?
What kind of person does he appear to be?
What does he have to say about the
concentration camps? Is this accurate?

If students struggle with the material… ● Chronologically organizing information:

Ask students to work in pairs creating a timeline Skill standard.
of the holocaust. This should begin
approximately in 1933 with the removal of
Jewish people from public office and should
continue through the Nuremberg trials.

Virtual Students: Students should participate in

entire lesson.

Extending & Refining II (individual) Show students the interview with Holocaust ● First hand, oral histories contextualize 20 Minutes
How do students (and teacher) know if they are survivors from Youtube. Play this one first and images students have already seen.
mastering the content and/or skills for this lesson? this one second.
[Formal, informal assessments to measure learning]
When finished, ask students to share what stood
out to them.

ASU Dept. of History· History Education Program· 2020-2021

Closure Show students Niemöller's "First They Came" ● Expanding students literacy skills 10 Minutes
How do students put it all together for today’s poem (included in Powerpoint). Ask students ● Students display critical thought through
lesson? The closure activity helps tie this lesson to their reaction. What is the meaning of this their conclusions.
the overall unit. Re-emphasize LEQ/LLO, poem? How might this reflect how many ● Students display connection to 21st century
UEQ/ULO, and “big picture” understanding
Germans felt? How do students think they issues.
would have acted if faced with the same
problem? Do we see this kind of attitude today?
Formative - Informal Summative - Formal
Assessments This entire lesson is really a formative lesson in which There is no summative assessment in this lesson.
students can use what they have learned throughout
the unit on WWII and apply those concepts to a
detailed lesson on a more specific aspect of WWII (the
holocaust). The extending and refining activities require
students to observe visual (and audio) sources to
evaluate the impact of the holocaust not only for the
survivors, but for internaional policy as a whole. The
closing activity will build students literary skills while
measuring their ability to problem solve for historical
issues.
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● “Dachau Liberation - Soldiers Killed .” Scrap Book ● REMEMBER TO CALL ON VIRTUAL STUDENTS
Where did you find helpful information, primary &
Pages, December 21, 2020. AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas?
https://www.scrapbookpages.com/dachau-scrapboo ● Remind students to be sensitive
k-dachau-liberation-soldiers-killed-2/. ● Spend time on that famous question "Did the German
● Holocaust Survivor Interview, 2017 . Youtube. people know?"- ask students their opinions, refer to
Channel 4 News, 2017. sources from survivors, etc.
https://www.youtube.com/watch?v=3lpTceEE3d8.
● Holocaust Survivors Remember Auschwitz 75
Years Later. Youtube. The Globe and Mail, 2020.
https://www.youtube.com/watch?v=T50IKJ181sg.
● Linder, Douglas O., ed. “Cross Examination of
Hermann Goering.” Famous Trials. Accessed March
24, 2021.
https://famous-trials.com/nuremberg/1930-goeringc
ross.

ASU Dept. of History· History Education Program· 2020-2021

 ● Lodle, Jason. #16 The Holocaust"." PowerPoint.
Davidson County, NC.
● Orth-veillon, Jennifer. “For Some Holocaust
Survivors, Even Liberation Was Dehumanizing.”
The New York Times. The New York Times, April
28, 2020.
https://www.nytimes.com/2020/04/28/magazine/for-
some-holocaust-survivors-even-liberation-was-deh
umanizing.html.
●

Friday 04/02: Good Friday Holiday: No School

ASU Dept. of History· History Education Program· 2020-2021