McDougal Littell, 
Modern World History
Chapter 16: 
Pages 431-435, 441-465, 
469

Frank, Anne, 
Diary of a Young Girl

Hersey, John, 
Hiroshima

Houston, Jeanne
Wakatsuki, Farewell to 
Manzanar

Speeches and writings of 
Churchill, deGaulle, Hitler,
Roosevelt Wiesel, Elie, 
Night

The Atomic Bomb --
1945AD 
(Ambrose Video, 1995)

884424 
A Matter of Conscience: 
The Holocaust
(1990 - 34 minutes)

882274
Roosevelt and the Fireside 
Chats:  The War Years
(1989 - 28 min)

884421
War Years After Pearl Harbor: 
1941-1945
(1990 - 60 minutes)

We Must Never Forget: 
The Story of the Holocaust
(Society for Visual 
Education, 1995)

883075
Winston Churchill
(1990 - 40 minutes)

881694
WWII:  European War - 
North Africa to Germany

881695
WWII:  European War -
Pursuit to Berlin

881693
WWII:  Pacific War - 
America Takes the Offensive

881696
WWI:  War in the Pacific - 
The Final Battle

20th century documents: 
www.yale.edu/
lawweb/avalon/20th.htm

Atomic bomb research 
www.seattletimes.com/
trinity/index.html

Cybrary of the Holocaust 
http://www.remember.org/

SCORE activity on Holocaust     http://score.rims.k12.ca.us/
activity/holocaust/
index.html

U.S. Holocaust Memorial  Museum http://www.ushmm.org/

AT  70, 71
CT  32, 67, 68
GT 30, 31, 32

Remembering Nagasaki the Photos of Yosuke Yamahata
http://www.exploratorium
.edu/nagasaki/mainn.html
Description: Produced by the Exploratorium, this iste includes a recent survey of the Web public about the decision to drop the bomb. There is a good set of links under the Commerations section.
Comments: A first rate production.
Resource Type: Mix of Text and Graphics
Graphics Content: Low
 

U-505 German World War II Submarine
http://www.msichicago.org/
exhibit/U505/U505
home.html
Description: This site is a series of photos with text showing the U-505 German World War II Type-IXc Unterseeboot (submarine) that was captured in battle on the high seas by boarding parties from the USS Guadalcanal task group 23 on 4 June 1944. It currently sits on the east side of the Museum of Science and Industry in Chicago and is not only an exhibit, but also a memorial to the tens of thousands of men who lost their lives in the Battle of the Atlantic in two world wars. 
Comments: The software for the Virtual Reality Tour of the submarine can also be downloaded at this site.
Resource Type: Photos or Pictures
Graphics Content: High
 

U-Web, The U-Boat War 1939-1945
http://uboat.net
Description: This project is a top quality reference about the U-boat arm of the German navy. It has maximum accuracy and a very wide scope. It includes an excellent section on the sailors and life aboard the U-boat.
Comments: Excellent research site.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

World War II Scrapbook
http://www.retroactive.com/
jan98/scr.html
Description: This site is a wonderful tribute to the author's uncle who was a pilot in World War II. It includes sound files of his favorite songs, pictures, letters, and other documents.
Comments: This project could inspire your students to do a similar tribute to a relative who fought in World War II.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

Cybrary of the Holocaust
http://remember.org/
Description: Extensive documentation of the Holocaust with interviews of survivors and their children, photographs, art work, lesson plans and a virtual tour of Auschwitz.
Comments: Also has interactive ablility for classes to discuss a number of stimulating issues.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

EarthStation1: The WWII Sounds & Pictures Page
http://earthstation1.
simplenet.com/wwii.html
Description: This site includes World War II propaganda posters, radio recordings of Tokyo Rose and Axis Sally, speeches by political leaders like Hitler, news reels, and news broadcasts.
Comments: Students can download wonderful graphics and sound to use in presentations. 
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

Enola Gay
http://www.nasm.edu/
GALLERIES/GAL103/
gal103.html
Description: The Smithsonian put the Enola gay on display and it caused a controversey. This web site is part of the display and does a good job in answering many facts about the bombing, the crew and the B-29. It also has a good set of links.
Comments: A first rate production.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

Eyewitness World War II
http://www.ibiscom.com/
w2frm.htm
Description: Learn about World War II from those who were there. This page includes accounts of the attack on Pearl Harbor, the Nazi occupation of Poland, and the censorship requirements on soldiers writing home.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

Half Century Of Denial: Unit 731
http://zero.tolerance.org/
guest/Pages/July.29.
1995.3.39.48
Description: Some of the most gruesome atrocities of World War II - medical experiments on Chinese, Russian and American prisoners - were committed in China by Japan's infamous Unit 731. Until recently, Japan has refused to acknowledge this. 
Comments: Presents the evidence and how it finally came to the public.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

Hiroshima Archive
http://www.lclark.edu/
~history/HIROSHIMA/
Description: This Hiroshima Archive is intended to serve as a research and educational guide to those who want to gain and expand their knowledge of the atomic bombing. 
Comments: Excellent source for research-need storage space for sound and picts.
Resource Type: Mix of Text and Graphics
Graphics Content: Low

Cooperative Internet lesson 
from SCORE site on World 
History.
http://score.rims.k12.ca.us
/activity/holocaust/index.html

Students work for a newspaper that has decided to produce a special series of stories on The Holocaust, with reference to "Denialists" and their arguments that the Holocaust did not occur. The series will include photos, interviews, and extensive documentation. The series will address the major issues in this controversy, and provide an objective analysis.   The final group report is a 10-15 minute presentation to the Series Editor (your teacher and class). The group's report should be a newspaper style layout, modeled on an actual newspaper; groups will need to make use of technology to support research, including resource references, pictures, maps, charts, models, and other acceptable means which reflects serious research has been done.

Stolen Art: Finders Keepers
http://score.rims.k12.ca.us/
activity/stolen/problem.htm
Who should own the priceless treasures of the world? As a result of wars over the centuries, countless works of art that were created by one culture now rest in the museums or private collectons of people in other parts of the world. You will research one of the famous cases of lost art and decide which country should now control these treasures.
Author: Dede Tisone-Bartels

"A Date Which Will Live in Infamy"
http://www.nara.gov/
education/teaching/
fdr/infamy.html
On December 8, at 12:30 p.m., Roosevelt gave this speech to a joint session of Congress and the nation via radio. The Senate responded with a unanimous vote in support of war; only Montana pacifist Jeanette Rankin dissented in the House. At 4:00 p.m. that same afternoon, President Roosevelt signed the declaration of war against Japan, marking the U.S. entry into World War II. What did Roosevelt say that achieved such immediate results? 
Author: Teaching with Documents

Japan in the World
http://www.diplomatsonline.org/
lessons/lesson3.html
From the end of the Allied Occupation until the present, Japan's national security policy has been defined largely by two measures: Article 9 of the 1947 Constitution and the U.S.-Japan Security Alliance. Article 9, written in the aftermath of a destructive war, forbids Japan from taking offensive military action. The U.S.- Japan alliance, initiated in 1951 and revised in 1960, ensures that the United States will take a primary responsibility for Japan's defense in return for military bases in that country. In this unit, students will conduct research into the historical context and influences on Japan's current security policy. 
Author: Diplomats Online

Merchant of Venice: Shakespeare and Antisemitism
http://catalog.socialstudies.com/
c/@y4XQDFILNxnSU/Pages/
article.html?article@shylock
According to author John Gross, "never has one character of the stage provoked such controversy or achieved such infamy as Shakespeare's enigmatic Shylock." Designed for students who have already read The Merchant of Venice, this exercise uses the play to get students to learn about antisemitism in Shakespeare's time, compare it to 20th-century antisemitism, and decide for themselves whether Shakespeare was "guilty" of furthering and perpetuating antisemitic stereotypes. 
 

Remembering to Never Forget 
http://www.nytimes.com/
learning/teachers/lessons/
990804wednesday.html
Examine how the history of a place or event affects one's present perceptions of that place or event. First examine the current tensions caused by the decision to intertwine both the positive and negative histories of Weimar, Germany, in celebrating its selection as Europe's "cultural capital" for 1999. Participate in a round-table discussion focusing on how one "celebrates" history when history is not purely positive. 
Author: Alison Zimbalist, The New York Times Learning Network Grades: 6-12 Subjects: Geography, Global History, Social Studies Interdisci
 

Submarines: Where Are they Now?
http://memorial.sdcs.k12.ca.us/
LESSONS/WWII/Sub/Sub.html
Between the years 1934 and 1945 Germany's shipyards produced 4,712 U-Boats. During this time the United States was also producing submarines. These stealthy boats lurked in the depths of ocean waters and were feared by opposing naval forces. Now, more than 50 years later, you are part of a historical researching team assigned to discover what remains of these powerful machines. What became of the U-Boats and U.S. submarines of World War II? What has happened to the people involved in their construction and operation? What environmental legacy do these warring machines leave behind? How has their existence influenced modern day attitudes and activities? How has submarine technology evolved? You will use this information to make comparisions and gain insights. Each team member will focus on one particular area and add this information to a final project. Eventually, your team will produce a HyperStudio stack or written report to present the combined details of your research. 
Author: Janice Thiel

A rubric will be developed to grade students on the production of the newspaper, journalistic style, newspaper layout, editorial style, and documentation of material.