Teaching with Stories: World War II Activity Instructions 3. Teaching with Stories: World War II Reproducible Activity Pages and Answer Key.

Transcription

1

2 Introduction Dear Educator, Thank you for choosing Teaching with Stories: World War II. Using a personal account of a U.S. Air Force pilot in World War II, along with other primary and secondary sources, this unique learning experience allows students to participate, imagine, analyze, compare, contrast and think critically, while gaining and applying knowledge and skills in history, geography and English language arts. As educators, we at the ITC know that you may need to adapt these materials to fit the constructs of your classroom and the needs of your students. Please feel free to copy the handouts included for personal and educational purposes, or create your own, provided you credit the Institute of Texan Cultures. If you should have any questions or need any additional materials or information, please do not hesitate to contact us. Visit our website for more educational resources and for a listing of our services and programs. We hope to see you and your students at the Institute of Texan Cultures. Institute of Texan Cultures Education and Interpretation ITCEducation@utsa.edu Table of Contents Teaching with Stories: World War II Activity Instructions 3 Teaching with Stories: World War II Reproducible Activity Pages and Answer Key. 4 Teaching with Stories: Expository Writing Instructions. 8 Teaching with Stories: Expository Writing Reproducible Activity.. 9 Maps and Timelines 11 Biographical Information: David M. Jones, World War II Veteran 16 References & Additional Resources 17 Texas Essential Knowledge and Skills. 18 Institute of Texan Cultures Teaching with Stories: World War II 2

3 Teaching with Stories: World War II Activity Instructions Estimated Time: minutes Materials: Copies of Teaching with Stories: World War II reproducible activity pages o Reproducible Teaching with Stories: World War II, pages 4-6 o Textbook Atlas or Map of Europe, Instructions 1. After introducing World War II to your class, you may use this activity to supplement a discussion of conditions of war and experiences of military personnel. 2. Provide students with a copy of the Teaching with Stories: World War II. Explain to students that much of what we know about historical events is passed down through stories told by people who were there and experienced the event. In this lesson, the boots worn by David M. Jones in World War II tell stories about his experiences that help us to gain a better understanding of the kinds of experiences had by U.S. soldiers serving in Europe. 3. Use the reproducible activity pages in conjunction with your textbook atlas or map of Europe to complete the related activities. These activities may be done individually or in small groups. Institute of Texan Cultures Teaching with Stories: World War II 3

4 NAME: _ DATE: PERIOD Introduction Teaching with Stories World War II A pair of World War II Era Russian Army Boots was donated to the Institute of Texan Cultures by Richard Jones and is now a part of the Institute s Permanent Collection. According to the donor, Richard Jones, the boots were given to his Father, David M. Jones, by the Russian troops after his escape through German lines after being shot down in WWII over Blechhammer, the location of Nazi Germany prison camps. Inside the boots, ITC curators found a paper sack with a handwritten description of the boots and the story behind them, signed and dated by David M. Jones. Complete the chart below to describe what you already know about World War II, and what might be included in the story of David M. Jones boots. What do you already know about World War II? What do you predict will happen in the story of David M. Jones boots? Geography Review Review locations important to the study of World War II and the story of David M. Jones boots. Use an outline map of Europe to label and color the following locations. Label: Turkey Italy Poland Egypt Black Sea Mediterranean Sea Tatra Mountains L wow (also spelled L vov or Lviv) Kiev Odessa Cairo Foggia (Lucera) Color Axis Powers in 1945: Yellow Allied Powers in 1945: Green Neutral Powers in 1945: Oran Institute of Texan Cultures Teaching with Stories: World War II 4

5 NAME: _ DATE: PERIOD: Institute of Texan Cultures Teaching with Stories: World War II 5

6 Personal Account of David M. Jones Read the transcript below of the personal account of David M. Jones. This handwritten note on a paper bag was found inside his World War II Era Russian Army boots after they were donated to the ITC Permanent Collection. It reads as follows: (USSR) Russian Issue Army Field Boots I walked out of Poland in these As the Russian front came close to my B-17 and being shot down parachuting from a disabled while approaching a cave. I walked out of the mts [mountains] of South Poland where I traded my Corps flying boots for these Russian Army field combat boot and then continued my trek back to my airbase in Italy. L wow, Kiev, Odessa Turkey Cairo, Egypt back to Foggia Lucera Airfield, Foggia, Italy. On foot, by truck, by train, by ship and finally air and finally back to by airbase at Lucera (near Foggia) Italy. God only knew why the Russian Soldier was issued these boots and what ground he walked on on the march from the Soviet Union battlefield. After parachuting from a B-17 bomber disabled on a bombing raid of a synthetic oil plant (Blechhammer/near Opole) near Southern Poland. I evaded capture and with the aid of many separate Polish families hid out in the mountains of S. Poland (------/Tatra). If you scrape the dirt off these boots and the sole of these boots y all have soil samples from everywhere I walked in them Jan-March DMJ 1. Using the outline map you have already labeled, trace the journey of David M. Jones in red. Approximately how far did he travel? 2. Why do you think he took this route from Southern Poland to Italy, instead of a shorter, more direct route? 3. Mr. Jones writes that he travelled on foot, by truck, by train, by ship and finally air. Which portions of his travel do you think he walked? Which do you think he was on a truck? On a train? A ship? A plane? Answer by giving the point to point of travel (e.g. I think he took a truck from Waco to San Antonio. ) 4. Italy was controlled by the Axis Powers. Why was he going to Lucera? 5. Do you think this story is plausible? Why or why not? Institute of Texan Cultures Teaching with Stories: World War II 6

7 Answer Key Geography Review Personal Account of David M. Jones 1. Approximately how far did David M. Jones travel? Mr. Jones traveled approximately 2575 miles or 4150 km 2. Why do you think he took this route from Southern Poland to Italy instead of a shorter, more direct route? Answers will vary, but students may discuss Mr. Jones s need to hide from enemy troops, avoid populated areas or follow the path necessary for the mode of transportation he had available. 3. Mr. Jones writes that he travelled on foot, by truck, by train, by ship and finally air. Which portions of his travel do you think he walked? Which do you think he was on a truck? On a train? A ship? A plane? Answer by giving the point to point of travel (e.g. I think he took a truck from Waco to San Antonio. ) Answer will vary, but student may indicate that overland paths were taken by foot, truck and/or train and overseas paths were taken by boat. 4. Italy was controlled by the Axis powers. Why was he going to Lucera? Lucera was the location of a U.S. controlled airbase from which his B-17 may have flown out of. 5. Do you think this story is plausible? Why or why not? Answers will vary. Institute of Texan Cultures Teaching with Stories: World War II 7

8 Teaching with Stories: Expository Writing Instructions Estimated Time: minutes Materials: Copies of Teaching with Stories: World War II reproducible activity pages o Reproducible Teaching with Stories: World War II, pages 4-6 (previously completed) o Reproducible Teaching with Stories: Expository Writing, pages 8-9 Instructions 1. After students have completed Teaching with Stories: World War II, ask them to reflect on what they learned about the story of David M. Jones. 2. Provide students with a copy of the Teaching with Stories: Expository Writing and ask them to respond to the following prompt: Write an essay that describes David Jones story and why you think the story is plausible or implausible. Give a full account and include all of the important details. Include how far he traveled, why he chose the route he took, how you think he traveled from place to place, and why you think the story, or portions of the story, are plausible or implausible. Support your position with evidence and include references to, and commentary on quotations from source materials. Institute of Texan Cultures Teaching with Stories: World War II 8

9 NAME: _ DATE: PERIOD Teaching with Stories Expository Writing Write an essay that describes David Jones story and why you think the story is plausible or implausible. Give a full account and include all of the important details. Include how far he traveled, why he chose the route he took, how you think he traveled from place to place, and why you think the story, or portions of the story, are plausible or implausible. Support your position with evidence and include references to, and commentary on quotations from source materials. Institute of Texan Cultures Teaching with Stories: World War II 9

10 Institute of Texan Cultures Teaching with Stories: World War II 10

11 Maps and Timelines Students may use the following maps and timelines to label the map and answer the questions. Google Maps or an atlas may also be used. If using the enclosed maps, it is important to inform students that L wow, L vov, and Lviv are all variant spellings of the same location. US Military Academy Map: Second World War, European Theater of Operations (ETO) Institute of Texan Cultures Teaching with Stories: World War II 11

12 US Military Academy Map: Second World War, European Theater of Operations (ETO) Institute of Texan Cultures Teaching with Stories: World War II 12

13 Institute of Texan Cultures Teaching with Stories: World War II 13

14 Foggia Airfield Complex Map Institute of Texan Cultures Teaching with Stories: World War II 14

15 Invasion of Italy, September 1943 Institute of Texan Cultures Teaching with Stories: World War II 15

16 David M. Jones World War II Veteran Biographical Information U.S. Air Force, Lt. Colonel (ret) David M. Jones ( ) was born in Maestag, Wales and immigrated to Pennsylvania at the age of 7. After a career in the military, he retired from Randolph Air Force base and stayed in the San Antonio area. In his retirement he became a long-term ITC docent, known to some as Cowboy Dave. Institute of Texan Cultures Teaching with Stories: World War II 16

17 References Allied gains in Europe, 6 June-15 December Map. LearnNC.org. Accessed June 3, Foggia Airfield Complex Map. Wikimedia Commons. Wikimedia.org. File:15thafmap-foggia-italy.jpg Accessed June 3, Invasion of Italy, September Map. NationMaster.com. Accessed June 3, Jones, Richard. Son of David M. Jones, U.S. Air Force, Lt. Colonel (Retired) and ITC Docent. US Military Academy Map: Second World War, European Theater of Operations (ETO). World War II Maps. Olive-Drab.com. Accessed June 3, Additional Resources Antiques Roadshow Teacher s Guide. PBS.org. Educator Resources. The Department of Education and Interpretation. The Institute of Texan Cultures. Resource Archive. America s History in the Making. Annenberg Learner. Annenberg Foundation, Special Collections. The University of Texas at San Antonio Libraries. Institute of Texan Cultures Teaching with Stories: World War II 17

18 Texas Essential Knowledge and Skills United States History Studies Since 1877 (1 Credit), Beginning with School Year (7) History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to: (A) identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor; (E) analyze major military events of World War II, including the Battle of Midway, the U.S. military advancement through the Pacific Islands, the Bataan Death March, the invasion of Normandy, fighting the war on multiple fronts, and the liberation of concentration camps; (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions; (C) understand how historians interpret the past (historiography) and how their interpretations of history may change over time; (D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence; (E) evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context; (F) identify bias in written, oral, and visual material; (G) identify and support with historical evidence a point of view on a social studies issue or event; and (H) use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons. (31) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases World History Studies (1 Credit), Beginning with School Year (12) History. The student understands the causes and impact of World War II. The student is expected to: (A) describe the emergence and characteristics of totalitarianism; (B) explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II; and (C) explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs. (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; (B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models. (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and Institute of Texan Cultures Teaching with Stories: World War II 18

19 (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence; (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events; (C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view; (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (E) identify bias in written, oral, and visual material; (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; (G) construct a thesis on a social studies issue or event supported by evidence; and (H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs World Geography Studies (1 Credit), Beginning with School Year (13) Government. The student understands the spatial characteristics of a variety of global political units. The student is expected to: (A) interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries; and (B) compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps; (B) locate places of contemporary geopolitical significance on a map; and (C) create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change. (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships; (B) generate summaries, generalizations, and thesis statements supported by evidence; (C) use geographic terminology correctly; United States Government (1/2 Credit), Beginning with School Year (20) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (B) create a product on a contemporary government issue or topic using critical methods of inquiry; (C) analyze and defend a point of view on a current political issue; (D) analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference; (E) evaluate government data using charts, tables, graphs, and maps; and (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs English Language Arts & Reading, English I (1 Credit), Beginning with School Year Institute of Texan Cultures Teaching with Stories: World War II 19

20 (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a controlling idea or thesis; (iv) an organizing structure appropriate to purpose, audience, and context; and (v) relevant information and valid inferences; (C) write an interpretative response to an expository or a literary text (e.g., essay or review) that: (i) extends beyond a summary and literal analysis; (ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices English Language Arts & Reading, English II (1 Credit), Beginning with School Year (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a thesis or controlling idea; (iv) an organizing structure appropriate to purpose, audience, and context; (v) relevant evidence and well-chosen details; and (vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement; (C) write an interpretative response to an expository or a literary text (e.g., essay or review) that: (i) extends beyond a summary and literal analysis; (ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and (iii) analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices English Language Arts and Reading, English III (1 Credit), Beginning with School Year (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a clear thesis statement or controlling idea; (iv) a clear organizational schema for conveying ideas; (v) relevant and substantial evidence and well-chosen details; and (vi) information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources; (C) write an interpretation of an expository or a literary text that: (i) advances a clear thesis statement; (ii) addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text; (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; (iv) identifies and analyzes the ambiguities, nuances, and complexities within the text; and (v) anticipates and responds to readers' questions or contradictory information English Language Arts and Reading, English IV (1 Credit), Beginning with School Year (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; Institute of Texan Cultures Teaching with Stories: World War II 20

21 (ii) rhetorical devices, and transitions between paragraphs; (iii) a clear thesis statement or controlling idea; (iv) a clear organizational schema for conveying ideas; (v) relevant and substantial evidence and well-chosen details; (vi) information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; and (vii) an analysis of views and information that contradict the thesis statement and the evidence presented for it; (C) write an interpretation of an expository or a literary text that: (i) advances a clear thesis statement; (ii) addresses the writing skills for an analytical essay including references to and commentary on quotations from the text; (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; (iv) identifies and analyzes ambiguities, nuances, and complexities within the text; and (v) anticipates and responds to readers' questions and contradictory information. Institute of Texan Cultures Teaching with Stories: World War II 21