After completing this series of lesson plans,* students will be able to describe the significance of the Queen Mary, use a timeline to outline the North African Campaign, and identify and explain the role of major political and military leaders (Allies and Axis) during World War II.  In this lesson, students will learn about the roles of Dwight D. Eisenhower, Franklin D. Roosevelt, Omar Bradley, George C. Marshall, George Patton, Bernard C. Montgomery, Winston Churchill, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Erwin Rommel in World War II. Students will then use oral and written skills to demonstrate comprehension of the significance of these individuals in WWII and use primary sources and photographs to analyze and understand the reality of who these men really were.

*This series of oral history lessons was created by Curtis Odom, a graduate student Stephen F. Austin State University, as part of his thesis work for a Masters Degree in Public History. The series was edited by Michael Raines, a teacher of Geography at Center High School, Center, Texas.

Texas Essential Knowledge and Skills
§ 113.32 United States Since Reconstruction
(C) Knowledge and skills.

(1) History.  The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to: (C) explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.

(6) History. The student understands the impact of significant national and international decisions and conflicts from World War II and the present on the United States. The student is expected to: (A) identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor; (C) explain the roles played by significant military leaders during World War II, including Omar Bradley, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, and George Patton.

(19) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to: (A) describe qualities of effective leadership; (B) evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Shirley Chisholm, and Franklin D. Roosevelt.

(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (C) explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context; (D) use the process of historical inquiry to research, interpret, and use multiple sources of evidence; (E) evaluate the validity of a source based on language, corroboration with other sources, and information about the author.

(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; and (D) create written, oral, and visual presentations of social studies information.

1. Students will read the overview of Allied and Axis Leaders in World War II and then fill out a Venn Diagram in order to understand the role that prominent Allied and Axis leaders played in World War II. The study of these individuals and alliances will emphasize the world conflict of this war.
2. Students will discuss the involvement of Dwight D. Eisenhower, Omar Bradley, and George Marshall in World War II and answer the following questions.
   1. What did each of these men contribute to the war effort?
   2. Who, in your opinion, was the most significant figure?
   3. Each of these men were in direct contact with foreign dignitaries about various war-related matters. How does that illustrate the world wide conflict that came as a result of World War II?
   4. Have students read Roosevelt’s letter to Joseph Stalin. How does this letter illustrate that World War II was a world wide conflict? Click here for Roosevelt’s letter to Stalin: http://www.ibiblio.org/pha/policy/1941/411008a.html
   5. Have students read Roosevelt’s obituary in the New York Times. How do you think Roosevelt’s death affected the United States? The world? Click here for Roosevelt’s obituary: http://www.nytimes.com/learning/general/onthisday/big/0412.html#article
3. Students will discuss the roles that Winston Churchill and Bernard C. Montgomery played in the war.
   1. What country where these men from? How did they contribute to their country’s war effort?
   2. How did these men partner with the United States and other allies in the war effort?
   3. Do you think these men had a positive or negative effect on the war effort?
   4. Have students read Churchill’s speech to parliament Click here for Churchill’s speech to parliament in 1941: http://www.ibiblio.org/pha/policy/1941/410930a.html
4. Students will discuss the role that Benito Mussolini, Adolf Hitler, and Irwin Rommel played in the war.
   1. Which of these three leaders do you think had the most prominent effect on world affairs? Why?
   2. What do you feel like was the major difference between the Axis leaders and the Allied leaders? Click on the following links for pictures of these leaders: http://hist.academic.claremontmckenna.edu/jpetropoulos/mussimages/mussimage.html http://www.earthstation1.com/WWIIPics/Germany/Hitler/Hitler&Mussolini.jpg http://www.gwu.edu/~ww2/leaders.html
5. Play Clip B [1:55 Minutes] from Perry Bonner Oral History. (Coming Soon) OR read Transcript of Perry Bonner Oral History.
   1. Why did Bonner have the opportunity to meet Roosevelt, Churchill, and Stalin?
   2. Why was Bonner scared? [Note: Bonner was only fifteen when he entered the National Guard]

1. Students will look at the following picture of Dwight D. Eisenhower instructing troops before their jump on D-day. The students will then fill out the attached photo analysis worksheet (can also be downloaded from: www.archives.gov/education/lessons/worksheets/photo.html?template=print) Click here for link to Dwight Eisenhower Picture to be used in photo analysis: http://www.ushmm.org/wlc/media_ph.php?lang=en&ModuleId=10005158&
   MediaId=3723



2. Students will assume the role of a newspaper reporter. As newspaper reporters, the students have been assigned to write an in-depth article about one of the World War II leaders in this lesson. The article should discuss the individual’s role in World War II, and the article should include the reporter’s (IE student’s) opinion of the efficiency of the World War II leader.



3. Students will also present an oral report that briefly describes the students’ overall opinion of each of these leaders.

Click here to see an overview of Allied and Axis leaders in World War II.

Computers with Internet Access
Overview of Allied and Axis Leaders in World War II Venn Diagram Photo Analysis WorksheetPerry Bonner's Oral History audio clips (Coming soon)
Transcript of Perry Bonner’s Oral History interview

Bibliography for Perry Bonner Oral History Lessons