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 use a timeline to grasp the major events in the North African Campaign and use writing skills to write a short essay about the Campaign.
*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: (B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and (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 Cold War to the present on the United States. The student is expected to: (B) analyze major issues and events of World War II such as fighting the war on multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle of Midway, the invasion of Normandy, and the development of and Harry Truman’s decision to use the atomic bomb; (C) explain the roles played by significant military leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall, and George Patton.
(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: (D) use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
(25) Social studies skills. The student communicates n 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.
Transcription for General George Patton’s Diary Entry of 3-2-43
Gen. Harmon just came in and told me John Waters was missing in action at Sidi Bou since Feb 16. His battalion was cut off by a gunman attack of 80 tanks which came in from the N.E. and destroyed 36 of the 40 U S tanks holding Sidi. John told his Bin and the infantry with it to cut their way out. He stayed in the hill with 150 men to cover the retreat. Later Trudenhall advised him to surrender as he could not be rescued. This was a mistake but I hope John complied. According to Harmon, [company] F is a physical and normal command. Harmon did well. He commanded what was left of the 1st Armd [Armored] Div the 6th Brit Armd Div and a combat team from 1st & 34 US divs and the Artillery of the 9th and drive the Germans from the Pars of… He said it was due to what I had told him on a fishing trip about cleaning a pass by capturing the heights. That is what he did with his infantry. F. Mercer went to the front and tried to make Harmon the goat. Harmon won the battle. I called Ike [Dwight D. Eisenhower] and he has wired B. I also wrote Ruth B’s and Fred about John. I fear John is dead.
Transcription for General George Patton’s Diary Entry of 3-17-43
The great and famous battle of GASFA has been fought and won. So far as I now know we did not suffer [a] single casualty. The show was well done by [General] Terry Allen and the 1st Div. They jumped off at 1000 [hours] as per schedule but according to them could have done so at 700. The Air [support] came down at 930 and we had the town by 1130. I went up to the CP getting there at 1030 as Dick got lost as usual on the way up. We sat in a hill and could see the troops moving and the shells were mostly a missing. Allen did well and his communication and control were fine. The enemy pulled out in the gabby road bearing mines. I could not get into [unclear word]. Gen. Alexander sent for me. Dick stayed and got the land disposed as of 1700. We had a better road at the end. I told Allen to put his JDs to the NE of turn to cover a threat from west side and then we got a report that 40 tanks (true were actually 20) were coming in from the south. They were French tanks. I used my new corps with the three stars and II Corps N Long. At first I was nervous for fear of air attack but soon got used to it. Courage is loyalty, habit, and self-confidence. I thank God that He has again aided me.
See Bonner Transcription where Bonner describes fighting at Kasserine Pass. (Pages 12-13)
See Bonner Transcription where Bonner describes fear of going into battle. (Pages 17-18)
See Bonner Transcription where Bonner describes living conditions during his time in Africa. (Pages 19-20)
See Bonner transcription where Bonner describes training at Oxford University and his experience as an undercover contact for the Allies with the French. (Pages 26-28)
Timeline for North African Campaign (Right-click to save as PowerPoint)
1940Computer with Internet Access
Timeline for North African Campaign (Right-click to save as PowerPoint) Contextual essay and Gerhard L. Weinberg’s A World at Arms: A Global History of World War II
Perry Bonner’s Oral History audio clips (Coming soon)
Transcripts of Perry Bonner’s Oral History interview
