DRAFT: This module has unpublished changes.
DRAFT: This module has unpublished changes.



World War II




Global Connections A, B, and F:

  • Explore ways that language, art, music, belief systems, and other cultural elements may facilitate global understanding or lead to misunderstanding;
  • Give examples of conflict, cooperation, and interdependence among individuals, groups, and nations;
  • Investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children, religious groups, and effect of war.


What did you learn about WWII that you did not know before?


  1. Primary documents
  2. Maps
  3. Literary texts
  4. Audio/visual aids
  5. Graphic organizers
  6. Handouts

Audio/Visual Aids (YouTube) http://youtu.be/6YjUUT7G55c

  • Red Tails clip  



  • Pen/Pencil
  • Notebook


  1. Basic Skills Development
  2. Procedural knowledge
  3. Information knowledge
  • Students will develop their communication skills when they speak in front of their peers. 


  • Students will formulate their own scripts to act out a play to the class shadowing any part of the movie. 
  • Students will select a director, actors, and whoever else they feel is necessary for their play.


  • Students will use the clip from Red Tails for any information needed for their scripts. Their characters can be fictional but the plot has to represent a time frame within WWII.


  1. Motivation/attention-getter
  2. Review
  3. Content Presentation
  4. Active Learning
  5. Debriefing
  • Students will watch a clip on the movie “Red Tails.”  Students will note-take any parts of the movie that will help them put together their scripts for the school’s talent show on June 8th.


  • Students will develop their own scripts about WWII from watching Red Tails.


  • Students will learn from that movie in 1944 Italy, the war was taking its toll on Allied forces in Europe, a squadron of black pilots known as the Tuskegee Airmen finally given the chance to prove themselves in the sky – even as they battle discrimination on the ground. The students will see that the pilots were facing conflict in two different scenarios. How can you portray this film to individuals who may not have seen it, but through the work of a stage play?


  • Students will work in groups of 4 to produce, direct, and act in their own plays showcasing any point of WWII from watching the movie, Red Tails.  
  • There will be 6 scenes and 6 groups, each group will be responsible for their own scene. We put the 6 scenes together producing a stage play on WWII. 
  • Now that you have watched a clip of the movie Red Tails, you have gained the knowledge of the 332nd Fighter Group, an all-black WWII unit who fought against racism at home while fighting the Nazis abroad. What are some comments or questions you might have about these pilots also known as Tuskegee Airmen.


Students will continue to work with their groups on completing their scripts. All scripts should be submitted to the teacher by the next class. Everyone will be performing at the school’s talent show on June 8th, 2012.


I will assess the content in which their scripts are written. The thought process behind their scripts, how in-depth they went with their plays. How informative it was and the message the audience will receive from their plays.


DRAFT: This module has unpublished changes.