World War 2 Plaques (Navajo Code Talkers, Tuskegee Airmen, Women, & Nisei)

World War 2 Plaques (Navajo Code Talkers, Tuskegee Airmen, Women, & Nisei)
World War 2 Plaques (Navajo Code Talkers, Tuskegee Airmen, Women, & Nisei)
World War 2 Plaques (Navajo Code Talkers, Tuskegee Airmen, Women, & Nisei)
World War 2 Plaques (Navajo Code Talkers, Tuskegee Airmen, Women, & Nisei)
World War 2 Plaques (Navajo Code Talkers, Tuskegee Airmen, Women, & Nisei)
World War 2 Plaques (Navajo Code Talkers, Tuskegee Airmen, Women, & Nisei)
World War 2 Plaques (Navajo Code Talkers, Tuskegee Airmen, Women, & Nisei)
World War 2 Plaques (Navajo Code Talkers, Tuskegee Airmen, Women, & Nisei)
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(2 MB|7 pages)
Standards
  • Product Description
  • StandardsNEW

This creative activity for World War 2 has students reading short, one page stories of different groups that helped during World War II. These include one page each on:

  • The Navajo Code Talkers
  • The Tuskegee Airmen
  • Rosie the Riveter
  • The American Nisei Soldiers

Each reading is simple and engaging for middle and high school age students, and based on state and Common Core Standards for history. Students use the information they read to create commemorative plaques that honor that group for their service. Completed sample versions of these plaques are included to help students visualize the completed projects.

A lesson plan is included along with Google versions of each of the readings and the plagues so this can be done in a paperless classroom as well! The lesson includes ideas for differentiation along with video links to learn more about each group.

As a final activity or for homework, there are 10 review questions in which students identify characteristics of each of the four minority groups.

This is a fun activity for students to learn about some of the groups whose amazing bravery and contributions helped America through World War II.

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Log in to see state-specific standards (only available in the US).
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Total Pages
7 pages
Answer Key
Included
Teaching Duration
1 hour
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