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"Artzy" Art during World War II

Introduction Unit Objectives
Unit-At-A-Glance/Lesson Plans Artzybasheff Bibliography
Teacher Resources Supplemental Activities
World War II WebQuests Literary Terms and Vocabulary
Student Chatroom Student Portfolios
Home University of North Texas
TEKS/TAKS Standards Online Tutorials
WWII Letters Links Initial Artzybasheff images


Different Perspectives about World War II

A Web Quest for 8th-12th Grade (Art, World History, Social Studies, English, and Literature)

Designed by

Wendi Callaway, M. S.



Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page


In a group of three to five people, you will each choose one of the following roles, through whose perspective you will answer all of the questions in this quest for information about the past as well as participate in the physical activities assigned.

Each person in your group needs to choose a different character to portray. 

Your choices are:

1.    A German soldier serving under Adolf Hitler in the Third Reich during World War II.

2.    An elderly Jewish person in Germany during World War II.

3.    A Japanese bomber pilot in World War II.

4.    An American soldier who has just been sent to fight on the front line in Europe during World War II.

5.      An American civilian who has family members fighting in the war, and who has been stranded in Europe for several months.


The Task

As your character, and from the perspective of your character, you will complete the following tasks:

  • You will answer questions pertaining to your character, using the Internet resources listed in the Resources section.
  • You will analyze your character, using the guidelines provided.
  • You will work collaboratively with your group in writing a short skit that evolves around a given situation or set of circumstances, which will be provided for you.
  • You will write a response, from the perspective of your character, to a specific letter written by someone else involved with the war.
  • You will write an evaluative reflection about the other characters in your group, and about their position/duties in regards to the war.


The Process

  1. First you'll be assigned to a team of 3-5 students.
  2. Each one of you will choose one of the roles listed in the Introduction.
  3. Follow the link below for your character.  This will take you to the next set of instructions.
  4. Once you have completed the instructions for your character, you will be reunited with your group members for the final group activities.


Character #1óThe German soldier

Character #2óElderly Jewish person

Character #3óJapanese bomber pilot

Character #4óAmerican soldier

Character #5óAmerican civilian


The final group activity will be evaluated by using the following rubric.












Background information provided on character.


The student has provided very few facts about his or her character that help the audience understand that characterís perspective in the provided situation.

The student has obviously done some research about their character, but it is hard to distinguish the characterís perspective on the provided situation.

It is obvious that the student has done enough research about his or her character to give the audience some sense of the characterís perspective in the situation.

The student has completed detailed research about his or her character, because it is evident that the characterís perspective in the situation is clear and well thought out.



Response to written letter



The studentís response to the provided letter is poorly written and lacks any emotion.

The studentís response to the letter is either too short or poorly written and not emotional enough.

The studentís written response to the letter is adequate in length, is well written, but lacks in emotional content

The studentís written response to the letter is a good length, well written, and full of emotion.



Contribution to the creation of the collaborative group project



Through observation, it is evident that the student has contributed close to nothing towards the completed skit. None of the objectives for the skit have been met

The student has contributed some insight to the dialogue or actions in the writing of the skit. Very few of the objectives for the skit have been met.

The studentís ideas for the skit have been well thought out, and their contribution enhances the performance.  Most of the objectives have been met

The student has shown good leadership skills in organizing the vents of the skit and in the disbursement of duties to all group members.  All of the objectives have been met.



Performance in collaborative group project


The studentís performance is poor and lacking in effort or believability.

The studentís performance is okay although it lacks in enthusiasm or effort.

The student shows sufficient effort and enthusiasm during the performance.

The studentís performance is remarkable, full of enthusiasm and obviously well thought out.



Evaluative reflection about other characters

It is obvious that the student has not put any effort into listening to or thinking about the other characters.

The student is able to identify some aspects about one or two of the other characters.

The studentís evaluation of the other characters is sufficient, yet not very in depth.

The studentís evaluation of the other characters is well written and very in depth.



By completing the activities in this Web Quest, you should have a better understanding of the various types of people involved in World War II, and how the war affected those peopleís lives.  By discovering the effects of the war on the people who were directly involved with it, it should be easier to see how the war affected everything from domestic life, to the workplace, to peopleís sense of security and freedom and even to the ways people expressed their feelings, especially through the arts.

Credits & References

List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.

List any books and other analog media that you used as information sources as well.

Last updated on August 15, 1999. Based on a template from The WebQuest Page