Role of Children During World War II Extension Activity! DO NOT ANSWER UNLESS YOU ARE TAKING THIS SERIOUSLY, I WILL GIVE BRAINLIEST FOR THE BEST ANSWER AND 5 STARS AND THANKS ON PROFILE AND ANSWER! 100 POINTS Role of Children During World War II
During World War II, as government officials planned military campaigns and
soldiers fought in battles around the world, children in the both the United States and
Nazi Germany represented an important part of their nations' war efforts. Despite the
vastly different goals of the two countries and their respective leaders, both sides
recognized the significance of young people to the continued success of their ideals.
In Nazi Germany, the experiences of children varied significantly, depending on
their race, ethnicity, and religion. Hitler hoped to educate children of Aryan descent
in his Nazi ideology. In doing so, he hoped to develop a large group of young people
devoted to the goals of the state. Jewish children, or others that the Nazis deemed
"unfit," could be sent into slavery or even to Nazi death camps.
Children in the United States were educated in the importance of patriotism and
democracy. The U. S. government also encouraged young people to participate in
activities to bolster the war effort, such as planting victory gardens and collecting
scrap metal for recycling.

Your assignment: Work alone or with partners to research the lives of children living
in the United States and Nazi Germany during World War II. Use your findings to
write diary entries from the perspective of both an American and a German child
during World War II.

Suggested materials: Use the chart on the next page to guide your research and
record your findings about the lives of children in the United States and Nazi Germany
during World War II. When you have completed your research, write your diary
entries on a separate sheet of paper.
Suggested procedures: You may want to consider answering some of the following
questions in your entries:

 How has the outbreak of World War II changed life for my family and me?

 What have my experiences taught me about the war and the reasons it is taking
place?

 What are my predictions for the outcome of the war?

 How might the war be affecting life for people in other parts of the world?

When your diary entries are complete, present them to the class. Hold a class
discussion in which you consider the effects of World War II on children in both the
United States and Nazi Germany.

1).In the decades following the Second World War, researchers from different disciplines began to explore and analyse the causes and effects of stress in more detail. Scientific studies of stress were dominated by Hans Selye (1907–82), who introduced the concept of the ‘general adaptation syndrome’ or ‘stress syndrome’, which established links between the biochemical and physiological consequences of stress, on the one hand, and disease, on the other

2).

You might not think that war could offer relevant lessons on life, but it surely does for both soldiers and civilians. With the upcoming Veteran’s Day, there are various lessons that Veterans have learned from war, including the ability to exude confidence when faced with calamity or death. After all, engaging in war takes tremendous courage.

War and sacrifice for freedom War also teaches lessons such as the essence of sacrifice in life. Servicemen and women usually risk their own lives with the aim of allowing civilians to live their lives in peace. These lessons tend to be universal.

3)

4)..background

Exposure to traumatic war events may lead to a reduction in quality of life for many years. Research suggests that these impairments may be associated with posttraumatic stress symptoms; however, wars also have a profound impact on social conditions. Systematic studies utilising subjective quality of life (SQOL) measures are particularly rare and research in post-conflict settings is scarce. Whether social factors independently affect SQOL after war in addition to symptoms has not been explored in large scale studies.

Method

War-affected community samples were recruited through a random-walk technique in five Balkan countries and through registers and networking in three Western European countries. The interviews were carried out on average 8 years after the war in the Balkans. SQOL was assessed on Manchester Short Assessment of Quality of Life - MANSA. We explored the impact of war events, posttraumatic stress symptoms and post-war environment on SQOL.

Conclusion

Both posttraumatic stress symptoms and aspects of the post-war environment independently influence SQOL in war-affected populations. Aid programmes to improve wellbeing following the traumatic war events should include both treatment of posttraumatic symptoms and social interventions

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