Unit 9: World War II. Chapters: 24-25

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1 Unit 9: World War II Chapters: Essential Questions 1) What political ideas are appealing to people during times of crisis and uncertainty? Why? 2) How do world conflicts and political changes impact the relationship of the United States with other countries? 3) Which should be considered of greater importance-individual rights or national security? The Rise of Dictators/The Road to War Totalitarianism Fascism Nazism Appeasement -Stalin s Reign of Terror: The Great Purge -Italy Under Mussolini -Nazism: Defining Characteristics and Beliefs -Hitler s Rise to Power: Causes and Effects -Formation of the Axis Powers -Strengthening Germany -Policy of Appeasement: Explanation, Justification, Causes, and Effects Benito Mussolini Adolf Hitler Joseph Stalin The War in Europe Blitzkrieg Atlantic Charter -Germany/Soviet Union Nonaggression Pact -Invasion of Poland: -German Aggression: Where, When, and Why? -The Fall of France: Causes and Effects -Formation of the Allies -Battle of Britain: -North Africa Campaign: Events and -Battle of Stalingrad -The Allied Air War -D-Day: Events and -The Battle of the Bulge: Events and -Effect of Fighting on Soldiers -V-E Day: May 8, The Death of Hitler Dwight Eisenhower General Patton America: From Isolationism to War Neutrality Acts Cash and carry Lend-Lease Act Selective Training/Service Act GIs Office of War Mobilization Liberty Ships Victory gardens Rationing -1930s Neutrality: Justification -Neutrality Acts: Explanation and Justification -Lend-Lease Act: Justification and Explanation -Attack on Pearl Harbor: Causes and Effects -U.S. Declaration of War -Mobilizing Men and the Economy: Methods -Women in the War: Roles -Financing the War -The Homefront: Effects on Daily Life -Japanese Internment: Explanation and Justification Franklin D. Roosevelt General Tojo The War in the Pacific Manchurian Incident Puppet state Island hopping Kamikazes -Japan as an Empire: Causes and Effects -Japan Targets the United States: Justification -Fall of the Philippines -Bataan Death March -The War at Sea: Different from War in Europe -Battle of the Coral Sea -Battle of Midway -Battle of Guadalcanal -Battle of Leyte Gulf -Battle of Iwo Jima -Battle of Okinawa -Manhattan Project: Explanation, Structure, and Purpose -Dropping the Atomic Bomb: For and Against the Decision, Justification -Effects of the Bomb -The Surrender of Japan Douglas MacArthur Harry Truman The Holocaust Anti-Semitism Holocaust Genocide Concentration camps Kristallnacht -Nuremburg Laws -Nazi Policies: Excluding the Jewish Population -Concentration Camps: Locations and Conditions -Warsaw Ghetto -Death Camps -Auschwitz -Jewish Resistance -Rescue and Liberation of the Camps -Nuremburg Trials: Adolf Hitler

2 I Can Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to better prepare for unit assessments. I Can: Define fascism and explain the rise of fascist governments in Europe. (16.A.4a) Explain why the political ideas of leaders like Mussolini and Hitler were appealing to the people of their country. (16.A.4a) Explain how Hitler rose to power in Germany and Europe in the 1930s. (16.A.4a) Draw a connection between the Treaty of Versailles that ended World War I and the beginning of World War II. (16.A.4a) Understand how the German invasion of Poland led to war with Britain and France. (16.A.4a) Provide justification for Britain and France s policy of appeasement towards Germany during the 1930s. (16.C.5c) Explain the significance of the Battle of Britain. (16.A.4b) Identify the causes and effects of Japan s growing military power in the 1920s and 1930s. (16.A.4a) Provide justification for the United States policy of neutrality in the 1930s. (16.C.5b (US) ) Explain why Japan s attack on Pearl Harbor led the United States to declare war. (16.A.4a) Explain why the United States chose to focus on defeating Germany before Japan. (16.C.5c) Identify the member nations in the Axis Powers and Allied Powers. (16.C.5c) Describe how the United States mobilized forces, the economy, and production for the war effort. (16.C.5b (US) ) Discuss how the war affected daily life on the homefront. (16.C.5b (US) ) Explain how the war affected women, African-Americans, Mexican Americans, and Native Americans. (16.C.5b (US) ) Identify new forms of military technology utilized in World War II. (16.C.5c) Explain the significance of the North Africa campaign to the overall war effort. (16.C.5c) Describe the invasion strategy for D-Day and the effects of the invasion. (16.A.4a) Describe the significance of D-Day and the Battle of the Bulge to the overall war effort. (16.A.4a) Identify ways in which Germany persecuted Jews in the 1930s and 1940s. (16.C.5c) Define genocide and explain why the Holocaust is an example of genocide. (16.C.5c) Describe the goals and significance of the important battles in the Pacific. (16.C.5c) Explain why Japanese-Americans were placed in internment camps during World War II. (16.C.5b (US) ) Describe the goals and accomplishments of the Manhattan Project. (16.D.4b (US)) Provide arguments both for and against the use of the atomic bomb to end the war with Japan. (16.A.4b)

3 Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH) Key Ideas and Details CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure CCSS.ELA-Literacy.RH Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-Literacy.RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-Literacy.RH Assess the extent to which the reasoning and evidence in a text support the author s claims. CCSS.ELA-Literacy.RH Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently.

4 Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST) Text Types and Purposes CCSS.ELA-Literacy.WHST Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. CCSS.ELA-Literacy.WHST c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.WHST d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. CCSS.ELA-Literacy.WHST c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.WHST d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. CCSS.ELA-Literacy.WHST e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

5 Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued (WHST) Production and Distribution of Writing CCSS.ELA-Literacy.WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.WHST Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing CCSS.ELA-Literacy.WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Note Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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