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Course Name: U.S. History II: Reconstruction to the Present, 1877-Present
Course Number:
Core Text: American Anthem
Major Concept: World War
II (1939-1941)
Chapter 23
The Rise of Dictators
The War in Europe
U.S. Entry
National Mobilization for War
US II Learning Standards:
USII.14 Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign
policy. (H)
USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of
World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied
powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan).
(H)
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Fascism in Germany and Italy
German rearmament and militarization of the Rhineland
Germany’s seizure of Austria and Czechoslovakia and Germany’s invasion of Poland
Japan’s invasion of China and the Rape of Nanking
Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam
conferences
Seminal Primary Documents to Read: President Franklin Roosevelt, “Four Freedoms,” speech (1941)
Seminal Primary Documents to Consider: Justice Robert M. Jackson’s opinion for the Supreme Court in West Virginia
State Board of Education v. Barnette (1943) and Learned Hand’s The Spirit of Liberty (1944)
Key Questions:
How did the provisions of the
Treaty of Versailles affect
Germany?
What factors created an
atmosphere in which
totalitarian governments were
able to come to power?
Are totalitarian government’s
Pacing Guide: February 9 – February 26 (9 days)
Skills and Outcomes: When students have
finished studying this topic they will know and be
able to:
Preview WWII using the PIC method
Interpreting Visuals: Analyze the primary
source photograph on page 736-737
 Who and what is the subject of this
photograph?
 What is the focus of the event and what
Suggested Assessments:
Expository Writing Have students prepare an
interview with Mussolini for a profile in a news
magazine to be published in 1922. Each student must
prepare 10 questions they would ask Mussolini about
his rise to power and his future plans for Italy. Students
should use their text to come up with answers for those
questions. *As an extension students can act out their
interviews with a partner.
acceptable forms of
governments in times of crisis?
What events during the 1930’s
exemplified the aggressive
nature of fascist regimes?
What was the motivation for
Neville Chamberlain’s policy of
appeasement?
Can the policy of appeasement
ever secure peace?

might its purpose be?
Is it significant that everyone is dressed in
military uniform? Explain.
Examine the timeline
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What do you believe that Roosevelt meant
when he claimed the US was an ‘arsenal of
democracy?’
How did events in Europe and Japan impact
the US?
Preview: The Rise of Dictators using PIC method
Read the “The Master Race Loses the Race”.
How did Hitler believe the Munich Olympics would
help Germany?
How did Jesse Owens disprove Hitler’s views on
race?
 Take notes identifying post first world war
problems in Europe using 2 column notes
 Analyze picture p. 739 – I see/ It means
 Taking notes graphic organizerdemonstrating the similarities between the
totalitarian leaders in Europe
 Read Hitler Takes Action p.744-745 using 2
column notes -
Persuasive writing: Do you believe Neville
Chamberlain’s policy of appeasement was an
appropriate reaction to the German acts of aggression
in the 1930’s? Defend your position with evidence
from your textbook. Use Open Response rubric or
Alternative Assessment Handbook #43.
Section 2 Europe Erupts in War
How was Germany able to build Preview: Europe Erupts in War using PIC method
up its military in the face severe
economic hardship?
Preview:
 Read the inside story: How do you stop an
How did Germany’s actions in
attack that is as fast as lightning? - How did
1939 trigger the start of WWII?
the German War machine work?-What does
Blitzkrieg mean?
Why do you believe that
Churchill was opposed to
 Look at the Picture on page 746 – 747
appeasement?
describe how this battle scene is different to
a battle scene you have seen in WWI. (How
Why do you believe Stalin sided
has warfare changed?)
with Germany rather than the
Allies?
Taking Notes
 Students will read pages 747-750 and take
Where did German forces turn
notes on the graphic organizer page p.746
after the invasion of Poland?
Map Activity
What might have happened in
 Look at the map on page 749 answer
Western Europe if the allies had
Geography skills questions.
attacked Hitler in 1939, or early
1940?
What developments increased
tensions between the United
States and Japan in East Asia?
Primary Source Activity – Refer to Nanking
massacre primary source (Primary source section of
binder). Mark up the text and complete APPARTS
chart.
Section 3 The United States Enters the
War
Preview: The United States Enters the War using
PIC method
Preview:
 Read The Inside Story. What was Lindbergh
afraid of? What did he think would happen if
the United States got involved?
Expository Writing: You are a reporter for the New
York Times. Your job is to write a commentary
documenting the acts of German aggression in Europe.
Your article should include a headline, pictures and
captions to heighten public awareness of events in
Europe. Use the text book and reliable internet sources
for your news journal.
What is isolationism why was it
a strong force in the United
States in the 1940’s?
Note making:
 Notemaking on subtopic of American
isolationism. Two column notes outlining who
the isolationists were, how Roosevelt felt about
isolationism and how Congress responded.
Sequencing: Create a box sequence chart
demonstrating the events that led the United States
away from its isolationist position and into WWII.
OR
Who agreed with the idea of
isolationism and why?
What law resulted from these
ideas?
What were the pressures for
intervention in the 1930’s?
Primary source activity:
 Read the “Four Freedoms” speech on Pages
R83-84. Analyze why the speech was given and Persuasive writing assignment Students will provide
identify the views Roosevelt is expressing in this written arguments to support or reject the idea that the
United States was successful in maintaining neutrality
speech.
between 1932 and 1940.
 Read “Preparing for War” Pages 754-755. List
the events on a timeline that suggest the US was
headed toward war.

Read “Japan Attacks Pearl Harbor” and describe
America’s reaction to the attack.
Section 4 Mobilizing for War
Preview: Mobilizing for War using PIC method
 I see it means – Photograph p. 758
 Read Inside Story -
How did the United States
support Great Britain in the
1940’s?
Primary Source Activity
 Look at the propaganda poster p.759 answer
skills focus questions
Is “neutrality” unilateral?
Taking notes
 Using 2 column notes students will take
notes on the ways the United States
mobilized its military, industry and science
for World War II
Examine the photograph p. 762 I see/It Means
How did the United States
armed forces mobilize to fight
WWII?
Why were so many people
willing to serve their country?
Identifying Cause and Effect
 How did mobilization trigger a fight for
freedom among minority groups in the
United States.
Descriptive journal writing
Assume the point of view of an American Citizen in
late 1941 to 1942. Students can pick a variety of
perspectives from which to write. The journal should
describe the changes that are occurring as a result of
the American involvement in War and how these
changes affected the lives of Americans.
Chapter Cover: Should contain, chapter title, section
headings, illustrations, pictures, graphics, timelines,
maps, captions.