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2 SECTION Section Step-by-Step Instruction The Struggle for Freedom “ Freedom means the supremacy of human rights everywhere. Our support goes to those who struggle to gain those rights or keep them. . . . To that high concept there can be no end save victory. Review and Preview ” Students have read about the increasing aggression of totalitarian nations. Now they will learn why the United States entered the war. 䊴 Franklin D. Roosevelt (left) and Winston Churchill (right) —Franklin Delano Roosevelt, “The Four Freedoms,” speech delivered January 6, 1941 The United States at War Objectives • Understand how the United States prepared for war and strengthened its ties with the Allies. Section Focus Question How did the United States move from neutrality to full involvement in the war? Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: at first simply by aiding the Allies, then by declaring war against Japan for attacking Pearl Harbor) • Learn how, after many early setbacks, the Allies began to turn the tide of battle in North Africa and the Pacific. Reading Skill Use Sentence Clues to Analyze Meaning After studying a word, look in the sentence for clues to its meaning. For example, you may find descriptions of what a verb does, examples of a noun, or details that explain an adjective. Prepare to Read Build Background Knowledge • Discover why the United States finally entered World War II. L2 Write Remember the Maine and Lusitania on the Board. Review how these incidents precipitated the United States entry into the Spanish American War and World War I. Tell students that the United States’ going to war historically has been brought about by attacks on Americans or on United States property. Mention that most Americans were not in favor of going to war until the Japanese attacked Pearl Harbor. Have students read the section Moving Toward War. Ask how the Lend Lease Act changed the previously isolationist policy of the United States. (It allowed providing arms and supplies to nations involved in war against the Nazis.) Key Terms and People Set a Purpose 808 Chapter 24 The World War II Era ■ L2 Read each statement in the Reading Readiness Guide aloud. Ask students to mark the statements True or False. Teaching Resources, Unit 8, Reading Readiness Guide, p. 45 ■ Have students discuss the statements in pairs or groups of four, then mark the worksheets again. Use the Numbered Heads participation strategy (TE, p. T24) to call on students to share their group’s perspectives. The students will return to these worksheets later. 808 Chapter 24 total war Dwight D. Eisenhower Douglas MacArthur Why It Matters When World War II began, the United States tried to remain neutral. But most Americans opposed dictatorships and aggression. The United States built up its military and sent aid to Great Britain. Finally, in 1941, a Japanese attack on U.S. soil brought America into the war. Section Focus Question: How did the United States move from neutrality to full involvement in the war? Moving Toward War In 1940, President Roosevelt sought reelection to a third term. His decision broke the precedent set by George Washington that Presidents serve only two terms. Roosevelt promised to maintain American neutrality. He told voters, “Your boys are not going to be sent into any foreign wars.” FDR won reelection easily. Lend-Lease Act Roosevelt sympathized with the Allies. Even before the campaign had begun, Winston Churchill had appealed to Roosevelt for military aid. Selling war supplies to Britain would violate the Neutrality Acts. Still, Roosevelt reached a compromise with Congress. The United States could sell supplies to Britain, but Britain would have to pay cash for all goods it received. However, by the end of 1940, Britain’s treasury was empty. Fearing that Britain would fall to the Nazis, Roosevelt persuaded Congress to pass a law he called Lend-Lease. It allowed the United States to lend or lease supplies to Britain and other nations fighting the Nazis. Isolationists objected that the law would draw the United States into war. Most Americans, however, favored the plan. Lend-Lease convoys soon began moving across the Atlantic. Later, the Lend-Lease arrangement was extended to China and the Soviet Union. Under Lend-Lease, the United States became, in Roosevelt’s words, “the great arsenal of democracy.” Military Buildup The United States prepared for possible entry into the war. Congress approved greater spending Differentiated Instruction L1 English Language Learners L1 Less Proficient Readers Map Word Definitions Help students access the new vocabulary used in this section by having them map word definitions. Have students complete the graphic organizer on p. 769 for each vocabulary L1 Special Needs and high-use word that appears in this section. As they read, encourage them to use this technique if they come across additional words for which they need support. for the army and navy. In September 1940, it passed a law that set up the first peacetime draft in American history. Roosevelt took another unprecedented step in 1940. He ordered the Army Air Corps to organize an African American unit under the command of black officers. A flight training program was set up at Tuskegee Army Air Field in Alabama. The Tuskegee Airmen would later compile a superb combat record. Moving Toward War Atlantic Charter In August 1941, Roosevelt and Churchill issued ■ the Atlantic Charter, outlining their goals for the postwar world. They agreed that their nations would seek no territorial gain from the war and emphasized the right of all people to choose their own government. They also called for a new international organization that might succeed where the League of Nations had failed. Teach p. 808 Instruction this lesson, preteach the High-Use Words emphasize and pendulum before using the strategy on TE p. T21. Vocabulary Builder emphasize (EHM fah sìz) v. to stress; to give particular importance to Key Terms Have students continue fill- ing in the See It–Remember It chart for the Key Terms in this chapter. What was the Lend-Lease Act of 1941? ■ Have students read Moving Toward War. Remind students to look for support of the main idea. ■ Ask: Why did Roosevelt want to soften U.S. neutrality? (He sympathized with the Allies’ cause and wanted to give them assistance so they would not lose the war.) ■ Remind students of FDR’s promise not to send U.S. boys to war. Ask: Did the U.S. military buildup contradict FDR’s promise? Explain your answer. (Possible answers: Yes, you don’t need a big military if you are not going to war. No, the buildup could have been meant to deter attacks against the United States.) The United States Enters the War Events in Asia, not Europe, finally drew the United States into war. In July 1941, Japan invaded the French colony of Indochina (present-day Vietnam, Laos, and Cambodia). In response, Roosevelt banned American exports of iron and steel scrap to Japan. He also restricted the sale of oil to Japan. Facing a shortage of fuel for their navy, Japanese leaders decided on war. Plans for an attack on the United States were soon underway. The Tuskegee Airmen “ My own opinion was that blacks could best overcome racist attitudes through their achievements, even though those achievements had to take place within the hateful environment of segregation. . . . The coming war represented a golden opportunity. . . . We owned a fighter squadron—something that would have been unthinkable only a short time earlier. It was all ours. . . . Furthermore, we would be required to analyze our own problems and solve them with our own skills. ” —Benjamin O. Davis, Jr., Benjamin O. Davis, Jr., American L2 Vocabulary Builder Before teaching Independent Practice Have students begin to fill in the Study Guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 24, Section 2 (Adapted Version also available.) Benjamin Davis at Tuskegee (a) Detect Points of View How does Davis feel about segregation? Benjamin O. Davis, Jr., commanded the (b) Identify Benefits How does Davis Tuskegee Airmen and later became the think African Americans might benefirst African American general in the Air fit from the United States entering Force. Here, he describes his feelings about the formation of the flying program. World War II? Monitor Progress As students fill in the Notetaking Study Guide, circulate to make sure students understand the ways that the United States changed its neutrality policy. Provide assistance as needed. Section 2 The United States at War 809 Use the information below to teach students this section’s high-use words. High-Use Word Definition and Sample Sentence emphasize, p. 809 v. to stress; to give particular importance to The Declaration of Independence emphasizes the idea of natural rights. pendulum, p. 811 n. hanging weight that swings from side to side with a steady rhythm In the early 1900s, the pendulum began to swing in favor of workers and unions. Answers It allowed the United States to lend and lease supplies to countries fighting the Nazis. Reading Primary Sources (a) He felt it should not hold blacks back from achieving their best. (b) He saw it as an opportunity to overcome racist attitudes through their achievements. Chapter 24 809 INFOGRAPHIC The United States Enters the War p. 809 Instruction L2 ■ Have students read The United States Enters the War. Remind students to answer the Section Focus Question. ■ Remind students that the Lend-Lease Act helped the Allies by giving supplies. How did FDR support the Allies by taking supplies away? (He banned exports of iron, steel, and oil to Japan.) ■ Ask: What was the significance of the Japanese attack on Pearl Harbor? (The attack on Pearl Harbor caused the United States to enter the war.) Have students discuss whether they think the United States would have entered the war eventually, if not for the attack on Pearl Harbor. ■ Have students complete the worksheet The Attack on Pearl Harbor. Teaching Resources, Unit 8, The Attack on Pearl Harbor, p. 48 ■ PEARL HARBOR Learn About Pearl Harbor Visit: PHSchool.com Web Code: mvl-8242 President Roosevelt called December 7, 1941, “a day that will live in infamy.” The attack on Pearl Harbor shocked Americans and propelled the United States into the most extensive war in history. Critical Thinking: Link Past and Present How was the reaction to Pearl Harbor similar to the reaction to terrorist attacks on the United States in our time? Newspaper headlines blared “The nation is now at war!” “Remember Pearl Harbor” became the nation’s battle cry. At Pearl Harbor, the peace of a Sunday morning was shattered by Japanese bombers. Show the History Interactive Transparency Attack on Pearl Harbor. Ask: What effect do you think the Japanese attack on Pearl Harbor had on the American attitude of isolationism? (Americans quickly realized that they had to be involved in World War II to end the aggression of Japan and other nations run by dictators.) Color Transparencies, Attack on Pearl Harbor Independent Practice Coming in two waves, the attack destroyed or seriously damaged much of the American fleet and killed thousands of Americans. Have students continue to fill in the Study Guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 24, Section 2 (Adapted Version also available.) Monitor Progress As students fill in the Notetaking Study Guide, circulate to make sure students understand why the United States finally entered the war. Provide assistance as needed. Answer Link Past and Present After being safe from the effects of war on our own soil while the rest of the world was not, we were attacked on our land. 810 Chapter 24 810 Chapter 24 The World War II Era Differentiated Instruction L1 English Language Learners L1 Less Proficient Readers Make an Alliance Web There were many alliances in World War II. To help students distinguish among them, have them make alliance webs that chart the changing relationships between prominent nations throughout the course of the war. Students L1 Special Needs should make two main webs, one for the Allies and one for the Axis Powers. Ask students to trace the changing status of the Soviet Union, France, and Italy among the two webs. Europe and North Africa Pearl Harbor On December 7, 1941, Japanese bombers launched a surprise attack on American naval, air, and ground forces at Pearl Harbor, on the Hawaiian island of Oahu (oh AH hoo). The attack destroyed nearly half of the island’s 400 military aircraft and damaged 8 battleships, two beyond repair. About 2,400 Americans were killed. The assault on Pearl Harbor caught American military leaders by surprise. Though aware of the possibility of a Japanese attack, they did not expect the attack to come as far east as Hawaii. The next day, a grave President Roosevelt addressed Congress. Yesterday, December 7, 1941, a date which will live in “infamy, the United States of America was suddenly and Instruction Use Sentence Clues to Analyze Meaning What happened on the “day of infamy”? How did Roosevelt react to the event? What does infamy mean? deliberately attacked by naval and air forces of the Empire of Japan. ” p. 811 —Franklin Roosevelt, speech, December 8, 1941 Later that day, Congress declared war on Japan. Japan’s allies, Germany and Italy, then declared war on the United States. Against their wishes, Americans were again involved in a world war. Ask: What were the decisive battles in Russia and North Africa? (Stalingrad in Russia and El Alamein in North Africa) ■ Discuss with students the German campaigns in the Soviet Union and North Africa. Ask: How did fighting in these regions change things for Hitler? (Soviet forces pushed the Germans out, and British and American support in North Africa forced a German surrender.) Interactive Reading and Notetaking Study Guide, Chapter 24, Section 2 (Adapted Version also available.) Monitor Progress As students fill in the Notetaking Study Guide, circulate to make sure students understand how fighting in North Africa turned the tide of the war in the Allies’ favor. Why did Japan attack United States forces? Europe and North Africa collapse swiftly in the face of his ferocious assault. But in December 1941, Soviet troops—assisted by the brutal Russian winter—halted the German advance just miles from Moscow. The Germans mounted another offensive in mid-1942. A major battle took place in and around the Russian city of Stalingrad. Months of bitter fighting ended in a clear Soviet victory. From then on, the Soviets slowly drove the Germans back westward. ■ Have students complete the Study Guide for this section. was truly a global conflict. On one side were the Axis powers, an alliance made up of Germany, Italy, Japan, and six other nations. Opposing the Axis powers were the Allied powers. Before the war was over, the Allied powers would include Britain, France, the Soviet Union, the United States, China, and 45 other countries. More than any war before it, World War II was a total war. Total war is conflict involving not just armies but entire nations. Countries on each side put all their resources into the war effort. Civilian populations often became targets of bombings. The Soviets Resist Hitler had expected the Soviet Union to Have students read Europe and North Africa. Remind students to use word parts to decipher new words. Independent Practice A Global Conflict Even more than World War I, World War II In early 1942, the Allies faced a bleak situation on all fronts. Germany controlled most of Western Europe. Although Britain had not fallen, it was powerless to challenge the Nazi position on the continent. In Eastern Europe, the Nazis had advanced deep into Soviet territory. Soviet losses numbered in the millions. Still, in 1942, the pendulum began to swing in the Allies’ favor. L2 ■ Vocabulary Builder pendulum (PEHN jah luhm) n. hanging weight that swings from side to side in a steady rhythm Section 2 The United States at War 811 History Background Radar Prior to the U.S. entry into the war, Britain used radar to detect German planes in the Battle of Britain. Developed in 1932, radar is an acronym for Radio Detection And Ranging. When radio waves bounce off an airplane in the sky a blip appears on a screen. The Americans had an array of five radar stations near Pearl Harbor when it was attacked, and the attack was detected by two soldiers, who relayed the detection to the information center at Fort Shafter. The information was first misunderstood, then ignored. The Americans and the British later used radar throughout both war theaters, which contributed substantially to Allied victories. Answers Reading Skill The Japanese bombed Pearl Harbor. Roosevelt declared war on Japan. Infamy means fame for a negative reason. in retaliation for the U.S. ban on exports of iron, steel, and oil to Japan, which interfered with their military expansion plans Chapter 24 Section 2 811 Japan Sweeps Through the Pacific World War II in North Africa In 1942 and 1943, Allied victories in North Africa set the stage for the coming campaign in Europe. p. 812 PORTUGAL ■ ■ Have students read Japan Sweeps Through the Pacific. Remind students to look for sequence of events. Have students compare the Japanese attacks throughout the Pacific with German attacks in Europe. Explain to students that Japan’s quick expansion was similar to what the Nazis were doing in Europe, and that both regimes had economic as well as racist motives. Read with students the paragraphs under the heading The Philippines Fall. Ask: Why were American and Filipino forces unable effectively to defend the Philippines? (The Japanese had destroyed their planes. They had no air support.) 19 42 ITALY SPAIN 19 42 TURKEY GREECE SP. MOROCCO ATLANTIC OCEAN Casablanca MOROCCO RIO DE ORO (Sp.) Oran Algiers 1942 Sicily Tunis Me TUNISIA dite Tripoli 19 ALGERIA KEY CYPRUS (Br.) LEBANON rranean Sea 1942 43 PALESTINE El Alamein Cairo LIBYA EGYPT (a) Interpret a Map What battle shown here marked the beginning of the Allied advance? (b) Evaluate Information Describe what happened at Tunis in 1943. Greatest extent of Axis control, 1942 20°N Neutral nations, 1942 Allied territory, 1942 N 500 0 km Allied advances 0 miles 500 Azimuthal Equal-Area Projection Major battles 20°E ■ L2 0° Instruction 40°N E W S For: Interactive map Visit: PHSchool.com Web Code: mvp-8242 The Tide Turns in North Africa In North Africa, Erwin Rommel, Germany’s most respected general, won a number of quick victories. Then, in October 1942, British troops defeated German forces at El Alamein (el AL uh mayn) in Egypt. Slowly, the British drove Rommel’s tank corps westward into Tunisia. Meanwhile, in November, the first American ground troops in combat landed in North Africa. Under the command of General Dwight D. Eisenhower, they occupied Morocco and Algeria. Hemmed in on both sides, Rommel’s army surrendered in May 1943. Independent Practice Have students complete the Study Guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 24, Section 2 (Adapted Version also available.) How did Allied fortunes change in North Africa? Japan Sweeps Through the Pacific Monitor Progress ■ ■ In the days after Pearl Harbor, Japanese armies swiftly took control of Hong Kong, Malaya, Thailand, Burma, Guam, and Wake Island. To the south, they occupied the Dutch East Indies (presentday Indonesia) and the Solomon Islands and threatened Australia. As students complete the Notetaking Study Guide, circulate to make sure students understand the progression of events leading to the Bataan Death March. Provide assistance as needed. The Philippines Fall Hours after the attack on Pearl Harbor, Japanese aircraft bombed airfields in the Philippines, the island chain governed by the United States. The Japanese air force destroyed most of the planes that could defend the islands against their invasion. Two weeks later, a Japanese invasion force landed on Luzon, the key Philippine island. There, General Douglas MacArthur commanded a Filipino–American force. As the enemy closed in on Manila, the capital city, MacArthur withdrew his forces onto the Bataan (bah TAHN) peninsula. He was then ordered by President Roosevelt to go to Australia and take command of all U.S. troops in the region. But as he left the Philippines, MacArthur vowed, “I shall return.” Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement. Teaching Resources, Unit 8, Reading Readiness Guide, p. 45 812 Chapter 24 The World War II Era Differentiated Instruction L1 English Language Learners L1 Less Proficient Readers Listen to the CD For students who are Answers (a) El Alamein (b) The British forced the Germans to retreat to Tunis where American forces forced the Germans to surrender. They defeated the Germans. 812 Chapter 24 having difficulty comprehending the content, have them read the text of this section as they listen to the Student Edition on audio CD. Pause the CD after each subsec- L1 Special Needs tion and ask students if they have any questions about what they have read. Students can be provided with a copy of the CD to work with independently at home or in the school Resource Center. On Bataan and the nearby island of Corregidor, the trapped Americans and Filipinos waged a heroic defense. By early March, they were the only major forces in the Pacific that had not given way to the Japanese. The defenders of Bataan finally surrendered on April 9. Corregidor fell the following month. Assess and Reteach Assess Progress Bataan Death March At Bataan, the Japanese captured nearly 70,000 soldiers. Already weak from hunger, the American and Filipino prisoners were then forced to walk 65 miles to a prison camp. Along the way, so many prisoners died of starvation, disease, or violence that their trek soon became known as the Bataan Death March. Teaching Resources, Unit 8, Section Quiz, p. 56 To further assess student understanding, use the Progress Monitoring Transparency. Coral Sea and Midway The tide began to turn in the Pacific with two historic naval battles. In May 1942, at the Battle of the Coral Sea, American and Japanese navies waged a new form of warfare. For the first time, opposing ships did not see one another. Instead, planes taking off from the decks of huge aircraft carriers attacked enemy ships many miles away. Both sides suffered heavy losses, but the United States halted the Japanese drive to New Guinea. A month later, the Japanese sought to take the island of Midway, home of a key American military base. But the Americans sank 4 Japanese aircraft carriers, destroyed 322 Japanese aircraft, and reduced Japan’s supply of highly trained pilots. After the Battle of Midway, Japan’s navy no longer ruled the Pacific. What was the Bataan Death March? Progress Monitoring Transparencies, Chapter 24, Section 2 Reteach Bataan Death March Comprehension and Critical Thinking Reading Skill 3. Use Sentence Clues to Analyze Meaning Use sentence clues to 1. (a) Identify Name two ways analyze the meaning of ferocious that President Roosevelt strengthin the following sentence: Hitler ened ties with Britain in the early had expected the Soviet Union to years of the war. collapse swiftly in the face of his (b) Detect Points of View ferocious assault. According to Why did some Americans view that sentence, what did Hitler these actions as wrong? think would happen because his 2. (a) Recall Why did the situation assault was ferocious? What does look bad for the Allies in early ferocious mean? 1942? (b) Apply Information Explain Key Terms why each of the following places 4. Write two definitions of the term is considered a turning point in total war—one a formal definithe war: Stalingrad, El Alamein, tion for a teacher, the other an Midway. 2 Check Your Progress 1. (a) He got Congress to pass the Lend- Lease Act and issued the Atlantic Charter. (b) They wanted to preserve neutrality. 2. (a) Japan invaded Indochina and bombed Pearl Harbor. Germany controlled most of Western Europe and had advanced deep into Soviet territory in Eastern Europe. (b) Stalingrad: Soviets triumphed over the Germans and pushed them west- L3 To help students expand their understanding of Pearl Harbor, have them complete Explore Pearl Harbor online. informal definition for a younger child. For: History Interactive Visit: PHSchool.com Web Code: mvd-0165 Writing 5. Use print or Internet resources to find more information about one of the battles or people discussed in this section. Identify at least three sources of nonprint material on the topic. List the sources you find and describe their contents. Section 2 The United States at War 813 Section Interactive Reading and Notetaking Study Guide, Chapter 24, Section 2 (Adapted Version also available.) Extend For: Self-test with instant help Visit: PHSchool.com Web Code: mva-8242 Check Your Progress L1 If students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question. Looking Back and Ahead The attack on Pearl Harbor brought American forces into the biggest war in history. In the next section, you will see how the war affected Americans at home. Section 2 L2 Have students complete Check Your Progress. Administer the Section Quiz. ward. El Alamein: British troops defeat the Germans in Egypt, forcing them to Tunis. Midway: Americans downed 322 Japanese aircraft, crippling their air force. Progress Monitoring Online Students may check their comprehension of this section by completing the Progress Monitoring Online graphic organizer and self-quiz. Answer when the Japanese military forced American and Filipino prisoners to walk 65 miles, causing many of them to die 5. Students’ lists should identify at least three sources, such as movies, art, or songs, and describe the content of each source. 3. Hitler thought his troops would defeat the Soviets. Ferocious means vicious. 4. Formal: Total war is conflict involving not just armies, but entire nations. Informal: In a total war, entire countries are fighting. Chapter 24 Section 2 813 Dauntless: A Novel of Midway and Guadalcanal by Barrett Tillman Dauntless: A Novel of Midway and Guadalcanal Build Background Knowledge Prepare to Read L2 Reading a novel can help students grasp the impact of historical events through written culture. Review with students what they know about World War II battles in the Pacific. Ask: Why do you think a novel about World War II was written in the 1990s? (Possible answer: It was such a devastating war that people are still trying to learn from it.) Discuss with students the motives of the United States and Japan in the Pacific. Use the Think-Write-Pair-Share strategy (TE, p. T25) to elicit responses. Barrett Tillman is an expert on military aviation and best known for his nonfiction books. Though his 1992 novel Dauntless is a work of fiction, it is based on careful research about the war in the Pacific. The novel mixes real and fictional characters. In the excerpt below, Japanese and American fighter pilots prepare for the Battle of Midway in June 1942. Teach Key Terms Pronounce each word in the Vocabulary Builder list. Ask students to read the definitions, then have them write a sentence for each vocabulary word, using context to demonstrate its meaning. L2 ■ Using the ReQuest reading strategy (TE, p. T23), read the passage from “Dauntless.” Ask students to explain the meaning of the title. (Possible answer: Forces on each side were very determined in their pursuit of victory over the enemy.) ■ Ask: How does reading about the Battle of Midway from the Japanese point of view expand your understanding of the battle? (Possible answer: It makes it easier to understand that the Japanese believed in the rightness of their actions.) ■ Ask students: What did Burnett mean when he referred to “our man in Tokyo?” (a spy) ■ Have students compare and contrast the mood and demeanor of the soldiers on the Japanese and American ships, as portrayed in this story. Use the Idea Wave participation strategy (TE, p. T24) to elicit responses. Answer Reading Skill because the Americans, not the Japanese, won the Battle of Midway 814 Chapter 24 Analyze Dramatic Irony Often, when we read a novel or see a movie, we know something that the characters do not. This can lead to dramatic irony. Dramatic irony is the contrast between what a character thinks is true and what the audience knows is true. As you read this excerpt, look for two examples of dramatic irony. Vocabulary Builder As you read this literature selection, look for the following underlined words: reconnaissance (ree KAHN ah sihns) n. act of gathering advance information disposition (dihs pah SIHSH ahn) n. arrangement; placement cryptanalysis (krihpt ah NAHL uh sihs) n. science of breaking codes latitude (LAH tih tood) n. freedom from restrictions attrition (uh TRIH shuhn) n. steady weakening or wearing away Vocabulary Builder Instruction Reading Skill Introduction Analyze Dramatic Irony In historical fiction, dramatic irony can occur because the audience knows how events really turned out. Why is the last line of this paragraph an example of dramatic irony? [Aboard a Japanese ship in the Pacific] “We are currently here,” said Lieutenant Masatake Naito. The ship’s air-operations officer pointed to a hash mark along the blue track, indicating a position 700 nautical miles off Japan. His audience, composed of the aircrews who would fly the reconnaissance planes, paid strict attention. After four days at sea, they were about to learn their mysterious destination. . . . “At dawn four days from now, this force will launch powerful air attacks on the American base at Midway.” He tapped the two specks indicating Sand and Eastern Islands, object of the multipronged assault. . . . “We will take the enemy by surprise,” Naito continued, “as we have evidence that their remaining fleet units are still in Pearl Harbor.” He paused for emphasis, a confident look on his face. “The Americans will be unable to resist coming out to meet us. They must defend Midway or risk leaving Hawaii open to invasion. When they sail to defend Midway, our submarines and fleet units will destroy them in one decisive battle. . . . “You division commanders—make certain everything is in order. Take nothing for granted.” He stood with his hands on his hips, chin jutting forward. “I am counting on each of you. And so is the emperor!” Naito decided against a rousing series of “Banzai” cheers. He would save that emotional moment for later—at the inevitable victory celebration. 814 Chapter 24 The World War II Era Differentiated Instruction L3 Advanced Readers L3 Gifted and Talented Analyze Literature Remind students of the basic elements of a story (plot, character, setting, and conflict). Have students create a graphic organizer in which they define each element and then identify each element in this story. Students may use their charts to enrich their understanding of the story’s structure and meaning. [Aboard the American aircraft carrier Yorktown] The ship’s air-operations officer, Commander Murr Arnold, strode to the front of the room. . . . “Gentlemen,” Arnold began, I wish to acquaint you with the disposition of our forces as we near Midway.” His metallic voice cut through the crowded room, precise and clear. . . . “Our course is designed to take us well north of the Hawaiian chain and arrive northeast of Midway day after tomorrow. If we remain undetected by the Japanese, we’ll be in excellent position to launch surprise air strikes from their flank. We know they’re coming, but apparently they don’t know that we know.” Arnold then described the Japanese armada steaming toward Midway: the transport group, the main body and supporting force, but he emphasized the striking force of the four veteran carriers. As he did so, Burnett leaned into Rogers and whispered, “I tell you, Buck, that man of ours in Tokyo is worth every dime we pay him.” Rogers stifled a giggle but his mind registered one thought: cryptanalysis. . . . “Admiral Nimitz has given us a great deal of latitude in the conduct of this engagement,” Arnold continued. “We will be guided by the principle of calculated risk, employing maximum attrition tactics, but the actual conduct of the battle rests with us.” He paused briefly, sweeping the room with his cobra gaze. “There’s just one more thing, gentlemen. I have copied a message from Admiral Spruance to Task Force Sixteen, and I want to share it with you. He says, and I quote, ‘The successful conclusion of the operations now commencing will be of great value to our country.’” Arnold looked up from the message firmly. “I cannot add anything to that.” From Dauntless: A Novel of Midway and Guadalcanal by Barrett Tillman. Bantam Books, 1992. What approach is used, by both the Japanese and the Americans, to prepare pilots for battle? Analyze LITERATURE Imagine that you are one of the American pilots on board the Yorktown in the excerpt above. Write a letter home expressing your feelings about the coming battle. Analyze Dramatic Irony Sometimes, the reader only recognizes that something is ironic when they read it for the second time, knowing the whole story. Read this paragraph, then reread the scene on the Japanese ship. Identify another example of dramatic irony. Instruction (continued) ■ Ask: Why do you think the author based his novel on fact? (Possible answers: to make the action seem more realistic; to bring authenticity to the story; to help the reader better understand what happened in this historical war.) Ask students: Why do you think the author used some fiction elements? (Possible answers: to have more latitude when telling his story; because he was not there, he could not know exactly what was said and how things happened.) Monitor Progress Have students consider the literary aspects of this historical novel. Analyze LITERATURE Possible responses may mention fear, nervousness, or missing one’s family. United States airplanes attack a Japanese aircraft carrier at the Battle of Midway. If you liked the excerpt from this novel and want to read more about the war in the Pacific, you might read A Boy at War: A Novel of Pearl Harbor by Harry Mazer. Simon and Schuster, 2001 Literature 815 Writing Rubric Share this writing rubric with the students. Score 1 Letter is off-topic or otherwise incomprehensible. Score 2 Letter is not clearly grounded in accurate facts and/or does not include character’s feelings and experiences. Score 3 Letter is accurate and complete, includes elements of fact and narrative fiction. Score 4 Letter is creative and realistic, skillfully weaving fact with elements of dramatic fiction. Answers Reading Skill Possible answer: “We will take the enemy by surprise,” (p. 814, paragraph 3). Both sides used reconnaissance missions and group meetings to better acquaint their pilots with the enemy position, their strengths and weaknesses, and to explain the purpose of the mission. Chapter 24 815