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Course Name: World History II
Course Number:
Core Text: Human Legacy, World History, Modern Era
Major Concept:
World II Learning Standards:
World War II
1930-1945
The Aggressions of tyrants in
Europe and Asia exploded in
another world war in 1939. At
first, the Axis armies of
Germany, Japan, and Italy gained
territory and inflicted great
suffering. But after years of
conflict, the Allies, led by Great
Britain, the United States, and the
Soviet Union, prevailed.
 Axis Aggression
 The Allied Response
 The Holocaust
 The End of the War
WHII.23 Describe the German, Italian, and Japanese drives for empire in the 1930s. (H)
C. Germany’s militarization of the Rhineland, annexation of Austria, and aggression against Czechoslovakia, the Stalin-Hitler Pact of
1939, and the German attack on Poland
WHII.24 Summarize the key battles and events of World War II. (H)
A. The German conquest of continental Europe
B. The Battle of Britain
C. Pearl Harbor
D. The Bataan Death March
E. El Alamein
F. Midway
G. Stalingrad
H. D-Day
I. Battle of the Bulge
J. Iwo Jima
K. Okinawa
WHII.25 Identify the goals, leadership, and post-war plans of the allied leaders. (H)
A. Winston Churchill
B. Franklin D. Roosevelt
C. Joseph Stalin
WHII.26 Describe the background, course, and consequences of the Holocaust, including its roots in the long tradition of Christian antiSemitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews. (H)
WHII.27 Explain the reasons for the dropping of atom bombs on Japan and its short and long-term effects. (H)
WHII.28 Explain the consequences of World War II. (H, E)
A. physical and economic destruction
B. the enormous loss of life, including millions of civilians through the bombing of population centers and the slaughter of political
opponents and ethnic minorities
C. support in Europe for political reform and decolonization
D. the emergence of the U.S. and the Soviet Union as the world’s two superpowers
WHII.29 Describe reasons for the establishment of the United Nations in 1945 and summarize the main ideas of the Universal Declaration
of Human Rights. (H)
Pacing Guide: March 4-24 (15 days)
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Key Questions:
How do you think other countries
in Europe reacted to the rise of
aggressive dictators?
How does war impact the life of
ordinary citizens?
What do you think would have
happened if the British and
French had stood up to Hitler
when he threatened to annex the
Sudetenland?
Skills and Outcomes: When students have
Formative/Summative Assessments:
finished studying this topic, they will know and be
able to:
Students will complete the following products/other
assessments to demonstrate the skills and
understandings they have acquired.
LINK Activity on World War II – What do you
think you know about World War II?
Write a paragraph about what you know about
WWII using at least ten words from your linking
chart
View the picture of the Battle of the Bulge using I
See/It Means
 Analyze what you see in the picture
 Evaluate: How could the world go to war
again after “the war to end all wars?”
Preview Section 1: Axis Aggression using the PIC
method.
Read and take notes on Germany Expands using
a web diagram.
 Four bubbles, labeled as:
o Rebuilding the German Military
o Militarizing the Rhineland
o Annexing Austria
o Appeasement
 Predict how you think Hitler will react to
appeasement based upon what you have
already learned about him
 Evaluate: Why does Hitler feel the need to
expand the power of Germany in violation
of the Treaty of Versailles?

Create a Political Cartoon and Caption
in which you depict the ideas of Europe
trying to appease Hitler as a poor idea.
o Include the use powerful images
and ideas to support your idea that
Hitler should not be trusted.
o Provide an expository paragraph to
explain you use of visuals and
symbols
o Use textual evidence and your
knowledge of history to complete
this cartoon
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Read and take notes on Alliances and Civil War
using the two column notes method
 Identify how Hitler expanded his power
throughout Europe
 Analyze how Hitler managed to avoid war
while gaining power over other countries
 Predict Will Hitler honor the
nonaggression pact made with Stalin?
Support your answer with historical
evidence.
Create a sequence of events chart on The War
Begins
 Identify the countries that Hitler invaded in
the order in which he invaded them.
 Analyze Explain why Hitler was so
successful in his early invasions, but his
later attempts against Britain and the Soviet
Union were not successful
 Summarize What gave the British and
Soviet Union the ability to fend off German
attacks?
Interpreting Maps Examine the map on page 439
of Axis Advances from 1939-1941using a threecolumn GO. Columns should represent:
1. Axis powers
2. Allied Powers
3. Neutral nations


News Reporting: You are the anchor for
the CNN international desk. Your job is to
update the public on the conditions of the
world as a result of German aggression.
The script for the report should include:
o The invasion of Poland and the
reaction of France and Britain to
the act.
o The attack of France through the
Ardennes Forest.
o The waging of the Battle of Britain
o The shift of German aggression to
the Soviet Union
Remember, TV reporting must be concise because
of the element of limited time.
Visuals are always part of a TV news account.
Describe the pattern of German advances
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
What was the psychological
impact of the Blitz on
Londoners? Can you think of
another nation that had the
similar reaction to constant
bombing raids in the 20th
century?
Evaluate What was the strategy utilized by
Germany in their initial advances? Use
evidence from the map in your evaluation.
Analyze the picture of a London Subway station
during the blitz, using the I See/It Means method.
*See attached photo
 Describe the conditions shown in the
subway station
 Evaluate How did the people of Britain
survive the bombing raids of the Germans?
 Analyze What does this picture tell you
about the attitude of the British People?
In a paragraph form summarize what the visual
tells you about the resolve of the British people
during the Blitz.
May require some research.

Write a Persuasive Speech to the British
people as if you are Winston Churchill and
the Blitz has just begun. Use powerful
imagery and ideas to convince your fellow
Britons that despite the horrible attack they
are about to endure that they must endure,
and explain why failure is not an option
and victory is the only possibility.
Analyze the Primary Source, “This was their
Finest Hour” by Winston Churchill on page 442.
using the APPARTS in two-column notes
 The Full Text of the speech is available at:
This was their finest hour
 Evaluate the condition of British defenses,
according to Churchill
 Infer What does this speech tell you about
the resolve of the British people and why?
What were the causes and effects
of Japan’s attack on the United
States?
Read and take notes on Japan Attacks using the
two column note method
 Identify how Japan brought the United
States into war with them and Europe
 Analyze how the United States entrance
into war changed the war both in Europe
and in Asia
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
What did Admiral Yamamoto
mean when he said, “I think we
have awakened a sleeping giant,”
after the attack on Pearl Harbor?
Predict How will the attack on Pearl
Harbor affect the U.S. public?
In a paragraph summarize the impact of U.S.
involvement in WWII, at home and abroad, as a
result of the bombing of Pearl Harbor.
You may select a lesson from the unit on Pearl
Harbor, created by Judi Allen:
http://pearlharborp7.wikispaces.com/
Analyze the Primary Source on page 443, “The
Attack on Pearl Harbor” by Franklin Roosevelt
completing the APPARTS chart in two-column
notes
 The Full Text of the speech is available at:
A Day that Will Live in Infamy
 Infer How do you think the American
people would respond to this speech?

Conversation about History: You are a
parent who is about to tell your children
about the Bombing of Pearl Harbor and
President Roosevelt’s plan to ask Congress
for a declaration of war against Japan.
Your conversation should include:
o Summary of the attack
o Impact of FDR’s words in the “Day
of Infamy Speech” on you.
o Use textual evidence in the
scripting of your talk.
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.
Can one person still make a
difference in the defense of a
nation?
Preview Section 2: The Allied Response using the
PIC method.
Read the Inside Story: Recycling for Victory on
page 445.
 Summarize the main idea of this passage
 Infer: How will the use of scrap impact the
war effort of the allies?

Create a print advertisement for a
newspaper asking Americans to ration and
recycle on behalf of the war drive.
o Include a “catchy” title/headline for
your ad as well as visuals
o Text should encourage people to
take part in the program
o Use textual evidence to help with
your design.
Read and take notes on Early American
Involvement using the two column note method
 Identify the ways Americans participated
in fighting the Axis powers
 Analyze the effect of Americans’
participation on the Germans
In paragraph form Summarize how the addition
of Americans on the side of the Allies changed the
way the war was fought.
Why do you think the control of
North Africa was important to the Read and take notes on War in North Africa and
Allied war effort?
Italy using a two column note method
 Identify the roles played by Rommel,
Montgomery and Eisenhower.
 Evaluate the importance of the Battle of El
Alamein.
 Explain the “Fighting in Italy” in one
sentence.
In a paragraph summarize What did Allied
troops accomplish in North Africa and Italy?
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Analyzing Visuals Examine the propaganda
posters on page 449, using the I See/It Means
method.
 Identify what you see in the picture that
will help you understand its meaning.
 Analyze what is significant about what you
observed
 Summarize the messages of each poster
 Identifying Bias Are the messages of the
two posters similar or different? Explain
why you think that is.
How did Geography help defeat
Germany in the Soviet Union?
Read and take notes on A Turning Point in the
Soviet Union using the two column note method
 Identify the strategies and outcomes of the
Battles of Stalingrad and Leningrad
 Analyze why the fighting in Russia was
some of the worst fighting in the war.
 Infer What could be the effect of the
fighting in the Soviet Union be on the rest
of the war?
 Summarize why the Battle of Stalingrad
was the turning point in the war?

Create Persuasive Leaflets after
examining the posters on page 449. The
leaflets will be dropped into enemy
territory, to counteract information
suggested by the posters. These leaflets
should:
1. Show the people living in the
country of the other side that the
propaganda being given to them by
their own government is false.
(Use textual evidence in your
presentation)
2. Convince the people that your side
is morally correct, and persuade
the people of the enemy country
that they should rise against their
government, to avoid facing
potential ruin
3. Use powerful images and ideas to
get the point across to the people
of the enemy country that they are
living in a country whose ideology
will potentially get them killed.

Journal Writing: You are a German
soldier who is taking part in the Battle of
Stalingrad. Describe the physical
conditions you are experiencing as well as
your military capabilities as a result of the
battle. Be very descriptive and utilize
textual evidence in your account.
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History and Geography Examine the visuals on
pages 454 and 455.
 Location How did Stalingrad’s location on
the Volga River both help and hurt the
Soviet defenders?
 Human-Environment Interaction How
was the Battle of Stalingrad affected by
Geography?
 Predict How would the war’s outcome
have changed had Hitler successfully taken
Stalingrad? Explain using historical
evidence.
Read and take notes on A Turning Point in the
Pacific using a four column graphic organizer
(*See attached)
 Identify the outcome of each event
o Bataan Death March
o Battle of Coral Sea
o Battle of Midway
o Battle of Guadalcanal
 Analyze the effect of each event on the
progress of the war in the Pacific
 Evaluate which battle was the turning
point in the Pacific?
 Comparative Writing Compare Hitler’s
invasion of the Soviet Union in 1941 with
that of Napoleon in 1812. Identify how the
fighting and tactics were similar and
different. (Refer back to Chapter 6)
o Analyze Do you think Hitler would
have benefited from studying
Napoleon’s invasion of Russia in
1812? Explain with historical
support.
o Predict How should Hitler have
invaded the Soviet Union, if he
hoped to be successful?
In paragraph form, Summarize Who was
winning in the Pacific by the end of 1944? Use
textual evidence in your explanation.
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Key Questions:
Skills and Outcomes: When students have
Formative/Summative Assessments:
finished studying this topic, they will know and be
able to:
Students will complete the following products/other
assessments to demonstrate the skills and
understandings they have acquired.
What is a scapegoat?
Preview Section 3: The Holocaust using the PIC
method.
How can one man’s hatred lead
to mass murder by one group of
people against another?
LINK Activity What do you Think you know
about the Holocaust?
 Use ten words from your linking chart to
write a paragraph about the Holocaust
View symbol of the Holocaust Using the I See/It
Means method.
 Describe what you see in the picture
 Analyze the meaning of the symbols
Why do you think German
soldiers and the German people
went along with the Nazi policy
of persecution of the Jews?
In a paragraph summarize the point of view of
the creator of this memorial sculpture.

Writing an editorial: Based on what you
have read and your note-taking on the
Holocaust, write an editorial on: What
causes an entire society to take part in the
extermination of a group of people? Use
textual evidence and research in your
work.
Read and Take Notes on Nazi Anti-Semitism
using a Main Idea and Details Graphic
Organizer ( in Graphic organizer booklet)
 Identify the roots of Nazi Anti-Semitism,
and the effects
 Analyze the reasons for the “success” pf
Hitler’s anti-Semite view
 Predict how this racist view will lead to
worsening conditions for Jewish people in
all of Europe.
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How does the Holocaust affect
the world today, particularly in
terms of international relations?
What purpose do Holocaust
Memorials serve/
Small group Activity:
 Divide the class into groups of three or
four
 Each group is to create a list of events that
allowed the Holocaust to happen
 Groups should rank the events on their list
in the order of importance to the Holocaust
 Each group selects a spokesperson to
report out to the class.
Students write a reflection on class discussion on
the events leading to the Holocaust.
Read and Take Notes on The Final Solution using
the two column note method
 Identify how the Germans executed their
plan for the extermination of the Jewish
people and other ‘undesirables.’
 Analyze the methods used by Nazis to
enforce the “Final Solution”
 Predict the effect this mass murder will
have on the rest of the world.
Read a selection of letters, Voices from Oblivion
 Summarize the messages conveyed in the
letters/diaries
 Evaluate their importance to historians
Optional: (Facing History Text)
Read and take notes on the Introduction to
Chapter 7, The Holocaust, in the Facing History
and Ourselves Resource Book, Holocaust and
Human Behavior (Light Blue Books), beginning
on page 307. Use the two column note method.

Reading like an Historian: You are an
historian assembling a book of readings by
concentration camp survivors. You are to
write an introduction to this work of
selections of stories by Holocaust
survivors. Use your knowledge of the
Holocaust and completed work in this
section to aid you in your introduction.
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

How does the idea of submission
play a role in empowering
criminal activity?
Summarize the focus of the introductions
Evaluate its message about the Holocaust
Selected readings and activities using Holocaust
and Human Behavior:
 Reading 1 Sanitary Language
 Reading 5 Blueprint for the “Final
Solution”
 Reading 7 The “Final Solution”
Accelerates
o This is a lengthy reading, however
is also a first hand account of a Nazi
execution squad’s work…from one
of those who was shot and left for
dead.
 Page 349, a map which shows
approximately the number of Jews killed in
Europe by the Nazis
 Reading 17 A Commandant’s View
 Reading 18 Rationalizing Genocide
Read and Take notes on The World Reacts using
a web diagram. Each of the stems should
represent the actions of each allied country as they
learned about the Holocaust:
1. United States
2. Great Britain
3. Russia


Explain the purpose of the War Refugee
Board
Describe the Soviet liberation of
Auschvitwz
 You were There: You are to play the role
of a Soviet or American soldier who
liberated one of the German death camps.
You are writing to your commanding
officer to explain what you found when
you got there and what you did to help.
Use historical evidence based on readings
and activities completed on the Holocaust
to complete this letter.
Summarize the world’s reaction to the Nazi
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killing of Jews and other prisoners.
What makes a person change
from a bystander to a rescuer?
Optional (Facing History text)
Read and take notes on the introduction to
Chapter 8, Bystanders and Rescuers, in the Facing
History and Ourselves Resource Book, Holocaust
and Human Behavior (Light Blue Books),
beginning on page 363. Use the two column note
method.
 Describe the role of Rescuers
 Evaluate the role they played in saving the
lives of Jewish citizens
Selected readings and activities using Holocaust
and Human Behavior:
 Reading 1 What did People Know?
 Reading 4 A Matter of Courage
 Reading 5 From Bystanders to Resisters
 Reading 12 Schindler’s List
 Reading 16 The Response of the Allies
o This reading, though lengthy, gives
numerous primary source excerpts
on the action or inaction taken by
the Allies to save Jewish people,
despite knowledge of the Holocaust
in progress.
 Reading 19 As the War Ended

Write a newspaper article which will
appear in the New York Times, during
WW II, urging the United States to take
more drastic action against the Nazis to
end the Holocaust.
o To gain the support of your
readers, be sure to use explicit
details from what you have learned
to open the eyes of the American
people and government to the
atrocities occurring in Europe
during World War II.
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Key Questions:
Skills and Outcomes: When students
have finished studying this topic, they will
know and be able to:
Formative/Summative Assessments:
Students will complete the
following products/other assessments to demonstrate the skills and
understandings they have acquired.
Preview Section 4: The End of the War
using the PIC method.
What makes a person
willing to risk his/her
life for a cause?
Read and Summarize in your own
words:
The Inside Story, Storming the Beaches
on page 460.
 Compare and contrast: What
sorts of emotions would you have
felt, if you were:
o An American Soldier
landing in Normandy
o A German soldier stationed
on the Normandy coast
 Evaluate the reasons for the
emotions you would feel as an
American or a German?
Read and Take notes on War Ends in
Europe and War Ends in the Pacific using
a two column graphic organizer
 Left Column – Europe
 Right Column – Pacific
 In each column the following
should be identified:
o Important battles/events
o Leaders
o Reason(s) for Allied
victory
 Analyze What were the factors

Write a Feature story for an international news service about
the first 24 hours after the Allied invasion of France, or D-day.
o Use the links provided in the Online Resources, to
research what happened in Normandy on D-Day. Use
eyewitness accounts and other documents to support
your work.
o Your article should feature the point of view of one of
the following:
1. AnAmerican/British/Canadian Soldier landing in
Normandy
2. A German soldier stationed on the Normandy
Coast
3. A French civilian living under the Vichy French
government, but who is against it.
o Include specific details about the background of your
eyewitness. Also provide quotes from your eyewitness on his
personal feelings and viewpoints about the invasion and what it
meant to him.

Take a Position: Do you feel the United States was justified in
the dropping of the Atomic Bomb on Hiroshima and Nagasaki.
Use historical evidence to support your position.
13

Do you think
President Truman
made the correct
decision by ordering
the atomic bomb to
be dropped on
Nagasaki and
Hiroshima? Why or
why not?
How has the
development of
nuclear weapons
impacted
international
relations?
that led the Allies to victory in
Europe first, before the Pacific?
Summarize Were the ends
justified by the means used by the
Allies to end the war? Explain
your point of view using historical
evidence.
Read and take notes on the War ends in
the Pacific using the two-column note
method.
 Explain the significance of the
Battle of Iwo Jima and the Battle
of Okinawa.
 Evaluate the President Truman’s
decision to use the atomic bomb to
shorten the war in Japan
 Summarize the impact of the
nuclear strike on Japan
Quizzes and Topic Tests
 Required Assessment(s)

Select one more assessment of your choice
Read and analyze the primary source
Hiroshima, on page 463 of the textbook,
using the APPARTS chart in twocolumn notes format
 Summarize What does this source
tell you about the power of the
atomic bomb?
 Analyze Primary Source: How
do you think the Japanese
government would respond to the
dropping of the bomb on
Hiroshima?
View the movie, White Lightning, Black
Rain, the story of the survivors of
14
Hiroshima and Nagasaki. Film is
available at Primary Source in Watertown,
MA.
Read and Take Notes on The Postwar
World using the two column note
method
 Identify the major meetings of the
Three Big Powers, and the
resolutions that came about as a
result of those meetings.
 Analyze Based upon what you
already know about the Soviet
Union, why do you think the rest
of the Allies had trouble agreeing
with the Soviets on how to move
beyond World War II?
 Summarize How did World War
II change the world in a way that
had never before been
experienced?
A Great over view of the Cold War period
from Yalta to early 1990s available at the
following website: The Cold War
For more information on the Korean
conflict visit the following Wikispaces
page created by Judi Allen:
http://koreanwarp7.wikispaces.com/
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