Download Name: ________ U.S. History II, Unit 9

Name: _____________________________
U.S. History II, Unit 9 - WWII
Essay Question: Why did the United States enter World War II (WWII)?
Due Date for Completed Packet and Your Essay:
Monday, 3/15/13 at the beginning of class
If you use gmail, please share your google doc with Ms. Trono at [email protected] or send it via
email. Do not assume she has received it! Ms. Trono will respond to you when she gets your email.
Late papers will lose points EVERY DAY they are late!
Papers that plagiarize (use another author’s words without giving that person or website
credit) will not be graded and will receive a zero until the paper is re-written
Completed Packet = 15 points (test grade)
Paper = 40 points (test grade)
Steps to Write a Great Essay
1.
Analyze the documents and write thoughtful responses.
Where: Document Packet
2. “Bucket” the documents (Ms. Trono will teach you what this means and how to do it.)
Where: Notebook
3. Answer the essay question. Use the “chicken foot” to plan your thesis statement and your roadmap. (Ms. Trono
will teach you how to do this.)
Where: Notebook
4. Each line of your roadmap will become a claim for each of your 3 body paragraphs. Add these to your outline.
Where: Outline Handout
5. Find at least two pieces of specific evidence from the documents and explain each piece of evidence (analysis)
Where: Outline Handout
6. Write three body paragraphs using your outline.
Where: Separate piece of paper.
7. Write an introduction. It must have a hook, background information, your thesis statement and roadmap.
Where: Separate piece of paper.
8. Write a conclusion. It must summarize your main arguments.
Where: Separate piece of paper.
9. Revise your work.
Use the Writer’s Checklist on page I of your Notebook to revise your work. Also check the rubric on the next page.
Make sure you have a heading, a title, and your name.
10. Peer Edit
Use a Peer Editing worksheet to edit with a friend.
Where: Peer Edit Handout
11. Optional – Teacher Edit
For the best grade possible, email Ms. Trono your essay at least 2 days before it is due for her to review. You may
also stay after school with her to work. Ms. Trono will ONLY review essays that have: an appropriate heading,
the author’s name, and have been edited using the Writing Checklist.
12. Turn your essay in on time. It MUST be typed.
Email or share your google doc: [email protected]
Done?
Introduction
and Thesis
Statement
Total:______
Evidence and
Support
Total:______
Analysis and
Argument
Total:______
Writing and
Organization
Total:______
4 (Advanced)
□ Introduction provides excellent
historical context and preview for the
essay.
□ Strong thesis (claim) responds to the
prompt.
3 (Proficient)
□ Introduction provides adequate
context and preview for the essay.
□ Clear thesis that responds to the
prompt.
1 (Warning)
□ Introduction provides little
context or preview for the essay.
□ Thesis (claim) unclear and/or is
not supportable
□ Thesis (claim) does not respond to
the prompt.
□ Examples may be present, but
irrelevant, and/or inaccurate.
□ Evidence is limited and/or does
not support the thesis.
□ Strong, supportive examples
demonstrate deep understanding of the
issue and of the literature
□ Evidence strongly supports the thesis.
□ Appropriate, supportive examples
demonstrate understanding of the issue.
□ Evidence adequately supports the
thesis.
□ Always provides clear analysis of how
the evidence supports the argument
□ Thorough discussion of relevant
context from the memoir.
□ The reader can easily follow the
writer’s logical progression from one
point to the next
□ Adequately provides analysis of how
the evidence supports the argument
□ Adequate discussion of relevant
context.
□ The reader can identify a logical
pattern throughout the essay.
□ Provides little to no analysis of
how the evidence supports the
argument.
□ Little to no discussion of historical
context.
□ Logical pattern may not be
present.
□ Strong use of language.
□ All paragraphs develop a single point
introduced by a topic sentence.
□ Excellent sequencing and transitions.
□ Strong conclusion which supports the
thesis (claim).
□ Virtually free of errors in mechanics,
usage, grammar, and spelling.
□ High quality sources cited
appropriately (MLA or APA)
□ Typed
□ Adequate use of language.
□ Most paragraphs develop a single
point introduced by a topic sentence.
□ Adequate sequencing and transitions,
□ Adequate conclusion which supports
the thesis
□ Minor errors in mechanics, usage,
grammar, and spelling do not impact
readability.
□ Quality sources cited appropriately.
(MLA or APA)
□ Typed
□ The lack of any use of words,
phrases, or clauses makes
relationships among claims,
reasons, and evidence completely
unclear.
□ Few paragraphs develop a single
point introduced by a topic
sentence.
□ Lacks sequencing or transitions.
□ Limited conclusion and/or may
not be related to the thesis.
□ Severe errors in mechanics,
usage, grammar, and spelling.
□ No sources and/or No standard
citation format.
□ Handwritten.
Why did the United States enter World War II?
As you read and analyze documents this week, keep track of what you learn in this graphic
organizer.
Source: Name, author,
Historical Context:
Evidence: What
Analysis: Based on
and date of
What do you know
details in this
this document, why
document(s)
about the time and
document are most
did the United States
place this document is relevant to the
enter World War II?
from?
question?
Document A – Unknown
source
Doc B – Nazi Party
program, Adolf Hitler,
1920
Photo of Hitler speaking
to German parliament,
1938
Source: Name, author,
and date of
document(s)
Historical Context:
What do you know
about the time and
place this document is
from?
Evidence: What
details in this
document are most
relevant to the
question?
Analysis: Based on
this document, why
did the United States
enter World War II?
Document A - Timeline – World War II
1919 World War I ends with the Treaty of Versailles
The Nazi Party forms in Germany
1929 U.S. stock market crash begins the global economic depression
1932-37 Japan invades China.
1936 Adolf Hitler becomes total leader of Germany under Nazi rule.
1938 Germany takes Austria and Czechoslovakia
1939 Germany invades Poland; Britain and France declare war on Germany.
1941 The Soviet Union joins the Allies after Germany invades.
July – U.S. freezes Japanese bank accounts and all money
August – U.S. stops all shipment of oil to Japan (called an “embargo”).
December 7, Japan attacks the United States Navy at Pearl Harbor,
Hawaii.
December 8, United States declares war on Japan and Germany and joins
the Allies.
1942 United States begins fighting Japan in the Philippines and Germany in
North Africa.
Japanese-Americans are arrested and sent to internment camps.
1944 Allies invade German-occupied France on D-Day.
United States gains control of Japanese islands.
1945 President Franklin D. Roosevelt dies in office.
May 8, World War II ends in Europe when Hitler surrenders to the
Soviets.
August – WWII ends in Asia after the U.S. drops atomic bombs on Japan.
1) What did the U.S. do that might make Japan angry?
2) Based on this timeline, why do you think the U.S. entered WWII?
Document B
Source: Adolf Hitler, “Program of the NSDAP1”, 1920
1. We demand the unification of all Germans in the Greater Germany2….
2. We demand equality of rights for the German people in respect to the other nations; we
demand and end to the peace treaties of Versailles…
3. We demand land and territory [for] our people…
4. Only a member of the race can be a citizen. A member of the race can only be one who is of
German blood…. Consequently no Jew can be a member of the race. …
7. We demand that the state be charged first with providing …for the citizens. If it is
impossible to sustain the total population of the State, then … [non-citizens] are to be removed
from the Reich3.
22. We demand … formation of a national army.
Notes: 1 NSDAP: National Socialist German Workers’ Party, or Nazi Party
2 In the 1900s, many people who considered themselves German lived outside Germany’s borders – for
example, in Austria, Poland, France, etc.
3 Reich: German for “empire.” Hitler used this word
to refer to Germany.
Adolf Hitler speaking to the German Parliament after
announcing Germany’s “acquisition” of Austria
Source: German Federal Archives. 1938.
Document Analysis
1. What is the “Greater Germany”? What would the Nazis have to do to unify the “Greater Germany?”
2. What are the dates of the Nazi Party program and the photograph?
3.
What parts of the party program and the photograph might scare people outside Germany? Why?
Document C
Source: President Franklin D. Roosevelt, “The Great Arsenal of Democracy” national radio address, December 29,
1940
Note: Congress had passed several Neutrality Acts to keep the United States out of war in Europe. These laws
banned any sales of weapons to nations at war. But Roosevelt wanted to help the Allies against Germany and Italy.
In this speech, he explains why he made several adjustments to the Neutrality Acts to allow arms sales to Britain.
…[N]o nation can appease the Nazis. No man can tame a tiger into a kitten by petting it.
… We know now that a nation can have peace with the Nazis only at the price of total
surrender. …
Notes:
We do not plan to send an American military force outside our own borders. There is no
intention by any member of the United States government to send men to fight in this
war…
The British people and their allies today are fighting a war against [the Axis]. Our own
future security is greatly dependent on the outcome of that fight. Our ability to "keep out
of war" is going to be affected by that outcome. ...
The people of Europe who are defending themselves do not ask us to do their fighting.
They ask us for the weapons of war, the planes, the tanks, the guns, which will enable
them to fight for their liberty and for our security. …
We must be the great arsenal of democracy. For us this is an emergency as serious as war
itself. We must apply ourselves to our task with the same sense of urgency, the same spirit
of patriotism and sacrifice as we would show were we at war.
Outcome –
the end result
Arsenal – a
place where
weapons are
kept, or
stored
Document Analysis
1. What metaphor does Roosevelt use to describe the Nazis? Does he think countries can make peace with
Germany without war?
2. What does Roosevelt say the Allies want from the United States?
3. What do you think Roosevelt means when he says “We must be the great arsenal of democracy”?
4. If you were an American listening to this speech in 1940 on the radio, would you think the USA would
soon be fighting a war in Europe? Why or why not?
Document D
Source: Map of Japanese Imperial Expansion, created from various sources, 1870-1940
Acquisition – something you acquire or take over.
Document D Analysis
1. Find the Japanese Empire in 1870. Why do you think Japan would want to expand its territory?
2. What area did Japan take over in 1932?
3. In what year did Japan take over more Chinese territory?
3. Where is oil (petroleo) located?
4. If Japan was interested in taking oil, what islands might they try to take?
5. If you were an American in 1940, how might you react to the information that this map shows?
Document E
Source: Hideki Tojo, comments at Imperial Conference, November 5, 1941. In Akira Iriye, Pearl Harbor and the
Coming of the Pacific War, Bedford/St. Martins Press, 1999.
Note: Hideki Tojo was the Prime Minister (another word for President) of Japan and the leader of the War
Department. These comments were made in a secret meeting of Japan’s top government and military leaders. The
next day, Tojo began to prepare to attack the United States.
The United States … simply makes strong demands on Japan. …
They insist that we take troops out of China, but that would be a retreat. We
sent a large force of one million men to China, and it has cost us over 100,000
dead and wounded…We can [expand] our country only by placing troops [in
China]. This the United States does not welcome.
…How can we let the United States do as she pleases? Two years from now
we will have no petroleum for military use. Ships will stop moving. When I
think about the strengthening of the American navy in the Southwest Pacific,
the expansion of the American ships,…I see no end to difficulties. … I fear
that we would become a third-class nation after two or three years if we just sit
and do nothing.
Notes
Troops - soliders
Retreat – when an
army moves back,
because they have been
beaten by the other
side.
Official portrait, Prime Minister Hideki Tojo. Source: Rekidai Shusho tou Shashin,
Japanese National Diet Library.
Document Analysis
1. Who is the speaker, and what is his position in the Japanese government?
2. Does Tojo think it is a good idea to take troops out of China? Why or
why not?
3. Does the U.S. think that Japan should have troops/soldiers in China?
4. According to Tojo, how long will the Japanese supply of oil last?
5. According to Tojo, what is happening to the U.S. Nay?
6. According to this document, what led to the United States and Japan going to war?
Document F
Source: President Franklin D. Roosevelt, War Message to Congress, December 8, 1941
Note: In this address, President Roosevelt asked Congress to officially declare war on Japan, the day after the
Japanese bombed the U.S. Navy base at Pearl Harbor in Hawaii.
Yesterday, December 7, 1941 – a date which will live in infamy – the United
States of America was…attacked by naval and air forces of the empire of Japan.
The United States was at peace with that nation…
The distance of Hawaii from Japan makes it obvious that the attack was
deliberately planned many days or even weeks ago. During [that] time the
Japanese Government has deliberately [tried to trick] the United States with [lies]
of hope for continued peace.
The attack yesterday on the Hawaiian Islands has caused severe damage to
American naval and military forces. I regret to tell you that very many American
lives have been lost. In addition ... Japan has [also attacked other locations]
through the Pacific area.…
I ask that the Congress declare that since the unprovoked attack by Japan on
Sunday, December 7, 1941, a state of war has existed between the United States
and the Japanese Empire.
Notes:
Infamy – well known
for doing something
bad; being famous for
something evil
Deliberately –
carefully, with a lot of
thought.
Provoked – to try to
make someone do
something
Unprovoked – not
caused by anyone;
Roosevelt is saying
that the U.S. was
innocent and didn’t do
anything to make
Japan mad, or
provoked.
Two American ships, the USS Shaw and the USS Nevada, are
destroyed in the second Japanese attack at Pearl Harbor. Source:
Naval History and Heritage Command, 1941.
Document Analysis
1. What does Roosevelt mean when he says December 7,
1941, will be “a date which will live in infamy”?
2. Roosevelt says the attack was “unprovoked”, that the
United States did nothing to make Japan mad. Do you agree
that the attack was “unprovoked”?
3. As an American in 1941, would you agree that the United States should enter the war based on this
speech?
Unit 9 - Essay Outline
(5 paragraphs)
Directions:
1) You do not have to write in complete sentences here, but you can if you want.
2) You MUST include the source if you include another author’s words. For this paper you can just write
“Document A” or “Document F”. Including a source is called a citation, or citing your source.
3) In your final essay, you must use sentence starters for your Evidence and Analysis (use the CEA
Handout.)
Paragraph 1 – Introduction
Hook:
Context/Background Information:
 Thesis Statement (copy “Chicken Foot” – make sure it’s just 1 sentence):
Paragraph 2 - Body Paragraph
 Claim (first toe of your chicken foot):
Context:
Evidence:
Interpretation/Analysis:
Context for second piece of evidence:
Evidence:
Interpretation/Analysis:
Closing:
Paragraph 3 - Body Paragraph
 Claim (second toe of your chicken foot):
Context:
Evidence:
Interpretation/Analysis:
Context for second piece of evidence:
Evidence:
Interpretation/Analysis:
Closing:
Paragraph 4 - Body Paragraph
 Claim (third toe of your chicken foot):
Context:
Evidence:
Interpretation/Analysis:
Context for second piece of evidence:
Evidence:
Interpretation/Analysis:
Closing:
Paragraph 5 – Conclusion (We will write this later – you’ll summarize your main points of your essay.)
Unit 9 - Essay Outline
(4 paragraphs)
Directions:
1) You do not have to write in complete sentences here, but you can if you want.
2) You MUST include the source if you include another author’s words. For this paper you can just write
“Document A” or “Document F”. Including a source is called a citation, or citing your source.
3) In your final essay, you must use sentence starters for your Evidence and Analysis (use the CEA
Handout.)
Paragraph 1 – Introduction
Hook:
Context/Background Information:
 Thesis Statement (copy “Chicken Foot” – make sure it’s just 1 sentence):
Paragraph 2 - Body Paragraph
 Claim (first toe of your chicken foot):
Context:
Evidence:
Interpretation/Analysis:
Context for second piece of evidence:
Evidence:
Interpretation/Analysis:
Closing:
Paragraph 3 - Body Paragraph
 Claim (second toe of your chicken foot):
Context:
Evidence:
Interpretation/Analysis:
Context for second piece of evidence:
Evidence:
Interpretation/Analysis:
Closing:
Paragraph 4 – Conclusion (We will write this later – you’ll summarize your main points of your essay.)
Name: ______________________________________________
U.S. II / Ms. Trono
Guided Essay – 5 Paragraph
Directions: Fill in the spaces with your own words. After, you will have what you need for the essay, which
you will then type!
Paragraph #1/Introduction:
Hook:
In the late 1930s and early 1940s,
Thesis and Roadmap: The United States entered World War II because
_______________________________________________________________________________, ___________________________________________,
and __________________________________________________________________.
Paragraph #2/ Body Paragraph:
The United States entered World War II because
For example, in Document _________________________ it says, “_______________________________________________
This shows that
Also, in Document ____________________ the author writes, “_______________________________________________
This means that
Closing Sentence:
Paragraph #3/ Body Paragraph:
Another reason that the United States entered World War II was because
For example, in Document _________________________ it says, “_______________________________________________
This shows that
Also, in Document ____________________ the author writes, “_______________________________________________
This means that
Closing Sentence:
Paragraph #4/Body Paragraph:
Lastly, _________________________________________________________________________________________________________
For example, in Document _________________________ it says, “_______________________________________________
This shows that
Also, in Document ____________________ the author writes, “_______________________________________________
This means that
Closing Sentence
Paragraph #5 / Conclusion:
In conclusion, the United States entered World War II because
I believe that
Name: ______________________________________________
U.S. II / Ms. Trono
Guided Essay – 4 Paragraphs
Directions: Fill in the spaces with your own words. After, you will have what you need for the essay, which
you will then type!
Paragraph #1/Introduction:
Hook:
In the late 1930s and early 1940s,
Thesis and Roadmap: The United States entered World War II because
_______________________________________________________________________________, ___________________________________________,
and __________________________________________________________________.
Paragraph #2/ Body Paragraph:
The United States entered World War II because
For example, in Document _________________________ it says, “_______________________________________________
This shows that
Also, in Document ____________________ the author writes, “_______________________________________________
This means that
The United States
Paragraph #3/ Body Paragraph:
Another reason that the United States entered World War II was because
For example, in Document _________________________ it says, “_______________________________________________
This shows that
Also, in Document ____________________ the author writes, “_______________________________________________
This means that
Paragraph #4/Body Paragraph:
Lastly, _________________________________________________________________________________________________________
For example, in Document _________________________ it says, “_______________________________________________
This shows that
Also, in Document ____________________ the author writes, “_______________________________________________
This means that
Paragraph #5 / Conclusion:
In conclusion, the United States entered World War II because
I believe that
The United States Enters World War II
Editing Checklist
Name of Author: ____________________
Student Editor: _____________________
essay.
Directions: The Author should use this checklist completely before asking a Student Editor to read his or her
Formatting:
Requirements
Author
Edit
(Write “Y”
for yes, and
“N” for
No”)
Student
Editor
(Write
“Y” for
yes, and
“N” for
No”)
Author Edit
(Write “Y”
for yes, and
“N” for
No”)
Peer
Editor
(Write
“Y” for
yes, and
“N” for
No”)
This heading is in the top left corner of your first page:
Name
Date
U.S. II, Ms. Trono
I have a title for my essay, which is centered at the top of my first page.
My paper is double-spaced. (Skips a line)
My paper is typed, and written in an academic font, such as: Times New Roman, Cambria,
Calibri, or Garamond. It is size 12 font and not bigger.
Notes:
Overall Essay:
Requirements
I read my writing out loud word for word to find out if I omitted any words.
I made sure my writing makes sense to my reader.
I capitalized the first letter of every sentence and the names of people, places, and/or
things. Remember to capitalize: World War II, the United States, Japan, President
Roosevelt, Hawaii, Pearl Harbor
I used complete sentences.
I reviewed my work in Word to make sure there were no green or red lines under words.
Notes:
Introduction
Requirements
Author Edit
(Write “Y”
for yes, and
“N” for
No”)
Peer
Editor
(Write
“Y” for
yes, and
“N” for
No”)
Author Edit
(Write “Y”
for yes, and
“N” for
No”)
Peer
Editor
(Write
“Y” for
yes, and
“N” for
No”)
Author Edit
(Write “Y” for
yes, and “N”
for No”)
Peer
Editor
(Write
“Y” for
yes, and
“N” for
No”)
I included a strong lead that makes my audience want to keep reading.
I included 2-4 sentences of background information to help my reader understand what
was happening in the world from 1939-1941.
I included my thesis statement.
Notes:
Body Paragraphs
Requirements…
Each of my three body paragraphs has…
A clear claim. If helpful, I also used a transition word like, “Secondly,” “Likewise,” etc.
At least 2 pieces of evidence to support the claim of my paragraph.
Analysis of each piece of evidence… I used sentence stems such as: “This shows that…”
or
“This proves that…”
A closing sentence to bring my ideas in this paragraph to a clear ending.
Notes:
Conclusion
Requirements
I restate my thesis in a new way.
I remind the reader of the main points I made, referring back to my body paragraphs.
I leave the reader with a final important message – this is the “so what?”
Now, go back to the rubric on page 2. Grade yourself. What grade do you think
you deserve?