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Transcript
Name:
Class: _____________ Date: _____________
Lesson Assessment: World War II
1. What was the name given to the underground bands of French and foreign men and women who fought
against the German occupation government?
a) French Alliance
b) French Resistance
c) French Fighters
d) French Coalition
2. Which of the following was NOT true of the Selective Service Act of 1940?
a) The president could authorize deferments as he deemed necessary for the maintenance of public health,
safety, or interest.
b) The act required every male from age 21 to 36 years old to register.
c) Registered men could volunteer before called and pick their branch of service.
d) Limited service to three years.
3. Which of the following were the three phases of World War II?
a) 1939–41, when Axis victory seemed imminent, 1941–43, when Axis conquests reached their high point
even as the tide turned with the U.S. and Soviet entry into the war, 1943–45, as the Allies beat back and
ultimately defeated the Axis
b) 1939–41, when Axis victory seemed imminent, 1941–43, when Allie conquests reached their high point
even as the tide turned with the U.S. and Soviet entry into the war, 1943–45, as the Axis beat back and
ultimately defeated the Allies
c) 1939–41, when Axis victory seemed hopeless, 1941–43, when Allie conquests reached their low point even
as the tide turned with the U.S. and Soviet entry into the war,1943–45, as the Allies beat back and
ultimately defeated the Axis
d) 1939–41, when Axis victory seemed hopeless, 1941–43, when Axis conquests reached their high point
even as the tide turned with the U.S. and Soviet entry into the war,1943–45, as the Axis beat back and
ultimately defeated the Allies
PAGE 1
Name:
Class: _____________ Date: _____________
Lesson Assessment: World War II
4. American strategy in the Pacific was termed “Island Hopping” and the first American offensive operation of the
war was where?
a) New Guinea
b) Philippines
c) Marianas
d) Guadalcanal
5. Which of the following did NOT occur prior to the Japanese attack on Pearl Harbor?
a) On November 19, 1941, American codebreakers intercepted a message from Tokyo to diplomatic posts in
Washington, D.C., and several West Coast cities instructing these offices to destroy all codes, coding
machines, papers, and the like if they heard the words "East Wind Rain" (Higashi No Kazeame) in the
daily weather forecast.
b) On the morning of December 7, 1941 Army Chief of Staff General George C. Marshall sent an urgent
warning to commanders in the Pacific that intercepted Japanese diplomatic messages strongly suggested an
attack was imminent.
c) On December 6, 1941 American codebreakers intercepted a message from Takeo Yoshikawa to Japanese
warships regarding the location of battleships on base in Battleship Row in Pearl Harbor.
d) In January of 1941 Joseph Grew, the U.S. ambassador in Japan, reported to Secretary of State Hull that the
embassy had learned from Japanese sources that a mass attack on Pearl Harbor was planned.
6. Military historians consider the Battle of _____________ one of the most important naval battles in history and
one of the turning points of the War in the Pacific during World War II?
a) Coral Sea
b) Burma
c) Midway
d) Manila
PAGE 2
Name:
Class: _____________ Date: _____________
Lesson Assessment: World War II
7. Which of the following was NOT a battle in the war in the Pacific?
a) Battle of the Bulge
b) Battle of Iwo Jima
c) Battle on Okinawa
d) Battle of Leyte Gulf
8. One of the most significant battles of World War II, the Battle of Stalingrad, between Soviet and German
troops was?
a) A quick and easy win for the German army
b) Originally not an important military target
c) A battle Hitler decided to retreat from
d) Long but not deadly for either side
9. On what dates did the United States drop the Atomic Bombs on Hiroshima and Nagasaki?
a) August 6th and 9th of 1945
b) August 6th and 9th of 1944
c) October 16th and 19th 1943
d) December 16th and 19th 1945
10. Which of the following was NOT part of the United States expanding American involvement prior to the
United States joining in World War II?
a) The United States expansion of the "American Security Zone"
b) The United States participating in the Lend-Lease agreement
c) The United States involvement in the Battle of the Atlantic
d) The United States involvement in Operation Barbarossa
PAGE 3
Name:
Class: _____________ Date: _____________
Lesson Assessment: World War II
ANSWER KEY
1. b
3. a
5. c
7. c
9. a
2. d
4. d
6. a
8. b
10. d
COMMON CORE STATE STANDARDS
Grades 9-10
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of
the text.
CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed, and the connections that are
drawn between them.
CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–
10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade
10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band
independently and proficiently.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4 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.9-10.9 Compare and contrast treatments of the same topic in several primary and
secondary sources.
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the
grades 9–10 text complexity band independently and proficiently.
Grades 11-12
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly, as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
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Name:
Class: _____________ Date: _____________
Lesson Assessment: World War II
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of
grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band
independently and proficiently.
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary
sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.5 Analyze, in detail, how a complex primary source is structured, including how
key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g. visually, quantitatively, as well as in words) in order to address a question or solve a
problem.
CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in
the grades 11–CCR text complexity band independently and proficiently.
Standard Source: Common Core State Standards Initiative (2010)
PAGE 5