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17
CHAPTER
17
Quick Study Guide
■
Page 596 Friday, April 6, 2007 5:54 PM
Have students use the Quick Study
Guide to prepare for this chapter’s tests.
Students may wish to refer to the following pages as they review:
Key Causes of World War II
Section 1, pp. 562–567
Key Political Leaders
Section 1, pp. 562–567; Section 2,
pp. 569–572, 575–576; Section 3,
pp. 578–580, 582–583; Section 4,
pp. 588–589; Section 5, pp. 592–594
For: Self-test with vocabulary practice
Web Code: nba-2961
■ Key Political Leaders
• Failure of World War I peace settlement, Treaty of
Versailles
• Global economic depression
• Fascism, militarism, and imperialism in Germany, Italy,
and Japan
• Weakness of the League of Nations
• British and French appeasement
Allies
Franklin Delano Roosevelt, U.S. president
Harry S Truman, U.S. president
Neville Chamberlain, British prime minister
Winston Churchill, British prime minister
Joseph Stalin, Soviet dictator
Charles de Gaulle, leader of Free French
■ The Allies vs. the Axis
Axis Powers
Adolf Hitler, German dictator
Benito Mussolini, Italian dictator
Hirohito, Japanese emperor
Tojo Hideki, Japanese prime minister
As the map below shows, most of the world was divided
into areas controlled by the Allies or the Axis powers during the war.
Allies or under Allied control, July 1943
Axis or under Axis control, July 1943
Neutral, July 1943
■ Reasons for Allied Victory
Reasons for Allied Victory
Section 4, pp. 586–589
Location of Germany—surrounded by enemies
Key Events of World War II
Section 1, pp. 564–567; Section 2,
pp. 569–574, 575–576; Section 3,
pp. 578–585; Section 4, pp. 587–589
Huge productive capability of the United States
For additional review, remind
students to refer to the
Location of Japan—dependent on imported goods
Poor military decisions by Axis leaders
Better technology developed and used by Allies
L3
Reading and Note Taking
Study Guide
Note Taking Study Guide, pp. 179, 181,
183, 185, 187–188
Section Summaries, pp. 180, 182, 184,
186, 189
■
Progress Monitoring Online
■ Key Causes of World War II
The Allies vs. the Axis
Section 3, pp. 577–583
■
Quick Study Guide
Have students access Web Code nbp2962 for this chapter’s
timeline, which includes expanded
entries and additional events.
■
If students need more instruction on
analyzing timelines, have them read
the Skills Handbook, p. SH32.
■
When students have completed their
study of the chapter, distribute Chapter
Tests A and B.
Teaching Resources, Unit 4,
pp. 80–85
For Progress Monitoring Online,
refer students to the Self-test with
vocabulary practice at Web Code
nba-2961.
596
■ Key Events of World War II
Europe and Africa
The Pacific
Sept. 1939
Germany invades
Poland. France and
Britain declare war
on Germany.
1939
1940
June–July 1940
France falls to
Germany.
Germany begins
Battle of Britain.
June 1941
Germany
invades the
Soviet Union.
1941
Sept. 1940
Japan signs
Tripartite Pact
with Germany
and Italy.
Dec. 1941
Japan
attacks
Pearl
Harbor.
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
Use the following study guide resources to help
students acquiring basic skills:
Adapted Reading and Note Taking
Study Guide
Adapted Note Taking Study Guide, pp. 179, 181,
183, 185, 187–188
Adapted Summaries, pp. 180, 182, 184, 186, 189
L2 English Language Learners
Use the following study guide resources to help
Spanish-speaking students:
Spanish Reading and Note Taking
Study Guide
Spanish Note Taking Study Guide, pp. 179, 181,
183, 185, 187–188
Spanish Summaries, pp. 180, 182, 184, 186, 189
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■ Cumulative Review
■ Connections to Today
Record the answers to the questions below on your Concept Connector worksheets. In addition, record information
from this chapter about the following concepts:
• Cooperation: United Nations
• Conflict: World War II
• Technology: Nuclear Power
1.
2.
3.
Democracy During World War II, the United States government interned Japanese Americans in camps, citing security
concerns. This was a curtailment of American citizens’ individual rights. Do you think such actions are ever justified by a
democratic government? Why or why not?
Cumulative Review
Jewish Migration to Israel
Genocide What was the Holocaust? Compare the Holocaust to the Armenian genocide carried out by the Ottoman
Turks. How were they similar and different? Consider:
• nation-building and nationalism
• murder of minority leaders
• large-scale deportations
• systematic torture and murder
• use of concentration camps
240,000
250,000
200,000
Immigrants
1.
Conflict: The Arab-Israeli Conflict Partly in response to
the horrors of the Holocaust, the United Nations created a plan
to divide Palestine into two states—one Arab and one Jewish.
Jews accepted the plan, but Arabs rejected it. When the Jewish
state of Israel was born in 1948, the surrounding Arab countries invaded Israel. Between 1956 and 1973, three more wars
erupted between Israel and Arab states. Conflict between
Arabs and Israelis continued into the early 2000s despite many
attempts at peace. What historical reasons did the United
Nations have for creating a Jewish state in Palestine?
150,000
170,000
120,000
100,000
50,000
Science Several advances in science improved the survival
rates of injured soldiers during World War II. Do research to
learn more about one of the following medical advances during World War II and then compare it to Louis Pasteur’s
advances. Which do you think was more significant?
• blood plasma
• sulfanilamide or sulfa powder
• widespread use of penicillin
0
1948
1949
Year
1950
SOURCE: United States Holocaust Memorial
Museum Online
2.
Cooperation: The United Nations Is Established
Fifty nations met in April 1945 to draft a charter for the
United Nations. Today, the UN’s work goes far beyond peacekeeping to include economic development, disease prevention, and refugee protection. Conduct research and write two
paragraphs about a program sponsored by the UN in the last
five years.
For: Interactive timeline
Web Code: nbp-2962
Nov. 1942
The Allies push
Rommel back in
North Africa.
1942
Jan. 1943
Germans
surrender
at Stalingrad.
1943
June 1942
Japan defeated
at Battle of
Midway.
Tell students that the main concepts for
this chapter are Cooperation, Conflict,
Democracy, Genocide, Science, and Technology and then ask them to answer the
Cumulative Review questions on this
page. Discuss the Connections to Today
topics and ask students to answer the
questions that follow.
June 1944
D-Day invasion
of Normandy
1944
Feb. 1943
Japan defeated
at Guadalcanal.
Oct. 1944
Japan defeated at
Battle of Leyte Gulf.
May 1945
Germany
surrenders.
1. Students should give reasons for their
position on the question of whether
democratic governments are justified in
curtailing the rights of citizens. For
example, they might argue that the
curtailment of certain rights is a way to
better protect the majority of citizens.
2. Students should describe the Holocaust
and compare it to the Armenian genocide in light of the factors highlighted
in the question.
3. Students should carry out research and
reach conclusions comparing medical
advances in the treatment of wounded
men during WWII to the discoveries of
Louis Pasteur.
Connections to Today
1. Responses should recognize the desire
of the world community to provide a
homeland for Jews after the horrors of
the Holocaust.
1945
2. Paragraphs should summarize the
activities of one of the UN’s programs
in the last five years. Some examples
might include UN involvement in Bosnia or Rwanda.
Aug–Sept. 1945
U.S. drops atomic
bombs on Hiroshima
and Nagasaki, Japan.
Japan surrenders.
For additional review of this
chapter’s core concepts, remind
students to refer to the
L3
Reading and Note Taking
Study Guide
Concept Connector, pp. 237, 241, 250,
267, 290, 293
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
Use the following study guide resources to help
students acquiring basic skills:
Adapted Reading and Note Taking
Study Guide
Adapted Concept Connector, pp. 238, 244, 255,
279, 309, 313
L2 English Language Learners
Use the following study guide resources to help
Spanish-speaking students:
Spanish Reading and Note Taking
Study Guide
Spanish Concept Connector, pp. 238, 244, 255,
279, 309, 313
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Chapter Assessment
Terms, People, and Places
1. Anschluss—the union of Germany and
Austria; appeasement—giving in to
the demands of an aggressor to keep
the peace; The British and French did
nothing when Hitler took Austria.
2. “lightning war”; Speed and firepower
allow the attacker to overrun defenders.
3. Normandy, in northern France; D-Day
signaled the beginning of the liberation of France.
4. Leaders agreed that the Soviet Union
would join the war against Japan
within three months of Germany’s
surrender and that Germany would be
temporarily divided. It signaled trouble to come because the three leaders
did not trust each other.
5. the world’s first atomic bombs; They
dropped two on Japanese cities, which
led the Japanese to surrender.
6. By giving aid to European countries,
it helped them rebuild and thus
strengthened their democracies.
Main Ideas
7. Japan overran Manchuria and Eastern China; Italy conquered Ethiopia;
Germany rearmed and seized Austria
and Czechoslovakia; Germany, Italy,
and Japan signed an agreement of
cooperation; and Germany and the
Soviet Union signed a pact.
8. Sample: through the fighting of the
RAF and because the British people
remained determined to resist
9. They treated them brutally; these tactics were meant to suppress all opposition, although conquered peoples
fought against the occupying powers.
10. by allowing the fighting countries to
greatly increase their ability to produce
needed weapons and supplies
11. advanced in the Soviet Union, North
Africa then Italy, and France, carried
out extensive bombing
12. island hopping, supplemented by bombing of the Japanese islands
13. Sample: disagreements over the status of Germany and Eastern Europe
Chapter Focus Question
14. They arose in several countries due to
the effects of World War I and the
Great Depression. It took an all-out
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Chapter Assessment
Terms, People, and Places
1.
2.
3.
4.
5.
6.
Define appeasement and Anschluss. How was Hitler’s
Anschluss an example of British and French appeasement?
Define blitzkrieg. What were the advantages of this war
tactic?
Where did the D-Day invasion take place? What was its
significance?
What happened at the Yalta Conference? How did it foreshadow later events?
What technological advantage did the Manhattan Project
give the Allies? How was it used?
Describe how the Marshall Plan was part of the Truman
Doctrine.
Chapter Focus Question
14. How did aggressive world powers emerge, and what did it
take to defeat them during World War II?
Critical Thinking
15. Recognize Cause and Effect How did the World War I
peace settlement help cause World War II?
16. Analyze Information What lessons does the Holocaust
have for people today?
Main Ideas
Section 1 (pp. 562–567)
7. Summarize the steps that Axis powers took to achieve world
power prior to World War II.
Section 2 (pp. 568–576)
8. How did the people of Britain fend off a German invasion?
9. How did Germany and Japan rule the people they conquered? How did this contribute to their hold on power?
Section 3 (pp. 577–583)
10. How did government control of economic production help
defeat Germany and Japan?
11. Summarize how the Allies defeated Germany.
Section 4 (pp. 586–589)
12. What strategy did the Allies use to defeat Japan?
Section 5 (pp. 590–594)
13. What conflicts emerged between the former Allies after the
end of World War II?
17. Analyzing Cartoons How does this cartoon reflect the
cause of Hitler’s defeat?
18. Predict Consequences The Atlantic Charter called for the
establishment of a “permanent system of general security.”
What form did this “system” take when it was established
following the war?
19. Synthesize Information Was participation by the United
States crucial to winning the war? Explain.
20. Draw Conclusions Which battle was most important in
the war in Europe? In the war in the Pacific? Explain.
● Writing About History
Writing a Research Report The history of World
War II includes many stories of great courage and personal sacrifice. Write a research report on one of the
following topics in which you describe the actions of
the person or group: the Kindertransport, Oskar Schindler, Miep Gies, Raoul Wallenberg, Dietrich Bonhoeffer.
Consult pages SH13–SH15 of the Writing Handbook for
additional help.
Prewriting
• Do some preliminary research on each of the topics listed above.
• Choose the topic that interests you most
and take notes about the people involved
and the personal risks they took.
war, with dedicated national resources
and the loss of millions of lives, to defeat
them.
Critical Thinking
15. Sample: Germans hated the Versailles
Treaty, so Hitler’s defiance of it helped
him gain popularity.
16. Sample: A powerful leader can exert enormous influence. Ordinary people are
capable of unspeakable atrocities.
• Create a set of questions about the topic and gather
additional resources.
Drafting
• Develop a working thesis and choose information to
support the thesis.
• Make an outline organizing the report.
• Write an introduction in which you explain why the
topic is interesting, a body, and a conclusion.
Revising
• Use the guidelines for revising your report on page
SH15 of the Writing Handbook.
17. It shows that he was surrounded and
choked from all sides by the Soviet Union,
Britain, and the United States.
18. the United Nations, which had the power
to enforce peace through economic sanctions or military force
19. Sample: Yes, its military and productive
capabilities were crucial factors.
20. Accept any well-reasoned answer.
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Document-Based Assessment
Document A
“It was believed with deep apprehension that many thousands,
probably tens of thousands, of lives of Allied combatants would
have been spent in the continuation of our air and sea bombardment and blockade. . . . But the people who would have suffered
most, had the war gone on much longer and their country
invaded, were the Japanese. One American incendiary air raid on
the Tokyo area in March 1945 did more damage and killed and
injured more Japanese than the bomb on Hiroshima.“
—From The Atomic Bomb and the End
of World War II by Herbert Feis
To help students understand the documents on this page, give them the following TIP: Analyze each of the
points made in the documents
arguing for and against the use of
the bomb by writing down the main
fact or reason each author presents
and judging how important and
persuasive you think it is.
■
To provide students with further
practice in answering DocumentBased Assessment Questions, go to
Document-Based Assessment,
pp. 80–94
■
If students need more instruction on
comparing viewpoints, have them
read the Skills Handbook, p. SH32.
Troops Killed at Iwo Jima and Okinawa, 1945
Battle
Japanese troops killed American troops killed
Iwo Jima
Okinawa
21,000
100,000
6,800
12,000
SOURCE: Encyclopaedia Brittannica
Document D
Conic Projection
0
200 mi
Document B
“Even without the use of the atomic bombs, the war would probably have ended before an American invasion of Kyushu [one of
the four main islands of Japan] became necessary. Conditions in
Japan were steadily deteriorating . . . The destruction of cities
from B-29 raids, diminishing food supplies, [and] decreased public morale fostered enough discontent to worry the emperor and
his advisors. . . . Even without the atomic attacks, it seems likely
that the emperor at some point would have acted in the same
way that he did in the aftermath of Hiroshima to end the war.“
■
In the spring of 1945, the Allies’ island-hopping campaign in the
Pacific brought them closer to the heart of Japan. When American
troops invaded first the island of Iwo Jima, then the island of Okinawa, the Japanese fought fiercely, but unsuccessfully, to keep
them from gaining control. They knew that the Allies planned to
use the islands as a base for an invasion of Japan itself.
0
200 km
44° N
SOVIET
UNION
MANCHURIA
( M a n z h o u n g uo )
N
E
W
S
Sea of
Japan
KOREA
A
J
Hiroshima 68
(Aug. 6, 1945)
—From Prompt and Utter Destruction: Truman and the Use of
Atomic Bombs Against Japan by J. Samuel Walker
128° E
Tokyo 50
36° N
Yokohama 44
Nagoya 31
Osaka 26
Kobe 56
32° N
132° E
Pac ific
Ocean
P
Kawasaki 33
Nagasaki 40
(Aug. 9, 1945)
Analyzing Documents
40° N
N
Perhaps no decision in American history has been more hotly
debated than Harry S. Truman’s decision to drop atomic bombs on
Hiroshima and Nagasaki, Japan, in August 1945. Documents A
and B are two historians’ views on Truman’s decision.
Document C
A
The Decision to Use the Atomic Bomb
Document-Based
Assessment
136° E
Major firebomb targets
Atomic bomb targets
56 Percentage of city
destroyed by bombing
140° E
144° E
Use your knowledge of World War II and Documents A, B, C, and D to answer questions 1–4.
1.
Which of the following cities experienced the most damage
from the American bombing raids?
A Tokyo
B Yokohama
C Hiroshima
D Osaka
2.
Which of the following statements BEST summarizes Herbert
Feis’s explanation for Truman’s use of the atomic bomb?
A Use of the atomic bombs would cause more destruction.
B Use of the atomic bombs would save lives.
C Use of the atomic bombs would ensure surrender.
D Use of the atomic bombs would make it more difficult for
Japan to rebuild its military.
3.
J. Samuel Walker’s main argument against the use of atomic
bombs is that
A atomic bombs were more destructive than conventional
bombs.
B an American invasion would not have been as destructive
as the bombs.
C the war would have ended anyway.
D the Japanese emperor opposed the use of atomic bombs.
4.
Writing Task Which of the historians quoted in
Documents A and B do you agree with most strongly? Why?
Use your knowledge of World War II and specific evidence
from the documents to support your opinion.
● Writing About History
As students begin the assignment, refer them to
p. SH13 of the Writing Handbook for help in writing a research paper. Remind them of the steps they
should take to complete their assignment, including
prewriting, drafting, and revising. For help in revising, remind them to use the guidelines on p. SH15 of
the Writing Handbook.
Students’ research papers should tell the story of
one of the people or groups specified and explain
how that person or group demonstrated courage or
personal sacrifice. They should contain an introduction, a body, and a conclusion. They should show
evidence of reflection and be free of grammatical
and spelling errors. For scoring rubrics for writing
assignments, see Assessment Rubrics, p. 8.
Answers
1. C
2. B
3. C
4. Responses should indicate which historian they
agree with and effectively explain why using
specific evidence from the documents and the
chapter to support their conclusions.
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