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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