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Introduction
Notebook Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-2
Introduction to the Notebook—How the Notebook is Organized—Correlation of
Activities to NCSS Standards
Management and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1
Background Information for the Time Period—Suggested Schedule Using 45-Minute
Periods—Introduction to the Rubric Bank—Examples from the Rubric Bank—
Sample Rubric for American Revolution—Young-Adult Reading—
Suggested Resources for the Teacher
Simulations and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-1
Unit 1: The Causes of World War II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-3
Causes of a World War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-3
Pearl Harbor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-45
Unit 2: Supporting the War Effort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-79
Rosie the Riveter and the Home Front . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-79
The Code Wars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-99
Unit 3: The Holocaust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-133
Unit 4: Battles of World War II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-159
Unit 5: Final Victory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-183
The Latter Part of the War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-183
Post World War II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-229
Overhead Transparencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-1
Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E-1
Multimedia Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-1
Using the View Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-5
Ideas for Using Multimedia Collections in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-16
Thumbnail Photo Images and Clip Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-21
Audio Clips, Video Clips, and Documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-36
Bonus Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-1
Teacher Resource CD-ROM Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-2
© Teacher Created Materials, Inc.
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#2692 Exploring History—World War II
Introduction
How the Notebook is Organized
Bonus
Items
A World at War
• Use this map as a visual
throughout the units in this
notebook.
International Maritime
Signal Flags
• In Unit 2, students can use
these signal flags for the
Flag Hoisting activity.
Notebook Contents
• Management Ideas for the Notebook (A)
• Additional Teacher Resources (B)
• In-depth Lesson Plans (C)
• Student Handbooks and Background Information (C)
• Reproducible Activity Sheets (C)
• Overhead Transparencies (D)
• Quizzes and Final Test (E)
Tea
CD
ing Histo
plor
r
Ex r Resourc y
e
e
ch
For use
with either
Macintosh ®
or Windows ®
Teacher Created
Materials, Inc.
TCM 2692
ig41
CD-ROMs
World War II
See page G-2 for the
contents of this CD-ROM.
Copyright All Rights Reserved.
Multimedia CD-ROM
• Contains photographs, clip art,
documents, audio clips, and
video clips.
Teacher Resource CD-ROM
• Contains annotated standards,
rubric bank, assessments, and
the script for the play.
• See Section F for a complete
description of the contents of
the CD and how to use it.
• See page G-2 for a complete
listing of the contents of the
CD.
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© Teacher Created Materials, Inc.
Introduction
How the Notebook is Organized
Section A: Introduction—Section A introduces the teacher to the specific book and provides an
overview of the Exploring History series. Also included is a list of which specific activities meet the
curriculum standards published by the National Council for the Social Studies (NCSS).
Section B: Management and Resources—Section B provides general background for the
teacher and includes helpful material about scheduling activities in the classroom. Relevant resources
to enhance and supplement the unit are provided here. Among the resources that may be included in
each book are topic-related books for teachers and students, videos, period art, music, and dance. This
section also introduces teachers to a rubric bank and suggests ways to implement and customize the 100
plus criteria to create rubrics that serve the needs of students as they complete the activities. The entire
rubric bank is included on the Teacher Resource CD as an Adobe Acrobat file. It is also included as a
Microsoft Word® document so that teachers can cut and paste the criteria to create personalized rubrics.
Teachers and students can use the supplementary guide to negotiate and develop criteria for the
activities in the book. The rubric bank can also be used as an evaluation tool for other activities.
Section C: Simulations and Activities—Section C gives necessary background information for
each simulation and activity, as well as directions for implementing the activities in the classroom and
using the materials in the student handbooks. A list of applicable curriculum standards precedes each
activity. Following the lesson plans are information pages for the students as they work through the
simulations. These student handbook pages are provided at two levels to meet your students’ varying
reading abilities. The Level A (grades 5–8) and Level B (grades 8 and up) handbooks essentially
include the same information with variations in difficulty level of content, format, and vocabulary.
After the handbooks are reproducible pages for implementing and managing the units.
Section D: Overhead Transparencies—Section D provides the teacher and students with
overhead transparencies of key work sheets, charts, and other materials that might serve as focal points
of a lesson, review, or presentation.
Section E: Assessments—Section E was created to assist teachers with the assessment process.
Included in this section are multiple choice and essay quizzes as well as a final test. Schedule testing to
meet your particular classroom needs. The assessments are also available on the Teacher Resource CD
as Microsoft Word® documents. Teachers can edit and revise these documents to better meet their needs
or to more accurately assess the content that was covered within their classrooms.
Section F: Multimedia Resources—Section F contains the User’s Guide for the Multimedia
Resources CD. The guide includes information about using the viewer program and ideas on how to
use the collection in the classroom. Also included are thumbnail images of the photographs and clip
art, as well as a listing of the documents, video clips, and audio clips for quick reference.
Section G: Bonus Items—Section G provides teachers and students with handy manipulatives to
be used with specific activities or as motivational tools throughout the unit. The bonus items may
include maps, charts, activity cards, games, or information cards. Many of the bonus items can be
adapted for use with extension activities that teachers may wish to use to reinforce the concepts
emphasized in the notebook’s simulations and activities.
© Teacher Created Materials, Inc.
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#2692 Exploring History—World War II
Simulations and Activities
Section Table of Contents
Unit 1: The Causes of World War II
Causes of a World War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-3
Student Handbook—Level A (Grades 5–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-18
Student Handbook—Level B (Grades 8 and up). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-28
Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-38
Pearl Harbor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-45
Student Handbook—Level A (Grades 5–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-60
Student Handbook—Level B (Grades 8 and up). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-66
Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-72
Unit 2: Supporting the War Effort
Rosie the Riveter and the Home Front . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-79
Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-88
The Code Wars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-99
Student Handbook—Level A (Grades 5–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-110
Student Handbook—Level B (Grades 8 and up). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-118
Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-125
Unit 3: The Holocaust
The Holocaust. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-133
Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-139
Unit 4: Battles of World War II
Battles of World War II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-159
Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-169
Unit 5: Final Victory
The Latter Part of the War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-183
Student Handbook—Level A (Grades 5–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-204
Student Handbook—Level B (Grades 8 and up). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-212
Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-220
Post World War II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-229
Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-242
© Teacher Created Materials, Inc.
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#2692 Exploring History—World War II
Unit 1: The Causes of World War II
Simulations and Activities
Causes of a World War
I. Culture
b. Explain how information and experiences may be interpreted by people from
diverse cultural perspectives and frames of reference.
II. Time, Continuity, and Change
b. Identify and use key concepts such as chronology, causality, change, conflict, and
complexity to explain, analyze, and show connections among patterns of historical
change and continuity.
IV. Individual Development and Identity
h. Work independently and cooperatively to accomplish goals.
V. Individuals, Groups, and Institutions
e. Identify and describe examples of tensions between belief systems and government
policies and laws.
VI. Power, Authority, and Governance
c. Analyze and explain ideas and governmental mechanisms to meet needs and wants
of citizens, regulate territory, manage conflict, and establish order and security.
f. Explain conditions, actions, and motivations that contribute to conflict and
cooperation within and among nations.
IX. Global Connections
b. Analyze examples of conflict, cooperation, and interdependence among groups,
societies, and nations.
e. Describe and explain the relationships and tensions between national sovereignty
and global interests, in such matters as territory, natural resources, trade, use of
technology, and welfare of people.
g. Identify and describe the roles of international and multinational organizations.
X. Civic Ideals and Practices
c. Locate, access, analyze, organize, and apply information about selected public
issues—recognizing and explaining multiple points of view.
Background Information
The origins of the Second World War can be traced back to the conflict and events that impacted the
world in 1914–1918. Hitler’s war, beginning with the attack on Poland the first day of September in
1939, was a continuation of the aggression that was quelled with the armistice and the signing of the
Treaty of Versailles. But this treaty provided an imperfect peace that only bred anger, hatred, and
resentment, resulting in social and political upheavals in Germany that gave rise to Adolf Hitler and the
Nazi Party. The German people had very little experience with democracy, and they had trouble
accommodating their Weimar Republic. With the economic crises brought about by the reparations
demands of the Treaty of Versailles followed by the collapse wrought by the Great Depression that
swept the world, disenchantment with democratic parliament-style government increased.
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© Teacher Created Materials, Inc.
Unit 1: The Causes of World War II
Simulations and Activities
Causes of a World War
Background Information (cont.)
The Germans looked back upon the authoritarian rule of the Kaiser with increasing fondness and
showed a propensity to follow a strong leader, a “man of the hour” who would restore Germany’s
power, greatness, and stature in the world community.
The Italians and the Japanese also blamed the Versailles settlement for their problems. Both powers
expected territorial settlements that were rejected in the final treaty. The Italians turned to Benito
Mussolini and fascism to redress their grievances, and he in turn established a dictatorship in Italy that
promised a new Roman Empire in the Mediterranean world. The Japanese increasingly allowed
militarists and middle-level army officers to determine an expansionist policy that gave Japan a growing
empire on the Asian mainland.
Woodrow Wilson’s idealistic plan for a world organization that would maintain the peace, stifle
aggression, and also halt increasing armaments among the world’s powers proved a dismal failure from
its inception. The Soviet Union was cast in the role of a pariah and was not extended membership.
The United States rejected the Treaty of Versailles and the Covenant of the League of Nations. A major
problem was the absence of an apparatus to enforce its rulings and make the nations comply with the
League’s directives. The fact that Germany and Japan walked out of the League of Nations in 1933 did
not help.
The Germans, Italians, and Japanese eventually came together in an alliance they called the Pact of
Steel; the Berlin-Rome-Tokyo Axis bound them together in the pursuit of a common foreign policy and
the waging of war. They were have-nots seeking to compensate for their lack of territory and their
absence of abundant natural resources through the application of aggression against weaker neighbors.
They relied on militarism and a resurgence of nationalism, in combination with contempt for western
liberal democracies, to instill their nations with the pride and desire to attain their goals. Like a
chemical reaction, all of these elements combined together and brought the world to war.
In this activity, students are offered typical news headlines with brief descriptions that imitate actual
causes of World War II. Hundreds of newspapers, journals, and magazines highlighted the events that
increasingly shocked the world. It is the students’ job to classify the headlines under four categories—
imperialism, nationalism, totalitarianism, and the failings of the League of Nations—to show how all
contributed to the conditions that provoked war.
Activity 1: Headlines from Around the World
Materials
• Reproducibles
Newspaper Headlines from Around the World (pages C-38 through C-40)
Causes of World War II Chart (page C-41)
© Teacher Created Materials, Inc.
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#2692 Exploring History—World War II
Unit 1: The Causes of World War II
Simulations and Activities
Causes of a World War
Activity 1: Headlines from Around the World (cont.)
Procedure
In this activity students will work with partners to read the various newspaper headlines that were
published around the world prior to World War II. These headlines presented the tensions that would
eventually result in war. After students have read each of the headlines and their descriptions, they will
categorize each headline under its proper heading on a chart.
1. Ask cooperative groups to brainstorm what they believe causes war.
2. Have each group rank its responses from most likely causes to least likely causes.
3. Call on one member of the group to offer one response. Record the response on the board. Move
to the next cooperative group, asking for responses until all responses have been generated.
4. Now introduce these four main causes of World War II:
a. imperialism/aggression—the policy of extending a nation’s authority by acquiring new
territory
b. nationalism—devotion to the interest or cultures of a nation, emphasizing national rather than
international goals (Also, it is a condition where the state’s interests come before its citizens
and where there is enormous pride in one’s nation.)
c. totalitarianism—imposing a form of government in which one political authority exercises
absolute and centralized control over all aspects of life
d. the failings of the League of Nations—ways in which the League of Nations was ineffective
5. Distribute the pages titled Newspaper Headlines from Around the World (pages C-38 through
C-40) for each pair of students.
6. Then distribute Causes of World War II Chart (page C-41) to each pair of students.
7. Model the activity by reading the first headline and discussing with the students which heading it
should fall under. Then demonstrate how you would write the date on the line and record the
headline in the box.
8. Pair students together so that a strong reader accompanies a weak reader. Have each pair of
students who sit side-by-side fill in one chart together.
9. When students have completed the chart, discuss how well the cooperative groups did by using
the answer key on the next page.
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© Teacher Created Materials, Inc.
1929: Weimer Republic
Under Attack
1936: Adolf Hitler Sends
Troups into the
Rhineland
C-7
1939: Hitler Invades Poland
1939: Hitler Wants Danzig
1938: Germany Shocks the
World
1936: People’s Car Makes
Debut
1939: Italy Invades Albania
1936: Franco Lands in
Spain
1935: Nazis Enact
Nuremberg Laws
1936: Hitler Hosts Olympics
1933: Nazis Open Dachau
1933: Hitler Becomes
Dictator
1932: Japanese Prime
Minister Assassinated
1923: Hitler Beer Hall
Putsch Fails
1922: Fascists March on
Rome
1938: League Steps Aside
for Hitler
1938: League Council Urges
Sanctions
1937: League Condemns
Japanese Attack
1935: League Bans Arms
for Italy
1935: Hitler Rearms
Germany
1934: League Disarmament
Conference Ends in
Failure
1933: Hitler Exits the
League
1933: Japan Walks Out of
the League
1931: League’s Lytton
Commission Labels
Japan Aggressor
1919: United States Senate
Rejects Treaty
The League of Nations
Totalitarianism
(total political power in the (a world government meant
to police all nations)
hands of one party)
1935: Nazis Ban Jazz Music
1939: Czechoslovakia
Ceases to Exist
1938: Munich Agreement
Sells Out
Czechoslovakia
1938: German Troops
Invade Austria
1921: New Party in Munich
1935: Italy Invades Ethiopia
1934: Children in Germany
Take Oath to Die for
Hitler
1919: Germans Told: Sign
or Else
Nationalism
(pride in one’s nation;
the nation comes first)
1931: Japan Seizes
Manchuria
Imperialism/Aggression
(acquiring colonies for
natural resources)
Unit 1: The Causes of World War II
Simulations and Activities
Causes of a World War
Activity 1: Headlines from Around the World (cont.)
Answer Key for Causes of World War II Chart (page C-41)
#2692 Exploring History—World War II
Unit 1: The Causes of World War II
Reproducibles
Newspaper Headlines from Around the World
1919
Germans Told: Sign or Else: The German delegation to the treaty negotiations at Versailles
were told to sign the treaty or else the Allies would march into Germany. Germans were
stunned by the conditions of the treaty.
1919
United States Senate Rejects Treaty: Senate rejects Woodrow Wilson’s pleas to accept the
Treaty of Versailles and the Covenant of the League of Nations in Switzerland. The League
is missing two great world powers, as the Soviets Russians aren’t even asked to join.
1921
New Party in Munich: An ultra-nationalistic party called the Nazis emerged in Munich.
The leader is Adolf Hitler, who vows to destroy the Weimer Republic and what he considers
the unfair Treaty of Versailles.
1922
Fascists March on Rome: Followers of Fascist leader Benito Mussolini march on Rome.
King Victor Emanuel of Italy asks Mussolini to form a new government.
1923
Hitler Beer Hall Putsch Fails: Hitler goes to prison for one year and vows to legally take
total power in Germany upon release. He writes book Mein Kampf in his spare time.
1929
Weimer Republic Under Attack: Right wing nationalist parties, especially the Nazis, attack
the Republic. They accuse the government of being incapable of solving Germany’s
economic depression.
1931
Japan Seizes Manchuria: Renegade Japanese Imperial Army officers seize Manchuria.
Their action is approved by the Japanese government and Emperor Hirohito.
1931
League’s Lytton Commission Labels Japan Aggressor: The International Lytton
Commission of the League of Nations named Japan as the aggressor in Manchuria. The
League was unable to take any further action beyond recommending that member nations
refuse to give the Japanese puppet state of Manchukuo official recognition.
1932
Japanese Prime Minister Assassinated: Radical Japanese military officers kill the prime
minister due to his opposition to the war in Manchuria. The militarists are gaining power
and influence in Japan’s government.
1933
Hitler Becomes Dictator: Six months after President Hindenberg named Hitler Chancellor
of Germany, Hitler is given emergency powers under the Enabling Act. He now rules by
decree, giving him the power of a dictator.
1933
Japan Walks Out of the League: In reaction to the harsh disapproval of world opinion and
criticism over the Japanese seizure of Manchuria, the Japanese delegation walks out of the
League of Nations.
1933
Hitler Exits the League: Adolf Hitler announces to the world that the League of Nations
has no policy of interest to Nazi Germany. He instructs the German delegation to walk.
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© Teacher Created Materials, Inc.
Unit 1: The Causes of World War II
Reproducibles
Newspaper Headlines from Around the World
1933
Nazis Open Dachau: The Nazi government in Germany has announced the opening of the
Dachau concentration camp as a place to “re-educate” people who oppose their policies. In
reality, it is a prison meant to stifle Hitler’s opposition.
1934
Children in Germany Take Oath to Die for Hitler: As part of the German Youth
Organizations, children dress up in uniforms, drill like soldiers, and pledge, “Under this flag,
I swear to give all my strength to Adolf Hitler, the man who saved our country. I am willing
and ready to die for him, so help me God.”
1934
League Disarmament Conference Ends in Failure: The Disarmament Conference has
brought its talks to an end after Germany walked out of the League and withdrew from the
disarmament talks. Hitler is moving ahead with plans to increase military spending and
Germany’s armed forces.
1935
Hitler Rearms Germany: In a planned move to scrap the Treaty of Versailles, Hitler
announces that Germany will rearm. The Nazi leader is determined to make Germany a world
power, in direct opposition to the Leagues’ efforts to limit armaments and ensure world peace.
1935
Italy Invades Ethiopia: Mussolini sends Italian troops into Ethiopia. Cheering crowds in
Rome support his claims for building a new Roman Empire.
1935
Nazis Ban Jazz Music: “Germany for Germans” is a reoccurring theme throughout
Germany, as Nazis take pride in German culture and accomplishments of the Volk. The ban
on jazz is Hitler’s response to what he calls decadent American culture.
1935
League Bans Arms to Italy: The League of Nations places a ban on the sale of weapons to
Italy due to their invasion of Ethiopia. It does not include oil. The League does not have the
power to enforce its own ruling.
1935
Nazis Enact Nuremberg Laws: Germany shocks the world by enacting laws that eliminate
the Jewish community from the social, political, and economic life of Germany. This is the
Nazi effort to create an Arian nation of pure-blooded Germanic Volk.
1936
Hitler Hosts Olympics: Hitler and the Nazis turn Berlin into a sports palace, a showplace
for the world to see what National Socialism has done for Germany. Tourists by the
thousands will come during the summer to see the Olympic Games.
1936
Franco Lands in Spain: In a rapid move, General Franco and his Nationalist troops are
airlifted from Spanish Morocco in Africa and returned to Spain. It is a daring move against
the Republican Government, which is left-wing, liberal, socialist, riddled with communists,
anti-clerical, and a threat to conservative elements throughout Spain.
1936
Adolf Hitler Sends Troops into the Rhineland: In direct violation of the Treaty of Versailles,
Hitler sends German troops into the Rhineland, the border region between France and
Germany. The democracies do nothing to stop German troops from re-occupying this area.
© Teacher Created Materials, Inc.
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#2692 Exploring History—World War II
Unit 1: The Causes of World War II
Reproducibles
Newspaper Headlines from Around the World
1936
People’s Car Makes Debut: In the city of Wolfsburg, Adolf Hitler offers for viewing the
new Volkswagen. Nazis hope to raise national pride as they deliver to all of Germany a car
that each family could afford.
1937
League Condemns Japanese Attack: With the fall of Shanghai, the League issues a strong
statement condemning Japan’s invasion of China. Japan ignores the League, and Chinese
appeals to the League for help have been largely ignored. No country is prepared to go to
their aid.
1938
German Troops Invade Austria: In a lightning move, German soldiers march into Austria
and accomplish Hitler’s Anschluss, the joining of Austria to Hitler’s Third Reich. Cheering
crowds numbered close to a million, welcoming Hitler to Vienna.
1938
Munich Agreement Sells Out Czechoslovakia: In a dramatic move, British Prime Minister
Chamberlain flies to Munich, Germany, and caves in to Hitler’s demands for the
Sudetenland. This border region of Czechoslovakia, which includes three million German
citizens, is now joined to Hitler’s Reich.
1938
League Council Urges Sanctions: The Council of the League of Nations urges individual
member nations to impose economic sanctions against Japan for its bombing of cities in
China. The League is not capable of taking any other measures to stop Japan’s aggression in
China.
1938
Germany Shocks the World: In a violent action against the non-Aryan German Jewish
community, Nazi thugs destroy hundreds of synagogues and businesses in an effort to force
the religious community to emigrate. Shattered window glass provides the event with the
name Kristallnacht, the night of broken glass.
1938
League Steps Aside for Hitler: Adolf Hitler’s territorial demands in the Sudetenland of
Czechoslovakia are appeased by England and France at the Munich Conference. The League
of Nations chose to abdicate its responsibilities for preventing aggression and conflict and
did not take an active role at the talks.
1939
Czechoslovakia Ceases to Exist: In a bold maneuver, Hitler breaks his word and seizes
Bohemia and Moravia and the remains of Czechoslovakia, annexing these territories to the
Third Reich. Surprisingly, England and France take no action against the Germans.
1939
Italy Invades Albania: Mussolini, pushing to extend his new Roman Empire, sends Italian
soldiers into Albania and annexes the territory. King Zog of Albania flees with his family
and abandons his country.
1939
Hitler Wants Danzig: Hitler has now turned his attention to Poland. He demands the return
of Danzig and the Polish Corridor to Germany. England and France threaten war if he moves
against Poland.
1939
Hitler Invades Poland: German troops, in the early morning hours on the first day of
September 1939, move into Poland. England and France demand Germany’s withdrawal or a
state of war will exist.
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Totalitarianism
(one political party has all
the power)
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Nationalism
(being proud of your nation;
the nation is more important
than anything else)
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Imperialism/Aggression
(taking over colonies for
their natural resources)
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The League of Nations
(an organization that could
watch over other nations)
Unit 1: The Causes of World War II
Reproducibles
Causes of World War II Chart
#2692 Exploring History—World War II
Unit 1: The Causes of World War II
Assessments
Causes of a World War Quiz
Part I
1. The causes of World War II include the failure of the League of Nations and all of the following
EXCEPT:
a. imperialism
b. nationalism
c. totalitarianism
d. isolationism
2. The 1936 Berlin Summer Olympic Games were held
a. to show compassion and world solidarity for the German Jewish community.
b. for all the world to see nationalistic Nazi superiority on display.
c. so Hitler would see that the world’s nations were united against Nazism.
d. to raise emergency funds to help with resettlement of German Jewish refugees.
3. A form of government in which one political figure exercises absolute centralized control over all
aspects of life is called
a. imperialism
b. nationalism
c. totalitarianism
d. isolationism
4. Examples of totalitarian governments in the 1930s and 40s include all of the following EXCEPT:
a. Germany
b. Russia
c. Britain
d. Italy
5. What was the Stalin-Hitler (or Molotov-Ribbentrop) Pact of 1939?
a. an alliance between the USSR and Germany to wage war against the British Empire
b. a non-aggression treaty between Germany and the USSR that gave a green light for Hitler to
invade Poland
c. a treaty of friendship and cultural exchange between Germany and the USSR
d. a non-aggression treaty between Germany and Russia that gave a green light for Stalin to
invade Manchuria
6. The Second World War began with
a. Hitler’s invasion of the Czech provinces of Bohemia and Moravia in March 1939.
b. the German invasion of Poland on September 1, 1939.
c. Mussolini’s invasion of Ethiopia in 1935.
d. the Japanese attack on Pearl Harbor in December 1941.
7. The Tripartite agreement of 1940, also called the “Pact of Steel,”
a. joined Germany, Italy, and Japan in an alliance.
b. became the Axis powers of World War II.
c. opposed the Allies and any nations that aided the Allies during wartime.
d. all of the above
8. The harsh conditions imposed by the Treaty of Versailles after World War I led to
a. the rise of Adolf Hitler and the Nazis in Germany.
b. Benito Mussolini’s invasion of Ethiopia in 1935.
c. the isolationist policies of politicians in the United States.
d. the Bolsheviks seizing power in Russia in 1917 and toppling the Tsar.
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#2692 Exploring History—World War II
Unit 1: The Causes of World War II
Assessments
Causes of a World War Quiz
Part II
Axis
Japan
Germany
Italy
Finland
Romania
Years at War
1937–1945
1939–1943
1940–1945
1941–1945
1939–1945
Allies
Canada
France
Great Britain
Poland
Soviet Union
United States
China
Yugoslavia
Greece
Holland
Belgium
India
Australia
New Zealand
South Africa
Norway
Denmark
Years at War
1939–1945
1939–1940
1939–1945
1939
1941–1945
1941–1945
1937–1945
1941
1940–1941
1940
1940
1939–1945
1939–1945
1939–1945
1939–1945
1940
1940
9. Study the information in the chart above. Compare the number of Axis powers to the number of
Allied powers.
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10. Compare and contrast the information about the length of the war for each country. Which
countries were at war the longest? Which were involved for the shortest period of time?
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11. Give at least two reasons that explain why different countries were at war for different lengths of
time.
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#2692 Exploring History—World War II
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© Teacher Created Materials, Inc.
Unit 1: The Causes of World War II
Assessments
Causes of a World War Quiz
Essay
World War II officially began with Hitler’s invasion of Poland in 1939 and ended with the surrender of
Japan in August of 1945. How did the “peace at all costs” attitude of appeasement following World
War I contribute to World War II?
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#2692 Exploring History—World War II