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The Allied Victory
Close Read
Standards Alignment
Text with Close Read instructions for students
Intended to be the initial read in which students annotate the text as they read.
Students may want to circle unfamiliar vocabulary, underline key ideas, or
comment on the information presented.
Standards Alignment
California State Standards for Grade 10
•
10.8 Students analyze the causes and consequences of World War II.
•
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points
of the war, the principal theaters of conflict, key strategic decisions, and the resulting war
conferences and political resolutions, with emphasis on the importance of geographic factors.
•
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill,
Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin,
Douglas MacArthur, Dwight Eisenhower).
•
5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its
transformation into the Final Solution; and the Holocaust that resulted in the murder of six
million Jewish civilians.
•
6. Discuss the human costs of the war, with particular attention to the civilian and military
losses in Russia, Germany, Britain, the United States, China, and Japan.
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
– RH 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 studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– WHST 4 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
The Allied Victory
Directions: As you read, circle unfamiliar
vocabulary, underline key ideas, and comment on
the information presented.
The Tide Turns on Two Fronts
Where did the tide of war turn in favor of the Allies?
In 1942, Roosevelt, Churchill, and Stalin planned
the Allies’ strategy. Stalin wanted Britain and the United
States to open a second front against Germany to relieve
the pressure on his armies. Stalin wanted the attack in
France. Roosevelt and Churchill agreed to a second front
but chose to attack German General Erwin Rommel in
North Africa.
In late 1942, the British army led by General
Bernard Montgomery drove the Germans out of Egypt
and back to the west. Meanwhile, American troops
under the command of General Dwight D. Eisenhower
landed behind the Germans and began moving east. The
Germans were finally forced out of Africa in May 1943.
At the same time, the Soviets gained a major
victory as well. German troops had invaded the Soviet
city of Stalingrad in 1942. The Red Army forced the
Germans to surrender in February 1943, ending the
Battle of Stalingrad.
American and British soldiers next invaded Italy
and captured Sicily in August 1943. Mussolini was driven
from power and the new Italian government
surrendered. But Hitler did not want to give up Italy. His
army fought there until 1945.
The Allied Home Fronts
What problems did people face at home?
While the Allies continued to fight, people at
home suffered. Some British and Soviet citizens died. In
the United States, citizens faced shortages. Goods such
as food, tires, gasoline, and clothing were in short
supply. The government rationed these items. It limited
how much a person could have so there would be
enough for the military.
Some Americans were even imprisoned. Bitter
feelings against the Japanese became widespread. As a
result, mistrust of Japanese Americans grew. The U.S.
government took thousands of Japanese Americans who
lived on the west coast and moved them to relocation
camps in the western United States. Two-thirds of these
people were American citizens.
The Allied Victory
Directions: As you read, circle unfamiliar
vocabulary, underline key ideas, and comment on
the information presented.
Victory in Europe
What were the final battles in Europe?
In early 1944, the Allies built a massive force to
retake France. In June, an invasion of thousands of
ships, planes, and soldiers was launched. It was called DDay. The invasion force suffered heavy losses but gained
a foothold in northern France. A month later, Allied
forces began to pour through German lines. In August,
they marched in triumph into Paris. By September, they
had driven the Germans out of France, Belgium,
Luxemburg, and much of the Netherlands.
At the same time, the Soviets were pushing the
Germans back in eastern Europe. In late 1944, Hitler
ordered his army to make one final, large-scale attack in
the west. In the Battle of the Bulge, it punched through
Allied lines until an Allied counterattack forced it back to
Germany. By late April 1945, Soviet troops surrounded
Berlin, Hitler’s headquarters, Five days later, he killed
himself. A week later, the Germans surrendered.
Roosevelt did not live to see this victory, however. He
had died in early April. Harry Truman was now
president.
Victory in the Pacific
What led to victory in the Pacific?
In the Pacific, the Allies began to move toward
Japan in 1943. They landed troops in the Philippines in
the fall of 1944. In the Battle of Leyte Gulf, in October
1944, the Japanese navy was crushed.
As American troops moved closer to Japan, they
faced attacks by kamikaze. These Japanese suicide pilots
sank Allied ships by crashing their bomb-filled planes into
them. In March 1945, U.S. Marines captured the island
of Iwo Jima, a strategic Japanese stronghold. By June,
they had won control of Okinawa, an island just 350
miles from Japan.
Japan was the next stop. But the U.S. military
feared that an invasion of Japan would cost half a million
Allied lives. In August, President Truman ordered that an
atomic bomb be dropped on the city of Hiroshima to try
to end the war quickly. A second bomb was dropped on
Nagasaki three days later. Tens of thousands of
Japanese dies. Japan surrendered in September.
The Allied Victory
Standards Alignment
Reading Text
Analytical Questions Response Sheets
Standards Alignment
California State Standards for Grade 10
•
10.8 Students analyze the causes and consequences of World War II.
•
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points
of the war, the principal theaters of conflict, key strategic decisions, and the resulting war
conferences and political resolutions, with emphasis on the importance of geographic factors.
•
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill,
Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin,
Douglas MacArthur, Dwight Eisenhower).
•
5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its
transformation into the Final Solution; and the Holocaust that resulted in the murder of six
million Jewish civilians.
•
6. Discuss the human costs of the war, with particular attention to the civilian and military
losses in Russia, Germany, Britain, the United States, China, and Japan.
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
– RH 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 studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– WHST 1 - Write arguments focused on discipline-specific content.
• c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
– WHST 4 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
The Allied Victory
The Tide Turns on Two Fronts
Where did the tide of war turn in favor of the Allies?
Victory in Europe
What were the final battles in Europe?
In 1942, Roosevelt, Churchill, and Stalin planned
the Allies’ strategy. Stalin wanted Britain and the United
States to open a second front against Germany to relieve
the pressure on his armies. Stalin wanted the attack in
France. Roosevelt and Churchill agreed to a second front
but chose to attack German General Erwin Rommel in
North Africa.
In late 1942, the British army led by General
Bernard Montgomery drove the Germans out of Egypt
and back to the west. Meanwhile, American troops
under the command of General Dwight D. Eisenhower
landed behind the Germans and began moving east. The
Germans were finally forced out of Africa in May 1943.
At the same time, the Soviets gained a major
victory as well. German troops had invaded the Soviet
city of Stalingrad in 1942. The Red Army forced the
Germans to surrender in February 1943, ending the
Battle of Stalingrad.
American and British soldiers next invaded Italy
and captured Sicily in August 1943. Mussolini was driven
from power and the new Italian government
surrendered. But Hitler did not want to give up Italy. His
army fought there until 1945.
In early 1944, the Allies built a massive force to
retake France. In June, an invasion of thousands of
ships, planes, and soldiers was launched. It was called DDay. The invasion force suffered heavy losses but gained
a foothold in northern France. A month later, Allied
forces began to pour through German lines. In August,
they marched in triumph into Paris. By September, they
had driven the Germans out of France, Belgium,
Luxemburg, and much of the Netherlands.
At the same time, the Soviets were pushing the
Germans back in eastern Europe. In late 1944, Hitler
ordered his army to make one final, large-scale attack in
the west. In the Battle of the Bulge, it punched through
Allied lines until an Allied counterattack forced it back to
Germany. By late April 1945, Soviet troops surrounded
Berlin, Hitler’s headquarters, Five days later, he killed
himself. A week later, the Germans surrendered.
Roosevelt did not live to see this victory, however. He
had died in early April. Harry Truman was now
president.
The Allied Home Fronts
What problems did people face at home?
In the Pacific, the Allies began to move toward
Japan in 1943. They landed troops in the Philippines in
the fall of 1944. In the Battle of Leyte Gulf, in October
1944, the Japanese navy was crushed.
As American troops moved closer to Japan, they
faced attacks by kamikaze. These Japanese suicide pilots
sank Allied ships by crashing their bomb-filled planes into
them. In March 1945, U.S. Marines captured the island
of Iwo Jima, a strategic Japanese stronghold. By June,
they had won control of Okinawa, an island just 350
miles from Japan.
Japan was the next stop. But the U.S. military
feared that an invasion of Japan would cost half a million
Allied lives. In August, President Truman ordered that an
atomic bomb be dropped on the city of Hiroshima to try
to end the war quickly. A second bomb was dropped on
Nagasaki three days later. Tens of thousands of
Japanese dies. Japan surrendered in September.
While the Allies continued to fight, people at
home suffered. Some British and Soviet citizens died. In
the United States, citizens faced shortages. Goods such
as food, tires, gasoline, and clothing were in short
supply. The government rationed these items. It limited
how much a person could have so there would be
enough for the military.
Some Americans were even imprisoned. Bitter
feelings against the Japanese became widespread. As a
result, mistrust of Japanese Americans grew. The U.S.
government took thousands of Japanese Americans who
lived on the west coast and moved them to relocation
camps in the western United States. Two-thirds of these
people were American citizens.
Victory in the Pacific
What led to victory in the Pacific?
Reading Questions
1. What major victories did the Allies win?
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2. What happened to Japanese Americans?
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3. What events that led to Germany’s surrender?
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4. What events that led to Japan’s surrender?
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_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
The Allied Victory - Reading Questions
• non
What major victories did
the Allies win?
What happened to
Japanese Americans?
What events that led to
Germany’s surrender?
What events that led to
Japan’s surrender?
The Allied Victory Text
and Text Dependent Questions
Standards Alignment
Text with Questions
Standards Alignment
California State Standards for Grade 10
•
10.8 Students analyze the causes and consequences of World War II.
•
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points
of the war, the principal theaters of conflict, key strategic decisions, and the resulting war
conferences and political resolutions, with emphasis on the importance of geographic factors.
•
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill,
Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin,
Douglas MacArthur, Dwight Eisenhower).
•
5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its
transformation into the Final Solution; and the Holocaust that resulted in the murder of six
million Jewish civilians.
•
6. Discuss the human costs of the war, with particular attention to the civilian and military
losses in Russia, Germany, Britain, the United States, China, and Japan.
•
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
– RH 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 studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
•
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– WHST 1 - Write arguments focused on discipline-specific content.
• c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
– WHST 4 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
The Allied Victory
Directions: Answer the text dependent questions as
you read.
The Tide Turns on Two Fronts
Where did the tide of war turn in favor of the Allies?
In 1942, Roosevelt, Churchill, and Stalin planned
the Allies’ strategy. Stalin wanted Britain and the United
States to open a second front against Germany to relieve
the pressure on his armies. Stalin wanted the attack in
France. Roosevelt and Churchill agreed to a second front
but chose to attack German General Erwin Rommel in
North Africa.
In late 1942, the British army led by General
Bernard Montgomery drove the Germans out of Egypt
and back to the west. Meanwhile, American troops
under the command of General Dwight D. Eisenhower
landed behind the Germans and began moving east. The
Germans were finally forced out of Africa in May 1943.
At the same time, the Soviets gained a major
victory as well. German troops had invaded the Soviet
city of Stalingrad in 1942. The Red Army forced the
Germans to surrender in February 1943, ending the
Battle of Stalingrad.
American and British soldiers next invaded Italy
and captured Sicily in August 1943. Mussolini was driven
from power and the new Italian government
surrendered. But Hitler did not want to give up Italy. His
army fought there until 1945.
How did the Allied leaders want to conquer
Germany’s armies?
What regions did the Allies focus their attention
on? How successful were they?
How successful was the Red Army?
Explain what happened in Italy.
The Allied Home Fronts
What problems did people face at home?
While the Allies continued to fight, people at
home suffered. Some British and Soviet citizens died. In
the United States, citizens faced shortages. Goods such
as food, tires, gasoline, and clothing were in short
supply. The government rationed these items. It limited
how much a person could have so there would be
enough for the military.
Some Americans were even imprisoned. Bitter
feelings against the Japanese became widespread. As a
result, mistrust of Japanese Americans grew. The U.S.
government took thousands of Japanese Americans who
lived on the west coast and moved them to relocation
camps in the western United States. Two-thirds of these
people were American citizens.
Describe the homefront during WWII.
What happened to Japanese Americans living on
the west coast?
The Allied Victory
Directions: Answer the text dependent questions as
you read.
Victory in Europe
What were the final battles in Europe?
In early 1944, the Allies built a massive force to
retake France. In June, an invasion of thousands of
ships, planes, and soldiers was launched. It was called DDay. The invasion force suffered heavy losses but gained
a foothold in northern France. A month later, Allied
forces began to pour through German lines. In August,
they marched in triumph into Paris. By September, they
had driven the Germans out of France, Belgium,
Luxemburg, and much of the Netherlands.
At the same time, the Soviets were pushing the
Germans back in eastern Europe. In late 1944, Hitler
ordered his army to make one final, large-scale attack in
the west. In the Battle of the Bulge, it punched through
Allied lines until an Allied counterattack forced it back to
Germany. By late April 1945, Soviet troops surrounded
Berlin, Hitler’s headquarters, Five days later, he killed
himself. A week later, the Germans surrendered.
Roosevelt did not live to see this victory, however. He
had died in early April. Harry Truman was now
president.
What was D-Day?
What was the outcome of D-Day?
How did the Battle of the Bulge receive its
name? What was the result?
How did the conflict end with Germany?
Victory in the Pacific
What led to victory in the Pacific?
In the Pacific, the Allies began to move toward
Japan in 1943. They landed troops in the Philippines in
the fall of 1944. In the Battle of Leyte Gulf, in October
1944, the Japanese navy was crushed.
As American troops moved closer to Japan, they
faced attacks by kamikaze. These Japanese suicide pilots
sank Allied ships by crashing their bomb-filled planes into
them. In March 1945, U.S. Marines captured the island
of Iwo Jima, a strategic Japanese stronghold. By June,
they had won control of Okinawa, an island just 350
miles from Japan.
Japan was the next stop. But the U.S. military
feared that an invasion of Japan would cost half a million
Allied lives. In August, President Truman ordered that an
atomic bomb be dropped on the city of Hiroshima to try
to end the war quickly. A second bomb was dropped on
Nagasaki three days later. Tens of thousands of
Japanese dies. Japan surrendered in September.
What was next for the Allies?
Explain Kamikazes.
How was island hopping used by the Allies?
What was an expected challenge with invading
Japan?
What did Truman decide to do? What was the
result?
The Allied Victory
Dialectical Journal
Standards Alignment
Quotes Analysis Guide
Text quotes with student directions
Standards Alignment
California State Standards for Grade 10
•
10.8 Students analyze the causes and consequences of World War II.
•
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points
of the war, the principal theaters of conflict, key strategic decisions, and the resulting war
conferences and political resolutions, with emphasis on the importance of geographic factors.
•
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill,
Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin,
Douglas MacArthur, Dwight Eisenhower).
•
5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its
transformation into the Final Solution; and the Holocaust that resulted in the murder of six
million Jewish civilians.
•
6. Discuss the human costs of the war, with particular attention to the civilian and military
losses in Russia, Germany, Britain, the United States, China, and Japan.
•
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
– RH 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 studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
– RH 8 - Assess the extent to which the reasoning and evidence in a text support the author’s
claims.
•
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– WHST 1 - Write arguments focused on discipline-specific content.
• a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among the claim(s),
counterclaims, reasons, and evidence.
• c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
– WHST 2 - Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
• b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
• c. Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among ideas and concepts.
• d. Use precise language and domain-specific vocabulary to manage the complexity of the
topic and convey a style appropriate to the discipline and context as well as to the
expertise of likely readers.
– WHST 4 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
Read to Analyze Quotes
The purpose of a dialectical journal is to analyze significant quotes from the text to make authentic
connections between the text and other related concepts. After reading the quote and locating it in the
document, write a response that shows your ability to question, analyze, interpret, evaluate, reflect, or
predict.
Response Starters to help start journal feedback:
– Asking Questions
• I wonder why…
• What if…
• How come…
– Revising Meaning/Analyzing
• At first I thought, but now I…
• My latest thought about this is…
• I’m getting a different picture here because…
– Forming Interpretations
• What this means to me is…
• I think this represents…
• The idea I’m getting is…
– Evaluating
• I like/don’t like…
• This could be more effective if…
• The most important message is…
– Reflecting and Relating
• So, the big idea is…
• A conclusion I’m drawing is…
• This is relevant to my life because…
– Predicting
• I’ll bet that…
• I think…
• If, then…
The Allied Victory - Dialectical Journal
Quote from Reading:
- “In 1942, Roosevelt, Churchill, and Stalin planned
the Allies’ strategy. “
- “In late 1942, the British army led by General
Bernard Montgomery drove the Germans out of
Egypt and back to the west.”
- “Meanwhile, American troops under the
command of General Dwight D. Eisenhower landed
behind the Germans and began moving east. The
Germans were finally forced out of Africa in May
1943.”
- “German troops had invaded the Soviet city of
Stalingrad in 1942. The Red Army forced the
Germans to surrender in February 1943, ending
the Battle of Stalingrad.”
- “American and British soldiers next invaded Italy
and captured Sicily in August 1943. Mussolini was
driven from power and the new Italian government
surrendered. But Hitler did not want to give up
Italy. His army fought there until 1945.”
- “In the United States, citizens faced shortages.
Goods such as food, tires, gasoline, and clothing
were in short supply. The government rationed
these items. It limited how much a person could
have so there would be enough for the military.”
- “The U.S. government took thousands of
Japanese Americans who lived on the west coast
and moved them to relocation camps in the
western United States. Two-thirds of these people
were American citizens.”
Student Response (Question, Analyze, Interpret,
Evaluate, Reflect, Predict)
The Allied Victory - Dialectical Journal
Quote from Reading:
- “In June, 1942, an invasion of thousands of ships,
planes, and soldiers was launched called D-Day.
The invasion force suffered heavy losses but gained
a foothold in northern France.”
- “By September, they had driven the Germans out
of France, Belgium, Luxemburg, and much of the
Netherlands.”
- “In late 1944, Hitler ordered his army to make
one final, large-scale attack in the west. In the
Battle of the Bulge, it punched through Allied lines
until an Allied counterattack forced it back to
Germany.”
- “By late April 1945, Soviet troops surrounded
Berlin, Hitler’s headquarters, Five days later, he
killed himself. A week later, the Germans
surrendered.”
- “The Allies landed troops in the Philippines in the
fall of 1944. In the Battle of Leyte Gulf, in October
1944, the Japanese navy was crushed.”
- “As American troops moved closer to Japan, they
faced attacks by kamikaze. These Japanese suicide
pilots sank Allied ships by crashing their bombfilled planes into them.
- “In March 1945, U.S. Marines captured the island
of Iwo Jima, a strategic Japanese stronghold. By
June, they had won control of Okinawa, an island
just 350 miles from Japan.”
- “But the U.S. military feared that an invasion of
Japan would cost half a million Allied lives. In
August, President Truman ordered that an atomic
bomb be dropped on the city of Hiroshima to try to
end the war quickly. A second bomb was dropped
on Nagasaki three days later. Tens of thousands of
Japanese dies. Japan surrendered in September.”
Student Response (Question, Analyze, Interpret,
Evaluate, Reflect, Predict)
The Allied Victory
Text Summary Worksheet with student directions
Standards Alignment
California State Standards for Grade 10
•
10.8 Students analyze the causes and consequences of World War II.
•
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of
conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of
geographic factors.
•
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor
Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
•
5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution;
and the Holocaust that resulted in the murder of six million Jewish civilians.
•
6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the
United States, China, and Japan.
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and
origin of the information.
– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events
or ideas develop over the course of the text.
– RH 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 studies.
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– WHST 1 - Write arguments focused on discipline-specific content.
• c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
– WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
– WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
The Allied Victory
Directions: As you read the text, take notes on the many fronts, conclusion of World War II, and reflection of the outcomes.
• Date & Action:
• Date & Action:
• Date & Action:
• Date & Action:
• Conclusion:
• Conclusion:
• Reflection:
Northern Africa
Key Players:
Pacific
Key Players:
Eastern Europe
Key Players:
• Reflection:
Western Europe
Key Players:
• Date & Action:
• Date & Action:
• Date & Action:
• Date & Action:
• Conclusion:
• Conclusion:
• Reflection:
• Reflection:
The Allied Victory
Directions: As you read the text, take notes on the many fronts, conclusion of World War II, and reflection of the outcomes.
• Date & Action:
• Date & Action:
• Date & Action:
• Date & Action:
• Conclusion:
• Conclusion:
• Reflection:
Northern Africa
Key Players:
Pacific
Key Players:
Eastern Europe
Key Players:
• Reflection:
Western Europe
Key Players:
• Date & Action:
• Date & Action:
• Date & Action:
• Date & Action:
• Conclusion:
• Conclusion:
• Reflection:
• Reflection: