Download Unit 9: World War II

Chapters:
24-25
Unit 9: World War II
Essential Questions
1) What political ideas are appealing to people during times of crisis and uncertainty? Why?
2) How do world conflicts and political changes impact the relationship of the United States with other countries?
3) Which should be considered of greater importance-individual rights or national security?
The Rise of Dictators/The
Road to War
Concepts
Totalitarianism
Fascism
Nazism
Appeasement
Topics
-Stalin’s Reign of Terror: The
Great Purge
-Italy Under Mussolini
-Nazism: Defining
Characteristics and Beliefs
-Hitler’s Rise to Power:
Causes and Effects
-Formation of the Axis Powers
-Strengthening Germany
-Policy of Appeasement:
Explanation, Justification,
Causes, and Effects
People
Benito Mussolini
Adolf Hitler
Joseph Stalin
The War in Europe
Concepts
Blitzkrieg
Atlantic Charter
Topics
-Germany/Soviet Union
Nonaggression Pact
-Invasion of Poland:
Significance
-German Aggression: Where,
When, and Why?
-The Fall of France: Causes
and Effects
-Formation of the Allies
-Battle of Britain: Significance
-North Africa Campaign:
Events and Significance
-Battle of Stalingrad
-The Allied Air War
-D-Day: Events and
Significance
-The Battle of the Bulge:
Events and Significance
-Effect of Fighting on Soldiers
-V-E Day: May 8, 1945
-The Death of Hitler
People
Dwight Eisenhower
General Patton
America: From Isolationism
to War
Concepts
Neutrality Acts
Cash and carry
Lend-Lease Act
Selective Training/Service Act
GIs
Office of War Mobilization
Liberty Ships
Victory gardens
Rationing
The War in the Pacific
The Holocaust
Concepts
Manchurian Incident
Puppet state
Island hopping
Kamikazes
Concepts
Anti-Semitism
Holocaust
Genocide
Concentration camps
Kristallnacht
Topics
-1930s Neutrality:
Justification
-Neutrality Acts: Explanation
and Justification
-Lend-Lease Act: Justification
and Explanation
-Attack on Pearl Harbor:
Causes and Effects
-U.S. Declaration of War
-Mobilizing Men and the
Economy: Methods
-Women in the War: Roles
-Financing the War
-The Homefront: Effects on
Daily Life
-Japanese Internment:
Explanation and Justification
Topics
-Japan as an Empire: Causes
and Effects
-Japan Targets the United
States: Justification
-Fall of the Philippines
-Bataan Death March
-The War at Sea: Different
from War in Europe
-Battle of the Coral Sea
-Battle of Midway
-Battle of Guadalcanal
-Battle of Leyte Gulf
-Battle of Iwo Jima
-Battle of Okinawa
-Manhattan Project:
Explanation, Structure, and
Purpose
-Dropping the Atomic Bomb:
For and Against the Decision,
Justification
-Effects of the Bomb
-The Surrender of Japan
People
Franklin D. Roosevelt
General Tojo
People
Douglas MacArthur
Harry Truman
Topics
-Nuremburg Laws
-Nazi Policies: Excluding the
Jewish Population
-Concentration Camps:
Locations and Conditions
-Warsaw Ghetto
-Death Camps
-Auschwitz
-Jewish Resistance
-Rescue and Liberation of the
Camps
-Nuremburg Trials:
Significance
People
Adolf Hitler
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I Can:
_____ Define “fascism” and explain the rise of fascist governments in Europe. (16.A.4a)
_____ Explain why the political ideas of leaders like Mussolini and Hitler were appealing to the people of their country.
(16.A.4a)
_____ Explain how Hitler rose to power in Germany and Europe in the 1930s. (16.A.4a)
_____ Draw a connection between the Treaty of Versailles that ended World War I and the beginning of World War II.
(16.A.4a)
_____ Understand how the German invasion of Poland led to war with Britain and France. (16.A.4a)
_____ Provide justification for Britain and France’s policy of appeasement towards Germany during the 1930s. (16.C.5c)
_____ Explain the significance of the Battle of Britain. (16.A.4b)
_____ Identify the causes and effects of Japan’s growing military power in the 1920s and 1930s. (16.A.4a)
_____ Provide justification for the United States policy of neutrality in the 1930s. (16.C.5b (US) )
_____ Explain why Japan’s attack on Pearl Harbor led the United States to declare war. (16.A.4a)
_____ Explain why the United States chose to focus on defeating Germany before Japan. (16.C.5c)
_____ Identify the member nations in the Axis Powers and Allied Powers. (16.C.5c)
_____ Describe how the United States mobilized forces, the economy, and production for the war effort. (16.C.5b (US) )
_____ Discuss how the war affected daily life on the homefront. (16.C.5b (US) )
_____ Explain how the war affected women, African-Americans, Mexican Americans, and Native Americans. (16.C.5b (US) )
_____ Identify new forms of military technology utilized in World War II. (16.C.5c)
_____ Explain the significance of the North Africa campaign to the overall war effort. (16.C.5c)
_____ Describe the invasion strategy for D-Day and the effects of the invasion. (16.A.4a)
_____ Describe the significance of D-Day and the Battle of the Bulge to the overall war effort. (16.A.4a)
_____ Identify ways in which Germany persecuted Jews in the 1930s and 1940s. (16.C.5c)
_____ Define “genocide” and explain why the Holocaust is an example of genocide. (16.C.5c)
_____ Describe the goals and significance of the important battles in the Pacific. (16.C.5c)
_____ Explain why Japanese-Americans were placed in internment camps during World War II. (16.C.5b (US) )
_____ Describe the goals and accomplishments of the Manhattan Project. (16.D.4b (US))
_____ Provide arguments both for and against the use of the atomic bomb to end the war with Japan. (16.A.4b)
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 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.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1a 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.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing
out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates
the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1c 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.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument
presented.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
CCSS.ELA-Literacy.WHST.9-10.2b 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.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2d 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.
CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 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.
CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be
able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others
can replicate them and (possibly) reach the same results.