Download The United States in World War II

Name _____________________________ Class _________________ Date __________________
The United States in World War II
CHAPTER SUMMARY
COMPREHENSION AND CRITICAL THINKING
Use information from the graphic organizer to answer the following questions.
1. Identify Describe the course of the war in the Pacific.
____________________________________________________________________
____________________________________________________________________
2. Make Generalizations How was the United States able to support huge military
forces in both the European and Pacific theaters?
____________________________________________________________________
____________________________________________________________________
3. Evaluate In what ways do you think World War II influenced the history of the
United States and why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Copyright © by Holt, Rinehart and Winston. All rights reserved.
1
Interactive Reader and Study Guide
Name _____________________________ Class _________________ Date __________________
The United States in World War II
Section 1
MAIN IDEA
After entering World War II, the United States focused first on the war in Europe.
Key Terms and People
wolf pack a group of German submarines that hunted Allied and U.S. ships
Erwin Rommel German general who commanded Nazi forces in North Africa
Dwight D. Eisenhower U.S. general who led Operation Torch and Operation Overlord
Operation Torch U.S. invasion of North Africa
Tuskegee Airmen first unit of African Americans to receive U.S. military pilot training
Operation Overlord the plan to invade the mainland of Europe
D-Day code name for the day Operation Overlord would begin, June 6, 1944
Battle of the Bulge battle in which Germans pushed back Americans but finally lost
George S. Patton American general in the invasion of Europe
Section Summary
THE BATTLE OF THE ATLANTIC
Using its submarines, or U-boats, Germany sank ships
and supplies headed for Great Britain. The U-boats
operated at night in groups called wolf packs. By
1941, Germany controlled the Atlantic Ocean.
After joining the war, the United States built ships
and aircraft to protect convoys. Convoys are groups of
ships that sail together for protection. To find the Uboats, Allied aircraft used radar. In 1941, the Allies
learned how to decode German military messages. In
time the Allies took control of the Atlantic Ocean.
THE WAR IN THE SOVIET UNION
In the summer of 1941 the Nazis invaded the Soviet
Union. The Soviet army fought back but was forced to
retreat. Finally the freezing Russian winter stopped
the Germans. They encircled the city of Leningrad for
two years but could not conquer it.
In the spring, the Germans tried to push farther.
Their target was the city of Stalingrad. In some of the
worst fighting of the war, the Soviets began to push
the Nazis back toward Germany.
What four factors helped
the Allies win the Battle of
the Atlantic?
________________________
________________________
________________________
________________________
What finally slowed the first
German advance across
the Soviet Union?
________________________
Copyright © by Holt, Rinehart and Winston. All rights reserved.
2
Interactive Reader and Study Guide
Name _____________________________ Class _________________ Date __________________
The United States in World War II
Section 1
U.S. FORCES IN NORTH AFRICA AND ITALY
In North Africa, the British fought the Italians to
protect Mediterranean shipping, especially oil. Nazi
troops came to help the Italians, and both fought under
General Erwin Rommel. U.S. soldiers, led by
American Lieutenant General Dwight D.
Eisenhower, joined the fight in Operation Torch, the
invasion of Morocco and Algeria. It took two years to
beat Rommel’s forces.
In July 1943 the Allies then invaded Italy. The
Italian people gave up, but German forces rushed in to
stop the Allies. The fighting was hard. Taking part in
the fighting were the heroic Tuskegee Airmen, the
first unit of African American pilots in the U.S.
military. In June 1944 the Allies entered Rome.
THE INVASION OF FRANCE
By early 1943, the Allies were planning Operation
Overlord, the main invasion of Europe, to be led by
General Eisenhower. For a year they collected huge
amounts of troops, ships, and other materials.
The attack began on June 6, 1944, called D-Day, on
the beaches of Normandy, in northern France. By late
July the Allies passed the German lines in Normandy.
By the end of August they had freed Paris.
Throughout the fall, the Allies moved towards
Germany. That December, the Germans battled back.
They pushed a bulge into the American lines, and the
Battle of the Bulge lasted over a month. It was finally
won with the help of troops brought by American
Lieutenant General George S. Patton. By the end of
January, the battle was won and the Allies continued
their push into Germany.
How was the battle for
North Africa like the Battle
of the Atlantic?
________________________
________________________
________________________
________________________
________________________
Why did Operation
Overlord require complex
planning?
________________________
________________________
________________________
________________________
CHALLENGE ACTIVITY
Critical Thinking: Design If you were part of the team planning the
invasion of Normandy, what weapons, supplies, and materials would your
soldiers would need to make the landings and survive the first few weeks?
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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Interactive Reader and Study Guide
Name _____________________________ Class _________________ Date __________________
Chapter Test
The United States in World War II
Form A
MULTIPLE CHOICE For each of the following, write the letter of the best
choice in the space provided.
_____ 1. After heavy early losses from
U-boat attacks, the Allies first
chose what strategy to protect
their ships?
a. using advanced sonar
devices to detect U-boats
b. traveling in large convoys
that included armed ships
c. using new torpedo
technology to sink U-boats
before they could attack
d. breaking the German code
so that U-boat movements
could be tracked
_____ 2. Control of North Africa was
important to the Allies because
a. it kept shipping lanes on the
Mediterranean Sea open.
b. it distracted the Axis powers
and kept them from
attacking Great Britain.
c. it was the source of critical
supplies, such as uranium
and iron.
d. it was important to troop
morale that the Allies have
some success against the
Axis forces.
_____
4. Which of the following best
describes why relatively few
Jews were able to emigrate
from Germany to the United
States?
a. German Jews did not think
that German citizens would
support Hitler’s efforts to
exterminate them.
b. Germany closed its borders
and would not allow Jews to
leave.
c. The United States limited
immigration because of its
weak economy and its lack
of understanding of the
German atrocities.
d. The United States viewed
all Germans with suspicion,
and the government was
concerned that German
Jews would be mistreated if
they immigrated.
_____
5.
“And we say that the war will
not end as the Jews imagine it
will, namely with the uprooting
of the Aryans, but the result of
this war will be the complete
annihilation of the Jews.”
_____ 3. What was the primary purpose
of Operation Overlord?
a. to drive the German troops
from Russia
b. to launch a force behind
German lines and attack
from the North
c. to drive the German forces
from France
d. to free Italy from
Mussolini’s control
Which of the following people
most likely made this
statement?
a. Stalin
b. Churchill
c. Eisenhower
d. Hitler
Copyright © by Holt, Rinehart and Winston. All rights reserved.
1
Progress Assessment
Name _____________________________ Class _________________ Date __________________
The United States in World War II
Chapter Test
Form A
_____
_____ 6. The Battle of the Coral Sea
was a significant event in the
Pacific because
a. it was the first time Allied
forces had stopped the
Japanese advance.
b. it represented the first time
that Allied naval strength
exceeded Japanese naval
strength.
c. it was the first time that the
Allies fought a battle on the
land, sea, and air.
d. it represented the first major
Allied defeat in the Pacific.
9. Use the image below to
answer the following question.
The sacrifice these women
were being asked to make
most likely involved
a. giving up cooking one day a
week to make more food
available for the troops.
b. giving up cooking and
taking a factory job.
c. donating metal pots and
pans to scrap drives.
d. not buying any pots and
pans until the war ended.
_____ 7. The Japanese impressed
Americans at Iwo Jima and
Okinawa primarily with their
a. superior strategy.
b. willingness to surrender
quickly in the face of a
much larger force.
c. determination to fight to the
last man even when defeat
was certain.
d. ability to fight with
primitive weapons but still
inflict massive casualties.
_____ 10. Why was Hitler’s decision to
defend the Rhine River
unwise?
a. The Allies still crossed the
river and captured a quarter
million German soldiers.
b. While the Germans were
defending the Rhine, the
Allies attacked Berlin.
c. The Allies bombarded the
river as the German army
crossed it.
d. The river’s fierce current
drowned many German
soldiers as they crossed it.
_____ 8. Which of the following best
describes Hollywood’s role
during World War II?
a. It made movies supporting
the war effort.
b. It made fewer movies
because many actors had
joined the Army.
c. It resisted government
efforts to make movies
supporting the war.
d. It made many movies
exposing the Holocaust.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
2
Progress Assessment
Name _____________________________ Class _________________ Date __________________
The United States in World War II
Chapter Test
Form A
PRACTICING SOCIAL STUDIES SKILLS Study the passage below and
answer the question that follows.
“I wrote to my mother and told her I hadn’t been able to see my
brother, but I was sure everything was going all right. You see, we had
four brothers in the service, and all of them were wounded. And after
each wound, the government sends a telegram to the mother. We were
a close family, and my mother had gotten all those telegrams. We
knew what she was going through. So I didn’t want to add any burden
on her.”
—John Killeen, quoted in War Stories: Remembering World War II
_____ 1. What is the writer’s primary concern in this passage?
a. that his family has sent five sons to war
b. that he cannot find his brother
c. that his mother is bearing the emotional pain of having several wounded
sons
d. that the government is providing incomplete information about the extent
of the wounds
FILL IN THE BLANK Read each sentence and fill in the blank with the
word or phrase in the word pair that best completes the sentence.
1. In hunting for Allied ships, German U-boats traveled in groups known as
______________________ and attacked at night. (convoys/wolf packs)
2. _______________________ were prisons in which Jews and others considered
inferior by the Germans were held. (Concentration camps/Ghettos)
3. In June 1942 Japan’s great advantage in naval forces was erased by the American
victory in the _______________________. (Battle of Midway/Battle of Iwo Jima)
4. One way that the U.S. government dealt with wartime shortages was to institute
_______________________, which limited the amount of certain products that
people could get. (the Barnette ruling/rationing)
5. At the end of World War II, the _______________________ was established to work
to prevent future wars. (League of Nations/United Nations)
Copyright © by Holt, Rinehart and Winston. All rights reserved.
3
Progress Assessment
Name _____________________________ Class _________________ Date __________________
The United States in World War II
Chapter Test
Form A
TRUE/FALSE Indicate whether each statement below is true or false by
writing T or F in the space provided.
_____ 1. The Soviet Union was drawn into World War II before the United States.
_____ 2. Hitler used the military strength of the Jews to build suspicion and racism that
led to the Final Solution.
_____ 3. Douglas MacArthur vowed to return to the Philippines after being forced to
abandon his troops on the Bataan Peninsula.
_____ 4. Ernie Pyle was among a group of battle-hardened reporters who gave live
radio broadcasts from positions near the front lines.
_____ 5. World War II ended in the Pacific earlier than the fighting in Europe did.
MATCHING In the space provided, write the letter of the term, person, or
place that matches each description. Some answers will not be used.
_____ 1. German general who fought in North Africa
a. code talkers
_____ 2. Segregated unit of African American pilots
b. disinformation
_____ 3. Information and ideas designed to gain
support for a cause
c. Dwight D. Eisenhower
_____ 4. Systematic murder of millions of Jews and
others by the Nazis
_____ 5. Marines from the Navajo nation that
transmitted vital military information
_____ 6. Forced relocation and confinement of
Japanese Americans during the war
_____ 7. Location of conference between Roosevelt,
Churchill, and Stalin near the end of the war
_____ 8. American general who commanded
Operation Overlord
d. Erwin Rommel
e. George S. Patton
f. Hiroshima
g. Holocaust
h. internment
i. Iwo Jima
j. Okinawa
k. propaganda
l. Tuskegee Airmen
_____ 9. Island near Japan from which the final
assault on Japan was to be launched
m. Yalta
_____ 10. City on which the first atomic bomb was
dropped
Copyright © by Holt, Rinehart and Winston. All rights reserved.
4
Progress Assessment
Name _____________________________ Class _________________ Date __________________
The United States in World War II
Chapter Test
Form B
SHORT ANSWER Answer each of the following questions in complete
sentences. Remember to use specific examples to support your answers.
1. What was the goal of Operation Overlord, and where did this operation occur?
____________________________________________________________________
2. What did the Nazi leaders consider to be the Final Solution?
____________________________________________________________________
3. What effects did the Japanese attack on Pearl Harbor have on the Japanese? What
effects did it have on Americans?
____________________________________________________________________
4. Name three ways Americans at home supported the war effort.
____________________________________________________________________
5. What happened to Germany after the end of the war?
____________________________________________________________________
PRACTICING SOCIAL STUDIES SKILLS Study the map below and
answer the question that follows.
1. What can you conclude from the map about the main purpose of German air raids
during the war?
____________________________________________________________________
____________________________________________________________________
Copyright © by Holt, Rinehart and Winston. All rights reserved.
5
Progress Assessment
Name _____________________________ Class _________________ Date __________________
Unit Test
A Champion of Democracy
Form A
MULTIPLE CHOICE For each of the following, write the letter of the best
choice in the space provided.
_____ 1. Hitler persecuted the Jews
because
a. he believed the Jews were
superior to the German race.
b. he claimed that the presence
of Jews in Germany
threatened to harm the
purity of the German race.
c. Jewish businesses were
more successful than
German businesses.
d. the Nuremburg Laws gave
Jewish citizens too many
civil rights.
_____
4. Why did the Japanese military
invade Manchuria?
a. The Chinese had sunk
several Japanese ships.
b. The Japanese government
was weak.
c. The military wanted
Manchuria’s land and
resources for the Japanese
people.
d. The Japanese government
was under civilian control.
_____
5.
“The peace, the freedom, and
the security of 90 percent of
the population of the world is
being jeopardized by the
remaining 10 percent who are
threatening a breakdown of all
international order and law.”
—Franklin D. Roosevelt,
October 5, 1937
_____ 2. What was a key goal of the
Yalta Conference?
a. to divide Berlin into three
sectors
b. to agree on what countries
could join the United
Nations
c. to encourage the Soviet
Union to provide weapons
to Great Britain
d. to reach an agreement on
what to do with Germany
Which people make up the 10
percent that Roosevelt is
referring to in the quote?
a. the Allies
b. the Soviet Union
c. Spain
d. aggressive countries, such
as Germany, Japan, and
Italy
_____ 3. How did President Eisenhower
use brinkmanship and the
threat of massive retaliation to
prevent war with the Soviet
Union?
a. He stockpiled nuclear arms.
b. He increased the army’s
reliance on new tanks.
c. He developed smaller
nuclear arms.
d. He had the navy launch
submarines to monitor the
movements of Sputnik.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
1
Progress Assessment
Name _____________________________ Class _________________ Date __________________
Unit Test
A Champion of Democracy
Form A
_____
_____ 6. Why did Stalin feel justified in
controlling Eastern Europe?
a. Eastern Europe had all been
part of the Russian Empire
before World War II.
b. The Soviets wanted control
of East Berlin.
c. A line of Soviet-friendly
nations would increase the
security of the Soviet
Union.
d. Stalin needed to increase the
amount of farmland
available for Russians.
_____ 7. The World Bank was
established to
a. prevent another Great
Depression.
b. ensure that all countries had
access to UN funds.
c. increase trade between
Europe and the Soviet
Union.
d. lend money to poor
countries to help with
projects that could provide
jobs and wealth.
9. Use the image below to
answer the following question.
The political cartoon illustrates
McCarthyism. What does the
water most likely represent?
a. false accusations and the
abandonment of democratic
ideals
b. the fear of communism
c. secret Communist activity
in government
d. Senator Tydings’s proof
against Senator McCarthy
_____ 8. Why did the Allies decide not
to attack Germany in 1940?
a. They wanted to concentrate
their forces in Belgium.
b. They hoped Germany would
weaken its forces by trying
to break through France’s
defenses.
c. They were relying on
Denmark and Norway to
stop German forces.
d. They were following the
policy of appeasement.
_____ 10. The U.S. policy of internment
during World War II involved
a. imprisoning anyone who
opposed the Barnette ruling.
b. keeping German prisoners
of war in West Berlin.
c. keeping Japanese prisoners
of war on Midway Island.
d. removing people of
Japanese background from
the U.S. West Coast.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
2
Progress Assessment
Name _____________________________ Class _________________ Date __________________
Unit Test
A Champion of Democracy
Form A
PRACTICING SOCIAL STUDIES SKILLS Study the passage below and
answer the question that follows.
“Early that day, August 7th, the Japanese radio broadcast for the first
time a succinct announcement that very few, if any, of the people most
concerned with its content, the survivors in Hiroshima, happened to
hear: ‘Hiroshima suffered considerable damage as the result of an
attack by a few B-29s. It is believed that a new type of bomb was used.
The details are being investigated.’
“Those victims who were able to worry at all about what happened
thought of it and discussed it in more primitive, childish
terms—gasoline sprinkled from an airplane, maybe, or some
combustible gas, or a big cluster of incendiaries. . . .”
— John Hersey, from Hiroshima
_____ 1. Why were the victims thinking of the bomb in primitive, childish terms?
a. They were too injured to think clearly.
b. They did not care what kind of bomb was used.
c. The bomb was a new type, and they were not familiar with it.
d. They could not hear the radio broadcast.
FILL IN THE BLANK Read each sentence and fill in the blank with the
word or phrase in the word pair that best completes the sentence.
1. The Allied victory at ______________________ set a pattern of fighting that used
captured islands as stepping stones for future military actions.
(Guadalcanal/Midway)
2. _______________________ said appeasement was cowardly and would lead to war.
(Neville Chamberlain/Winston Churchill)
3. When the relationship between Egyptian leader Gamal Abdel Nasser and the Soviet
Union deepened, the United States withdrew its financial support for the
_______________________ building project. (Suez Canal/Aswan Dam)
4. Although it was established to investigate a whole range of radical groups, the House
Un-American Activities Committee eventually came to focus solely on the threat of
_______________________ in the United States. (communism/McCarthyism)
5. The Office of War Information created _______________________ in order to
influence the thoughts, feelings, and actions of the public. (war bonds/propaganda)
Copyright © by Holt, Rinehart and Winston. All rights reserved.
3
Progress Assessment
Name _____________________________ Class _________________ Date __________________
Unit Test
A Champion of Democracy
Form A
TRUE/FALSE Indicate whether each statement below is true or false by
writing T or F in the space provided.
_____ 1. The Final Solution refers to the Allies’ plan to divide Germany after World
War II.
_____ 2. SEATO was created to address concerns that Vietnamese voters would
choose a Communist government in the elections of 1956.
_____ 3. Under the totalitarian regime that he established in Italy, Mussolini exercised
total control over daily life in the country.
_____ 4. The GI Bill helped U.S. veterans attend college or receive job training.
_____ 5. During the Nuremburg trials, Nazis were tried for invading Poland and
starting World War II.
MATCHING In the space provided, write the letter of the term, person, or
place that matches each description. Some answers will not be used.
_____ 1. Japan, Germany, and Italy
a. appeasement
_____ 2. Hostility toward and prejudice against Jews
b. Operation Overlord
_____ 3. A meeting of the heads of government
c. Joseph McCarthy
_____ 4. Giving in to Hitler’s demands
d. John Foster Dulles
_____ 5. Particles of radioactive material produced by
nuclear explosions
e. anti-Semitism
_____ 6. Allies’ planned invasion of France
_____ 7. Native Americans who translated messages
into a coded version of the Navajo language
_____ 8. Germany’s democratic government after
World War I
_____ 9. U.S. senator who charged that hundreds of
Communists were working in the U.S.
government
_____ 10. Top-secret program to build an atomic bomb
f. Weimar Republic
g. Holocaust
h. summit
i. the Allies
j. nuclear fallout
k. Axis Powers
l. Manhattan Project
m. code talkers
Copyright © by Holt, Rinehart and Winston. All rights reserved.
4
Progress Assessment
Name _____________________________ Class _________________ Date __________________
Unit Test
A Champion of Democracy
Form B
SHORT ANSWER Answer each of the following questions in complete
sentences. Remember to use specific examples to support your answers.
1. Name one of the roots of the Cold War.
____________________________________________________________________
2. What did American citizens do in their homes and communities to prepare for nuclear
attack during the Cold War?
____________________________________________________________________
3. Name three ways American women filled military roles during World War II.
____________________________________________________________________
4. Why were routine defensive measures not in place at Pearl Harbor before the
Japanese attack?
____________________________________________________________________
5. How did Stalin spread communism in Eastern Europe?
____________________________________________________________________
PRACTICING SOCIAL STUDIES SKILLS Study the map below and
answer the question that follows.
1. What is the significance of the 38th parallel?
____________________________________________________________________
____________________________________________________________________
Copyright © by Holt, Rinehart and Winston. All rights reserved.
5
Progress Assessment
Lesson Plans for Differentiated Instruction
The United States in World War II
Section 1: Europe and North
America
SUPPORTING ENGLISH-LANGUAGE
INSTRUCTION
Vocabulary Analysis (30 minutes)
Recognizing Conflict Verbs This section contains many
specific verbs describing battles and other types of conflict.
Ask students to write down any unfamiliar words as they read,
and find their meanings in a dictionary. Possible words
include: destroy, attack, collapse, perform, besiege, conquer,
drive, aid, support, perish, defeat. Have students share the
words they found and defined for their classmates.
Resources
• Spanish Chapter
Summaries Audio CD
Program
• Differentiated Instruction
Modified Worksheets and
Tests CD:
– Vocabulary Flash Cards
– Vocabulary Builder
Activities
– Chapter Review
Activity
– Chapter Test
• Pre-AP Activities Guide
SUPPORTING SPECIAL EDUCATION
INSTRUCTION
Summarizing Information (40 minutes)
Recognizing the Main Idea Remind students that each
paragraph they read in this section will have a main idea.
Encourage them to summarize each paragraph they read by
writing its main idea in a sentence. Point out that their
completed set of main ideas will serve as an excellent
summary of the section, which can be used for review.
SUPPORTING ADVANCED/GATE INSTRUCTION
Expanding Information (40 minutes)
Finding Primary Sources Many resources exist, both
online and in text form, that describe first-hand the
experiences of American soldiers during World War II. Ask
students to find first-hand accounts of the war experience.
Resources include family members, TV documentaries,
newspapers from the era, and collections of letters or reports.
Have students share with their classmates the location of the
event described, the date, the main events, and some new
things they learned about the war.
Section 2: The Holocaust
SUPPORTING SPECIAL EDUCATION
INSTRUCTION
Analyzing Information (40 minutes)
Supporting a Main Idea After students read the section,
ask them to help you devise a main idea sentence describing
the experience of Jews in Europe during World War II.
Teacher Tip
Discuss the first few
paragraphs with students,
asking volunteers to provide
a main idea sentence for
each one. Point out that the
main idea is sometimes
captured well by a sentence
in the paragraph. If so,
students should feel free to
copy this sentence into their
summaries. Otherwise,
students should make up
their own sentences.
Discipline Connection
Literature: Have students
read The Diary of Anne
Frank. If enough students are
interested, encourage them to
read and then perform scenes
from the dramatized version
of the classic work.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
1
Teacher Management System
Lesson Plans for Differentiated Instruction
The United States in World War II
Encourage students to keep the main idea quite general, for
example, “Jews were treated horribly in Europe during World
War II.” Ask students to create a main idea and details chart
and write the agreed-upon sentence in the Main Idea box, then
reread the section to find supporting details. Encourage
students to include at least five details to support their chosen
main idea.
Graphic Organizer
Main Idea and Details
Chart
SUPPORTING ADVANCED/GATE INSTRUCTION
Expanding Information (40 minutes)
Dramatizing Important Events Encourage interested
students to do additional research on the Internet or in the
library about events touched on in this section, such as the
Warsaw ghetto uprising or the Nuremberg Trials. Students can
work in pairs or small groups to write and act out short plays
dramatizing their chosen events.
Section 3: The War in the Pacific
SUPPORTING ENGLISH-LANGUAGE
INSTRUCTION
Vocabulary Analysis (30 minutes)
Understanding Military Terms In this section students
will encounter many military terms. They refer to events that
take place and equipment that is used on land, in the air, and
at sea. Use these three phrases as heads for a three-column
chart. Ask students to note military words and phrases as they
read, then discuss them as a class and write them in the
appropriate section. (Be sure students include soldier, sailor,
and pilot, and Navy and Army.) Using the photos and
diagrams in the section and elsewhere in the chapter, help
students understand the meaning of each term. Students may
disagree about where to write some terms, such as aircraft
carrier. Ask students to explain their reasoning and help them
arrive at a reasonable solution.
SUPPORTING SPECIAL EDUCATION
INSTRUCTION
Visualizing Information (15 minutes)
Mapping the Pacific Theater Display a large map of the
Pacific Ocean on which island names can be read. Ask
students to skim before reading and locate place names. Have
students work together to find these names on the map and
mark them with flags or pins. Students can use the map as a
reference when they read the section again more carefully.
Language Tip
Remind students that the
prefix in- usually means not.
The word invaluable.
however, does not mean not
valuable. Rather, it means
unable to be valued, that is,
unable to be given a defined
value. A synonym for this is
priceless.
Discipline Connection
Geography: Although many
place names in the Pacific
have not changed since
World War II, there are
exceptions. Explain to
students that Burma is now
known as Myanmar. Students
can use a self-stick note to
label this country and
Indonesia with their former
names.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
2
Teacher Management System
Lesson Plans for Differentiated Instruction
The United States in World War II
Section 4: The Home Front
SUPPORTING ENGLISH LANGUAGE
INSTRUCTION
Reading (30 minutes)
Analyzing Text Structure: Descriptive Narration
Explain to students that in this section of the text, they will
learn about several ways that Americans helped out at home in
the United States during World War II. Ask students to look
for these ways as they read, and write each of them down.
When students have finished reading the section, have them
share their lists and compile one master list.
Vocabulary Tip
Explain that front is a
military term for an area
where combat is taking place.
The home front is an informal
term meaning, simply, home,
or the United States, during
wartime. Using this term also
implied that, like the soldiers,
Americans remaining at
home had responsibilities in
the war.
SUPPORTING SPECIAL EDUCATION
INSTRUCTION
Interpreting Information (40 minutes)
Creating a Visual Representation As students read, ask
them to note the many ways that Americans at home aided in
the war effort. Students should choose one of the ways and
make a poster showing people participating in that activity.
Remind students that posters like these were used to
encourage all Americans to help out. Ask students to think
about ways they can make their chosen activity appeal to
viewers of their poster.
SUPPORTING ADVANCED/GATE INSTRUCTION
Evaluating Information (40 minutes)
Debating Propaganda Students will read about the many
ways that Americans were encouraged, compelled, and even
forced to aid the war effort. Ask them to think about whether
they believe these efforts were justified, or if they went too
far. Pair students and ask them to take opposing viewpoints on
the issue and prepare information to use in a debate on the
topic. Encourage students to do additional research if desired.
Ask students to present their debate to the class.
Teacher Tip
If your students are
unfamiliar with debate rules
and strategies, you will need
to provide rules, whether you
use Robert’s Rules of Order
or design your own less
formal rules. In either case,
make sure debaters and
observers understand that the
winning debater is the person
who best presents his or her
arguments and deflates those
of the opponent, NOT
necessarily the person with
whom the listener agrees.
Section 5: The War Ends
SUPPORTING SPECIAL EDUCATION
INSTRUCTION
Prereading (15 minutes)
Creating a Time Line Ask students to skim through the
section to find dates, beginning with January 1945. Ask them
to write each date they find, in order, on a time line. If
students need to return to an earlier moment in the time line
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3
Teacher Management System
Lesson Plans for Differentiated Instruction
The United States in World War II
and insert an additional date, they should do so by extending a
vertical line from the correct place on the time line and finding
a clear space on their papers to write this new date.
Reading (30 minutes)
Completing a Timeline Students will read the section and
write the important event corresponding to each date on their
time lines. (They can write each event on the time line, if
room is available, or on another sheet of paper, but the events
should appear in order.) Point out that the events described in
the section took place at overlapping times; for example, in
June 1945, the Japanese were negotiating with the Soviet
Union to arrange peace terms, while during the same month
50 countries were meeting to establish the United Nations.
Teacher Tip
Depending on the needs and
abilities of your students, you
may wish to provide time
lines with dates already
written in. Alternatively, you
can lead the students in
creating their time lines in
such a way that all important
dates are included and space
is kept available for
additional student writing.
SUPPORTING ADVANCED/GATE INSTRUCTION
Interpreting Information (25 minutes)
Writing a Letter from the Scene Several monumental
events in world history are described in this section, including
the Yalta and Potsdam conferences, V-E Day, the creation of
the United Nations, and the bombing of Hiroshima. Have
students write a letter from the point of view of a witness of
one of these events. They can take on the role of a real person
such as Roosevelt, or of an ordinary soldier or citizen.
Encourage students to do additional research about the events
if they wish to. Remind students to consider the type of person
they are pretending to be, the time period, the person they are
writing to, and the emotions the event would cause.
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4
Teacher Management System
Name _____________________________ Class _________________ Date __________________
Lesson Plan
The United States in World War II
Section 1
Objectives Students will learn . . .
TEACHER NOTES
1. how and why the Allies fought the Battle of the Atlantic.
2. what the key events of the war in the Soviet Union were.
3. what the U.S. forces accomplished in North Africa and
Italy.
4. what the events and significance of the Allies’ D-Day
invasion of France were.
Key Terms and People Preteach the following terms and
people: wolf pack, Erwin Rommel, Operation Torch, Dwight
D. Eisenhower, Tuskegee Airmen, Operation Overlord,
D-Day, Battle of the Bulge, George S. Patton.
PRETEACH
RESOURCES
___ Before You Read . . . (SE) Preview the Main Idea,
Reading Focus, and Key Terms and People.
___ Daily Bellringer
Transparency: Sec. 1
___ Academic Vocabulary (SE) Review with students the
high-use academic term in this section.
___ CRF: Vocabulary
Builder: Sec. 1
___ Vocabulary Builder (TE) Point out review terms and
difficult terms in the section.
___ Differentiated
Instruction Modified
Worksheets and Tests
CD-ROM
DIRECT TEACH
RESOURCES
___ Teach the Main Idea Activity (TE) Students discuss
the Reading Focus questions and then prepare a timeline
for the significant events and issues in this section.
___ Interactive Reader and
Study Guide: Sec. 1
___ History Close-up (TE) The Allied Convoy System
___ Differentiating Instruction: Advanced/Gifted and
Talented (TE) Life on a U-boat
___ Collaborative Learning (TE) First-Person Accounts
___ Interactive Skills Tutor
CD-ROM
___ CRF: Biography,
Groups That Made a
Difference
___ History Close-up (TE) D-Day on Omaha
___ CRF: Primary Source,
Presidential Address on
the Declaration of War
on Japan
REVIEW & ASSESS
RESOURCES
___ Close (TE) Review with students the major World War
II battles and operations of Europe and North Africa.
___ Online Quiz Section 1
(keyword: TK)
___ Section 1 Assessment (SE)
___ PASS: Section Quiz 1
___ Faces of History (SE) Dwight Eisenhower
___ Map (SE) World War II in Europe and Africa
Key: SE = Student Edition TE = Teacher’s Edition CRF = Chapter Resource File
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1
Teacher Management System
Name _____________________________ Class _________________ Date __________________
The United States in World War II
Section Quiz
Section 1
MATCHING In the space provided, write the letter of the term, place, or
person that matches each description. Some answers will not be used.
_____ 1. A veteran of the North Africa campaign and
the top British commander of Operation
Overlord
_____ 2. City on the Volga River where the Germans
suffered a terrible defeat
_____ 3. German submarines that hunted as a group
and attacked at night
_____ 4. The head of German forces in North Africa
a. Erwin Rommel
b. Operation Torch
c. Anzio
d. Stalingrad
e. Dwight D. Eisenhower
f. Tuskegee Airmen
g. Bernard Montgomery
_____ 5. The Allied invasion of France
_____ 6. Formations of several ships intended to
provide protection against submarine attack
h. Battle of the Bulge
i. wolf packs
_____ 7. The commander of Operation Torch
j. Operation Overlord
_____ 8. A segregated unit of African American pilots
k. convoys
_____ 9. The final major German counterattack,
launched in late 1944
l. U-boat
m. Kasserine Pass
_____ 10. The Allied invasion of North Africa that
marked the first combat action by American
soldiers in World War II
Copyright © by Holt, Rinehart and Winston. All rights reserved.
1
Progress Assessment
Name _____________________________ Class _________________ Date __________________
The United States in World War II
Section Quiz
Section 2
MULTIPLE CHOICE For each of the following, write the letter of the best
choice in the space provided.
_____ 1. The organization that the U.S.
government set up to offer
help to potential victims of
Nazi oppression was called the
a. Bergen Commission.
b. War Refugee Board.
c. Tuskegee Association.
d. Wehrmacht.
_____
4. The Nazi plan to murder the
entire Jewish population of
Europe and the Soviet Union
was known as
a. the Final Solution.
b. the Nuremberg Laws.
c. Treblinka.
d. the War Refugee Board.
_____ 2. Which were facilities built by
the Nazis to imprison Jews?
a. prisoner-of-war camps
b. ghettos
c. concentration camps
d. detention centers
_____
5. A neighborhood in which the
Nazis would confine Jews was
known as
a. a haus prison.
b. an extermination camp.
c. a ghetto.
d. an enclosure.
_____ 3. The Nazis encouraged
Germans to riot against Jews
in what has become known as
a. Kristallnacht.
b. the Holocaust.
c. Babi Yar.
d. Einsatzgruppen.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
2
Progress Assessment
Name _____________________________ Class _________________ Date __________________
The United States in World War II
Section Quiz
Section 3
FILL IN THE BLANK For each of the following statements, fill in the
blank with the appropriate word, phrase, or name.
1. Navajo _______________________ serving in the Marines translated messages into
a coded version of the Navajo language.
2. During a _______________________ attack, Japanese pilots attempted to crash their
planes into American ships.
3. The Japanese advantage on the seas was sharply reduced at the Battle of Midway
by forces led by Admiral _______________________.
4. General _______________________ led the defense of the Philippines.
5. During the _______________________ the Japanese forced captured American
and Filipino soldiers to march for five days and nights under difficult conditions to
prison camps
.
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3
Progress Assessment
Name _____________________________ Class _________________ Date __________________
The United States in World War II
Section Quiz
Section 4
TRUE/FALSE Mark each statement T if it is true or F if it is false. If false
explain why.
_____ 1. Propaganda refers to information and ideas designed to promote a cause.
______________________________________________________________
______________________________________________________________
_____ 2. During World War II, Japanese Americans were given the option of
remaining in their homes or moving to camps in the American West.
______________________________________________________________
______________________________________________________________
_____ 3. The government’s rationing program was quickly struck down as
unconstitutional by the U.S. Supreme Court.
______________________________________________________________
______________________________________________________________
_____ 4. For the length of time it served, a unit of Japanese American soldiers received
more medals and awards than any unit its size in United States history.
______________________________________________________________
______________________________________________________________
_____ 5. The War Production Board was established to ensure that the military got the
products and resources it needed.
______________________________________________________________
______________________________________________________________
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4
Progress Assessment
Name _____________________________ Class _________________ Date __________________
The United States in World War II
Section Quiz
Section 5
MATCHING In the space provided, write the letter of the term, place, or
person that matches each description. Some answers will not be used.
_____ 1. The B-29 bomber that flew over the city of
Hiroshima and released an atomic weapon
_____ 2. To take control of a place by placing troops
in it
_____ 3. The day that Germany’s surrender took
effect
_____ 4. A 1945 meeting in Germany where Truman
tried to convince Stalin to live up to Soviet
promises about postwar Eastern Europe
_____ 5. American general whose air attack on Tokyo
killed nearly 84,000 Japanese
a. Douglas MacArthur
b. Manhattan Project
c. the United Nations
d. Rhine
e. Yalta Conference
f. V-J Day
g. League of Nations
h. Enola Gay
i. V-E Day
_____ 6. River that was a key barrier to reaching the
heart of Germany
_____ 7. Program that led to the creation of the atomic
bomb
_____ 8. American general who directed the effort to
create a new, democratic government in
Japan
j. Potsdam Conference
k. Curtis LeMay
l. Danube
m. occupy
_____ 9. A meeting of Allied leaders that led to an
agreement to divide postwar Germany into
four sectors
_____ 10. An organization meant to encourage
cooperation among nations and prevent
future wars
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5
Progress Assessment