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Chapter 26 Resources Timesaving Tools Use Glencoe’s Presentation Plus! multimedia teacher tool to easily present dynamic lessons that visually excite your students. Using Microsoft PowerPoint® you can customize the presentations to create your own personalized lessons. ™ Teacher Edition Access your Teacher Wraparound Edition and • Interactive your classroom resources with a few easy clicks. Lesson Planner Planning has never been easier! Organize your • Interactive week, month, semester, or year with all the lesson helps you need to make teaching creative, timely, and relevant. TEACHING TRANSPARENCIES Graphic Organizer Student Activity 26 Transparency L2 Graphic Organizer 1: Main Idea Chart Chapter Transparency 26 L2 Map Overlay Transparency 26 L2 CHAPTER TRANSPARENCY 26 Main Idea World War II (1939–1945) Europe in June 1942 Map Overlay Transparency Supporting Detail Supporting Detail Supporting Detail 15°E 45°E 60°N SWEDEN North Sea IRELAND N W E S ATLANTIC OCEAN SWITZERLAND 40°N PORTU GA L Supporting Detail Supporting Detail 15°W Benjamin Charles Steele, Tayabas Road Hospital, Copyright 1946; from Prisoner of War; Permanent Collection at the North Steele Gallery of Art, Montana State University–Billings. Supporting Detail 26 Neutral nations Black Sea SPAIN TURKEY 0 0 200 400 mi. Mediterranean Sea 200 400 km APPLICATION AND ENRICHMENT Date Class Name Name ★ Enrichment Activity 26 ★ Date Class PRIMARY SOURCE R EADING W orld War II erupted in 1939 when Hitler invaded Poland. In July 1941, Nazi leaders set into motion a plan to exterminate all the Jews in Europe—the Holocaust. During the next four years, the Nazis rounded up millions of Jews and sent them to concentration camps such as Auschwitz. The following interview describes the experience of one woman sent to the death camp at Auschwitz. She was there from the early days until the camp was liberated by the Allies. World War II Italy 5.8% Soviet Union 50% France 16.9% Other 11.9% Guided Reading In this selection, read to learn how the Jews were sorted for slave labor or death when they arrived at Auschwitz. Italy 0.5% United States 0.6% 26 Rena’s Promise: A Story of Sisters in Auschwitz more than 23,000,000 soldiers lost their lives. World War I Other 10.1% Germany 22.6% France 1.4% United States 1.9% Great Britain 11.3% Great Britain 2% China 3.3% Russia 21.2% TOTAL: 8,020,780 Austria-Hungary 11.5% Germany 19% Japan 10% TOTAL: 15,000,000 DIRECTIONS: Use the graphs above to answer the questions below in the space provided. 1. Based on the total number of military deaths, World War II was almost how many times as costly as World War I? _________________________________________________________ b. Is this number greater or less than the number of Germans killed during World War I? 4. In which war did the United States lose more soldiers? ______________________________ 5. a. About how many French soldiers were killed during World War I? _________________ b. About how many were killed in World War II? __________________________________ c. Based on your knowledge of the two wars, why did the French lose fewer soldiers in World War II? _______________________________________________________________ 6. Military deaths among the Axis powers made up what percentage of the total deaths in World War II? Copyright © by The McGraw-Hill Companies, Inc. 3. a. About how many German soldiers were killed in World War II? ___________________ Copyright © by The McGraw-Hill Companies, Inc. b. About how many soldiers did this country lose? _________________________________ The brakes squeal with such finality that we know instinctively that our journey has ended. The doors are pushed open to a dull gray haze. We blink at the light stinging our eyes. The sign reads AUSCHWITZ. “Get out of the car,” the Germans order. We shift from blank stares to the business of collecting our belongings. “Go quick!” Men in striped caps and uniforms prod us with sticks, whispering under their breath, “Move quickly. We don’t want to hurt you.” The SS aim their guns, forcing these poor prisoners to hit us so that we jump from the car. And we jump, half dead, with our luggage, if we have luggage. It is four feet to the ground. My knees, cramped from being stationary for so long, feel as if they will snap as I land. I turn to help the woman with her baby. A stick taps my shoulder, “Go quick.” I look for the eyes belonging to the voice, but there are only hollow black holes staring into my face. “Get in line!” Orders are sharp, punctuated by whips against shining leather boots. “Throw your suitcases over there,” the SS shout. I place mine upright, neatly, next to the growing pile, then turn to ask one of the SS guards, “How are we going to find our suitcases later?” I figure I am a human being, I have a right to ask. “Get in line and shut up!” he yells in my face, pointing his gun at me. The hair on my skin bristles. He doesn’t see that I am human. There is an odor I cannot identify. It is not from human waste or people who have not bathed in days, although those smells are also prevalent. It is the scent of fear permeating the air around me. It is everywhere, in the eyes of the men and women around me, in our clothing and our sweat. The baby isn’t alive anymore, but its mother does not notice the limpness of the form in her arms. Her desperate grasp on its corpse spooks me. There is too much happening. Everything is so hurried, so haphazard, that there is no way to make sense of the situation. I look through the crowd for some direction, for someone to tell me why we are here and what will befall us. I see him. He stands before us, superior and seraphic [angelic], taking control, directing us to go this way or that. He is so neat and refined in his gray uniform; he is gorgeous. I smile into his blue eyes, hoping he will see me for who I am. “Do you want to give up the child?” he asks the woman with the dead baby. “No.” Her head shakes frantically. “Go over there,” he says. How kind of him not to point out to her that her infant is dead, I think to myself. How kind of him to send her over to the group who is obviously weaker. The elderly and the very young are gathered apart from those of us who are stronger, able to work long, hard hours. I have no idea how many men, women, and children are on the platform, but each of us is told to go either to the left or the right. The direction has no meaning to us. I wonder which way the man in the gray will tell me to go. Parents try to hug their children before they are taken away. “We have to go work.” They try to comfort each other. “You are young enough I M U L AT I O N CTIVITY 1.1. Japan Japandemonstrates demonstratesitsitsterritorial territorialambitions ambitions by byexpanding expandinginto intoManchuria Manchuriaand andsetting settingupupa a puppet puppetruler. ruler. 2.2. Italian forces invade Ethiopia. Mussolini and Italian forces invade Ethiopia. 3.3. Hitler occupies the provides Rhineland. Spanish Civil War an opportunity for 4. Hitler Mussolini the Rome-Berlin Hitlerand to test his warsign machine. 4. Axis. Hitler occupies the Rhineland. 5.5. Germany annexes Austria. Hitler and Mussolini sign the Rome-Berlin In the early 1990s, Germany saw an increase in violent offenses against minority groups. Most of these offenses were against Turks and immigrants from eastern Europe. Many of the major incidents occurred in eastern Germany and were characterized by arson (fire) attacks on immigrant shelters and immigrant residences. Look at the chart and read the accompanying information. 6. Stalin begins secret talks with Hitler. Axis. 7. 6. German transports attack Denmark and the Germany annexes Austria. Low Countries. 8. Germans begin blitz of London. 9. Japan attacks Pearl Harbor. 10. The Japanese government announces plans for “a new order in greater East Asia.” Factors Involved In 1989, the Berlin Wall that separated Communist East Germany and democratic West Germany fell. The two parts of Germany were finally united in 1990. Joy over the unification soon turned to unease as the economic situation worsened. Billions of dollars needed to be spent in the eastern part of the country to rebuild the economy and to improve its levels of production.In spite of these positive changes, Germans in the east grew more nervous as the familiar social and economic structures of the Communist regime disappeared. Unemployment throughout Germany rose to 10 percent by 1994, but reached 25 per- Decision Making Choose a captain and a recorder. All other students are fact-finders. On each index card, write one response relating to your statement. The group leader will keep track of the time for reviewing the material and writing the facts—30 minutes. The recorder enters the information onto the class chart. . . Recorder Fact-Finders Individual Work Review the chapter. Below, write the responses that countries made that relate to your topic. Group Work: Action or Nonaction? Your team will write one response on each card. When your leader calls time, hand the cards to your leader. Your leader will read the cards aloud. Decide if the responses involve action or nonaction and then write A or N on the card. Class ! 806A ★ Date Cooperative Learning Activity Class 26 ★ Propaganda and Advertising BACKGROUND Propaganda is often used by governments to create or increase public support in times of war or crisis. Both the Allies and the Axis powers used propaganda extensively during World War II. There are many similarities between propaganda techniques and modern advertising techniques and both have proven to be effective in gaining responses to calls to action. This activity uses group techniques to research propaganda and to compare its methods with those of modern consumer advertising. German Government’s Response to Violence On December 1, 1994, due to the increase in right-wing hate crimes, Germany strengthened its already strict constitutional laws against antidemocratic groups and political parties. The new laws outlawed the use of Nazi-like flags, symbols, uniforms, and slogans, and increased penalties for hate crimes. The use of actual Nazi material such as newsletters and propaganda had already been illegal since Germany’s constitution of 1945. Today 85 percent of anti-Jewish or neo-Nazi material distributed in Germany comes from groups in the United States, where free-speech laws protect the publication of racist propaganda. GROUP DIRECTIONS 1. Research forms of propaganda used in World War II and in other military conflicts and times of crisis. Older relatives and friends who were involved in or spectators during World War II may be able to provide first-hand accounts. If you can arrange to do so, interview them or provide them with a list of questions to answer about propaganda used during World War II by both sides. 2. You should also research forms of propaganda using the library and Internet resources. Collect specific examples of propaganda used. Remember that not all propaganda was print-based. You will present your information in an oral report to this group. 3. Another part of the group should collect examples of effective modern advertising from newspapers, magazines, and the Internet. 4. As a group, compare the examples of propaganda with the advertising samples. Decide how they are similar and dissimilar. 5. Create a multimedia presentation, using presentation software comparing propaganda and advertising. Prepare hardcopy examples of both to illustrate the key points in your analysis. Consider the following headings for comparing the two: Violent Offenses with Proven or Suspected Right-Wing Motivation Year Number of Violent Offenses Change Over Previous Year 1990 309 — 1991 1,492 + 383% 2,639 + 77% 1992 1993 2,232 –15% 1994 1,498 –33% DIRECTIONS: Answer the following questions on a separate sheet of paper. 1. What events that occurred in Germany of the 1930s and 1940s bear some resemblance to this increase in violent crimes against minorities? 2. Describe the economic situation in Germany in the early 1990s. 3. How was this situation similar to the situation in prewar Germany? 4. What were the 1994 laws meant to accomplish? R • World War II: The War Chronicles (ISBN 1–56501–484–7) • The War in Europe (ISBN 1–56501–993–8) • The War in the Pacific (ISBN 1–56501–994–6) • Churchill and the War Cabinet Room (ISBN 1–56501–813–3) Name cent or more in parts of the east as factories had to be closed. Yet, while the German economy was feeling the strain of reunification, in 1992 approximately 1,000,000 immigrants arrived in Germany from countries in eastern Europe to take advantage of Germany’s relative prosperity. R The following videotape programs are available from Glencoe as supplements to Chapter 26: Cooperative Learning Activity 26 L1/ELL Right-Wing Violence and Hate Crimes in Germany HANDOUT MATERIAL The Path to War—Planning Form Captain Date Historical Significance Activity 26 26 Copyright © by The McGraw-Hill Companies, Inc. 2. a. Which nation lost the most soldiers in World War II? _____________________________ c. This country mobilized 20,000,000 troops. Military deaths make up what percentage of the total force mobilization? _________________________________________________ Name Class ISTORY ★ The Cost of War During the two world wars that took place between 1914 and 1945, Date HS A Historical Significance Activity 26 L2 Copyright © by The McGraw-Hill Companies, Inc. Name History Simulation Activity 26 L1 Primary Source Reading 26 L2 • The Decision to Drop the Bomb (ISBN 1–56501–600–9) • Anne Frank (ISBN 0–7670–1409–X) To order, call Glencoe at 1–800–334–7344. To find classroom resources to accompany many of these videos, check the following home pages: A&E Television: www.aande.com The History Channel: www.historychannel.com Copyright © by The McGraw-Hill Companies, Inc. Enrichment Activity 26 L3 • • • • purpose audience(s) media used techniques appeal to emotion exaggeration simplicity eye- or ear-appeal repetition consistency reaching the audience • • • advantages gained risks effectiveness ★ Chapter 26 Resources REVIEW AND REINFORCEMENT Linking Past and Present Activity 26 L2 Time Line Activity 26 L2 Name Name ____________________________________ Date ________________ Class __________ Date Reteaching Activity 26 L1 Name Class ‘ Time Line Activity 26 Date Critical Thinking Skills Activity 26 L2 Vocabulary Activity 26 L1 Class Name f Reteaching Activity 26 Date Name Class Date Class Critical Thinking Skills Activity 26 Vocabulary Activity 26 Analyzing Information Linking Past and Present Activity 26 World War II appropriate box. a. extermination of millions of Jews, Slavs, and Gypsies in death camps 1937 Japan attacks China. b. conquers European colonies in East and Southeast Asia 1938 Anschluss plan to group all German peoples into one country is put into action; Munich Conference 1936 Spanish Civil War begins; Germany occupies Rhineland. 1940 1940 Germans enter Paris and France surrenders; Germany begins blitz of London. 1. 1941 Germany invades Soviet Union; Japan attacks U.S. naval base at Pearl Harbor. t. attacks naval base at Pearl Harbor Copyright © by The McGraw-Hill Companies, Inc. those available today. x. prime minister allows Hitler to take Czech territory 3 y. directs Normandy invasion z. gains control over all of eastern Europe as war comes to an end Great Britain 4 5 France 6 Soviet Union ALLIED POWERS WORLD WAR II Event Foreign aggression in the Pacific brings the United States into the war. AXIS POWERS Event Germany Germany occupies and annexes Austria. Year 6. Italy Japan Event 8 9 10 11 12 13 I pushed this across to Stalin, who had by then heard the translation. There was a slight pause. Then he took his blue pencil and made a large tick upon it, and passed it back to us. It was all settled in no more time then it takes to set down. Of course we had long and anxiously considered our point, and were only dealing with immediate wartime arrangements. All larger questions were reserved on both sides for what we then hoped would be a peace table when the war was won. After this there was a long silence. The pencilled paper lay in the centre of the table. At length I said, “Might it not be thought rather cynical if it seemed we had disposed of these issues, so fateful to millions of people in such an offhand manner? Let us burn the paper.” “No, you keep it,” said Stalin. —From Triumph and Tragedy by Winston Churchill 1. What was being decided at the meeting? 2. What does the offhand mean and why was it used in the final paragraph? 3. Write a few sentences explaining the significance of this account in providing an understanding of the end of the war. 4. How might this account of the meeting differ from one that might appear in the newspaper? 14. The fate of which democratic country was decided at a meeting in Munich? Counterattack launched to roll back Axis forces from Italian peninsula. Year T 2 w. Vichy government collaborates with the Nazis l. surrenders on May 7, 1945 Event Year 5. The 1944 Percentage Deal he moment was apt for business, so I said, “Let us settle about our affairs in the Balkans. Your armies are in Rumania and Bulgaria. We have interests, missions, and agents there. Don’t let us get at cross-purposes in small ways. So far as Britain and Russia are concerned, how would it do for you to have ninety per cent predominance in Rumania, for us to have ninety per cent of the say in Greece, and go fifty-fifty about Yugoslavia?” While this was being translated I wrote out on a half-sheet of paper: Rumania Russia 90% The others 10% Greece Great Britain 90% (in accord with U. S. A.) Russia 10% Yugoslavia 50 –50% Hungary 50 –50% Bulgaria Russia 75% The others 25% 7 Germany and Italy aid the Nationalist forces led by Franco against the opposing Loyalist forces. Year memoirs Triumph and Tragedy. Think about its historical context, the writer’s motivation, the point of view it presents, and possible ways that it may be biased. Then answer the questions that follow on a separate sheet of paper. 1 m. mainland invaded by Germany in September, 1943 United States 3. 4. k. invades Ethiopia to increase its power status Event Complete devastation of cities forces Japan to surrender. Year that American military women have more opportunities today than during World War II? i. air force wins victory over German Luftwaffe Nation is divided; Germans occupy the capital and the northern half while collaborationist government is set up in southern part in the city of Vichy. Year u. loses 1.5 million people in two-year siege at Leningrad DIRECTIONS: Read the following excerpt from British Prime Minister Winston Churchill’s 8. mass destruction of the Jewish people, among others 9. race of people occupying a large part of Eastern and Northern Europe 10. the day of Allied attack on the coast of Normandy 11. “lightning war” 12. measures taken to stop trade and other economic contacts with a nation that has broken international law 13. Italian resistance fighter who fought against Mussolini v. became the arsenal of the Allied powers j. invades Poland, sparking the war 1945 Germany surrenders; United States drops atomic bombs on Hiroshima and Nagasaki. 1944 D-Day: Allies invade Normandy. 2. 2. Making inferences: Why do you think h. “leapfrogs” through Pacific islands 1950 1943 Allies invade island of Sicily. r. defeats German troops at Stalingrad s. annexes Austria and the Sudetenland e. falls after evacuation of 338,000 soldiers f. King Victor Emmanuel III fires Mussolini g. originally signs a nonaggression pact with Hitler 1930 o. invades Manchuria p. remains last European holdout against Hitler d. drops atomic bombs on Hiroshima and Nagasaki 1939 Spanish Civil War ends; Nazi-Soviet Nonaggression Pact; Germany invades Poland; World War II begins. n. officially surrenders in August, 1945 q. establishes Maginot Line to defend against attack c. remains neutral in the beginning 1935 Italy invades Ethiopia. 1. political union 2. series of air raids 3. Japanese pilots who flew suicide missions 4. nuclear weapon in which enormous energy is released by nuclear fission (two words) 5. operates both on land and in water 6. policy of granting concessions in order to maintain peace 7. weapons and fortifications are not permitted DIRECTIONS: Fill in the idea web by placing the letters of the statements provided in the event that led to that outcome. 1931 Japan invades Chinese province of Manchuria. World War II: 1939–1945 DIRECTIONS: Fill in the term for each definition listed below, writing one letter in each square. Then use the letters in the shaded squares to answer the question that follows. In World War II, the United States, Great Britain, France, and the Soviet Union fought together as the Allied Powers. Their enemies, the Axis powers, were Germany, Italy, and Japan. Events just before and during World War II are listed below. After World War I, territorial aggression and minor conflicts during the 1930s laid the groundwork for another major war. Tensions among European nations had become so strong by 1939 that it took only a spark—Germany’s invasion of Poland—to ignite World War II. DIRECTIONS: Read the time line. Then, for each outcome listed below, write the year and to understand why it was written, what is being said, and how it is significant. Copyright © by The McGraw-Hill Companies, Inc. Critical Thinking Directions: Answer the following questions on a separate sheet of paper. 1. Making comparisons: Compare and contrast the roles available to American military women during World War I with World War II Now Today, the roughly 200,000 women who serve in the military make up nearly 15 percent of America’s Armed Forces. Women have served in military actions in Somalia, Haiti, Bosnia, and the Gulf region, and are eligible for most jobs in the United States military. The extent of women’s integration into the military, however, varies according to national policy. Belgium, Canada, Holland, and Norway place no restrictions on women’s roles in combat. Israel maintains all-female tank units. In the United States, each branch of the Armed Forces sets its own policy. Women are excluded from Army infantry or armor units, submarine service, and Special Forces. While reservations about women’s full participation in combat persist, the performance of female nurses, soldiers, aviators, and support personnel has opened new opportunities for military women. Several American military women have attained high rank. In 1999 Air Force Colonel Eileen Collins commanded a space shuttle mission. In 2001 Navy top gun Lieutenant Kendra Williams became the first female pilot to drop bombs and fire missiles during combat. Co-educational basic training, women’s full participation in combat, and their service aboard ships are still controversial issues. However, America recognized the value of women’s military service in 1997 when the Women in Military Service for America Memorial was dedicated in Arlington National Cemetery. This site honors the 1.8 million women who have served in the American military since the Revolutionary War. Copyright © by The McGraw-Hill Companies, Inc. Then “Is there any regulation which specifies that a Navy yeoman be a man?” That simple question solved a major problem for Secretary of the Navy Josephus Daniels during World War I–the problem being a shortage of sailors. After being allowed to enlist in the Navy in 1917, women served in non-combat roles ranging from clerks to electricians to nurses. Eventually about 33,000 women served in the Army, Navy, and Marine Corps during the war. Thousands more served overseas with civilian groups such as the Red Cross. During World War II, over 100,000 American women in all-female auxiliary units served as nurses or in support roles that ranged from teaching to repairing aircraft. Women’s Air Force Service Pilots (WASPs) like Jacqueline Cochran, who ferried planes and flew test flights, were not recognized as military pilots until 1977. Yugoslav, French, and Italian women fought with partisan resistance movements. British agents Nancy Wake and Pearl Witherton led French resistance fighters into battle. Russian women volunteered for the army; many specialized in firing anti-aircraft guns, although some served as snipers, commanded tanks, or flew combat missions. After World War II, American women were allowed to join the regular military. However, women could make up no more than 2 percent of the Armed Forces and could not be promoted beyond a certain rank. In 1967 Master Sergeant Barbara J. Dulinsky volunteered for duty in Vietnam and became the first female Marine ordered to a combat zone. Nearly 10,000 American women served in Vietnam, eight of whom died. During the 1970s, the Armed Forces began training women as military pilots. Laws restricting women’s participation in combat were repealed in the 1990s. Copyright © by The McGraw-Hill Companies, Inc. Copyright © by The McGraw-Hill Companies, Inc. Women in Warfare When you research a topic, you have to analyze the information you find in order Event ASSESSMENT AND EVALUATION Chapter 26 Test Form A L2 Chapter 26 Test Form B L2 ExamView® Pro Testmaker CD-ROM Performance Assessment Activity 26 L1/ELL Standardized Test Practice Workbook Activity 26 L2 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 ✔ ★ Performance Assessment Activity 26 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 ✔ Score Chapter 26 Test, Form A Name __________________________________ Date ____________________ Class ____________ Standardized Test Practice Score Chapter 26 Test, Form B Use with Chapter 26. A CTIVITY 26 Recognizing Forms of Propaganda World War II DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (4 points each) Column A Column A Column B 1. policy of maintaining peace and stability by satisfying the reasonable demands of dissatisfied powers 2. Neville Chamberlain thought the agreement meant “peace for our time” A. Axis Powers B. “Mukden incident” 3. “lightning war” that utilized tanks supported by airplanes D. Vichy France 4. authoritarian regime under German control that was set up to govern occupied France E. appeasement 4. policy that initially kept the United States from becoming involved in the war against Germany F. Einsatzgruppen G. Luftwaffe 6. Germany, Italy, and Japan B. Potsdam Conference E. Allied Powers H. Munich Conference I. Yalta Conference J. Holocaust 8. Japanese pilots who flew suicide missions against U.S. warships Nazi-Soviet Nonaggression Pact 10. meeting at which Truman demanded free elections throughout Eastern Europe persuade people to accept a viewpoint that may be good or bad. Through appeals to the emotions, propaganda attempts to force the public to accept a particular viewpoint without careful reflection. Both the Axis and Allies in World War II used propaganda. ★ Learning to Recognize Propaganda Use the following guidelines to help you recognize propaganda. ★ AUDIENCE • Look for emotion-filled words. • Identify various techniques of propagandists. • Find out who is the target for propaganda. Your audience includes your teacher, other students, and anyone who might read a newspaper. G. Tehran Conference 9. meeting of the Big Three to discuss the final attack on Germany 10. meeting at which the Allies agreed to form a United Nations organization In contrast to the scientific method that is based on factual evidence, propaganda aims to You and four or five classmates are newspaper journalists who are reporting on World War II. You are to write and publish a newspaper for a specific day during the war. You will include several war-related articles as well as other newspaper items such as political cartoons, weather, sports, local news, and perhaps an advertisement or two. D. D-Day F. Reading Objective 6: The student will recognize points of view, propaganda, and/or statements of fact and nonfact in a variety of written texts. ★ TASK C. Anti-Comintern Pact 5. Great Britain, the Soviet Union, and the United States 6. history’s greatest naval invasion 7. Nazi plan for the extermination of the Jews 7. special strike forces for carrying out Nazi Final Solution 8. the slaughter of European civilians, particularly European Jews, by the Nazis 9. British term for the German air raids A. isolationism 2. gave Hitler the freedom to attack Poland C. blitz 3. used as an excuse for Japanese seizure of Manchuria 5. German air force ★ BACKGROUND Journalists play an important role in reporting events worldwide. In times of war, they go into war zones to bring back photos and stories about the situation as it changes. During World War II, before the age of television, the public relied on newspapers to keep them informed about the course of the war and how the Allies were progressing. Column B 1. treaty between Germany and Japan promising a common front against communism H. blitzkrieg ★ PURPOSE I. kamikaze J. Your purpose is to inform the public about the events that happened on a particular day during World War II. Final Solution Copyright © by The McGraw-Hill Companies, Inc. 12. Two days after Hitler’s invasion of war on Germany. A. Poland B. Austria , Britain and France declared C. France D. Slovakia 13. Hitler’s blitzkrieg, or “lightning war,” was A. a new form of warfare that used airplanes exclusively for the first wave of attack. B. a form of attack that used tank divisions supported by air attacks. C. a strategy in which armies rested very little between attacks to wear the enemy down more quickly. D. a naval strategy that combined battleships and submarines together in a single attack. 1. As a group, decide on the individual jobs for each member. Agree on who will serve as the editor-in-chief, the layout editor, and the journalists. DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of the sentence. (4 points each) 2. Decide which day you will cover in your reporting. You may want to choose a date mentioned in Chapter 26 of your textbook. 11. Great Britain’s policy of toward Germany was based on the belief that the satisfaction of reasonable demands would maintain peace in Europe. A. laissez-faire C. appeasement B. detente D. Anschluss 3. Research the day you have chosen by reading other newspapers that were printed on that day. Photocopy the most important stories and other items that interest you. If you discover that little of interest was reported, choose a different day. 4. The journalists will write articles summarizing the news stories. They may also want to write an editorial or create a political cartoon giving their own point of view on one of the news events. The articles will be edited by the editor-in-chief. 12. Neville Chamberlain boasted that the Munich Conference meant A. Great Britain had made Germany C. Germany and Great Britain were back down. allies. B. “peace for our time.” D. “safety for Mother England.” Read the following selection, study the poster, and complete the activity that follows. 5. Have one member of your group draw “photos” or make photocopies of published photos to go with some of the articles. The Use of Propaganda in War Time 6. The layout editor will supervise the design of the masthead and the style of the headlines as well as the layout of the articles and photos. If necessary, shorten or lengthen the articles to fit the layout. 13. The “Mukden incident,” which Japan used as an excuse to seize Manchuria, was A. an attack on a Japanese railway by Japanese soldiers disguised as Chinese. B. the accidental sinking of the Japanese merchant ship Mukden by a Chinese warship. C. the murder of a Japanese soldier in Mukden. D. a labor strike by Chinese workers in a Japanese factory in Mukden. “Guns, tanks, and bombs were the principal weapons of World War II, but there were other, more subtle, forms of warfare as well. Words, posters, and films waged a constant battle for the hearts and minds of the American citizenry just as surely as military weapons engaged the enemy. Persuading the American public became a wartime industry, almost as important as the manufacturing of bullets and planes. The Government launched an aggressive propaganda campaign to galvanize public support, and some of the nation’s foremost intellectuals, artists, and filmmakers became warriors on that front.” (Source: Introduction to “Powers of Persuasion” Exhibit, National Archives Building, Washington, D.C.) 7. Make your finished newspaper available for the rest of the class to read. During World War II, the most effective propaganda posters were those that made a direct, eye-catching appeal. INTERDISCIPLINARY ACTIVITIES Mapping History Activity 26 L2 Date World Art and Music Activity 26 L2 History and Geography Activity 26 L2 Class Name Mapping History Activity 26 World Art and Date Music Activi Name Class ty 26 ★ War on a Global Scale One of the main arguments used by the Axis powers to support their imperialist conquests was the need for raw materials and food. The wheat fields of the Soviet Union and its oil resources became primary targets for German forces. Likewise, Japan targeted the tin, rubber, and oil of Southeast Asia held by France and Great Britain. musicians would record “sinleanora Holiday was gles”—records with only one born in Baltimore, song per side. Holiday Maryland, on April 7, 1915. received between $35 and Her father, Clarence, served $75 for each of these recordin World War I and afterings. Although the record ward traveled as a guitarist companies earned thousands with a band, so Holiday saw from the sales of these little of him during her childrecords, she never received hood. Her mother, Sadie, any royalties. As was comworked as a maid. When her mon with many jazz artists, mother traveled to Holiday never learned to Philadelphia and then to read music. Because much of New York for work, Eleanora jazz performance is improviwas left with relatives in sation, the ability to read Baltimore. Because she was music was not essential. For a tomboy and a fighter, Holiday, the music had to Eleanora’s father called her come from inside. “Bill”; she changed it to Billie Holiday toured for two and remained Billie there“I can’t stand to sing the same song the same way two nights years as the vocalist with after. Her other nickname, in succession, let alone two years or ten years. If you can, then Count Basie’s band. Bands “Lady Day,” was a combiit ain’t music, it’s close-order drill or exercise or yodeling or something, not music.” at the time consisted of a nation of the “day” from —From Lady Sings the Blues by Billie Holiday bandleader, who often Holiday and the “Lady” composed most of the material the band played, 4–16 from a lifelong reputation for dignity and pride. musicians, and a vocalist. The instruments included Holiday had to struggle all her life against racism, trumpets, trombones, saxophones, clarinets, drums, poverty, and domestic violence. Her life changed draand piano. The bandleaders played instruments as matically when she landed her first singing job—$18 a well—Benny Goodman the clarinet, Louis Armstrong week, guaranteed, at a nightclub in Harlem. the trumpet, Duke Ellington the piano. While the She was an immediate success with the audiences bandleaders and musicians were usually men, the and began making friends and contacts among the vocalists were nearly always women. jazz greats of the day, such as clarinetist Benny Like all African Americans, Holiday suffered under Goodman and agent Joe Glaser. These contacts led to the Jim Crow laws, which were abolished in 1954. She her first recordings. During the 1920s and 1930s, jazz E San Francisco Los Angeles GREAT BRITAIN GERMANY Liverpool New York Marseilles UNITED STATES PORTUGAL SPAIN Hampton Roads, VA Naples INDIA Mumbai New Guinea AUSTRALIA New Caledonia Extent of Axis Powers Extent of Japanese Conquests Allied Nations N W E S 1. What prevented Germany from controlling all of continental Europe? 2. The Japanese and the Germans both controlled areas bordering on which country? 3. Read the following description of how the United States Army was able to supply the war effort on both fronts. Then draw the supply lines that are described. From New York, the United States Army sent supplies to the port cities of Liverpool, England; Antwerp, Belgium; Marseilles, France; and Naples, Italy. Supplies from Hampton Roads, Virginia, were shipped all the way to Bombay, India. On the Pacific side, the United States supplied the Aleutian Islands of Alaska from Seattle. As the United States advanced on Japanese possessions in this region, it shipped supplies from San Francisco to New Caledonia, the eastern coast of Australia, the island of New Guinea, the island of Saipan, Manila in the Philippines, and Okinawa (after conquest by the Copyright © by The McGraw-Hill Companies, Inc. Neutral Nations (continued) The guilt of Stalin and his immediate entourage . . . for the mass repressions and lawlessness they committed is enormous and unforgivable. Mikhail Gorbachev in a 1987 speech on the anniversary of the Russian Revolution Japanese Supply Routes Lumber and beans from Manchuria JAPAN Rice and wheat from Korea Submarines 55% Inland Sea Rice and wheat from Formosa (Taiwan) PACIFIC OCEAN Airplanes 31% Raw materials streaming toward Japan were cut off by an Allied blockade. Not only did the Allies sink ships sailing between the resource-rich Dutch East Indies and Japan, but Allied planes also dropped mines into the waters of Japan’s vital Inland Sea, sharply curtailing movement among the home islands themselves. Class 26 P r o f i le 1 Joseph Stalin (1879–1953) CHINA Mines and other 14% Date ld History: Activity People in Wor materials from its overseas conquests. It imported almost all of the oil needed to fuel its war machine, along with 80 percent of the iron ore it used to build ships. Half of its food also came from outside the home islands. Recognizing this weakness, Allied strategists targeted Japan’s merchant fleet. From the pitching decks of aircraft carriers, U.S. planes led the attack on the lifelines of the Japanese war machine. By 1944, the flow Oil, rubber, iron ore, tin from the Dutch East Indies PHILLIPPINE ISLANDS Mariana Islands Allied air forces Singapore Allied naval forces Japanese Empire c. 1931 DUTCH EAST INDIES MULTIMEDIA Vocabulary PuzzleMaker CD-ROM Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Audio Program World History Primary Source Document Library CD-ROM Name Cause of Losses to Japanese Merchant Fleet Copyright © by The McGraw-Hill Companies, Inc. Antwerp Aleutian Islands Seattle JAPAN Okinawa Saipan Manila Class For ten weeks, Allied planes and submarines had dogged the Japanese supply convoy, picking off its ships until only one was left, the Sarawak Maru. Finally, on March 20, 1945, that tanker, too, sank in a seething cloud of fire. How did the fate of the Sarawak Maru foreshadow the surrender of Japan? The war between the Allies and Japan in the Pacific was fought over immense stretches of ocean that prevented rapid movement except by air. This meant that ships traveling the long sea-lanes were vulnerable to attack. Japan, as a nation of islands with limited natural resources, depended heavily on shipping to bring in raw DIRECTIONS: Read the passage below about this African American jazz singer, then answer the questions in the space provided. Height of Axis Power in 1942 Date HISTORY AND GEOGRAPHY ACTIVITY 26 The Blockade of Japan Billie Holiday “. . . [W]ithout feeling, whatever you do amounts to nothing,” Billie Holiday wrote in her 1956 autobiography, Lady Sings the Blues. Among the many great singers of her era—Lena Horne, Sarah Vaughan, Ella Fitzgerald—Holiday stands out for the emotion she always brought to her performances. DIRECTIONS: The map below shows areas affected by World War II. Use the map to complete the activities that follow. Calcutta People in World History Activity 26 L2 MindJogger Videoquiz Presentation Plus! CD-ROM TeacherWorks CD-ROM Interactive Student Edition CD-ROM The World History Video Program Occupied by Japan 1937–1942 Copyright © by The McGraw-Hill Companies, Inc. Name Copyright © by The McGraw-Hill Companies, Inc. Copyright © by The McGraw-Hill Companies, Inc. 11. Hitler demanded, and was given, what area in northwestern Czechoslovakia? A. Slovakia C. Rhineland B. Danzig D. Sudetenland Copyright © by The McGraw-Hill Companies, Inc. ★ PROCEDURES DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of the sentence. (4 points each) • Draw conclusions about the use of propaganda to unite and motivate. ★ Practicing the Skill Copyright © by The McGraw-Hill Companies, Inc. DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (4 points each) Joseph Stalin rose from a life of poverty to become the dictator of the former Soviet Union from 1929 to 1953. A brutal ruler, he systematically imprisoned or killed anyone who opposed his decisions. As a result, he was feared and hated around the world. Nonetheless, Stalin helped transform the Soviet Union from an undeveloped country into one of the world’s industrial and military giants. When Stalin was 19 years old, he joined a secret group of Marxist revolutionaries. Social and economic conditions were very bad in Russia. Farmers were starving; factory workers could not earn enough to live. Czar Nicholas restricted education, forbade student groups, and censored the newspapers. Stalin was expelled from school for his Marxist activities. Using various false names, Stalin helped organize strikes and set up a secret press. He was arrested and imprisoned many times during these years. In 1904 he joined the Bolsheviks, a wing of the Russian Marxist movement. By 1912 Stalin was one of their inner group of leaders. World War I was very harsh time for Russia. Food shortages led to riots and strikes. On March 15, 1917, the czar was forced from his throne. Vladimir Ilyich Lenin took charge. In November 1917, the Bolsheviks seized control of the government. During the civil war that followed, Stalin was appointed to the Politburo, the policy-making committee of the Russian Communist party. From this position of power, he plotted to become dictator. When Lenin died in 1924, Stalin continued to maneuver his power, destroying his rivals along the way. Five years later, Stalin succeeded in becoming dictator of Russia, rejecting many of Lenin’s policies. In 1929 Stalin transferred control of all farms to the government. Farmers who resisted collectivization were exiled or killed––more than a million in all. In the 1930s Stalin purged millions more, anyone who opposed him. During World War II, he first allied Russia with Germany, but in 1943, when Hitler invaded the Soviet Union, Stalin joined forces with England and America. After the war, Stalin cut off all contact with non-Communist countries. Even after his death, many Communist countries ruled as he had done––a style of government known as Stalinism. Nikita Khrushchev, Stalin’s successor, initiated a de-Stalinization program from 1956 to 1964 to reverse many of Stalin’s policies. REVIEWING THE PROFILE Directions: Answer the following questions on a separate sheet of paper. 1. Why did Stalin become a Marxist? 2. Why did Stalin join forces with the Allies (England and America) during World War II? SPANISH RESOURCES The following Spanish language materials are available: • Spanish Guided Reading Activities • Spanish Reteaching Activities • Spanish Quizzes and Tests • Spanish Vocabulary Activities • Spanish Summaries • Spanish Reading Essentials and Study Guide 806B Chapter 26 Resources SECTION RESOU RCES Daily Objectives SECTION 1 Paths to War 1. Explain how Adolf Hitler’s theory of Aryan racial domination laid the foundation for aggressive expansion outside of Germany. 2. Specify how the actions and ambitions of Japan and Germany paved the way for the outbreak of World War II. SECTION 2 The Course of World War II 1. Discuss how the bombing of Pearl Harbor created a global war between the Allied and the Axis forces. 2. Describe how Allied perseverance and effective military operations, as well as Axis miscalculations, brought an end to the war. SECTION 3 The New Order and the Holocaust 1. Report how Adolf Hitler’s philosophy of Aryan superiority led to the Holocaust. 2. Analyze how the Japanese conquest of Southeast Asia forced millions of native peoples to labor for the Japanese war machine. SECTION 4 The Home Front and the Aftermath of the War 1. Discuss how World War II left a lasting impression on civilian populations. 2. Summarize how the end of the war created a new set of problems for the Allies as the West came into conflict with the Soviet Union. Reproducible Resources Multimedia Resources Reproducible Lesson Plan 26–1 Daily Lecture and Discussion Notes 26–1 Guided Reading Activity 26–1* Section Quiz 26–1* Reading Essentials and Study Guide 26–1* Daily Focus Skills Transparency 26–1 Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM* Presentation Plus! CD-ROM Reproducible Lesson Plan 26–2 Daily Lecture and Discussion Notes 26–2 Guided Reading Activity 26–2* Section Quiz 26–2* Reading Essentials and Study Guide 26–2* Daily Focus Skills Transparency 26–2 Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM* Presentation Plus! CD-ROM Reproducible Lesson Plan 26–3 Daily Lecture and Discussion Notes 26–3 Guided Reading Activity 26–3* Section Quiz 26–3* Reading Essentials and Study Guide 26–3* Daily Focus Skills Transparency 26–3 Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM* Presentation Plus! CD-ROM Reproducible Lesson Plan 26–4 Daily Lecture and Discussion Notes 26–4 Guided Reading Activity 26–4* Section Quiz 26–4* Reteaching Activity 26* Reading Essentials and Study Guide 26–4* Daily Focus Skills Transparency 26–4 Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM* Presentation Plus! CD-ROM Assign the Chapter 26 Reading Essentials and Study Guide. *Also Available in Spanish 806C Blackline Master Transparency CD-ROM DVD Poster Music Program Audio Program Videocassette Chapter 26 Resources Teacher’s Corner INDEX TO NATIONAL GEOGRAPHIC MAGAZINE The following articles relate to this chapter: • “Hiroshima,” by Ted Gup, August 1995. • “Blueprints for Victory,” by John F. Shupe, May 1995. • “The Wings of War,” by Thomas B. Allen, March 1994. • “Pearl Harbor: A Return to the Day of Infamy,” by Thomas B. Allen, December 1991. • “Remembering the Blitz,” by Cameron Thomas, July 1999. • “Ghosts of War in the South Pacific,” by Peter Benchley, April 1988. WORLD HISTORY Use our Web site for additional resources. All essential content is covered in the Student Edition. You and your students can visit www.wh.glencoe.com , the Web site companion to Glencoe World History. This innovative integration of electronic and print media offers your students a wealth of opportunities. The student text directs students to the Web site for the following options: • Chapter Overviews • Self-Check Quizzes • Student Web Activities • Textbook Updates Answers to the Student Web Activities are provided for you in the Web Activity Lesson Plans. Additional Web resources and Interactive Tutor Puzzles are also available. MEETING SPECIAL NEEDS In addition to the Differentiated Instruction strategies found in each section, the following resources are also suitable for your special needs students: • • • • • ExamView® Pro Testmaker CD-ROM allows teachers to tailor tests by reducing answer choices. The Audio Program includes the entire narrative of the student edition so that less-proficient readers can listen to the words as they read them. The Reading Essentials and Study Guide provides the same content as the student edition but is written two grade levels below the textbook. Guided Reading Activities give less-proficient readers point-by-point instructions to increase comprehension as they read each textbook section. Enrichment Activities include a stimulating collection of readings and activities for gifted and talented students. KEY TO ABILITY LEVELS Teaching strategies have been coded. L1 BASIC activities for all students L2 AVERAGE activities for average to above-average students L3 CHALLENGING activities for above-average students ELL ENGLISH LANGUAGE LEARNER activities From the Classroom of… Loretta Smithson Elsinore High School Lake Elsinore, California Experiencing the Holocaust Organize the class into small groups to research the roots and results of anti-Semitism. Assign each group a different area to research: (1.) a history of the Hebrew people, including the Diaspora (A.D. 70); (2.) a history of Jewish expulsion from European countries (e.g., Spain, 1493); (3.) excerpts from books, writings, or speeches by famous people (e.g., Martin Luther); (4.) excerpts from books or stories of the Holocaust (e.g., The Blue Tattoo); (5.) reasons given by Nazis for their treatment of European Jews; and (6.) world reactions to Nazi treatment of Jews. Provide students with the condensed materials they need for their categories, and encourage them to prepare their information in interesting ways for group presentations, such as charts, maps, diagrams, and slides. After group presentations, let students share their analyses of the materials provided, then conduct a class discussion on the meaning of genocide and its implications for world events in recent years (in Kosovo, for example). Activities that are suited to use within the block scheduling framework are identified by: 806D Introducing CHAPTER 26 Performance Assessment World War II Refer to Activity 26 in the Performance Assessment Activities and Rubrics booklet. 1939–1945 Key Events As you read this chapter, look for the key events in the history of World War II. • Adolf Hitler’s philosophy of Aryan superiority led to World War II in Europe and was also the source of the Holocaust. • Two separate and opposing alliances, the Allies and the Axis Powers, waged a worldwide war. • World War II left lasting impressions on civilian populations. The Impact Today Remind students that World War II brought advances in medicine, transportation, and weapons. Today the World War II generation is honored as “The Greatest Generation” for the sacrifices they made. Have students identify and compile a list of the changes that resulted from the world wars of the twentieth century. Have students share their lists during a class discussion and ask them to refer to these lists as they study this chapter and those that follow. L1 L2 The Impact Today The events that occurred during this time period still impact our lives today. • By the end of World War II, the balance of power had shifted away from Europe. • Germany and Japan’s search for expanded “living space” is comparable to nations fighting over borders today. • Atomic weapons pose a threat to all nations. World History Video The Chapter 26 video, “The Holocaust,” illustrates the horrors of Hitler’s Final Solution. The World History Video Program 1939 Britain and France declare war when Germany invades Poland 1936 Germany signs separate pacts with Italy and Japan To learn more about Jewish life under Hitler, students can view the Chapter 26 video, “The Holocaust,” from The World History Video Program. 1935 1936 1937 1938 1939 1940 MindJogger Videoquiz Use the MindJogger Videoquiz to preview Chapter 26 content. 1935 Hitler violates Treaty of Versailles Available in VHS. Adolf Hitler and Nazi officers in Paris, 1940 1940 France falls to Germany 806 STUDENT EDITION SUNSHINE STATE STANDARDS 806 PURPOSE FOR READING Two-Column Notes Have students create a two-column chart in their notes under the heading The Causes of the World Wars. Label the left column World War I and the right column World War II. Ask students to review the causes of World War I and add the information to the left column. Have students discuss the information with a partner, or conduct a class discussion based on their responses. You may ask them to predict the causes of World War II. Have them complete the World War II column as they study the chapter. L1 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. Introducing CHAPTER 26 Chapter Objectives After studying this chapter, students should be able to: 1. identify the steps taken by Germany and Japan that led to the beginning of World War II; 2. describe the successes of Germany and Japan in the early years of the war; 3. list the major events of the last years of the war; 4. explain the causes and results of the Holocaust; 5. explain the conditions of the peace settlement and the ways in which the peace settlement led to the Cold War. HISTORY Chapter Overview The Marine Corps War Memorial in Arlington County, Virginia, depicts marines raising the American flag on Iwo Jima in February 1945. Self-Portrait with a Jewish Identity Card by Felix Nussbaum, 1943 1945 Japanese surrender after United States drops atomic bombs on Japan 1942 Nazi death camps in full operation 1941 1942 1941 United States enters war after Japan attacks Pearl Harbor Introduce students to chapter content and key terms by having them access Chapter Overview 26 at wh.glencoe.com . Atomic bomb dropped on Hiroshima 1943 1944 1945 1946 1945 Germany surrenders 1946 Churchill proclaims existence of “iron curtain” in Europe Soldiers and civilians celebrate V-E Day, Paris HISTORY Chapter Overview Visit the Glencoe World History Web site at wh.glencoe.com and click on Chapter 26–Chapter Overview to preview chapter information. 807 MORE ABOUT THE ART Iwo Jima was a ferocious World War II battle in the Pacific that began in February 1945. Because the island of Iwo Jima is only 650 miles (1,046 km) from Tokyo, Japanese soldiers planned to defend it to the last man. After 36 days of intense fighting, the United States Marines were able to raise the flag. The moment was captured by a photographer. The photo caused a sensation in the United States. Within days, the public and government leaders were clamoring for a commemorative statue. Three of the original soldiers who raised the American flag survived the war and were used as models for the statue. The images of the other soldiers were based on photographs. The inscription on the memorial reads, “Uncommon Valor was a Common Virtue.” Time Line Activity As they read this chapter, have students interpret the time line on these pages by explaining the significance of the dates 1939 through 1945. L2 Dinah Zike’s Foldables are threedimensional, interactive graphic organizers that help students practice basic writing skills, review key vocabulary terms, and identify main ideas. Have students complete the foldable activity in the Dinah Zike’s Reading and Study Skills Foldables booklet. 807 Introducing A Story That Matters Depending on the ability levels of your students, select from the following questions to reinforce the reading of A Story That Matters. • Why would Hitler regard democracy as a “cancer”? (He believed that certain races, certain people, were superior to others, and thus should be in control, whereas in a democracy all people are equal.) • What does Hitler mean by “ruthless Germanization?” (fast, quick domination of lands and cultures by Germany to provide for the expansion of what Hitler believed was the superior race) • Ask students to study the maps on page 816, in the Reference Atlas, and in outside sources to identify the countries that took part in World War II, and those that did not. Poster, c. 1938, which proclaims “One People, one State, one Leader!” Hitler’s Vision O n February 3, 1933, Adolf Hitler met secretly with Germany’s leading generals. He had been appointed chancellor of Germany only four days before and was by no means assured that he would remain in office for long. Nevertheless, he spoke with confidence. Hitler told the generals about his desire to remove the “cancer of democracy,” create “the highest authoritarian state leadership,” and forge a new domestic unity. All Germans would need to realize that “only a struggle can save us and that everything else must be subordinated to this idea.” The youth especially would have to be trained and their wills strengthened “to fight with all means.” Hitler went on to say that Germany must rearm by instituting a military draft. Leaders must ensure that the men who were going to be drafted were not “poisoned by pacifism, Marxism, or Bolshevism.” Once Germany had regained its military strength, how should this strength be used? Hitler had an answer. Because Germany’s living space was too small for its people, it must prepare for “the conquest of new living space in the east and its ruthless Germanization.” Even before he had consolidated his power, Hitler had a clear vision of his goals. Reaching those goals meant another European war. Although World War I has been described as a total war, World War II was even more so. It was fought on a scale unprecedented in history and led to the most widespread human-made destruction that the world had ever seen. L2 About the Art Before his entry into politics, Hitler was a struggling artist. As leader of Germany, Hitler mastered the art of propaganda. He used both auditory and visual means to appeal to the people of Germany. Simple slogans were developed and chanted at rallies. Visual elements, such as the “Heil-Hitler” salute, were used to create support for Hitler’s Nazi Party policies. The poster combines a picture of Hitler with one of his slogans into an image that promotes the basic goals of fascism. STUDENT EDITION SUNSHINE STATE STANDARDS 1 808 After becoming dictator in 1933, Hitler often held large rallies to inspire the loyalty of Germans. Why It Matters World War II in Europe was clearly Hitler’s war. Other countries may have helped make the war possible by not resisting Germany earlier, before it grew strong, but it was Nazi Germany’s actions that made the war inevitable. Globally, World War II was more than just Hitler’s war. It consisted of two conflicts. One arose, as mentioned above, from the ambitions of Germany in Europe. The other arose from the ambitions of Japan in Asia. By 1941, with the involvement of the United States in both conflicts, these two conflicts merged into one global world war. History and You The decision by the United States to use atomic bombs against Japan led to the end of World War II. Find two contrasting views on the potential of nuclear warfare today and analyze the perspectives. 808 HISTORY AND YOU Had Hitler succeeded in destroying democracy and establishing German world domination, life today would be very different. Democratic nations, working together, ensured that democracy and democratic ideals would persevere by stopping German and Japanese aggression. At the end of World War II, nations joined together to form organizations such as NATO, CETO, and the United Nations to ensure mutual protection and to seek peaceful solutions to international conflicts. Ask students to speculate on how their lives might be different if Hitler had been victorious in Europe. CHAPTER 26 Paths to War Section 1, 809–813 Guide to Reading Main Ideas People to Identify Reading Strategy • Adolf Hitler’s theory of Aryan racial domination laid the foundation for aggressive expansion outside of Germany. • The actions and ambitions of Japan and Germany paved the way for the outbreak of World War II. Adolf Hitler, Benito Mussolini, Joseph Stalin, Chiang Kai-shek Categorizing Information Create a chart listing examples of Japanese aggression and German aggression prior to the outbreak of World War II. Places to Locate Rhineland, Sudetenland, Manchukuo 1. What agreement was reached at the Munich Conference? 2. Why did Germany believe it needed more land? Key Terms demilitarized, appeasement, sanction Preview of Events ✦1931 ✦1932 Japanese Aggression German Aggression Preview Questions ✦1933 ✦1934 ✦1935 ✦1936 1936 Hitler and Mussolini create Rome-Berlin Axis 1931 Japanese forces invade Manchuria ✦1937 1937 Japanese seize Chinese capital ✦1938 1938 Hitler annexes Austria 1 FOCUS Section Overview This section describes Hitler’s racial theories and how the expansionist activities of Germany and Japan led to World War II. BELLRINGER ✦1939 Skillbuilder Activity 1939 World War II begins Project transparency and have students answer questions. Daily Focus Skills Transparency 26–1 Voices from the Past Copyright © by The McGraw-Hill Companies, Inc. UNIT 5 After the leaders of France and Great Britain gave in to Hitler’s demands on Czechoslovakia in 1938, Winston Churchill spoke to the British House of Commons: Why do you think Chamberlain thought the meeting with Hitler would bring peace? 2 Why did Churchill think the meeting was shameful? 3 Why do you think Churchill felt the meeting would bring war? “There has come back from Germany to Downing Street peace with honour. I believe it is peace for our time.” “ I will begin by saying what everybody would like to ignore or forget but which must nevertheless be stated, namely, that we have sustained a total and unmitigated defeat. . . . And I will say this, that I believe the Czechs, left to themselves and told they were going to get no help from the Western Powers, would have been able to make better terms than they have got. . . . We are in the presence of a disaster of the first magnitude which has befallen Great Britain and France. . . . And do not suppose that this is the end. This is only the beginning of the reckoning. —Neville Chamberlain, prime minister of Great Britain after a meeting with Hitler in which 30,000 sq km of Czech territory was given to Germany “England has been offered a choice between war and shame. She has chosen shame—and will get war.” —Winston Churchill, member of Parliament ” Guide to Reading —Parliamentary Debates, London, 1938 Churchill believed that Hitler’s actions would lead to another war. He proved to be right. The German Path to War World War II in Europe had its beginnings in the ideas of Adolf Hitler. He believed that Germans belonged to a so-called Aryan race that was superior to all other races and nationalities. Consequently, Hitler believed that Germany was capable of building a great civilization. To be a great power, however, Germany needed more land to support a larger population. Already in the 1920s, Hitler had indicated that a Nazi regime would find this land to the east—in the Soviet Union. Germany therefore must prepare for war with the Soviet Union. Once the Soviet Union had been conquered, according to Hitler, its land would be resettled by German peasants. The Slavic peoples could World War II ANSWERS 1. because he felt that the territory given to Hitler would satisfy him 2. because he felt that giving anything to Hitler was wrong 3. because he felt that Hitler would not be satisfied with the territory Paths to War 1 CHAPTER 26 DAILY FOCUS SKILLS Chapter 26 TRANSPARENCY 26-1 809 Answers to Graphic: Japanese: seized Manchuria; invaded China; cooperated with Nazi Germany; launched surprise attack on United States; German: expanded armed forces; sent troops into Rhineland; annexed Austria; invaded Poland Preteaching Vocabulary Discuss the meaning of the word appeasement. In what ways did European nations follow a policy of appeasement and what was the result? SECTION RESOURCES Reproducible Masters • Reproducible Lesson Plan 26–1 • Daily Lecture and Discussion Notes 26–1 • Guided Reading Activity 26–1 • Section Quiz 26–1 • Reading Essentials and Study Guide 26–1 Transparencies • Daily Focus Skills Transparency 26–1 Multimedia Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Presentation Plus! CD-ROM 809 CHAPTER 26 be used as slave labor to build the Third Reich, an Aryan racial state that Hitler thought would dominate Europe for a thousand years. Section 1, 809–813 2 TEACH The First Steps After World War I, the Treaty of Versailles had limited Germany’s military power. As chancellor, Hitler, posing as a man of peace, stressed that Germany wished to revise the unfair provisions of the treaty by peaceful means. Germany, he said, only wanted its rightful place among the European states. On March 9, 1935, however, Hitler announced the creation of a new air force. One week later, he began a military draft that would expand Germany’s army from 100,000 to 550,000 troops. These steps were in direct violation of the Treaty of Versailles. France, Great Britain, and Italy condemned Germany’s actions and warned against future aggressive steps. In the midst of the Great Depression, however, these nations were distracted by their own internal problems and did nothing further. Hitler was convinced that the Western states had no intention of using force to maintain the Treaty of Versailles. Hence, on March 7, 1936, he sent German troops into the Rhineland. The Rhineland was part of Germany, but, according to the Treaty of Versailles, it was a demilitarized area. That is, Germany was not permitted to have weapons or fortifications there. France had the right to use force against any violation of the History Answer: fascism Daily Lecture and Discussion Notes 26–1 Copyright © by The McGraw-Hill Companies, Inc. Daily Lecture and Discussion Notes Chapter 26, Section 1 Did You Know ? Japan’s policy of expansion during the 1930s was the direct result of its poor economic geography, or the economic resources contained within a region or nation. Japan’s goal to become a great power was seriously limited by this reality. Fortunately, post World War II Japan solved this problem through exports. The revenues from exporting goods have been successfully used to buy natural resources on the world market. I. The German Path to War (pages 809–812) A. Adolf Hitler believed that Germany could build a great civilization. To do this, Germany needed more land to support more German people. He wanted lands in the east including the Soviet Union and prepared for war. His plan was to use the land for German settlements. The Slavic people would become slaves. B. Hitler proposed that Germany be able to revise the unfair provisions of the Treaty of Versailles that had ended World War I. At first he said he would use peaceful means. However, in March of 1935, he created a new air force and began a military draft. C. France, Great Britain, and Italy condemned Hitler’s moves. Due to problems at home caused by the Great Depression however, they were not prepared to take action. Hitler became convinced that the Western states would not stop him from breaking the proi i f th T t f V ill demilitarized Rhineland but would not act without British support. Great Britain did not support the use of force against Germany, however. The British government viewed the occupation of German territory by German troops as a reasonable action by a dissatisfied power. The London Times noted that the Germans were only “going into their own back garden.” Great Britain thus began to practice a policy of appeasement. This policy was based on the belief that if European states satisfied the reasonable demands of dissatisfied powers, the dissatisfied powers would be content, and stability and peace would be achieved in Europe. New Alliances Meanwhile, Hitler gained new allies. Benito Mussolini had long dreamed of creating a new Roman Empire in the Mediterranean, and, in October 1935, Fascist Italy invaded Ethiopia. Angered by French and British opposition to his invasion, Mussolini welcomed Hitler’s support. He began to draw closer to the German dictator. In 1936, both Germany and Italy sent troops to Spain to help General Francisco Franco in the Spanish Civil War. In October 1936, Mussolini and Hitler made an agreement recognizing their common political and economic interests. One month later, Mussolini spoke of the new alliance between Italy and Germany, called the Rome-Berlin Axis. Also in November, Germany and Japan signed the Anti-Comintern Pact, promising a common front against communism. Union with Austria By 1937, Germany was once more a “world power,” as Hitler proclaimed. He was convinced that neither France nor Great Britain would provide much opposition to his plans. In 1938, he decided to pursue one of his goals: Anschluss (ANSH•luhs), or union, with Austria, his native land. By threatening Austria with invasion, Hitler forced the Austrian chancellor to put Austrian Nazis in charge of the government. The new government promptly invited German troops to enter Austria and “help” in maintaining law and order. One day later, on March 13, 1938, after his triumphal return to his native land, Hitler annexed Austria to Germany. Journalism Have students research and write a brief report on the work of one of the World War II correspondents or journalists such as Edward R. Murrow, Alan Moorehead, Robert Capa, Margaret BourkeWhite, Max Alpert, or Henri CartierBresson who gained fame due to their work during the war. L2 History Enrich Have students research the reasons for the downfall of Neville Chamberlain. Then guide the class in a discussion of the reasons for Great Britain’s change of attitude toward Germany when Winston Churchill became prime minister. L2 STUDENT EDITION SUNSHINE STATE STANDARDS 1 810 This 1937 Italian illustration depicts Hitler and Mussolini. What ideology brought Hitler and Mussolini together? 810 EXTENDING THE CONTENT Benito Mussolini The Fasci di Combattimento were founded in March 1919 by Mussolini and other veterans of World War I. Taking their name from the fasces, an ancient symbol of Roman discipline, this nationalistic, antiliberal, and antisocialist movement attracted lower middle-class support in turbulent postwar Milan. Fascism grew rapidly after the mid-1920s, winning support in the countryside, where its black-shirt militia attacked peasant and socialist groups. By 1926, Mussolini had created an alliance with the army and the king, ultimately transforming the country into a single-party, totalitarian regime. SS.C.1.4.1 CHAPTER 26 German and Italian Expansion, 1935–1939 10°E UNITED KINGDOM NETHER– LANDS Paris LUX. FRANCE ND ELA IN RH BELGIUM 50°N DENMARK North Sea Baltic Sea MEMEL TERR. Danzig Berlin LITHUANIA SOVIET UNION Warsaw SUDETEN Prague POLAND LA HUNGARY ROMANIA Germany, 1935 Rome ALBANIA Sardinia SUD AN GREECE Sicily Addis Ababa ETHIOPIA N W ERITR EA Mediterranean Sea KENYA 0 E 0 S 0 LIBYA Demands and Appeasement Hitler’s next objective was the destruction of Czechoslovakia. On September 15, 1938, he demanded that Germany be given the Sudetenland, an area in northwestern Czechoslovakia that was inhabited largely by Germans. He expressed his willingness to risk “world war” to achieve his objective. At a hastily arranged conference in Munich, British, French, German, and Italian representatives did not object to Hitler’s plans but instead reached an agreement that met virtually all of Hitler’s demands. German troops were allowed to occupy the Sudetenland. The Czechs, abandoned by their Western allies, stood by helplessly. The Munich Conference was the high point of Western appeasement of Hitler. When Neville Chamberlain, the British prime minister, returned to England from Munich, he boasted that the agreement meant “peace for our time.” Hitler had promised Chamberlain that he would make no more demands. Like many others, Chamberlain believed Hitler’s promises. 10°N L LI I A N LA ND BULGARIA Corsica 40°N German occupation, 1936 German acquisitions, 1938–1939 Italy and possessions, 1935 Italian acquisitions, 1935–1939 YUGOSLAVIA ITALY Answers: 1. Germany annexed approximately 50 percent more territory than it held. By 1939, the size of the country was about 50 percent larger. Germany and Italy expanded their territories in the years leading up to World War II. N C ZECHOS D SL O VA LO VAKI A KIA Vienna AUSTRIA Section 1, 809–813 30°E EAST PRUSSIA GERMANY Munich SWITZ. SWEDEN LATVIA 20°E A IT MA O 500 miles S 500 kilometers 0° 50°E 500 miles 500 kilometers 0 Lambert Azimuthal Equal-Area projection 1. Interpreting Maps Approximately how much territory did Germany annex between 1936 and 1939? How did its size in 1939 compare to its size in 1935? 2. Applying Geography Skills Use the information on the map to create a chart comparing German and Italian expansion. What reasons can you give for the more aggressive of the two being the more aggressive country? 2. Students will create charts. Answers may include that Germany wanted to repopulate the world with Aryan Germans, while Italy had no similar plans. Italy was also surrounded on three sides by water. Critical Thinking Ask students to examine the map on this page. Why would the transport of raw materials have been a problem for Germany during World War II? (There were few ports that were accessible year-round within Germany’s territories.) L2 Great Britain and France React In fact, Hitler was more convinced than ever that the Western democracies were weak and would not fight. Increasingly, Hitler was sure that he could not make a mistake, and he had by no means been satisfied at Munich. In March 1939, Hitler invaded and took control of Bohemia and Moravia in western Czechoslovakia. In the eastern part of the country, Slovakia became a puppet state controlled by Nazi Germany. On the evening of March 15, 1939, Hitler triumphantly declared in Prague that he would be known as the greatest German of them all. At last, the Western states reacted to the Nazi threat. Hitler’s aggression had made clear that his promises were worthless. When Hitler began to demand the Polish port of Danzig, Great Britain saw the danger and offered to protect Poland in the event of war. At the same time, both France and Britain realized that only the Soviet Union was powerful enough to help contain Nazi aggression. They began political and military negotiations with Joseph Stalin, the Soviet dictator. CHAPTER 26 World War II Critical Thinking Ask students why some people saluted Hitler and his entourage when he annexed the Sudetenland. (The area had a German population of 3.5 million.) L2 Connecting Across Time The twentieth-century German and Japanese empires were transitory. Other empires and dynasties lasted for thousands of years. Have students analyze examples of major empires of the world. L2 811 COOPERATIVE LEARNING ACTIVITY EXTENDING THE CONTENT Creating an Oral Report Organize students into groups of four to six to research how the world reacted to the expansion of Japan into Nanjing, Italy into Ethiopia, and Germany into the Rhineland, Austria, and Czechoslovakia. Have each group choose one of these conquests and then find newspaper reports about it. Encourage students to apply different methods that historians have used to interpret the past, and to use the process of historical inquiry to research and to interpret the evidence. Also encourage students to use quotations that reveal the point of view of the reporter toward the conquest. Then have each group present its report to the class. L2 STUDENT EDITION SUNSHINE STATE STANDARDS 1 FCAT LA.A.2.4.4 For grading this activity, refer to the Performance Assessment Activities booklet. 811 Answer: in eastern Europe, including the Soviet Union Answer: 1. Student questions will vary but should be consistent with material presented in this section. L1/ELL Guided Reading Activity 26–1 Name Date Class Guided Reading Activity 26-1 Paths To War Reading Check Identifying Where did Hitler believe DIRECTIONS: Answer the following questions as you read Section 1. he could find more “living space” to expand Germany? 1. To be a great power, Germany needed more land which Hitler felt would be found Japanese Expansion, 1933–1941 SOVIET UNION KARAFUTO 140°E W E Sea of Japan S The Japanese Path to War 3. When Hitler announced the creation of an air force, and expanded the German army, he violated what agreement? In September 1931, Japanese soldiers had seized Manchuria, which had natural resources Japan needed. Japan used as an excuse a Chinese attack on a Japanese railway near the city of Mukden. In fact, the “Mukden incident” had been carried out by Japanese soldiers disguised as Chinese. Worldwide protests against the Japanese led the League of Nations to send investigators to Manchuria. When the investigators issued a report condemning the seizure, Japan withdrew from the league. Over the next several years, Japan strengthened its hold on Manchuria, which was renamed Manchukuo. Japan now began to expand into North China. By the mid-1930s, militants connected to the government and the armed forces had gained control of Japanese politics. The United States refused to recognize the Japanese takeover of Manchuria but was unwilling to threaten force. Critical Thinking Ask students to evaluate the following statement: “Building a powerful military leads a country to war because it is natural for military leaders to want to use and expand their power.” Do students believe that this statement is true? To what extent might it explain why Japan’s army invaded China? L2 SS.A.3.4.9 3 ASSESS War with China Chiang Kai-shek tried to avoid a conflict with Japan so that he could deal with what he considered the greater threat from the Communists. When clashes between Chinese and 812 CHAPTER 26 Beijing KOREA N 40° Yan-an CHINA Nanjing SICHUAN Chongqing PROVINCE ng 30°N Shanghai Hankou g Ji a an Ch Europe for a thousand years? He Hua 2. What was the name given to the Aryan racial state that Hitler thought would dominate Assign Section 1 Assessment as homework or as an in-class activity. MANCHUKUO (Manchuria) N ng where? Japanese troops broke out, he sought to appease Japan by allowing it to govern areas in North China. As Japan moved steadily southward, protests against Japanese aggression grew stronger in Chinese cities. In December 1936, Chiang ended his military efforts against the Communists and formed a new united front against the Japanese. In July 1937, Chinese and Japanese forces clashed south of Beijing and hostilities spread. Japan had not planned to declare war on China. However, the 1937 incident eventually turned into a major conflict. The Japanese seized the Chinese capital of Nanjing in December. Chiang Kai-shek refused to surrender and moved his government upriver, first to Hankou, then to Chongqing. PA N Hitler and the Soviets Meanwhile, Hitler pressed on in the belief that the West would not fight over Poland. He now feared, however, that the West and the Soviet Union might make an alliance. Such an alliance could mean a two-front war for Germany. To prevent this possibility, Hitler made his own agreement with Joseph Stalin. On August 23, 1939, Germany and the Soviet Union signed the Nazi-Soviet Nonaggression Pact. In it, the two nations promised not to attack each other. To get the nonaggression pact, Hitler offered Stalin control of eastern Poland and the Baltic states. Because he expected to fight the Soviet Union anyway, it did not matter to Hitler what he promised— he was accustomed to breaking promises. Hitler shocked the world when he announced the nonaggression pact. The treaty gave Hitler the freedom to attack Poland. He told his generals, “Now Poland is in the position in which I wanted her. . . . I am only afraid that at the last moment some swine will submit to me a plan for mediation.” Hitler need not have worried. On September 1, German forces invaded Poland. Two days later, Britain and France declared war on Germany. Section 1, 809–813 JA CHAPTER 26 Formosa Guangzhou F IC O TROP ER C N CA 20°N Hong Kong U.K. Hainan South China Sea FRENCH INDOCHINA 110°E Japanese territory, 1933 Japanese acquisitions to November 1941 0 1,000 miles 10°N 0 1,000 kilometers Two-Point Equidistant projection 130°E Like Germany, Japan attempted to expand its territories prior to the beginning of the war. 1. Applying Geography Skills Pose and answer your own question about the territories Japan did not acquire but wanted to acquire. World War II Have students use Interactive Tutor Self-Assessment CD-ROM. READING THE TEXT STUDENT EDITION SUNSHINE STATE STANDARDS 1 812 2 Comparing and Contrasting On page 813, the author suggests that the Japanese government might have rationalized its expansion into Asia in this fashion: “After all, who could better teach Asian societies how to modernize than the one Asian country that had already done it?” Ask students to identify what basic fallacy in logic Japan is making in this argument. (Students might suggest that Japan assumes that the other countries want to modernize in the same way, and that because modernization worked in Japan, it would work anywhere.) How does this compare to reasoning used by Western countries to justify their expansion? (Western countries used similar thinking to justify their colonization of Africa and other regions of the world.) Have students analyze the Japanese Empire and summarize the effect of its imperialism on other societies. L2 SS.A.3.4.9 CHAPTER 26 The New Asian Order Japanese military leaders had hoped to force Chiang to agree to join a New Order in East Asia, comprising Japan, Manchuria, and China. Japan would attempt to establish a new system of control in Asia with Japan guiding its Asian neighbors to prosperity. After all, who could better teach Asian societies how to modernize than the one Asian country that had already done it? Part of Japan’s plan was to seize Soviet Siberia, with its rich resources. During the late 1930s, Japan began to cooperate with Nazi Germany. Japan assumed that the two countries would ultimately launch a joint attack on the Soviet Union and divide Soviet resources between them. When Germany signed the nonaggression pact with the Soviets in August 1939, Japanese leaders had to rethink their goals. Japan did not have the resources to defeat the Soviet Union without help. Thus, the Japanese became interested in the raw materials that could be found in Southeast Asia to fuel its military machine. A move southward, however, would risk war with the European colonial powers and the United States. Japan’s attack on China in the summer of 1937 had already aroused strong criticism, especially in the United States. Nevertheless, in the summer of 1940, Japan demanded the right to exploit economic resources in French Indochina. The United States objected. It warned Japan that it would apply economic sanctions—restrictions intended to enforce international law—unless Japan Section 1, 809–813 Answer: Japan wanted to assert control and guide its neighbors to modernization and prosperity. L2 Section Quiz 26–1 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 ✔ Cabinet of Japanese prime minister Tojo (front center), 1941 Score Chapter 26 Section Quiz 26-1 DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. alliance between Mussolini and Hitler withdrew from the area and returned to its borders of 1931. Japan badly needed the oil and scrap iron it was getting from the United States. Should these resources be cut off, Japan would have to find them elsewhere. Japan viewed the possibility of economic sanctions as a threat to its long-term objectives. Japan was now caught in a dilemma. To guarantee access to the raw materials it wanted in Southeast Asia, Japan had to risk losing raw materials from the United States. After much debate, Japan decided to launch a surprise attack on U.S. and European colonies in Southeast Asia. 2. alliance between Germany and Japan A. Anti-Comintern Pact 3. no weapons or fortifications permitted B. demilitarized 4. policy of satisfying reasonable demands in exchange for peace C. Rome-Berlin Axis D. Nazi-Soviet Nonaggression Pact 5. agreement between Hitler and Stalin E. appeasement DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each) L1/ELL Reading Essentials and Study Guide 26–1 Name Date Class Reading Essentials and Study Guide Chapter 26, Section 1 For use with textbook pages 809–813 PATHS TO WAR Reading Check Explaining Why did Japan want to KEY TERMS demilitarized establish a New Order in East Asia? an area that is free of weapons or fortifications (page 810) appeasement a policy of giving in to the demands of a dissatisfied power in an attempt to keep the peace (page 810) sanction a restriction intended to enforce international law (page 813) DRAWING FROM EXPERIENCEII How do you resolve conflicts with other people? Do you ever give in to their demands in order to avoid conflict? In this section, you will learn about the actions of Germany and Japan that paved the Checking for Understanding 1. Define appeasement, demilitarized, sanction. Critical Thinking 6. Explain In what sense was World War II a product of World War I? 2. Identify Adolf Hitler, Benito Mussolini, Joseph Stalin, Chiang Kai-shek. 7. Sequencing Information Create a chart like the one below listing in chronological order the agreements that emboldened Hitler in his aggressive expansion policies. 3. Locate Rhineland, Sudetenland, Manchukuo. 4. Explain why Japan felt the need to control other nations, especially how this relates to its need for resources. 5. List the reasons why Hitler’s pact with Stalin was a key factor in forcing Britain and France to declare war on Germany. Analyzing Visuals 8. Analyze the illustration on page 810 to determine what opinion the artist had about Italy’s alliance with Germany. What aspects of the illustration indicate that its creator and its publisher either did or did not support Hitler’s relationship with Mussolini and Italy? Ask students to create a table that compares the political and economical conditions in Germany and Japan before World War II. L1 Agreements Encouraging Hitler’s Aggression Leading to World War II 4 CLOSE 9. Persuasive Writing Imagine you are the editor of a British newspaper in 1938. Write an editorial that captures the essence of your viewpoint. Use a headline that offers suggestions on how war can be avoided. CHAPTER 26 1. Key terms are in blue. 2. Adolf Hitler (p. 809); Benito Mussolini (p. 810); Joseph Stalin (p. 811); Chiang Kai-shek (p. 812) 3. See chapter maps. 4. Japan depended on foreign sources for raw materials. Japan sought to expand on the Asian mainland, but risked losing raw materials from the United States if Reteaching Activity it did so. 5. Britain had offered to protect Poland in the event of war. The pact between Stalin and Hitler gave Hitler the freedom to invade Poland. 6. See The First Steps on page 810. 7. agreement with Mussolini, 1936; Anti-Comintern Pact with Japan, 1936; Munich Agreement, 1938; World War II 813 Hitler signs nonaggression pact with Soviet Union, 1939 8. The many Nazi flags in the background make it appear that the illustrator and publisher supported Hitler’s relationship with Mussolini and Italy. 9. Answers will vary. Ask students to find examples in Section 1 of countries forming alliances for their common good. Make a chart of the alliances made and the benefits received by the countries involved. L1 STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 813 CHAPTER 26 The Course of World War II Section 2, 814–822 1 FOCUS Guide to Reading Section Overview This section describes the expansion of World War II to a global conflict and the military and political operations that ultimately led to the Axis defeat by the Allies. BELLRINGER Main Ideas People to Identify Reading Strategy • The bombing of Pearl Harbor created a global war between the Allied and the Axis forces. • Allied perseverance and effective military operations, as well as Axis miscalculations, brought an end to the war. Franklin D. Roosevelt, Douglas MacArthur, Winston Churchill, Harry S Truman Cause and Effect Create a chart listing key events during World War II and their effect on the outcome of the war. Key Terms Preview Questions Places to Locate Stalingrad, Midway Island, Normandy, Hiroshima Skillbuilder Activity Preview of Events ✦1939 ✦1940 Copyright © by The McGraw-Hill Companies, Inc. UNIT 5 DAILY FOCUS SKILLS Chapter 26 TRANSPARENCY 26-2 ✦1941 ANSWERS 1. The Ju 87 planes opened gaps for the armored attack to proceed. 2. Tanks and half-tracks made up the main armor attack. 3. The Blitzkrieg attacks were forceful and included an enormous amount of armor—nothing could stand up to them. How did the German Junkers open the enemy forces for an armored attack? 2 What vehicles were involved 3 Why do you think the in the main armor attack? German blitzkrieg attacks were so successful? Blitzkrieg in Action HEADQUARTERS HEAVY GUNS 133 JUNKERS JU 87 STUKAS SUPPLY AIR SUPPORT LIGHT AND MEDIUM TANKS 244 ARMORED HALF-TRACKS 295 MAIN ARMOR ATTACK Armored Cars and Reconnaissance Vehicles Protect Flanks ✦1943 ✦1944 1943 Germans defeated at Stalingrad ✦1945 1944 Allied forces invade France on D-Day Voices from the Past The Course of World War II 1 ✦1942 1942 Japanese defeated at the Battle of Midway Island 1940 Germans bomb British cities Daily Focus Skills Transparency 26–2 Effect 1. Why did the United States not enter the war until 1941? 2. What major events helped to end the war in Europe and Asia? blitzkrieg, partisan Project transparency and have students answer questions. Event ARMORED CARS 58 On September 1, 1939, after beginning his attack on Poland, Hitler addressed the German Reichstag: JUNKERS JU 87 STUKAS SUPPLY Armored AIR SUPPORT Cars and Reconnaissance Vehicles Protect Flanks “ I do not want to be anything other than the first soldier of the German Reich. I have once more put on the uniform which was once most holy and precious to me. I shall only take it off after victory or I shall not live to see the end. . . . As a National Socialist and as a German soldier, I am going into this struggle strong in heart. My whole life has been nothing but a struggle for my people, for their revival, for Germany . . . Just as I myself am ready to risk my life any time for my people and for Germany, so I demand the same of everyone else. But anyone who thinks that he can oppose this national commandment, whether directly or indirectly, will die! Traitors can expect death. Enemy Position Guide to Reading Answers to Graphic: Japan attacks Pearl Harbor: United States enters war; Battle of Midway: Japanese navy defeated; Invasion of Normandy: ends war in Europe; atomic bombs dropped on Japan: Japan surrenders Preteaching Vocabulary The British shortened the German word blitzkrieg to blitz to describe the intensive German bombardment of London. Ask students to identify how the word blitz is used today. L1 ” —Nazism 1919–1945, A Documentary Reader, J. Noakes and G. Pridham, 1995 Hitler had committed Germany to a life-or-death struggle. Europe at War Hitler stunned Europe with the speed and efficiency of the German attack on Poland. His blitzkrieg, or “lightning war,” used armored columns, called panzer divisions, supported by airplanes. Each panzer division was a strike force of about three hundred tanks with accompanying forces and supplies. 814 CHAPTER 26 World War II SECTION RESOURCES Reproducible Masters STUDENT EDITION SUNSHINE STATE STANDARDS 1 814 2 • Reproducible Lesson Plan 26–2 • Daily Lecture and Discussion Notes 26–2 • Guided Reading Activity 26–2 • Section Quiz 26–2 • Reading Essentials and Study Guide 26–2 Transparencies • Daily Focus Skills Transparency 26–2 Multimedia Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Presentation Plus! CD-ROM The forces of the blitzkrieg broke quickly through Polish lines and encircled the bewildered Polish troops. Regular infantry units then moved in to hold the newly conquered territory. Within four weeks, Poland had surrendered. On September 28, 1939, Germany and the Soviet Union divided Poland. Hitler’s Early Victories After a winter of waiting (called the “phony war”), Hitler resumed the attack on April 9, 1940, with another blitzkrieg against Denmark and Norway. One month later, on May 10, Germany launched an attack on the Netherlands, Belgium, and France. The main assault was NETH. ENGLAND through Luxembourg BELG. and the Ardennes s LUX. n ne Arde (ahr•DEHN) Forest. German panzer diviFRANCE sions broke through ATLANTIC OCEAN weak French defensive positions there and raced across northern France. French and British forces were taken by surprise when the Germans went around, instead of across, the Maginot Line (a series of concrete and steel fortifications armed with heavy artillery along France’s border with Germany). The Germans’ action split the Allied armies, trapping French troops and the entire British army on the beaches of Dunkirk. Only by the heroic efforts of the Royal Navy and civilians in private boats did the British manage to evacuate 338,000 Allied (mostly British) troops. The French signed an armistice on June 22. German armies now occupied about three-fifths of France. An authoritarian regime under German control was set up over the remainder of the country. It was known as Vichy France and was led by an aged French hero of World War I, Marshal Henri Pétain. Germany was now in control of western and central Europe, but Britain had still not been defeated. After Dunkirk, the British appealed to the United States for help. President Franklin D. Roosevelt denounced the aggressors, but the United States followed a strict policy of isolationism. A series of neutrality acts, passed in the 1930s, prevented the United States from taking sides or becoming involved in any European wars. Many Americans felt that the United States had been drawn into World War I due to economic involvement in Europe and they wanted to prevent a recurrence. Roosevelt was convinced that the neutrality acts actually encouraged Axis aggression and wanted the acts repealed. They were gradually CHAPTER 26 relaxed as the United States supplied food, ships, planes, and weapons to Britain. Section 2, 814–822 The Battle of Britain Hitler realized that an amphibious (land-sea) invasion of Britain could succeed only if Germany gained control of the air. At the beginning of August 1940, the Luftwaffe (LOOFT• vah•fuh)—the German air force—launched a major offensive. German planes bombed British air and naval bases, harbors, communication centers, and war industries. The British fought back with determination. They were supported by an effective radar system that gave them early warning of German attacks. Nevertheless, by the end of August, the British air force had suffered critical losses. In September, in retaliation for a British attack on Berlin, Hitler ordered a shift in strategy. Instead of bombing military targets, the Luftwaffe began massive bombing of British cities. Hitler hoped in this way to break British morale. Instead, because military targets were not being hit, the British were able to rebuild their air strength quickly. Soon, the British air force was inflicting major losses on Luftwaffe bombers. At the end of September, Hitler postponed the invasion of Britain indefinitely. 2 TEACH Daily Lecture and Discussion Notes 26–2 Copyright © by The McGraw-Hill Companies, Inc. Daily Lecture and Discussion Notes Chapter 26, Section 2 Did You Know ? Some historians think that Hitler was a great military commander—for the Allies! During the course of the war, he was responsible for several major blunders. For example, he seriously underestimated the strength of the Soviet Union, and made a huge mistake by attacking them. Prior to D-Day, the Allies fooled Hitler into thinking the invasion would be in Calais, which weakened the German response. I. Europe at War (pages 814–817) A. The 1939 invasion of Poland by Germany took just four weeks. The speed and efficiency of the German army stunned the world. Called blitzkrieg (“lightning war”), the Germans used panzer divisions (strike forces of about 300 tanks and soldiers) that were supported by airplanes. On September 28, 1939, Germany and the Soviet Union divided Poland. L1/ELL Guided Reading Activity 26–2 Name Date Class Guided Reading Activity 26-2 The Course of World War II DIRECTIONS: Fill in the blanks below as you read Section 2. Hitler stunned Europe with the (1) (2) and of his attack on Poland. His (3) or “lightning war,” used panzer divisions supported by airplanes. Within four weeks, London buildings collapse as a result of nightly German bombing. Poland had (4) . At the beginning of August 1940, the German air force launched a major offensive against (5) planes bombed British (6) (8) . German , (7) , and (9) (10) , . Hitler invaded the on June 22, 1941. An early (11) fierce Soviet (12) O D b and halted the German advance. 7 1941 J i ft tt k d th U S lb t Who?What?Where?When? Radar In 1935, physicist Robert Watson-Watts developed radar, an early warning system used to detect incoming aircraft. This new invention (radio detecting and ranging) helped the British defeat the German Luftwaffe in the Battle of Britain. Writing Activity CHAPTER 26 World War II 815 COOPERATIVE LEARNING ACTIVITY EXTENDING THE CONTENT Organizing a Group Discussion Break students into groups to discuss the answer to the following question: Why was it easier for a nation like Germany to take control of a vast area (such as it did in 1939) than it was to maintain control over the same area? (It is easier to take over a territory through military power than to maintain control and administer an effective government. The German effort to occupy vast territories spread its power and people too thin.) When students have finished their small group discussions, guide the class in a general discussion of this question and conclude with a list of other military leaders or empires that experienced the same problems Germany encountered. L2 SS.A.1.4.2 Ask students to write a hypothetical letter from a resident of London to an American relative describing how he or she feels after seeing the results of an air raid, such as the one pictured on this page. How might such destruction change this person’s willingness to fight? L1 STUDENT EDITION SUNSHINE STATE STANDARDS 1 815 CHAPTER 26 World War II in Europe and North Africa, 1939–1945 Section 2, 814–822 10°W 20°W 0° SWEDEN Atlantic Ocean IRELAND Geography Ask students to study the map on page 817. Which countries did Germany invade in 1941? (Yugoslavia, Lithuania, Latvia, Estonia, the Soviet Union, Bulgaria, Greece) L1 UNITED KINGDOM Liverpool Birmingham Bristol Plymouth 50° N North Sea DENMARK . Rhi ne aR L Ploiesti UG A RT Corsica PO Anzio (Jan.–Mar. 1944) Monte Cassino Sardinia (Jan.–May 1944) ALBANIA It. Tunis (May 1943) Malta TURKEY GREECE Mediterranean Sea North Africa Landings (Nov. 1942) Black Sea BULGARIA Rome Sicily (July 1943) Valletta Tobruk (April 1941) ALGERIA El Alamein LEBANON (Oct.– Nov. 1942) PALESTINE Alexandria Cairo LIBYA Attack on the Soviet Union Neutral nations Major battle with date Major city severely damaged by bombing Air battle Maginot Line Although he had no desire for a two-front war, Hitler became convinced that Britain was remaining in the war only because it expected Soviet support. If the Soviet Union was smashed, Britain’s last hope would be eliminated. Moreover, Hitler had convinced himself that the Soviet Union had a pitiful army and could be defeated quickly. Hitler’s invasion of the Soviet Union was scheduled for the spring of 1941, but the attack was delayed because of problems in the Balkans. Hitler had already gained the political cooperation of Hungary, Bulgaria, and Romania. However, the failure of Mussolini’s invasion of Greece in 1940 had exposed Hitler’s southern flank to British air bases in Greece. To secure his Balkan flank, Hitler therefore seized both Greece and Yugoslavia in April. 816 CHAPTER 26 IRAN SYRIA Cyprus Crete TUNISIA Axis Powers Axis-controlled area, November 1942 Farthest Axis advance, December 1941 Vichy France and territories Allied Powers Allied-controlled area, November 1942 a Se SPAIN Ca sp i ROMANIA Belgrade YUGOSLAVIA MOROCCO By distorting history, Nazi ideology created the belief that “Aryans” were responsible for most advances in human history. As you discuss the validity, or lack of validity, of this view, ask students to be as specific as possible regarding the contributions of different cultures and civilizations. L1 SS.A.1.4.3 816 Vo lg S an ITALY SP. MOROCCO Critical Thinking 1 Stalingrad (Aug. 1942– Feb. 1943) Hanover May 1945) Dunkirk Warsaw D¨usseldorf BELG. (Aug. 1944–Jan. 1945) Dresden Cologne Normandy (June 1944) Kiev Frankfurt Battle of the Bulge (Dec. 1944–Jan. 1945) Mannheim G E R M A N Y Paris (Aug. 1944) Stuttgart FRANCE Munich SLOVAKIA AUSTRIA HUNGARY SWITZ. Budapest Vichy Remind students that in Chapter 18 they read about how Napoleon Bonaparte suffered a stunning defeat just outside Moscow during the winter of 1812. In what ways did Napoleon and Hitler make the same mistakes? Have students refer to maps in the Reference Atlas and in these two chapters to identify and explain the answer to this question. (These two leaders underestimated the effects of the Russian winter and the resistance of the Russian people.) L1 STUDENT EDITION SUNSHINE STATE STANDARDS E W SOVIET UNION Minsk (July 1944) Kursk (July 1943) E n g l i s h C h a n n el Connecting Across Time Ask students to summarize the events that brought the Soviet Union and the United States into World War II. L1 SS.A.3.4.9 N Moscow POLAND (Apr.– 60°E Leningrad (Sept. 1941–Jan. 1944) ESTONIA Manchester LITHUANIA Hull Ger. Coventry Bremen Hamburg London NETH. Berlin Rotterdam 50°E 40°E 30°E FINLAND Baltic Sea LATVIA Battle of Britain (July–Oct. 1940) 40° N Critical Thinking 20°E 10°E NORWAY IRAQ TRANS-JORDAN SAUDI ARABIA EGYPT 0 400 miles 400 kilometers 0 Lambert Azimuthal Equal-Area projection Reassured, Hitler invaded the Soviet Union on June 22, 1941. He believed that the Russians could still be decisively defeated before the brutal winter weather set in. The massive attack stretched out along a front some 1,800 miles (about 2,900 km) long. German troops advanced rapidly, capturing two million Russian soldiers. By November, one German army group had swept through Ukraine. A second army was besieging the city of Leningrad, while a third approached within 25 miles (about 40 km) of Moscow, the Soviet capital. An early winter and fierce Soviet resistance, however, halted the German advance. Because of the planned spring date for the invasion, the Germans had no winter uniforms. For the first time in the war, German armies had been stopped. A counterattack in World War II EXTENDING THE CONTENT The Blitz During World War II, German bombers rained destruction on London and strategic targets in an attempt to knock out Great Britain’s defenses and force the British to surrender. Public shelters were set up throughout London in subway tunnels and other protected areas. At the height of the blitz, one out of every seven Londoners slept in a shelter. About two million children were evacuated to the countryside from London and other British cities. There, many of these city children played on grass and climbed trees for the first time. Parents and children reunited periodically when the government offered reduced train fares to the country. Axis Offensives, 1939–1941 Axis offensives, 1939 Axis offensives, 1940 Axis offensives, 1941 0° 40°E SWEDEN ESTONIA LATVIA DENMARK IRELAND UNITED Ger. LITH. KINGDOM NETH. Atlantic BELG. GERMANY POLAND Ocean FRANCE SLOVAKIA AL PO RTU G 0 Fr. Fr. 400 miles HUNGARY ROMANIA Black Sea TURKEY GREECE Med it TUNISIA Fr. e rra n 400 kilometers 0 Lambert Azimuthal Equal-Area projection LIBYA It. SYRIA LEBANON IRAQ PALESTINE U.K. TRANSJORDAN EGYPT 0° 10°E 50°E U.K. SAUDI ARABIA 0 Fr. Answer: Problems in the Balkans led Hitler to seize both Greece and Yugoslavia in April 1941. An early winter and fierce Soviet resistance halted the German advance. S SOVIET UNION HUNGARY ROMANIA YUGOSLAVIA BULGARIA Black Sea ITALY SPAIN ALBAN. 40°N MOROCCO E W SWEDEN ESTONIA LATVIA DENMARK IRELAND UNITED Ger. LITH. KINGDOM NETH. BELG. GERMANY POLAND FRANCE SLOVAKIA SWITZ. VICHY FRANCE Section 2, 814–822 60°E N 20°E FINLAND NORWAY SP. MOR. Fr. ean Sea 10°W 20°W Atlantic Ocean 50° N SOVIET UNION YUGOSLAVIA BULGARIA ITALY ALBAN. 40°N E S 50° N SP. MOR. ALGERIA MOROCCO 30°E 40°E Allied offensives, 1942–1943 Allied offensives, 1944–1945 W NORWAY SPAIN 60°E N FINLAND SWITZ. VICHY FRANCE 50°E AL 10°W 30°E PO RTU G 20°W 20°E CHAPTER 26 Allied Offensives, 1942–1945 TURKEY GREECE ALGERIA Fr. 400 miles Med it TUNISIA Fr. e rra n 400 kilometers 0 Lambert Azimuthal Equal-Area projection ean Sea LIBYA It. How did Pearl Harbor change the course of World War II? (The Japanese attack brought the United States, with its powerful military potential, into World War II.) SS.A.3.4.9 SYRIA LEBANON Fr. IRAQ PALESTINE TRANSU.K. JORDAN EGYPT U.K. SAUDI ARABIA Battle Deaths in World War II Country USSR Germany Yugoslavia Poland Romania United States United Kingdom France Hungary Finland Italy Greece Canada Battle Deaths 7,500,000 3,500,000 410,000 320,000 300,000 292,000 245,000 210,000 140,000 82,000 77,000 74,000 37,000 December 1941 by a Soviet army came as an ominous ending to the year for the Germans. Reading Check Evaluating In the spring of 1941, what caused Hitler to delay his invasion of the Soviet Union? What halted the German advance once it had begun? Japan at War As you will learn, the Japanese attack on Pearl Harbor outraged Americans and led to the entry of the United States into the war. On December 7, 1941, Japanese aircraft attacked the U.S. naval base at Pearl Harbor in the Hawaiian Islands. The same day, other Japanese units launched additional assaults on the Philippines and began advancing toward the British colony of Malaya. Soon Heavy fighting took place in Europe and North Africa. 1. Interpreting Maps Name at least six major land battles of the war in Europe. Which side, the Allies or the Axis Powers, was more aggressive at the beginning of the war? Summarize the changes in direction of this side’s offensives during the first three years of the war. 2. Applying Geography Skills Using information from the maps on pages 816 and 817, create a model of the war’s outcome had Hitler not invaded the Soviet Union. Your model could take the form of a map, a chart, or a database and include such items as battles, offensives, and casualties. Answers: 1. Students should select sites marked with yellow icon; Axis; direction moved east in 1940, west in 1941, then east in 1942. 2. Students will create models. after, Japanese forces invaded the Dutch East Indies and occupied a number of islands in the Pacific Ocean. In some cases, as on the Bataan Peninsula and the island of Corregidor in the Philippines, resistance was fierce. By the spring of 1942, however, almost all of Southeast Asia and much of the western Pacific had fallen into Japanese hands. A triumphant Japan now declared the creation of a community of nations. The name given to this new “community” was the Greater East-Asia Coprosperity Sphere. The entire region would now be under Japanese direction. Japan also announced its intention to liberate the colonial areas of Southeast Asia from Western colonial rule. For the moment, however, Japan needed the resources of the region for its war machine, and it treated the countries under its rule as conquered lands. CHAPTER 26 World War II Enrich Have students research the raw materials Japan gained by invading French Indochina and the Dutch East Indies. Then ask students to write an essay in which they summarize and analyze the political and economic impact of Japanese imperialism on other societies. L2 FCAT LA.A.2.4.8 817 DIFFERENTIATED INSTRUCTION At-Risk Students Have students create a visual “war map” showing one of the following conflicts of the war: the Soviet offensive, the war in the desert, the invasion of Italy, or the war in the Pacific. Tell students to re-create the area of conflict and then illustrate how the Allied forces took the offensive and achieved victory. Suggest that they use markers, flags, or pictures to illustrate the actions in the conflict. Display completed maps in the classroom and encourage students to explain and interpret the visuals that they have created. L1 SS.B.1.4.1 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. STUDENT EDITION SUNSHINE STATE STANDARDS 1 3 2 817 CHAPTER 26 World War II: Attack and Counterattack Section 2, 814–822 September 1939 • Germany invades Poland • Great Britain and France declare war on Germany Answer: most of Southeast Asia and much of the western Pacific 1939 Answers: 2. Answers may include: the Russian Revolution took place during World War I, causing Russia to withdraw from the war. By the time of World War II, there was a strong totalitarian regime in power, and Russia was industrialized. August 1940 • Air attack against Britain 1940 April 1940 • Blitzkrieg against Denmark and Norway 1. 9 months; 5 years May 1940 • Attacks against Netherlands, Belgium, France 1941 December 1941 • Japan attacks Pearl Harbor, Philippines, and Dutch East Indies • United States enters war 1942 June 1941 April 1941 • Hitler invades • Greece and Soviet Union Yugoslavia are captured June 1940 • France surrenders Japanese leaders had hoped that their lightning strike at American bases would destroy the U.S. fleet in the Pacific. The Roosevelt administration, they thought, would now accept Japanese domination of the Pacific. The American people, in the eyes of Japanese leaders, had been made soft by material indulgence. The Japanese miscalculated, however. The attack on Pearl Harbor unified American opinion about becoming involved in the war. The United States now joined with European nations and Nationalist China in a combined effort to defeat Japan. Believing the American involvement in the Pacific would make the United States ineffective in the European theater of war, Hitler declared war on the United States four days after Pearl Harbor. Another European conflict had turned into a global war. Pearl Harbor By late 1941, there were more than 75 U.S. warships including battleships, destroyers, cruisers, and submarines stationed at Pearl Harbor. During the Japanese attack, the battleship U.S.S. Arizona was completely destroyed, the Nevada heavily damaged, and the West Virginia and the California were sunk. American losses were staggering, but Japan lost only 29 planes, 5 small submarines, and about 120 soldiers. A national memorial has been built across the hull of the U.S.S. Arizona at Pearl Harbor, just outside Honolulu, Hawaii. SS.A.3.4.9 Reading Check Describing By the spring of 1942, which territories did Japan control? The Allies Advance Critical Thinking Ask students to analyze the information on pages 818 through 822 and suggest what they believe to be the two or three major reasons for the war turning in favor of the Allies. SS.A.1.4.4 818 CHAPTER 26 1943 May 1943 • German and Italian troops surrender in French North Africa May 1945 • Germany surrenders June 1944 • Rome falls to Allies • D-Day, June 6 1944 August 1944 • Paris is liberated July 1943 Fall 1942 • Soviets defeat • Germans attack Germans at Stalingrad Battle of Kursk • Britain and United States invade North Africa 1945 1946 April 1945 • Soviets enter Berlin • Hitler and Mussolini die March 1945 • Germany is invaded August 1945 • United States drops atomic bombs on Japan • Japan surrenders The time line above traces the major events of the war, from September 1939 to Japan’s surrender in August 1945. 1. Identifying How much time elapsed from the beginning of the war until France’s surrender? From France’s surrender until Germany’s surrender? 2. Compare and Contrast Use the time line and your knowledge of world history to compare the Soviet Union’s involvement in World War II to Russia’s involvement in World War I. How do you explain the successes and failures of the Soviet Union and Russia in these two wars? agreed to stress military operations and ignore political differences. At the beginning of 1943, the Allies agreed to fight until the Axis Powers—Germany, Italy, and Japan—surrendered unconditionally. The unconditional surrender principle, which required the Axis nations to surrender without any favorable condition, cemented the Grand Alliance by making it nearly impossible for Hitler to divide his foes. The European Theater Defeat was far from Hitler’s mind at the beginning of 1942. As Japanese forces advanced into Southeast Asia and the Pacific, World War II READING THE TEXT STUDENT EDITION SUNSHINE STATE STANDARDS 1 The entry of the United States into the war created a new coalition, the Grand Alliance. To overcome mutual suspicions, the three major Allies—Great Britain, the United States, and the Soviet Union— 818 February 1943 • Germans surrender at Stalingrad Spring 1942 • Japan controls most of Southeast Asia Axis attacks and victories Allied attacks and victories Who?What?Where?When? Spring 1942 • United States wins battles of Coral Sea and Midway 2 Sequencing Information Have students prepare an annotated time line of the major milestones in Germany’s early military offensives in World War II. Students should include the conquest of Poland, the fall of France, the defeat of the Low Countries, the evacuation of Dunkirk, and the Battle of Britain. In their time line “notes” the students should include a brief phrase on the outcome of the offensive. L1 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. Hitler and his European allies continued fighting the war in Europe against the armies of Britain and the Soviet Union. Until late 1942, it appeared that the Germans might still prevail on the battlefield. In North Africa, the Afrika Korps, German forces under General Erwin Rommel, broke through the British defenses in Egypt and advanced toward Alexandria. A renewed German offensive in the Soviet Union led to the capture of the entire Crimea in the spring of 1942. In August, Hitler boasted: “ As the next step, we are going to advance south of the Caucasus and then help the rebels in Iran and Iraq against the English. Another thrust will be directed along the Caspian Sea toward Afghanistan and India. Then the English will run out of oil. In two years we’ll be on the borders of India. Twenty to thirty elite German divisions will do. Then the British Empire will collapse. ” This would be Hitler’s last optimistic outburst. By the fall of 1942, the war had turned against the Germans. In North Africa, British forces had stopped Rommel’s troops at El Alamein (EL A•luh•MAYN) in the summer of 1942. The Germans then retreated back across the desert. In November 1942, British and American forces invaded French North Africa. They forced the German and Italian troops there to surrender in May 1943. On the Eastern Front, after the capture of the Crimea, Hitler’s generals wanted him to concentrate on the Caucasus and its oil fields. Hitler, however, decided that Stalingrad, a major industrial center on the Volga, should be taken first. In perhaps the most terrible battle of the war, between November 1942 and February 2, 1943, the Soviets launched a counterattack. German troops were stopped, then encircled, and supply lines were cut off, all in frigid winter conditions. The Germans CHAPTER 26 Section 2, 814–822 Answer: Answers should be supported by examples and logical arguments. Why was Stalingrad a major turning point in World War II? (The Battle of Stalingrad put the Germans on the defensive on the Eastern Front and marked the beginning of the turning of the tide in favor of the Allies.) Critical Thinking Women as Spies in World War II For thousands of years, governments have relied on spies to gather information about their enemies. Until the twentieth century, most spies were men. During World War II, however, many women became active in the world of espionage. Yoshiko Kawashima was born in China but raised in Japan. In 1932, she was sent to China by Japanese authorities to gather information for the invasion of China. Disguised as a young man, Kawashima was an active and effective spy until her arrest by the Chinese in 1945. The Chinese news agency announced that “a long-sought-for beauty in male costume was arrested today in Beijing.” She was executed soon after her arrest. Hekmath Fathmy was an Egyptian dancer. Her hatred of the British, who had occupied Egypt, caused her to become a spy for the Germans. Fathmy sang and danced for British troops in the Kit Kat Club, a nightclub in Cairo. After shows, she took British officers to her houseboat on the banks of the Nile. Any information she was able to obtain from her guests was passed on to John Eppler, a German spy in Cairo. Eventually, she was caught, but she served only a year in prison for her spying activities. Violette Szabo of French/English background became a spy after her husband died fighting the Germans in North Africa. She joined Special Operations Executive, an arm of British Intelligence, and was sent to France several times. In August 1944, she parachuted into France to spy on the Germans. Caught by Gestapo forces at Salon La Tour, she was tortured and then shipped to Ravensbruck, a women’s concentration camp near Berlin. She was executed there in April 1945. Ask students to discuss why captured spies have often been treated more harshly than other enemy soldiers who were taken prisoner. What characteristics in enemy spies do we find particularly offensive? Why do we glorify the exploits of our own successful spies? L2 Writing Activity Violette Szabo spied for the Allies to avenge her husband’s death. People have different motives for becoming spies. List several motives that might draw someone to espionage. Do you think the motives are different in peacetime? Investigate current espionage activities using the Internet or library. What various methods do governments use today to gather intelligence? CHAPTER CHAPTER 5 5Rome Rome andCHAPTER and the Rise the Rise of 26 Christianity of Christianity World War II 819 819819 Assign students to write the dialogue for an imaginary conversation between Winston Churchill and Hitler in 1941 before the United States entered the war. In this conversation, each man should explain to the other why his side is certain to win the war eventually. As part of this writing activity, ask students to analyze the influence of Churchill and Hitler on political events of the twentieth century. L2 DIFFERENTIATED INSTRUCTION English Learners To help students better understand terms used in Section 2, have them make a mini-dictionary for the following words: blitzkreig, panzer, Luftwaffe, neutrality, coalition, unconditional surrender, isolationism, morale, and beachhead. Ask students to alphabetize the words, then find them in Section 2, and either determine their meaning from context or look them up in a dictionary or the Glossary of their textbook. Then have students write a definition for each word and use that word in a sentence. L1 FCAT LA.A.1.4.2 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 819 CHAPTER 26 World War II in Asia and the Pacific, 1941–1945 Section 2, 814–822 1,000 miles 0 SOVIET UNION 1,000 kilometers 0 Mercator projection 4 19 5 194 5 1945 Answers: 1. nearly 4,000 miles (6,437 km) 45 19 2. Asia and the Pacific were seabased, Europe was land-based. (Aug. 1945) Shanghai Major Allied air operation PaCIFic Ocean JAPAN KOREA Nagasaki CHINA Japan and Japanesecontrolled area, 1942 Maximum extent of Japanese control, 1942 Allied offensive Kuril Islands MANCHUKUO MONGOLIA Aleutian Islands Sakhalin (Karafuto) Tokyo Major battle or attack Conventional bombing Hiroshima Atomic bombing (Aug. 1945) 30°N 5 194 4 19 INDIA BURMA 1943 4 Hong Kong Formosa THAILAND(Jan.–AprilBataan 1942) MALAYA Sumatra Java Sea (Feb. 1942) Saipan (June–July 1944) 194 Leyte Gulf (Oct. 1944) Hawaiian Islands 3 19 194 2 194 4 New Britain (Dec. 1944) New Guinea DUTCH EAST INDIES Java 1944 EQUATOR 0° Solomon Islands 1943 1942 AUSTRALIA 120°E 194 Tarawa (Nov. 1943) Coral Sea (May 1942) indian Ocean 90°E 2 Marshall Islands 4 Guam (July–Aug. 1944) (June 1944) SARAWAK Borneo Celebes FCAT SC.H.3.4.6 Guadalcanal (Aug. 1942–Feb. 1943) Eastern Solomons (Aug. 1942) Santa Cruz (Oct. 1942) Coral Sea N W E S New Hebrides New Caledonia 150°E Fiji TROPIC OF CAPRICORN 180° 150°W The Asian Theater Critical Thinking Many difficult decisions were made during the course of World War II. Have students identify a situation that requires a similarly difficult decision. You might suggest that students assume roles of contemporary political or military leaders facing a decision about how to react to an event currently in the news. Then ask students to use a decision-making process to gather information, identify options, and predict consequences regarding their situation. Ask students to identify what actions would be needed to implement their decision. L2 Philippine Islands Philippine Sea 194 Wake Island (Dec. 1941) Mariana Islands 44 FRENCH 1945 INDOCHINA Technology After D-Day, Pipe-Line Under The Ocean (PLUTO), a supply line under the English Channel, supplied thousands of gallons of gasoline a day for Allied trucks and tanks advancing across Europe. Ask students to research PLUTO and other technological innovations of the war. You might suggest radar, jet engines, special munitions, or Mulberry harbors. TROPIC OF CANCER 1945 Corregidor Hainan Midway Island (June 1942) Pearl Harbor (Dec. 1941) Iwo Jima (Feb.–March 1945) Okinawa (April–June 1945) “Island hopping,” the Allied strategy in Asia and the Pacific, focused more on the islands in the Pacific than on the mainland of Asia. 1. Interpreting Maps What was the approximate distance from Japan, in miles and kilometers, to its farthest point of control? 2. Applying Geography Skills Compare this map to the earlier maps in the chapter dealing with the war in Europe. Then analyze the effects of geographic factors on the major events in the two different theatres of war. were forced to surrender at Stalingrad. The entire German Sixth Army, considered the best of the German troops, was lost. By February 1943, German forces in Russia were back to their positions of June 1942. By the spring of 1943, even Hitler knew that the Germans would not defeat the Soviet Union. 820 CHAPTER 26 In 1942, the tide of battle in the East also changed dramatically. In the Battle of the Coral Sea on May 7 and 8, 1942, American naval forces stopped the Japanese advance and saved Australia from the threat of invasion. The turning point of the war in Asia came on June 4, at the Battle of Midway Island. U.S. planes destroyed four attacking Japanese aircraft carriers. The United States defeated the Japanese navy and established naval superiority in the Pacific. By the fall of 1942, Allied forces in Asia were gathering for two operations. One, commanded by U.S. general Douglas MacArthur, would move into the Philippines through New Guinea and the South Pacific Islands. The other would move across the Pacific with a combination of U.S. Army, Marine, and Navy attacks on Japanese-held islands. The policy was to capture some Japanese-held islands and bypass others, “island hopping” up to Japan. After a series of bitter engagements in the waters off the Solomon World War II INTERDISCIPLINARY CONNECTIONS ACTIVITY STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 820 Geography Geography is more than the study of a region’s rivers, lakes, mountains, etc. For example, the economic geography of Japan (i.e., its economic resources) was a serious limitation to the Japanese aim to become a great power. Japan felt that it had to gain access to natural resources for a modern industrial economy. This meant expansion toward Korea, China, Russia, and adjoining Pacific areas. A weakness in economic geography directly led to aggression and imperialism. Today contemporary Japan peacefully meets its demands for natural resources. Through exports Japan can afford to buy natural resources in the world market. Ask students to create a chart that lists Japan’s exports in one column and the natural resources it imports in a second column. SS.D.2.4.6 Islands from August to November 1942, Japanese fortunes were fading. Reading Check Summarizing Why was the German assault on Stalingrad a crushing defeat for the Germans? CHAPTER 26 Section 2, 814–822 Winston Churchill 1874–1965 British prime minister Winston Churchill was Great Last Years of the War By the beginning of 1943, the tide of battle had turned against Germany, Italy, and Japan. Axis forces in Tunisia surrendered on May 13, 1943. The Allies then crossed the Mediterranean and carried the war to Italy, an area that Winston Churchill had called the “soft underbelly” of Europe. After taking Sicily, Allied troops began an invasion of mainland Italy in September. The European Theater After the fall of Sicily, Mussolini was removed from office and placed under arrest by Victor Emmanuel III, king of Italy. A new Italian government offered to surrender to the Allied forces. However, Mussolini was liberated by the Germans in a daring raid and then set up as the head of a puppet German state in northern Italy. At the same time, German troops moved in and occupied much of Italy. The Germans set up effective new defensive lines in the hills south of Rome. The Allied advance up the Italian Peninsula turned into a painstaking affair with very heavy casualties. Rome did not fall to the “Tears, Sweat, and Blood”? Winston Churchill is renowned for the speeches he wrote during World War II and for the expressions he created for those speeches. Of special fame is the “blood, toil, tears, and sweat” phrase. Supposedly, Churchill also coined the term “iron curtain.” In reality, however, phrases similar to “blood, toil, tears, and sweat” had been used by both John Donne and Lord Byron. The term “iron curtain” had been used by Joseph Goebbels in 1945, and by Queen Elizabeth of Belgium in 1914. Answer: The entire German Sixth Army, considered to be Hitler’s best troops, was lost. Britain’s wartime leader. At the beginning of the war, Churchill had already had a long political career. He had advocated a hard-line policy toward Nazi Germany in the 1930s. On May 10, 1940, he became British prime minister. Churchill was confident that he could guide Britain to ultimate victory. “I thought I knew a great deal about it all,” he later wrote, “and I was sure I should not fail.” Churchill proved to be an inspiring leader who rallied the British people with stirring speeches: “We shall fight on the beaches, we shall fight on the landing grounds, in the fields, in the streets, and in the hills. We shall never surrender.” Time magazine designated Churchill the Man of the Year in 1940 and named him the Man of the Half Century in 1950. Who?What?Where?When? Military Code In 1942, the United States Marine Corps recruited the Navajo to develop a military code that the Japanese could not break. Based on their oral language, the “Navajo Code Talkers” created the only unbreakable code in military history. 3 ASSESS Allies until June 4, 1944. By that time, the Italian war had assumed a secondary role as the Allied forces opened their long-awaited “second front” in western Europe. Since the autumn of 1943, the Allies had been planning an invasion of France from Great Britain, across the English Channel. Finally, on June 6, 1944 (D-Day), Allied forces under U.S. general Dwight D. Eisenhower landed on the Normandy beaches in history’s greatest naval invasion. The Allies fought their way past underwater mines, barbed wire, and horrible machine gun fire. There was heavy German resistance even though the Germans thought the battle was a diversion and the real invasion would occur elsewhere. Their slow response enabled the Allied forces to set up a beachhead. Within three months, the Allies had landed two million men and a halfmillion vehicles. Allied forces then pushed inland and broke through German defensive lines. After the breakout, Allied troops moved south and east. In Paris, resistance fighters rose up against the occupying Germans. The Allies liberated Paris by the end of August. In March 1945, they crossed the Rhine River and advanced into Germany. At the end of April 1945, Allied armies in northern Germany moved toward the Elbe River, where they linked up with the Soviets. Assign Section 2 Assessment as homework or as an in-class activity. Have students use Interactive Tutor Self-Assessment CD-ROM. L2 Section Quiz 26–2 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 ✔ Chapter 26 Score Section Quiz 26-2 DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. Hitler’s “lightning war,” using air-supported panzer divisions A. blitzkrieg 2. series of fortifications along France’s German border C. Normandy 3. the German air force D. Maginot Line 4. target of Japanese attack December 7, 1941 E. Pearl Harbor B. Luftwaffe 5. site of Allies’ D-Day invasion DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each) 6. Truman wanted to avoid an invasion of Japan because he believed that A Japan’s culture would be ruined L1/ELL Reading Essentials and Study Guide 26–2 Name Date Class Reading Essentials and Study Guide Chapter 26, Section 2 For use with textbook pages 814–822 THE COURSE OF WORLD WAR II KEY TERMS CHAPTER 26 World War II blitzkrieg (“lightning war”) the German method of warfare, based on panzer divisions supported by airplanes (page 814) 821 partisan a resistance fighter (page 822) DRAWING FROM EXPERIENCEII EXTENDING THE CONTENT Hitler the General Contrary to the mythological picture of Hitler as a great military strategist, he actually committed many blunders that ultimately led to his defeat. Without subduing England, Hitler initiated an attack against the Soviet Union, creating a two-front war. He seriously underestimated the Soviet capability and paid a huge price for his mistake. Prior to D-Day, Hitler was fooled by the Allies into thinking that the invasion of Europe would take place at Calais. When the attack came on Normandy, he delayed the redeployment of his forces. By the time his troops became active, it was too late; the Normandy invasion had been a success. Have you ever heard of D-Day, V-E Day, and V-J Day? What happened on these days? In the last section, you read about the actions of Germany and Japan that led to the beginning of World War II. In this section, you will read about the war itself. STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 821 CHAPTER 26 Section 2, 814–822 Answer: the one launched from Normandy after D-Day Turning Points in World History The ABC News videotape includes a segment on the Holocaust and the dropping of the atomic bomb. Critical Thinking Ask students to debate Truman’s decision to use the atomic bomb to end World War II. L2 SS.A.3.4.9 Reteaching Activity Using a large wall map, have students show Allied progress in the Atlantic, Soviet Union, North Africa, Italy, and the Pacific from 1942 to 1943. FCAT MA.D.2.4.1 4 CLOSE Organize the class into two groups. Have each group make a list of ten key events from this section in chronological order. Combine the two lists into one top-ten list. The Soviets had come a long way since the Battle of Stalingrad in 1943. In the summer of 1943, Hitler gambled on taking the offensive using newly developed heavy tanks. German forces were soundly defeated by the Soviets at the Battle of Kursk (July 5 to 12), the greatest tank battle of World War II. Soviet forces now began a steady advance westward. They had reoccupied Ukraine by the end of 1943 and moved into the Baltic states by the beginning of 1944. Advancing along a northern front, Soviet troops occupied Warsaw in January 1945 and entered Berlin in April. Meanwhile, Soviet troops, along a southern front, swept through Hungary, Romania, and Bulgaria. By January 1945, Adolf Hitler had moved into a bunker 55 feet (almost 17 m) under the city of Berlin to direct the final stages of the war. In his final political testament, Hitler, consistent to the end in his anti-Semitism, blamed the Jews for the war. He wrote, “Above all I charge the leaders of the nation and those under them to scrupulous observance of the laws of race and to merciless opposition to the universal poisoner of all peoples, international Jewry.” Hitler committed suicide on April 30, two days after Mussolini had been shot by Italian partisans, or resistance fighters. On May 7, 1945, German commanders surrendered. The war in Europe was finally over. sive and advanced, slowly at times, across the Pacific. As Allied military power drew closer to the main Japanese islands in the first months of 1945, Harry S Truman, who had become president after the death of Roosevelt in April, had a difficult decision to make. Should he use newly developed atomic weapons to bring the war to an end or find another way to defeat the Japanese forces? Using atomic weapons would, Truman hoped, enable the United States to avoid an invasion of Japan. The Japanese had made extensive preparations to defend their homeland. Truman and his advisers had become convinced that American troops would suffer heavy casualties if they invaded Japan. At the time, however, only two bombs were available, and no one knew how effective they would be. Truman decided to use the bombs. The first bomb was dropped on the Japanese city of Hiroshima on August 6. Three days later, a second bomb was dropped on Nagasaki. Both cities were leveled. Thousands of people died immediately after the bombs were dropped. Thousands more died in later months from radiation. Japan surrendered on August 14. World War II was finally over. Seventeen million had died in battle. Perhaps twenty million civilians had perished as well. Some estimates place total losses at fifty million. The Asian Theater The war in Asia continued. Beginning in 1943, U.S. forces had gone on the offen- Reading Check Identifying What was the “second front” that the Allies opened in Western Europe? Checking for Understanding 1. Define blitzkrieg, partisan. Critical Thinking 6. Evaluate How might the Allied demand for unconditional surrender have helped Hitler to maintain his control over Germany? 2. Identify Franklin D. Roosevelt, Douglas MacArthur, Winston Churchill, Harry S Truman. 7. Sequencing Information Using a chart like the one below, place the events of World War II in chronological order. 3. Locate Stalingrad, Midway Island, Normandy, Hiroshima. 4. Explain Hitler’s strategy of attacking the Soviet Union. Why did his delay in launching the attack ultimately contribute to the Soviet victory over the Germans? Year Country Event 1939 5. List events leading to U.S. entry into the war. 822 STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 3 822 CHAPTER 26 Analyzing Visuals 8. Examine the photo on page 815 showing the destruction caused by the Luftwaffe’s bombing raids on London. Explain how this strategy of Hitler’s hurt, rather than helped, Germany’s efforts. 9. Descriptive Writing Imagine you lived in California during World War II. Write an essay about your expectations of a Japanese invasion of California. You can choose to believe that an invasion was possible or impossible. World War II 1. Key terms are in blue. 2. Franklin D. Roosevelt (p. 815); General Douglas MacArthur (p. 820); Winston Churchill (p. 821); Harry S Truman (p. 822) 3. See chapter maps. 4. Hitler believed that the Soviets had a pitiful army and would be defeated quickly. Their defeat would cause Britain to fall. The delay left the German army in Russia in winter. 5. United States denounced Germany but remained neutral; United States supplied resources to Britain; Japan bombed Pearl Harbor 6. Answers will vary. It may have caused many Germans to continue to support Hitler because they saw him as the only alternative to national humiliation. 7. Students will create a sequence of events. 8. By shifting from military targets to bombing British cities, Hitler gave the British an opportunity to rebuild their air strength. 9. Answers should be supported by logical arguments. TEACH A German Soldier at Stalingrad Analyzing Primary Sources Hitler knew that capturing Stalingrad would be a tremendous victory for the German army. Initially the German army captured over half the city, but Soviet forces fought back causing a stalemate. With most of the German army engaged in fighting in the city, Stalin broke through the lines of the weaker Italian and Romanian armies, which were defending the flanks of the German army. Even though the German army was completely encircled and Hitler was advised that the situation was serious, he refused to allow his army to surrender. The temperature fell to minus 30º centigrade. The men had little to eat and began to succumb to cold, illness, and starvation. THE SOVIET VICTORY AT STALINGRAD WAS A major turning point in World War II. These words come from the diary of a German soldier who fought and died there. Today, after we’d had a bath, the company com“ mander told us that if our future operations are as successful, we’ll soon reach the Volga, take Stalingrad and then the war will inevitably soon be over. Perhaps we’ll be home by Christmas. July 29. The company commander says the Russian troops are completely broken, and cannot hold out any longer. To reach the Volga and take Stalingrad is not so difficult for us. The Führer knows where the Russians’ [Soviets’] weak point is. Victory is not far away. . . . September 4. We are being sent northward along the front towards Stalingrad. . . . It’s a happy thought that the end of the war is getting nearer. September 8. Two days of non-stop fighting. The Russians [Soviets] are defending themselves with insane stubbornness. October 10. The Russians [Soviets] are so close to us that our planes cannot bomb them. We are preparing for a decisive attack. The Führer has ordered the whole of Stalingrad to be taken as rapidly as possible. . . . October 22. Our regiment has failed to break into the factory. We have lost many men; every time you move you have to jump over bodies. . . . November 10. A letter from Elsa today. Everyone expects us home for Christmas. In Germany everyone believes we already hold Stalingrad. How wrong they are. If they could only see what Stalingrad has done to our army. . . . November 21. The Russians [Soviets] have gone over to the offensive along the whole front. Fierce fighting is going on. So, there it is—the Volga, victory and soon home to our families! We shall obviously be seeing them next in the other world. November 29. We are encircled. It was announced this morning that the Führer has said: A German machine gunner endures the freezing Stalingrad winter in January 1943. “The army can trust me to do everything necessary to rapidly break the encirclement.” December 3. We are on hunger rations and waiting for the rescue that the Führer promised. . . . December 26. The horses have already been eaten. I would eat a cat; they say its meat is also tasty. The soldiers look like corpses or lunatics, looking for something to put in their mouths. They no longer take cover from Russian [Soviet] shells; they haven’t the strength to walk, run away and hide. A curse on this war! —A German Soldier, On the Battle of Stalingrad Writing Activity Assign students to create a similar diary that might have been written by a Soviet soldier who was defending Stalingrad. How many experiences would these two men share? Would either of them have spent much time or thought about which side in the battle was “right”? L2 ” Analyzing Primary Sources 1. What city was the German army trying to take? 2. How accurate was the information received by the German soldiers prior to the attack? 3. What evidence is there of both the effectiveness of Nazi propaganda, and of the soldiers’ disenchantment? 823 ANSWERS TO ANALYZING PRIMARY SOURCES 1. The German army was trying to take Stalingrad. 2. The information received by German soldiers was not very accurate. 3. Apparently propaganda was very effective; everyone in Germany seems to have believed the siege of Stalingrad was going as Hitler had planned, when in fact it was not (see November 10 entry). Hitler failed to provide the support he had promised, leaving his soldiers to starve to death or be captured by the Soviets. In his November 21 entry, the soldier notes that he will next see his family “in the other world,” which indicates his belief that the Germans were losing. STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 823 CHAPTER 26 The New Order and the Holocaust Section 3, 824–829 1 FOCUS Guide to Reading Section Overview This section describes the development of the New Order in Europe, the Nazi Holocaust, Japan’s expansion in Southeast Asia and its use of forced labor. BELLRINGER Main Ideas People to Identify Reading Strategy • Adolf Hitler’s philosophy of Aryan superiority led to the Holocaust. • The Japanese conquest of Southeast Asia forced millions of native peoples to labor for the Japanese war machine. Heinrich Himmler, Reinhard Heydrich Compare and Contrast Using a Venn diagram like the one below, compare and contrast the New Order of Germany with the New Order of Japan. Key Terms 1. How did the Nazis carry out their Final Solution? 2. How did the Japanese create a dilemma for nationalists in the lands they occupied? Places to Locate Poland, Auschwitz Preview Questions genocide, collaborator Skillbuilder Activity Project transparency and have students answer questions. Preview of Events ✦1940 1941 Einsatzgruppen active in Poland Daily Focus Skills Transparency 26–3 Copyright © by The McGraw-Hill Companies, Inc. UNIT 5 DAILY FOCUS SKILLS Chapter 26 TRANSPARENCY 26-3 ✦1941 ✦1942 1942 Two million ethnic Germans resettled in Poland Germany ✦1943 ✦1944 1943 Japan uses forced labor to build Burma-Thailand railroad Japan ✦1945 1944 Nazis continue Final Solution even as they start losing the war ANSWERS 1. She was Jewish and had to hide from the Nazis. 2. She was tired of waiting and wanted to know what would happen to her. 3. No; Anne claims they still loved life and remembered nature. The New Order and the Holocaust 1 2 Why did Anne want Why do you think Anne Frank had to go into hiding? something to happen? 3 Voices from the Past Had the people who were hiding lost hope? Explain. I’ve asked myself again and again whether it wouldn’t have been better if we hadn’t gone into hiding, if we were dead now and didn’t have to go through this misery. …But we all shrink from this thought. We still love life, we haven’t yet forgotten the voice of nature, and we keep hoping, hoping for… everything. Let something happen soon, even an air raid. Nothing can be more crushing than this anxiety. Let the end come, however cruel…. Rudolf Höss, commanding officer at the Auschwitz death camp, described the experience awaiting the Jews when they arrived there: Yours, Anne M. Frank “ We had two SS doctors on duty at Auschwitz to examine the incoming transports of prisoners. The prisoners would be marched by one of the doctors who would make spot decisions as they walked by. Those who were fit for work were sent into the camp. Others were sent immediately to the extermination plants. Children of tender years were invariably exterminated since by reason of their youth they were unable to work. . . . At Auschwitz we fooled the victims into thinking that they were to go through a delousing process. Frequently they realized our true intentions and we sometimes had riots and difficulties due to that fact. Guide to Reading Answers to Graphic: Germany: directly annexed some occupied lands, Final Solution; Japan: Greater East-Asia Co-prosperity Sphere, retained power in colonies; Both: used slave labor from occupied lands ” —Nazi Conspiracy and Aggression, vol. 6, 1946 Millions of Jews died in the Nazi death camps. The New Order in Europe In 1942, the Nazi regime stretched across continental Europe from the English Channel in the west to the outskirts of Moscow in the east. Nazi-occupied Europe was largely organized in one of two ways. Some areas, such as western Poland, were directly annexed by Nazi Germany and made into German provinces. Most of occupied Europe, however, was run by German military or civilian officials with help from local people who were willing to collaborate with the Nazis. Preteaching Vocabulary Ask students to review the meaning of genocide. Why is the word for “the deliberate mass murder of a group of people” not used to describe battlefield casualties in wartime? L2 824 CHAPTER 26 World War II SECTION RESOURCES Reproducible Masters • Reproducible Lesson Plan 26–3 • Daily Lecture and Discussion Notes 26–3 • Guided Reading Activity 26–3 • Section Quiz 26–3 • Reading Essentials and Study Guide 26–3 824 Transparencies • Daily Focus Skills Transparency 26–3 Multimedia Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Presentation Plus! CD-ROM CHAPTER 26 Resettlement in the East Nazi administration in the conquered lands to the east was especially ruthless. These lands were seen as the living space for German expansion. They were populated, Nazis thought, by racially inferior Slavic peoples. Hitler’s plans for an Aryan racial empire were so important to him that he and the Nazis began to put their racial program into effect soon after the conquest of Poland. Heinrich Himmler, the leader of the SS, was put in charge of German resettlement plans in the east. Himmler’s task was to move the Slavic peoples out and replace them with Germans. Slavic peoples included Czech, Polish, Serbo-Croatian, Slovene, and Ukrainian. This policy was first applied to the new German provinces created from the lands of western Poland. One million Poles were uprooted and moved to southern Poland. Hundreds of thousands of ethnic Germans (descendants of Germans who had migrated years ago from Germany to different parts of southern and eastern Europe) were brought in to colonize the German provinces in Poland. By 1942, two million ethnic Germans had been settled in Poland. The invasion of the Soviet Union made the Nazis even more excited about German colonization in the east. Hitler spoke to his intimate circle of a colossal project of social engineering after the war. Poles, Ukrainians, and Russians would be removed from their lands and become slave labor. German peasants would settle on the abandoned lands and “germanize” them. Himmler told a gathering of SS officers that 30 million Slavs might die in order to achieve German plans in the east. He continued, “Whether nations live in prosperity or starve to death interests me only insofar as we need them as slaves for our culture. Otherwise it is of no interest.” Slave Labor in Germany Labor shortages in Germany led to a policy of rounding up foreign workers for Germany. In 1942, a special office was set up to recruit labor for German farms and industries. By the summer of 1944, seven million European workers were laboring in Germany. They made up 20 percent of Germany’s labor force. Another seven million workers were forced to labor for the Nazis in their own countries on farms, in industries, and even in military camps. The use of forced labor often caused problems, however. Sending so many workers to Germany disrupted industrial production in the occupied countries that could have helped Germany. Then, too, the Section 3, 824–829 Anne Frank 1929–1945 Dutch Holocaust victim 2 TEACH Anne Frank is one of the bestknown victims of the Nazi Holocaust. When the Nazis began to round up Jews in the Netherlands, the Frank family, along with another family, moved into a secret annex above a warehouse owned by the family business. Employees of the Frank family provided food and a lifeline to the outside world. Anne remained hopeful. She kept a diary to while away the time spent in hiding. On July 15, 1944, she wrote, “In spite of everything I still believe that people are really good at heart.” On August 4, 1944, after the Franks had spent two years in hiding, the Nazis found the secret annex. Anne and her sister were sent to Bergen-Belsen, a concentration camp in Germany. There they died of typhus. Anne’s father, Otto Frank, who survived, later found Anne’s diary. He had it published in 1947. The Diary of Anne Frank became an international best-seller. Answer: Hitler’s goal was to remove Poles, Ukrainians, and Russians from their land, force them to become slave laborers, and replace them with Germans. Daily Lecture and Discussion Notes 26–3 Copyright © by The McGraw-Hill Companies, Inc. Daily Lecture and Discussion Notes Chapter 26, Section 3 Did You Know ? Former Auschwitz Kommandant Höss was arrested by the British on March 11, 1946. He was posing as a farmworker when he was arrested. After testifying at the Nuremberg War Crimes Trials, he was executed at Auschwitz, April 16, 1947, near Crematory I. I. The New Order in Europe (pages 824–825) A. In 1942, the Nazis controlled Europe from the English Channel in the west to near Moscow in the east. While Germany annexed some areas, most were run by military or civilian officials with help from local citizens who supported them. B. The Nazis were especially ruthless in Eastern Europe. The Nazis saw the Slavic peoples as racially inferior. The Nazis wanted the lands for German settlers. Soon after they conquered Poland, they began to put their plans for an Aryan racial empire into action brutal way in which Germany recruited foreign workers led more and more people to resist the Nazi occupation forces. Critical Thinking Reading Check Describing What was Hitler’s vision for the residents of eastern Europe? Ask students to refer to the quote on page 824 from Rudolph Höss. Discuss the description of the operation of death squads described in the quoted material. Point out to students that the writer is matter-of-fact and that he portrays little or no emotion. Ask students why they think this is. L2 The Holocaust No aspect of the Nazi New Order was more terrifying than the deliberate attempt to exterminate the Jews. Racial struggle was a key element in Hitler’s world of ideas. To him, racial struggle was a clearly defined conflict of opposites. On one side were the Aryans, creators of human cultural development. On the other side were the Jews, parasites, in Hitler’s view, who were trying to destroy the Aryans. Himmler and the SS closely shared Hitler’s racial ideas. The SS was given responsibility for what the Nazis called their Final Solution to the Jewish problem. The Final Solution was genocide (physical extermination) of the Jewish people. Connecting Across Time The Einsatzgruppen Reinhard Heydrich, head of the SS’s Security Service, was given the task of administering the Final Solution. Heydrich created CHAPTER 26 World War II 825 Unfortunately, war has often involved the killing of innocent civilians. Ask students to explain what made the killing of the Jewish people by the Nazis so different from civilian casualties in other wars. L2 SS.A.3.4.9 CRITICAL THINKING ACTIVITY Engaging in Historical Inquiry Remind students that in recent years there have been some efforts to prove that the Holocaust did not occur, or that the number of those who perished in Germanrun concentration camps has been greatly exaggerated. Have students explain and then apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context to refute this claim. Have students prepare a final report by first creating research outlines. Ask students to interpret each other’s research outlines, looking for correct format and clarity of ideas. Then have students write a final report in which they include a bibliography, as well as databases, visuals, charts, time lines, and maps as appropriate. L2 L3 FCAT LA.A.2.4.4 STUDENT EDITION SUNSHINE STATE STANDARDS 1 825 CHAPTER 26 special strike forces, called Einsatzgruppen, to carry out Nazi plans. After the defeat of Poland, he ordered these forces to round up all Polish Jews and put them in ghettos set up in a number of Polish cities. Conditions in the ghettos were horrible. Families were crowded together in unsanitary housing. The Nazis attempted to starve residents by allowing only minimal amounts of food. Despite suffering, residents tried to carry on and some ghettos organized resistance against the Nazis. In June 1941, the Einsatzgruppen were given the new job of acting as mobile killing units. These SS death squads followed the regular army’s advance into the Soviet Union. Their job was to round up Jews in their villages, execute them, and bury them in mass graves. The graves were often giant pits dug by the victims themselves before they were shot. Section 3, 824–829 Answers: 1. 25 concentration camps, six death camps 2. located away from Germany, Poland had a large Jewish population L1/ELL Guided Reading Activity 26–3 Name Date The leader of one of these death squads described the mode of operation: “ The unit selected for this task would enter a village or city and order the prominent Jewish citizens to call together all Jews for the purpose of resettlement. They were requested to hand over their valuables to the leaders of the unit, and shortly before the execution to surrender their outer clothing. The men, women, and children were led to a place of execution which in most cases was located next to a more deeply excavated anti-tank ditch. Then they were shot, kneeling or standing, and the corpses thrown into the ditch. ” The Death Camps Probably one million Jews were killed by the Einsatzgruppen. As appalling as that sounds, it was too slow by Nazi standards. They Class Guided Reading Activity 26-3 Major Nazi Camps The New Order and the Holocaust DIRECTIONS: Complete the outline below as you read Section 3. . 0° moved Slavic people in the East and replaced them with N . for W the Nazis. A. centers were built in Poland for mass executions of Jews. C. The Germans killed between five and six 10°E S formed death squads to kill Jews by mass murder. B. Six E of the Jewish people. 20°E SWEDEN a II. The Final Solution in Hitler's Europe was NORWAY Se B. By summer, 1944, seven million Europeans were laboring as Jews. D The mass slaughter of European civilians especially Jews is called the UNITED KINGDOM Enrich Assign small groups of students to research one of the following topics: Kristallnacht; the Warsaw Ghetto; German use of slave labor; artworks and gold stolen by Germany from occupied countries. Have each group present a panel discussion based on its research. After all panels have been presented, have the class discuss how Hitler’s “New Order” was carried out through these various activities. L2 50°N North Sea DENMARK c A. to ti I. In 1942 the Nazi regime stretched from the B LITHUANIA Moscow Smolensk EAST Ad 500 kilometers 0 Lambert Azimuthal Equal-Area projection YUGOSLAVIA 䊲 Concentration camp survivors at 500 miles Jasenovac Jadovno Sajmiste ri ITALY Concentration camp Death camp Location of Einsatzgruppen International boundary, Jan. 1938 ROMANIA Rome 0 Valvara Klooga ESTONIA LATVIA Kaiserwald Riga Stutthof PRUSSIA Neuengamme UNION OF SOVIET Ravensbr¨uck Ger. Minsk Westerbork BergenSachsenhausen Koldichevo NETH. SOCIALIST REPUBLICS Belsen Treblinka Dora- GERMANY Warsaw POLAND BELGIUM Mittelbau Buchenwald Chelmno Sobibor Gross-Rosen Majdanek Plaszow Paris Theresienstadt LUX. Auschwitz- Belzec CZ Flossenb¨urg Janowska ECH Birkenau OSLO VA K I A Natzweiler Dachau Sered Mauthausen FRANCE SWITZ. AUSTRIA HUNGARY San Sabba SPAIN al FINLAND ic Se a ALBANIA GREECE FCAT LA.A.2.4.8 The Nazis devoted extensive resources to what they termed the Final Solution. Critical Thinking Ask students to explain why they believe any human being could be involved in the type of actions described in this section. Do students believe this could have happened without the unspoken support or tacit consent of most German people? L2 STUDENT EDITION SUNSHINE STATE STANDARDS 1 826 1. Interpreting Maps How many concentration camps are shown on the map? How many death camps? 2. Applying Geography Skills What geographical factors do you think were involved in the Germans’ decisions about the locations of the death camps? 826 COOPERATIVE LEARNING ACTIVITY EXTENDING THE CONTENT Making a Presentation Organize the class into small groups to research the roots and results of anti-Semitism. Assign each group a different area to research: 1) a history of the Hebrew people, including the Diaspora (A.D. 70); 2) a history of the Jewish expulsion from European countries (e.g. Spain, 1492); 3) excerpts of writings or speeches by famous people (e.g. Theodor Herzl); 4) excerpts from books or stories of the Holocaust (e.g. Night by Elie Wiesel); 5) reasons given by Nazis for their treatment of European Jews; and 6) world reactions to Nazi treatment of the Jews. Provide students with the materials needed for their research and ask them to present their information to the class. L2 CHAPTER 26 decided to kill the European Jewish population in specially built death camps. Beginning in 1942, Jews from countries occupied by Germany (or sympathetic to Germany) were rounded up, packed like cattle into freight trains, and shipped to Poland. Six extermination centers were built in Poland for this purpose. The largest was Auschwitz (AUSH•VIHTS). About 30 percent of the arrivals at Auschwitz were sent to a labor camp, where many were starved or worked to death. The remainder went to the gas chambers. Some inmates were subjected to cruel and painful “medical” experiments. By the spring of 1942, the death camps were in full operation. First priority was given to the elimination of the ghettos in Jewish men, women, and children being taken by the Nazis Poland. By the summer of 1942, however, lives as slave laborers for Nazi Germany. Finally, Jews were also being shipped from France, Belgium, probably at least three million to four million Soviet and Holland. Even as the Allies were winning the prisoners of war were killed in captivity. war in 1944, Jews were being shipped from Greece This mass slaughter of European civilians, particand Hungary. Despite desperate military needs, even ularly European Jews, is known as the Holocaust. late in the war when Germany faced utter defeat, the Jews in and out of the camps attempted to resist the Final Solution had priority in using railroad cars to Nazis. Some were aided by friends and even ship Jews to death camps. strangers, hidden in villages or smuggled into safe The Death Toll The Germans killed between five areas. Foreign diplomats would try to save Jews by and six million Jews, over three million of them in the issuing exit visas. The nation of Denmark saved death camps. Virtually 90 percent of the Jewish popalmost its entire Jewish population. ulations of Poland, the Baltic countries, and Germany Some people did not believe the accounts of death were killed. Overall, the Holocaust was responsible camps because, during World War I, allies had for the death of nearly two out of every three Eurogreatly exaggerated German atrocities to arouse pean Jews. enthusiasm for the war. Most often, people preThe Nazis were also responsible for the deliberate tended not to notice what was happening. Even death by shooting, starvation, or overwork of at least worse, collaborators (people who assisted the another nine to ten million non-Jewish people. The enemy) helped the Nazis hunt down Jews. The Allies Nazis considered the Roma (sometimes known as were aware of the concentration camps and death Gypsies), like the Jews, to be an alien race. The Roma camps but chose to concentrate on ending the war. were rounded up for mass killing. About 40 percent of Not until after the war did they learn the full extent Europe’s one million of the horror and inhumanity of the Holocaust. ; Roma were killed in (See page 999 to read excerpts from The Holocaust—The Camp HISTORY the death camps. Victims in the Primary Sources Library.) The leading citizens of Web Activity Visit Children in the War Young people of all ages were the Slavic peoples—the the Glencoe World also victims of World War II. Because they were clergy, intellectuals, civil History Web site at unable to work, Jewish children, along with their leaders, judges, and wh.glencoe.com and mothers, were the first ones selected for gas chamlawyers—were arrested click on Chapter 26– bers upon their arrival in the death camps of Poland. and killed. Probably an Student Web Activity Young Jewish males soon learned to look as adult as additional four million to learn more about possible in order to survive. Altogether, 1.2 million Poles, Ukrainians, and concentration camps. Jewish children died in the Holocaust. Belorussians lost their CHAPTER 26 World War II Section 3, 824–829 Who?What?Where?When? Jewish Resistance There were many acts of resistance to Nazi atrocities. For example, several hundred prisoners assigned to Crematorium IV at Auschwitz-Birkenau rebelled after learning that they were going to be killed. Jewish slave laborers in a nearby armaments factory smuggled explosives into the camp. On October 7, 1944, the prisoners killed several guards and blew up the crematorium and adjacent gas chamber. The Germans crushed the revolt and killed almost all of the prisoners involved in the rebellion. The Jewish women who had smuggled the explosives into the camp were publicly hanged. Writing Activity Ask students to research the Allied response to the Nazi persecution and killing of the Jews, Gypsies, and others. What actions did the Allies take to stop it? Have students write a report on the results of their research. L3 Connecting Across Time The Holocaust is one of the most significant examples of human rights violations in the twentieth century. Ask students to identify other examples of political, economic, and social oppression and violations of human rights that have occurred throughout history. L2 SS.A.1.4.2 827 READING THE TEXT Writing Free Writes Ask students to describe the changes that must have taken place in communities surrounding Auschwitz-Birkenau in Poland. Citizens must have known or suspected what was happening nearby. What would they have thought? How could they have carried on normal day-to-day lives? Do students believe that any of them could really not have known what was being done? Ask students to research materials describing the reactions of people living in communities near Auschwitz and other extermination camps. Have the students imagine that they are members of one of those communities and write first-person narratives about their responses. L2 STUDENT EDITION SUNSHINE STATE STANDARDS 1 827 CHAPTER 26 Many children were evacuated from cities during the war in order to avoid the bombing. The Germans created about 9,000 camps for children in the countryside. In Japan, 15,000 children were evacuated from Hiroshima before its destruction. The British moved about 6 million children and their mothers in 1939. Some British parents even sent their children to Canada and the United States. This, too, could be dangerous. When the ocean liner Arandora Star was hit by a German torpedo, it had 77 British children on board. They never made it to Canada. Children evacuated to the countryside did not always see their parents again. Some of them, along with many other children, became orphaned when their parents were killed. In 1945, there were perhaps 13 million orphaned children in Europe. In Eastern Europe, children especially suffered under harsh German occupation policies. All secondary schools in German-occupied Eastern Europe were closed. Their facilities and equipment were destroyed. Heinrich Himmler, head of the SS, said of these Slavic children that their education should consist only “in teaching simple arithmetic up to 500, the writing of one’s name, and that God has ordered obedience to the Germans, honesty, diligence, and politeness. I do not consider an ability to read as necessary.” At times, young people were expected to carry the burden of fighting the war. In the last year of the war, Section 3, 824–829 Answer: To kill Jews as the German army advanced. History Answer: They were forced to be slave laborers in construction projects to help the Japanese war effort. 3 ASSESS Assign Section 3 Assessment as homework or as an in-class activity. Have students use Interactive Tutor Self-Assessment CD-ROM. L2 Section Quiz 26–3 Hitler Youth members, often only 14 or 15 years old, could be found in the front lines. In the Soviet Union, children as young as 13 or 14 spied on German positions and worked with the resistance movement. Some were even given decorations for killing the enemy. Reading Check Summarizing What was the job of the Einsatzgruppen? The New Order in Asia Japanese war policy in the areas in Asia occupied by Japan was basically defensive. Japan hoped to use its new possessions to meet its growing need for raw materials, such as tin, oil, and rubber. The new possessions also would be an outlet for Japanese manufactured goods. To organize these possessions, Japanese leaders included them in the Greater EastAsia Co-prosperity Sphere. This was the economic community supposedly designed to provide mutual benefits to the occupied areas and the home country. Japanese Policies The Japanese had conquered Southeast Asia under the slogan “Asia for the Asiatics.” Japanese officials in occupied territories quickly made contact with anticolonialists. They promised the people that local governments would be established under Japanese control. Such governments were eventually set up in Burma, the Dutch East Indies, Vietnam, and the Philippines. Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 ✔ History Score Chapter 26 Section Quiz 26-3 American and Filipino prisoners of war were held in the Philippines. What role did prisoners of war play in the Japanese war effort? DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. Hitler’s “Final Solution” for the Jews A. Auschwitz 2. crowded, designated containment or holding areas within cities for Jews B. genocide 3. Hitler’s largest extermination center in Poland D. ghettos 4. the mass slaughter of European civilians, especially Jews E. Ho Chi Minh C. Holocaust 5. French Indochinese Communist leader DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each) 6. After 1941, Germany ruled some areas like Poland through direct i b f i dE b G ffi i l L1/ELL Reading Essentials and Study Guide 26–3 Name Date Class Reading Essentials and Study Guide Chapter 26, Section 3 For use with textbook pages 824–829 THE NEW ORDER AND THE HOLOCAUST KEY TERMS genocide the physical extermination of a racial, political, or cultural group (page 825) collaborator a person who assists the enemy (page 827) DRAWING FROM EXPERIENCEII Have you ever heard about the Holocaust? Have you ever been to the Holocaust Museum in Washington, D.C.? What was the Holocaust? Why did it take place? In the last two sections, you learned about events leading to World War II and the battles of the war. In this section, you will learn about the atrocities committed by the Nazis and the Japanese against the peoples they conquered. ORGANIZING YOUR THOUGHTSII , Inc. Use the chart below to help you take notes. Describe the following policies or programs of Hitler and the Nazis. Nazi Policy Description Resettlement 1. Forced labor 2. 828 CHAPTER 26 World War II EXTENDING THE CONTENT STUDENT EDITION SUNSHINE STATE STANDARDS 1 828 Nanjing Chinese citizens inside the walled city and in its vicinity showed fierce defiance toward the Japanese soldiers after the atrocities committed by the Imperial Army in 1937. Thousands of peasants organized a “Red Spear Society” that ambushed enemy soldiers. In other acts of resistance, anti-Japan leaflets were secretly printed and distributed in schools, movie theaters, and buses. Anti-Japan organizations inside and outside of the city received covert and overt aid from both the Nationalist Government and the Communist Party. In some instances, armed groups ambushed the Japanese occupying forces. In fact, real power rested with Japanese military authorities in each territory. In turn, the local Japanese military command was directly subordinated to the Army General Staff in Tokyo. The economic resources of the colonies were used for the benefit of the Japanese war machine. The native peoples in occupied lands were recruited to serve in local military units or were forced to work on public works projects. In some cases, these policies brought severe hardships to peoples living in the occupied areas. In Vietnam, for example, local Japanese authorities forcibly took rice and shipped it abroad. This led directly to a food shortage that caused over a million Vietnamese to starve to death in 1944 and 1945. Japanese Behavior At first, many Southeast Asian nationalists took Japanese promises at face value and agreed to cooperate with their new masters. In Burma, for example, an independent government was set up in 1943 and declared war on the Allies. Eventually, the nature of Japanese occupation policies became clear, and sentiment turned against Japan. Japanese officials provoked such attitudes by their arrogance and contempt for local customs. In the Dutch East Indies, for example, Indonesians were required to bow in the direction of Tokyo and to recognize the divinity of the Japanese emperor. In Burma, Buddhist pagodas were used as military latrines. Like German soldiers in occupied Europe, Japanese military forces often had little respect for the lives of their subject peoples. After their conquest of Nanjing, China, in 1937, Japanese soldiers spent several days killing, raping, and looting. After the conquest Checking for Understanding 1. Define genocide, collaborator. 2. Identify Heinrich Himmler, Reinhard Heydrich. 3. Locate Poland, Auschwitz. 4. Explain what the Nazis meant by the Final Solution. How did Hitler’s commitment to the Final Solution hinder Germany’s war effort? 7. Cause and Effect Create a chart giving examples of Hitler’s actions to create a New World Order in Europe and the outcome of his efforts. Outcome 5. List examples of objectionable Japanese occupation policies in Asia. Answer: Native peoples were recruited to serve in local military units or forced to work on public works projects. Enrich Have interested students do further research on the Nazi Holocaust by visiting the Web site of the U.S. Holocaust Memorial Museum. Ask these students to report back to the class any interesting facts or stories learned at the Web site. L1 Reteaching Activity Have students compare the goals and methods of Hitler’s “New Order” with Japan’s plans to create an “Asia for Asiatics.” L2 5. forced Indonesians to recognize emperor’s divinity; used Buddhist pagodas as military latrines; Japanese soldiers killed, raped, and looted Nanjing; used forced labor, many workers died 6. Answers should be supported by logical arguments. 7. Answers may include: Final Solu- The following literature from the Glencoe Literature Library may enrich the teaching of this chapter: Night by E. Wiesel Analyzing Visuals 8. Examine the scene pictured on page 827. Describe, based on your reading, the series of events that will most likely follow. 4 CLOSE 9. Persuasive Writing Imagine you are a member of Hitler’s inner circle in 1941 and are alarmed about Hitler’s Final Solution. Compose a letter to Hitler, outlining why he should abandon plans to send Jews to the death camps. CHAPTER 26 1. Key terms are in blue. 2. Heinrich Himmler (p. 825); Reinhard Heydrich (p. 825) 3. See chapter maps. 4. The extermination of the Jewish people was meant to be the Final Solution to the “Jewish problem.” Hitler diverted resources that could have been spent on the war. Section 3, 824–829 Reading Check Examining How did the Japanese treat the native peoples in occupied lands? Critical Thinking 6. Evaluate What was the impact of the Holocaust on history? What lessons does the Holocaust have for us today? Hitler’s Actions CHAPTER 26 of Korea, almost eight hundred thousand Korean people were sent to Japan, most of them as forced laborers. In construction projects to help their war effort, the Japanese made extensive use of labor forces composed of both prisoners of war and local peoples. In building the Burma-Thailand railway in 1943, for example, the Japanese used 61,000 Australian, British, and Dutch prisoners of war and almost 300,000 workers from Burma, Malaya, Thailand, and the Dutch East Indies. An inadequate diet and appalling work conditions in an unhealthy climate led to the death of 12,000 Allied prisoners of war and 90,000 workers by the time the railway was completed. Such Japanese behavior created a dilemma for many nationalists in the occupied lands. They had no desire to see the return of the colonial powers, but they did not like what the Japanese were doing. Some turned against the Japanese. Others simply did nothing. Indonesian patriots tried to have it both ways. They pretended to support Japan while actually sabotaging the Japanese administration. In French Indochina, Ho Chi Minh’s Communist Party made contact with U.S. military units in South China. The Communists agreed to provide information on Japanese troop movements and to rescue downed American fliers in the area. By the end of the war, little support remained in the region for the Japanese “liberators.” World War II 829 tion: millions of Jews killed; invaded Russia: German army defeated and weakened 8. herded up, packed into freight trains, shipped to death camps in Poland 9. Answers should be consistent with material presented in this section. Ask students to analyze the information in this section by comparing the treatment of people in lands occupied by the Nazi forces of Germany and those of lands conquered by the Japanese. Did either of these powers have any apparent interest in the rights of the occupied people? L1 STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 3 829 CHAPTER 26 Home Front and the Aftermath of the War The Section 4, 830–836 1 FOCUS Guide to Reading Section Overview This section describes the impact of the war on civilians and how developments at the end of World War II led to the Cold War. BELLRINGER Skillbuilder Activity Main Ideas People to Identify Reading Strategy • World War II left a lasting impression on civilian populations. • The end of the war created a new set of problems for the Allies as the West came into conflict with the Soviet Union. Albert Speer, General Hideki Tojo Compare and Contrast Create a chart comparing and contrasting the impact of World War II on the lives of civilians. Key Terms 1. Why were the Japanese encouraged to serve as kamikaze pilots? 2. What was the outcome of the Yalta Conference in 1945? Copyright © by The McGraw-Hill Companies, Inc. 5 DAILY FOCUS SKILLS Country Preview Questions Impact on Lives of Civilians Soviet Union United States Japan Germany Preview of Events ✦1942 Daily Focus Skills Transparency 26–4 UNIT London, Dresden, Hiroshima mobilization, kamikaze, Cold War Project transparency and have students answer questions. Chapter 26 TRANSPARENCY 26-4 Places to Locate ✦1943 ✦1944 ✦1945 1943 Stalin, Roosevelt, and Churchill meet in Tehran to determine future course of war ANSWERS 1. Atomic bombs were more powerful and left behind radiation. 2. The destruction was so overwhelming that Japan surrendered. 3. Answers will vary but should stress the fear that the prospect of using atomic weapons caused, and the power that resulted from having atomic weapons. 1945 Allies bomb Dresden ✦1946 ✦1947 1946 Churchill proclaims existence of “iron curtain” in Europe The Home Front and the Aftermath of the War 1 How did the effects of the atomic bomb differ from the effects of other bombs? 2 How do you think the use of atomic bombs hastened the end of World War II? 3 How did the use of atomic bombs change the world? Voices from the Past A German civilian described an Allied bombing raid on Hamburg in 1943: “ As the many fires broke through the roofs of the burning buildings, a column of heated air rose more than two and a half miles high and one and a half miles in diameter. . . . This column was fed from its base by in-rushing cooler ground-surface air. One and one half miles from the fires this draft increased the wind velocity from eleven to thirty-three miles per hour. At the edge of the area the velocities must have been much greater, as trees three feet in diameter were uprooted. In a short time the temperature reached ignition point for all combustibles, and the entire area was ablaze. In such fires, complete burnout occurred, that is, no trace of combustible material remained. Guide to Reading Answers to Graphic: Soviet Union: shortages in food and housing; United States: widespread movement of people; Japanese Americans removed to camps; Japan: imported laborers from China and Korea; Germany: total mobilization of the economy near end of war closed schools, theaters, and cafes Preteaching Vocabulary Ask students to look up the meaning of the word kamikaze. Have students explain similarities between the divine wind that protected Japan in 1281 (Chapter 8), and the goal of pilots in 1945. L2 ” —The Bombing of Germany, Hans Rumpf, 1963 The bombing of civilians in World War II made the home front dangerous. The Mobilization of Peoples: Four Examples Even more than World War I, World War II was a total war. Fighting was much more widespread and covered most of the world. Economic mobilization (the act of assembling and preparing for war) was more extensive; so, too, was the mobilization of women. The number of civilians killed—almost twenty million—was far higher. Many of these victims were children. 830 CHAPTER 26 World War II SECTION RESOURCES Reproducible Masters • Reproducible Lesson Plan 26–4 • Daily Lecture and Discussion Notes 26–4 • Guided Reading Activity 26–4 • Section Quiz 26–4 • Reading Essentials and Study Guide 26–4 830 Transparencies • Daily Focus Skills Transparency 26–4 Multimedia Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Presentation Plus! CD-ROM World War II had an enormous impact on civilian life in the Soviet Union, the United States, Germany, and Japan. We consider the home fronts of those four nations next. The Soviet Union The initial defeats of the Soviet Union led to drastic emergency measures that affected the lives of the civilian population. Leningrad, for example, experienced nine hundred days of siege. Its inhabitants became so desperate for food that they ate dogs, cats, and mice. Probably 1.5 million people died in the city. As the German army made its rapid advance into Soviet territory, Soviet workers dismantled and shipped the factories in the western part of the Soviet Union to the interior—to the Urals, western Siberia, and the Volga regions. Machines were placed on the bare ground. As laborers began their work, walls went up around them. Stalin called the widespread military and industrial mobilization of the nation a “battle of machines.” The Soviets won, producing 78,000 tanks and 98,000 artillery pieces. In 1943, 55 percent of the Soviet national income went for war materials, compared with 15 percent in 1940. As a result of the emphasis on military goods, Soviet citizens experienced severe shortages of both food and housing. Soviet women played a major role in the war effort. Women and girls worked in industries, mines, and railroads. Overall, the number of women working in industry increased almost 60 percent. Soviet women were also expected to dig antitank ditches and work as air raid wardens. In addition, the Soviet Union was the only country in World War II to use women in battle. Soviet women served as snipers and also in aircrews of bomber squadrons. CHAPTER 26 The United States The home front in the United States was quite different from that of the other major powers. The United States was not fighting the war in its own territory. Eventually, the United States became the arsenal of the Allied Powers; it produced much of the military equipment the Allies needed. At the height of war production in November 1943, the country was building six ships a day and ninety-six thousand planes per year. The mobilization of the American economy resulted in some social turmoil, however. The construction of new factories created boomtowns. Thousands came there to work but then faced a shortage of houses and schools. Widespread movements of people took place. Sixteen million men and women were enrolled in the military and moved frequently. Another sixteen million, mostly wives and girlfriends of servicemen or workers looking for jobs, also moved around the country. Over a million African Americans moved from the rural South to the cities of the North and West, looking for jobs in industry. The presence of African Americans in areas where they had not lived before led to racial tensions and sometimes even racial riots. In Detroit in June 1943, for example, white mobs roamed the streets attacking African Americans. One million African Americans enrolled in the military. There they were segregated in their own battle units. Angered by the way they were treated, some became militant and prepared to fight for their civil rights. Section 4, 830–836 2 TEACH History Answer: Answers should be supported by logical arguments. Daily Lecture and Discussion Notes 26–4 Copyright © by The McGraw-Hill Companies, Inc. Daily Lecture and Discussion Notes Chapter 26, Section 4 Did You Know ? President Truman said that he dropped the atomic bomb to avoid terrible American losses in the anticipated invasion of Japan. However, documents released under the Freedom of Information Act indicate that Truman may have overestimated these numbers. Many think that he had another purpose, which was to demonstrate American power to the possible new enemy, the USSR. I. The Mobilization of Peoples: Four Examples (pages 830–832) A. Even more than World War I, World War II was a total war. The war had an enormous impact on civilian life in many parts of the world. B. In the Soviet Union initial defeats led to drastic emergency measures. For example, Leningrad was under siege for nine hundred days. Over a million people died there due to food shortages. People had to eat dogs, cats, and mice. C. Soviet workers dismantled factories in the west and shipped them to the east, out of the way of the attacking German army. At times workers ran machines as new factory buildings were built up around them. D. The military and industrial mobilization of the Soviet Union produced 78,000 tanks and 98,000 airplanes. In 1943, 55 percent of the national income went to war materials. As a result there were severe shortages of food and housing. E. Soviet women were an important part of the war effort. Women working in industry increased 60 percent. They worked in industries, mines, and railroads. They dug antitank ditches and worked as air raid wardens. Some fought in battles and flew in bombers. F. The war did not come to the home territory of the United States. The country became an arsenal for the Allies. The United States produced much of the military equipment needed to fight the Axis. In 1943, the United States was building six ships a day and ninety-six thousand planes per year. G. The American mobilization created some social turmoil. There were widespread movements of people. For example, many women and men moved in order to find work in war industries. Also, as the millions of men in the military moved around, often their wives and children or girl friends moved with them. turn 379 Connecting Across Time Although World War I was devastating for people who lived near the front, the homes, towns, and places of work of most Europeans were not damaged by the fighting. Ask students to compare this scenario with the physical destruction in Europe and Southeast Asia during World War II. L1 History Many Japanese American families in southern California were transported to internment camps. Would you have supported the internment policy for Japanese Americans during the war? Explain. CHAPTER 26 World War II 831 EXTENDING THE CONTENT Women at War During the war there was a severe labor shortage, since men left their jobs to join the military and new jobs were created to meet wartime needs for munitions, food, and clothing. From 1941 to 1945, nearly six million American women joined the workforce and filled every conceivable kind of job. Most of those women lost their jobs when men returned home after the war. However, women had proven beyond a doubt that they were the equals of men. Since the 1960s, when women demanded equal access to economic opportunities, the legacy of their wartime counterparts facilitated their move into the economic mainstream. STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 831 CHAPTER 26 Japanese Americans faced even more serious difficulties. On the West Coast, 110,000 Japanese Americans, 65 percent of whom had been born in the United States, were removed to camps surrounded by barbed wire and required to take loyalty oaths. Public officials claimed this policy was necessary for security reasons. The racism in the treatment of Japanese Americans was evident when the California governor, Culbert Olson, said, “You know, when I look out at a group of Americans of German or Italian descent, I can tell whether they’re loyal or not. I can tell how they think and even perhaps what they are thinking. But it is impossible for me to do this with inscrutable Orientals, and particularly the Japanese.” Section 4, 830–836 Answer: The movement of many African Americans from the South to cities in the North and West created racial tensions. Segregation in the military made some African Americans militant and prepared to fight for their civil rights. Who?What?Where?When? Germany In August 1914, Germans had enthusiastically cheered their soldiers marching off to war. In September 1939, the streets were quiet. Many Germans did not care. Even worse for the Nazi regime, many feared disaster. Hitler was well aware of the importance of the home front. He believed that the collapse of the home front in World War I had caused Germany’s defeat. In his determination to avoid a repetition of that experience, he adopted economic policies that may have cost Germany the war. To maintain the morale of the home front during the first two years of the war, Hitler refused to cut consumer goods production or to increase the production of armaments. After German defeats on the Russian front and the American entry into the war, however, the economic situation in Germany changed. Early in 1942, Hitler finally ordered a massive increase in armaments production and in the size of the army. Hitler’s architect, Albert Speer, was made minister for armaments and munitions in 1942. Speer was able to triple the production of armaments between 1942 and 1943, despite Allied air raids. A total mobilization of the economy was put into effect in July 1944. Schools, theaters, and cafes were closed. By that time, though, total war mobilization was too late to save Germany from defeat. Nazi attitudes toward women changed over the course of the war. Before the war, the Nazis had worked to keep women out of the job market. As the war progressed and more and more men were called up for military service, this position no longer made sense. Nazi magazines now proclaimed, “We see the woman as the eternal mother of our people, but also as the working and fighting comrade of the man.” Japanese American Soldiers The 442nd Regimental Combat Team, a Japanese American unit, fought in eight major campaigns. Despite a climate of prejudice that interned thousands of Japanese Americans, the 442nd was an all-volunteer regiment that fought bravely for the United States. Altogether about 33,000 Japanese Americans fought for the United States during World War II. On February 19, 1942, President Roosevelt signed Executive Order 9066, which authorized the War Department to move 120,000 Japanese American men, women, and children from the West Coast to crude internment camps farther inland. These Americans lost their constitutional rights, property, businesses, and homes. Despite this policy, Japanese Americans remained loyal to the United States. None were ever brought to trial for espionage or sabotage. Ask students why they think Roosevelt signed this order. SS.A.1.4.4 832 CHAPTER 26 Kamikaze attacker being shot down in the Pacific, 1945 In spite of this change, the number of women working in industry, agriculture, commerce, and domestic service increased only slightly. The total number of employed women in September 1944 was 14.9 million, compared with 14.6 million in May 1939. Many women, especially those of the middle class, did not want jobs, particularly in factories. Japan Wartime Japan was a highly mobilized society. To guarantee its control over all national resources, the government created a planning board to control prices, wages, labor, and resources. Traditional habits of obedience and hierarchy were used to encourage citizens to sacrifice their resources, and sometimes their lives, for the national cause. The calls for sacrifice reached a high point in the final years of the war. Young Japanese were encouraged to volunteer to serve as pilots in suicide missions against U.S. fighting ships at sea. These pilots were known as kamikaze, or “divine wind.” Japan was extremely reluctant to mobilize women on behalf of Japan’s war effort. General Hideki Tojo, prime minister from 1941 to 1944, opposed female employment. He argued that “the weakening of the family system would be the weakening of the nation . . . we are able to do our duties only because we have wives and mothers at home.” Female employment increased during the war, but only in such areas as the textile industry and farming, where women had traditionally worked. Instead of using women to meet labor shortages, the Japanese government brought in Korean and Chinese laborers. Reading Check Evaluating How did World War II contribute to racial tensions in the United States? World War II READING THE TEXT STUDENT EDITION SUNSHINE STATE STANDARDS 1 3 832 2 Taking Notes As students read this section, have them create a chart describing how each country was affected by the war and how they coped with the necessary reconstruction. When students have finished the section, have them trade their charts with a partner to compare information. L1 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. CHAPTER 26 Frontline Civilians: The Bombing of Cities Germany Bombing was used in World War II against a variety of targets, including military targets, enemy troops, and civilian populations. The bombing of civilians in World War II made the home front a dangerous place. A few bombing raids had been conducted in the last year of World War I. The bombing of civilian populations had led to a public outcry. The bombings and the reaction to them had given rise to the argument that bombing civilian populations would be an effective way to force governments to make peace. As a result, European air forces began to develop longrange bombers in the 1930s. Britain The first sustained use of civilian bombing began in early September 1940. Londoners took the first heavy blows. For months, the German air force bombed London nightly. Thousands of civilians were killed or injured, and enormous damage was done. Nevertheless, Londoners’ morale remained high. The blitz, as the British called the German air raids, soon became a national experience. The blitz was carried to many other British cities and towns. The ability of Londoners to maintain their morale set the standard for the rest of the British population. The theory that the bombing of civilian targets would force peace was proved wrong. Section 4, 830–836 The British failed to learn from their own experience, however. Churchill and his advisers believed that destroying German communities would break civilian morale and bring victory. Major bombing raids on German cities began in 1942. On May 31, 1942, Cologne became the first German city to be attacked by a thousand bombers. Bombing raids added an element of terror to circumstances already made difficult by growing shortages of food, clothing, and fuel. Germans especially feared the incendiary bombs, which created firestorms that swept through cities. The ferocious bombing of Dresden from February 13 to 15, 1945, created a firestorm that may have killed as many as a hundred thousand inhabitants and refugees. Germany suffered enormously from the Allied bombing raids. Millions of buildings were destroyed, and possibly half a million civilians died. Nevertheless, it is highly unlikely that Allied bombing sapped the morale of the German people. Instead, Germans, whether pro-Nazi or anti-Nazi, fought on stubbornly, often driven simply by a desire to live. Nor did the bombing destroy Germany’s industrial capacity. Production of war materials actually increased between 1942 and 1944, despite the bombing. Nevertheless, the widespread destruction of transportation systems and fuel supplies made it extremely difficult for the new materials to reach the German military. Then and Now Answer: Answers may include lack of finances, lack of able-bodied men, lack of raw materials. Enrich To help students understand how heavily German cities were bombed by the Allies, bring in photos of Dresden, Hamburg, Kiel, Hanover, or other cities that were almost totally demolished. Point out to students that the strategic bombing reduced German industrial capacity by less than eight percent, but it did necessitate a massive rebuilding effort after the war. L1/ELL Guided Reading Activity 26–4 Name Date Class Guided Reading Activity 26-4 Then and Now The Home Front and the Aftermath of the War In 1945, as the war ended, the people of Dresden were faced with the daunting task of rebuilding a city. List all the obstacles you can think of that confronted Dresden’s city leaders as they planned their rebuilding efforts in 1945. Dresden in the year 2000 DIRECTIONS: Fill in the blanks below as you read Section 4. 1. Even more than World War I, World War II was a war in which fighting was much more widespread and covered most of the world. 2. Eventually the United States became the of the Allied powers, producing much of the military equipment needed by the Allies. 3. Over a million moved from the rural South in the United States, to the cities of the North and West, looking for jobs in industry. 4. On the West Coast, 110,000 䊳 were removed to camps and required to take loyalty oaths. 5. Hitler refused to cut production or to increase production of during the first two years of the war. 䊲 6. Young Japanese were encouraged to volunteer to serve as pilots or Dresden after the bombing in 1945 in missions against U.S. fighting ships at sea. 7. The first sustained use of bombing began in early September 1940 as Londoners took the first heavy blows from the German air force. 8. At the Tehran Conference, the Soviet Union, the United States, and Great Britain agreed to a 9. of postwar Germany. said, “A freely elected government in any of these East European countries would be anti-Soviet, and that we cannot allow.” Critical Thinking CHAPTER 26 World War II 833 DIFFERENTIATED INSTRUCTION Reading Support Set up a chart with four columns: People, Places, Military Terms, and Other Terms related to World War II. As you read the following words, have students identify the column in which each word should go. Ask the students to share what they have learned about each person, place, or term. The following words should be included: People: Hitler, Franco, Mussolini, Stalin, Roosevelt, Rommel, MacArthur, Churchill, Eisenhower, Aryans, Jews, Gypsies, Truman; Places: Czechoslovakia, Ethiopia, Austria, Munich, Poland, Manchuria, Beijing, Pearl Harbor, Midway, Auschwitz, London; Military Terms: blitzkrieg, panzer divisions, Luftwaffe, unconditional surrender, Einsatzgruppen, blitz; Other Terms: New Order, Final Solution, Cold War, Nazism, appeasement, Allies, führer, Holocaust, crematoriums. L1 FCAT LA.A.1.4.2 Some people have compared Allied bombing of German cities and the American use of the atomic bomb against Hiroshima and Nagasaki with the Nazi death camps. Ask students to discuss this proposition. Do they believe it has merit? What reasons can they give to support their points of view? L2 SS.A.3.4.9 STUDENT EDITION SUNSHINE STATE STANDARDS 1 833 Co 10. In March 1946, the former British prime minister Winston Churchill declared that CHAPTER 26 Section 4, 830–836 The Atomic Bomb Answer: Answers will vary but should be supported by logical arguments. Students might argue that it was quite different. It was a much more controversial decision, since a single atomic bomb caused such devastating damage and loss of life, as well as the lingering effects of radioactivity. Answer: It was believed that bombing civilians would be an effective way to force governments to make peace. S cientists at the beginning of the twentieth century discovered that atoms contained an enormous amount of energy. The discovery gave rise to the idea that releasing this energy by splitting the atom might create a devastating weapon. Ura- The idea was not taken seriously until World War II. Then, the fear that the Germans might make an atomic bomb convinced the U.S. government to try to develop one first. In 1942, the United States set in motion the Manhattan Project. The Manhattan Project was a code name for the enormous industrial and technical enterprise that produced the first atomic bomb. It cost 2 billion dollars and employed the efforts of 600,000 people. U.S. Army Brigadier General Leslie Groves had overall supervision. The physicist J. Robert Oppenheimer was director of the Los Alamos, New Mexico, center where the bomb was actually built. Atomic bomb Radar A successful test explosion on July 16, 1945, near Alamogordo, New Mexico, meant that the bomb was ready. The war in Europe had ended, but the bomb could be used against the Japanese. A committee had already chosen the city of Hiroshima as the first target. 3 ASSESS The bomb was dropped on August 6, 1945, by a U.S. B-29 bomber nicknamed Enola Gay. The destruction was incredible. An area of about 5 square miles (13 sq km) was turned to ashes. Of the 76,000 buildings in Hiroshima, 70,000 were flattened. Of the city’s 350,000 inhabitants, 140,000 had died by the end of 1945. By the end of 1950, another 50,000 had died from the effects of radiation. A second bomb was dropped on Nagasaki on August 9. The world had entered the Nuclear Age. Assign Section 4 Assessment as homework or as an in-class activity. Evaluating Was the decision to use the atomic bomb in Japan any different from Allied decisions to bomb civilian population centers in Europe? Why or why not? Hiroshima after atomic bomb dropped, August 1945 Have students use Interactive Tutor Self-Assessment CD-ROM. Japan In Japan, the bombing of civilians reached a new level with the use of the first atomic bomb. Japan was open to air raids toward the end of the war because its air force had almost been destroyed. Moreover, its crowded cities were built of flimsy materials that were especially vulnerable to fire. Attacks on Japanese cities by the new U.S. B-29 Superfortresses, the biggest bombers of the war, had begun on November 24, 1944. By the summer of 1945, many of Japan’s industries had been destroyed, along with one-fourth of its dwellings. The Japanese government decreed the mobilization of all people between the ages of 13 and 60 into a People’s Volunteer Corps. Fearing high U.S. L2 Section Quiz 26–4 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 ✔ Chapter 26 Score Section Quiz 26-4 DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. assembling and preparing for war A. mobilization 2. “divine wind” B. blitz 3. British name for German air raids C. Potsdam 4. postwar ideological conflict between the U.S. and the U.S.S.R. D. kamikaze E. Cold War 5. site of Truman’s demands for free elections in Eastern Europe DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each) 6 Ch hill ll d S i li i E E h 834 CHAPTER 26 casualties in a land invasion of Japan, President Truman and his advisers decided to drop the atomic bomb on Hiroshima and Nagasaki in August of 1945. Reading Check Explaining Why were civilian populations targeted in bombing raids? Peace and a New War The total victory of the Allies in World War II was followed not by a real peace but by a period of political tensions, known as the Cold War. Primarily an ideological conflict between the United States and the Soviet Union, the Cold War was to dominate world affairs until the end of the 1980s. World War II INTERDISCIPLINARY CONNECTIONS ACTIVITY STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 834 Facilitating a Discussion To help students experience the complex decision-making process that led to the dropping of atomic bombs on Japan, assign students one of the following roles: member of U.S. Congress today, member of U.S. Congress in 1945, U.S. civilian in 1945, Japanese civilian in 1945, U.S. military officer in 1945, U.S. soldier in 1945, and a human rights activist today. Have students present their different views to the class as represented by the roles they are playing. Have the class discuss Truman’s decision; then each student should vote for or against the use of atomic bombs. Students should use evidence and logical arguments to support their point of view on this social studies event. L2 SS.A.3.4.9 CHAPTER 26 Section 4, 830–836 Europe after World War II 60 °N NORWAY W E S RT UG AL Atlantic Ocean PO 40° N BELGIUM LUX. a Ba l EAST GERMANY SOVIET UNION Berlin POLAND CZ EC HOS LOVAK IA SWITZ. AUSTRIA HUNGARY FRANCE ITALY SPAIN 10°W cS e DENMARK NETHERLANDS Area of Soviet influence Area of Western influence ti IRELAND UNITED KINGDOM WEST GERMA NY 50 °N 500 kilometers 0 Lambert Azimuthal Equal-Area projection SWEDEN North Sea 500 miles 0 FINLAND N Me d i t YU GO ROMANIA SL Black Sea AV IA BULGARIA ALBANIA erra 0° nea 10°E GREECE TURKEY nS ea 20°E The Tehran Conference Stalin, Roosevelt, and Churchill were the leaders of what was called the Big Three (the Soviet Union, the United States, and Great Britain) of the Grand Alliance. They met at Tehran in November 1943 to decide the future course of the war. Their major tactical decision had concerned the final assault on Germany. Stalin and Roosevelt had argued successfully for an American-British invasion through France. This was scheduled for the spring of 1944. The acceptance of this plan had important consequences. It meant that Soviet and British-American forces would meet in defeated Germany along a north-south dividing line. Most likely, Eastern Europe would be liberated by Soviet forces. The Allies also agreed to a partition of postwar Germany. The Yalta Conference C as Se p i a a n The Big Three powers met again at Yalta in southern Russia in February 1945. By then, the defeat of Germany was obvious. The Western powers, which had once believed that the Soviets were in a weak position, were now faced with the reality of eleven million Soviet soldiers taking possession of Eastern and much of Central Europe. Stalin was deeply suspicious of the Western powers. He wanted a buffer to protect the Soviet Union from possible future Western aggression. This would mean establishing pro-Soviet governments along the border of the Soviet Union. Roosevelt, however, favored the idea of selfdetermination for Europe. This involved a pledge to 30°E 40°E Answers: 1. Students will note changes in borders and influence. The political map of Europe changed dramatically as a result of World War II. 1. Interpreting Maps Compare the map on page 753 to this map and identify the political changes in Europe from the 1920s to 1945. 2. Applying Geography Skills Create a chart that shows how Europe was divided according to Soviet and Western influence. 2. Students will create a chart showing the division of Europe. How did the American use of the atomic bomb affect future world events? (For the first time, the atomic bomb was used in warfare, forcing Japan’s surrender. It opened the atomic age, in which nuclear weapons would play a role in global rivalry.) help liberated Europe in the creation of “democratic institutions of their own choice.” Liberated countries would hold free elections to determine their political systems. At Yalta, Roosevelt sought Soviet military help against Japan. (At that time, the atomic bomb was not yet a certainty.) Roosevelt therefore agreed to Stalin’s price for military aid against Japan: possession of Sakhalin and the Kuril Islands, which were ruled by Japan, as well as two warm-water ports and railroad rights in Manchuria. The creation of the United Nations was a major American concern at Yalta. Roosevelt wanted the Big Three powers to pledge to be part of such an international organization before difficult issues divided them into hostile camps. Both Churchill and Stalin accepted Roosevelt’s plans for the establishment of a United Nations organization and set the first meeting for San Francisco in April 1945. The issues of Germany and Eastern Europe were treated less decisively. The Big Three reaffirmed that Germany must surrender unconditionally. It would be divided into four zones, which would be occupied and governed by the military forces of the United States, Great Britain, France, and the Soviet Union. A compromise was also worked out in regard to Poland. Stalin agreed to free elections in the future to determine a new government in that country. The issue of free elections in Eastern Europe caused a serious split between the Soviets and the CHAPTER 26 World War II L1/ELL Reading Essentials and Study Guide 26–4 Name Date Class Reading Essentials and Study Guide Chapter 26, Section 4 For use with textbook pages 830–836 THE HOME FRONT AND THE AFTERMATH OF THE WAR KEY TERMS mobilization the act of assembling and preparing for war (page 830) kamikaze (“divine wind”) Japanese pilots who performed suicide missions against U.S. fighting ships (page 832) Cold War the period of political tensions between the United States and the Soviet Union from the end of World War II until the end of the 1980s (page 834) DRAWING FROM EXPERIENCEII Have you heard of the “iron curtain”? What does this describe? Who first used this term? In the last three sections, you learned about events before and during World War II. In this section, you will learn about events immediately following the war. You will also learn how the war affected civilians in Europe, the United States, and Japan. ORGANIZING YOUR THOUGHTSII G Use the chart below to help you take notes. Describe how the populations of J th S i t U i d th U it d St t bili d f Who?What?Where?When? 835 CRITICAL THINKING ACTIVITY Writing a Biography Ask students to prepare a biography of either Franklin Roosevelt or Winston Churchill, using both primary and secondary sources and the Internet. How did each man develop the qualities he needed to serve as a wartime leader? Students should examine factors such as education, military experience, personality traits, charisma, oratory skills, and ideals. Select volunteers to present their reports aloud to the class. Compile on the board a list of leadership qualities shared by Roosevelt and Churchill. L1 FCAT LA.A.2.4.4 Veto Power At Yalta, Churchill, Roosevelt, and Stalin agreed that each of the five permanent members of the United Nations Security Council would have veto power over matters brought before the Council. During the early years of the United Nations, the Soviet Union often used its veto to prevent UN responses to Soviet actions in Eastern Europe. SS.A.3.4.9 STUDENT EDITION SUNSHINE STATE STANDARDS 1 835 CHAPTER 26 ment in any of these East European countries would be anti-Soviet, and that we cannot allow.” The Soviets had lost more people than any other country, and Stalin sought absolute security. In his view, Eastern Europe had to be under Communist control, and free elections would threaten that goal. By mid-1945, only an invasion by Western forces would have been able to undo developments in Eastern Europe. At the end of such a destructive conflict very few supported such a policy. The Allies did agree that trials should be held of leaders who had committed crimes against humanity during the war. In 1945 and 1946, Nazi leaders were tried and condemned at trials in Nuremberg, Germany. Trials were also held in Japan and Italy. Section 4, 830–836 Answer: He wanted absolute security, which could be gained only by the presence of Communist states in Eastern Europe. Reteaching Activity After they have read the chapter, ask students to identify and explain the causes and effects of World War II. L1 Critical Thinking Churchill, Roosevelt, and Stalin at Yalta Ask students to discuss the likelihood of achieving the American objective of providing Europeans with “democratic institutions of their own choice” in light of the military and political situations at the end of World War II. L3 Americans. Eastern European governments were to be freely elected, but it was clear that Stalin might not honor this provision. This attempt to reconcile two irreconcilable goals was doomed, as soon became evident at the next conference of the Big Three at Potsdam, Germany. The Potsdam Conference The Potsdam conference of July 1945 began under a cloud of mistrust. Roosevelt had died on April 12 and had been succeeded as president by Harry Truman. At Potsdam, Truman demanded free elections throughout Eastern Europe. Stalin responded, “A freely elected govern- 4 CLOSE Ask students how the gains made by Stalin at Yalta were similar to those made by Hitler at the Munich conference. (Both men got what they wanted in exchange for promises they did not keep: Hitler got the Sudetenland and then took over the rest of Czechoslovakia; Stalin got Poland, but instead of holding elections, made Poland a Communist state.) Checking for Understanding 1. Define mobilization, kamikaze. A New Struggle As the war slowly receded into the past, a new struggle was already beginning. Many in the West thought Soviet policy was part of a worldwide Communist conspiracy. The Soviets viewed Western, and especially American, policy as nothing less than global capitalist expansionism. In March 1946, in a speech to an American audience, the former British prime minister Winston Churchill declared that “an iron curtain” had “descended across the continent,” dividing Europe into two hostile camps. Stalin branded Churchill’s speech a “call to war with the Soviet Union.” Only months after the world’s most devastating conflict had ended, the world seemed to be bitterly divided once again. Reading Check Identifying Why did Stalin want to control Eastern Europe after World War II? Critical Thinking 6. Explain Why did General Hideki Tojo oppose female employment in Japan? 2. Identify Albert Speer, General Hideki Tojo, Cold War. 7. Organizing Information Create a chart listing countries where bombing of heavily populated cities took place. 3. Locate London, Dresden, Hiroshima. 4. Explain how Hitler’s bombing of civilians in England backfired. What strategy do you think Hitler should have pursued instead? Country City 9. Persuasive Writing Truman concluded that dropping the atomic bomb on Japan was a justifiable way to end the war. Write an essay condemning or agreeing with Truman’s decision. 5. List examples of Japan’s vulnerability to Allied air attack in late 1944. What type of U.S. aircraft was used for the heaviest bombing of Japanese targets? 836 STUDENT EDITION SUNSHINE STATE STANDARDS 1 836 2 CHAPTER 26 Analyzing Visuals 8. Analyze the photo at the top of this page. How might the seating arrangement for the three leaders be significant? Which of the three leaders do you think came away from the meeting most pleased with the results? World War II 1. Key terms are in blue. 2. Albert Speer (p. 832); General Hideki Tojo (p. 832); Cold War (p. 834) 3. See chapter maps. 4. They failed to demoralize the British, allowed British to rebuild their air strength; bomb military targets. 5. air force almost destroyed; crowded cities built of flimsy materials that were vulnerable to fire; B29s 6. He felt women in the workforce would weaken the family unit, which in turn would weaken the nation. 7. England: London, many other cities and towns; Germany: Berlin, Dresden, Cologne, other cities; Japan: Hiroshima, Nagasaki, other cities 8. Answers should be supported by the text. 9. Student essays should be written logically with supporting proof. TEACH Synthesizing Information Synthesizing Information Ask students to write detailed directions from your classroom to the principal’s office or to the cafeteria. Have students exchange directions with a classmate. Then pass out copies of a school map. Have students compare the written directions with the map. How do the two differ? (The written directions are more personal; the map gives options of other routes.) Does the information from each source lead to the same location? (yes) Tell students that when they prepare material for reports, they must first synthesize, or combine, information from several sources. Why Learn This Skill? Consider what it would be like to get funding for a new after-school club. In order to present your case, you would need to talk to other students and to school administrators, and to read reports and articles. Once you had gathered all the information you needed, you would synthesize—or put together—the most important points that could help you achieve your objective. Synthesizing information involves combining information from two or more sources. The ability to synthesize information is important because information gained from one source often sheds new light upon other information. It is like putting the pieces of a puzzle together to form a complete picture. Being able to synthesize information will help you read and write more effectively. Learning the Skill To write a research report, you study several sources—encyclopedias, books, and articles. Once you have gathered information, you synthesize it into a report. Before synthesizing information, analyze each source separately. Determine the value and reliability of each source. Then, look for connections and relationships among the different sources. Practicing the Skill Study the passage and the photo on this page. Bombing was used in World War II against a variety of targets, including military targets, enemy troops, and civilian populations. The bombing of civilians in World War II made the home front a dangerous place. A few bombing raids had been conducted in the last year of World War I. The bombings and the reaction to them had given rise to the argument that bombing civilian populations would be an effective way to force governments to make peace. Beginning in early September 1940, the German air force bombed London and many other British cities Scottish city bombed in 1941 and towns nightly. The Blitz, as the British called the German air raids, became a national experience. Londoners took the first heavy blows. Their ability to maintain their morale set the standard for the rest of the British population. 1 What is the main idea of the passage? 2 What does the photo tell you about this topic? Additional Practice 3 By synthesizing the two sources, what information do you have about the bombing of Britain? L1 Skills Reinforcement Activity 26 Applying the Skill Name ✎ Find two sources of information about a current event and write a short report. For your report, try to use a primary and a secondary source, if possible. Answer these questions: What are the main ideas from these sources? How does each source add to your understanding of the topic? Do the sources support or contradict each other? If there are contradictions, how would you include the conflicting information in your report? Class Synthesizing Information When you synthesize information, you combine information you have obtained from several sources. In doing research, you should not rely on only one source. It is better to find a variety of sources, even ones that show opposing points of view, in order to see all sides of an issue. DIRECTIONS: Read the two excerpts below regarding the use of the atomic bomb by the United States in 1945. Then answer the questions below on a separate sheet of paper. From the Interim Committee on Military Use of the Atomic Bomb, 1945 It was pointed out that one atomic bomb on an arsenal would not be much different from the effect caused by any Air Corps strike of present dimensions. However, Dr. Oppenheimer stated that the visual effect of an atomic bombing would be tremendous. From the Franck Committee on a Noncombat Atomic Demonstration, 1945 Thus, from the “optimistic” point of view—looking forward to an international agreement on prevention of nuclear warfare—the military advantages and the saving of American lives, achieved by the Glencoe’s Skillbuilder Interactive Workbook, Level 2, provides instruction and practice in key social studies skills. CD-ROM Glencoe Skillbuilder Interactive Workbook CD-ROM, Level 2 837 ANSWERS TO PRACTICING THE SKILL 1. Bombing of civilian populations made the home front a dangerous place but failed to destroy morale. 2. It appears to show a family making their way through the rubble with a few salvaged possessions. 3. Even though their cities were devastated, the British maintained their morale. Date Skills Reinforcement Activity 26 This interactive CD-ROM reinforces student mastery of essential social studies skills. Applying the Skill: Students will write reports synthesizing information from two sources. STUDENT EDITION SUNSHINE STATE STANDARDS 1 837 CHAPTER 26 Assessment and Activities MJ Using Key Terms MindJogger Videoquiz Use the MindJogger Videoquiz to review Chapter 26 content. Available in VHS. Using Key Terms 1. appeasement 2. blitzkrieg 3. demilitarized 4. sanctions 5. partisans 6. genocide 7. kamikaze 8. collaborators Reviewing Key Facts Reviewing Key Facts 1. The policy of giving in to Hitler’s demands before World War II has been called . 2. The German style of attack that called for rapidly overrunning the positions of opposing forces was called a . 3. Because the Rhineland was , Germany was not permitted to have weapons or fortifications there. 4. The United States threatened economic unless Japan returned to its borders of 1931. 5. Civilians in occupied countries who joined resistance movements were often called . 6. What the Nazis called the Final Solution was actually of the Jewish people. 7. Japanese pilots who volunteered for suicide missions were known as . 8. People who assisted the Nazis in carrying out atrocities against Jewish people were known as . 9. Geography Where was the Sudetenland located? Why was it important to Hitler? 10. Science and Technology What did the British develop to prepare for German air attack? 11. History What significant military action occurred at Midway Island in 1942? 12. Government Why did the Allied agreement to fight until the Axis Powers surrendered unconditionally possibly prolong the war? 13. Citizenship In what way were Japanese Americans treated differently than German Americans and Italian Americans? 14. Citizenship What percentage of the Jewish populations of Poland, the Baltic countries, and Germany were killed during the Holocaust? 15. Government What event triggered the entry of the United States into the war? 9. northwestern Czechoslovakia; it was inhabited largely by Germans 10. an effective radar system that gave them early warning of German air attacks 11. U.S. planes destroyed four attacking Japanese aircraft carriers, defeating the Japanese navy and establishing American naval superiority in the Pacific. 12. The agreement made it impossible for Hitler to divide his foes. 13. Japanese Americans were rounded up and placed in camps for the duration of the war, while German Americans and Italian Americans were left alone. World War II was the most devastating total war in human history. Events engaged four continents, involved countless people and resources, and changed subsequent history. The chart below summarizes some of the themes and developments. Country Movement Cooperation Conflict United States • Retakes Japanese positions in Southeast Asia • Relaxes neutrality acts • Meets with Allies at Tehran, Yalta, and Potsdam • Leads war effort • Conducts island-hopping counterattacks • Drops atomic bombs on Japan Great Britain • Makes huge troop movements at Dunkirk and Normandy • Meets with Allies at Tehran, Yalta, and Potsdam • Stops Rommel at El Alamein • Withstands heavy German bombing Soviet Union • Occupies Kuril and Sakhalin Islands • Takes control of much of Eastern Europe • Meets with Allies at Tehran, Yalta, and Potsdam • Defeats Germany at Stalingrad • Forces Germany to fight war on two fronts Germany • Takes over Austria, Poland, and Sudetenland • Forms Rome-Berlin Axis • Signs Anti-Comintern Pact • Uses blitzkrieg tactics • Conducts genocide of Jews and others • Besieges Leningrad Italy • Invades Ethiopia • Forms Rome-Berlin Axis • Becomes German puppet state (northern Italy) Japan • Seizes Manchuria and renames it Manchukuo • Invades China • Signs Anti-Comintern Pact • Attacks Pearl Harbor • Conquers Southeast Asia from Indochina to Philippines 14. 90 percent 15. Japan’s attack on the U.S. naval base at Pearl Harbor in Hawaii Critical Thinking 16. He wanted to avoid having to invade Japan, which he was convinced would cause heavy American casualties. 17. By the end of World War II, the balance of power had shifted away from Europe. The United States and the Soviet Union became world powers. Writing About History 18. Answers will vary but should be 838 838 supported by examples. Analyzing Sources 19. As far as he was concerned, their only value was as slaves for the Germans. 20. Both the Germans and the Japanese were attempting to rid their lands of foreign elements. The Japanese used the slogan “Asia for the Asiatics” to get the support of anticolonialists in overthrowing Western colonial rule, but they turned out to be even worse colonialists than the Europeans they replaced. The Nazis wanted to get rid of the “contaminating” influences of the Jews, Gypsies, Slavs, and other groups by exterminating them. Both countries obtained slave labor from the lands they conquered and had little regard for the lives of the people they conquered. CHAPTER 26 Assessment and Activities HISTORY Self-Check Quiz Visit the Glencoe World History Web site at wh.glencoe.com and click on Chapter 26–Self-Check Quiz to prepare for the Chapter Test. Analyzing Maps and Charts Refer to the map on page 820 to answer the following questions. 23. Why did the Allies not retake every Japanese-held island? 24. How far is it from Pearl Harbor to Japan? Have students visit the Web site at wh.glencoe.com to review Chapter 26 and take the Self-Check Quiz. Critical Thinking 16. Cause and Effect What factors caused President Truman to order the dropping of atomic bombs in Japan? 17. Drawing Conclusions How did World War II affect the world balance of power? What nations emerged from the conflict as world powers? Writing About History Standardized Test Practice Directions: Use the map and your knowledge of world history to answer the following question. Analyzing Maps and Charts 23. They did not need to, by island hopping they could cut off Japaneseheld islands from supply lines. German-Controlled Territory, 1943 FINLAND NORWAY ESTONIA ESTONIA North Sea DENMARK DENMARK UNITED KINGDOM Analyzing Sources ea SWEDEN cS 18. Informative Writing Write an essay comparing how Europe ruled Asian colonies before the war with how Japan did so during World War II. Be sure to include information about key people, places, and events from each of the two periods in history. t B al NETH. BELG. 24. more than 4,000 miles (6,640 km) LATVIA i LITH. GER. RUSSIA el English C Heinrich Himmler, head of the German SS, argued: n han HISTORY POLAND GERMANY LUX. “ Whether nations live in prosperity or starve to death interests me only insofar as we need them as slaves for our culture. Otherwise it is of no interest. FRANCE AUSTRIA S ALP ” 19. Describe Heinrich Himmler’s opinion of the people that Germany conquered. 20. Compare the Nazi philosophy of creating a New Order with the Japanese philosophy of Asia for the Asiatics. SLOVAKIA SWITZ. SPAIN Standardized Test Practice HUNGARY ROMANIA ITALY Answer: J Answer Explanation: All answers include influential factors. YUGOSLAVIA BULGARIA ALBANIA ALBANIA Mediterranean Sea GREECE Making Decisions What geographic factors influenced German military advances? F German troops had to cover long distances. G Colder climates created problems that the German military could not overcome. H The blitzkrieg relied on tanks that were most effective on flatter terrain. J All of the above. 22. Some historians believe that President Truman dropped atomic weapons on Japan not to end the war in the Pacific, but to impress the Soviet Union with U.S. military power. Write a position paper evaluating this hypothesis in light of what you have learned about Stalin and the United States. What were Truman’s other options? Do you think a leader today would make the same decision? Test-Taking Tip: To answer this question about how geography affected history, look at the map carefully. Notice which areas the German military did not occupy. Use these clues to make an inference about how geography affected the German army. Applying Technology Skills 21. Using the Internet Use the Internet to research the daily life of a Japanese American citizen in a U.S. internment camp. Compare and contrast the treatment of Japanese Americans to that of German Americans and Italian Americans during this time. CHAPTER 26 Applying Technology Skills 21. Answers will vary but should be supported by examples and logical arguments. Making Decisions 22. Answers will vary. Stalin had made clear his desire to surround the Soviet Union with other Communist countries to serve as a buffer. The fact that the United World War II 839 States had atomic weapons and the Soviet Union did not might have deterred him from making further demands. The Allies could have used conventional bombing raids or an actual invasion, but either might have taken months longer and cost many more lives. Today, many countries have nuclear capabilities, and it is hard to imagine any leader making a similar decision because of the fear of a full-scale nuclear war. STUDENT EDITION SUNSHINE STATE STANDARDS 1 3 2 4 839 Team Teaching This excerpt from A Room of One’s Own may be presented in a teamteaching context, in conjunction with English or Language Arts. from A Room of One’s Own Virginia Woolf A Room of One’s Own Historical Connection Virginia Woolf’s writing reveals her concern over the limited opportunities available to women throughout much of Britain’s history. Virginia Woolf, who was born in 1882 in London, is considered one of the most significant modernist writers of our time. Her work changed the ways the novel was perceived and written. She developed a technique known as stream of consciousness in which the writer portrays the inner lives and thoughts of multiple characters. Additionally, she is known for her feminist writings. One of the most famous of these is A Room of One’s Own. The title of this work is based on her assertion that a woman “must have money and a room of her own” in order to write. Background Information Besides novels, Virginia Woolf also wrote many works of nonfiction, including two important essays exploring the roles of women in history and society: A Room of One’s Own (1929) and Three Guineas (1938). Woolf was convinced that in order to produce creative work, an artist requires a private space in which to work (“A room of one’s own”) and enough money for basic survival (“three guineas”). She argues that the absence of one or both of these two basic requirements has made the development of women artists extraordinarily difficult, if not impossible (as it was for “Shakespeare’s sister”). . . . Let me imagine, since facts are so hard to come by, what would have happened had Shakespeare had a wonderfully gifted sister, called Judith, let us say. Shakespeare himself went, very probably—his mother was an heiress—to the grammar school, where he may have learnt Latin—Ovid, Virgil and Horace—and the elements of grammar and logic. He was, it is well known, a wild boy who poached rabbits, perhaps shot a deer, and had, rather sooner than he should have done, to marry a woman in the neighbourhood, who bore him a child rather quicker than was right. That escapade sent him to seek his fortune in London. He had, it seemed, a taste for the theatre; he began by holding horses at the stage door. Very soon he got work in the theatre, became a successful actor, and lived at the hub of the universe, meeting everybody, knowing everybody, practising his art on the boards, exercising his wits in the street, and even getting access Read to Discover How does Virginia Woolf express her belief that gender influences the development of talent? Do you think Woolf is being fair in her assessment? Does her analysis of the differences between treatment of men and women apply today? 䊴 Many of William Shakespeare’s plays were performed at the Globe theater in London, shown left. Reader’s Dictionary agog: full of intense interest or excitement moon: to dream 840 ABOUT THE AUTHOR Virginia Woolf, British novelist, essayist, and critic, was born Adeline Virginia Stephen in London. She was educated at home by her father and became a central figure in the creation of the modern novel. In 1917, Woolf, along with her husband, Leonard, founded Hogarth Press, which published the early works of authors such as E.M. Forster, 840 Katherine Mansfield, and T. S. Eliot, and introduced the works of Sigmund Freud, founder of psychoanalysis, to English readers. Except for the first printing of Woolf’s first novel, The Voyage Out (1915), Hogarth Press also published all of her works. to the palace of the queen. Meanwhile his extraordinarily gifted sister, let us suppose, remained at home. She was as adventurous, as imaginative, as agog to see the world as he was. But she was not sent to school. She had no chance of learning grammar and logic, let alone of reading Horace and Virgil. She picked up a book now and then, one of her brother’s perhaps, and read a few pages. But then her parents came in and told her to mend the stockings or mind the stew and not moon about with books and papers. They would have spoken sharply but kindly, for they were substantial people who knew the conditions of life for a woman and loved their daughter—indeed, more likely than not she was the apple of her father’s eye. Perhaps she scribbled some pages up in an apple loft on the sly, but was careful to hide them or set fire to them. Soon, however, before she was out of her teens, she was to be betrothed to the son of a neighbouring wool-stapler. She cried out that marriage was hateful to her, and for that she was severely beaten by her father. Then he ceased to scold her. He begged her instead not to hurt him, not to shame him in this matter of her marriage. He would give her a chain of beads or a fine petticoat, he said; and there were tears in his eyes. How could she disobey him? How could she break his heart? The force of her own gift alone drove her to it. She made up a small parcel of her belongings, let herself down by a rope one summer’s night and took the road to London. She was not seventeen. The birds that sang in the hedge were not more musical than she was. She had the quickest fancy, a gift like her brother’s, for the tune of words. Like him, she had a taste for the theatre. She stood at the stage door; she wanted to act, she said. Men laughed in her face. The manager— a fat, loose-lipped man—guffawed. He bellowed something about poodles dancing and women acting—no woman, he said could possibly be an actress. He hinted—you can imagine what. She could get no training in her craft. Could she even seek her dinner in a tavern or roam the streets at midnight? Yet her genius was for fiction . . . At FOCUS Ask students to name other groups of people for whom social, political, and economic circumstances would have prevented the expression of individual genius. (slaves in this country, women under the Taliban in Afghanistan, etc.) 䊱 TEACH Virginia Woolf was a fervent William Shakespeare supporter of women’s rights. In A Room of One’s Own (1929), Woolf responds to those who would question the capabilities of women because there was no “female Shakespeare.” By speculating about the fate of Shakespeare’s brilliantly talented, imaginary sister, she is able to outline the difficulties of the woman artist in a world that denies her access to an education and the freedom to exercise her gift. last—for she was very young, oddly like Shakespeare the poet in her face, with the same grey eyes and rounded brows—at last Nick Greene the actor-manager took pity on her; [but] she . . . killed herself one winter’s night and lies buried at some cross-roads where the omnibuses now stop outside the Elephant and Castle. That, more or less, is how the story would run, I think, if a woman in Shakespeare’s day had had Shakespeare’s genius. 1. What were “the conditions of life for a woman” that made Judith’s parents scold her for attempting to read and write? Interpretation Ask students why “Shakespeare’s sister” might have “scribbled some pages up in an apple loft on the sly, but was careful to hide them or set fire to them.” 2. Why does Judith’s father beat her? 3. What is Woolf’s conclusion about the possibility of a woman becoming Shakespeare? 4. CRITICAL THINKING Why does Virginia Woolf have Shakespeare marry, but Shakespeare’s sister run away from marriage? Applications Activity What does a person today need to succeed as a writer or artist? Write a descriptive account to illustrate your argument. 841 ANSWERS TO INTERPRETING WORLD LITERATURE 1. Women were supposed to marry and be good housewives and mothers. Reading and writing would not benefit them at all. 2. He believes that marriage is the only choice for a woman and that she must obey her father’s wishes. 3. It could not have happened. Writing and acting were the province of men, and women were not allowed. 4. to prove that marriage was confining to a woman, but not to a man Applications Activity: Answers should be supported by logical arguments. STUDENT EDITION SUNSHINE STATE STANDARDS 1 841