Download World War II

Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: World War II
1. What two countries were joined in the Anschluss of March 1938?
a) Austria and Poland
b) Austria and Hungary
c) Germany and Poland
d) Germany and Austria
2. What did Germany, Italy, and Japan have in common in the 1930s?
a) They were controlled by the Nazi Party.
b) They carried out pogroms of persecution against the Jews.
c) They sought to solve domestic problems through conquest.
d) They had booming industrial economies despite a global recession.
3. The Munich Conference has become famous as the symbol of the British and French policy of
appeasement, best defined as which of the following?
a) conceding to demands to avoid war
b) using a third party to negotiate peace
c) threatening military might for diplomacy
d) renegotiating agreements that prove unfeasible
4. In 1939, Hitler signed a Non-Aggression Pact with _________.
a) Italy
b) France
c) the Soviet Union
d) the United States
5. Great Britain and France declared war on Germany following its invasion of what country?
a) Poland
b) Belgium
c) Czechoslovakia
d) the Soviet Union
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: World War II
6. Which list shows the events of World War II in the correct order?
a) Japan attacks Pearl Harbor, the United States declares war on Japan, Germany declares war
on the United States
b) Germany declares war on the United States, Japan attacks Pearl Harbor, the United States
declares war on Japan
c) Japan attacks Pearl Harbor, Germany declares war on the United States, the United States
declares war on Japan
d) the United States declares war on Japan, Japan attacks Pearl Harbor, Germany declares war
on the United States
7. What was Japan’s MAIN incentive for going to war?
a) to acquire natural resources
b) to regain land lost to Russia
c) to retaliate against Allied aggression
d) to fulfill obligations made in a pact with Germany
8. Which of the following statements about the impact of World War II is NOT true?
a) Almost 6 million European Jews were killed in concentration camps.
b) Air raids destroyed entire neighborhoods of London and Moscow.
c) Hiroshima and Nagasaki were destroyed by atomic bombs.
d) Fighting took place on every continent except Antarctica.
9. What was D-Day?
a) the movement of Allied troops into Northern Africa
b) the attack of Allied air force units in the Pacific arena
c) the landing of Allied forces on the coast of Normandy
d) the airlifting of Allied supplies during the siege of Leningrad
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: World War II
10. Nazi Germany’s systematic annihilation of Jews is known as _________.
a) Zionism
b) Eugenics
c) the Holocaust
d) the Kristallnacht
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: World War II
ANSWER KEY
1. d 3. a 5. a 7. a 9. c
2. c 4. c 6. a 8. d 10. c
COMMON CORE STATE STANDARDS
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CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and
to make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and
informational texts independently and proficiently.
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are made, how they are introduced
and developed, and the connections that are drawn between them.
CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literary
nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at
the high end of the grades 9–10 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze
their development over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and
explain how specific individuals, ideas, or events interact and develop over the course of the
text.
CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary
nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. By the end of grade 12, read and comprehend literary
nonfiction at the high end of the grades 11–CCR text complexity band independently and
proficiently.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of how key events or ideas develop over the
course of a text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded them.
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: World War II
COMMON CORE STATE STANDARDS (CONTINUED)
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CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary describing political, social, or economic aspects of
history/social science.
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend
history/social studies texts in the grades 9–10 text complexity band independently and
proficiently.
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and
determine which explanation best accords with textual evidence, acknowledging where the
text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend
history/social studies texts in the grades 11–CCR text complexity band independently and
proficiently.
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