Download GOAL 10: World War II and the Beginning of the Cold War (1930s

Charlotte-Mecklenburg Schools
U. S. History Alignment Guide
GOAL 10: World War II and the Beginning of the Cold War (1930s- 1963) - The learner will analyze United States involvement
in World War II and the war's influence on international affairs in following decades.
Ideal Goal Pacing: 8 Days
Approx. Number of EOC Items: 8-9
Objective
10.01 Elaborate on the causes of
World War II and reasons for
United States entry into the war.
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Major Concepts
appeasement
isolation
reparations
totalitarianism government
Treaty of Versailles
worldwide depression
Essential Questions
How are civil liberties challenged
in times of conflict?
How has our view of the world
been shaped by the size,
location, and natural resources
of the U.S.?
Why is war, or the threat of war,
used to resolve world conflicts?
Why was World War II a major
turning point in the history or the
nation?
Level of Thinking: Generating
Textbook Correlation/
Support Materials
The Americans (McDougal):
 Stalin’s Soviet Union, p. 735
 Fascism in Italy, p. 736
 Hitler’s Rise to Power, pp.
737 & 742 - 743
 German Aggression, pp. 744
- 746, w/maps
 Spanish Civil War, p. 739
 Invasion of Poland, p. 745
 Growing Military Power, p.
734 - 741
 U.S. Chooses Neutrality pp.
740 - 741
America: Pathways to the
Present Supplemental
Resources:


PH Presentation Pro CDROM Chapter 17
How Much Should the United
States Be Involved in World
Affairs? – Great Debates
Booklet
Sample Test Items
Which of the following is true of
Roosevelt’s attitude toward the war
during the 1930s?
A.
B.
C.
D.
He was a warmonger.
He was an isolationist.
He favored the Axis powers.
He favored the Allied powers.
Which of the following led to
America’s entry into WWII?
A. The Japanese bombed Pearl
Harbor.
B. The Germans attacked Great
Britain.
C. Italy gained control of the
Mediterranean.
D. France fell to the Germans.
Globe Fearon:
 pp. 389-401
Primary Sources:
 Roosevelt’s Four Freedoms
speech
Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008
Big Idea: Conflict
Instructional/
Differentiation Strategies
History Alive!: The United
States in World War II
 Bringing World War II
Terms to Life – Activity 1.1
 From Versailles to Pearl
Harbor – Activity 1.2
 Using Historical Hindsight to
Prevent World War
Lesson Ideas:
Students will identify reasons for
the rise to power of Stalin,
Mussolini, Hitler, and Franco by
completing
Learning Styles Lesson Plan:
The Rise of Dictators (p.50)
Pathways text.
Students will trace the
aggression in Europe that led to
WWII by completing Historical
Outline Map Activity #64.
Pathways text.
Students will read Franklin D.
Roosevelt’s message to
Congress asking for war against
Japan and create a political
cartoon illustrating the U.S.’s
reaction to the bombing of Pearl
Harbor.
1
Charlotte-Mecklenburg Schools
U. S. History Alignment Guide
10.01 cont.
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Lend-Lease Act
Executive Order 8802
Roosevelt’s Joint Address to
Congress Leading to a
Declaration of War Against
Japan
Learn More; Teach More
Videos:


Tora! Tora! Tora!
The Century: America’s Time
SAS in Schools Internet
Lesson:
 World War II & Its Aftermath
(835)
The response of the League of
Nations to the aggression of warlike
countries during the 1930s was to do
which of the following?
A. Protest, but avoid taking
military action.
B. Take military action against the
aggressors.
C. Force the aggressor nations out
of the League.
D. Give military supplies to nations
being attacked.
Internet Connections:
Documents for WWII are at:
Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008
Students will research reasons
why totalitarian governments
expanded after World War I and
present their findings in a talk
show debate on world affairs.
(Teacher Resource Guide
10.01)
Students will list reasons as to
why the League of Nations was
unable to prevent Germany’s,
Japan’s, and Italy’s invasions of
other countries.
Students will predict reasons
why people of Japan, Italy, and
Germany were willing to be a
part of totalitarian governments.
Students will evaluate FDR’s
“Four Freedoms” speech as a
precursor of U.S. involvement in
World War II in a Socratic
seminar. (Teacher Resource
Guide 10.01 Abbreviated and
full text versions included)
2
Charlotte-Mecklenburg Schools
U. S. History Alignment Guide
GOAL 10: World War II and the Beginning of the Cold War (1930s- 1963) - The learner will analyze United States involvement
in World War II and the war's influence on international affairs in following decades.
Ideal Goal Pacing: 8 Days
Approx. Number of EOC Items: 8-9
Objective
Textbook Correlation/
Support Materials
10.02 Identify military, political, and
diplomatic turning points of the war
and determine their significance to
the outcome and aftermath of the
conflict.
The Americans (McDougal):
 Dunkirk, p. 746
 Fall of France, p. 746
 Battle of Britain, p. 746 - 747
 Japan Attacks Pearl Harbor,
pp. 760 - 763
 U.S. Declares War, p. 763
 Battle of Atlantic, p. 775 778. w/map
 North African Campaign, p.
778
 War in Soviet Union, p. 777
 D Day, p. 780 w/map
 Battle of the Bulge, p. 782
 VE Day, p. 783
 Yalta, pp. 791 - 792
 Persecution in Germany pp.
748 - 750
 Japanese Advance, pp. 760 761
 War in Pacific, pp. 784 - 793,
w/map
 Midway, p. 785
 Guadalcanal, p. 787
 Island Hopping, p. 785
 Iwo Jima and Okinawa, p.
789
 Manhattan Project, p. 789 790
 VJ Day, p. 790
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Major Concepts
the United States at war
the influence of propaganda at
home and abroad
design for peace
Essential Questions
 How are civil liberties challenged
in times of conflict?
 How has our view of the world
been shaped by the size,
location, and natural resources
of the U.S.?
 Why is war, or the threat of war,
used to resolve world conflicts?
 Why was World War II a major
turning point in the history or the
nation?
Level of Thinking: Analyzing
Sample Test Items
Where were the German’s finally
halted in their advance into the
Soviet Union?
A.
B.
C.
D.
the Battle of the Bulge
the Kasserine Pass
the Battle of Stalingrad
Normandy
Which of the following was true of
military action taken by U.S.
soldiers in the Pacific Theatre?
A. Many Japanese were taken
prisoners.
B. The U.S. used the strategy of
island hopping.
C. The U.S. did not have adequate
supplies.
D. The Japanese forces
outnumbered U.S. forces in the
Pacific.
Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008
Big Idea: Conflict
Instructional/
Differentiation Strategies
History Alive!: The United
States in World War II:
 Winning World War II –
Activity 2.1
 Assessing the Decision to
Build and Use the Bomb
 Newscasts from the Home
Front – Activity 3.1
 Facing the Holocaust: Why
Genocide? – Activity 4.1
 Analyzing American
Responses to the Holocaust
– Activity 4.2
Lesson Ideas:
Students will identify the major
campaigns and turning point
battles in Europe by completing
Historical Outline Map Activity
#65 (p. 20). Pathways text.
Students will debate Germany’s
fate after WWII by reading about
the agreement among the Big
Three at Yalta and creating a
political cartoon illustrating the
outcome of the conference.
3
Charlotte-Mecklenburg Schools
U. S. History Alignment Guide
10.02 cont.
America: Pathways to the
Present Supplemental
Resources:


PH Presentation Pro CDROM Chapter 18
Dispatches from the Battle
Front – Resource Pro
Literature Activity
Globe Fearon:
 Chapter 22
Primary Sources:
 Eisenhower’s Order of the
Day
 Surrender of Germany
 Surrender of Japan
Videos:
 Biography of America – World
War II Unit 22
 Midway
 Memphis Belle
 The Century: America’s Time
 Race for the Super Bomb –
PBS
SAS in Schools Internet
Lesson:
 World War II & Its Aftermath
(835)
Internet Connections:
 www.pbs.org/perilousfight/
 www.secondworldwar.co.uk/
 www.ushmm.org/
Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008
Students will analyze the impact
of the U.S. bombing of Hiroshima
by responding to a Hiroshima
Literature Activity (p. 74).
Students will create an
annotated timeline of military
events of World War II. (Teacher
Resource Guide 10.02)
Students will divide military
action into those taking place in
the three theaters of the war and
categorize major elements of
each. (Teacher Resource Guide
10.02)
Students will assess the
importance of conferences held
by leaders to plan war and postwar events. (Teacher Resource
Guide 10.02)
Students will conduct an oral
history interview with a World
War II veteran.
Students will debate the need to
drop the atomic bombs on Japan
as if they are Truman’s military,
economic and political advisors.
Students will research the new
World War II Memorial in
Washington, D.C. on the
internet. Read the quotes placed
around the memorial and assess
their message to generations
today.
4
Charlotte-Mecklenburg Schools
U. S. History Alignment Guide
GOAL 10: World War II and the Beginning of the Cold War (1930s- 1963) - The learner will analyze United States involvement
in World War II and the war's influence on international affairs in following decades.
Ideal Goal Pacing: 8 Days
Approx. Number of EOC Items: 8-9
Objective
10.03 Describe and analyze the
effects of the war on American
economic, social, political, and
cultural life.
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Major Concepts
the home front
suspension of civil liberties
suburbanization
transition to peacetime
Essential Questions
 How are civil liberties challenged
in times of conflict?
 How has our view of the world
been shaped by the size,
location, and natural resources
of the U.S.?
 Why is war, or the threat of war,
used to resolve world conflicts?
 Why was World War II a major
turning point in the history or the
nation?
Level of Thinking: Analyzing
Textbook Correlation/
Support Materials
Sample Test Items
The Americans (McDougal):
 Mobilizing the Armed Forces,
pp. 740 – 741 & 756 - 760
 Preparing the Economy for
War, pp. 773 – 774 & 797
 Daily Life on Home Front, pp.
796 - 803
 Social Impact of War, p. 798
 “Science and Technology,”
pp. 789 – 791 & 794 - 795
In order to prevent a shortage of
supplies needed by the military, the
government implemented which of
the following?
America: Pathways to the
Present Supplemental
Resources:
Which of the following occurred
during WWII for many JapaneseAmericans?
A. sent back to Japan
B. told to leave the United States
C. confined to camps in isolated
areas
D. given special privileges


PH Presentation Pro CDROM Chapter 18
Locking Horns with the Bull –
My Brush with History
Videotapes
A.
B.
C.
D.
a system of rationing goods
prohibition
an end to the New Deal
increasing imports from
Europe
Globe Fearon:
 pp. 415-419
Big Idea: Conflict
Instructional/
Differentiation Strategies
History Alive!: The United
States in World War II
 Evaluating the Japanese
Internment During World
War II – Activity 3.2
 Haiku About Internment –
Activity 3.3
Lesson Ideas:
Students will classify the impact
of the war on various groups in
American society on a web chart.
Groups should include: AfricanAmericans, Hispanics, women,
Japanese, government, industry.
Students will read excerpts from
Korematsu v. U.S., (1945) and
evaluate the appropriateness of
the Court’s decision in a Socratic
seminar or debate.
Supplemental Readings:
 The Feminine Mystique by
Betty Friedan
 Silent Spring by Rachel
Carson
 For Whom the Bells Toll by
Ernest Hemingway
Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008
5
Charlotte-Mecklenburg Schools
U. S. History Alignment Guide
10.03 cont.
Primary Sources:
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
Executive Order 9066
Servicemen’s Readjustment
Act
Manhattan Project Notebook
Videos:


League of Their Own
The Century: America’s Time
SAS in Schools Internet
Lesson:
 World War II & Its Aftermath
(835)
 The Struggle for Civil Rights
(836)
Internet Connections:
 www.pbs.org/childofcamp/hist
ory/eo9066.html
Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008
Students will identify acts of
discrimination against various
groups of Americans and draw
conclusions about the
government’s role in racial
relations: PH Learning Styles
Lesson Plans (p. 53) The Social
Impact of the War.
Students will create a fact sheet
about major ramifications of
World War II. Categories should
include economic aspects, social
aspects, political aspects, and
transfer of war technology to
domestic use.
Students will view “The Century
1945 Homefront” and complete
the viewing guide. (Teacher
Resource Guide 10.2/10.3
Viewing Guide)
6
Charlotte-Mecklenburg Schools
U. S. History Alignment Guide
GOAL 10: World War II and the Beginning of the Cold War (1930s- 1963) - The learner will analyze United States involvement
in World War II and the war's influence on international affairs in following decades.
Ideal Goal Pacing: 8 Days
Objective
Approx. Number of EOC Items: 8-9
Textbook Correlation/
Support Materials
10.04 Elaborate on changes in the
direction of foreign policy related
to the beginnings of the Cold War.
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Major Concepts
U.S. military invention
containment
the cold war
the domino theory
Essential Questions
How are civil liberties
challenged in times of conflict?
How has our view of the world
been shaped by the size,
location, and natural resources
of the U.S.?
Why is war, or the threat of war,
used to resolve world conflicts?
Why was World War II a major
turning point in the history or the
nation?
The Americans (McDougal):
 1945-A Critical Year, p. 791 793
 Truman Takes Command, p.
783 & 790
 Potsdam Conference, p. 810
 Iron Curtain, p. 811
 Kennan and Containment. p.
811
 Cold War Divisions, p. 809 814, map
 Truman Doctrine, p. 812
 Marshall Plan, p. 812
 The Berlin Airlift, p. 813 - 814
 Cold War at Home, pp. 822 827
 Effects of Korean War, p. 817
- 821
 Cold War in 1950s, pp. 828 833
 Communist Expansion in Asia,
pp. 815 - 822
Level of Thinking: Generating
Sample Test Items
All of the following events occurred
as a result of the cold war except
which one?
A.
B.
C.
D.
Bay of Pigs
Cuban Missile Crisis
U-2 Incident
Camp David Accords
What term was used to refer to
relaxing tensions during the Cold
War?
A.
B.
C.
D.
containment
peaceful co-existence
détente
propaganda
America: Pathways to the
Present Supplemental
Resources:


Big Idea: Conflict
Instructional/
Differentiation Strategies
History Alive1: The Cold War
 Contrasting Cold War Terms
– Activity 1.1
 Discovering the Roots of the
Cold War – Activity 1.2
 The Cuban Missile Crisis:
You Make the Call – Activity
1.4
Lesson Ideas:
Students will locate and label the
nations forming NATO and the
Warsaw Pact by completing PH
Historical Outline Map Activity
#68
(p. 21).
Students will define containment
and explain how the containment
policy influenced U.S.
international relations by
completing PH Learning Styles
Lesson Plan: The Cold War
Heats Up
(p. 54).
PH Presentation Pro CD-ROM
Chapter 19
George Marshall, June 5,
1947 – Sounds of an Era
Audio CD
Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008
7
Charlotte-Mecklenburg Schools
U. S. History Alignment Guide
10.04 cont.

Cuban Missile Crisis –
Resource Pro Primary Source
Activity
Globe Fearon:
 pp. 428-433
Supplemental Readings:
 Why Soldiers Won’t Talk by
John Steinbeck
 A Separate Peace by John
Knowles
Primary Sources:
 Truman Doctrine
 Marshall Plan
 Press Release Announcing
US Recognition of Israel
 Armistice of the South Korean
State
Students will identify Kennedy’s
anti-Communist policies in Latin
America, Europe, Africa, and
Asia by completing PH Learning
Styles Lesson Plan: Foreign
Policy in the Early 1960s (p. 61).
Students will analyze the major
events related to containment.
(Teacher Resource Guide:
10.04 Containment Policies)
Students will examine events of
the era using The Century and a
viewing guide with questions
about the most significant
events: (Teacher Resource
Guide: 10.04 The Century
Viewing Guide)
Videos:
 Biography of America: Unit 23
- The Fifties: From War to
Normalcy
 The Century
 The Atomic Café
 Thirteen Days
SAS in Schools Internet
Lesson:
 Close of the 20th Century (837)
10.04 cont.
Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008
8
Charlotte-Mecklenburg Schools
U. S. History Alignment Guide
Internet Connections:
 Department of State Foreign
Policy site at:
 www.vce.com/testban.html
 www.loc.gov/exhibits/marshall
/
 www.historyofcuba.com/histor
y/baypigs/pigs.htm
Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008
9
Charlotte-Mecklenburg Schools
U. S. History Alignment Guide
GOAL 10: World War II and the Beginning of the Cold War (1930s- 1963) - The learner will analyze United States involvement
in World War II and the war's influence on international affairs in following decades.
Ideal Goal Pacing: 8 Days
Approx. Number of EOC Items: 8-9
Level of Thinking: Evaluating
Textbook Correlation/
Support Materials
Sample Test Items
Objective
10.05 Assess the role of
organizations established to
maintain peace and examine their
continuing effectiveness.


Major Concepts
balance of power
organization for peace
Essential Questions
 How are civil liberties challenged
in times of conflict?
 How has our view of the world
been shaped by the size,
location, and natural resources
of the U.S.?
 Why is war, or the threat of war,
used to resolve world conflicts?
 Why was World War II a major
turning point in the history or the
nation?
The Americans (McDougal):
 United Nations, p. 792, 809
& 831
 NATO, p. 814 & 830
 UN Police Action, pp. 817 818
 The Arms Race, pp. 828 830
 Warsaw Pact, pp. 830 w/map
America: Pathways to the
Present Supplemental
Resources:


President Eisenhower’s
Farewell Address, 1961 –
Sounds of an Era Audio CD
The Ugly American –
Biography, Literature, and
Comparing Primary Sources
Booklet
Globe Fearon:
 pp. 428-434
In June 1950, the Korean War
began when which of the following
events occurred?
A. South Korea crossed the 38th
parallel and invaded North
Korea.
B. China declared war on South
Korea.
C. North Korea invaded South
Korea.
D. The United Nations refused to
recognize the Soviet Union.
Which of the following organizations
was not organized as a result of the
Soviet threat?
A. NATO
B. EPA
C. CIA
D. NSC
Primary Source:
 United Nations Charter
Internet Connections:
Go to the actual organization
name and find:
 www.nato.int/
Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008
Big Idea: Conflict
Instructional/
Differentiation Strategies
Lesson Ideas:
Students will list reasons
regarding why the U.S. joined
the United Nations even though
it had not supported the League
of Nations.
Students will research the role of
the United Nations as a peacekeeping organization and create
an annotated timeline of U.N.
actions from WWII to 1963.
Students will use a matrix to
consider the advantages and
disadvantages to citizens whose
nations joined NATO and debate
whether those nations were
more secure or acquired a false
sense of security.
Students will complete an
organizational chart of various
UN agencies and describe the
function of each. They will rate
each organization (from 1-5) on
how well the agency is serving
the cause of world peace.
10
Charlotte-Mecklenburg Schools
U. S. History Alignment Guide
10.05 cont.




www.infoplease.com/ce6/hist
ory
www.un.org
www.oas.org
www.un.org/docs/sc/
Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008
11