Course Name: U.S. History II: Reconstruction to the Present, 1877-Present Course Number:
Core Text: American Anthem
Major Concept: World War II (1939-1941)Chapter 23
The Rise of Dictators
The War in Europe
U.S. Entry
National Mobilization for War / US II Learning Standards:
USII.14 Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy. (H)
USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan). (H)
· Fascism in Germany and Italy
· German rearmament and militarization of the Rhineland
· Germany’s seizure of Austria and Czechoslovakia and Germany’s invasion of Poland
· Japan’s invasion of China and the Rape of Nanking
· Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferences
Seminal Primary Documents to Read: President Franklin Roosevelt, “Four Freedoms,” speech (1941)
Seminal Primary Documents to Consider: Justice Robert M. Jackson’s opinion for the Supreme Court in West Virginia State Board of Education v. Barnette (1943) and Learned Hand’s The Spirit of Liberty (1944)
Pacing Guide: February 9 – February 26 (9 days)
Key Questions:
How did the provisions of the Treaty of Versailles affect Germany?
What factors created an atmosphere in which totalitarian governments were able to come to power?
Are totalitarian government’s acceptable forms of governments in times of crisis?
What events during the 1930’s exemplified the aggressive nature of fascist regimes?
What was the motivation for Neville Chamberlain’s policy of appeasement?
Can the policy of appeasement ever secure peace?
How was Germany able to build up its military in the face severe economic hardship?
How did Germany’s actions in 1939 trigger the start of WWII?
Why do you believe that Churchill was opposed to appeasement?
Why do you believe Stalin sided with Germany rather than the Allies?
Where did German forces turn after the invasion of Poland?
What might have happened in Western Europe if the allies had attacked Hitler in 1939, or early 1940?
What developments increased tensions between the United States and Japan in East Asia?
What is isolationism why was it a strong force in the United States in the 1940’s?
Who agreed with the idea of isolationism and why?
What law resulted from these ideas?
What were the pressures for intervention in the 1930’s?
How did the United States support Great Britain in the 1940’s?
Is “neutrality” unilateral?
How did the United States armed forces mobilize to fight WWII?
Why were so many people willing to serve their country? / Skills and Outcomes: When students have finished studying this topic they will know and be able to:
Preview WWII using the PIC method
Interpreting Visuals: Analyze the primary source photograph on page 736-737
· Who and what is the subject of this photograph?
· What is the focus of the event and what might its purpose be?
· Is it significant that everyone is dressed in military uniform? Explain.
Examine the timeline
· What do you believe that Roosevelt meant when he claimed the US was an ‘arsenal of democracy?’
· How did events in Europe and Japan impact the US?
Preview: The Rise of Dictators using PIC method
Read the “The Master Race Loses the Race”.
How did Hitler believe the Munich Olympics would help Germany?
How did Jesse Owens disprove Hitler’s views on race?
· Take notes identifying post first world war problems in Europe using 2 column notes
· Analyze picture p. 739 – I see/ It means
· Taking notes graphic organizer- demonstrating the similarities between the totalitarian leaders in Europe
· Read Hitler Takes Action p.744-745 using 2 column notes -
Section 2 Europe Erupts in War
Preview: Europe Erupts in War using PIC method
Preview:
· Read the inside story: How do you stop an attack that is as fast as lightning? - How did the German War machine work?-What does Blitzkrieg mean?
· Look at the Picture on page 746 – 747 describe how this battle scene is different to a battle scene you have seen in WWI. (How has warfare changed?)
Taking Notes
· Students will read pages 747-750 and take notes on the graphic organizer page p.746
Map Activity
· Look at the map on page 749 answer Geography skills questions.
Primary Source Activity – Refer to Nanking massacre primary source (Primary source section of binder). Mark up the text and complete APPARTS chart.
Section 3 The United States Enters the War
Preview: The United States Enters the War using PIC method
Preview:
· Read The Inside Story. What was Lindbergh afraid of? What did he think would happen if the United States got involved?
Note making:
· Notemaking on subtopic of American isolationism. Two column notes outlining who the isolationists were, how Roosevelt felt about isolationism and how Congress responded.
Primary source activity:
· Read the “Four Freedoms” speech on Pages R83-84. Analyze why the speech was given and identify the views Roosevelt is expressing in this speech.
· Read “Preparing for War” Pages 754-755. List the events on a timeline that suggest the US was headed toward war.
· Read “Japan Attacks Pearl Harbor” and describe America’s reaction to the attack.
Section 4 Mobilizing for War
Preview: Mobilizing for War using PIC method
· I see it means – Photograph p. 758
· Read Inside Story -
Primary Source Activity
· Look at the propaganda poster p.759 answer skills focus questions
Taking notes
· Using 2 column notes students will take notes on the ways the United States mobilized its military, industry and science for World War II
Examine the photograph p. 762 I see/It Means
Identifying Cause and Effect
· How did mobilization trigger a fight for freedom among minority groups in the United States. / Suggested Assessments:
Expository Writing Have students prepare an interview with Mussolini for a profile in a news magazine to be published in 1922. Each student must prepare 10 questions they would ask Mussolini about his rise to power and his future plans for Italy. Students should use their text to come up with answers for those questions. *As an extension students can act out their interviews with a partner.
Persuasive writing: Do you believe Neville Chamberlain’s policy of appeasement was an appropriate reaction to the German acts of aggression in the 1930’s? Defend your position with evidence from your textbook. Use Open Response rubric or Alternative Assessment Handbook #43.
Expository Writing: You are a reporter for the New York Times. Your job is to write a commentary documenting the acts of German aggression in Europe. Your article should include a headline, pictures and captions to heighten public awareness of events in Europe. Use the text book and reliable internet sources for your news journal.
Sequencing: Create a box sequence chart demonstrating the events that led the United States away from its isolationist position and into WWII.
OR
Persuasive writing assignment Students will provide written arguments to support or reject the idea that the United States was successful in maintaining neutrality between 1932 and 1940.
Descriptive journal writing
Assume the point of view of an American Citizen in late 1941 to 1942. Students can pick a variety of perspectives from which to write. The journal should describe the changes that are occurring as a result of the American involvement in War and how these changes affected the lives of Americans.
Chapter Cover: Should contain, chapter title, section headings, illustrations, pictures, graphics, timelines, maps, captions.