Description
no ai, answer the questions with 7th to 8th grade writing.
Unformatted Attachment Preview
Rev. 04/04/2019
The Second World War
Credit at a Glance
Lesson Title
Assignments
1
The Drive for an Empire
Pages 4-8
1. I can evaluate the consequences of past decisions to
determine what lessons can be learned for the future.
2. I can analyze the ideas and influence of a government on
its people (and vice versa).
2
The United States and Europe Before World War II
❑
Pages 9-12
❑
1. I can evaluate the consequences of past decisions to
determine what lessons can be learned for the future.
❑
2. I can evaluate how new innovations (ideas) and inventions
❑
(tools) affect politics, economics, and society.
The Course of World War II
❑
Pages 13-16
❑
1. I can use maps and other sources to follow the movement ❑
of people and how they interact with other cultures.
❑
2. I can evaluate the consequences of past decisions to
determine what lessons can be learned for the future.
The Holocaust
❑
Pages 17-24
❑
1. I can evaluate the consequences of past decisions to
❑
determine what lessons can be learned for the future.
❑
2. I can analyze the ideas and influence of a government on
its people (and vice versa).
3. I can examine how bias and prejudice impacts culture(s).
4. I can take on the role of an individual/group and interpret
how they might view events, ideas, and/or conflicts.
The Human Costs of World War II
❑
Pages 25-29
❑
1. I can evaluate the consequences of past decisions to
determine what lessons can be learned for the future.
❑
2. I can examine how bias and prejudice impacts culture(s).
3. I can analyze the ideas and influence of a government on its ❑
people (and vice versa).
Performance Task—World War II Technology and
❑
Casualties
❑
Pages 30-33
❑
1. I can evaluate the consequences of past decisions to
determine what lessons can be learned for the future.
2. I can examine how bias and prejudice impact culture(s).
3. I can analyze the ideas and influence of a government on its
people (and vice versa).
3
4
5
6
World History B
Credit 3
Quick Write Activity
❑ The Drive for Empire in
Germany, Italy, and Japan
❑ Hitler Youth Photo
❑ Lesson 1 Evaluation
❑
Political Cartoon
The United States and Europe
Before World War II
Frayer Model: Appeasement
Lesson 2 Evaluation
Essential Question Review
The Course of World War II
Turning Points of World War II
Lesson 3 Evaluation
Quick Write Activity
The Holocaust
Remember Their Faces
Lesson 4 Evaluation
Essential Question Review
The Human Costs of World War
II
Japanese Attack on Shanghai
Photo
Lesson 5 Evaluation
Background
Performance Task
Additional Resources
L4L-World History B (2017)
Page
i
Rev. 04/04/2019
Student Name______________________________
Introduction
Directions: Read “The Road to World War II” and watch the video “World War II: Crash Course World
History #38” below. Then answer the questions on page 2.
The Road to World War II
A World War is a war that involves a great amount of nations in all different parts of the
world. World War II is the second war to be called a world war, but the first to truly be a
global conflict.
Much of history can be seen as a series of events that are connected to each other, and the road to World War
II is exactly that. In World History B Credit 1, we looked at how Germany was treated for their involvement
in World War I and how the Treaty of Versailles punished the Germans. The economic depression that
spread across Europe allowed many totalitarian dictators to be able to gain power and become leaders of their
countries, as we saw in World History B Credit 2 with Benito Mussolini, Adolf Hitler, and Josef Stalin.
This credit will focus on how these totalitarian governments began to extend their country’s influence by
using military might to conquer other countries around the world, leading to World War II. World War II
involved 61 countries from all over the world, and affected 1.7 billion people. Approximately 85 million
people lost their lives during the course of the conflict.
YouTube search: World War II: Crash Course World
History #38 OR follow the link:
If you do not have internet at home, please make sure you
watch this video at school.
World History B
Credit 3
L4L-World History B (2017)
Page 1
Rev. 04/04/2019
Introduction
Directions: Take a look at the photo below and answer the questions/write your thoughts on this page.
Then, complete the Essential Question.
Symbolism can be a very powerful force, for good or for bad. What does the above symbol mean to you?
What do you feel when you see this symbol? Explain your answer.___________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Essential Question
Is there ever a good enough reason to justify going to war? (You may write, draw, or create a mind map.)
World History B
Credit 3
L4L-World History B (2017)
Page 2
Rev. 04/04/2019
Performance Task Preview
At the end of this credit, you will be asked to complete a Performance Task. Performance
Tasks are designed to evaluate how much you learned while working on your packet. Unlike
a test or essay, a Performance Task can be done in multiple ways, depending on what you
have learned, or on additional directions from your teacher. If you have an idea about how
you want your Performance Task to look, discuss it with your teacher.
For the Performance Task for this credit, you will be focusing on how advancements in war technology and
tactics helped produce casualties in greater numbers than in any war prior to World War II. You will also be
looking into the justification of using this new technology or tactics on the battlefields of World War II.
You will create a document that shows the history of the advancement of war technology or tactics, explains
how war technology and tactics were used during World War II, and discusses whether or not their use during
the war was justified. You will also look at how the advancement of war technology and tactics has affected
the world since World War II and whether or not their use in combat today is still justified. Your Performance
Task can be done as a written project, a visual project, or a combination of both. Before each lesson, look for
the Performance Task Tie-In section to see how that lesson will help you complete your Performance Task.
You should also be keeping the following in mind while completing your work for this credit:
How did the drive for empires led to World War II?
What major events or battles lead to the use of this technology or tactic?
What was the cost of using this technology or tactic in both human and material terms?
Was the use of this technology or tactic justified during the course of World War II?
Is the use of this technology or tactic still justified in today’s conflicts?
Battle of Stalingrad, 1943
Battle of Normandy, 1944
Allied bombing of Berlin
World History B
Credit 3
L4L-World History B (2017)
Page 3
Rev. 04/04/2019
Lesson 1: The Drive for an Empire
Performance Task
This lesson will teach you why Germany, Italy, and Japan began their
campaigns of conquest which led to World War II.
I can compare the drive for empires between Germany, Italy, and Japan.
I can examine the events of the Rape of Nanking and the Hitler-Stalin Pact.
❑
Quick Write Activity
❑
The Drive for Empire in Germany, Italy and Japan
❑
Hitler Youth Photo
❑
Lesson 1 Evaluation
The meaning of the words in bold can be found in the Vocabulary Glossary
at the end of this credit.
Tie-In
Lesson Goals
Lesson Activities
Lesson Vocabulary
World War II
Background
ENGAGE
Rape of Nanking
Hitler-Stalin Pact of 1939
Germany and Italy both lost land after the end of World War I, and wanted
to regain this lost land and their former military strength. This led to both
countries rebuilding their armies and by 1935, began invading other
countries to rebuild their empires. Japan did not suffer any direct losses
due to World War I, but wanted to extend their influence throughout Asia.
Directions: Read the question and write your answer in section below.
Why do you think countries desire empires? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
World History B
Credit 3
L4L-World History B (2017)
Page 4
Rev. 04/04/2019
The Drive for Empire in Germany, Italy,
and Japan
EXPLAIN
After World War I, Italy, Japan, and Germany all sought to increase their might. Italy and Germany still
suffered the effects of the war, and Japan wanted to further the power it had gained during wartime. By the
1930s, all three were led by military dictatorships in which the state held tremendous power and sought to
expand that power by invading neighbor nations.
Italy
Led by: Benito Mussolini
Sought: a “New Roman Empire”
of colonial land
Conquests: Ethiopia in 1935;
Albania in 1939
• After about seven months of
warfare, Italy claimed Ethiopia as
its colony.
Japan
Germany
Led by: a series of military leaders,
with Emperor Hirohito as a
figurehead
Sought: natural resources, new
markets for its goods, and room for
population growth
Conquests: Manchuria, a Chinese
province, in 1931; China in 1937
• From December 1937 to March
1938, Japanese troops massacred an
estimated 350,000 Chinese civilians
in what became known as the Rape
of Nanking.
• During the Japanese occupation,
millions of Chinese were killed and
tens of millions became homeless.
Led by: Adolf Hitler
Sought: to rebuild its army and
assert its strength
Conquests: the Rhineland
(between Germany and France) in
1936; Austria in 1938; the
Sudetenland area of
Czechoslovakia in 1938;
Czechoslovakia in 1939.
• To the west, France and Britain,
desiring peace at any cost, did not
at first try to stop German
aggression.
• To the east, Russia posed no
threat after the Hitler-Stalin Pact
of 1939, in which Germany and
Russia agreed never to attack one
another.
© McDougal Littell/Houghton Mifflin Company
World History B
Credit 3
L4L-World History B (2017)
Page 5
Rev. 04/04/2019
“Berlin, Lustgarten, Kundgebung der HJ”
by Unknown, 1933 C.E.
EXPLORE
Directions: Read the passage and then examine the picture below. Then turn to page 8 and answer the
questions about the picture.
The main goal of Nazi Germany was to create an ideologically and racially “perfect” Germany. One way the
Nazis sought to achieve this goal was through the Hitler Youth. This organization was constructed with the
ideal of “youth leading youth” to prepare the boys and girls to lead in the future. The Hitler Youth was aimed
at 10-18 year olds. There were separate organizations for boys and girls. The task of the boys section was to
prepare the boys for military service. The task of the girls section was to prepare the girls for motherhood.
Boys at the age of 10 joined the Deutsches Jungvolk (German Young People) until the age of 13 when they
transferred to the Hitler Jugend (Hitler Youth) until the age of 18. Girls at the age of 10 joined the
Jungmadelbund (League of Young Girls) and at the age of 14 transferred to the Bund Deutscher Madel
(League of German Girls).
World History B
Credit 3
L4L-World History B (2017)
Page 6
Rev. 04/04/2019
Hitler Youth Photo
ELABORATE
Directions: Use the image on the previous page to help you complete the chart below.
1.
Observation: Look at the picture. Write down your first thoughts about the picture in this box.
2.
Observation: Use the chart below to list people, objects, and activities in the photograph.
People
Objects
Activities
3.
Inference: Based on what you have seen above, list three things you might infer (guess) from this
picture.
4.
Questions: What questions do you have about this picture?
5.
Questions: Where could you find answers to the above questions?
World History B
Credit 3
L4L-World History B (2017)
Page 7
Rev. 04/04/2019
Lesson 1 Evaluation
EVALUATE
Directions: Using pages 4-7 of this credit to answer the following questions below.
1. What was the Rape of Nanking?___________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Define the Hitler-Stalin Pact of 1939.______________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. What similar goals did Hitler, Mussolini, and Hirohito share?____________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. Why was it important to Hitler for the youth of Nazi Germany to join the Hitler Youth or the League of
German Girls? Explain your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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_______________________________________________________________________________________
World History B
Credit 3
L4L-World History B (2017)
Page 8
Rev. 04/04/2019
Lesson 2: The United States and Europe
Before World War II
ENGAGE
This lesson will help you better understand what Europe and the United
States were like before World War II and to better understand the methods
some countries used to try to prevent the war before it occurred.
Lesson Goal
I can understand how appeasement, isolationism, and domestic troubles
affected both Europe and the United States before World War II.
Lesson Activities
❑
Political Cartoon
❑
The United States and Europe Before World War II
❑
Frayer Model
❑
Lesson 2 Evaluation
The meaning of the words in bold can be found in the Vocabulary Glossary
at the end of this credit.
Performance Task
Tie-In
Lesson Vocabulary
Appeasement
Background
Depression
Isolationism
Many countries were suffering from an economic depression after World
War I. These countries also wanted nothing to do with another war, so they
decided on using the policies of appeasement or isolationism in response
to Germany and Italy’s military expansion.
Directions: Look at the cartoon and answer the
questions below.
Which country is represented in this cartoon?
________________________________________
________________________________________
What is the cartoon saying about how this country
was treated before the start of World War II?
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Political Cartoon by Dr. Seuss (Theodor Geisel),
August 13th, 1941
World History B
L4L-World History B (2017)
Credit 3
Page 9
Rev. 04/04/2019
The United States and Europe Before
World War II
EXPLAIN
History can be seen as a series of events that are connected to each other. Below is a
flow chart that helps show the events that led up to World War II. The information
below will help you with this lesson.
Conditions in Europe and the United States in the 1930s
• Great Britain, France, and the United States are suffering severe economic
depressions.
• Great Britain and France, remembering World War I, are determined to
keep the peace.
• Germany and Italy, seeking power, move to conquer other nations.
German and Italian Aggression
1935: Italy invades Ethiopia.
1936: Germany invades the Rhineland, an
area between France and Germany.
1938: Germany annexes Austria and claims
the Sudetenland area of Czechoslovakia.
British, French, and U.S. Reaction
Appeasement: giving in to a potential
enemy in order to keep the peace.
• Great Britain and France, trying to
preserve the peace, do not move to stop
German and Italian aggression.
• At the Munich Conference of 1938,
Great Britain and France agree to let
Germany claim the Sudetenland.
Protest march to
prevent American
involvement in World
War II
Circa 1942
Isolationism: policy of avoiding
political or economic ties to other
countries.
• The U.S. Congress, wishing to stay
out of European affairs, passes three
Neutrality Acts, beginning in 1935.
German and Italian Aggression Continue
1939: In March, Germany occupies Czechoslovakia; in April, Italy invades Albania; On
September 1, Germany invades Poland; on September 3, Great Britain and France declare war on
Germany, and World War II officially begins.
© McDougal Littell/Houghton Mifflin Company
World History B
Credit 3
L4L-World History B (2017)
Page 10
Rev. 04/04/2019
Frayer Model: Appeasement
EXPLORE
Directions: You will use the Frayer Model below to help you better understand the
definition, characteristics, and examples of appeasement.
Definition
Characteristics
Your definition of appeasement in your own words.
Examples/Models
Key ideas or features that makes up appeasement.
Appeasement
Examples of appeasement from around the world.
Non-Examples
Non-Examples of appeasement from around the world.
Circle the statement that you agree with most then explain your
choice.
World History B
Credit 3
1.
I understand this term
2.
I understand the basic idea, but can know more.
3.
I am having a hard time understanding this term right now.
L4L-World History B (2017)
Page 11
Rev. 04/04/2019
Lesson 2 Evaluation
EVALUATE
This lesson has been focused on the roles that appeasement and isolationism had on the road
to World War II. Adolf Hitler and the German military were amazed when both Britain and
France refused to take any action against Germany’s military campaign before 1939.
Below are a few questions that do not have any right answer, but will require you to make
connections and explain why you think the way you do and to give some evidence to support
your answer. .
1. How would World War II have been different if Britain and France decided not to appease Hitler and
Germany?______________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What are some of the benefits of a country taking an isolationist policy? What could be some of the
negatives?______________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Why do you think the Czechoslovakian government was not invited to the Munich Conference? What
does this tell you about how the leaders who attended the Munich Conference felt about the Czech people?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
World History B
Credit 3
L4L-World History B (2017)
Page 12
Rev. 04/04/2019
Lesson 3: The Course of World War II
ENGAGE
This lesson will help you with the evidence you may need for your
Performance Task, including naming strategic battles that occurred during
World War II.
I can identify the Allied and Axis countries.
Performance Task
Tie-In
Lesson Goals
Lesson Activities
Lesson Vocabulary
I can understand the major events and turning points of World War II.
❑
Essential Question Review
❑
The Course of World War II
❑
Turning Points of World War II
❑
Lesson 3 Evaluation
The meaning of the words in bold can be found in the Vocabulary Glossary
at the end of this credit.
Yalta Conference
Allied Powers
Turning Point
D-Day
Background
Axis Powers
Iron Curtain
Two Front War
World War II began in 1939 and lasted until 1945 with the surrender of
Japan. This lesson will focus on which countries were fighting during the
conflict, and will name major battles along the way. This lesson will also
discuss the Yalta Conference, where the Allied Powers decided the fate of
Germany after World War II.
Directions: Revisit your answer to the Essential Question from page 2. In the box below, answer the
Essential Question again, adding in the new information that you have gained in the last two lessons. How
has your answer changed?
Essential Question
Is there ever a good enough reason to justify going to war? (You may write, draw, or create a mind map.)
World History B
Credit 3
L4L-World History B (2017)
Page 13
Rev. 04/04/2019
The Course of World War II
EXPLAIN
The following page has information that will help you with this lesson.
World War II was fought between:
WWII: Europe:
France; “Into
the Jaws of
Death—U.S.
Troops wading
through water
and Nazi
gunfire”
June 6, 1944
C.E.
• the Axis Powers of Germany, Italy, Japan and other minor
nations.
and
• the Allied Powers of Great Britain, the Soviet Union, the
United States, and other nations that came together to fight the
Axis powers.
Major Turning Points in World War II
1940–1941 Germany invades Denmark, Norway, the Netherlands, Belgium, France,
much of Eastern Europe, and the Soviet Union. In Europe, only Great Britain remains
free of German control.
Dec. 7, 1941 Japan bombs Pearl Harbor, Hawaii; the United States enters the war.
Oct. 1942–May 1943 The Allies drive the Axis powers out of North Africa.
Feb. 1943 German forces, weakened by winter Battle of Stalingrad, surrender to the
Russians.
June 4, 1944 The Allies claim victory over Italy.
June 6, 1944 On D-Day, the Allies launch a massive land and sea attack at Normandy in
Northern France; by August, France and neighboring areas are free of Axis control.
Benito Mussolini and
mistress Clara Petacci on
display after being executed
by Italian partisans
April 28, 1945 C.E.
April 1945 Germany faces attacks from Allied forces (west) and Soviets (east).
May 7, 1945 Germany surrenders to the Allies.
Aug. 14, 1945 Japan surrenders to the Allies.
A Continent Divided
The end of World War II brought peace to Europe, but the
continent was left divided. In 1945, even before the war ended, the
Allied leaders met at the Yalta Conference to plan for dividing
Germany into two halves—west and east—in order to weaken it.
But the rest of Europe was left divided into (generally) democratic
western nations and communist eastern nations. The boundary of
this divide was called the iron curtain.
Preserved section of the “Iron Curtain” separating the
Czech Republic from Austria, 2014 C.E.
© McDougal Littell/Houghton Mifflin Company
World History B
Credit 3
L4L-World History B (2017)
Page 14
Rev. 04/04/2019
Turning Points of World War II
ELABORATE
Directions: Read the following information on this page, then answer the question below.
Turning Points
During World War II, there are a few very important moments that historians look at and call a turning
point. A turning point is a time that a decision was made that changed the course of the event. Here are
three major turning points of World War II.
Germany invades the Soviet Union:
Japan bombs Pearl Harbor:
• ignoring the Hitler-Stalin Pact of 1939,
• The United States continued to be neutral during World
Germany sends its troops into the Soviet Union in War II, until Japan bombed Pearl Harbor on December 7,
June, 1941.
1941.
• this now means that Germany is fighting World • Pearl Harbor is in Hawaii, and the attack was a surprise
War II on two sides, or a two-front war.
to everyone in the U.S.
• The war in the Soviet Union was tough due to
the weather and distance away from Germany.
Germany had a hard time in keeping their troops
supplied, finally surrendering in February of
1943.
• The attack caused over 3500 casualties and sank 6 U.S.
military ships.
• President Franklin Roosevelt signed a declaration of war
against Japan the next day, December 8, 1941.
The D-Day invasion of Normandy:
• The Allies launch a major attack on the beaches of Normandy, France on June 6, 1944.
• The day this attack happened on is called D-Day.
• This invasion gave the Allies a major victory in Europe and allowed them to move their armies through
mainland Europe.
1. Which turning point above do you feel had the biggest change to World War II? Explain your answer.
________________________________________________________________________________________
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World History B
Credit 3
L4L-World History B (2017)
Page 15
Rev. 04/04/2019
Lesson 3 Evaluation
EVALUATE
Directions: Use pages 13-15 of this credit to answer the following questions.
1. Which countries joined the Allied Powers?___________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. Which countries joined the Axis Powers?____________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. How did Hitler’s breaking of the Hitler-Stalin Pact of 1939 change the war in Europe?______________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. Why was Japan’s attack on Pearl Harbor so important to the course of World War II?________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
5. How did the Yalta Conference affect Germany and Europe after World War
II?______________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
World History B
Credit 3
L4L-World History B (2017)
Page 16
Rev. 04/04/2019
Lesson 4: The Holocaust
This lesson will focus on the atrocities of World War II, specifically the
Holocaust. This will help you with your Performance Task by looking at
the extremes Nazi Germany went to in order to achieve their goals.
I can examine the Nazi policy of racial purity and how it led to the
Holocaust.
Performance Task
Tie-In
Lesson Goal
Lesson Activities
Lesson Vocabulary
❑
Quick Write Activity
❑
The Holocaust
❑
Remember Their Faces
❑
Lesson 5 Evaluation
The meaning of the words in bold can be found in the Vocabulary Glossary
at the end of this credit.
Concentration Camp
Background
ENGAGE
Holocaust
Genocide
Final Solution
During the course of World War II, Adolf Hitler and the Nazi party built
concentration camps for Jews, the disabled, and minorities living in
Germany-occupied countries. This policy led to what is called the
Holocaust and the massacre of over10 million individuals.
Directions: Read the question and write your answer in section below.
What does the word “Holocaust” mean to you? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________
