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Name _____________________________ Class _________________ Date __________________

The United States in World War II

Copyright © by Holt, Rinehart and Winston. All rights reserved.

1 Interactive Reader and Study Guide

CHAPTER SUMMARY

COMPREHENSION AND CRITICAL THINKINGUse information from the graphic organizer to answer the following questions.

1. Identify Describe the course of the war in the Pacific.

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2. Make Generalizations How was the United States able to support huge militaryforces in both the European and Pacific theaters?

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3. Evaluate In what ways do you think World War II influenced the history of theUnited States and why?

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Name _____________________________ Class _________________ Date __________________


Section 1



Key Terms and People

wolf pack a group of German submarines that hunted Allied and U.S. ships

Erwin Rommel German general who commanded Nazi forces in North Africa

Dwight D. Eisenhower U.S. general who led Operation Torch and Operation Overlord

Operation Torch U.S. invasion of North Africa

Tuskegee Airmen first unit of African Americans to receive U.S. military pilot training

Operation Overlord the plan to invade the mainland of Europe

D-Day code name for the day Operation Overlord would begin, June 6, 1944

Battle of the Bulge battle in which Germans pushed back Americans but finally lost

George S. Patton American general in the invasion of Europe

Section Summary

THE BATTLE OF THE ATLANTICUsing its submarines, or U-boats, Germany sank shipsand supplies headed for Great Britain. The U-boatsoperated at night in groups called wolf packs. By1941, Germany controlled the Atlantic Ocean.

After joining the war, the United States built shipsand aircraft to protect convoys. Convoys are groups ofships that sail together for protection. To find the U-boats, Allied aircraft used radar. In 1941, the Allieslearned how to decode German military messages. Intime the Allies took control of the Atlantic Ocean.

THE WAR IN THE SOVIET UNIONIn the summer of 1941 the Nazis invaded the SovietUnion. The Soviet army fought back but was forced toretreat. Finally the freezing Russian winter stoppedthe Germans. They encircled the city of Leningrad fortwo years but could not conquer it.

In the spring, the Germans tried to push farther.Their target was the city of Stalingrad. In some of theworst fighting of the war, the Soviets began to pushthe Nazis back toward Germany.

MAIN IDEAAfter entering World War II, the United States focused first on the war in Europe.

What four factors helpedthe Allies win the Battle ofthe Atlantic?

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What finally slowed the firstGerman advance acrossthe Soviet Union?

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Section 1



Why did OperationOverlord require complexplanning?

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U.S. FORCES IN NORTH AFRICA AND ITALYIn North Africa, the British fought the Italians toprotect Mediterranean shipping, especially oil. Nazitroops came to help the Italians, and both fought underGeneral Erwin Rommel. U.S. soldiers, led byAmerican Lieutenant General Dwight D.Eisenhower, joined the fight in Operation Torch, theinvasion of Morocco and Algeria. It took two years tobeat Rommel’s forces.

In July 1943 the Allies then invaded Italy. TheItalian people gave up, but German forces rushed in tostop the Allies. The fighting was hard. Taking part inthe fighting were the heroic Tuskegee Airmen, thefirst unit of African American pilots in the U.S.military. In June 1944 the Allies entered Rome.

THE INVASION OF FRANCEBy early 1943, the Allies were planning OperationOverlord, the main invasion of Europe, to be led byGeneral Eisenhower. For a year they collected hugeamounts of troops, ships, and other materials.

The attack began on June 6, 1944, called D-Day, onthe beaches of Normandy, in northern France. By lateJuly the Allies passed the German lines in Normandy.By the end of August they had freed Paris.

Throughout the fall, the Allies moved towardsGermany. That December, the Germans battled back.They pushed a bulge into the American lines, and theBattle of the Bulge lasted over a month. It was finallywon with the help of troops brought by AmericanLieutenant General George S. Patton. By the end ofJanuary, the battle was won and the Allies continuedtheir push into Germany.

CHALLENGE ACTIVITYCritical Thinking: Design If you were part of the team planning theinvasion of Normandy, what weapons, supplies, and materials would yoursoldiers would need to make the landings and survive the first few weeks?

How was the battle forNorth Africa like the Battleof the Atlantic?

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The United States in World War II Chapter TestForm A


1 Progress Assessment

MULTIPLE CHOICE For each of the following, write the letter of the bestchoice in the space provided.

_____ 1. After heavy early losses fromU-boat attacks, the Allies firstchose what strategy to protecttheir ships?a. using advanced sonar

devices to detect U-boatsb. traveling in large convoys

that included armed shipsc. using new torpedo

technology to sink U-boatsbefore they could attack

d. breaking the German codeso that U-boat movementscould be tracked

_____ 2. Control of North Africa wasimportant to the Allies becausea. it kept shipping lanes on the

Mediterranean Sea open.b. it distracted the Axis powers

and kept them fromattacking Great Britain.

c. it was the source of criticalsupplies, such as uraniumand iron.

d. it was important to troopmorale that the Allies havesome success against theAxis forces.

_____ 3. What was the primary purposeof Operation Overlord?a. to drive the German troops

from Russiab. to launch a force behind

German lines and attackfrom the North

c. to drive the German forcesfrom France

d. to free Italy fromMussolini’s control

_____ 4. Which of the following bestdescribes why relatively fewJews were able to emigratefrom Germany to the UnitedStates?a. German Jews did not think

that German citizens wouldsupport Hitler’s efforts toexterminate them.

b. Germany closed its bordersand would not allow Jews toleave.

c. The United States limitedimmigration because of itsweak economy and its lackof understanding of theGerman atrocities.

d. The United States viewedall Germans with suspicion,and the government wasconcerned that GermanJews would be mistreated ifthey immigrated.

_____ 5.

“And we say that the war willnot end as the Jews imagine itwill, namely with the uprootingof the Aryans, but the result ofthis war will be the completeannihilation of the Jews.”

Which of the following peoplemost likely made thisstatement?a. Stalinb. Churchillc. Eisenhowerd. Hitler

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_____ 6. The Battle of the Coral Seawas a significant event in thePacific becausea. it was the first time Allied

forces had stopped theJapanese advance.

b. it represented the first timethat Allied naval strengthexceeded Japanese navalstrength.

c. it was the first time that theAllies fought a battle on theland, sea, and air.

d. it represented the first majorAllied defeat in the Pacific.

_____ 7. The Japanese impressedAmericans at Iwo Jima andOkinawa primarily with theira. superior strategy.b. willingness to surrender

quickly in the face of amuch larger force.

c. determination to fight to thelast man even when defeatwas certain.

d. ability to fight withprimitive weapons but stillinflict massive casualties.

_____ 8. Which of the following bestdescribes Hollywood’s roleduring World War II?a. It made movies supporting

the war effort.b. It made fewer movies

because many actors hadjoined the Army.

c. It resisted governmentefforts to make moviessupporting the war.

d. It made many moviesexposing the Holocaust.

_____ 9. Use the image below toanswer the following question.

The sacrifice these womenwere being asked to makemost likely involveda. giving up cooking one day a

week to make more foodavailable for the troops.

b. giving up cooking andtaking a factory job.

c. donating metal pots andpans to scrap drives.

d. not buying any pots andpans until the war ended.

_____ 10. Why was Hitler’s decision todefend the Rhine Riverunwise?a. The Allies still crossed the

river and captured a quartermillion German soldiers.

b. While the Germans weredefending the Rhine, theAllies attacked Berlin.

c. The Allies bombarded theriver as the German armycrossed it.

d. The river’s fierce currentdrowned many Germansoldiers as they crossed it.

Name _____________________________ Class _________________ Date __________________




PRACTICING SOCIAL STUDIES SKILLS Study the passage below andanswer the question that follows.

“I wrote to my mother and told her I hadn’t been able to see mybrother, but I was sure everything was going all right. You see, we hadfour brothers in the service, and all of them were wounded. And aftereach wound, the government sends a telegram to the mother. We werea close family, and my mother had gotten all those telegrams. Weknew what she was going through. So I didn’t want to add any burdenon her.”

—John Killeen, quoted in War Stories: Remembering World War II

_____ 1. What is the writer’s primary concern in this passage?a. that his family has sent five sons to warb. that he cannot find his brotherc. that his mother is bearing the emotional pain of having several wounded

sonsd. that the government is providing incomplete information about the extent

of the wounds

FILL IN THE BLANK Read each sentence and fill in the blank with theword or phrase in the word pair that best completes the sentence.

1. In hunting for Allied ships, German U-boats traveled in groups known as

______________________ and attacked at night. (convoys/wolf packs)

2. _______________________ were prisons in which Jews and others consideredinferior by the Germans were held. (Concentration camps/Ghettos)

3. In June 1942 Japan’s great advantage in naval forces was erased by the American

victory in the _______________________. (Battle of Midway/Battle of Iwo Jima)

4. One way that the U.S. government dealt with wartime shortages was to institute

_______________________, which limited the amount of certain products that

people could get. (the Barnette ruling/rationing)

5. At the end of World War II, the _______________________ was established to workto prevent future wars. (League of Nations/United Nations)

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TRUE/FALSE Indicate whether each statement below is true or false bywriting T or F in the space provided.

_____ 1. The Soviet Union was drawn into World War II before the United States.

_____ 2. Hitler used the military strength of the Jews to build suspicion and racism thatled to the Final Solution.

_____ 3. Douglas MacArthur vowed to return to the Philippines after being forced toabandon his troops on the Bataan Peninsula.

_____ 4. Ernie Pyle was among a group of battle-hardened reporters who gave liveradio broadcasts from positions near the front lines.

_____ 5. World War II ended in the Pacific earlier than the fighting in Europe did.

MATCHING In the space provided, write the letter of the term, person, orplace that matches each description. Some answers will not be used.

_____ 1. German general who fought in North Africa

_____ 2. Segregated unit of African American pilots

_____ 3. Information and ideas designed to gainsupport for a cause

_____ 4. Systematic murder of millions of Jews andothers by the Nazis

_____ 5. Marines from the Navajo nation thattransmitted vital military information

_____ 6. Forced relocation and confinement ofJapanese Americans during the war

_____ 7. Location of conference between Roosevelt,Churchill, and Stalin near the end of the war

_____ 8. American general who commandedOperation Overlord

_____ 9. Island near Japan from which the finalassault on Japan was to be launched

_____ 10. City on which the first atomic bomb wasdropped

a. code talkers

b. disinformation

c. Dwight D. Eisenhower

d. Erwin Rommel

e. George S. Patton

f. Hiroshima

g. Holocaust

h. internment

i. Iwo Jima

j. Okinawa

k. propaganda

l. Tuskegee Airmen

m. Yalta

Name _____________________________ Class _________________ Date __________________

The United States in World War II Chapter TestForm B



SHORT ANSWER Answer each of the following questions in completesentences. Remember to use specific examples to support your answers.

1. What was the goal of Operation Overlord, and where did this operation occur?

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2. What did the Nazi leaders consider to be the Final Solution?

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3. What effects did the Japanese attack on Pearl Harbor have on the Japanese? Whateffects did it have on Americans?

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4. Name three ways Americans at home supported the war effort.

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5. What happened to Germany after the end of the war?

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PRACTICING SOCIAL STUDIES SKILLS Study the map below andanswer the question that follows.

1. What can you conclude from the map about the main purpose of German air raidsduring the war?

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Name _____________________________ Class _________________ Date __________________

A Champion of Democracy Unit TestForm A




_____ 1. Hitler persecuted the Jewsbecausea. he believed the Jews were

superior to the German race.b. he claimed that the presence

of Jews in Germanythreatened to harm thepurity of the German race.

c. Jewish businesses weremore successful thanGerman businesses.

d. the Nuremburg Laws gaveJewish citizens too manycivil rights.

_____ 2. What was a key goal of theYalta Conference?a. to divide Berlin into three

sectorsb. to agree on what countries

could join the UnitedNations

c. to encourage the SovietUnion to provide weaponsto Great Britain

d. to reach an agreement onwhat to do with Germany

_____ 3. How did President Eisenhoweruse brinkmanship and thethreat of massive retaliation toprevent war with the SovietUnion?a. He stockpiled nuclear arms.b. He increased the army’s

reliance on new tanks.c. He developed smaller

nuclear arms.d. He had the navy launch

submarines to monitor themovements of Sputnik.

_____ 4. Why did the Japanese militaryinvade Manchuria?a. The Chinese had sunk

several Japanese ships.b. The Japanese government

was weak.c. The military wanted

Manchuria’s land andresources for the Japanesepeople.

d. The Japanese governmentwas under civilian control.

_____ 5.

“The peace, the freedom, andthe security of 90 percent ofthe population of the world isbeing jeopardized by theremaining 10 percent who arethreatening a breakdown of allinternational order and law.”

—Franklin D. Roosevelt,October 5, 1937

Which people make up the 10percent that Roosevelt isreferring to in the quote?a. the Alliesb. the Soviet Unionc. Spaind. aggressive countries, such

as Germany, Japan, andItaly

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_____ 6. Why did Stalin feel justified incontrolling Eastern Europe?a. Eastern Europe had all been

part of the Russian Empirebefore World War II.

b. The Soviets wanted controlof East Berlin.

c. A line of Soviet-friendlynations would increase thesecurity of the SovietUnion.

d. Stalin needed to increase theamount of farmlandavailable for Russians.

_____ 7. The World Bank wasestablished toa. prevent another Great

Depression.b. ensure that all countries had

access to UN funds.c. increase trade between

Europe and the SovietUnion.

d. lend money to poorcountries to help withprojects that could providejobs and wealth.

_____ 8. Why did the Allies decide notto attack Germany in 1940?a. They wanted to concentrate

their forces in Belgium.b. They hoped Germany would

weaken its forces by tryingto break through France’sdefenses.

c. They were relying onDenmark and Norway tostop German forces.

d. They were following thepolicy of appeasement.

_____ 9. Use the image below toanswer the following question.

The political cartoon illustratesMcCarthyism. What does thewater most likely represent?a. false accusations and the

abandonment of democraticideals

b. the fear of communismc. secret Communist activity

in governmentd. Senator Tydings’s proof

against Senator McCarthy

_____ 10. The U.S. policy of internmentduring World War II involveda. imprisoning anyone who

opposed the Barnette ruling.b. keeping German prisoners

of war in West Berlin.c. keeping Japanese prisoners

of war on Midway Island.d. removing people of

Japanese background fromthe U.S. West Coast.

Name _____________________________ Class _________________ Date __________________




PRACTICING SOCIAL STUDIES SKILLS Study the passage below andanswer the question that follows.

“Early that day, August 7th, the Japanese radio broadcast for the firsttime a succinct announcement that very few, if any, of the people mostconcerned with its content, the survivors in Hiroshima, happened tohear: ‘Hiroshima suffered considerable damage as the result of anattack by a few B-29s. It is believed that a new type of bomb was used.The details are being investigated.’

“Those victims who were able to worry at all about what happenedthought of it and discussed it in more primitive, childishterms—gasoline sprinkled from an airplane, maybe, or somecombustible gas, or a big cluster of incendiaries. . . .”

— John Hersey, from Hiroshima

_____ 1. Why were the victims thinking of the bomb in primitive, childish terms?a. They were too injured to think clearly.b. They did not care what kind of bomb was used.c. The bomb was a new type, and they were not familiar with it.d. They could not hear the radio broadcast.

FILL IN THE BLANK Read each sentence and fill in the blank with theword or phrase in the word pair that best completes the sentence.

1. The Allied victory at ______________________ set a pattern of fighting that usedcaptured islands as stepping stones for future military actions.(Guadalcanal/Midway)

2. _______________________ said appeasement was cowardly and would lead to war.(Neville Chamberlain/Winston Churchill)

3. When the relationship between Egyptian leader Gamal Abdel Nasser and the Soviet

Union deepened, the United States withdrew its financial support for the

_______________________ building project. (Suez Canal/Aswan Dam)

4. Although it was established to investigate a whole range of radical groups, the House

Un-American Activities Committee eventually came to focus solely on the threat of

_______________________ in the United States. (communism/McCarthyism)

5. The Office of War Information created _______________________ in order toinfluence the thoughts, feelings, and actions of the public. (war bonds/propaganda)

Name _____________________________ Class _________________ Date __________________




TRUE/FALSE Indicate whether each statement below is true or false bywriting T or F in the space provided.

_____ 1. The Final Solution refers to the Allies’ plan to divide Germany after WorldWar II.

_____ 2. SEATO was created to address concerns that Vietnamese voters wouldchoose a Communist government in the elections of 1956.

_____ 3. Under the totalitarian regime that he established in Italy, Mussolini exercisedtotal control over daily life in the country.

_____ 4. The GI Bill helped U.S. veterans attend college or receive job training.

_____ 5. During the Nuremburg trials, Nazis were tried for invading Poland andstarting World War II.

MATCHING In the space provided, write the letter of the term, person, orplace that matches each description. Some answers will not be used.

_____ 1. Japan, Germany, and Italy

_____ 2. Hostility toward and prejudice against Jews

_____ 3. A meeting of the heads of government

_____ 4. Giving in to Hitler’s demands

_____ 5. Particles of radioactive material produced bynuclear explosions

_____ 6. Allies’ planned invasion of France

_____ 7. Native Americans who translated messagesinto a coded version of the Navajo language

_____ 8. Germany’s democratic government afterWorld War I

_____ 9. U.S. senator who charged that hundreds ofCommunists were working in the U.S.government

_____ 10. Top-secret program to build an atomic bomb

a. appeasement

b. Operation Overlord

c. Joseph McCarthy

d. John Foster Dulles

e. anti-Semitism

f. Weimar Republic

g. Holocaust

h. summit

i. the Allies

j. nuclear fallout

k. Axis Powers

l. Manhattan Project

m. code talkers

Name _____________________________ Class _________________ Date __________________

A Champion of Democracy Unit TestForm B



SHORT ANSWER Answer each of the following questions in completesentences. Remember to use specific examples to support your answers.

1. Name one of the roots of the Cold War.

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2. What did American citizens do in their homes and communities to prepare for nuclearattack during the Cold War?

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3. Name three ways American women filled military roles during World War II.

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4. Why were routine defensive measures not in place at Pearl Harbor before theJapanese attack?

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5. How did Stalin spread communism in Eastern Europe?

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PRACTICING SOCIAL STUDIES SKILLS Study the map below andanswer the question that follows.

1. What is the significance of the 38th parallel?

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Lesson Plans for Differentiated InstructionThe United States in World War II


1 Teacher Management System

Section 1: Europe and NorthAmerica

SUPPORTING ENGLISH-LANGUAGEINSTRUCTIONVocabulary Analysis (30 minutes)Recognizing Conflict Verbs This section contains manyspecific verbs describing battles and other types of conflict.Ask students to write down any unfamiliar words as they read,and find their meanings in a dictionary. Possible wordsinclude: destroy, attack, collapse, perform, besiege, conquer,drive, aid, support, perish, defeat. Have students share thewords they found and defined for their classmates.

SUPPORTING SPECIAL EDUCATIONINSTRUCTIONSummarizing Information (40 minutes)Recognizing the Main Idea Remind students that eachparagraph they read in this section will have a main idea.Encourage them to summarize each paragraph they read bywriting its main idea in a sentence. Point out that theircompleted set of main ideas will serve as an excellentsummary of the section, which can be used for review.

SUPPORTING ADVANCED/GATE INSTRUCTIONExpanding Information (40 minutes)Finding Primary Sources Many resources exist, bothonline and in text form, that describe first-hand theexperiences of American soldiers during World War II. Askstudents to find first-hand accounts of the war experience.Resources include family members, TV documentaries,newspapers from the era, and collections of letters or reports.Have students share with their classmates the location of theevent described, the date, the main events, and some newthings they learned about the war.

Resources

• Spanish ChapterSummaries Audio CDProgram

• Differentiated InstructionModified Worksheets andTests CD:– Vocabulary Flash Cards– Vocabulary BuilderActivities– Chapter ReviewActivity– Chapter Test

• Pre-AP Activities Guide

Teacher TipDiscuss the first fewparagraphs with students,asking volunteers to providea main idea sentence foreach one. Point out that themain idea is sometimescaptured well by a sentencein the paragraph. If so,students should feel free tocopy this sentence into theirsummaries. Otherwise,students should make uptheir own sentences.

Section 2: The Holocaust

SUPPORTING SPECIAL EDUCATIONINSTRUCTIONAnalyzing Information (40 minutes)Supporting a Main Idea After students read the section,ask them to help you devise a main idea sentence describingthe experience of Jews in Europe during World War II.

Discipline ConnectionLiterature: Have studentsread The Diary of AnneFrank. If enough students areinterested, encourage them toread and then perform scenesfrom the dramatized versionof the classic work.




Encourage students to keep the main idea quite general, forexample, “Jews were treated horribly in Europe during WorldWar II.” Ask students to create a main idea and details chartand write the agreed-upon sentence in the Main Idea box, thenreread the section to find supporting details. Encouragestudents to include at least five details to support their chosenmain idea.

SUPPORTING ADVANCED/GATE INSTRUCTIONExpanding Information (40 minutes)Dramatizing Important Events Encourage interestedstudents to do additional research on the Internet or in thelibrary about events touched on in this section, such as theWarsaw ghetto uprising or the Nuremberg Trials. Students canwork in pairs or small groups to write and act out short playsdramatizing their chosen events.

Graphic OrganizerMain Idea and DetailsChart

Section 3: The War in the Pacific

SUPPORTING ENGLISH-LANGUAGEINSTRUCTIONVocabulary Analysis (30 minutes)Understanding Military Terms In this section studentswill encounter many military terms. They refer to events thattake place and equipment that is used on land, in the air, andat sea. Use these three phrases as heads for a three-columnchart. Ask students to note military words and phrases as theyread, then discuss them as a class and write them in theappropriate section. (Be sure students include soldier, sailor,and pilot, and Navy and Army.) Using the photos anddiagrams in the section and elsewhere in the chapter, helpstudents understand the meaning of each term. Students maydisagree about where to write some terms, such as aircraftcarrier. Ask students to explain their reasoning and help themarrive at a reasonable solution.

SUPPORTING SPECIAL EDUCATIONINSTRUCTIONVisualizing Information (15 minutes)Mapping the Pacific Theater Display a large map of thePacific Ocean on which island names can be read. Askstudents to skim before reading and locate place names. Havestudents work together to find these names on the map andmark them with flags or pins. Students can use the map as areference when they read the section again more carefully.

Language TipRemind students that theprefix in- usually means not.The word invaluable.however, does not mean notvaluable. Rather, it meansunable to be valued, that is,unable to be given a definedvalue. A synonym for this ispriceless.

Discipline ConnectionGeography: Although manyplace names in the Pacifichave not changed sinceWorld War II, there areexceptions. Explain tostudents that Burma is nowknown as Myanmar. Studentscan use a self-stick note tolabel this country andIndonesia with their formernames.




Section 4: The Home Front

SUPPORTING ENGLISH LANGUAGEINSTRUCTIONReading (30 minutes)Analyzing Text Structure: Descriptive NarrationExplain to students that in this section of the text, they willlearn about several ways that Americans helped out at home inthe United States during World War II. Ask students to lookfor these ways as they read, and write each of them down.When students have finished reading the section, have themshare their lists and compile one master list.

SUPPORTING SPECIAL EDUCATIONINSTRUCTIONInterpreting Information (40 minutes)Creating a Visual Representation As students read, askthem to note the many ways that Americans at home aided inthe war effort. Students should choose one of the ways andmake a poster showing people participating in that activity.Remind students that posters like these were used toencourage all Americans to help out. Ask students to thinkabout ways they can make their chosen activity appeal toviewers of their poster.

SUPPORTING ADVANCED/GATE INSTRUCTIONEvaluating Information (40 minutes)Debating Propaganda Students will read about the manyways that Americans were encouraged, compelled, and evenforced to aid the war effort. Ask them to think about whetherthey believe these efforts were justified, or if they went toofar. Pair students and ask them to take opposing viewpoints onthe issue and prepare information to use in a debate on thetopic. Encourage students to do additional research if desired.Ask students to present their debate to the class.

Vocabulary TipExplain that front is amilitary term for an areawhere combat is taking place.The home front is an informalterm meaning, simply, home,or the United States, duringwartime. Using this term alsoimplied that, like the soldiers,Americans remaining athome had responsibilities inthe war.

Teacher TipIf your students areunfamiliar with debate rulesand strategies, you will needto provide rules, whether youuse Robert’s Rules of Orderor design your own lessformal rules. In either case,make sure debaters andobservers understand that thewinning debater is the personwho best presents his or herarguments and deflates thoseof the opponent, NOTnecessarily the person withwhom the listener agrees.

Section 5: The War Ends

SUPPORTING SPECIAL EDUCATIONINSTRUCTIONPrereading (15 minutes)Creating a Time Line Ask students to skim through thesection to find dates, beginning with January 1945. Ask themto write each date they find, in order, on a time line. Ifstudents need to return to an earlier moment in the time line




and insert an additional date, they should do so by extending avertical line from the correct place on the time line and findinga clear space on their papers to write this new date.

Reading (30 minutes)Completing a Timeline Students will read the section andwrite the important event corresponding to each date on theirtime lines. (They can write each event on the time line, ifroom is available, or on another sheet of paper, but the eventsshould appear in order.) Point out that the events described inthe section took place at overlapping times; for example, inJune 1945, the Japanese were negotiating with the SovietUnion to arrange peace terms, while during the same month50 countries were meeting to establish the United Nations.

SUPPORTING ADVANCED/GATE INSTRUCTIONInterpreting Information (25 minutes)Writing a Letter from the Scene Several monumentalevents in world history are described in this section, includingthe Yalta and Potsdam conferences, V-E Day, the creation ofthe United Nations, and the bombing of Hiroshima. Havestudents write a letter from the point of view of a witness ofone of these events. They can take on the role of a real personsuch as Roosevelt, or of an ordinary soldier or citizen.Encourage students to do additional research about the eventsif they wish to. Remind students to consider the type of personthey are pretending to be, the time period, the person they arewriting to, and the emotions the event would cause.

Teacher TipDepending on the needs andabilities of your students, youmay wish to provide timelines with dates alreadywritten in. Alternatively, youcan lead the students increating their time lines insuch a way that all importantdates are included and spaceis kept available foradditional student writing.

Name _____________________________ Class _________________ Date __________________

The United States in World War II Lesson PlanSection 1

Key: SE = Student Edition TE = Teacher’s Edition CRF = Chapter Resource File



Objectives Students will learn . . .

1. how and why the Allies fought the Battle of the Atlantic.

2. what the key events of the war in the Soviet Union were.

3. what the U.S. forces accomplished in North Africa andItaly.

4. what the events and significance of the Allies’ D-Dayinvasion of France were.

Key Terms and People Preteach the following terms andpeople: wolf pack, Erwin Rommel, Operation Torch, DwightD. Eisenhower, Tuskegee Airmen, Operation Overlord,D-Day, Battle of the Bulge, George S. Patton.

TEACHER NOTES

PRETEACH RESOURCES

___ Before You Read . . . (SE) Preview the Main Idea,Reading Focus, and Key Terms and People.

___ Academic Vocabulary (SE) Review with students thehigh-use academic term in this section.

___ Vocabulary Builder (TE) Point out review terms anddifficult terms in the section.

___ Daily BellringerTransparency: Sec. 1

___ CRF: VocabularyBuilder: Sec. 1

___ DifferentiatedInstruction ModifiedWorksheets and TestsCD-ROM

DIRECT TEACH RESOURCES

___ Teach the Main Idea Activity (TE) Students discussthe Reading Focus questions and then prepare a timelinefor the significant events and issues in this section.

___ History Close-up (TE) The Allied Convoy System

___ Differentiating Instruction: Advanced/Gifted andTalented (TE) Life on a U-boat

___ Collaborative Learning (TE) First-Person Accounts

___ Faces of History (SE) Dwight Eisenhower

___ Map (SE) World War II in Europe and Africa

___ History Close-up (TE) D-Day on Omaha

___ Interactive Reader andStudy Guide: Sec. 1

___ Interactive Skills TutorCD-ROM

___ CRF: Biography,Groups That Made aDifference

___ CRF: Primary Source,Presidential Address onthe Declaration of Waron Japan

REVIEW & ASSESS RESOURCES

___ Close (TE) Review with students the major World WarII battles and operations of Europe and North Africa.

___ Section 1 Assessment (SE)

___ Online Quiz Section 1(keyword: TK)

___ PASS: Section Quiz 1

Name _____________________________ Class _________________ Date __________________

The United States in World War II Section QuizSection 1



MATCHING In the space provided, write the letter of the term, place, orperson that matches each description. Some answers will not be used.

_____ 1. A veteran of the North Africa campaign andthe top British commander of OperationOverlord

_____ 2. City on the Volga River where the Germanssuffered a terrible defeat

_____ 3. German submarines that hunted as a groupand attacked at night

_____ 4. The head of German forces in North Africa

_____ 5. The Allied invasion of France

_____ 6. Formations of several ships intended toprovide protection against submarine attack

_____ 7. The commander of Operation Torch

_____ 8. A segregated unit of African American pilots

_____ 9. The final major German counterattack,launched in late 1944

_____ 10. The Allied invasion of North Africa thatmarked the first combat action by Americansoldiers in World War II

a. Erwin Rommel

b. Operation Torch

c. Anzio

d. Stalingrad

e. Dwight D. Eisenhower

f. Tuskegee Airmen

g. Bernard Montgomery

h. Battle of the Bulge

i. wolf packs

j. Operation Overlord

k. convoys

l. U-boat

m. Kasserine Pass

Name _____________________________ Class _________________ Date __________________





_____ 1. The organization that the U.S.government set up to offerhelp to potential victims ofNazi oppression was called thea. Bergen Commission.b. War Refugee Board.c. Tuskegee Association.d. Wehrmacht.

_____ 2. Which were facilities built bythe Nazis to imprison Jews?a. prisoner-of-war campsb. ghettosc. concentration campsd. detention centers

_____ 3. The Nazis encouragedGermans to riot against Jewsin what has become known asa. Kristallnacht.b. the Holocaust.c. Babi Yar.d. Einsatzgruppen.

_____ 4. The Nazi plan to murder theentire Jewish population ofEurope and the Soviet Unionwas known asa. the Final Solution.b. the Nuremberg Laws.c. Treblinka.d. the War Refugee Board.

_____ 5. A neighborhood in which theNazis would confine Jews wasknown asa. a haus prison.b. an extermination camp.c. a ghetto.d. an enclosure.

Name _____________________________ Class _________________ Date __________________




FILL IN THE BLANK For each of the following statements, fill in theblank with the appropriate word, phrase, or name.

1. Navajo _______________________ serving in the Marines translated messages intoa coded version of the Navajo language.

2. During a _______________________ attack, Japanese pilots attempted to crash theirplanes into American ships.

3. The Japanese advantage on the seas was sharply reduced at the Battle of Midway

by forces led by Admiral _______________________.

4. General _______________________ led the defense of the Philippines.

5. During the _______________________ the Japanese forced captured Americanand Filipino soldiers to march for five days and nights under difficult conditions toprison camps

.

Name _____________________________ Class _________________ Date __________________




TRUE/FALSE Mark each statement T if it is true or F if it is false. If falseexplain why.

_____ 1. Propaganda refers to information and ideas designed to promote a cause.

______________________________________________________________

______________________________________________________________

_____ 2. During World War II, Japanese Americans were given the option ofremaining in their homes or moving to camps in the American West.

______________________________________________________________

______________________________________________________________

_____ 3. The government’s rationing program was quickly struck down asunconstitutional by the U.S. Supreme Court.

______________________________________________________________

______________________________________________________________

_____ 4. For the length of time it served, a unit of Japanese American soldiers receivedmore medals and awards than any unit its size in United States history.

______________________________________________________________

______________________________________________________________

_____ 5. The War Production Board was established to ensure that the military got theproducts and resources it needed.

______________________________________________________________

______________________________________________________________

Name _____________________________ Class _________________ Date __________________




MATCHING In the space provided, write the letter of the term, place, orperson that matches each description. Some answers will not be used.

_____ 1. The B-29 bomber that flew over the city ofHiroshima and released an atomic weapon

_____ 2. To take control of a place by placing troopsin it

_____ 3. The day that Germany’s surrender tookeffect

_____ 4. A 1945 meeting in Germany where Trumantried to convince Stalin to live up to Sovietpromises about postwar Eastern Europe

_____ 5. American general whose air attack on Tokyokilled nearly 84,000 Japanese

_____ 6. River that was a key barrier to reaching theheart of Germany

_____ 7. Program that led to the creation of the atomicbomb

_____ 8. American general who directed the effort tocreate a new, democratic government inJapan

_____ 9. A meeting of Allied leaders that led to anagreement to divide postwar Germany intofour sectors

_____ 10. An organization meant to encouragecooperation among nations and preventfuture wars

a. Douglas MacArthur

b. Manhattan Project

c. the United Nations

d. Rhine

e. Yalta Conference

f. V-J Day

g. League of Nations

h. Enola Gay

i. V-E Day

j. Potsdam Conference

k. Curtis LeMay

l. Danube

m. occupy

the united states in world war ii united states in world war ii section 1 ... their target was the...

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