timesaving tools teaching transparencies - … ·  · 2015-05-15timesaving tools • interactive...

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806A Chapter 26 Resources Timesaving Tools Interactive Teacher Edition Access your Teacher Wraparound Edition and your classroom resources with a few easy clicks. Interactive Lesson Planner Planning has never been easier! Organize your week, month, semester, or year with all the lesson helps you need to make teaching creative, timely, and relevant. Use Glencoe’s Presentation Plus! multimedia teacher tool to easily present dynamic lessons that visually excite your stu- dents. Using Microsoft PowerPoint ® you can customize the presentations to create your own personalized lessons. The following videotape programs are available from Glencoe as supplements to Chapter 26: World War II: The War Chronicles (ISBN 1–56501–484–7) The War in Europe (ISBN 1–56501–993–8) The War in the Pacific (ISBN 1–56501–994–6) Churchill and the War Cabinet Room (ISBN 1–56501–813–3) The Decision to Drop the Bomb (ISBN 1–56501–600–9) Anne Frank (ISBN 0–7670–1409–X) To order, call Glencoe at 1–800–334–7344. To find classroom resources to accompany many of these videos, check the following home pages: A&E Television: www.aande.com The History Channel: www.historychannel.com R R TEACHING TRANSPARENCIES TEACHING TRANSPARENCIES Chapter Transparency 26 L2 Graphic Organizer Student Activity 26 Transparency L2 CHAPTER TRANSPARENCY 26 World War II (1939–1945) Benjamin Charles Steele, Tayabas Road Hospital, Copyright 1946; from Prisoner of War; Permanent Collection at the North Steele Gallery of Art, Montana State University–Billings. Main Idea Supporting Detail Supporting Detail Supporting Detail Supporting Detail Supporting Detail Supporting Detail Graphic Organizer 1: Main Idea Chart Map Overlay Transparency 26 L2 Europe in June 1942 0 200 200 400 mi. 0 400 km SWITZERLAND SPAIN TURKEY Neutral nations IRELAND P O R T U G A L 60°N 40°N 15°W 15°E 45°E Black Sea North Sea ATLANTIC OCEAN N E S W SWEDEN Mediterranean Sea Map Overlay Transparency 2 6 Enrichment Activity 26 L3 Copyright © by The McGraw-Hill Companies, Inc. Name Date Class During the two world wars that took place between 1914 and 1945, Enrichment Activity 26 1. Based on the total number of military deaths, World War II was almost how many times as costly as World War I?_________________________________________________________ 2. a. Which nation lost the most soldiers in World War II? _____________________________ b. About how many soldiers did this country lose? _________________________________ c. This country mobilized 20,000,000 troops. Military deaths make up what percentage of the total force mobilization? _________________________________________________ 3. a. About how many German soldiers were killed in World War II? ___________________ b. Is this number greater or less than the number of Germans killed during World War I? 4. In which war did the United States lose more soldiers? ______________________________ 5. a. About how many French soldiers were killed during World War I?_________________ b. About how many were killed in World War II? __________________________________ c. Based on your knowledge of the two wars, why did the French lose fewer soldiers in World War II? _______________________________________________________________ 6. Military deaths among the Axis powers made up what percentage of the total deaths in World War II? The Cost of War DIRECTIONS: Use the graphs above to answer the questions below in the space provided. more than 23,000,000 soldiers lost their lives. TOTAL: 8,020,780 World War I TOTAL: 15,000,000 World War II Russia 21.2% Germany 22.6% Austria-Hungary 11.5% Great Britain 11.3% Italy 5.8% France 16.9% Other 10.1% United States 0.6% Italy 0.5% Soviet Union 50% Germany 19% Japan 10% China 3.3% Great Britain 2% United States 1.9% Other 11.9% France 1.4% Primary Source Reading 26 L2 Name Date Class Copyright © by The McGraw-Hill Companies, Inc. Rena’s Promise: A Story of Sisters in Auschwitz W orld War II erupted in 1939 when Hitler invaded Poland. In July 1941, Nazi leaders set into motion a plan to exterminate all the Jews in Europe—the Holocaust. During the next four years, the Nazis rounded up millions of Jews and sent them to concentration camps such as Auschwitz. The following interview describes the experience of one woman sent to the death camp at Auschwitz. She was there from the early days until the camp was liberated by the Allies. Guided Reading In this selection, read to learn how the Jews were sorted for slave labor or death when they arrived at Auschwitz. The brakes squeal with such finality that we know instinctively that our journey has ended. The doors are pushed open to a dull gray haze. We blink at the light stinging our eyes. The sign reads AUSCHWITZ. “Get out of the car,” the Germans order. We shift from blank stares to the business of collect- ing our belongings. “Go quick!” Men in striped caps and uni- forms prod us with sticks, whispering under their breath, “Move quickly. We don’t want to hurt you.” The SS aim their guns, forcing these poor prisoners to hit us so that we jump from the car. And we jump, half dead, with our lug- gage, if we have luggage. It is four feet to the ground. My knees, cramped from being stationary for so long, feel as if they will snap as I land. I turn to help the woman with her baby. A stick taps my shoulder, “Go quick.” I look for the eyes belonging to the voice, but there are only hollow black holes star- ing into my face. “Get in line!” Orders are sharp, punctuated by whips against shining leather boots. “Throw your suitcases over there,” the SS shout. I place mine upright, neatly, next to the growing pile, then turn to ask one of the SS guards, “How are we going to find our suitcases later?” I figure I am a human being, I have a right to ask. “Get in line and shut up!” he yells in my face, pointing his gun at me. The hair on my skin bristles. He doesn’t see that I am human. There is an odor I cannot identify. It is not from human waste or people who have not bathed in days, although those smells are also prevalent. It is the scent of fear permeating the air around me. It is everywhere, in the eyes of the men and women around me, in our clothing and our sweat. The baby isn’t alive anymore, but its mother does not notice the limpness of the form in her arms. Her desperate grasp on its corpse spooks me. There is too much happening. Everything is so hurried, so haphazard, that there is no way to make sense of the situation. I look through the crowd for some direction, for someone to tell me why we are here and what will befall us. I see him. He stands before us, superior and seraphic [angelic], taking control, directing us to go this way or that. He is so neat and refined in his gray uniform; he is gorgeous. I smile into his blue eyes, hoping he will see me for who I am. “Do you want to give up the child?” he asks the woman with the dead baby. “No.” Her head shakes frantically. “Go over there,” he says. How kind of him not to point out to her that her infant is dead, I think to myself. How kind of him to send her over to the group who is obviously weaker. The elderly and the very young are gathered apart from those of us who are stronger, able to work long, hard hours. I have no idea how many men, women, and chil- dren are on the platform, but each of us is told to go either to the left or the right. The direction has no meaning to us. I wonder which way the man in the gray will tell me to go. Parents try to hug their children before they are taken away. “We have to go work.” They try to comfort each other. “You are young enough P RIMARY S OURCE READING26 APPLICATION AND ENRICHMENT APPLICATION AND ENRICHMENT History Simulation Activity 26 L1 Name Date Class Copyright © by The McGraw-Hill Companies, Inc. HANDOUT MATERIAL The Path to War—Planning Form 1. Japan demonstrates its territorial ambitions by expanding into Manchuria and setting up a puppet ruler. 2. Italian forces invade Ethiopia. 3. Hitler occupies the Rhineland. 4. Hitler and Mussolini sign the Rome-Berlin Axis. 5. Germany annexes Austria. 6. Stalin begins secret talks with Hitler. 7. German transports attack Denmark and the Low Countries. 8. Germans begin blitz of London. 9. Japan attacks Pearl Harbor. 10. The Japanese government announces plans for “a new order in greater East Asia.” Decision Making Choose a captain and a recorder. All other students are fact-finders. On each index card, write one response relating to your statement. The group leader will keep track of the time for reviewing the material and writing the facts—30 minutes. The recorder enters the information onto the class chart. Captain Recorder Fact-Finders Individual Work Review the chapter. Below, write the responses that countries made that relate to your topic. Group Work: Action or Nonaction? Your team will write one response on each card. When your leader calls time, hand the cards to your leader. Your leader will read the cards aloud. Decide if the responses involve action or nonaction and then write Aor N on the card. . . 26 H ISTORY S IMULATION A CTIVITY Historical Significance Activity 26 L2 Copyright © by The McGraw-Hill Companies, Inc. Name Date Class In the early 1990s, Germany saw an increase in violent offenses against minority groups. Most of these offenses were against Turks and immigrants from eastern Europe. Many of the major incidents occurred in eastern Germany and were characterized by arson (fire) attacks on immigrant shelters and immigrant residences. Look at the chart and read the accompanying information. Factors Involved In 1989, the Berlin Wall that separated Communist East Germany and democratic West Germany fell. The two parts of Germany were finally united in 1990. Joy over the unification soon turned to unease as the economic situation worsened. Billions of dollars needed to be spent in the eastern part of the country to rebuild the economy and to improve its levels of pro- duction.In spite of these positive changes, Germans in the east grew more nervous as the familiar social and economic structures of the Communist regime disappeared. Unemployment throughout Germany rose to 10 percent by 1994, but reached 25 per- cent or more in parts of the east as factories had to be closed. Yet, while the German economy was feeling the strain of reunifica- tion, in 1992 approximately 1,000,000 immi- grants arrived in Germany from countries in eastern Europe to take advantage of Germany’s relative prosperity. German Government’s Response to Violence On December 1, 1994, due to the increase in right-wing hate crimes, Germany strengthened its already strict constitutional laws against antidemocratic groups and political parties. The new laws outlawed the use of Nazi-like flags, symbols, uni- forms, and slogans, and increased penalties for hate crimes. The use of actual Nazi material such as newsletters and propa- ganda had already been illegal since Germany’s constitution of 1945. Today 85 percent of anti-Jewish or neo-Nazi material distributed in Germany comes from groups in the United States, where free-speech laws protect the publication of racist propaganda. Historical Significance Activity 26 Right-Wing Violence and Hate Crimes in Germany ! DIRECTIONS: Answer the following questions on a separate sheet of paper. 1. What events that occurred in Germany of the 1930s and 1940s bear some resemblance to this increase in violent crimes against minorities? 2. Describe the economic situation in Germany in the early 1990s. 3. How was this situation similar to the situation in prewar Germany? 4. What were the 1994 laws meant to accomplish? Violent Offenses with Proven or Suspected Right-Wing Motivation Year Number of Violent Offenses Change Over Previous Year 1990 309 1991 1,492 +383% 1992 2,639 + 77% 1993 2,232 –15% 1994 1,498 –33% Cooperative Learning Activity 26 L1/ELL Copyright © by The McGraw-Hill Companies, Inc. Name Date Class Propaganda and Advertising Cooperative Learning Activity 26 BACKGROUND Propaganda is often used by governments to create or increase public support in times of war or crisis. Both the Allies and the Axis powers used propaganda exten- sively during World War II. There are many similarities between propaganda tech- niques and modern advertising techniques and both have proven to be effective in gaining responses to calls to action. This activity uses group techniques to research propaganda and to compare its methods with those of modern consumer advertising. GROUP DIRECTIONS 1. Research forms of propaganda used in World War II and in other military con- flicts and times of crisis. Older relatives and friends who were involved in or spectators during World War II may be able to provide first-hand accounts. If you can arrange to do so, interview them or provide them with a list of ques- tions to answer about propaganda used during World War II by both sides. 2. You should also research forms of propaganda using the library and Internet resources. Collect specific examples of propaganda used. Remember that not all propaganda was print-based. You will present your information in an oral report to this group. 3. Another part of the group should collect examples of effective modern advertis- ing from newspapers, magazines, and the Internet. 4. As a group, compare the examples of propaganda with the advertising samples. Decide how they are similar and dissimilar. 5. Create a multimedia presentation, using presentation software comparing prop- aganda and advertising. Prepare hardcopy examples of both to illustrate the key points in your analysis. Consider the following headings for comparing the two: purpose audience(s) media used techniques appeal to emotion exaggeration simplicity eye- or ear-appeal repetition consistency reaching the audience advantages gained risks effectiveness

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Page 1: Timesaving Tools TEACHING TRANSPARENCIES - … ·  · 2015-05-15Timesaving Tools • Interactive ... • World War II: The War Chronicles ... Permanent Collection at the North Steele

806A

Chapter 26 ResourcesTimesaving Tools

• Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

• Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™ Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

The following videotape programs are available from Glencoe as supplements to Chapter 26:

• World War II: The War Chronicles (ISBN 1–56501–484–7)

• The War in Europe (ISBN 1–56501–993–8)• The War in the Pacific (ISBN 1–56501–994–6)• Churchill and the War Cabinet Room

(ISBN 1–56501–813–3)

• The Decision to Drop the Bomb (ISBN 1–56501–600–9)

• Anne Frank (ISBN 0–7670–1409–X)

To order, call Glencoe at 1–800–334–7344. To findclassroom resources to accompany many of thesevideos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESChapter Transparency 26 L2

Graphic Organizer StudentActivity 26 Transparency L2

CHAPTER TRANSPARENCY 26

World War II (1939–1945)

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Main Idea

Supporting Detail Supporting Detail Supporting Detail

Supporting Detail Supporting Detail Supporting Detail

Graphic Organizer 1: Main Idea Chart

Map OverlayTransparency 26 L2

Europe in June 1942

0 200

200

400 mi.

0 400 km

SWITZERLAND

SPAIN

TURKEY

Neutral nations

IRELAND

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Black Sea

NorthSea

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Mediterranean Sea

Map Overlay Transparency 26

Enrichment Activity 26 L3

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

During the two world wars thattook place between 1914 and 1945,

★ Enrichment Activity 26 ★★

1. Based on the total number of military deaths, World War II was almost how many timesas costly as World War I? _________________________________________________________

2. a. Which nation lost the most soldiers in World War II? _____________________________

b. About how many soldiers did this country lose? _________________________________

c. This country mobilized 20,000,000 troops. Military deaths make up what percentageof the total force mobilization?_________________________________________________

3. a. About how many German soldiers were killed in World War II? ___________________

b. Is this number greater or less than the number of Germans killed during World War I?

4. In which war did the United States lose more soldiers? ______________________________

5. a. About how many French soldiers were killed during World War I?_________________

b. About how many were killed in World War II? __________________________________

c. Based on your knowledge of the two wars, why did the French lose fewer soldiers inWorld War II? _______________________________________________________________

6. Military deaths among the Axis powers made up what percentage of the total deaths inWorld War II?

The Cost of War

DIRECTIONS: Use the graphs above to answer the questions below in the space provided.

more than 23,000,000 soldiers losttheir lives.

TOTAL: 8,020,780

World War I

TOTAL: 15,000,000

World War II

Russia 21.2%

Germany22.6%

Austria-Hungary11.5%

Great Britain11.3%

Italy 5.8%

France 16.9%

Other 10.1%

United States0.6%

Italy 0.5%

Soviet Union 50%

Germany 19%Japan 10%

China 3.3%

Great Britain 2%

United States 1.9%

Other 11.9%

France 1.4%

Primary Source Reading 26 L2

Name Date Class

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Rena’s Promise: A Story of Sisters in Auschwitz

World War II erupted in 1939 when Hitler invaded Poland. In July1941, Nazi leaders set into motion a plan to exterminate all theJews in Europe—the Holocaust. During the next four years, the

Nazis rounded up millions of Jews and sent them to concentration campssuch as Auschwitz. The following interview describes the experience of onewoman sent to the death camp at Auschwitz. She was there from the earlydays until the camp was liberated by the Allies.

Guided Reading In this selection, read to learn how the Jews were sorted for slave labor or death when theyarrived at Auschwitz.

The brakes squeal with such finality that weknow instinctively that our journey has ended.The doors are pushed open to a dull gray haze.We blink at the light stinging our eyes. The signreads AUSCHWITZ.

“Get out of the car,” the Germans order. Weshift from blank stares to the business of collect-ing our belongings.

“Go quick!” Men in striped caps and uni-forms prod us with sticks, whispering undertheir breath, “Move quickly. We don’t want tohurt you.” The SS aim their guns, forcing thesepoor prisoners to hit us so that we jump fromthe car. And we jump, half dead, with our lug-gage, if we have luggage.

It is four feet to the ground. My knees,cramped from being stationary for so long, feelas if they will snap as I land. I turn to help thewoman with her baby. A stick taps my shoulder,“Go quick.” I look for the eyes belonging to thevoice, but there are only hollow black holes star-ing into my face.

“Get in line!” Orders are sharp, punctuatedby whips against shining leather boots.

“Throw your suitcases over there,” the SSshout.

I place mine upright, neatly, next to thegrowing pile, then turn to ask one of the SSguards, “How are we going to find our suitcaseslater?” I figure I am a human being, I have aright to ask.

“Get in line and shut up!” he yells in myface, pointing his gun at me. The hair on myskin bristles. He doesn’t see that I am human.

There is an odor I cannot identify. It is notfrom human waste or people who have not

bathed in days, although those smells are alsoprevalent. It is the scent of fear permeating theair around me. It is everywhere, in the eyes ofthe men and women around me, in our clothingand our sweat.

The baby isn’t alive anymore, but its motherdoes not notice the limpness of the form in herarms. Her desperate grasp on its corpse spooksme. There is too much happening. Everything isso hurried, so haphazard, that there is no way tomake sense of the situation. I look through thecrowd for some direction, for someone to tell mewhy we are here and what will befall us. I seehim. He stands before us, superior and seraphic[angelic], taking control, directing us to go thisway or that. He is so neat and refined in his grayuniform; he is gorgeous. I smile into his blueeyes, hoping he will see me for who I am.

“Do you want to give up the child?” he asksthe woman with the dead baby.

“No.” Her head shakes frantically.“Go over there,” he says.How kind of him not to point out to her that

her infant is dead, I think to myself. How kindof him to send her over to the group who isobviously weaker. The elderly and the veryyoung are gathered apart from those of us whoare stronger, able to work long, hard hours. Ihave no idea how many men, women, and chil-dren are on the platform, but each of us is told togo either to the left or the right. The directionhas no meaning to us. I wonder which way theman in the gray will tell me to go.

Parents try to hug their children before theyare taken away. “We have to go work.” They tryto comfort each other. “You are young enough

P R I M A R Y S O U R C E R E A D I N G 26

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTHistory SimulationActivity 26 L1

1. Japan demonstrates its territorial ambitions byexpanding into Manchuria and setting up apuppet ruler.

2. Mussolini and Italian forces invade Ethiopia.3. Spanish Civil War provides an opportunity for

Hitler to test his war machine.4. Hitler occupies the Rhineland.5. Hitler and Mussolini sign the Rome-Berlin

Axis.6. Germany annexes Austria.

Name Date Class

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

HANDOUT MATERIAL

The Path to War—Planning Form

1. Japan demonstrates its territorial ambitionsby expanding into Manchuria and setting up apuppet ruler.

2. Italian forces invade Ethiopia.3. Hitler occupies the Rhineland.4. Hitler and Mussolini sign the Rome-Berlin

Axis.5. Germany annexes Austria.

6. Stalin begins secret talks with Hitler.7. German transports attack Denmark and the

Low Countries.8. Germans begin blitz of London.9. Japan attacks Pearl Harbor.

10. The Japanese government announces plansfor “a new order in greater East Asia.”

Decision Making Choose a captain and a recorder. All other students are fact-finders. On each indexcard, write one response relating to your statement. The group leader will keep track of the time forreviewing the material and writing the facts—30 minutes. The recorder enters the information ontothe class chart.

Captain Recorder

Fact-Finders

Individual Work Review the chapter. Below, write the responses that countries made that relate toyour topic.

Group Work: Action or Nonaction?Your team will write one response on each card. When your leader calls time, hand the cards to yourleader. Your leader will read the cards aloud. Decide if the responses involve action or nonaction andthen write A or N on the card.

..

26H I S T O R Y

S I M U L A T I O N

AC T I V I T Y

Historical SignificanceActivity 26 L2

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Name Date Class

In the early 1990s, Germany saw anincrease in violent offenses against minoritygroups. Most of these offenses were againstTurks and immigrants from eastern Europe.Many of the major incidents occurred ineastern Germany and were characterized byarson (fire) attacks on immigrant sheltersand immigrant residences. Look at the chartand read the accompanying information.

Factors InvolvedIn 1989, the Berlin Wall that separated

Communist East Germany and democraticWest Germany fell. The two parts ofGermany were finally united in 1990. Joyover the unification soon turned to uneaseas the economic situation worsened.Billions of dollars needed to be spent in theeastern part of the country to rebuild theeconomy and to improve its levels of pro-duction.In spite of these positive changes,Germans in the east grew more nervous asthe familiar social and economic structuresof the Communist regime disappeared.Unemployment throughout Germany roseto 10 percent by 1994, but reached 25 per-

cent or more in parts of the east as factorieshad to be closed. Yet, while the Germaneconomy was feeling the strain of reunifica-tion, in 1992 approximately 1,000,000 immi-grants arrived in Germany from countriesin eastern Europe to take advantage ofGermany’s relative prosperity.

German Government’sResponse to Violence

On December 1, 1994, due to the increasein right-wing hate crimes, Germanystrengthened its already strict constitutionallaws against antidemocratic groups andpolitical parties. The new laws outlawed the use of Nazi-like flags, symbols, uni-forms, and slogans, and increased penaltiesfor hate crimes. The use of actual Nazimaterial such as newsletters and propa-ganda had already been illegal sinceGermany’s constitution of 1945. Today 85percent of anti-Jewish or neo-Nazi materialdistributed in Germany comes from groupsin the United States, where free-speech lawsprotect the publication of racist propaganda.

Historical Significance Activity 26

Right-Wing Violence and Hate Crimes in Germany

!

DIRECTIONS: Answer the following questions on a separate sheet of paper.

1. What events that occurred in Germany of the 1930s and 1940s bear some resemblance tothis increase in violent crimes against minorities?

2. Describe the economic situation in Germany in the early 1990s.3. How was this situation similar to the situation in prewar Germany?4. What were the 1994 laws meant to accomplish?

Violent Offenses with Proven or Suspected Right-Wing MotivationYear Number of Violent Offenses Change Over Previous Year

1990 309 —

1991 1,492 +383%

1992 2,639 +77%

1993 2,232 –15%

1994 1,498 –33%

Cooperative LearningActivity 26 L1/ELL

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Name Date Class

Propaganda and Advertising

★ Cooperative Learning Activity 26 ★★

BACKGROUNDPropaganda is often used by governments to create or increase public support intimes of war or crisis. Both the Allies and the Axis powers used propaganda exten-sively during World War II. There are many similarities between propaganda tech-niques and modern advertising techniques and both have proven to be effective ingaining responses to calls to action. This activity uses group techniques to researchpropaganda and to compare its methods with those of modern consumer advertising.

GROUP DIRECTIONS1. Research forms of propaganda used in World War II and in other military con-

flicts and times of crisis. Older relatives and friends who were involved in orspectators during World War II may be able to provide first-hand accounts. Ifyou can arrange to do so, interview them or provide them with a list of ques-tions to answer about propaganda used during World War II by both sides.

2. You should also research forms of propaganda using the library and Internetresources. Collect specific examples of propaganda used. Remember that not allpropaganda was print-based. You will present your information in an oralreport to this group.

3. Another part of the group should collect examples of effective modern advertis-ing from newspapers, magazines, and the Internet.

4. As a group, compare the examples of propaganda with the advertising samples.Decide how they are similar and dissimilar.

5. Create a multimedia presentation, using presentation software comparing prop-aganda and advertising. Prepare hardcopy examples of both to illustrate the keypoints in your analysis. Consider the following headings for comparing the two:

• purpose• audience(s)• media used• techniques

appeal to emotionexaggerationsimplicityeye- or ear-appealrepetitionconsistencyreaching the audience

• advantages gained• risks• effectiveness

0806A-0806D C26 TE-Nat/FL©05 3/15/04 11:05 AM Page 806

Page 2: Timesaving Tools TEACHING TRANSPARENCIES - … ·  · 2015-05-15Timesaving Tools • Interactive ... • World War II: The War Chronicles ... Permanent Collection at the North Steele

806B

Chapter 26 Resources

ASSESSMENT AND EVALUATION

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-AssessmentCD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramWorld History Primary SourceDocument Library CD-ROM

MindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMThe World History Video Program

MULTIMEDIAMULTIMEDIAThe following Spanish language materialsare available:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• Spanish Reading Essentials and Study Guide

SPANISH RESOURCESSPANISH RESOURCES

Linking Past and PresentActivity 26 L2

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Name ____________________________________ Date ________________ Class __________

Then “Is there any regulation which specifiesthat a Navy yeoman be a man?” That simplequestion solved a major problem for Secretaryof the Navy Josephus Daniels during WorldWar I–the problem being a shortage of sailors.After being allowed to enlist in the Navy in1917, women served in non-combat roles rang-ing from clerks to electricians to nurses.Eventually about 33,000 women served in theArmy, Navy, and Marine Corps during thewar. Thousands more served overseas withcivilian groups such as the Red Cross.

During World War II, over 100,000American women in all-female auxiliary unitsserved as nurses or in support roles thatranged from teaching to repairing aircraft.Women’s Air Force Service Pilots (WASPs) likeJacqueline Cochran, who ferried planes andflew test flights, were not recognized as mili-tary pilots until 1977.

Yugoslav, French, and Italian womenfought with partisan resistance movements.British agents Nancy Wake and PearlWitherton led French resistance fighters intobattle. Russian women volunteered for thearmy; many specialized in firing anti-aircraftguns, although some served as snipers, com-manded tanks, or flew combat missions.

After World War II, American women wereallowed to join the regular military. However,women could make up no more than 2 percentof the Armed Forces and could not be promot-ed beyond a certain rank.

In 1967 Master Sergeant Barbara J. Dulinskyvolunteered for duty in Vietnam and becamethe first female Marine ordered to a combatzone. Nearly 10,000 American women servedin Vietnam, eight of whom died.

During the 1970s, the Armed Forces begantraining women as military pilots. Lawsrestricting women’s participation in combatwere repealed in the 1990s.

Now Today, the roughly 200,000 women whoserve in the military make up nearly 15 per-cent of America’s Armed Forces. Women haveserved in military actions in Somalia, Haiti,Bosnia, and the Gulf region, and are eligiblefor most jobs in the United States military.

The extent of women’s integration into themilitary, however, varies according to nationalpolicy. Belgium, Canada, Holland, andNorway place no restrictions on women’s rolesin combat. Israel maintains all-female tankunits. In the United States, each branch of theArmed Forces sets its own policy. Women areexcluded from Army infantry or armor units,submarine service, and Special Forces.

While reservations about women’s full par-ticipation in combat persist, the performanceof female nurses, soldiers, aviators, and sup-port personnel has opened new opportunitiesfor military women. Several American militarywomen have attained high rank. In 1999 AirForce Colonel Eileen Collins commanded aspace shuttle mission. In 2001 Navy top gunLieutenant Kendra Williams became the firstfemale pilot to drop bombs and fire missilesduring combat.

Co-educational basic training, women’s fullparticipation in combat, and their serviceaboard ships are still controversial issues.However, America recognized the value ofwomen’s military service in 1997 when theWomen in Military Service for AmericaMemorial was dedicated in Arlington NationalCemetery. This site honors the 1.8 millionwomen who have served in the American mili-tary since the Revolutionary War.

Linking Past and Present Activity 26

Women in Warfare

Critical ThinkingDirections: Answer the following questionson a separate sheet of paper.1. Making comparisons: Compare and con-

trast the roles available to Americanmilitary women during World War I with

those available today.2. Making inferences: Why do you think

that American military women have moreopportunities today than during World War II?

Time Line Activity 26 L2

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Time Line Activity 26

World War IIAfter World War I, territorial aggression and minor conflicts during the 1930slaid the groundwork for another major war. Tensions among European nations

had become so strong by 1939 that it took only a spark—Germany’s invasion of Poland—to igniteWorld War II.

DIRECTIONS: Read the time line. Then, for each outcome listed below, write the year andevent that led to that outcome.

1. Nation is divided; Germans occupy the capital and the northern half while collabora-tionist government is set up in southern part in the city of Vichy.

Year Event

2. Complete devastation of cities forces Japan to surrender.

Year Event

3. Germany and Italy aid the Nationalist forces led by Franco against the opposing Loyalistforces.

Year Event

4. Foreign aggression in the Pacific brings the United States into the war.

Year Event

5. Germany occupies and annexes Austria.

Year Event

6. Counterattack launched to roll back Axis forces from Italian peninsula.

Year Event

1930 1940 1950

1931 Japan invades Chineseprovince of Manchuria.

1936 Spanish Civil Warbegins; Germany occu-pies Rhineland.

1940 Germans enter Parisand France surrenders;Germany begins blitz ofLondon.

1941 Germany invadesSoviet Union; Japan attacksU.S. naval base at PearlHarbor.

1944 D-Day: Alliesinvade Normandy.

1945 Germany surrenders;United States drops atomicbombs on Hiroshima andNagasaki.

1943 Allies invadeisland of Sicily.

1939 Spanish Civil War ends; Nazi-SovietNonaggression Pact; Germany invadesPoland; World War II begins.

1938 Anschluss plan to group all German peoples intoone country is put into action; Munich Conference

1935 Italyinvades Ethiopia.

1937 Japanattacks China.

Reteaching Activity 26 L1

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World War II

In World War II, the United States, Great Britain, France, and the Soviet Union foughttogether as the Allied Powers. Their enemies, the Axis powers, were Germany, Italy, andJapan. Events just before and during World War II are listed below.

DIRECTIONS: Fill in the idea web by placing the letters of the statements provided in theappropriate box.

Reteaching Activity 26‘

Name Date Class

a. extermination of millions of Jews, Slavs, andGypsies in death camps

b. conquers European colonies in East andSoutheast Asia

c. remains neutral in the beginning

d. drops atomic bombs on Hiroshima and Nagasaki

e. falls after evacuation of 338,000 soldiers

f. King Victor Emmanuel III fires Mussolini

g. originally signs a nonaggression pact with Hitler

h. “leapfrogs” through Pacific islands

i. air force wins victory over German Luftwaffe

j. invades Poland, sparking the war

k. invades Ethiopia to increase its power status

l. surrenders on May 7, 1945

m. mainland invaded by Germany in September, 1943

n. officially surrenders in August, 1945

o. invades Manchuria

p. remains last European holdout against Hitler

q. establishes Maginot Line to defend against attack

r. defeats German troops at Stalingrad

s. annexes Austria and the Sudetenland

t. attacks naval base at Pearl Harbor

u. loses 1.5 million people in two-year siege atLeningrad

v. became the arsenal of the Allied powers

w. Vichy government collaborates with the Nazis

x. prime minister allows Hitler to take Czechterritory

y. directs Normandy invasion

z. gains control over all of eastern Europe as warcomes to an end

WORLD WAR II

ALLIED POWERS

AXIS POWERS

United States

Great Britain France

Soviet Union

Germany JapanItaly

Vocabulary Activity 26 L1

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World War II: 1939–1945DIRECTIONS: Fill in the term for each definition listed below, writing one letter in eachsquare. Then use the letters in the shaded squares to answer the question that follows.

Vocabulary Activity 26f

1. political union2. series of air raids3. Japanese pilots who flew suicide

missions4. nuclear weapon in which enormous

energy is released by nuclear fission(two words)

5. operates both on land and in water6. policy of granting concessions in order

to maintain peace7. weapons and fortifications are not

permitted

8. mass destruction of the Jewish people,among others

9. race of people occupying a large part ofEastern and Northern Europe

10. the day of Allied attack on the coast ofNormandy

11. “lightning war”12. measures taken to stop trade and other

economic contacts with a nation thathas broken international law

13. Italian resistance fighter who foughtagainst Mussolini

1

2

3

4

5

6

7

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10

11

12

13

14. The fate of which democratic country was decided at a meeting in Munich?

Chapter 26 TestForm A L2

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. policy of maintaining peace and stability by satisfying thereasonable demands of dissatisfied powers

2. Neville Chamberlain thought the agreement meant “peacefor our time”

3. used as an excuse for Japanese seizure of Manchuria

4. authoritarian regime under German control that was set upto govern occupied France

5. German air force

6. Germany, Italy, and Japan

7. special strike forces for carrying out Nazi Final Solution

8. the slaughter of European civilians, particularly EuropeanJews, by the Nazis

9. British term for the German air raids

10. meeting at which the Allies agreed to form a UnitedNations organization

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. Hitler demanded, and was given, what area in northwesternCzechoslovakia?A. Slovakia C. RhinelandB. Danzig D. Sudetenland

12. Two days after Hitler’s invasion of , Britain and France declaredwar on Germany.A. Poland C. FranceB. Austria D. Slovakia

13. Hitler’s blitzkrieg, or “lightning war,” wasA. a new form of warfare that used airplanes exclusively for the first wave of attack.B. a form of attack that used tank divisions supported by air attacks.C. a strategy in which armies rested very little between attacks to wear the enemy

down more quickly.D. a naval strategy that combined battleships and submarines together in a single

attack.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 26 Test, Form A

Column B

A. Axis Powers

B. “Mukdenincident”

C. blitz

D. Vichy France

E. appeasement

F. Einsatzgruppen

G. Luftwaffe

H. MunichConference

I. Yalta Conference

J. Holocaust

Chapter 26 TestForm B L2

Performance AssessmentActivity 26 L1/ELL

Name ������������������������������������������������������� Date ������������������������� Class ���������������

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★ Performance Assessment Activity 26

Use with Chapter 26.

World War II

BACKGROUNDJournalists play an important role in reporting events worldwide. In times of war,

they go into war zones to bring back photos and stories about the situation as itchanges. During World War II, before the age of television, the public relied on news-papers to keep them informed about the course of the war and how the Allies wereprogressing.

TASKYou and four or five classmates are newspaper journalists who are reporting on

World War II. You are to write and publish a newspaper for a specific day during thewar. You will include several war-related articles as well as other newspaper itemssuch as political cartoons, weather, sports, local news, and perhaps an advertisementor two.

AUDIENCEYour audience includes your teacher, other students, and anyone who might read

a newspaper.

PURPOSEYour purpose is to inform the public about the events that happened on a particu-

lar day during World War II.

PROCEDURES1. As a group, decide on the individual jobs for each member. Agree on who will

serve as the editor-in-chief, the layout editor, and the journalists.

2. Decide which day you will cover in your reporting. You may want to choose adate mentioned in Chapter 26 of your textbook.

3. Research the day you have chosen by reading other newspapers that were printedon that day. Photocopy the most important stories and other items that interestyou. If you discover that little of interest was reported, choose a different day.

4. The journalists will write articles summarizing the news stories. They may alsowant to write an editorial or create a political cartoon giving their own point ofview on one of the news events. The articles will be edited by the editor-in-chief.

5. Have one member of your group draw “photos” or make photocopies of pub-lished photos to go with some of the articles.

6. The layout editor will supervise the design of the masthead and the style of theheadlines as well as the layout of the articles and photos. If necessary, shorten orlengthen the articles to fit the layout.

7. Make your finished newspaper available for the rest of the class to read.

ExamView® ProTestmaker CD-ROM

Mapping History Activity 26 L2

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War on a Global ScaleOne of the main arguments used by the Axis powers to support their imperialistconquests was the need for raw materials and food. The wheat fields of theSoviet Union and its oil resources became primary targets for German forces.Likewise, Japan targeted the tin, rubber, and oil of Southeast Asia held by Franceand Great Britain.

DIRECTIONS: The map below shows areas affected by World War II. Use the mapto complete the activities that follow.

Mapping History Activity 26

1. What prevented Germany from controlling all of continental Europe?

2. The Japanese and the Germans both controlled areas bordering on which country?

3. Read the following description of how the United States Army was able to sup-ply the war effort on both fronts. Then draw the supply lines that are described.

From New York, the United States Army sent supplies to the port cities of Liverpool, England;Antwerp, Belgium; Marseilles, France; and Naples,Italy. Supplies from Hampton Roads, Virginia, were shipped all the way to Bombay, India. On thePacific side, the United States supplied the Aleutian

Islands of Alaska from Seattle. As the United Statesadvanced on Japanese possessions in this region, itshipped supplies from San Francisco to NewCaledonia, the eastern coast of Australia, the islandof New Guinea, the island of Saipan, Manila in thePhilippines, and Okinawa (after conquest by the

UNITED STATES

GERMANYGERMANY

JAPAN

AUSTRALIA

GREAT BRITAINGREAT BRITAIN

SPAININDIAINDIA

New YorkNew YorkSeattle

San FranciscoLos Angeles Hampton

Roads, VA

MumbaiMumbai

CalcuttaCalcutta

Liverpool

Manila

Marseilles

NaplesNaples

Antwerp

New Caledonia

OkinawaSaipan

New Guinea

Aleutian Islands

PORTUGAL

Extent of Axis PowersExtent of Japanese ConquestsAllied Nations

Neutral Nations

N

S

EW

Height of Axis Power in 1942

World Art and MusicActivity 26 L2

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“. . . [W]ithout feeling, whatever you do amounts to nothing,” BillieHoliday wrote in her 1956 autobiography, Lady Sings the Blues. Amongthe many great singers of her era—Lena Horne, Sarah Vaughan, EllaFitzgerald—Holiday stands out for the emotion she always brought to herperformances.

DIRECTIONS: Read the passage below about this African American jazz singer,then answer the questions in the space provided.

musicians would record “sin-gles”—records with only onesong per side. Holidayreceived between $35 and$75 for each of these record-ings. Although the recordcompanies earned thousandsfrom the sales of theserecords, she never receivedany royalties. As was com-mon with many jazz artists,Holiday never learned toread music. Because much ofjazz performance is improvi-sation, the ability to readmusic was not essential. ForHoliday, the music had tocome from inside.

Holiday toured for twoyears as the vocalist withCount Basie’s band. Bandsat the time consisted of abandleader, who often

composed most of the material the band played, 4–16musicians, and a vocalist. The instruments includedtrumpets, trombones, saxophones, clarinets, drums,and piano. The bandleaders played instruments aswell—Benny Goodman the clarinet, Louis Armstrongthe trumpet, Duke Ellington the piano. While thebandleaders and musicians were usually men, thevocalists were nearly always women.

Like all African Americans, Holiday suffered underthe Jim Crow laws, which were abolished in 1954. She

Billie Holiday

WoWorld Art and Music Activity 26

(continued)

Eleanora Holiday wasborn in Baltimore,

Maryland, on April 7, 1915.Her father, Clarence, servedin World War I and after-ward traveled as a guitaristwith a band, so Holiday sawlittle of him during her child-hood. Her mother, Sadie,worked as a maid. When hermother traveled toPhiladelphia and then toNew York for work, Eleanorawas left with relatives inBaltimore. Because she wasa tomboy and a fighter,Eleanora’s father called her“Bill”; she changed it to Billieand remained Billie there-after. Her other nickname,“Lady Day,” was a combi-nation of the “day” fromHoliday and the “Lady”from a lifelong reputation for dignity and pride.

Holiday had to struggle all her life against racism,poverty, and domestic violence. Her life changed dra-matically when she landed her first singing job—$18 aweek, guaranteed, at a nightclub in Harlem.

She was an immediate success with the audiencesand began making friends and contacts among thejazz greats of the day, such as clarinetist BennyGoodman and agent Joe Glaser. These contacts led toher first recordings. During the 1920s and 1930s, jazz

“I can’t stand to sing the same song the same way two nightsin succession, let alone two years or ten years. If you can, thenit ain’t music, it’s close-order drill or exercise or yodeling orsomething, not music.”

—From Lady Sings the Blues by Billie Holiday

History and GeographyActivity 26 L2

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HISTORY AND GEOGRAPHY ACTIVITY 26★

For ten weeks, Allied planes and sub-marines had dogged the Japanese supplyconvoy, picking off its ships until only onewas left, the Sarawak Maru. Finally, onMarch 20, 1945, that tanker, too, sank in aseething cloud of fire. How did the fate ofthe Sarawak Maru foreshadow the surrenderof Japan?

The war between the Allies and Japan inthe Pacific was fought over immensestretches of ocean that prevented rapidmovement except by air. This meant thatships traveling the long sea-lanes were vul-nerable to attack.

Japan, as a nation ofislands with limited naturalresources, depended heavilyon shipping to bring in raw

The Blockade of Japan

Lumber and beansfrom Manchuria

Rice and wheat from Korea

Rice and wheat fromFormosa (Taiwan)

Oil, rubber, ironore, tin from theDutch East Indies

PHILLIPPINEISLANDS

JAPAN

CHINA

InlandSea

DUTCHEAST INDIES

MarianaIslands

Singapore

PACIFICOCEAN

Allied air forces

Allied naval forces

Japanese Empirec. 1931

Occupied by Japan1937–1942

Japanese Supply Routes

Minesand other14%

Submarines55%

Airplanes31%

Cause of Losses to JapaneseMerchant Fleet

materials from its overseas conquests. Itimported almost all of the oil needed to fuelits war machine, along with 80 percent ofthe iron ore it used to build ships. Halfof its food also came from outside thehome islands.

Recognizing this weakness, Allied strate-gists targeted Japan’s merchant fleet. Fromthe pitching decks of aircraft carriers, U.S.planes led the attack on the lifelines of theJapanese war machine. By 1944, the flow

Raw materials streaming towardJapan were cut off by an Alliedblockade. Not only did the Alliessink ships sailing between theresource-rich Dutch East Indiesand Japan, but Allied planes alsodropped mines into the waters ofJapan’s vital Inland Sea, sharplycurtailing movement among thehome islands themselves.

People in World History Activity 26 L2

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The guilt of Stalin and his immediate entourage . . . forthe mass repressions and lawlessness they committed isenormous and unforgivable.

Mikhail Gorbachev in a 1987 speech on theanniversary of the Russian Revolution

Joseph Stalin rose from a life of povertyto become the dictator of the former SovietUnion from 1929 to 1953. A brutal ruler, hesystematically imprisoned or killed anyonewho opposed his decisions. As a result, hewas feared and hated around the world.Nonetheless, Stalin helped transform theSoviet Union from an undeveloped countryinto one of the world’s industrial and mili-tary giants.

When Stalin was 19 years old, he joined asecret group of Marxist revolutionaries.Social and economic conditions were verybad in Russia. Farmers were starving; facto-ry workers could not earn enough to live.Czar Nicholas restricted education, forbadestudent groups, and censored the newspa-pers. Stalin was expelled from school for hisMarxist activities.

Using various false names, Stalin helpedorganize strikes and set up a secret press.He was arrested and imprisoned manytimes during these years. In 1904 he joinedthe Bolsheviks, a wing of the RussianMarxist movement. By 1912 Stalin was oneof their inner group of leaders.

World War I was very harsh time forRussia. Food shortages led to riots andstrikes. On March 15, 1917, the czar wasforced from his throne. Vladimir Ilyich

Lenin took charge.In November1917, theBolsheviks seizedcontrol of the gov-ernment. Duringthe civil war thatfollowed, Stalinwas appointed tothe Politburo, thepolicy-makingcommittee of the Russian Communist party.From this position of power, he plotted tobecome dictator. When Lenin died in 1924,Stalin continued to maneuver his power,destroying his rivals along the way. Fiveyears later, Stalin succeeded in becomingdictator of Russia, rejecting many of Lenin’spolicies.

In 1929 Stalin transferred control of allfarms to the government. Farmers who resisted collectivization were exiled orkilled––more than a million in all. In the1930s Stalin purged millions more, anyonewho opposed him. During World War II, hefirst allied Russia with Germany, but in 1943,when Hitler invaded the Soviet Union, Stalinjoined forces with England and America.

After the war, Stalin cut off all contactwith non-Communist countries. Even afterhis death, many Communist countriesruled as he had done––a style of govern-ment known as Stalinism. NikitaKhrushchev, Stalin’s successor, initiated ade-Stalinization program from 1956 to 1964to reverse many of Stalin’s policies.

Joseph Stalin (1879–1953)

People in WoWorld History: Activity 26 Profile 1

REVIEWING THE PROFILE

Directions: Answer the following questions on a separate sheet of paper.

1. Why did Stalin become a Marxist?

2. Why did Stalin join forces with the Allies (England and America) during World War II?

Critical Thinking SkillsActivity 26 L2

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Critical Thinking Skills Activity 26

When you research a topic, you have toanalyze the information you find in order

Analyzing Information

to understand why it was written, what isbeing said, and how it is significant.

DIRECTIONS: Read the following excerpt from British Prime Minister Winston Churchill’smemoirs Triumph and Tragedy. Think about its historical context, the writer’s motivation, thepoint of view it presents, and possible ways that it may be biased. Then answer thequestions that follow on a separate sheet of paper.

The moment was apt for business, soI said, “Let us settle about our affairs

in the Balkans. Your armies are inRumania and Bulgaria. We have inter-ests, missions, and agents there. Don’tlet us get at cross-purposes in smallways. So far as Britain and Russia areconcerned, how would it do for you tohave ninety per cent predominance inRumania, for us to have ninety per centof the say in Greece, and go fifty-fiftyabout Yugoslavia?” While this was beingtranslated I wrote out on a half-sheet ofpaper:

RumaniaRussia 90%The others 10%

GreeceGreat Britain 90%

(in accord with U. S. A.)Russia 10%

Yugoslavia 50–50%Hungary 50–50%Bulgaria

Russia 75%The others 25%

I pushed this across to Stalin, whohad by then heard the translation. Therewas a slight pause. Then he took hisblue pencil and made a large tick uponit, and passed it back to us. It was allsettled in no more time then it takes toset down.

Of course we had long andanxiously considered our point, andwere only dealing with immediate war-time arrangements. All larger questionswere reserved on both sides for whatwe then hoped would be a peace tablewhen the war was won.

After this there was a long silence.The pencilled paper lay in the centre ofthe table. At length I said, “Might it notbe thought rather cynical if it seemedwe had disposed of these issues, sofateful to millions of people in such anoffhand manner? Let us burn the paper.”“No, you keep it,” said Stalin.

—From Triumph and Tragedy byWinston Churchill

The 1944 Percentage Deal

1. What was being decided at the meeting?

2. What does the offhand mean and why was it used in the final paragraph?

3. Write a few sentences explaining the significance of this account in providing anunderstanding of the end of the war.

4. How might this account of the meeting differ from one that might appear in thenewspaper?

Standardized Test PracticeWorkbook Activity 26 L2

Standardized Test Practice

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Name __________________________________ Date ____________________ Class ____________

Reading Objective 6: The student will recognize points of view, propaganda, and/or statements of fact andnonfact in a variety of written texts.

In contrast to the scientific method that is based on factual evidence, propaganda aims topersuade people to accept a viewpoint that may be good or bad. Through appeals to the emotions,propaganda attempts to force the public to accept a particular viewpoint without careful reflection.Both the Axis and Allies in World War II used propaganda.

★ Practicing the SkillRead the following selection, study the poster, and complete the activity that follows.

“Guns, tanks, and bombs were the principalweapons of World War II, but there were other,more subtle, forms of warfare as well. Words,posters, and films waged a constant battle for thehearts and minds of the American citizenry justas surely as military weapons engaged the enemy.Persuading the American public became awartime industry, almost as important as themanufacturing of bullets and planes. TheGovernment launched an aggressive propagandacampaign to galvanize public support, and someof the nation’s foremost intellectuals, artists, andfilmmakers became warriors on that front.”

(Source: Introduction to “Powers of Persuasion” Exhibit,National Archives Building, Washington, D.C.)

The Use of Propaganda in War Time

★ Learning to Recognize PropagandaUse the following guidelines to help you recognize propaganda.

• Look for emotion-filled words. • Identify various techniques of propagandists.• Find out who is the target for propaganda.

• Draw conclusions about the use ofpropaganda to unite and motivate.

ACTIVITY 26Recognizing Forms of Propaganda

During World War II, the most effectivepropaganda posters were those that made adirect, eye-catching appeal.

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. treaty between Germany and Japan promising a commonfront against communism

2. gave Hitler the freedom to attack Poland

3. “lightning war” that utilized tanks supported by airplanes

4. policy that initially kept the United States from becominginvolved in the war against Germany

5. Great Britain, the Soviet Union, and the United States

6. history’s greatest naval invasion

7. Nazi plan for the extermination of the Jews

8. Japanese pilots who flew suicide missions against U.S.warships

9. meeting of the Big Three to discuss the final attack onGermany

10. meeting at which Truman demanded free electionsthroughout Eastern Europe

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. Great Britain’s policy of toward Germany was based on the belief thatthe satisfaction of reasonable demands would maintain peace in Europe.A. laissez-faire C. appeasementB. detente D. Anschluss

12. Neville Chamberlain boasted that the Munich Conference meantA. Great Britain had made Germany C. Germany and Great Britain were

back down. allies.B. “peace for our time.” D. “safety for Mother England.”

13. The “Mukden incident,” which Japan used as an excuse to seizeManchuria, wasA. an attack on a Japanese railway by Japanese soldiers disguised as Chinese.B. the accidental sinking of the Japanese merchant ship Mukden by a Chinese

warship.C. the murder of a Japanese soldier in Mukden.D. a labor strike by Chinese workers in a Japanese factory in Mukden.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 26 Test, Form B

Column B

A. isolationism

B. PotsdamConference

C. Anti-CominternPact

D. D-Day

E. Allied Powers

F. Nazi-SovietNonaggressionPact

G. TehranConference

H. blitzkrieg

I. kamikaze

J. Final Solution

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Chapter 26 Resources

Blackline Master

Poster

DVD

Videocassette

CD-ROM

Audio Program

*Also Available in Spanish

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

SECTION 1Paths to War1. Explain how Adolf Hitler’s theory of

Aryan racial domination laid thefoundation for aggressive expansionoutside of Germany.

2. Specify how the actions and ambi-tions of Japan and Germany pavedthe way for the outbreak of WorldWar II.

Reproducible Lesson Plan 26–1Daily Lecture and Discussion Notes 26–1Guided Reading Activity 26–1*Section Quiz 26–1*Reading Essentials and Study Guide 26–1*

Daily Focus Skills Transparency 26–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 3The New Order and the Holocaust1. Report how Adolf Hitler’s philosophy

of Aryan superiority led to theHolocaust.

2. Analyze how the Japanese conquestof Southeast Asia forced millions ofnative peoples to labor for theJapanese war machine.

Reproducible Lesson Plan 26–3Daily Lecture and Discussion Notes 26–3Guided Reading Activity 26–3*Section Quiz 26–3*Reading Essentials and Study Guide 26–3*

Daily Focus Skills Transparency 26–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 4The Home Front and the Aftermathof the War1. Discuss how World War II left a

lasting impression on civilian populations.

2. Summarize how the end of the warcreated a new set of problems forthe Allies as the West came into con-flict with the Soviet Union.

Reproducible Lesson Plan 26–4Daily Lecture and Discussion Notes 26–4Guided Reading Activity 26–4*Section Quiz 26–4*Reteaching Activity 26*Reading Essentials and Study Guide 26–4*

Daily Focus Skills Transparency 26–4Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 2The Course of World War II1. Discuss how the bombing of Pearl

Harbor created a global warbetween the Allied and the Axisforces.

2. Describe how Allied perseveranceand effective military operations, aswell as Axis miscalculations, broughtan end to the war.

Reproducible Lesson Plan 26–2Daily Lecture and Discussion Notes 26–2Guided Reading Activity 26–2*Section Quiz 26–2*Reading Essentials and Study Guide 26–2*

Daily Focus Skills Transparency 26–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

Assign the Chapter 26 Reading Essentials and Study Guide.

Transparency

Music Program

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Chapter 26 Resources

Teacher’s Corner

The following articles relate to this chapter:

• “Hiroshima,” by Ted Gup, August 1995.• “Blueprints for Victory,” by John F. Shupe, May 1995.• “The Wings of War,” by Thomas B. Allen, March 1994.• “Pearl Harbor: A Return to the Day of Infamy,” by Thomas

B. Allen, December 1991.• “Remembering the Blitz,” by Cameron Thomas, July 1999.• “Ghosts of War in the South Pacific,” by Peter Benchley,

April 1988.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

Activities that are suited to use within the blockscheduling framework are identified by:

Loretta Smithson Elsinore High SchoolLake Elsinore, California

Experiencing the HolocaustOrganize the class into small groups to research

the roots and results of anti-Semitism. Assign eachgroup a different area to research: (1.) a history of theHebrew people, including the Diaspora (A.D. 70); (2.)a history of Jewish expulsion from European countries(e.g., Spain, 1493); (3.) excerpts from books, writings,or speeches by famous people (e.g., Martin Luther);(4.) excerpts from books or stories of the Holocaust(e.g., The Blue Tattoo); (5.) reasons given by Nazis fortheir treatment of European Jews; and (6.) worldreactions to Nazi treatment of Jews.

Provide students with the condensed materialsthey need for their categories, and encourage themto prepare their information in interesting ways forgroup presentations, such as charts, maps, diagrams,and slides.

After group presentations, let students share theiranalyses of the materials provided, then conduct aclass discussion on the meaning of genocide and its implications for world events in recent years (inKosovo, for example).

From the Classroom of…

WORLD HISTORY

Use our Web site for additional resources. All essential content iscovered in the Student Edition.

You and your students can visit , theWeb site companion to Glencoe World History. This innovativeintegration of electronic and print media offers your students awealth of opportunities. The student text directs students to theWeb site for the following options:

• Chapter Overviews • Self-Check Quizzes

• Student Web Activities • Textbook Updates

Answers to the Student Web Activities are provided for you in theWeb Activity Lesson Plans. Additional Web resources andInteractive Tutor Puzzles are also available.

www.wh.glencoe.com

KEY TO ABILITY LEVELSTeaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies found ineach section, the following resources are also suitable foryour special needs students:

• ExamView® Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

• The Audio Program includes the entire narrative of thestudent edition so that less-proficient readers can listen tothe words as they read them.

• The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.

• Guided Reading Activities give less-proficient readerspoint-by-point instructions to increase comprehension asthey read each textbook section.

• Enrichment Activities include a stimulating collection ofreadings and activities for gifted and talented students.

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The Impact TodayRemind students that World War IIbrought advances in medicine, trans-portation, and weapons. Today the WorldWar II generation is honored as “TheGreatest Generation” for the sacrificesthey made. Have students identify andcompile a list of the changes that resultedfrom the world wars of the twentieth cen-tury. Have students share their lists duringa class discussion and ask them to refer to these lists as they study this chapterand those that follow. L1L2

806

World War II1939–1945

Key EventsAs you read this chapter, look for the key events in the history of World War II.

• Adolf Hitler’s philosophy of Aryan superiority led to World War II in Europe and wasalso the source of the Holocaust.

• Two separate and opposing alliances, the Allies and the Axis Powers, waged a world-wide war.

• World War II left lasting impressions on civilian populations.

The Impact TodayThe events that occurred during this time period still impact our lives today.

• By the end of World War II, the balance of power had shifted away from Europe.• Germany and Japan’s search for expanded “living space” is comparable to nations

fighting over borders today.• Atomic weapons pose a threat to all nations.

World History Video The Chapter 26 video, “The Holocaust,”illustrates the horrors of Hitler’s Final Solution.

1935 1936 1937 1938 1939 1940

1939Britain andFrance declarewar whenGermany invades Poland

1936Germany signsseparate pacts withItaly and Japan

1935Hitler violatesTreaty ofVersailles

1940France fallsto GermanyAdolf Hitler and Nazi

officers in Paris, 1940

IntroducingCHAPTER 26

IntroducingCHAPTER 26

Refer to Activity 26 in thePerformance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

The World HistoryVideo ProgramTo learn more about Jewish life underHitler, students can view the Chapter26 video, “The Holocaust,” from TheWorld History Video Program.

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 26 content.

Available in VHS.

STUDENT EDITIONSUNSHINE STATE STANDARDS

PURPOSE FOR READING

Two-Column Notes Have students create a two-column chart in their notes under the headingThe Causes of the World Wars. Label the left column World War I and the right column World WarII. Ask students to review the causes of World War I and add the information to the left column.Have students discuss the information with a partner, or conduct a class discussion based on theirresponses. You may ask them to predict the causes of World War II. Have them complete the WorldWar II column as they study the chapter. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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The Marine Corps War Memorial in Arlington County, Virginia, depicts marines raising the American flag on Iwo Jima in February 1945.

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at

and click on Chapter 26–ChapterOverview to preview chapter information.

wh.glencoe.com1941 1942 1943 1944 1945 1946

1942Nazi death campsin full operation

1945Japanese surrenderafter United Statesdrops atomic bombson Japan

1946Churchill proclaimsexistence of “iron curtain” in Europe

1941United Statesenters war afterJapan attacksPearl Harbor

1945Germanysurrenders

Self-Portrait with a Jewish Identity Card byFelix Nussbaum, 1943

Soldiers and civilianscelebrate V-E Day, Paris

Atomic bomb dropped on Hiroshima

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IntroducingCHAPTER 26

IntroducingCHAPTER 26

Iwo Jima was a ferocious World War II battle in the Pacific that began in February 1945. Because theisland of Iwo Jima is only 650 miles (1,046 km) from Tokyo, Japanese soldiers planned to defend itto the last man. After 36 days of intense fighting, the United States Marines were able to raise theflag. The moment was captured by a photographer. The photo caused a sensation in the UnitedStates. Within days, the public and government leaders were clamoring for a commemorative statue.Three of the original soldiers who raised the American flag survived the war and were used as mod-els for the statue. The images of the other soldiers were based on photographs. The inscription onthe memorial reads, “Uncommon Valor was a Common Virtue.”

MORE ABOUT THE ART

Chapter ObjectivesAfter studying this chapter, students should be able to:1. identify the steps taken by

Germany and Japan that ledto the beginning of WorldWar II;

2. describe the successes of Ger-many and Japan in the earlyyears of the war;

3. list the major events of thelast years of the war;

4. explain the causes and resultsof the Holocaust;

5. explain the conditions of thepeace settlement and theways in which the peace set-tlement led to the Cold War.

Time Line Activity

As they read this chapter, have stu-dents interpret the time line on thesepages by explaining the significanceof the dates 1939 through 1945. L2

HISTORY

Chapter OverviewIntroduce students to chaptercontent and key terms by havingthem access Chapter Overview26 at .wh.glencoe.com

Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study Skills Foldables booklet.

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808

Hitler’s Visionn February 3, 1933, Adolf Hitler met secretly withGermany’s leading generals. He had been appointed

chancellor of Germany only four days before and was by no means assured that he would remain in office for long.Nevertheless, he spoke with confidence.

Hitler told the generals about his desire to remove the“cancer of democracy,” create “the highest authoritarian stateleadership,” and forge a new domestic unity. All Germanswould need to realize that “only a struggle can save us andthat everything else must be subordinated to this idea.” Theyouth especially would have to be trained and their willsstrengthened “to fight with all means.”

Hitler went on to say that Germany must rearm by institut-ing a military draft. Leaders must ensure that the men whowere going to be drafted were not “poisoned by pacifism,Marxism, or Bolshevism.” Once Germany had regained itsmilitary strength, how should this strength be used? Hitlerhad an answer. Because Germany’s living space was too smallfor its people, it must prepare for “the conquest of new livingspace in the east and its ruthless Germanization.”

Even before he had consolidated his power, Hitler had aclear vision of his goals. Reaching those goals meant anotherEuropean war. Although World War I has been described as atotal war, World War II was even more so. It was fought on ascale unprecedented in history and led to the most widespreadhuman-made destruction that the world had ever seen.

O

After becoming dictator in 1933, Hitler often heldlarge rallies to inspire the loyalty of Germans.

Poster, c. 1938,which proclaims“One People, oneState, one Leader!”

Why It MattersWorld War II in Europe was clearlyHitler’s war. Other countries mayhave helped make the war possibleby not resisting Germany earlier,before it grew strong, but it wasNazi Germany’s actions that madethe war inevitable. Globally, WorldWar II was more than just Hitler’swar. It consisted of two conflicts.One arose, as mentioned above,from the ambitions of Germany inEurope. The other arose from theambitions of Japan in Asia. By 1941,with the involvement of the UnitedStates in both conflicts, these twoconflicts merged into one globalworld war.

History and You The decision by the United States to use atomicbombs against Japan led to the endof World War II. Find two contrast-ing views on the potential of nuclearwarfare today and analyze theperspectives.

IntroducingA Story That MattersDepending on the ability levelsof your students, select from thefollowing questions to reinforcethe reading of A Story ThatMatters. • Why would Hitler regard

democracy as a “cancer”? (He believed that certain races,certain people, were superior toothers, and thus should be incontrol, whereas in a democracyall people are equal.)

• What does Hitler mean by“ruthless Germanization?”(fast, quick domination of landsand cultures by Germany to pro-vide for the expansion of whatHitler believed was the superiorrace)

• Ask students to study themaps on page 816, in the Ref-erence Atlas, and in outsidesources to identify the coun-tries that took part in WorldWar II, and those that did not.L2

About the ArtBefore his entry into politics,Hitler was a struggling artist. Asleader of Germany, Hitler mas-tered the art of propaganda. Heused both auditory and visualmeans to appeal to the people ofGermany. Simple slogans weredeveloped and chanted at rallies.Visual elements, such as the“Heil-Hitler” salute, were usedto create support for Hitler’sNazi Party policies. The postercombines a picture of Hitler withone of his slogans into an imagethat promotes the basic goals offascism.

HISTORY AND YOUHad Hitler succeeded in destroying democracy and establishing German world domination, life today would bevery different. Democratic nations, working together, ensured that democracy and democratic ideals would perse-vere by stopping German and Japanese aggression. At the end of World War II, nations joined together to formorganizations such as NATO, CETO, and the United Nations to ensure mutual protection and to seek peaceful solu-tions to international conflicts. Ask students to speculate on how their lives might be different if Hitler had been vic-torious in Europe.

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

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1 FOCUSSection OverviewThis section describes Hitler’sracial theories and how theexpansionist activities of Ger-many and Japan led to WorldWar II.

Paths to WarGuide to Reading

Main Ideas• Adolf Hitler’s theory of Aryan racial

domination laid the foundation foraggressive expansion outside of Germany.

• The actions and ambitions of Japan and Germany paved the way for theoutbreak of World War II.

Key Termsdemilitarized, appeasement, sanction

People to IdentifyAdolf Hitler, Benito Mussolini, JosephStalin, Chiang Kai-shek

Places to LocateRhineland, Sudetenland, Manchukuo

Preview Questions1. What agreement was reached at the

Munich Conference?2. Why did Germany believe it needed

more land?

Reading StrategyCategorizing Information Create a chartlisting examples of Japanese aggressionand German aggression prior to the out-break of World War II.

Japanese Aggression German Aggression

✦1931 ✦1932 ✦1933 ✦1934 ✦1935 ✦1936 ✦1937 ✦1938 ✦1939

1931Japanese forcesinvade Manchuria

1937Japanese seizeChinese capital

1939World War IIbegins

1938Hitler annexesAustria

1936Hitler and Mussolinicreate Rome-Berlin Axis

Preview of Events

CHAPTER 26 World War II 809

After the leaders of France and Great Britain gave in to Hitler’s demands on Czecho-slovakia in 1938, Winston Churchill spoke to the British House of Commons:

“I will begin by saying what everybody would like to ignore or forget but whichmust nevertheless be stated, namely, that we have sustained a total and unmitigateddefeat. . . . And I will say this, that I believe the Czechs, left to themselves and told theywere going to get no help from the Western Powers, would have been able to makebetter terms than they have got. . . . We are in the presence of a disaster of the firstmagnitude which has befallen Great Britain and France. . . . And do not suppose thatthis is the end. This is only the beginning of the reckoning.”

—Parliamentary Debates, London, 1938

Churchill believed that Hitler’s actions would lead to another war. He proved to be right.

The German Path to WarWorld War II in Europe had its beginnings in the ideas of Adolf Hitler. He

believed that Germans belonged to a so-called Aryan race that was superior to allother races and nationalities. Consequently, Hitler believed that Germany wascapable of building a great civilization. To be a great power, however, Germanyneeded more land to support a larger population.

Already in the 1920s, Hitler had indicated that a Nazi regime would find thisland to the east—in the Soviet Union. Germany therefore must prepare for warwith the Soviet Union. Once the Soviet Union had been conquered, according toHitler, its land would be resettled by German peasants. The Slavic peoples could

Voices from the Past

CHAPTER 26Section 1, 809–813CHAPTER 26Section 1, 809–813

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 26-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. because he felt that the territory given to Hitler wouldsatisfy him 2. because he felt that giving anything to Hitlerwas wrong 3. because he felt that Hitler would not besatisfied with the territory

Paths to War

UNIT

5Chapter 26

Why do you thinkChamberlain thought themeeting with Hitler wouldbring peace?

Why did Churchill think themeeting was shameful?

Why do you think Churchillfelt the meeting would bring war?

1 2 3

“There has come back from Germany toDowning Street peacewith honour. I believe it is peace for our time.”

—Neville Chamberlain, prime ministerof Great Britain after a meeting withHitler in which 30,000 sq km of Czechterritory was given to Germany

“England has been offered a choice between war and shame. She has chosen shame—and will get war.”

—Winston Churchill, member of Parliament

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 26–1

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 26–1• Daily Lecture and Discussion Notes 26–1• Guided Reading Activity 26–1• Section Quiz 26–1• Reading Essentials and Study Guide 26–1

Transparencies• Daily Focus Skills Transparency 26–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Guide to Reading

Answers to Graphic: Japanese:seized Manchuria; invaded China;cooperated with Nazi Germany;launched surprise attack on UnitedStates;German: expanded armed forces;sent troops into Rhineland; annexedAustria; invaded Poland

Preteaching VocabularyDiscuss the meaning of the wordappeasement. In what ways did Euro-pean nations follow a policy ofappeasement and what was theresult?

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2 TEACH

CHAPTER 26Section 1, 809–813CHAPTER 26Section 1, 809–813

Daily Lecture and Discussion Notes 26–1

I. The German Path to War (pages 809–812)

A. Adolf Hitler believed that Germany could build a great civilization. To do this,Germany needed more land to support more German people. He wanted lands in theeast including the Soviet Union and prepared for war. His plan was to use the land forGerman settlements. The Slavic people would become slaves.

B. Hitler proposed that Germany be able to revise the unfair provisions of the Treaty ofVersailles that had ended World War I. At first he said he would use peaceful means.However, in March of 1935, he created a new air force and began a military draft.

C. France, Great Britain, and Italy condemned Hitler’s moves. Due to problems at homecaused by the Great Depression however, they were not prepared to take action. Hitlerbecame convinced that the Western states would not stop him from breaking the pro-

i i f th T t f V ill

Daily Lecture and Discussion Notes

Chapter 26, Section 1

Did You Know? Japan’s policy of expansion during the 1930swas the direct result of its poor economic geography, or the eco-nomic resources contained within a region or nation. Japan’s goal tobecome a great power was seriously limited by this reality.Fortunately, post World War II Japan solved this problem throughexports. The revenues from exporting goods have been successfullyused to buy natural resources on the world market.

Copyright © by The McGraw-Hill Companies, Inc.

Answer: fascism

History

EnrichHave students research the rea-sons for the downfall of NevilleChamberlain. Then guide theclass in a discussion of the rea-sons for Great Britain’s change ofattitude toward Germany whenWinston Churchill became primeminister. L2

Journalism Have studentsresearch and write a brief report onthe work of one of the World War IIcorrespondents or journalists such asEdward R. Murrow, Alan Moorehead,Robert Capa, Margaret Bourke-White, Max Alpert, or Henri Cartier-Bresson who gained fame due totheir work during the war. L2

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTBenito Mussolini The Fasci di Combattimento were founded in March 1919 by Mussolini andother veterans of World War I. Taking their name from the fasces, an ancient symbol of Romandiscipline, this nationalistic, antiliberal, and antisocialist movement attracted lower middle-classsupport in turbulent postwar Milan. Fascism grew rapidly after the mid-1920s, winning support inthe countryside, where its black-shirt militia attacked peasant and socialist groups. By 1926, Mus-solini had created an alliance with the army and the king, ultimately transforming the country intoa single-party, totalitarian regime.

be used as slave labor to build the Third Reich, anAryan racial state that Hitler thought would domi-nate Europe for a thousand years.

The First Steps After World War I, the Treaty of Ver-sailles had limited Germany’s military power. Aschancellor, Hitler, posing as a man of peace, stressedthat Germany wished to revise the unfair provisionsof the treaty by peaceful means. Germany, he said,only wanted its rightful place among the Europeanstates.

On March 9, 1935, however, Hitler announced thecreation of a new air force. One week later, he begana military draft that would expand Germany’s armyfrom 100,000 to 550,000 troops. These steps were indirect violation of the Treaty of Versailles.

France, Great Britain, and Italy condemned Ger-many’s actions and warned against future aggressivesteps. In the midst of the Great Depression, however,these nations were distracted by their own internalproblems and did nothing further.

Hitler was convinced that the Western states hadno intention of using force to maintain the Treaty ofVersailles. Hence, on March 7, 1936, he sent Germantroops into the Rhineland. The Rhineland was partof Germany, but, according to the Treaty of Versailles,it was a demilitarized area. That is, Germany wasnot permitted to have weapons or fortifications there.France had the right to use force againstany violation of the

810

This 1937 Italian illustration depicts Hitlerand Mussolini. What ideology broughtHitler and Mussolini together?

History

demilitarized Rhineland but would not act withoutBritish support.

Great Britain did not support the use of forceagainst Germany, however. The British governmentviewed the occupation of German territory by Ger-man troops as a reasonable action by a dissatisfiedpower. The London Times noted that the Germanswere only “going into their own back garden.”Great Britain thus began to practice a policy ofappeasement. This policy was based on the beliefthat if European states satisfied the reasonabledemands of dissatisfied powers, the dissatisfiedpowers would be content, and stability and peacewould be achieved in Europe.

New Alliances Meanwhile, Hitler gained newallies. Benito Mussolini had long dreamed of creat-ing a new Roman Empire in the Mediterranean, and,in October 1935, Fascist Italy invaded Ethiopia.Angered by French and British opposition to hisinvasion, Mussolini welcomed Hitler’s support. Hebegan to draw closer to the German dictator.

In 1936, both Germany and Italy sent troops toSpain to help General Francisco Franco in the SpanishCivil War. In October 1936, Mussolini and Hitler madean agreement recognizing their common political andeconomic interests. One month later, Mussolini spokeof the new alliance between Italy and Germany, calledthe Rome-Berlin Axis. Also in November, Germanyand Japan signed the Anti-Comintern Pact, promisinga common front against communism.

Union with Austria By 1937, Germany was oncemore a “world power,” as Hitler proclaimed. He wasconvinced that neither France nor Great Britainwould provide much opposition to his plans. In 1938,he decided to pursue one of his goals: Anschluss(ANSH•luhs), or union, with Austria, his native land.

By threatening Austria with invasion, Hitler forcedthe Austrian chancellor to put Austrian Nazis incharge of the government. The new governmentpromptly invited German troops to enter Austria and“help” in maintaining law and order. One day later,on March 13, 1938, after his triumphal return to hisnative land, Hitler annexed Austria to Germany.

SS.C.1.4.1

STUDENT EDITIONSUNSHINE STATE STANDARDS

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Critical ThinkingAsk students to examine themap on this page. Why wouldthe transport of raw materialshave been a problem for Ger-many during World War II?(There were few ports that wereaccessible year-round within Ger-many’s territories.) L2

Critical ThinkingAsk students why some peoplesaluted Hitler and his entouragewhen he annexed the Sudeten-land. (The area had a German popu-lation of 3.5 million.) L2

Connecting Across TimeThe twentieth-century Germanand Japanese empires were tran-sitory. Other empires and dynas-ties lasted for thousands of years.Have students analyze examplesof major empires of the world. L2

Demands and Appeasement Hitler’s next objec-tive was the destruction of Czechoslovakia. On Sep-tember 15, 1938, he demanded that Germany begiven the Sudetenland, an area in northwesternCzechoslovakia that was inhabited largely by Ger-mans. He expressed his willingness to risk “worldwar” to achieve his objective.

At a hastily arranged conference in Munich,British, French, German, and Italian representativesdid not object to Hitler’s plans but instead reached anagreement that met virtually all of Hitler’s demands.German troops were allowed to occupy the Sudeten-land. The Czechs, abandoned by their Western allies,stood by helplessly.

The Munich Conference was the high point ofWestern appeasement of Hitler. When Neville Cham-berlain, the British prime minister, returned to Eng-land from Munich, he boasted that the agreementmeant “peace for our time.” Hitler had promisedChamberlain that he would make no more demands.Like many others, Chamberlain believed Hitler’spromises.

Great Britain and France React In fact, Hitler wasmore convinced than ever that the Western democra-cies were weak and would not fight. Increasingly,Hitler was sure that he could not make a mistake,and he had by no means been satisfied at Munich.

In March 1939, Hitler invaded and took control ofBohemia and Moravia in western Czechoslovakia. Inthe eastern part of the country, Slovakia became apuppet state controlled by Nazi Germany. On theevening of March 15, 1939, Hitler triumphantlydeclared in Prague that he would be known as thegreatest German of them all.

At last, the Western states reacted to the Nazithreat. Hitler’s aggression had made clear that hispromises were worthless. When Hitler began todemand the Polish port of Danzig, Great Britain sawthe danger and offered to protect Poland in the eventof war. At the same time, both France and Britainrealized that only the Soviet Union was powerfulenough to help contain Nazi aggression. They beganpolitical and military negotiations with JosephStalin, the Soviet dictator.

811CHAPTER 26 World War II

500 kilometers

500 miles0

0Lambert Azimuthal Equal-Area projection

N

S

EW

10°E 20°E 30°E

50°N

40°N

Corsica

Sardinia

Sicily

Mediterranean Sea

BalticSea

NorthSea

GERMANY

NETHER–LANDS

BELGIUM

FRANCE

LUX.

SWITZ. AUSTRIA

CZECHOSLOVAKIA

SUDETENLANDSLOVAKIA

EASTPRUSSIA

POLAND

LITHUANIA

HUNGARY

UNITEDKINGDOM

SWEDENDENMARK

ITALY YUGOSLAVIA

ALBANIA

GREECE

BULGARIA

ROMANIA

SOVIETUNION

LATVIA

LIBYA

MEMELTERR.

RHIN

ELAND

Berlin

Danzig

Prague

Munich Vienna

Rome

Warsaw

Paris

500 kilometers0

500 miles0

50°E0°

10°N

ETHIOPIA

KENYA

SUDAN

ERITREA

SOMAL

ILAND

ITAL

IAN

AddisAbaba

Germany, 1935

German occupation, 1936German acquisitions,1938–1939Italy and possessions, 1935Italian acquisitions, 1935–1939

German and Italian Expansion, 1935–1939

Germany and Italyexpanded their territories in the years leading up toWorld War II.

1. Interpreting MapsApproximately howmuch territory did Germany annex between1936 and 1939? How didits size in 1939 compareto its size in 1935?

2. Applying GeographySkills Use the informa-tion on the map to cre-ate a chart comparingGerman and Italianexpansion. What reasonscan you give for themore aggressive of thetwo being the moreaggressive country?

CHAPTER 26Section 1, 809–813CHAPTER 26Section 1, 809–813

Answers:1. Germany annexed approximately

50 percent more territory than itheld. By 1939, the size of thecountry was about 50 percentlarger.

2. Students will create charts.Answers may include that Ger-many wanted to repopulate theworld with Aryan Germans, whileItaly had no similar plans. Italywas also surrounded on threesides by water.

EXTENDING THE CONTENTCreating an Oral Report Organize students into groups of four to six to research how the worldreacted to the expansion of Japan into Nanjing, Italy into Ethiopia, and Germany into the Rhine-land, Austria, and Czechoslovakia. Have each group choose one of these conquests and then findnewspaper reports about it. Encourage students to apply different methods that historians haveused to interpret the past, and to use the process of historical inquiry to research and to interpretthe evidence. Also encourage students to use quotations that reveal the point of view of thereporter toward the conquest. Then have each group present its report to the class. L2

For grading this activity, refer to the Performance Assessment Activities booklet.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

FCAT LA.A.2.4.4

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

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Answer: in eastern Europe, includingthe Soviet Union

Hitler and the Soviets Meanwhile, Hitler pressedon in the belief that the West would not fight overPoland. He now feared, however, that the West andthe Soviet Union might make an alliance. Such analliance could mean a two-front war for Germany. Toprevent this possibility, Hitler made his own agree-ment with Joseph Stalin.

On August 23, 1939, Germany and the SovietUnion signed the Nazi-Soviet Nonaggression Pact. Init, the two nations promised not to attack each other.To get the nonaggression pact, Hitler offered Stalincontrol of eastern Poland and the Baltic states.Because he expected to fight the Soviet Union any-way, it did not matter to Hitler what he promised—he was accustomed to breaking promises.

Hitler shocked the world when he announced thenonaggression pact. The treaty gave Hitler the free-dom to attack Poland. He told his generals, “NowPoland is in the position in which I wanted her. . . . Iam only afraid that at the last moment some swinewill submit to me a plan for mediation.”

Hitler need not have worried. On September 1,German forces invaded Poland. Two days later,Britain and France declared war on Germany.

Identifying Where did Hitler believehe could find more “living space” to expand Germany?

The Japanese Path to WarIn September 1931, Japanese soldiers had seized

Manchuria, which had natural resources Japanneeded. Japan used as an excuse a Chinese attack ona Japanese railway near the city of Mukden. In fact,the “Mukden incident” had been carried out byJapanese soldiers disguised as Chinese.

Worldwide protests against the Japanese led theLeague of Nations to send investigators to Manchuria.When the investigators issued a report condemningthe seizure, Japan withdrew from the league. Overthe next several years, Japan strengthened its hold onManchuria, which was renamed Manchukuo. Japannow began to expand into North China.

By the mid-1930s, militants connected to the gov-ernment and the armed forces had gained control ofJapanese politics. The United States refused to recog-nize the Japanese takeover of Manchuria but wasunwilling to threaten force.

War with China Chiang Kai-shek tried to avoid aconflict with Japan so that he could deal with whathe considered the greater threat from the Communists. When clashes between Chinese and

Reading Check

Japanese troops broke out, he sought to appeaseJapan by allowing it to govern areas in North China.

As Japan moved steadily southward, protestsagainst Japanese aggression grew stronger in Chi-nese cities. In December 1936, Chiang ended his mil-itary efforts against the Communists and formed anew united front against the Japanese. In July 1937,Chinese and Japanese forces clashed south of Beijingand hostilities spread.

Japan had not planned to declare war on China.However, the 1937 incident eventually turned into amajor conflict. The Japanese seized the Chinese capitalof Nanjing in December. Chiang Kai-shek refused tosurrender and moved his government upriver, first toHankou, then to Chongqing.

812 CHAPTER 26 World War II

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ng Ji an g

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ang He

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MANCHUKUO(Manchuria)

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KARAFUTO

Chongqing Hankou

Nanjing Shanghai

Hong Kong U.K.

Beijing

Yan-an

Guangzhou

Japanese Expansion,1933–1941

Japanese territory, 1933Japanese acquisitionsto November 1941

Like Germany, Japan attempted to expand its territoriesprior to the beginning of the war.

1. Applying Geography Skills Pose and answer yourown question about the territories Japan did notacquire but wanted to acquire.

CHAPTER 26Section 1, 809–813CHAPTER 26Section 1, 809–813

Guided Reading Activity 26–1

Name Date Class

Paths To War

DIRECTIONS: Answer the following questions as you read Section 1.

1. To be a great power, Germany needed more land which Hitler felt would be found

where?

2. What was the name given to the Aryan racial state that Hitler thought would dominate

Europe for a thousand years?

3. When Hitler announced the creation of an air force, and expanded the German army, he

violated what agreement?

Guided Reading Activity 26-1

Answer:1. Student questions will vary but

should be consistent with mate-rial presented in this section.

Critical ThinkingAsk students to evaluate the fol-lowing statement: “Building apowerful military leads a coun-try to war because it is naturalfor military leaders to want touse and expand their power.” Do students believe that thisstatement is true? To what extentmight it explain why Japan’sarmy invaded China? L2

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

L1/ELL

SS.A.3.4.9

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

READING THE TEXT

Comparing and Contrasting On page 813, the author suggests that the Japanese governmentmight have rationalized its expansion into Asia in this fashion: “After all, who could better teachAsian societies how to modernize than the one Asian country that had already done it?” Ask stu-dents to identify what basic fallacy in logic Japan is making in this argument. (Students might sug-gest that Japan assumes that the other countries want to modernize in the same way, and thatbecause modernization worked in Japan, it would work anywhere.) How does this compare to rea-soning used by Western countries to justify their expansion? (Western countries used similar think-ing to justify their colonization of Africa and other regions of the world.) Have students analyze theJapanese Empire and summarize the effect of its imperialism on other societies. L2 SS.A.3.4.9

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1. Key terms are in blue. 2. Adolf Hitler (p. 809); Benito

Mussolini (p. 810); Joseph Stalin(p. 811); Chiang Kai-shek (p. 812)

3. See chapter maps. 4. Japan depended on foreign

sources for raw materials. Japansought to expand on the Asianmainland, but risked losing rawmaterials from the United States if

it did so. 5. Britain had offered to protect

Poland in the event of war. Thepact between Stalin and Hitler gaveHitler the freedom to invadePoland.

6. See The First Steps on page 810. 7. agreement with Mussolini, 1936;

Anti-Comintern Pact with Japan,1936; Munich Agreement, 1938;

Hitler signs nonaggression pactwith Soviet Union, 1939

8. The many Nazi flags in the back-ground make it appear that theillustrator and publisher supportedHitler’s relationship with Mussoliniand Italy.

9. Answers will vary.

813

Answer: Japan wanted to assert control and guide its neighbors tomodernization and prosperity.

The New Asian Order Japanese military leadershad hoped to force Chiang to agree to join a NewOrder in East Asia, comprising Japan, Manchuria,and China. Japan would attempt to establish a newsystem of control in Asia with Japan guiding itsAsian neighbors to prosperity. After all, who couldbetter teach Asian societies how to modernize thanthe one Asian country that had already done it?

Part of Japan’s plan was to seize Soviet Siberia,with its rich resources. During the late 1930s, Japanbegan to cooperate with Nazi Germany. Japanassumed that the two countries would ultimatelylaunch a joint attack on the Soviet Union and divideSoviet resources between them.

When Germany signed the nonaggression pactwith the Soviets in August 1939, Japanese leadershad to rethink their goals. Japan did not have theresources to defeat the Soviet Union without help.Thus, the Japanese became interested in the rawmaterials that could be found in Southeast Asia tofuel its military machine.

A move southward, however, would risk war withthe European colonial powers and the United States.Japan’s attack on China in the summer of 1937 hadalready aroused strong criticism, especially in theUnited States. Nevertheless, in the summer of 1940,Japan demanded the right to exploit economicresources in French Indochina.

The United States objected. It warned Japan that itwould apply economic sanctions—restrictionsintended to enforce international law—unless Japan

withdrew from the area and returned to its borders of1931. Japan badly needed the oil and scrap iron it wasgetting from the United States. Should theseresources be cut off, Japan would have to find themelsewhere. Japan viewed the possibility of economicsanctions as a threat to its long-term objectives.

Japan was now caught in a dilemma. To guaranteeaccess to the raw materials it wanted in SoutheastAsia, Japan had to risk losing raw materials from theUnited States. After much debate, Japan decided tolaunch a surprise attack on U.S. and Europeancolonies in Southeast Asia.

Explaining Why did Japan want toestablish a New Order in East Asia?

Reading Check

813CHAPTER 26 World War II

9. Persuasive Writing Imagine youare the editor of a British newspaperin 1938. Write an editorial that cap-tures the essence of your viewpoint.Use a headline that offers sugges-tions on how war can be avoided.

Agreements Encouraging Hitler’s Aggression Leading to World War II

Cabinet of Japanese prime minister Tojo (front center), 1941

Checking for Understanding1. Define appeasement, demilitarized,

sanction.

2. Identify Adolf Hitler, Benito Mussolini,Joseph Stalin, Chiang Kai-shek.

3. Locate Rhineland, Sudetenland,Manchukuo.

4. Explain why Japan felt the need to control other nations, especially howthis relates to its need for resources.

5. List the reasons why Hitler’s pact withStalin was a key factor in forcing Britainand France to declare war on Germany.

Critical Thinking6. Explain In what sense was World

War II a product of World War I?

7. Sequencing Information Create achart like the one below listing inchronological order the agreementsthat emboldened Hitler in his aggres-sive expansion policies.

Analyzing Visuals8. Analyze the illustration on page 810 to

determine what opinion the artist hadabout Italy’s alliance with Germany.What aspects of the illustration indicatethat its creator and its publisher eitherdid or did not support Hitler’s relation-ship with Mussolini and Italy?

CHAPTER 26Section 1, 809–813CHAPTER 26Section 1, 809–813

Section Quiz 26–1

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. alliance between Mussolini and Hitler

2. alliance between Germany and Japan

3. no weapons or fortifications permitted

4. policy of satisfying reasonable demands in exchange for peace

5. agreement between Hitler and Stalin

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 26

Section Quiz 26-1

Column B

A. Anti-CominternPact

B. demilitarized

C. Rome-Berlin Axis

D. Nazi-SovietNonaggressionPact

E. appeasement

Reading Essentials andStudy Guide 26–1

DRAWING FROM EXPERIENCEII

How do you resolve conflicts with other people? Do you ever give in to theirdemands in order to avoid conflict?

In this section, you will learn about the actions of Germany and Japan that paved the

Reading Essentials and Study GuideChapter 26, Section 1

For use with textbook pages 809–813

PATHS TO WAR

KEY TERMS

demilitarized an area that is free of weapons or fortifications (page 810)

appeasement a policy of giving in to the demands of a dissatisfied power in an attempt to keepthe peace (page 810)

sanction a restriction intended to enforce international law (page 813)

Name Date Class

Reteaching ActivityAsk students to create a tablethat compares the political andeconomical conditions in Ger-many and Japan before WorldWar II. L1

4 CLOSEAsk students to find examples in Section 1 of countries formingalliances for their common good.Make a chart of the alliancesmade and the benefits receivedby the countries involved. L1

L2

L1/ELL

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1 FOCUSSection OverviewThis section describes the expan-sion of World War II to a globalconflict and the military andpolitical operations that ulti-mately led to the Axis defeat bythe Allies.

1940Germans bombBritish cities

1943Germans defeatedat Stalingrad

Guide to Reading

The Course of World War II

Preview of Events

1942Japanese defeated at theBattle of Midway Island

1944Allied forces invadeFrance on D-Day

✦1939 ✦1940 ✦1941 ✦1942 ✦1943 ✦1944 ✦1945

Event Effect

On September 1, 1939, after beginning his attack on Poland, Hitler addressed theGerman Reichstag:

“I do not want to be anything other than the first soldier of the German Reich. I have once more put on the uniform which was once most holy and precious to me. I shall only take it off after victory or I shall not live to see the end. . . . As a NationalSocialist and as a German soldier, I am going into this struggle strong in heart. Mywhole life has been nothing but a struggle for my people, for their revival, for Ger-many . . . Just as I myself am ready to risk my life any time for my people and for Germany, so I demand the same of everyone else. But anyone who thinks that he canoppose this national commandment, whether directly or indirectly, will die! Traitorscan expect death.”

—Nazism 1919–1945, A Documentary Reader, J. Noakes and G. Pridham, 1995

Hitler had committed Germany to a life-or-death struggle.

Europe at WarHitler stunned Europe with the speed and efficiency of the German attack on

Poland. His blitzkrieg, or “lightning war,” used armored columns, called panzerdivisions, supported by airplanes. Each panzer division was a strike force of aboutthree hundred tanks with accompanying forces and supplies.

Voices from the Past

Main Ideas• The bombing of Pearl Harbor created a

global war between the Allied and theAxis forces.

• Allied perseverance and effective mili-tary operations, as well as Axis miscal-culations, brought an end to the war.

Key Termsblitzkrieg, partisan

People to IdentifyFranklin D. Roosevelt, Douglas MacArthur,Winston Churchill, Harry S Truman

Places to LocateStalingrad, Midway Island, Normandy,Hiroshima

Preview Questions1. Why did the United States not enter

the war until 1941?2. What major events helped to end the

war in Europe and Asia?

Reading StrategyCause and Effect Create a chart listingkey events during World War II and theireffect on the outcome of the war.

814 CHAPTER 26 World War II

CHAPTER 26Section 2, 814–822CHAPTER 26Section 2, 814–822

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 26–2• Daily Lecture and Discussion Notes 26–2• Guided Reading Activity 26–2• Section Quiz 26–2• Reading Essentials and Study Guide 26–2

Transparencies• Daily Focus Skills Transparency 26–2

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 26-2

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. The Ju 87 planes opened gaps for the armored attack to proceed. 2. Tanks and half-tracks made up the mainarmor attack. 3. The Blitzkrieg attacks were forceful andincluded an enormous amount of armor—nothing could standup to them.

The Course of World War II

UNIT

5Chapter 26

How did the GermanJunkers open the enemyforces for an armored attack?

What vehicles were involvedin the main armor attack?

Why do you think theGerman blitzkrieg attackswere so successful?

1 2 3

Blitzkrieg in Action

EnemyPosition

MAINARMORATTACK

HEADQUARTERS

ArmoredCars and

ReconnaissanceVehicles

Protect Flanks

JUNKERSJU 87 STUKAS

SUPPLYAIR SUPPORT

JUNKERSJU 87 STUKAS

SUPPLYAIR SUPPORT

ArmoredCars and

ReconnaissanceVehicles

Protect Flanks

HEAVY GUNS133

LIGHT ANDMEDIUM TANKS

244

ARMOREDHALF-TRACKS

295

ARMORED CARS58

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 26–2

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

Guide to Reading

Answers to Graphic: Japan attacksPearl Harbor: United States enterswar; Battle of Midway: Japanese navydefeated; Invasion of Normandy:ends war in Europe; atomic bombsdropped on Japan: Japan surrenders

Preteaching VocabularyThe British shortened the Germanword blitzkrieg to blitz to describe theintensive German bombardment ofLondon. Ask students to identify howthe word blitz is used today. L1

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2 TEACH

815CHAPTER 26 World War II

The forces of the blitzkrieg broke quickly throughPolish lines and encircled the bewildered Polishtroops. Regular infantry units then moved in to holdthe newly conquered territory. Within four weeks,Poland had surrendered. On September 28, 1939,Germany and the Soviet Union divided Poland.

Hitler’s Early Victories After a winter of waiting(called the “phony war”), Hitler resumed the attackon April 9, 1940, with another blitzkrieg againstDenmark and Norway. One month later, on May 10,Germany launched an attack on the Netherlands,Belgium, and France.The main assault wasthrough Luxembourgand the Ardennes(ahr•DEHN) Forest.German panzer divi-sions broke throughweak French defen-sive positions there and raced across northernFrance. French and British forces were taken by sur-prise when the Germans went around, instead ofacross, the Maginot Line (a series of concrete andsteel fortifications armed with heavy artillery alongFrance’s border with Germany). The Germans’action split the Allied armies, trapping French troopsand the entire British army on the beaches ofDunkirk. Only by the heroic efforts of the RoyalNavy and civilians in private boats did the Britishmanage to evacuate 338,000 Allied (mostly British)troops.

The French signed an armistice on June 22. Germanarmies now occupied about three-fifths of France. Anauthoritarian regime under German control was setup over the remainder of the country. It was known asVichy France and was led by an aged French hero ofWorld War I, Marshal Henri Pétain. Germany wasnow in control of western and central Europe, butBritain had still not been defeated. After Dunkirk, theBritish appealed to the United States for help.

President Franklin D. Roosevelt denounced theaggressors, but the United States followed a strictpolicy of isolationism. A series of neutrality acts,passed in the 1930s, prevented the United States fromtaking sides or becoming involved in any Europeanwars. Many Americans felt that the United States hadbeen drawn into World War I due to economicinvolvement in Europe and they wanted to prevent arecurrence. Roosevelt was convinced that the neu-trality acts actually encouraged Axis aggression andwanted the acts repealed. They were gradually

relaxed as the United States supplied food, ships,planes, and weapons to Britain.

The Battle of Britain Hitler realized that anamphibious (land-sea) invasion of Britain could suc-ceed only if Germany gained control of the air. At thebeginning of August 1940, the Luftwaffe (LOOFT•vah•fuh)—the German air force—launched a majoroffensive. German planes bombed British air andnaval bases, harbors, communication centers, andwar industries.

The British fought back with determination. Theywere supported by an effective radar system thatgave them early warning of German attacks. Never-theless, by the end of August, the British air force hadsuffered critical losses.

In September, in retaliation for a British attack onBerlin, Hitler ordered a shift in strategy. Instead ofbombing military targets, the Luftwaffe began mas-sive bombing of British cities. Hitler hoped in thisway to break British morale. Instead, because mili-tary targets were not being hit, the British were ableto rebuild their air strength quickly. Soon, the Britishair force was inflicting major losses on Luftwaffebombers. At the end of September, Hitler postponedthe invasion of Britain indefinitely.

FRANCE

ENGLAND

LUX.BELG.

Ardennes

NETH.

ATLANTICOCEAN

London buildings collapse as aresult of nightly German bombing.

CHAPTER 26Section 2, 814–822CHAPTER 26Section 2, 814–822

Daily Lecture and Discussion Notes 26–2

I. Europe at War (pages 814–817)

A. The 1939 invasion of Poland by Germany took just four weeks. The speed and efficien-cy of the German army stunned the world. Called blitzkrieg (“lightning war”), theGermans used panzer divisions (strike forces of about 300 tanks and soldiers) thatwere supported by airplanes. On September 28, 1939, Germany and the Soviet Uniondivided Poland.

Daily Lecture and Discussion Notes

Chapter 26, Section 2

Did You Know? Some historians think that Hitler was a greatmilitary commander—for the Allies! During the course of the war,he was responsible for several major blunders. For example, he seri-ously underestimated the strength of the Soviet Union, and made ahuge mistake by attacking them. Prior to D-Day, the Allies fooledHitler into thinking the invasion would be in Calais, which weak-ened the German response.

Copyright © by The McGraw-Hill Companies, Inc.

Guided Reading Activity 26–2

Name Date Class

The Course of World War II

DIRECTIONS: Fill in the blanks below as you read Section 2.

Hitler stunned Europe with the (1) and

(2) of his attack on Poland. His (3) or

“lightning war,” used panzer divisions supported by airplanes. Within four weeks,

Poland had (4) . At the beginning of August 1940, the German

air force launched a major offensive against (5) . German

planes bombed British (6) , (7) ,

(8) , and (9) . Hitler invaded the

(10) on June 22, 1941. An early (11) and

fierce Soviet (12) halted the German advance.

O D b 7 1941 J i ft tt k d th U S l b t

Guided Reading Activity 26-2

Radar In 1935, physicist RobertWatson-Watts developed radar, anearly warning system used to detectincoming aircraft. This new invention(radio detecting and ranging) helpedthe British defeat the German Luft-waffe in the Battle of Britain.

Who?What?Where?When?

Writing ActivityAsk students to write a hypothet-ical letter from a resident of Lon-don to an American relativedescribing how he or she feelsafter seeing the results of an airraid, such as the one pictured onthis page. How might suchdestruction change this person’swillingness to fight? L1EXTENDING THE CONTENT

Organizing a Group Discussion Break students into groups to discuss the answer to the followingquestion: Why was it easier for a nation like Germany to take control of a vast area (such as it didin 1939) than it was to maintain control over the same area? (It is easier to take over a territorythrough military power than to maintain control and administer an effective government. The Ger-man effort to occupy vast territories spread its power and people too thin.) When students havefinished their small group discussions, guide the class in a general discussion of this question andconclude with a list of other military leaders or empires that experienced the same problems Ger-many encountered. L2

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

L1/ELL

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Connecting Across TimeRemind students that inChapter 18 they read about howNapoleon Bonaparte suffered a stunning defeat just outsideMoscow during the winter of1812. In what ways didNapoleon and Hitler make thesame mistakes? Have studentsrefer to maps in the ReferenceAtlas and in these two chaptersto identify and explain theanswer to this question. (Thesetwo leaders underestimated theeffects of the Russian winter and theresistance of the Russian people.) L1

Critical ThinkingBy distorting history, Nazi ide-ology created the belief that“Aryans” were responsible formost advances in human his-tory. As you discuss the validity,or lack of validity, of this view,ask students to be as specific aspossible regarding the contribu-tions of different cultures andcivilizations. L1

Critical ThinkingAsk students to summarize theevents that brought the SovietUnion and the United States intoWorld War II. L1

Attack on the Soviet Union Although he had nodesire for a two-front war, Hitler became convincedthat Britain was remaining in the war only because itexpected Soviet support. If the Soviet Union wassmashed, Britain’s last hope would be eliminated.Moreover, Hitler had convinced himself that theSoviet Union had a pitiful army and could bedefeated quickly.

Hitler’s invasion of the Soviet Union was sched-uled for the spring of 1941, but the attack wasdelayed because of problems in the Balkans. Hitlerhad already gained the political cooperation of Hun-gary, Bulgaria, and Romania. However, the failure ofMussolini’s invasion of Greece in 1940 had exposedHitler’s southern flank to British air bases in Greece.To secure his Balkan flank, Hitler therefore seizedboth Greece and Yugoslavia in April.

816 CHAPTER 26 World War II

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El Alamein(Oct.–

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(April 1941)

Tunis(May 1943)

Anzio(Jan.–Mar. 1944)

Monte Cassino(Jan.–May 1944)

Stalingrad(Aug. 1942–

Feb. 1943)

Kursk(July 1943)

Minsk(July 1944)

Warsaw(Aug. 1944–Jan. 1945)

Leningrad(Sept. 1941–Jan. 1944)

Berlin(Apr.–May 1945)

North AfricaLandings

(Nov. 1942)

Battle of Britain (July–Oct. 1940)

Normandy (June 1944)

Paris (Aug. 1944)Battle of the Bulge (Dec. 1944–Jan. 1945)

UNITEDKINGDOM

IRELAND

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GREECE

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LATVIA

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FINLAND

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S O V I E TU N I O N

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TUNISIA

LIBYA

EGYPT

SAUDIARABIA

PALESTINE

LEBANON

SYRIA

IRAQ

TRANS-JORDAN

IRANTURKEY

Corsica

Sardinia

Malta

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CreteCyprus

LondonPlymouthBristol

CoventryBirmingham

Liverpool ManchesterHull

Rotterdam

HamburgBremen

HanoverD¨usseldorfCologne Dresden

FrankfurtMannheimStuttgart

Munich

Kiev

PloiestiBelgrade

Valletta

Dunkirk

Vichy

Rome

CairoAlexandria

Moscow

Budapest

World War II in Europe and North Africa, 1939–1945

Axis PowersAxis-controlled area, November 1942Farthest Axis advance, December 1941Vichy France and territoriesAllied PowersAllied-controlled area, November 1942

Neutral nationsMajor battle with dateMajor city severely damaged by bombingAir battleMaginot Line

Reassured, Hitler invaded the Soviet Union onJune 22, 1941. He believed that the Russians couldstill be decisively defeated before the brutal winterweather set in.

The massive attack stretched out along a frontsome 1,800 miles (about 2,900 km) long. Germantroops advanced rapidly, capturing two million Rus-sian soldiers. By November, one German army grouphad swept through Ukraine. A second army wasbesieging the city of Leningrad, while a thirdapproached within 25 miles (about 40 km) of Moscow,the Soviet capital.

An early winter and fierce Soviet resistance, how-ever, halted the German advance. Because of theplanned spring date for the invasion, the Germanshad no winter uniforms. For the first time in the war,German armies had been stopped. A counterattack in

CHAPTER 26Section 2, 814–822CHAPTER 26Section 2, 814–822

Geography Ask students to studythe map on page 817. Which coun-tries did Germany invade in 1941?(Yugoslavia, Lithuania, Latvia, Estonia, the Soviet Union, Bulgaria,Greece) L1

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTThe Blitz During World War II, German bombers rained destruction on London and strategic tar-gets in an attempt to knock out Great Britain’s defenses and force the British to surrender. Publicshelters were set up throughout London in subway tunnels and other protected areas. At theheight of the blitz, one out of every seven Londoners slept in a shelter. About two million childrenwere evacuated to the countryside from London and other British cities. There, many of these citychildren played on grass and climbed trees for the first time. Parents and children reunited periodi-cally when the government offered reduced train fares to the country.

SS.A.1.4.3

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Answer: Problems in the Balkans ledHitler to seize both Greece andYugoslavia in April 1941. An earlywinter and fierce Soviet resistancehalted the German advance.

December 1941 by a Soviet army came as an ominousending to the year for the Germans.

Evaluating In the spring of 1941,what caused Hitler to delay his invasion of the Soviet Union?What halted the German advance once it had begun?

Japan at WarAs you will learn, the Japanese

attack on Pearl Harbor outraged Americans and led tothe entry of the United States into the war. On December 7, 1941, Japanese aircraft attacked the

U.S. naval base at Pearl Harbor in the HawaiianIslands. The same day, other Japanese units launchedadditional assaults on the Philippines and beganadvancing toward the British colony of Malaya. Soon

Reading Check

817CHAPTER 26 World War II

Battle Deaths in World War IICountryUSSRGermanyYugoslaviaPolandRomaniaUnited States United Kingdom FranceHungaryFinlandItalyGreeceCanada

Battle Deaths 7,500,0003,500,000

410,000320,000300,000292,000245,000210,000140,00082,00077,00074,00037,000

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Ger. LITH.LATVIA

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EGYPT

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PALESTINE U.K.LEBANON

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Fr.

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ROMANIA

SLOVAKIAHUNGARY

POLAND

SOVIETUNION

Ger. LITH.LATVIA

ESTONIA

FINLANDNORWAY

SWEDEN

TURKEY

ALGERIAFr. TUNISIA

Fr.

LIBYAIt.

EGYPT

TRANS-JORDAN

U.K.SAUDIARABIA

PALESTINEU.K.

LEBANON

SYRIAFr.

IRAQMOROCCO

Fr.

SP. MOR.

Axis Offensives, 1939–1941 Allied Offensives, 1942–1945Axis offensives, 1939Axis offensives, 1940Axis offensives, 1941

Allied offensives, 1942–1943Allied offensives, 1944–1945

after, Japanese forces invaded the Dutch East Indiesand occupied a number of islands in the Pacific Ocean.In some cases, as on the Bataan Peninsula and theisland of Corregidor in the Philippines, resistance wasfierce. By the spring of 1942, however, almost all ofSoutheast Asia and much of the western Pacific hadfallen into Japanese hands.

A triumphant Japan now declared the creation of a community of nations. The name given to this new “community” was the Greater East-Asia Co-prosperity Sphere. The entire region would now beunder Japanese direction. Japan also announced itsintention to liberate the colonial areas of SoutheastAsia from Western colonial rule. For the moment,however, Japan needed the resources of the regionfor its war machine, and it treated the countriesunder its rule as conquered lands.

Heavy fighting took place in Europe and North Africa.

1. Interpreting Maps Name at least six major land bat-tles of the war in Europe. Which side, the Allies or theAxis Powers, was more aggressive at the beginning ofthe war? Summarize the changes in direction of thisside’s offensives during the first three years of the war.

2. Applying Geography Skills Using information fromthe maps on pages 816 and 817, create a model of thewar’s outcome had Hitler not invaded the Soviet Union.Your model could take the form of a map, a chart, or adatabase and include such items as battles, offensives,and casualties.

CHAPTER 26Section 2, 814–822CHAPTER 26Section 2, 814–822

Answers:1. Students should select sites

marked with yellow icon; Axis;direction moved east in 1940,west in 1941, then east in 1942.

2. Students will create models.

How did Pearl Harbor change thecourse of World War II? (The Japan-ese attack brought the United States,with its powerful military potential,into World War II.)

EnrichHave students research the rawmaterials Japan gained by invad-ing French Indochina and theDutch East Indies. Then ask stu-dents to write an essay in whichthey summarize and analyze thepolitical and economic impact ofJapanese imperialism on othersocieties. L2

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONAt-Risk Students Have students create a visual “war map” showing one of the following conflictsof the war: the Soviet offensive, the war in the desert, the invasion of Italy, or the war in the Pacific.Tell students to re-create the area of conflict and then illustrate how the Allied forces took theoffensive and achieved victory. Suggest that they use markers, flags, or pictures to illustrate theactions in the conflict. Display completed maps in the classroom and encourage students toexplain and interpret the visuals that they have created. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

SS.A.3.4.9

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Answer: most of Southeast Asia andmuch of the western Pacific

818 CHAPTER 26 World War II

agreed to stress military operations and ignore polit-ical differences. At the beginning of 1943, the Alliesagreed to fight until the Axis Powers—Germany,Italy, and Japan—surrendered unconditionally. Theunconditional surrender principle, which requiredthe Axis nations to surrender without any favorablecondition, cemented the Grand Alliance by making itnearly impossible for Hitler to divide his foes.

The European Theater Defeat was far fromHitler’s mind at the beginning of 1942. As Japaneseforces advanced into Southeast Asia and the Pacific,

September 1939• Germany invades

Poland• Great Britain and

France declare waron Germany

April 1940• Blitzkrieg against

Denmark andNorway

May 1940• Attacks against

Netherlands,Belgium, France

August 1940• Air attack

against Britain

December 1941• Japan attacks

Pearl Harbor,Philippines, andDutch East Indies

• United Statesenters war

Spring 1942• United States wins

battles of Coral Seaand Midway

February 1943• Germans surrender

at Stalingrad

June 1944• Rome falls

to Allies• D-Day, June 6

May 1945• Germany

surrenders

June 1940• France

surrenders

April 1941• Greece and

Yugoslaviaare captured

June 1941• Hitler invades

Soviet Union

Spring 1942• Japan controls most

of Southeast Asia

Fall 1942• Germans attack

Stalingrad• Britain and United States

invade North Africa

May 1943• German and Italian

troops surrender inFrench North Africa

July 1943• Soviets defeat

Germans atBattle of Kursk

August 1944• Paris is

liberated

April 1945• Soviets enter Berlin• Hitler and

Mussolini die

March 1945• Germany is

invaded

August 1945• United States

drops atomicbombs on Japan

• Japan surrenders

World War II: Attack and Counterattack

Axis attacks and victoriesAllied attacks and victories

1939 1940 1941 1942 1943 1944 1945 1946

Japanese leaders had hoped that their lightningstrike at American bases would destroy the U.S. fleetin the Pacific. The Roosevelt administration, theythought, would now accept Japanese domination ofthe Pacific. The American people, in the eyes ofJapanese leaders, had been made soft by materialindulgence.

The Japanese miscalculated, however. The attackon Pearl Harbor unified American opinion aboutbecoming involved in the war. The United Statesnow joined with European nations and NationalistChina in a combined effort to defeat Japan. Believingthe American involvement in the Pacific would makethe United States ineffective in the European theaterof war, Hitler declared war on the United States fourdays after Pearl Harbor. Another European conflicthad turned into a global war.

Describing By the spring of 1942,which territories did Japan control?

The Allies AdvanceThe entry of the United States into the war created

a new coalition, the Grand Alliance. To overcomemutual suspicions, the three major Allies—GreatBritain, the United States, and the Soviet Union—

Reading Check

The time line above traces the major events of thewar, from September 1939 to Japan’s surrender in August 1945.

1. Identifying How much time elapsed from thebeginning of the war until France’s surrender?From France’s surrender until Germany’s surrender?

2. Compare and Contrast Use the time line andyour knowledge of world history to compare theSoviet Union’s involvement in World War II toRussia’s involvement in World War I. How do youexplain the successes and failures of the SovietUnion and Russia in these two wars?

CHAPTER 26Section 2, 814–822CHAPTER 26Section 2, 814–822

Answers:

1. 9 months; 5 years

2. Answers may include: the Russian Revolution took placeduring World War I, causing Russia to withdraw from the war.By the time of World War II,there was a strong totalitarianregime in power, and Russia wasindustrialized.

Pearl Harbor By late 1941, therewere more than 75 U.S. warshipsincluding battleships, destroyers,cruisers, and submarines stationed atPearl Harbor. During the Japaneseattack, the battleship U.S.S. Arizonawas completely destroyed, theNevada heavily damaged, and theWest Virginia and the California weresunk. American losses were stagger-ing, but Japan lost only 29 planes, 5small submarines, and about 120 soldiers. A national memorial hasbeen built across the hull of the U.S.S.Arizona at Pearl Harbor, just outsideHonolulu, Hawaii.

Who?What?Where?When?

Critical ThinkingAsk students to analyze theinformation on pages 818through 822 and suggest whatthey believe to be the two orthree major reasons for the warturning in favor of the Allies.

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READING THE TEXT

Sequencing Information Have students prepare an annotated time line of the major milestonesin Germany’s early military offensives in World War II. Students should include the conquest ofPoland, the fall of France, the defeat of the Low Countries, the evacuation of Dunkirk, and theBattle of Britain. In their time line “notes” the students should include a brief phrase on theoutcome of the offensive. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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Critical ThinkingAsk students to discuss whycaptured spies have often beentreated more harshly than otherenemy soldiers who were takenprisoner. What characteristics in enemy spies do we find par-ticularly offensive? Why do weglorify the exploits of our ownsuccessful spies? L2

Writing ActivityAssign students to write the dia-logue for an imaginary conversa-tion between Winston Churchilland Hitler in 1941 before theUnited States entered the war. In this conversation, each manshould explain to the other whyhis side is certain to win the wareventually. As part of this writ-ing activity, ask students to ana-lyze the influence of Churchilland Hitler on political events ofthe twentieth century. L2

819CHAPTER 26 World War II 819CHAPTER 5 Rome and the Rise of Christianity 819CHAPTER 5 Rome and the Rise of Christianity

Women as Spies in World War IIFor thousands of years, governments have relied on

spies to gather information about their enemies. Untilthe twentieth century, most spies were men. DuringWorld War II, however, many women became active inthe world of espionage.

Yoshiko Kawashima was born in China but raised inJapan. In 1932, she was sent to China by Japaneseauthorities to gather information for the invasion ofChina. Disguised as a young man, Kawashima was anactive and effective spy until her arrest by the Chinesein 1945. The Chinese news agency announced that “along-sought-for beauty in male costume was arrestedtoday in Beijing.” She was executed soon after herarrest.

Hekmath Fathmy was an Egyptian dancer. Her hatredof the British, who had occupied Egypt, caused her tobecome a spy for the Germans. Fathmy sang anddanced for British troops in the Kit Kat Club, a nightclubin Cairo. After shows, she took British officers to herhouseboat on the banks of the Nile. Any informationshe was able to obtain from her guests was passed onto John Eppler, a German spy in Cairo. Eventually, shewas caught, but she served only a year in prison for herspying activities.

Violette Szabo of French/Eng-lish background became a spyafter her husband died fightingthe Germans in North Africa.She joined Special OperationsExecutive, an arm of BritishIntelligence, and was sent toFrance several times. In August1944, she parachuted intoFrance to spy on the Germans.Caught by Gestapo forces atSalon La Tour, she was torturedand then shipped to Ravens-bruck, a women’s concentrationcamp near Berlin. She was exe-cuted there in April 1945.

Hitler and his European allies continued fighting thewar in Europe against the armies of Britain and theSoviet Union.

Until late 1942, it appeared that the Germansmight still prevail on the battlefield. In North Africa,the Afrika Korps, German forces under GeneralErwin Rommel, broke through the British defenses inEgypt and advanced toward Alexandria. A renewedGerman offensive in the Soviet Union led to the cap-ture of the entire Crimea in the spring of 1942. InAugust, Hitler boasted:

“As the next step, we are going to advance southof the Caucasus and then help the rebels in Iran andIraq against the English. Another thrust will bedirected along the Caspian Sea toward Afghanistanand India. Then the English will run out of oil. In twoyears we’ll be on the borders of India. Twenty tothirty elite German divisions will do. Then the BritishEmpire will collapse.”

This would be Hitler’s last optimistic outburst. By the fall of 1942, the war had turned against theGermans.

In North Africa, British forces had stopped Rom-mel’s troops at El Alamein (EL A•luh•MAYN) in thesummer of 1942. The Germans then retreated backacross the desert. In November 1942, British andAmerican forces invaded French North Africa. Theyforced the German and Italian troops there to surren-der in May 1943.

On the Eastern Front, after the capture of theCrimea, Hitler’s generals wanted him to concentrateon the Caucasus and its oil fields. Hitler, however,decided that Stalingrad, a major industrial center onthe Volga, should be taken first.

In perhaps the most terrible battle of the war,between November 1942 and February 2, 1943, theSoviets launched a counterattack. German troopswere stopped, then encircled, and supply lines werecut off, all in frigid winter conditions. The Germans

� Violette Szabo spiedfor the Allies to avengeher husband’s death.

People have different motives for becoming spies.List several motives that might draw someone toespionage. Do you think the motives are different inpeacetime? Investigate current espionage activitiesusing the Internet or library. What various methodsdo governments use today to gather intelligence?

CHAPTER 26Section 2, 814–822CHAPTER 26Section 2, 814–822

Why was Stalingrad a major turningpoint in World War II? (The Battle ofStalingrad put the Germans on thedefensive on the Eastern Front andmarked the beginning of the turningof the tide in favor of the Allies.)

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONEnglish Learners To help students better understand terms used in Section 2, have them make amini-dictionary for the following words: blitzkreig, panzer, Luftwaffe, neutrality, coalition, uncondi-tional surrender, isolationism, morale, and beachhead. Ask students to alphabetize the words, thenfind them in Section 2, and either determine their meaning from context or look them up in a dictionary or the Glossary of their textbook. Then have students write a definition for each wordand use that word in a sentence. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

Answer: Answers should be supportedby examples and logical arguments.

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Critical ThinkingMany difficult decisions weremade during the course ofWorld War II. Have studentsidentify a situation that requiresa similarly difficult decision.You might suggest that studentsassume roles of contemporarypolitical or military leaders fac-ing a decision about how toreact to an event currently in thenews. Then ask students to usea decision-making process togather information, identifyoptions, and predict conse-quences regarding their situa-tion. Ask students to identifywhat actions would be neededto implement their decision. L2

“Island hopping,” the Allied strategy in Asia and the Pacific,focused more on the islands in the Pacific than on the main-land of Asia.

1. Interpreting Maps What was the approximate dis-tance from Japan, in miles and kilometers, to its farthestpoint of control?

2. Applying Geography Skills Compare this map to theearlier maps in the chapter dealing with the war inEurope. Then analyze the effects of geographic factorson the major events in the two different theatres of war.

The Asian Theater In 1942, the tide of battle in theEast also changed dramatically. In the Battle of theCoral Sea on May 7 and 8, 1942, American navalforces stopped the Japanese advance and saved Aus-tralia from the threat of invasion.

The turning point of the war in Asia came on June 4, at the Battle of Midway Island. U.S. planesdestroyed four attacking Japanese aircraft carriers.The United States defeated the Japanese navy andestablished naval superiority in the Pacific.

By the fall of 1942, Allied forces in Asia were gath-ering for two operations. One, commanded by U.S.general Douglas MacArthur, would move into thePhilippines through New Guinea and the SouthPacific Islands. The other would move across thePacific with a combination of U.S. Army, Marine, andNavy attacks on Japanese-held islands. The policywas to capture some Japanese-held islands and bypassothers, “island hopping” up to Japan. After a series ofbitter engagements in the waters off the Solomon

820 CHAPTER 26 World War II

N

S

EW

Mercator projection1,000 kilometers0

1,000 miles0

150°W180°150°E120°E90°E

30°N

TROPIC OF CAPRICORN

TROPIC OF CANCER

EQUATOR

Guadalcanal(Aug. 1942–Feb. 1943)

Tarawa(Nov. 1943)

New Britain(Dec. 1944)

Coral Sea(May 1942)

(Oct. 1944)

(July–Aug. 1944)

Eastern Solomons (Aug. 1942)

Santa Cruz (Oct. 1942)

(Feb.–March 1945)

(Aug. 1945)

(April–June 1945)

Saipan (June–July 1944)Bataan(Jan.–April 1942)

Java Sea(Feb. 1942)

Wake Island(Dec. 1941)

Pearl Harbor(Dec. 1941)

(June 1942)

(Aug. 1945)

Okinawa

Leyte Gulf

Philippine Sea(June 1944)

PaCIFicOcean

indianOcean Coral

Sea

1943

1942

1943

1944

1944

1945

1945

1944

1945

19451945

1945

1945

1944

1943

1942

1942

1944

AUSTRALIA

KOREA

MONGOLIA

SOVIET UNION

CHINA

BURMAINDIA

THAILAND

MALAYA

FRENCHINDOCHINA

DUTCH EAST INDIES

JAPAN

MANCHUKUO

Formosa

PhilippineIslands

KurilIslands

Aleutian IslandsSakhalin(Karafuto)

Iwo Jima

Guam

Mariana Islands

FijiNewCaledonia

NewHebrides

New GuineaSolomon Islands

HawaiianIslands

Midway Island

Marshall IslandsHainan

Sumatra Borneo Celebes

Java

SARAWAK

Corregidor

Shanghai Hiroshima

TokyoNagasaki

HongKong

World War II in Asia and the Pacific, 1941–1945

were forced to surrender at Stalingrad. The entireGerman Sixth Army, considered the best of the Ger-man troops, was lost.

By February 1943, German forces in Russia wereback to their positions of June 1942. By the spring of1943, even Hitler knew that the Germans would notdefeat the Soviet Union.

Japan and Japanese-controlled area, 1942Maximum extent of Japanese control, 1942

Major Allied air operation

Major battle or attack

Conventional bombing

Atomic bombing

Allied offensive

CHAPTER 26Section 2, 814–822CHAPTER 26Section 2, 814–822

Answers:1. nearly 4,000 miles (6,437 km)

2. Asia and the Pacific were sea-based, Europe was land-based.

Technology After D-Day, Pipe-LineUnder The Ocean (PLUTO), a supplyline under the English Channel, sup-plied thousands of gallons of gasolinea day for Allied trucks and tanksadvancing across Europe. Ask stu-dents to research PLUTO and othertechnological innovations of the war.You might suggest radar, jet engines,special munitions, or Mulberry harbors.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGeography Geography is more than the study of a region’s rivers, lakes, mountains, etc. For exam-ple, the economic geography of Japan (i.e., its economic resources) was a serious limitation to theJapanese aim to become a great power. Japan felt that it had to gain access to natural resourcesfor a modern industrial economy. This meant expansion toward Korea, China, Russia, and adjoiningPacific areas. A weakness in economic geography directly led to aggression and imperialism. Todaycontemporary Japan peacefully meets its demands for natural resources. Through exports Japancan afford to buy natural resources in the world market. Ask students to create a chart that listsJapan’s exports in one column and the natural resources it imports in a second column.

FCAT SC.H.3.4.6

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Answer: The entire German SixthArmy, considered to be Hitler’s besttroops, was lost.

Islands from August to November 1942, Japanesefortunes were fading.

Summarizing Why was the Germanassault on Stalingrad a crushing defeat for the Germans?

Last Years of the WarBy the beginning of 1943, the tide of battle had

turned against Germany, Italy, and Japan. Axis forcesin Tunisia surrendered on May 13, 1943. The Alliesthen crossed the Mediterranean and carried the warto Italy, an area that Winston Churchill had calledthe “soft underbelly” of Europe. After taking Sicily,Allied troops began an invasion of mainland Italy inSeptember.

The European Theater After the fall of Sicily, Mus-solini was removed from office and placed underarrest by Victor Emmanuel III, king of Italy. A newItalian government offered to surrender to the Alliedforces. However, Mussolini was liberated by the Ger-mans in a daring raid and then set up as the head ofa puppet German state in northern Italy. At the sametime, German troops moved in and occupied muchof Italy.

The Germans set up effective new defensive linesin the hills south of Rome. The Allied advance up theItalian Peninsula turned into a painstaking affairwith very heavy casualties. Rome did not fall to the

Reading Check

Allies until June 4, 1944. By that time, the Italian warhad assumed a secondary role as the Allied forcesopened their long-awaited “second front” in westernEurope.

Since the autumn of 1943, the Allies had beenplanning an invasion of France from Great Britain,across the English Channel. Finally, on June 6, 1944(D-Day), Allied forces under U.S. general Dwight D.Eisenhower landed on the Normandy beaches in his-tory’s greatest naval invasion. The Allies fought theirway past underwater mines, barbed wire, and horri-ble machine gun fire. There was heavy Germanresistance even though the Germans thought the bat-tle was a diversion and the real invasion would occurelsewhere. Their slow response enabled the Alliedforces to set up a beachhead. Within three months,the Allies had landed two million men and a half-million vehicles. Allied forces then pushed inlandand broke through German defensive lines.

After the breakout, Allied troops moved south andeast. In Paris, resistance fighters rose up against theoccupying Germans. The Allies liberated Paris by theend of August. In March 1945, they crossed the RhineRiver and advanced into Germany. At the end ofApril 1945, Allied armies in northern Germanymoved toward the Elbe River, where they linked upwith the Soviets.

821CHAPTER 26 World War II

Winston Churchill1874–1965British prime minister

Winston Churchill was GreatBritain’s wartime leader. At thebeginning of the war, Churchillhad already had a long politicalcareer. He had advocated a hard-linepolicy toward Nazi Germany in the 1930s.On May 10, 1940, he became British prime minister.

Churchill was confident that he could guide Britain toultimate victory. “I thought I knew a great deal about itall,” he later wrote, “and I was sure I should not fail.”Churchill proved to be an inspiring leader who rallied theBritish people with stirring speeches: “We shall fight onthe beaches, we shall fight on the landing grounds, in thefields, in the streets, and in the hills. We shall never sur-render.” Time magazine designated Churchill the Man ofthe Year in 1940 and named him the Man of the HalfCentury in 1950.

“Tears, Sweat, and Blood”? Winston Churchill is renowned for thespeeches he wrote during World War II and forthe expressions he created for those speeches.Of special fame is the “blood, toil, tears, andsweat” phrase. Supposedly, Churchill alsocoined the term “iron curtain.” In reality, however, phrases similar to “blood, toil, tears,and sweat” had been used by both JohnDonne and Lord Byron. The term “iron curtain”had been used by Joseph Goebbels in 1945,and by Queen Elizabeth of Belgium in 1914.

CHAPTER 26Section 2, 814–822CHAPTER 26Section 2, 814–822

Section Quiz 26–2

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. Hitler’s “lightning war,” using air-supported panzerdivisions

2. series of fortifications along France’s German border

3. the German air force

4. target of Japanese attack December 7, 1941

5. site of Allies’ D-Day invasion

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. Truman wanted to avoid an invasion of Japan because he believed that A Japan’s culture would be ruined

Name ������������������������������������������������������� Date ������������������������� Class ���������������

✔ ScoreChapter 26

Section Quiz 26-2

Column B

A. blitzkrieg

B. Luftwaffe

C. Normandy

D. Maginot Line

E. Pearl Harbor

Military Code In 1942, the UnitedStates Marine Corps recruited theNavajo to develop a military code thatthe Japanese could not break. Basedon their oral language, the “NavajoCode Talkers” created the onlyunbreakable code in military history.

Who?What?Where?When?

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTHitler the General Contrary to the mythological picture of Hitler as a great military strategist, heactually committed many blunders that ultimately led to his defeat. Without subduing England,Hitler initiated an attack against the Soviet Union, creating a two-front war. He seriously underesti-mated the Soviet capability and paid a huge price for his mistake. Prior to D-Day, Hitler was fooledby the Allies into thinking that the invasion of Europe would take place at Calais. When the attackcame on Normandy, he delayed the redeployment of his forces. By the time his troops becameactive, it was too late; the Normandy invasion had been a success.

Reading Essentials andStudy Guide 26–2

DRAWING FROM EXPERIENCEII

Have you ever heard of D-Day, V-E Day, and V-J Day? What happened on thesedays?

In the last section, you read about the actions of Germany and Japan that led to thebeginning of World War II. In this section, you will read about the war itself.

Reading Essentials and Study GuideChapter 26, Section 2

For use with textbook pages 814–822

THE COURSE OF WORLD WAR II

KEY TERMS

blitzkrieg (“lightning war”) the German method of warfare, based on panzer divisions support-ed by airplanes (page 814)

partisan a resistance fighter (page 822)

Name Date Class

3 ASSESSAssign Section 2 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.L2

L1/ELL

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1. Key terms are in blue.2. Franklin D. Roosevelt (p. 815);

General Douglas MacArthur (p. 820); Winston Churchill (p. 821); Harry S Truman (p. 822)

3. See chapter maps.4. Hitler believed that the Soviets had

a pitiful army and would bedefeated quickly. Their defeatwould cause Britain to fall. The

delay left the German army in Rus-sia in winter.

5. United States denounced Germanybut remained neutral; United Statessupplied resources to Britain; Japanbombed Pearl Harbor

6. Answers will vary. It may havecaused many Germans to continueto support Hitler because they sawhim as the only alternative to

national humiliation.7. Students will create a sequence of

events.8. By shifting from military targets to

bombing British cities, Hitler gavethe British an opportunity torebuild their air strength.

9. Answers should be supported bylogical arguments.

822

Answer: the one launched from Nor-mandy after D-Day

The Soviets had come a long way since the Battleof Stalingrad in 1943. In the summer of 1943, Hitlergambled on taking the offensive using newly devel-oped heavy tanks. German forces were soundlydefeated by the Soviets at the Battle of Kursk (July 5to 12), the greatest tank battle of World War II.

Soviet forces now began a steady advance west-ward. They had reoccupied Ukraine by the end of1943 and moved into the Baltic states by the begin-ning of 1944. Advancing along a northern front,Soviet troops occupied Warsaw in January 1945 andentered Berlin in April. Meanwhile, Soviet troops,along a southern front, swept through Hungary,Romania, and Bulgaria.

By January 1945, Adolf Hitler had moved into abunker 55 feet (almost 17 m) under the city of Berlinto direct the final stages of the war. In his final polit-ical testament, Hitler, consistent to the end in hisanti-Semitism, blamed the Jews for the war. Hewrote, “Above all I charge the leaders of the nationand those under them to scrupulous observance ofthe laws of race and to merciless opposition to theuniversal poisoner of all peoples, internationalJewry.”

Hitler committed suicide on April 30, two days afterMussolini had been shot by Italian partisans, or resist-ance fighters. On May 7, 1945, German commanderssurrendered. The war in Europe was finally over.

The Asian Theater The war in Asia continued.Beginning in 1943, U.S. forces had gone on the offen-

sive and advanced, slowly at times, across the Pacific.As Allied military power drew closer to the mainJapanese islands in the first months of 1945, Harry STruman, who had become president after the deathof Roosevelt in April, had a difficult decision tomake. Should he use newly developed atomicweapons to bring the war to an end or find anotherway to defeat the Japanese forces?

Using atomic weapons would, Truman hoped,enable the United States to avoid an invasion ofJapan. The Japanese had made extensive preparationsto defend their homeland. Truman and his advisershad become convinced that American troops wouldsuffer heavy casualties if they invaded Japan. At thetime, however, only two bombs were available, andno one knew how effective they would be.

Truman decided to use the bombs. The first bombwas dropped on the Japanese city of Hiroshima onAugust 6. Three days later, a second bomb wasdropped on Nagasaki. Both cities were leveled.Thousands of people died immediately after thebombs were dropped. Thousands more died in latermonths from radiation. Japan surrendered onAugust 14.

World War II was finally over. Seventeen millionhad died in battle. Perhaps twenty million civilianshad perished as well. Some estimates place totallosses at fifty million.

Identifying What was the “secondfront” that the Allies opened in Western Europe?

Reading Check

822 CHAPTER 26 World War II

9. Descriptive Writing Imagine youlived in California during World War II. Write an essay about yourexpectations of a Japanese invasionof California. You can choose tobelieve that an invasion was possibleor impossible.

Checking for Understanding1. Define blitzkrieg, partisan.

2. Identify Franklin D. Roosevelt, Douglas MacArthur, Winston Churchill,Harry S Truman.

3. Locate Stalingrad, Midway Island, Nor-mandy, Hiroshima.

4. Explain Hitler’s strategy of attackingthe Soviet Union. Why did his delay inlaunching the attack ultimately con-tribute to the Soviet victory over theGermans?

5. List events leading to U.S. entry intothe war.

Critical Thinking6. Evaluate How might the Allied

demand for unconditional surrenderhave helped Hitler to maintain his con-trol over Germany?

7. Sequencing Information Using a chartlike the one below, place the events ofWorld War II in chronological order.

Analyzing Visuals8. Examine the photo on page 815 show-

ing the destruction caused by the Luft-waffe’s bombing raids on London.Explain how this strategy of Hitler’shurt, rather than helped, Germany’sefforts.

Year Country Event

1939

CHAPTER 26Section 2, 814–822CHAPTER 26Section 2, 814–822

Critical ThinkingAsk students to debate Truman’sdecision to use the atomic bombto end World War II. L2

Reteaching ActivityUsing a large wall map, havestudents show Allied progress inthe Atlantic, Soviet Union, NorthAfrica, Italy, and the Pacific from1942 to 1943.

4 CLOSEOrganize the class into twogroups. Have each group make a list of ten key events from thissection in chronological order.Combine the two lists into onetop-ten list.

Turning Points in World HistoryThe ABC News videotapeincludes a segment on theHolocaust and the droppingof the atomic bomb.

SS.A.3.4.9

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ANSWERS TO ANALYZING PRIMARY SOURCES

1. The German army was trying to take Stalingrad.2. The information received by German soldiers was not

very accurate.3. Apparently propaganda was very effective; everyone

in Germany seems to have believed the siege of Stal-ingrad was going as Hitler had planned, when in fact

it was not (see November 10 entry). Hitler failed toprovide the support he had promised, leaving his sol-diers to starve to death or be captured by the Soviets.In his November 21 entry, the soldier notes that hewill next see his family “in the other world,” whichindicates his belief that the Germans were losing.

823

823

A German Soldier at StalingradTHE SOVIET VICTORY AT STALINGRAD WAS Amajor turning point in World War II. These wordscome from the diary of a German soldier whofought and died there.

“Today, after we’d had a bath, the company com-mander told us that if our future operations are assuccessful, we’ll soon reach the Volga, take Stalin-grad and then the war will inevitably soon be over.Perhaps we’ll be home by Christmas.

July 29. The company commander says the Rus-sian troops are completely broken, and cannot holdout any longer. To reach the Volga and take Stalin-grad is not so difficult for us. The Führer knowswhere the Russians’ [Soviets’] weak point is. Victoryis not far away. . . .

September 4. We are being sent northward alongthe front towards Stalingrad. . . . It’s a happy thoughtthat the end of the war is getting nearer.

September 8. Two days of non-stop fighting. TheRussians [Soviets] are defending themselves withinsane stubbornness.

October 10. The Russians [Soviets] are so close to us that our planes cannot bomb them. We arepreparing for a decisive attack. The Führer hasordered the whole of Stalingrad to be taken asrapidly as possible. . . .

October 22. Our regiment has failed to break intothe factory. We have lost many men; every time youmove you have to jump over bodies. . . .

November 10. A letter from Elsa today. Everyoneexpects us home for Christmas. In Germany every-one believes we already hold Stalingrad. How wrongthey are. If they could only see what Stalingrad hasdone to our army. . . .

November 21. The Russians [Soviets] have goneover to the offensive along the whole front. Fiercefighting is going on. So, there it is—the Volga, victoryand soon home to our families! We shall obviouslybe seeing them next in the other world.

November 29. We are encircled. It wasannounced this morning that the Führer has said:

A German machine gunner endures the freezing Stalingrad winter in January 1943.

“The army can trust me to do everything necessaryto rapidly break the encirclement.”

December 3. We are on hunger rations and wait-ing for the rescue that the Führer promised. . . .

December 26. The horses have already beeneaten. I would eat a cat; they say its meat is alsotasty. The soldiers look like corpses or lunatics, look-ing for something to put in their mouths. They nolonger take cover from Russian [Soviet] shells; theyhaven’t the strength to walk, run away and hide. Acurse on this war!”—A German Soldier, On the Battle of Stalingrad

Analyzing Primary Sources

1. What city was the German army trying to take?

2. How accurate was the information receivedby the German soldiers prior to the attack?

3. What evidence is there of both the effectiveness of Nazi propaganda, and of the soldiers’ disenchantment?

TEACHAnalyzing Primary SourcesHitler knew that capturing Sta-lingrad would be a tremendousvictory for the German army. Ini-tially the German army capturedover half the city, but Sovietforces fought back causing astalemate. With most of the Ger-man army engaged in fighting inthe city, Stalin broke through thelines of the weaker Italian andRomanian armies, which weredefending the flanks of the German army. Even though theGerman army was completelyencircled and Hitler was advisedthat the situation was serious, herefused to allow his army to sur-render. The temperature fell tominus 30º centigrade. The menhad little to eat and began to succumb to cold, illness, and starvation.

Writing ActivityAssign students to create a simi-lar diary that might have beenwritten by a Soviet soldier whowas defending Stalingrad. Howmany experiences would thesetwo men share? Would either ofthem have spent much time orthought about which side in thebattle was “right”? L2

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1 FOCUSSection OverviewThis section describes the devel-opment of the New Order inEurope, the Nazi Holocaust,Japan’s expansion in SoutheastAsia and its use of forced labor.

Guide to Reading

The New Order and the Holocaust

Preview of Events

Rudolf Höss, commanding officer at the Auschwitz death camp, described theexperience awaiting the Jews when they arrived there:

“We had two SS doctors on duty at Auschwitz to examine the incoming transportsof prisoners. The prisoners would be marched by one of the doctors who would makespot decisions as they walked by. Those who were fit for work were sent into thecamp. Others were sent immediately to the extermination plants. Children of tenderyears were invariably exterminated since by reason of their youth they were unable to work. . . . At Auschwitz we fooled the victims into thinking that they were to gothrough a delousing process. Frequently they realized our true intentions and wesometimes had riots and difficulties due to that fact.”

—Nazi Conspiracy and Aggression, vol. 6, 1946

Millions of Jews died in the Nazi death camps.

The New Order in EuropeIn 1942, the Nazi regime stretched across continental Europe from the English

Channel in the west to the outskirts of Moscow in the east. Nazi-occupied Europewas largely organized in one of two ways. Some areas, such as western Poland,were directly annexed by Nazi Germany and made into German provinces. Mostof occupied Europe, however, was run by German military or civilian officialswith help from local people who were willing to collaborate with the Nazis.

Voices from the Past

Main Ideas• Adolf Hitler’s philosophy of Aryan

superiority led to the Holocaust.• The Japanese conquest of Southeast

Asia forced millions of native peoples to labor for the Japanese war machine.

Key Termsgenocide, collaborator

People to IdentifyHeinrich Himmler, Reinhard Heydrich

Places to LocatePoland, Auschwitz

Preview Questions1. How did the Nazis carry out their Final

Solution?2. How did the Japanese create a

dilemma for nationalists in the landsthey occupied?

Reading StrategyCompare and Contrast Using a Venndiagram like the one below, compare andcontrast the New Order of Germany withthe New Order of Japan.

Germany Japan

1943Japan uses forced labor tobuild Burma-Thailand railroad

1941Einsatzgruppenactive in Poland

1944Nazis continue Final Solution even as they start losing the war

1942Two million ethnic Germansresettled in Poland

✦1940 ✦1941 ✦1942 ✦1943 ✦1944 ✦1945

824 CHAPTER 26 World War II

CHAPTER 26Section 3, 824–829CHAPTER 26Section 3, 824–829

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 26–3• Daily Lecture and Discussion Notes 26–3• Guided Reading Activity 26–3• Section Quiz 26–3• Reading Essentials and Study Guide 26–3

Transparencies• Daily Focus Skills Transparency 26–3

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 26-3

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. She was Jewish and had to hide from the Nazis. 2. Shewas tired of waiting and wanted to know what would happen toher. 3. No; Anne claims they still loved life and rememberednature.

The New Order and the Holocaust

UNIT

5Chapter 26

Why do you think AnneFrank had to go into hiding?

Why did Anne wantsomething to happen?

Had the people who werehiding lost hope? Explain.

1 2 3

I’ve asked myself again and again whether itwouldn’t have been better if we hadn’t goneinto hiding, if we were dead now and didn’thave to go through this misery. …But we allshrink from this thought. We still love life, wehaven’t yet forgotten the voice of nature, andwe keep hoping, hoping for… everything.

Let something happen soon, even an airraid. Nothing can be more crushing than thisanxiety. Let the end come, however cruel….

Yours, Anne M. Frank

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 26–3

Guide to Reading

Answers to Graphic: Germany:directly annexed some occupiedlands, Final Solution; Japan: GreaterEast-Asia Co-prosperity Sphere,retained power in colonies; Both:used slave labor from occupied lands

Preteaching VocabularyAsk students to review the meaningof genocide. Why is the word for “thedeliberate mass murder of a group ofpeople” not used to describe battle-field casualties in wartime? L2

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2 TEACH

Answer: Hitler’s goal was to removePoles, Ukrainians, and Russians fromtheir land, force them to becomeslave laborers, and replace them with Germans.

Resettlement in the East Nazi administration inthe conquered lands to the east was especially ruth-less. These lands were seen as the living space forGerman expansion. They were populated, Nazisthought, by racially inferior Slavic peoples. Hitler’splans for an Aryan racial empire were so important tohim that he and the Nazis began to put their racialprogram into effect soon after the conquest of Poland.

Heinrich Himmler, the leader of the SS, was put incharge of German resettlement plans in the east.Himmler’s task was to move the Slavic peoples outand replace them with Germans. Slavic peoplesincluded Czech, Polish, Serbo-Croatian, Slovene, and Ukrainian. This policy was first applied to thenew German provinces created from the lands ofwestern Poland.

One million Poles were uprooted and moved tosouthern Poland. Hundreds of thousands of ethnicGermans (descendants of Germans who had migratedyears ago from Germany to different parts of southernand eastern Europe) were brought in to colonize theGerman provinces in Poland. By 1942, two millionethnic Germans had been settled in Poland.

The invasion of the Soviet Union made the Naziseven more excited about German colonization in theeast. Hitler spoke to his intimate circle of a colossalproject of social engineering after the war. Poles,Ukrainians, and Russians would be removed fromtheir lands and become slave labor. German peasantswould settle on the abandoned lands and “german-ize” them.

Himmler told a gathering of SS officers that 30 mil-lion Slavs might die in order to achieve Germanplans in the east. He continued, “Whether nationslive in prosperity or starve to death interests me onlyinsofar as we need them as slaves for our culture.Otherwise it is of no interest.”

Slave Labor in Germany Labor shortages in Ger-many led to a policy of rounding up foreign workersfor Germany. In 1942, a special office was set up torecruit labor for German farms and industries. By thesummer of 1944, seven million European workerswere laboring in Germany. They made up 20 percentof Germany’s labor force. Another seven millionworkers were forced to labor for the Nazis in theirown countries on farms, in industries, and even inmilitary camps.

The use of forced labor often caused problems,however. Sending so many workers to Germany dis-rupted industrial production in the occupied coun-tries that could have helped Germany. Then, too, the

brutal way in which Germany recruited foreignworkers led more and more people to resist the Nazioccupation forces.

Describing What was Hitler’s visionfor the residents of eastern Europe?

The HolocaustNo aspect of the Nazi New Order was more terri-

fying than the deliberate attempt to exterminate theJews. Racial struggle was a key element in Hitler’sworld of ideas. To him, racial struggle was a clearlydefined conflict of opposites. On one side were theAryans, creators of human cultural development. Onthe other side were the Jews, parasites, in Hitler’sview, who were trying to destroy the Aryans.

Himmler and the SS closely shared Hitler’s racialideas. The SS was given responsibility for what theNazis called their Final Solution to the Jewish prob-lem. The Final Solution was genocide (physicalextermination) of the Jewish people.

The Einsatzgruppen Reinhard Heydrich, head ofthe SS’s Security Service, was given the task ofadministering the Final Solution. Heydrich created

Reading Check

825CHAPTER 26 World War II

Anne Frank1929–1945Dutch Holocaust victim

Anne Frank is one of the best-known victims of the Nazi Holocaust.When the Nazis began to round upJews in the Netherlands, the Frank fam-ily, along with another family, moved intoa secret annex above a warehouse owned by thefamily business. Employees of the Frank family providedfood and a lifeline to the outside world.

Anne remained hopeful. She kept a diary to whileaway the time spent in hiding. On July 15, 1944, shewrote, “In spite of everything I still believe that peopleare really good at heart.”

On August 4, 1944, after the Franks had spent twoyears in hiding, the Nazis found the secret annex. Anneand her sister were sent to Bergen-Belsen, a concentra-tion camp in Germany. There they died of typhus. Anne’sfather, Otto Frank, who survived, later found Anne’sdiary. He had it published in 1947. The Diary of AnneFrank became an international best-seller.

CHAPTER 26Section 3, 824–829CHAPTER 26Section 3, 824–829

Daily Lecture and Discussion Notes 26–3

I. The New Order in Europe (pages 824–825)

A. In 1942, the Nazis controlled Europe from the English Channel in the west to nearMoscow in the east. While Germany annexed some areas, most were run by militaryor civilian officials with help from local citizens who supported them.

B. The Nazis were especially ruthless in Eastern Europe. The Nazis saw the Slavic peo-ples as racially inferior. The Nazis wanted the lands for German settlers. Soon afterthey conquered Poland, they began to put their plans for an Aryan racial empire intoaction

Daily Lecture and Discussion Notes

Chapter 26, Section 3

Did You Know? Former Auschwitz Kommandant Höss wasarrested by the British on March 11, 1946. He was posing as a farm-worker when he was arrested. After testifying at the NurembergWar Crimes Trials, he was executed at Auschwitz, April 16, 1947,near Crematory I.

Copyright © by The McGraw-Hill Companies, Inc.

Critical ThinkingAsk students to refer to thequote on page 824 from RudolphHöss. Discuss the description ofthe operation of death squadsdescribed in the quoted material.Point out to students that thewriter is matter-of-fact and thathe portrays little or no emotion.Ask students why they think thisis. L2

Connecting Across TimeUnfortunately, war has ofteninvolved the killing of innocentcivilians. Ask students to explainwhat made the killing of theJewish people by the Nazis sodifferent from civilian casualtiesin other wars. L2

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYEngaging in Historical Inquiry Remind students that in recent years there have been some effortsto prove that the Holocaust did not occur, or that the number of those who perished in German-run concentration camps has been greatly exaggerated. Have students explain and then apply dif-ferent methods that historians use to interpret the past, including the use of primary and secondarysources, points of view, frames of reference, and historical context to refute this claim. Have stu-dents prepare a final report by first creating research outlines. Ask students to interpret each other’sresearch outlines, looking for correct format and clarity of ideas. Then have students write a finalreport in which they include a bibliography, as well as databases, visuals, charts, time lines, andmaps as appropriate. L2 L3

SS.A.3.4.9

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EnrichAssign small groups of studentsto research one of the followingtopics: Kristallnacht; the WarsawGhetto; German use of slavelabor; artworks and gold stolenby Germany from occupiedcountries. Have each group pre-sent a panel discussion based onits research. After all panels havebeen presented, have the classdiscuss how Hitler’s “NewOrder” was carried out throughthese various activities. L2

Critical ThinkingAsk students to explain whythey believe any human beingcould be involved in the type ofactions described in this section.Do students believe this couldhave happened without theunspoken support or tacit con-sent of most German people? L2

special strike forces, called Einsatzgruppen, to carryout Nazi plans. After the defeat of Poland, he orderedthese forces to round up all Polish Jews and put themin ghettos set up in a number of Polish cities. Condi-tions in the ghettos were horrible. Families werecrowded together in unsanitary housing. The Nazisattempted to starve residents by allowing only mini-mal amounts of food. Despite suffering, residentstried to carry on and some ghettos organized resist-ance against the Nazis.

In June 1941, the Einsatzgruppen were given thenew job of acting as mobile killing units. These SSdeath squads followed the regular army’s advanceinto the Soviet Union. Their job was to round up Jewsin their villages, execute them, and bury them inmass graves. The graves were often giant pits dug bythe victims themselves before they were shot.

The leader of one of these death squads describedthe mode of operation:

“The unit selected for this task would enter a vil-lage or city and order the prominent Jewish citizensto call together all Jews for the purpose of resettle-ment. They were requested to hand over their valu-ables to the leaders of the unit, and shortly beforethe execution to surrender their outer clothing. Themen, women, and children were led to a place ofexecution which in most cases was located next to a more deeply excavated anti-tank ditch. Then theywere shot, kneeling or standing, and the corpsesthrown into the ditch.”

The Death Camps Probably one million Jews werekilled by the Einsatzgruppen. As appalling as thatsounds, it was too slow by Nazi standards. They

N

SE

W

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

FRANCE

NORWAY SWEDENFINLAND

GERMANY POLAND

UNITEDKINGDOM

HUNGARYAUSTRIA

YUGOSLAVIAITALY

ROMANIA

UNION OF SOVIETSOCIALIST REPUBLICS

GREECE

ALBANIA

LITHUANIA

LATVIA

DENMARK

NETH.

BELGIUM

LUX.

ESTONIA

SWITZ.

SPAIN

EASTPRUSSIA

Ger.

CZECHOSLOVAKIA

0° 20°E

50°N

10°EValvara

JasenovacJadovno

Klooga

WesterborkNeuengamme Ravensbr¨uck

Chelmno

Plaszow

Warsaw

Minsk

Treblinka Koldichevo

Stutthof

Dora-Mittelbau Buchenwald

Flossenb¨urg

Natzweiler DachauMauthausen

Sered

Theresienstadt

Bergen-Belsen

Sachsenhausen

Kaiserwald

Smolensk

Riga

Gross-Rosen

Auschwitz-Birkenau

Majdanek

JanowskaBelzec

Sobibor

San Sabba

Sajmiste

NorthSea

Adriatic Sea

Balti

cSea

Paris

Rome

Moscow

Major Nazi Camps

The Nazis devoted extensive resources to what they termedthe Final Solution.

1. Interpreting Maps How many concentration campsare shown on the map? How many death camps?

2. Applying Geography Skills What geographical factorsdo you think were involved in the Germans’ decisionsabout the locations of the death camps?

� Concentration camp survivors

826

Concentration campDeath campLocation ofEinsatzgruppenInternationalboundary, Jan. 1938

CHAPTER 26Section 3, 824–829CHAPTER 26Section 3, 824–829

Answers:1. 25 concentration camps, six

death camps

2. located away from Germany,Poland had a large Jewish population

Guided Reading Activity 26–3

Name Date Class

The New Order and the Holocaust

DIRECTIONS: Complete the outline below as you read Section 3.

I. In 1942 the Nazi regime stretched from the to .

A. moved Slavic people in the East and replaced them with

.

B. By summer, 1944, seven million Europeans were laboring as for

the Nazis.

II. The Final Solution in Hitler's Europe was of the Jewish people.

A. formed death squads to kill Jews by mass murder.

B. Six centers were built in Poland for mass executions of Jews.

C. The Germans killed between five and six Jews.

D The mass slaughter of European civilians especially Jews is called the

Guided Reading Activity 26-3

EXTENDING THE CONTENTMaking a Presentation Organize the class into small groups to research the roots and results ofanti-Semitism. Assign each group a different area to research: 1) a history of the Hebrew people,including the Diaspora (A.D. 70); 2) a history of the Jewish expulsion from European countries (e.g. Spain, 1492); 3) excerpts of writings or speeches by famous people (e.g. Theodor Herzl); 4) excerpts from books or stories of the Holocaust (e.g. Night by Elie Wiesel); 5) reasons given by Nazis for their treatment of European Jews; and 6) world reactions to Nazi treatment of theJews. Provide students with the materials needed for their research and ask them to present theirinformation to the class. L2

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

L1/ELL

FCAT LA.A.2.4.8

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1

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Writing ActivityAsk students to research theAllied response to the Nazi per-secution and killing of the Jews,Gypsies, and others. Whatactions did the Allies take to stopit? Have students write a reporton the results of their research.L3

Connecting Across TimeThe Holocaust is one of the mostsignificant examples of humanrights violations in the twentiethcentury. Ask students to identifyother examples of political, eco-nomic, and social oppressionand violations of human rightsthat have occurred throughouthistory. L2

decided to kill the European Jewish popu-lation in specially built death camps.

Beginning in 1942, Jews from countriesoccupied by Germany (or sympathetic toGermany) were rounded up, packed likecattle into freight trains, and shipped toPoland. Six extermination centers werebuilt in Poland for this purpose. The largestwas Auschwitz (AUSH•VIHTS).

About 30 percent of the arrivals atAuschwitz were sent to a labor camp,where many were starved or worked todeath. The remainder went to the gaschambers. Some inmates were subjected tocruel and painful “medical” experiments.

By the spring of 1942, the death campswere in full operation. First priority wasgiven to the elimination of the ghettos inPoland. By the summer of 1942, however,Jews were also being shipped from France, Belgium,and Holland. Even as the Allies were winning thewar in 1944, Jews were being shipped from Greeceand Hungary. Despite desperate military needs, evenlate in the war when Germany faced utter defeat, theFinal Solution had priority in using railroad cars toship Jews to death camps.

The Death Toll The Germans killed between fiveand six million Jews, over three million of them in thedeath camps. Virtually 90 percent of the Jewish pop-ulations of Poland, the Baltic countries, and Germanywere killed. Overall, the Holocaust was responsiblefor the death of nearly two out of every three Euro-pean Jews.

The Nazis were also responsible for the deliberatedeath by shooting, starvation, or overwork of at leastanother nine to ten million non-Jewish people. TheNazis considered the Roma (sometimes known asGypsies), like the Jews, to be an alien race. The Romawere rounded up for mass killing. About 40 percent of

Europe’s one mill ionRoma were killed inthe death camps.

The leading citizens ofthe Slavic peoples—theclergy, intellectuals, civill eaders , judges , andlawyers—were arrestedand killed. Probably anadditional four millionPoles, Ukrainians, andBelorussians lost their

lives as slave laborers for Nazi Germany. Finally,probably at least three million to four million Sovietprisoners of war were killed in captivity.

This mass slaughter of European civilians, partic-ularly European Jews, is known as the Holocaust.Jews in and out of the camps attempted to resist theNazis. Some were aided by friends and evenstrangers, hidden in villages or smuggled into safeareas. Foreign diplomats would try to save Jews byissuing exit visas. The nation of Denmark savedalmost its entire Jewish population.

Some people did not believe the accounts of deathcamps because, during World War I, allies hadgreatly exaggerated German atrocities to arouseenthusiasm for the war. Most often, people pre-tended not to notice what was happening. Evenworse, collaborators (people who assisted theenemy) helped the Nazis hunt down Jews. The Allieswere aware of the concentration camps and deathcamps but chose to concentrate on ending the war.Not until after the war did they learn the full extentof the horror and inhumanity of the Holocaust. ;(See page 999 to read excerpts from The Holocaust—The CampVictims in the Primary Sources Library.)

Children in the War Young people of all ages werealso victims of World War II. Because they wereunable to work, Jewish children, along with theirmothers, were the first ones selected for gas cham-bers upon their arrival in the death camps of Poland.Young Jewish males soon learned to look as adult aspossible in order to survive. Altogether, 1.2 millionJewish children died in the Holocaust.

827CHAPTER 26 World War II

Jewish men, women, and children being taken by the Nazis

HISTORY

Web Activity Visitthe Glencoe WorldHistory Web site at

andclick on Chapter 26–Student Web Activity to learn more aboutconcentration camps.

wh.glencoe.com

CHAPTER 26Section 3, 824–829CHAPTER 26Section 3, 824–829

Jewish Resistance There were manyacts of resistance to Nazi atrocities.For example, several hundred prison-ers assigned to Crematorium IV atAuschwitz-Birkenau rebelled afterlearning that they were going to bekilled. Jewish slave laborers in anearby armaments factory smuggledexplosives into the camp. OnOctober 7, 1944, the prisoners killedseveral guards and blew up the cre-matorium and adjacent gas chamber.The Germans crushed the revolt andkilled almost all of the prisonersinvolved in the rebellion. The Jewishwomen who had smuggled the explo-sives into the camp were publiclyhanged.

Who?What?Where?When?

SS.A.1.4.2

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1

READING THE TEXT

Writing Free Writes Ask students to describe the changes that must have taken place in commu-nities surrounding Auschwitz-Birkenau in Poland. Citizens must have known or suspected whatwas happening nearby. What would they have thought? How could they have carried on normalday-to-day lives? Do students believe that any of them could really not have known what wasbeing done? Ask students to research materials describing the reactions of people living in commu-nities near Auschwitz and other extermination camps. Have the students imagine that they aremembers of one of those communities and write first-person narratives about their responses. L2

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Answer: To kill Jews as the Germanarmy advanced.

Many children were evacuated from cities duringthe war in order to avoid the bombing. The Germanscreated about 9,000 camps for children in the country-side. In Japan, 15,000 children were evacuated fromHiroshima before its destruction. The British movedabout 6 million children and their mothers in 1939.

Some British parents even sent their children toCanada and the United States. This, too, could bedangerous. When the ocean liner Arandora Star washit by a German torpedo, it had 77 British children onboard. They never made it to Canada.

Children evacuated to the countryside did notalways see their parents again. Some of them, alongwith many other children, became orphaned whentheir parents were killed. In 1945, there were perhaps13 million orphaned children in Europe.

In Eastern Europe, children especially sufferedunder harsh German occupation policies. All second-ary schools in German-occupied Eastern Europewere closed. Their facilities and equipment weredestroyed.

Heinrich Himmler, head of the SS, said of theseSlavic children that their education should consistonly “in teaching simple arithmetic up to 500, thewriting of one’s name, and that God has ordered obe-dience to the Germans, honesty, diligence, and polite-ness. I do not consider an ability to read as necessary.”

At times, young people were expected to carry theburden of fighting the war. In the last year of the war,

Hitler Youth members, often only 14 or 15 years old,could be found in the front lines. In the Soviet Union,children as young as 13 or 14 spied on German posi-tions and worked with the resistance movement. Somewere even given decorations for killing the enemy.

Summarizing What was the job ofthe Einsatzgruppen?

The New Order in AsiaJapanese war policy in the areas in Asia occupied

by Japan was basically defensive. Japan hoped to useits new possessions to meet its growing need for rawmaterials, such as tin, oil, and rubber. The new pos-sessions also would be an outlet for Japanese manu-factured goods. To organize these possessions,Japanese leaders included them in the Greater East-Asia Co-prosperity Sphere. This was the economiccommunity supposedly designed to provide mutualbenefits to the occupied areas and the home country.

Japanese Policies The Japanese had conqueredSoutheast Asia under the slogan “Asia for the Asiat-ics.” Japanese officials in occupied territories quicklymade contact with anticolonialists. They promisedthe people that local governments would be estab-lished under Japanese control. Such governmentswere eventually set up in Burma, the Dutch EastIndies, Vietnam, and the Philippines.

Reading Check

828 CHAPTER 26 World War II

American and Filipino prisoners of war wereheld in the Philippines. What role did prison-ers of war play in the Japanese war effort?

History

CHAPTER 26Section 3, 824–829CHAPTER 26Section 3, 824–829

Answer: They were forced to be slavelaborers in construction projects tohelp the Japanese war effort.

History

3 ASSESSAssign Section 3 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 26–3

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. Hitler’s “Final Solution” for the Jews

2. crowded, designated containment or holding areas withincities for Jews

3. Hitler’s largest extermination center in Poland

4. the mass slaughter of European civilians, especially Jews

5. French Indochinese Communist leader

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. After 1941, Germany ruled some areas like Poland through directi b f i d E b G ffi i l

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 26

Section Quiz 26-3

Column B

A. Auschwitz

B. genocide

C. Holocaust

D. ghettos

E. Ho Chi Minh

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTNanjing Chinese citizens inside the walled city and in its vicinity showed fierce defiance towardthe Japanese soldiers after the atrocities committed by the Imperial Army in 1937. Thousands ofpeasants organized a “Red Spear Society” that ambushed enemy soldiers. In other acts of resist-ance, anti-Japan leaflets were secretly printed and distributed in schools, movie theaters, andbuses. Anti-Japan organizations inside and outside of the city received covert and overt aid fromboth the Nationalist Government and the Communist Party. In some instances, armed groupsambushed the Japanese occupying forces.

Reading Essentials andStudy Guide 26–3

DRAWING FROM EXPERIENCEII

Have you ever heard about the Holocaust? Have you ever been to the HolocaustMuseum in Washington, D.C.? What was the Holocaust? Why did it take place?

In the last two sections, you learned about events leading to World War II and thebattles of the war. In this section, you will learn about the atrocities committed by theNazis and the Japanese against the peoples they conquered.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes. Describe the following policies or pro-grams of Hitler and the Nazis.

, Inc

.

Reading Essentials and Study GuideChapter 26, Section 3

For use with textbook pages 824–829

THE NEW ORDER AND THE HOLOCAUST

KEY TERMS

genocide the physical extermination of a racial, political, or cultural group (page 825)

collaborator a person who assists the enemy (page 827)

Name Date Class

Nazi Policy Description

Resettlement 1.

Forced labor 2.

L2

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

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1. Key terms are in blue.2. Heinrich Himmler (p. 825); Rein-

hard Heydrich (p. 825)3. See chapter maps.4. The extermination of the Jewish

people was meant to be the FinalSolution to the “Jewish problem.”Hitler diverted resources that couldhave been spent on the war.

5. forced Indonesians to recognizeemperor’s divinity; used Buddhistpagodas as military latrines; Japa-nese soldiers killed, raped, andlooted Nanjing; used forced labor,many workers died

6. Answers should be supported bylogical arguments.

7. Answers may include: Final Solu-

tion: millions of Jews killed;invaded Russia: German armydefeated and weakened

8. herded up, packed into freighttrains, shipped to death camps inPoland

9. Answers should be consistent withmaterial presented in this section.

829

Answer: Native peoples wererecruited to serve in local militaryunits or forced to work on publicworks projects.

EnrichHave interested students do fur-ther research on the Nazi Holo-caust by visiting the Web site ofthe U.S. Holocaust MemorialMuseum. Ask these students toreport back to the class any inter-esting facts or stories learned atthe Web site. L1

Reteaching ActivityHave students compare the goalsand methods of Hitler’s “NewOrder” with Japan’s plans to cre-ate an “Asia for Asiatics.” L2

In fact, real power rested with Japanese militaryauthorities in each territory. In turn, the local Japanesemilitary command was directly subordinated to theArmy General Staff in Tokyo. The economic resourcesof the colonies were used for the benefit of the Japan-ese war machine. The native peoples in occupiedlands were recruited to serve in local military units orwere forced to work on public works projects.

In some cases, these policies brought severe hard-ships to peoples living in the occupied areas. InVietnam, for example, local Japanese authoritiesforcibly took rice and shipped it abroad. This leddirectly to a food shortage that caused over a mil-lion Vietnamese to starve to death in 1944 and 1945.

Japanese Behavior At first, many Southeast Asiannationalists took Japanese promises at face value andagreed to cooperate with their new masters. InBurma, for example, an independent governmentwas set up in 1943 and declared war on the Allies.Eventually, the nature of Japanese occupation policiesbecame clear, and sentiment turned against Japan.

Japanese officials provoked such attitudes by theirarrogance and contempt for local customs. In theDutch East Indies, for example, Indonesians wererequired to bow in the direction of Tokyo and to rec-ognize the divinity of the Japanese emperor. In Burma,Buddhist pagodas were used as military latrines.

Like German soldiers in occupied Europe, Japan-ese military forces often had little respect for the livesof their subject peoples. After their conquest of Nan-jing, China, in 1937, Japanese soldiers spent severaldays killing, raping, and looting. After the conquest

of Korea, almost eight hundred thousand Koreanpeople were sent to Japan, most of them as forcedlaborers.

In construction projects to help their war effort, theJapanese made extensive use of labor forces com-posed of both prisoners of war and local peoples. Inbuilding the Burma-Thailand railway in 1943, forexample, the Japanese used 61,000 Australian, British,and Dutch prisoners of war and almost 300,000 work-ers from Burma, Malaya, Thailand, and the DutchEast Indies. An inadequate diet and appalling workconditions in an unhealthy climate led to the death of12,000 Allied prisoners of war and 90,000 workers bythe time the railway was completed.

Such Japanese behavior created a dilemma formany nationalists in the occupied lands. They had no desire to see the return of the colonial powers, but they did not like what the Japanese were doing.Some turned against the Japanese. Others simply did nothing.

Indonesian patriots tried to have it both ways.They pretended to support Japan while actually sab-otaging the Japanese administration. In FrenchIndochina, Ho Chi Minh’s Communist Party madecontact with U.S. military units in South China. TheCommunists agreed to provide information onJapanese troop movements and to rescue downedAmerican fliers in the area. By the end of the war, lit-tle support remained in the region for the Japanese“liberators.”

Examining How did the Japanesetreat the native peoples in occupied lands?

Reading Check

829CHAPTER 26 World War II

Hitler’s Actions Outcome

Checking for Understanding1. Define genocide, collaborator.

2. Identify Heinrich Himmler, ReinhardHeydrich.

3. Locate Poland, Auschwitz.

4. Explain what the Nazis meant by theFinal Solution. How did Hitler’s com-mitment to the Final Solution hinderGermany’s war effort?

5. List examples of objectionable Japa-nese occupation policies in Asia.

Critical Thinking6. Evaluate What was the impact of the

Holocaust on history? What lessonsdoes the Holocaust have for us today?

7. Cause and Effect Create a chart givingexamples of Hitler’s actions to create aNew World Order in Europe and theoutcome of his efforts.

Analyzing Visuals8. Examine the scene pictured on page

827. Describe, based on your reading,the series of events that will most likelyfollow.

9. Persuasive Writing Imagine youare a member of Hitler’s inner circlein 1941 and are alarmed aboutHitler’s Final Solution. Compose a let-ter to Hitler, outlining why he shouldabandon plans to send Jews to thedeath camps.

CHAPTER 26Section 3, 824–829CHAPTER 26Section 3, 824–829

The following literature from theGlencoe Literature Library mayenrich the teaching of this chapter:Night by E. Wiesel

4 CLOSEAsk students to analyze theinformation in this section bycomparing the treatment ofpeople in lands occupied by the Nazi forces of Germany andthose of lands conquered by theJapanese. Did either of thesepowers have any apparent inter-est in the rights of the occupiedpeople? L1

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1 FOCUSSection OverviewThis section describes the impactof the war on civilians and howdevelopments at the end ofWorld War II led to the Cold War.

1943Stalin, Roosevelt, and Churchill meet inTehran to determine future course of war

1945Allies bombDresden

Guide to Reading

The Home Front and the

Aftermath of the War

Preview of Events

1946Churchill proclaims existence of “iron curtain” in Europe

✦1942 ✦1943 ✦1944 ✦1945 ✦1946 ✦1947

A German civilian described an Allied bombing raid on Hamburg in 1943:

“As the many fires broke through the roofs of the burning buildings, a column ofheated air rose more than two and a half miles high and one and a half miles indiameter. . . . This column was fed from its base by in-rushing cooler ground-surfaceair. One and one half miles from the fires this draft increased the wind velocity fromeleven to thirty-three miles per hour. At the edge of the area the velocities must havebeen much greater, as trees three feet in diameter were uprooted. In a short time thetemperature reached ignition point for all combustibles, and the entire area wasablaze. In such fires, complete burnout occurred, that is, no trace of combustiblematerial remained.”

—The Bombing of Germany, Hans Rumpf, 1963

The bombing of civilians in World War II made the home front dangerous.

The Mobilization of Peoples: Four ExamplesEven more than World War I, World War II was a total war. Fighting was much

more widespread and covered most of the world. Economic mobilization (the actof assembling and preparing for war) was more extensive; so, too, was the mobi-lization of women. The number of civilians killed—almost twenty million—wasfar higher. Many of these victims were children.

Voices from the Past

Main Ideas• World War II left a lasting impression

on civilian populations.• The end of the war created a new set

of problems for the Allies as the Westcame into conflict with the Soviet Union.

Key Termsmobilization, kamikaze, Cold War

People to IdentifyAlbert Speer, General Hideki Tojo

Places to LocateLondon, Dresden, Hiroshima

Preview Questions1. Why were the Japanese encouraged to

serve as kamikaze pilots?2. What was the outcome of the Yalta

Conference in 1945?

Reading StrategyCompare and Contrast Create a chartcomparing and contrasting the impact ofWorld War II on the lives of civilians.

Country Impact on Livesof Civilians

Soviet Union

United States

Japan

Germany

830 CHAPTER 26 World War II

CHAPTER 26Section 4, 830–836CHAPTER 26Section 4, 830–836

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 26–4• Daily Lecture and Discussion Notes 26–4• Guided Reading Activity 26–4• Section Quiz 26–4• Reading Essentials and Study Guide 26–4

Transparencies• Daily Focus Skills Transparency 26–4

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 26-4

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Atomic bombs were more powerful and left behindradiation. 2. The destruction was so overwhelming thatJapan surrendered. 3. Answers will vary but should stressthe fear that the prospect of using atomic weapons caused,and the power that resulted from having atomic weapons.

The Home Front and the Aftermath of the War

UNIT

5Chapter 26

1

2

3

How did the effects ofthe atomic bomb differfrom the effects ofother bombs?

How do you think theuse of atomic bombshastened the end ofWorld War II?

How did the use ofatomic bombs changethe world?

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 26–4

Guide to Reading

Answers to Graphic: Soviet Union:shortages in food and housing; United States: widespread movementof people; Japanese Americansremoved to camps; Japan: importedlaborers from China and Korea; Ger-many: total mobilization of the econ-omy near end of war closed schools,theaters, and cafes

Preteaching VocabularyAsk students to look up the meaningof the word kamikaze. Have students explain similarities between thedivine wind that protected Japan in1281 (Chapter 8), and the goal ofpilots in 1945. L2

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2 TEACH

World War II had an enormous impact on civilianlife in the Soviet Union, the United States, Germany,and Japan. We consider the home fronts of those fournations next.

The Soviet Union The initial defeats of the SovietUnion led to drastic emergency measures thataffected the lives of the civilian population. Lenin-grad, for example, experienced nine hundred days ofsiege. Its inhabitants became so desperate for foodthat they ate dogs, cats, and mice. Probably 1.5 mil-lion people died in the city.

As the German army made its rapid advance intoSoviet territory, Soviet workers dismantled andshipped the factories in the western part of the SovietUnion to the interior—to the Urals, western Siberia,and the Volga regions. Machines were placed on thebare ground. As laborers began their work, wallswent up around them.

Stalin called the widespread military and indus-trial mobilization of the nation a “battle ofmachines.” The Soviets won, producing 78,000 tanksand 98,000 artillery pieces. In 1943, 55 percent of theSoviet national income went for war materials, com-pared with 15 percent in 1940. As a result of theemphasis on military goods, Soviet citizens experi-enced severe shortages of both food and housing.

Soviet women played a major role in the wareffort. Women and girls worked in industries, mines,and railroads. Overall, the number of women work-ing in industry increased almost 60 percent. Sovietwomen were also expected to digantitank ditches and work as airraid wardens. In addition, theSoviet Union was the only coun-try in World War II to use womenin battle. Soviet women served assnipers and also in aircrews ofbomber squadrons.

The United States The home front in the UnitedStates was quite different from that of the other majorpowers. The United States was not fighting the warin its own territory. Eventually, the United Statesbecame the arsenal of the Allied Powers; it producedmuch of the military equipment the Allies needed. Atthe height of war production in November 1943, thecountry was building six ships a day and ninety-sixthousand planes per year.

The mobilization of the American economyresulted in some social turmoil, however. The con-struction of new factories created boomtowns. Thou-sands came there to work but then faced a shortageof houses and schools. Widespread movements ofpeople took place. Sixteen million men and womenwere enrolled in the military and moved frequently.Another sixteen million, mostly wives and girl-friends of servicemen or workers looking for jobs,also moved around the country.

Over a million African Americans moved from therural South to the cities of the North and West, look-ing for jobs in industry. The presence of AfricanAmericans in areas where they had not lived beforeled to racial tensions and sometimes even racial riots.In Detroit in June 1943, for example, white mobsroamed the streets attacking African Americans.

One million African Americans enrolled in themilitary. There they were segregated in their ownbattle units. Angered by the way they were treated,some became militant and prepared to fight for theircivil rights.

831CHAPTER 26 World War II

Many Japanese American families in south-ern California were transported to intern-ment camps. Would you have supported the internment policy for JapaneseAmericans during the war? Explain.

History

CHAPTER 26Section 4, 830–836CHAPTER 26Section 4, 830–836

Daily Lecture and Discussion Notes 26–4

I. The Mobilization of Peoples: Four Examples (pages 830–832)

A. Even more than World War I, World War II was a total war. The war had an enormousimpact on civilian life in many parts of the world.

B. In the Soviet Union initial defeats led to drastic emergency measures. For example,Leningrad was under siege for nine hundred days. Over a million people died theredue to food shortages. People had to eat dogs, cats, and mice.

C. Soviet workers dismantled factories in the west and shipped them to the east, out ofthe way of the attacking German army. At times workers ran machines as new factorybuildings were built up around them.

D. The military and industrial mobilization of the Soviet Union produced 78,000 tanksand 98,000 airplanes. In 1943, 55 percent of the national income went to war materials.As a result there were severe shortages of food and housing.

E. Soviet women were an important part of the war effort. Women working in industryincreased 60 percent. They worked in industries, mines, and railroads. They dug anti-tank ditches and worked as air raid wardens. Some fought in battles and flew inbombers.

F. The war did not come to the home territory of the United States. The country becamean arsenal for the Allies. The United States produced much of the military equipmentneeded to fight the Axis. In 1943, the United States was building six ships a day andninety-six thousand planes per year.

G. The American mobilization created some social turmoil. There were widespread move-ments of people. For example, many women and men moved in order to find work inwar industries. Also, as the millions of men in the military moved around, often theirwives and children or girl friends moved with them.

379

Daily Lecture and Discussion Notes

Chapter 26, Section 4

Did You Know? President Truman said that he dropped theatomic bomb to avoid terrible American losses in the anticipatedinvasion of Japan. However, documents released under theFreedom of Information Act indicate that Truman may have overes-timated these numbers. Many think that he had another purpose,which was to demonstrate American power to the possible newenemy, the USSR.

turn

Copyright © by The McGraw-Hill Companies, Inc.

Answer: Answers should be sup-ported by logical arguments.

History

Connecting Across TimeAlthough World War I was dev-astating for people who livednear the front, the homes, towns,and places of work of mostEuropeans were not damaged by the fighting. Ask students tocompare this scenario with thephysical destruction in Europeand Southeast Asia duringWorld War II. L1

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTWomen at War During the war there was a severe labor shortage, since men left their jobs to jointhe military and new jobs were created to meet wartime needs for munitions, food, and clothing.From 1941 to 1945, nearly six million American women joined the workforce and filled every con-ceivable kind of job. Most of those women lost their jobs when men returned home after the war.However, women had proven beyond a doubt that they were the equals of men. Since the 1960s,when women demanded equal access to economic opportunities, the legacy of their wartimecounterparts facilitated their move into the economic mainstream.

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832

Answer: The movement of manyAfrican Americans from the South tocities in the North and West createdracial tensions. Segregation in themilitary made some African Ameri-cans militant and prepared to fightfor their civil rights.

832 CHAPTER 26 World War II

Japanese Americans faced even more serious dif-ficulties. On the West Coast, 110,000 Japanese Amer-icans, 65 percent of whom had been born in theUnited States, were removed to camps surroundedby barbed wire and required to take loyalty oaths.Public officials claimed this policy was necessary forsecurity reasons.

The racism in the treatment of Japanese Americanswas evident when the California governor, CulbertOlson, said, “You know, when I look out at a group ofAmericans of German or Italian descent, I can tellwhether they’re loyal or not. I can tell how they thinkand even perhaps what they are thinking. But it isimpossible for me to do this with inscrutable Orien-tals, and particularly the Japanese.”

Germany In August 1914, Germans had enthusias-tically cheered their soldiers marching off to war. InSeptember 1939, the streets were quiet. Many Germans did not care. Even worse for the Naziregime, many feared disaster.

Hitler was well aware of the importance of thehome front. He believed that the collapse of the homefront in World War I had caused Germany’s defeat. Inhis determination to avoid a repetition of that experi-ence, he adopted economic policies that may havecost Germany the war.

To maintain the morale of the home front duringthe first two years of the war, Hitler refused to cut con-sumer goods production or to increase the productionof armaments. After German defeats on the Russianfront and the American entry into the war, however,the economic situation in Germany changed.

Early in 1942, Hitler finally ordered a massiveincrease in armaments production and in the size ofthe army. Hitler’s architect, Albert Speer, was mademinister for armaments and munitions in 1942. Speerwas able to triple the production of armamentsbetween 1942 and 1943, despite Allied air raids.

A total mobilization of the economy was put intoeffect in July 1944. Schools, theaters, and cafes wereclosed. By that time, though, total war mobilizationwas too late to save Germany from defeat.

Nazi attitudes toward women changed over thecourse of the war. Before the war, the Nazis hadworked to keep women out of the job market. As thewar progressed and more and more men were calledup for military service, this position no longer madesense. Nazi magazines now proclaimed, “We see thewoman as the eternal mother of our people, but alsoas the working and fighting comrade of the man.”

In spite of this change, the number of womenworking in industry, agriculture, commerce, anddomestic service increased only slightly. The totalnumber of employed women in September 1944 was14.9 million, compared with 14.6 million in May 1939.Many women, especially those of the middle class,did not want jobs, particularly in factories.

Japan Wartime Japan was a highly mobilized soci-ety. To guarantee its control over all nationalresources, the government created a planning boardto control prices, wages, labor, and resources. Tradi-tional habits of obedience and hierarchy were used toencourage citizens to sacrifice their resources, andsometimes their lives, for the national cause.

The calls for sacrifice reached a high point in thefinal years of the war. Young Japanese were encour-aged to volunteer to serve as pilots in suicide mis-sions against U.S. fighting ships at sea. These pilotswere known as kamikaze, or “divine wind.”

Japan was extremely reluctant to mobilize womenon behalf of Japan’s war effort. General Hideki Tojo,prime minister from 1941 to 1944, opposed femaleemployment. He argued that “the weakening of thefamily system would be the weakening of thenation . . . we are able to do our duties only becausewe have wives and mothers at home.”

Female employment increased during the war, butonly in such areas as the textile industry and farming,where women had traditionally worked. Instead ofusing women to meet labor shortages, the Japanesegovernment brought in Korean and Chinese laborers.

Evaluating How did World War IIcontribute to racial tensions in the United States?

Reading Check

Kamikaze attacker being shot down in the Pacific, 1945

CHAPTER 26Section 4, 830–836CHAPTER 26Section 4, 830–836

On February 19, 1942, President Roos-evelt signed Executive Order 9066,which authorized the War Departmentto move 120,000 Japanese Americanmen, women, and children from theWest Coast to crude internment campsfarther inland. These Americans losttheir constitutional rights, property,businesses, and homes. Despite thispolicy, Japanese Americans remainedloyal to the United States. None wereever brought to trial for espionage orsabotage. Ask students why they thinkRoosevelt signed this order.

Japanese American Soldiers The442nd Regimental Combat Team, aJapanese American unit, fought ineight major campaigns. Despite a cli-mate of prejudice that interned thou-sands of Japanese Americans, the442nd was an all-volunteer regimentthat fought bravely for the UnitedStates. Altogether about 33,000Japanese Americans fought for theUnited States during World War II.

Who?What?Where?When?

SS.A.1.4.4

STUDENT EDITIONSUNSHINE STATE STANDARDS

213

READING THE TEXT

Taking Notes As students read this section, have them create a chart describing how each countrywas affected by the war and how they coped with the necessary reconstruction. When studentshave finished the section, have them trade their charts with a partner to compare information. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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EnrichTo help students understandhow heavily German cities werebombed by the Allies, bring inphotos of Dresden, Hamburg,Kiel, Hanover, or other cities thatwere almost totally demolished.Point out to students that thestrategic bombing reduced Ger-man industrial capacity by lessthan eight percent, but it didnecessitate a massive rebuildingeffort after the war.

Critical ThinkingSome people have comparedAllied bombing of Germancities and the American use of the atomic bomb againstHiroshima and Nagasaki withthe Nazi death camps. Ask stu-dents to discuss this proposi-tion. Do they believe it hasmerit? What reasons can theygive to support their points ofview? L2

Frontline Civilians: The Bombing of Cities

Bombing was used in World War II against a vari-ety of targets, including military targets, enemytroops, and civilian populations. The bombing ofcivilians in World War II made the home front a dan-gerous place.

A few bombing raids had been conducted in thelast year of World War I. The bombing of civilianpopulations had led to a public outcry. The bombingsand the reaction to them had given rise to the argu-ment that bombing civilian populations would be aneffective way to force governments to make peace. Asa result, European air forces began to develop long-range bombers in the 1930s.

Britain The first sustained use of civilian bombingbegan in early September 1940. Londoners took thefirst heavy blows. For months, the German air forcebombed London nightly. Thousands of civilians werekilled or injured, and enormous damage was done.Nevertheless, Londoners’ morale remained high.

The blitz, as the British called the German airraids, soon became a national experience. The blitzwas carried to many other British cities and towns.The ability of Londoners to maintain their morale setthe standard for the rest of the British population.The theory that the bombing of civilian targets wouldforce peace was proved wrong.

Germany The British failed to learn from their ownexperience, however. Churchill and his advisersbelieved that destroying German communitieswould break civilian morale and bring victory. Majorbombing raids on German cities began in 1942. OnMay 31, 1942, Cologne became the first German cityto be attacked by a thousand bombers.

Bombing raids added an element of terror to cir-cumstances already made difficult by growing short-ages of food, clothing, and fuel. Germans especiallyfeared the incendiary bombs, which createdfirestorms that swept through cities. The ferociousbombing of Dresden from February 13 to 15, 1945,created a firestorm that may have killed as many as ahundred thousand inhabitants and refugees.

Germany suffered enormously from the Alliedbombing raids. Millions of buildings were destroyed,and possibly half a million civilians died. Neverthe-less, it is highly unlikely that Allied bombing sappedthe morale of the German people. Instead, Germans,whether pro-Nazi or anti-Nazi, fought on stubbornly,often driven simply by a desire to live.

Nor did the bombing destroy Germany’s indus-trial capacity. Production of war materials actuallyincreased between 1942 and 1944, despite the bomb-ing. Nevertheless, the widespread destruction oftransportation systems and fuel supplies made itextremely difficult for the new materials to reach theGerman military.

833CHAPTER 26 World War II

In 1945, as the war ended, the people of Dresden were facedwith the daunting task of rebuilding a city. List all the obsta-cles you can think of that confronted Dresden’s city leadersas they planned their rebuilding efforts in 1945.

Then and Now

� Dresden after the bombing in 1945

Dresden in the year 2000 �

CHAPTER 26Section 4, 830–836CHAPTER 26Section 4, 830–836

Answer: Answers may include lackof finances, lack of able-bodiedmen, lack of raw materials.

Then and Now

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Set up a chart with four columns: People, Places, Military Terms, and OtherTerms related to World War II. As you read the following words, have students identify the columnin which each word should go. Ask the students to share what they have learned about each per-son, place, or term. The following words should be included: People: Hitler, Franco, Mussolini,Stalin, Roosevelt, Rommel, MacArthur, Churchill, Eisenhower, Aryans, Jews, Gypsies, Truman; Places:Czechoslovakia, Ethiopia, Austria, Munich, Poland, Manchuria, Beijing, Pearl Harbor, Midway,Auschwitz, London; Military Terms: blitzkrieg, panzer divisions, Luftwaffe, unconditional surrender,Einsatzgruppen, blitz; Other Terms: New Order, Final Solution, Cold War, Nazism, appeasement,Allies, führer, Holocaust, crematoriums. L1

Guided Reading Activity 26–4

Co

Name Date Class

The Home Front and the Aftermath of the War

DIRECTIONS: Fill in the blanks below as you read Section 4.

1. Even more than World War I, World War II was a war in which

fighting was much more widespread and covered most of the world.

2. Eventually the United States became the of the Allied powers,

producing much of the military equipment needed by the Allies.

3. Over a million moved from the rural South in the United States,

to the cities of the North and West, looking for jobs in industry.

4. On the West Coast, 110,000 were removed to camps and required

to take loyalty oaths.

5. Hitler refused to cut production or to increase production of

during the first two years of the war.

6. Young Japanese were encouraged to volunteer to serve as pilots or

in missions against U.S. fighting ships

at sea.

7. The first sustained use of bombing began in early September 1940

as Londoners took the first heavy blows from the German air force.

8. At the Tehran Conference, the Soviet Union, the United States, and Great Britain agreed

to a of postwar Germany.

9. said, “A freely elected government in any of these East European

countries would be anti-Soviet, and that we cannot allow.”

10. In March 1946, the former British prime minister Winston Churchill declared that

Guided Reading Activity 26-4

L1/ELL

SS.A.3.4.9

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

FCAT LA.A.1.4.2

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834

Answer: It was believed that bomb-ing civilians would be an effectiveway to force governments to makepeace.

Japan In Japan, the bombing of civilians reached anew level with the use of the first atomic bomb. Japanwas open to air raids toward the end of the warbecause its air force had almost been destroyed.Moreover, its crowded cities were built of flimsymaterials that were especially vulnerable to fire.

Attacks on Japanese cities by the new U.S. B-29Superfortresses, the biggest bombers of the war, hadbegun on November 24, 1944. By the summer of 1945,many of Japan’s industries had been destroyed,along with one-fourth of its dwellings.

The Japanese government decreed the mobili-zation of all people between the ages of 13 and 60into a People’s Volunteer Corps. Fearing high U.S.

casualties in a land invasion of Japan, President Tru-man and his advisers decided to drop the atomicbomb on Hiroshima and Nagasaki in August of 1945.

Explaining Why were civilian popu-lations targeted in bombing raids?

Peace and a New WarThe total victory of the Allies in World War II was

followed not by a real peace but by a period of polit-ical tensions, known as the Cold War. Primarily anideological conflict between the United States andthe Soviet Union, the Cold War was to dominateworld affairs until the end of the 1980s.

Reading Check

834 CHAPTER 26 World War II

Atomic bomb

Hiroshima after atomic bomb dropped,August 1945

Radar

Ura-

The Atomic Bomb

S cientists at the beginning of the twentieth century discovered thatatoms contained an enormous amount of energy. The discov-

ery gave rise to the idea that releasing this energy by splitting theatom might create a devastating weapon.

The idea was not taken seriously until World War II. Then, the fear thatthe Germans might make an atomic bomb convinced the U.S. governmentto try to develop one first. In 1942, the United States set in motion the Man-hattan Project.

The Manhattan Project was a code name for the enormous industrial and technical enterprise that produced the first atomic bomb. It cost 2 billiondollars and employed the efforts of 600,000 people. U.S. Army BrigadierGeneral Leslie Groves had overall supervision. The physicist J. RobertOppenheimer was director of the Los Alamos, New Mexico, center wherethe bomb was actually built.

A successful test explosion on July 16, 1945, near Alamogordo, New Mex-ico, meant that the bomb was ready. The war in Europe had ended, but thebomb could be used against the Japanese. A committee had already chosenthe city of Hiroshima as the first target.

The bomb was dropped on August 6, 1945, by a U.S. B-29 bomber nick-named Enola Gay. The destruction was incredible. An area of about 5square miles (13 sq km) was turned to ashes. Of the 76,000 buildings inHiroshima, 70,000 were flattened. Of the city’s 350,000 inhabitants, 140,000had died by the end of 1945. By the end of 1950, another 50,000 had diedfrom the effects of radiation. A second bomb was dropped on Nagasaki onAugust 9. The world had entered the Nuclear Age.

Evaluating Was the decision to use the atomic bomb in Japan any different from Allied decisions to bomb civilian population centers inEurope? Why or why not?

CHAPTER 26Section 4, 830–836CHAPTER 26Section 4, 830–836

Answer: Answers will vary butshould be supported by logical argu-ments. Students might argue that itwas quite different. It was a muchmore controversial decision, since asingle atomic bomb caused such dev-astating damage and loss of life, aswell as the lingering effects ofradioactivity.

3 ASSESSAssign Section 4 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 26–4

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. assembling and preparing for war

2. “divine wind”

3. British name for German air raids

4. postwar ideological conflict between the U.S. and theU.S.S.R.

5. site of Truman’s demands for free elections in EasternEurope

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6 Ch hill ll d S i li i E E h

Name ������������������������������������������������������� Date ������������������������� Class ���������������

✔ ScoreChapter 26

Section Quiz 26-4

Column B

A. mobilization

B. blitz

C. Potsdam

D. kamikaze

E. Cold War

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYFacilitating a Discussion To help students experience the complex decision-making process thatled to the dropping of atomic bombs on Japan, assign students one of the following roles: mem-ber of U.S. Congress today, member of U.S. Congress in 1945, U.S. civilian in 1945, Japanese civil-ian in 1945, U.S. military officer in 1945, U.S. soldier in 1945, and a human rights activist today.Have students present their different views to the class as represented by the roles they are play-ing. Have the class discuss Truman’s decision; then each student should vote for or against the useof atomic bombs. Students should use evidence and logical arguments to support their point ofview on this social studies event. L2

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help liberated Europe in the creation of “democraticinstitutions of their own choice.” Liberated countrieswould hold free elections to determine their politicalsystems.

At Yalta, Roosevelt sought Soviet military helpagainst Japan. (At that time, the atomic bomb was notyet a certainty.) Roosevelt therefore agreed to Stalin’sprice for military aid against Japan: possession ofSakhalin and the Kuril Islands, which were ruled byJapan, as well as two warm-water ports and railroadrights in Manchuria.

The creation of the United Nations was a majorAmerican concern at Yalta. Roosevelt wanted the BigThree powers to pledge to be part of such an interna-tional organization before difficult issues dividedthem into hostile camps. Both Churchill and Stalinaccepted Roosevelt’s plans for the establishment of aUnited Nations organization and set the first meetingfor San Francisco in April 1945.

The issues of Germany and Eastern Europe weretreated less decisively. The Big Three reaffirmed thatGermany must surrender unconditionally. It wouldbe divided into four zones, which would be occupiedand governed by the military forces of the UnitedStates, Great Britain, France, and the Soviet Union. Acompromise was also worked out in regard toPoland. Stalin agreed to free elections in the future todetermine a new government in that country.

The issue of free elections in Eastern Europecaused a serious split between the Soviets and the

835CHAPTER 26 World War II

Lambert AzimuthalEqual-Area projection

500 kilometers0

500 miles0

N

SE

W

10°W

20°E10°E0° 30°E 40°E

60°N

50°N

40°N

NorthSea

Black Sea

CaspianSea

AtlanticOcean

Baltic

Sea

Mediterranean Sea

UNITEDKINGDOM

SOVIET UNIONPOLAND

FINLAND

SWEDENNORWAY

DENMARK

EASTGERMANY

AUSTRIA

WEST

GER

MA

NY

ROMANIAHUNGARY

BULGARIA

YUGOSLAVIA

GREECE TURKEY

FRANCELUX.

BELGIUM

NETHER-LANDS

ITALY

SWITZ.

SPAIN

PORTU

GAL

IRELAND

ALBANIA

CZECHOSLOVAKIA

Berlin

Europe after World War II

The political map of Europechanged dramatically as aresult of World War II.

1. Interpreting MapsCompare the map onpage 753 to this mapand identify the politicalchanges in Europe fromthe 1920s to 1945.

2. Applying GeographySkills Create a chartthat shows how Europewas divided according to Soviet and Westerninfluence.

Area of Soviet influenceArea of Western influence

The Tehran Conference Stalin, Roosevelt, andChurchill were the leaders of what was called the BigThree (the Soviet Union, the United States, and GreatBritain) of the Grand Alliance. They met at Tehran inNovember 1943 to decide the future course of the war.Their major tactical decision had concerned the finalassault on Germany. Stalin and Roosevelt had arguedsuccessfully for an American-British invasion throughFrance. This was scheduled for the spring of 1944.

The acceptance of this plan had important conse-quences. It meant that Soviet and British-Americanforces would meet in defeated Germany along anorth-south dividing line. Most likely, EasternEurope would be liberated by Soviet forces. TheAllies also agreed to a partition of postwar Germany.

The Yalta Conference The Big Three powers metagain at Yalta in southern Russia in February 1945. Bythen, the defeat of Germany was obvious. The West-ern powers, which had once believed that the Sovietswere in a weak position, were now faced with thereality of eleven million Soviet soldiers taking pos-session of Eastern and much of Central Europe.

Stalin was deeply suspicious of the Western pow-ers. He wanted a buffer to protect the Soviet Unionfrom possible future Western aggression. This wouldmean establishing pro-Soviet governments along theborder of the Soviet Union.

Roosevelt, however, favored the idea of self-determination for Europe. This involved a pledge to

CHAPTER 26Section 4, 830–836CHAPTER 26Section 4, 830–836

Answers:1. Students will note changes in

borders and influence.

2. Students will create a chart showing the division of Europe.

How did the American use of theatomic bomb affect future worldevents? (For the first time, the atomicbomb was used in warfare, forcingJapan’s surrender. It opened theatomic age, in which nuclearweapons would play a role in globalrivalry.)

Reading Essentials andStudy Guide 26–4

DRAWING FROM EXPERIENCEII

Have you heard of the “iron curtain”? What does this describe? Who first used thisterm?

In the last three sections, you learned about events before and during World War II.In this section, you will learn about events immediately following the war. You will alsolearn how the war affected civilians in Europe, the United States, and Japan.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes. Describe how the populations ofG J th S i t U i d th U it d St t bili d f

Reading Essentials and Study GuideChapter 26, Section 4

For use with textbook pages 830–836

THE HOME FRONT AND THE AFTERMATH OF THE WAR

KEY TERMS

mobilization the act of assembling and preparing for war (page 830)

kamikaze (“divine wind”) Japanese pilots who performed suicide missions against U.S. fightingships (page 832)

Cold War the period of political tensions between the United States and the Soviet Union fromthe end of World War II until the end of the 1980s (page 834)

Name Date Class

Veto Power At Yalta, Churchill, Roos-evelt, and Stalin agreed that each ofthe five permanent members of theUnited Nations Security Council wouldhave veto power over matters broughtbefore the Council. During the earlyyears of the United Nations, the SovietUnion often used its veto to preventUN responses to Soviet actions in East-ern Europe.

Who?What?Where?When?

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYWriting a Biography Ask students to prepare a biography of either Franklin Roosevelt or WinstonChurchill, using both primary and secondary sources and the Internet. How did each man developthe qualities he needed to serve as a wartime leader? Students should examine factors such aseducation, military experience, personality traits, charisma, oratory skills, and ideals. Select volun-teers to present their reports aloud to the class. Compile on the board a list of leadership qualitiesshared by Roosevelt and Churchill. L1

L1/ELL

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1. Key terms are in blue.2. Albert Speer (p. 832); General

Hideki Tojo (p. 832); Cold War (p. 834)

3. See chapter maps.4. They failed to demoralize the

British, allowed British to rebuildtheir air strength; bomb militarytargets.

5. air force almost destroyed;crowded cities built of flimsy mate-rials that were vulnerable to fire;B29s

6. He felt women in the workforcewould weaken the family unit,which in turn would weaken thenation.

7. England: London, many other cities

and towns; Germany: Berlin, Dres-den, Cologne, other cities; Japan:Hiroshima, Nagasaki, other cities

8. Answers should be supported bythe text.

9. Student essays should be writtenlogically with supporting proof.

836

Answer: He wanted absolute secu-rity, which could be gained only bythe presence of Communist states inEastern Europe.

Reteaching ActivityAfter they have read the chapter,ask students to identify andexplain the causes and effects ofWorld War II. L1

Critical ThinkingAsk students to discuss the like-lihood of achieving the Americanobjective of providing Europeanswith “democratic institutions oftheir own choice” in light of themilitary and political situationsat the end of World War II. L3

4 CLOSEAsk students how the gainsmade by Stalin at Yalta weresimilar to those made by Hitlerat the Munich conference. (Bothmen got what they wanted inexchange for promises they did notkeep: Hitler got the Sudetenlandand then took over the rest ofCzechoslovakia; Stalin got Poland,but instead of holding elections,made Poland a Communist state.)

Americans. Eastern European governments were tobe freely elected, but it was clear that Stalin might not honor this provision. This attempt to reconciletwo irreconcilable goals was doomed, as soonbecame evident at the next conference of the BigThree at Potsdam, Germany.

The Potsdam Conference The Potsdam confer-ence of July 1945 began under a cloud of mistrust.Roosevelt had died on April 12 and had been suc-ceeded as president by Harry Truman. At Potsdam,Truman demanded free elections throughout EasternEurope. Stalin responded, “A freely elected govern-

ment in any of these East European countries wouldbe anti-Soviet, and that we cannot allow.”

The Soviets had lost more people than any othercountry, and Stalin sought absolute security. In hisview, Eastern Europe had to be under Communistcontrol, and free elections would threaten that goal.By mid-1945, only an invasion by Western forceswould have been able to undo developments in East-ern Europe. At the end of such a destructive conflictvery few supported such a policy.

The Allies did agree that trials should be held ofleaders who had committed crimes against humanityduring the war. In 1945 and 1946, Nazi leaders weretried and condemned at trials in Nuremberg, Ger-many. Trials were also held in Japan and Italy.

A New Struggle As the war slowly receded into thepast, a new struggle was already beginning. Many inthe West thought Soviet policy was part of a world-wide Communist conspiracy. The Soviets viewedWestern, and especially American, policy as nothingless than global capitalist expansionism.

In March 1946, in a speech to an American audi-ence, the former British prime minister WinstonChurchill declared that “an iron curtain” had“descended across the continent,” dividing Europeinto two hostile camps. Stalin branded Churchill’sspeech a “call to war with the Soviet Union.” Onlymonths after the world’s most devastating conflicthad ended, the world seemed to be bitterly dividedonce again.

Identifying Why did Stalin want tocontrol Eastern Europe after World War II?

Reading Check

836 CHAPTER 26 World War II

Checking for Understanding1. Define mobilization, kamikaze.

2. Identify Albert Speer, General HidekiTojo, Cold War.

3. Locate London, Dresden, Hiroshima.

4. Explain how Hitler’s bombing of civil-ians in England backfired. What strat-egy do you think Hitler should havepursued instead?

5. List examples of Japan’s vulnerabilityto Allied air attack in late 1944. Whattype of U.S. aircraft was used for theheaviest bombing of Japanese targets?

Critical Thinking6. Explain Why did General Hideki Tojo

oppose female employment in Japan?

7. Organizing Information Create achart listing countries where bombingof heavily populated cities took place.

Analyzing Visuals8. Analyze the photo at the top of this

page. How might the seating arrange-ment for the three leaders be signifi-cant? Which of the three leaders doyou think came away from the meetingmost pleased with the results?

Country City

Churchill, Roosevelt, and Stalin at Yalta

9. Persuasive Writing Truman con-cluded that dropping the atomicbomb on Japan was a justifiable wayto end the war. Write an essay con-demning or agreeing with Truman’sdecision.

CHAPTER 26Section 4, 830–836CHAPTER 26Section 4, 830–836

STUDENT EDITIONSUNSHINE STATE STANDARDS

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ANSWERS TO PRACTICING THE SKILL1. Bombing of civilian populations made the home front

a dangerous place but failed to destroy morale.2. It appears to show a family making their way through

the rubble with a few salvaged possessions.3. Even though their cities were devastated, the British

maintained their morale.

Applying the Skill: Students will write reports synthesiz-ing information from two sources.

837

TEACHSynthesizing Information Askstudents to write detailed direc-tions from your classroom to theprincipal’s office or to the cafete-ria. Have students exchangedirections with a classmate. Thenpass out copies of a school map.Have students compare the writ-ten directions with the map. Howdo the two differ? (The writtendirections are more personal; the mapgives options of other routes.) Doesthe information from each sourcelead to the same location? (yes)Tell students that when they pre-pare material for reports, theymust first synthesize, or combine,information from several sources.

Additional Practice

Synthesizing InformationWhy Learn This Skill?

Consider what it would be like to get funding fora new after-school club. In order to present yourcase, you would need to talk to other students andto school administrators, and to read reports andarticles. Once you had gathered all the informa-tion you needed, you would synthesize—or puttogether—the most important points that couldhelp you achieve your objective.

Synthesizing information involves combininginformation from two or more sources. The abilityto synthesize information is important becauseinformation gained from one source often sheds newlight upon other information. It is like putting thepieces of a puzzle together to form a complete pic-ture. Being able to synthesize information will helpyou read and write more effectively.

Learning the SkillTo write a research report, you study several

sources—encyclopedias, books, and articles. Onceyou have gathered information, you synthesize itinto a report.

Before synthesizing information, analyze eachsource separately. Determine the value and reliabil-ity of each source. Then, look for connections andrelationships among the different sources.

Practicing the SkillStudy the passage and the photo on this page.

Bombing was used in World War II against a varietyof targets, including military targets, enemy troops,and civilian populations. The bombing of civilians inWorld War II made the home front a dangerousplace. A few bombing raids had been conducted inthe last year of World War I. The bombings and thereaction to them had given rise to the argument thatbombing civilian populations would be an effectiveway to force governments to make peace.

Beginning in early September 1940, the German airforce bombed London and many other British cities

and towns nightly. The Blitz, as the British called theGerman air raids, became a national experience.Londoners took the first heavy blows. Their ability tomaintain their morale set the standard for the rest ofthe British population.

1 What is the main idea of the passage?

2 What does the photo tell you about this topic?

3 By synthesizing the two sources, what informa-tion do you have about the bombing of Britain?

837

Scottish city bombed in 1941

Applying the Skill

Find two sources of information about a current eventand write a short report. For your report, try to use aprimary and a secondary source, if possible. Answerthese questions: What are the main ideas from thesesources? How does each source add to your under-standing of the topic? Do the sources support or con-tradict each other? If there are contradictions, howwould you include the conflicting information in yourreport?

Glencoe’s Skillbuilder Interactive Workbook,Level 2, provides instruction and practice in keysocial studies skills.

CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Skills ReinforcementActivity 26

Name Date Class

When you synthesize information, youcombine information you have obtainedfrom several sources. In doing research, you should not rely on only one source.

It is better to find a variety of sources, evenones that show opposing points of view, inorder to see all sides of an issue.

Skills Reinforcement Activity 26✎

Synthesizing Information

DIRECTIONS: Read the two excerpts below regarding the use of the atomic bomb by theUnited States in 1945. Then answer the questions below on a separate sheet of paper.

From the Interim Committee onMilitary Use of the Atomic Bomb, 1945

It was pointed out that one atomic bombon an arsenal would not be much differentfrom the effect caused by any Air Corpsstrike of present dimensions. However, Dr.Oppenheimer stated that the visual effect ofan atomic bombing would be tremendous.

From the Franck Committee on aNoncombat Atomic Demonstration,1945

Thus, from the “optimistic” point ofview—looking forward to an internationalagreement on prevention of nuclear war-fare—the military advantages and the sav-ing of American lives, achieved by the

L1

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ALPS

MJ

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 26 content.

Available in VHS.

838

Using Key Terms1. The policy of giving in to Hitler’s demands before World

War II has been called .

2. The German style of attack that called for rapidly overrun-ning the positions of opposing forces was called a .

3. Because the Rhineland was , Germany was not permitted to have weapons or fortifications there.

4. The United States threatened economic unless Japanreturned to its borders of 1931.

5. Civilians in occupied countries who joined resistance move-ments were often called .

6. What the Nazis called the Final Solution was actually of the Jewish people.

7. Japanese pilots who volunteered for suicide missions wereknown as .

8. People who assisted the Nazis in carrying out atrocitiesagainst Jewish people were known as .

Reviewing Key Facts9. Geography Where was the Sudetenland located? Why was

it important to Hitler?

10. Science and Technology What did the British develop toprepare for German air attack?

11. History What significant military action occurred at MidwayIsland in 1942?

12. Government Why did the Allied agreement to fight until theAxis Powers surrendered unconditionally possibly prolongthe war?

13. Citizenship In what way were Japanese Americans treateddifferently than German Americans and Italian Americans?

14. Citizenship What percentage of the Jewish populations ofPoland, the Baltic countries, and Germany were killed duringthe Holocaust?

15. Government What event triggered the entry of the UnitedStates into the war?

World War II was the most devastating total war in human history. Events engaged four continents, involved countless people and resources, and changed subsequent history. The chart below summarizes some of the themes and developments.

• Retakes Japanese positionsin Southeast Asia

• Makes huge troop movements at Dunkirk and Normandy

• Occupies Kuril and SakhalinIslands

• Takes control of much ofEastern Europe

• Takes over Austria, Poland,and Sudetenland

• Invades Ethiopia

• Seizes Manchuria andrenames it Manchukuo

• Invades China

• Relaxes neutrality acts• Meets with Allies at Tehran,

Yalta, and Potsdam

• Meets with Allies at Tehran,Yalta, and Potsdam

• Meets with Allies at Tehran,Yalta, and Potsdam

• Forms Rome-Berlin Axis• Signs Anti-Comintern Pact

• Forms Rome-Berlin Axis

• Signs Anti-Comintern Pact

United States

Great Britain

Soviet Union

Germany

Italy

Japan

• Leads war effort• Conducts island-hopping counterattacks• Drops atomic bombs on Japan

• Stops Rommel at El Alamein• Withstands heavy German bombing

• Defeats Germany at Stalingrad• Forces Germany to fight war

on two fronts

• Uses blitzkrieg tactics• Conducts genocide of Jews and others• Besieges Leningrad

• Becomes German puppet state(northern Italy)

• Attacks Pearl Harbor• Conquers Southeast Asia from

Indochina to Philippines

Country Movement Cooperation Conflict

838

Using Key Terms1. appeasement 2. blitzkrieg3. demilitarized 4. sanctions5. partisans 6. genocide 7. kamikaze8. collaborators

Reviewing Key Facts9. northwestern Czechoslovakia; it

was inhabited largely by Germans

10. an effective radar system that gavethem early warning of German airattacks

11. U.S. planes destroyed four attackingJapanese aircraft carriers, defeatingthe Japanese navy and establishingAmerican naval superiority in thePacific.

12. The agreement made it impossiblefor Hitler to divide his foes.

13. Japanese Americans were roundedup and placed in camps for theduration of the war, while GermanAmericans and Italian Americanswere left alone.

14. 90 percent

15. Japan’s attack on the U.S. naval baseat Pearl Harbor in Hawaii

Critical Thinking16. He wanted to avoid having to invade

Japan, which he was convincedwould cause heavy American casualties.

17. By the end of World War II, the bal-ance of power had shifted awayfrom Europe. The United States andthe Soviet Union became worldpowers.

Writing About History18. Answers will vary but should be

supported by examples.

Analyzing Sources19. As far as he was concerned, their only value was as

slaves for the Germans.

20. Both the Germans and the Japanese were attemptingto rid their lands of foreign elements. The Japanese

used the slogan “Asia for the Asiatics” to get the sup-port of anticolonialists in overthrowing Western colo-nial rule, but they turned out to be even worsecolonialists than the Europeans they replaced. TheNazis wanted to get rid of the “contaminating” influ-ences of the Jews, Gypsies, Slavs, and other groups byexterminating them. Both countries obtained slavelabor from the lands they conquered and had littleregard for the lives of the people they conquered.

CHAPTER 26Assessment and Activities

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CHAPTER 26Assessment and Activities

839

HISTORY

Have students visit the Web site atto review Chapter

26 and take the Self-Check Quiz.wh.glencoe.com

StandardizedTest Practice

Answer: JAnswer Explanation: All answersinclude influential factors.

Self-Check QuizVisit the Glencoe World History Web site at

and click on Chapter 26–Self-CheckQuiz to prepare for the Chapter Test.wh.glencoe.com

HISTORY

CHAPTER 26 World War II 839

Directions: Use the map and your knowl-edge of world history to answer the follow-ing question.

StandardizedTest Practice

UNITEDUNITEDKINGDOMKINGDOM

FRANCEFRANCE

SPAINSPAIN

GREECEGREECE

ITALYITALY

SWITZ.SWITZ.

NETH.NETH.

DENDENMARKMARK

BELG.BELG.

ALBALBANIAANIA

YUGOSLAVIAYUGOSLAVIABULGARIABULGARIA

ROMANIAROMANIA

HUNGARYHUNGARYAUSTRIAAUSTRIA

GERMANYGERMANY POLANDPOLAND

LITH.LITH.

LATVIALATVIA

ESESTONIATONIA

RUSSIARUSSIAGER.GER.

FINLANDFINLAND

SWEDENSWEDEN

NORWAYNORWAY

SLOVAKIASLOVAKIA

ALPS

UNITEDKINGDOM

FRANCE

LUX.

SPAIN

GREECE

ITALY

SWITZ.

NETH.

DENMARK

BELG.

ALBANIA

YUGOSLAVIABULGARIA

ROMANIA

HUNGARYAUSTRIA

GERMANY POLAND

LITH.

LATVIA

ESTONIA

RUSSIAGER.

FINLAND

SWEDEN

NORWAY

Mediterranean Sea

BalticSe

a

NorthSea

English ChannelSLOVAKIA

ALPS

German-Controlled Territory, 1943

What geographic factors influenced German militaryadvances?

F German troops had to cover long distances.

G Colder climates created problems that the German mili-tary could not overcome.

H The blitzkrieg relied on tanks that were most effective onflatter terrain.

J All of the above.

Test-Taking Tip: To answer this question about how geog-raphy affected history, look at the map carefully. Noticewhich areas the German military did not occupy. Use theseclues to make an inference about how geography affectedthe German army.

Critical Thinking16. Cause and Effect What factors caused President Truman to

order the dropping of atomic bombs in Japan?

17. Drawing Conclusions How did World War II affect theworld balance of power? What nations emerged from theconflict as world powers?

Writing About History18. Informative Writing Write an essay comparing how

Europe ruled Asian colonies before the war with how Japandid so during World War II. Be sure to include informationabout key people, places, and events from each of the twoperiods in history.

Analyzing SourcesHeinrich Himmler, head of the German SS, argued:

“Whether nations live in prosperity or starve todeath interests me only insofar as we need them asslaves for our culture. Otherwise it is of no interest.”

19. Describe Heinrich Himmler’s opinion of the people that Germany conquered.

20. Compare the Nazi philosophy of creating a New Order withthe Japanese philosophy of Asia for the Asiatics.

Applying Technology Skills21. Using the Internet Use the Internet to research the daily

life of a Japanese American citizen in a U.S. internmentcamp. Compare and contrast the treatment of JapaneseAmericans to that of German Americans and Italian Amer-icans during this time.

Making Decisions22. Some historians believe that President Truman dropped

atomic weapons on Japan not to end the war in the Pacific,but to impress the Soviet Union with U.S. military power.Write a position paper evaluating this hypothesis in light ofwhat you have learned about Stalin and the United States.What were Truman’s other options? Do you think a leadertoday would make the same decision?

Analyzing Maps and ChartsRefer to the map on page 820 to answer the following questions.

23. Why did the Allies not retake every Japanese-held island?

24. How far is it from Pearl Harbor to Japan?

Applying Technology Skills21. Answers will vary but should be supported by exam-

ples and logical arguments.

Making Decisions22. Answers will vary. Stalin had made clear his desire to

surround the Soviet Union with other Communistcountries to serve as a buffer. The fact that the United

States had atomic weapons and the Soviet Union didnot might have deterred him from making furtherdemands. The Allies could have used conventionalbombing raids or an actual invasion, but either mighthave taken months longer and cost many more lives.Today, many countries have nuclear capabilities, and itis hard to imagine any leader making a similar deci-sion because of the fear of a full-scale nuclear war.

Analyzing Maps and Charts23. They did not need to, by island

hopping they could cut off Japanese-held islands from supply lines.

24. more than 4,000 miles (6,640 km)

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A Room of One’s OwnHistorical ConnectionVirginia Woolf’s writing revealsher concern over the limitedopportunities available towomen throughout much ofBritain’s history.

Background Information Besides novels, Virginia Woolfalso wrote many works of non-fiction, including two importantessays exploring the roles ofwomen in history and society: A Room of One’s Own (1929) andThree Guineas (1938). Woolf wasconvinced that in order to pro-duce creative work, an artistrequires a private space in whichto work (“A room of one’s own”)and enough money for basic sur-vival (“three guineas”). Sheargues that the absence of one orboth of these two basic require-ments has made the develop-ment of women artistsextraordinarily difficult, if notimpossible (as it was for “Shake-speare’s sister”).

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. . . Let me imagine, since facts are so hard to comeby, what would have happened had Shakespeare had awonderfully gifted sister, called Judith, let us say.Shakespeare himself went, very probably—his motherwas an heiress—to the grammar school, where he mayhave learnt Latin—Ovid, Virgil and Horace—and theelements of grammar and logic. He was, it is wellknown, a wild boy who poached rabbits, perhaps shota deer, and had, rather sooner than he should havedone, to marry a woman in the neighbourhood, whobore him a child rather quicker than was right. Thatescapade sent him to seek his fortune in London. Hehad, it seemed, a taste for the theatre; he began byholding horses at the stage door. Very soon he gotwork in the theatre, became a successful actor, andlived at the hub of the universe, meeting everybody,knowing everybody, practising his art on the boards,exercising his wits in the street, and even getting access

from A Room ofOne’s Own

Virginia Woolf

Virginia Woolf, who was born in 1882 inLondon, is considered one of the most signif-icant modernist writers of our time. Her workchanged the ways the novel was perceivedand written. She developed a techniqueknown as stream of consciousness in whichthe writer portrays the inner lives andthoughts of multiple characters. Additionally,she is known for her feminist writings. One ofthe most famous of these is A Room of One’sOwn. The title of this work is based on herassertion that a woman “must have moneyand a room of her own” in order to write.

Read to DiscoverHow does Virginia Woolf express her beliefthat gender influences the development oftalent? Do you think Woolf is being fair inher assessment? Does her analysis of the dif-ferences between treatment of men andwomen apply today?

Reader’s Dictionaryagog: full of intense interest or excitement

moon: to dream

� Many of WilliamShakespeare’s playswere performed at the Globe theater inLondon, shown left.

Team TeachingThis excerpt from A Room of One’sOwn may be presented in a team-teaching context, in conjunction withEnglish or Language Arts.

ABOUT THE AUTHORVirginia Woolf, British novelist, essayist, and critic, was bornAdeline Virginia Stephen in London. She was educated athome by her father and became a central figure in the cre-ation of the modern novel. In 1917, Woolf, along with herhusband, Leonard, founded Hogarth Press, which pub-lished the early works of authors such as E.M. Forster,

Katherine Mansfield, and T. S. Eliot, and introduced theworks of Sigmund Freud, founder of psychoanalysis, toEnglish readers. Except for the first printing of Woolf’s firstnovel, The Voyage Out (1915), Hogarth Press also pub-lished all of her works.

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ANSWERS TO INTERPRETING WORLD LITERATURE

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1. Women were supposed to marry and be good house-wives and mothers. Reading and writing would notbenefit them at all.

2. He believes that marriage is the only choice for awoman and that she must obey her father’s wishes.

3. It could not have happened. Writing and acting werethe province of men, and women were not allowed.

4. to prove that marriage was confining to a woman, but not to a man

Applications Activity: Answers should be supportedby logical arguments.

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to the palace of the queen. Meanwhile his extraor-dinarily gifted sister, let us suppose, remained athome. She was as adventurous, as imaginative, asagog to see the world as he was. But she was notsent to school. She had no chance of learning gram-mar and logic, let alone of reading Horace and Vir-gil. She picked up a book now and then, one of herbrother’s perhaps, and read a few pages. But thenher parents came in and told her to mend thestockings or mind the stew and not moon aboutwith books and papers. They would have spokensharply but kindly, for they were substantial peoplewho knew the conditions of life for a woman andloved their daughter—indeed, more likely than notshe was the apple of her father’s eye. Perhaps shescribbled some pages up in an apple loft on the sly,but was careful to hide them or set fire to them.Soon, however, before she was out of her teens, shewas to be betrothed to the son of a neighbouringwool-stapler. She cried out that marriage was hate-ful to her, and for that she was severely beaten byher father. Then he ceased to scold her. He beggedher instead not to hurt him, not to shame him inthis matter of her marriage. He would give her achain of beads or a fine petticoat, he said; and therewere tears in his eyes. How could she disobey him?How could she break his heart? The force of herown gift alone drove her to it. She made up a smallparcel of her belongings, let herself down by a ropeone summer’s night and took the road to London.She was not seventeen. The birds that sang in thehedge were not more musical than she was. She hadthe quickest fancy, a gift like her brother’s, for thetune of words. Like him, she had a taste for the the-atre. She stood at the stage door; she wanted to act,she said. Men laughed in her face. The manager—a fat, loose-lipped man—guffawed. He bellowedsomething about poodles dancing and women act-ing—no woman, he said could possibly be anactress. He hinted—you can imagine what. Shecould get no training in her craft. Could she evenseek her dinner in a tavern or roam the streets atmidnight? Yet her genius was for fiction . . . At

last—for she was very young, oddly like Shake-speare the poet in her face, with the same greyeyes and rounded brows—at last Nick Greene the actor-manager took pity on her; [but] she . . .killed herself one winter’s night and lies buried atsome cross-roads where the omnibuses now stopoutside the Elephant and Castle. That, more orless, is how the story would run, I think, if awoman in Shakespeare’s day had had Shake-speare’s genius.

� William Shakespeare

1. What were “the conditions of life for a woman”that made Judith’s parents scold her for attemptingto read and write?

2. Why does Judith’s father beat her?

3. What is Woolf’s conclusion about the possibility ofa woman becoming Shakespeare?

4. CRITICAL THINKING Why does Virginia Woolfhave Shakespeare marry, but Shakespeare’s sisterrun away from marriage?

Applications Activity What does a person today need to succeed as a writeror artist? Write a descriptive account to illustrate yourargument.

FOCUSAsk students to name othergroups of people for whomsocial, political, and economiccircumstances would have pre-vented the expression of individ-ual genius. (slaves in this country,women under the Taliban inAfghanistan, etc.)

TEACHVirginia Woolf was a ferventsupporter of women’s rights. In A Room of One’s Own (1929),Woolf responds to those whowould question the capabilitiesof women because there was no“female Shakespeare.” By specu-lating about the fate of Shake-speare’s brilliantly talented,imaginary sister, she is able tooutline the difficulties of thewoman artist in a world thatdenies her access to an educationand the freedom to exercise hergift.

InterpretationAsk students why “Shake-speare’s sister” might have“scribbled some pages up in anapple loft on the sly, but was carefulto hide them or set fire to them.”

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