Name: _______________Period: ____Unit 8: World War IIPart 2: The War Begins, U.S. Intervenes, European and Pacific Fronts, Home Front, and LegacyMissed a day?Links are on my teacher website http://classroom.dickinsonisd.org/webs/RJasso/

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Page Date Grade Assignment13 NA Curriculum Map14 NA Big Ideas and Guiding Questions15 WWII Vocabulary Walk pt. 1 & 216 WWII Vocabulary Walk pt. 317 AVID – Describing a Historical Event – The German Offensive

– Use Textbook pages 538-53918 AVID – Visual Vocabulary – U.S. Interventionism - handout19 AVID – Primary Source Rewrite – The Atlantic Charter20 Cornell Notes – America Enters the War - Prezi21 DBQ – Pearl Harbor22 AVID – Descriptive Writing – Japanese Internment - handout23 Chart – Allies vs. Axis - handout24 Cornell – The War in Europe - Prezi25 AVID – Reflective Journal – Holocaust - handout26 Graphic Organizer - The War in Asia & the Pacific - Prezi27 Chart – 5 W’s – Wartime Diplomacy – handout or internet28 Cornell Notes – The Decision to Use the Atomic Bomb and

Japanese Occupation - handout29 The Home Front – Vocabulary Walk pt. 1 & 230 The Home Front – Vocabulary Walk pt. 331 The Home Front - Prezi32 Technology of WWII - Prezi33 AVID – Concept Map – Legacies and Impact of WWII -

handout

Curriculum MapWar in Europe – European Theatre of War (ETO) – 1939-1941 2 days

Non-Aggression Pact Invasion of Poland Russo-Finnish War 1940 Axis Spring Offensive – Denmark, Norway, Belgium,

France, Battle of Britain (reasons for, impact of, and significance)

US Interventionism (1940-1941) Neutrality Act of 1939 – Cash and carry (after invasion of

Poland) Selective Service Act, 1940 America First Committee, 1940 Destroyer-Base Deal FDR’s Third Term – don’t change horses in the middle of the

stream Four Freedoms Speech Lend-Lease Atlantic Charter Shoot-on-Sight Economic sanctions against Japan 1940-1941

War in the Pacific – The Pacific Theater of Operations (PTO) – 1937-1941 1 day

Japanese expansion into China and Southeast Asia and reasons for it

US Response – More economic sanction/diplomacy and reasons for them

Attack on Pearl Harbor and US ResponseWar in Europe – The European Theater of Operations (ETO) – 1941-1945 3 days

Fighting the War in Europeo Advantages of Axis/Advantages of Allieso Allied Strategy to defeat Axis Powers – Germany first

policy, then Japan…Sea, Air, Land campaignso Invasion of USSR – reasons for and significanceo Allies in N. Africa – reasons for and significanceo Battle of the Atlantic – radar, sonar, convoy system,

Enigma and breaking the German codeo Battle of Stalingrad – reasons for Soviet victory and

reason for German defeat, and significanceo Wartime Diplomacy – Casablanca Conference, Teheran

Conference D-Day – Planning of, preparation for, execution of, significance Battle of the Bulge – reasons for and significance V-E Day Legacies of WW II in Europeo The Holocaust and liberation of concentration campso Contributions of US generals and minorities in the

militaryo Yalta Conference

War in the Pacific – PTO (1941-1942) 3 days Fall of Wake Island, Midway, the Philippines, Guam The Bataan Death March Allied Strategy to Defeat the Japanese (1942-1945) Island-hopping and the land campaign Battle of Coral Sea, Midway, Guadalcanal – reasons for and

significance of Battle of Leyte Gulf, Philippines, Iwo Jima, Okinawa – reasons

for and significance of Potsdam and Truman’s Decision to drop the a-bomb (factors

(pro/con), reasons for and consequences) Hiroshima/Nagasaki V-J Day Japanese Surrender, Sept. 2, 1945

The American Home Front 1 day Presidential Election of 1940 Economic Impact of WW II War Mobilization – Military (Conscription), Industry, Labor,

Conservation Efforts, Agriculture, Financing the Waro WPB, OWM, OPA, OWIo Financing the Waro Change in Regional Demographics – development

of the South and the West – military contractors and military bases (a move to a more diversified economy with more opportunities for the regions minority populations)

Social and Economic Impact of WW II on industry, agriculture, labor, women, minorities

Wartime Allied Cooperationo Technology and Scientific Advancements and Their

Impacto Intelligence Gatheringo Planning and Strategy

Presidential Election of 1944Social and Economic Impact of WW II 1 day

WW II’s Social and Economic Impact on Women, Racial/ethnic minorities, Labor

Wartime Diplomacy and Sources of Allied Tensions Casablanca Conference, Teheran Conference, and the Yalta

Conferenceo Goals of USo Goals of Britain o Goals of USSR

FDR’s and Truman’s Leadership QualitiesPolitical Impact of WW II 1 day

America’s New Role in the World – a Global Superpower Change in US Foreign Policy – Internationalism Economic and Human Costs of WW II Role of the UN Expansion of Global Democracy and Human Rights Emergence of the USSR as a Global Power

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“Big Ideas”World War II and Its Legacies European Theatre (ETO)1. By late 1942, the Allies stopped the Axis power’s advances in Europe and Africa, slowly pushed back German and Italian forces in 1943, and

opened the door for a massive cross-channel invasion of Normandy in 1944.2. With an Allied victory near, the Big Three met at Yalta in 1945 and made plans to reorganize Europe as a weakening Allied alliance shaped the

post-war world. 3. Extraordinary military leadership at all levels demonstrated by every group of American society, once again validates the belief that democracy

is based on the conviction that there are extraordinary possibilities in ordinary people.4. During WW II, the Nazis carried out a brutal plan that resulted in the deaths of 6 million Jews and millions of other victims.World War II and Its Legacies Pacific Theatre (PTO)5. Japanese expansion was halted in 1942 at Midway as US forces slowly pushed back Japanese forces from 1943-1944. 6. The ferocious military campaigns of 1945 moved US forces closer to Japan to prepare for an invasion that the atomic bomb made unnecessary.The American Home Front: The Economic, Social and Political Impact of WW II7. Unified by the attack on Pearl Harbor, America effectively carried out a war mobilization effort that produced vast social and economic changes

within American society.8. Wartime cooperation and planning by the Allies made winning a multi-front war possible.9. Technological and scientific advancements significantly impacted the outcome of WW II and profoundly altered society and the nature of warfare.10. Significant changes were produced as a result of WW II including an unprecedented loss of life, the creation the United Nations, increased

tensions between the USSR and the West, the beginnings of decolonization, the push for a civil rights movement, and a change in America’s role in the world.

“Guiding Questions”World War II and Its Legacies European Theatre (ETO)1. What advantages did the Axis Powers have over the Allies at the beginning of the war? 2. What factors determined the Allied power’s military strategies for defeating Italy and Germany and why were those strategies controversial?3. How did Hitler’s invasion of the USSR in 1941 change the dynamics of the European war and why was Allied control of the Atlantic and North

Africa important? 4. What were the most decisive factors that produced the defeat of Germany and in what ways were the Battle of the Atlantic, Soviet efforts on the

Eastern front, and D-Day, and the Battle of the Bulge important in securing an Allied victory?5. How did the Yalta Conference shape the outcome of WW II and the post-war world and to what extent was the Yalta Agreement a pragmatic

solution?

6. What roles did US military leaders such as Dwight Eisenhower, George C. Marshall, Omar Bradley, and George S. Patton play during WW II and to what extent were their contributions important to the Allied victory?

7. In what ways did minorities demonstrate distinguished military service during WW II?

8. What groups were targets of Nazi Germany during the Holocaust, why were Jews singled out, how was the “final solution” implemented, and what role did the West play as collaborators, bystanders, and rescuers?

World War II and Its Legacies Pacific Theater (PTO)9. What were the most important factors that led to the defeat of Japan and in what ways were the Battle of Midway, the Battle of Guadalcanal, the

Battles of Iwo Jima and Okinawa important in securing an Allied victory in the Pacific? 10. What role did US military leaders and individual units play in defeating Japan?

11. What factors contributed to Truman’s decision to use atomic bombs against Japan, what qualities of leadership did Truman exhibit, and why is Truman’s decision controversial today?

The American Home Front: The Economic, Technological, Social and Political Impact of WW II12. How did the government finance the war and mobilize public opinion, the military, industry, and labor, and what impact did economic mobilization

have on the US economy and regional demographics? 13. In what ways did WW II socially and economically impact each of the following: African Americans, Mexican Americans, Native Americans, and

women? 14. In what ways did Allied cooperation in advanced science and technology impact the outcome of WW II and what effect did these advancements

have on the post-war economy and society?

15. What were the sources of tension that developed between the Allies and USSR during the war and in what ways did their objectives differ by the end of the war?

16. What qualities of leadership did FDR and Truman exhibit as they responded to events and issues that arose during WW II?17. What are the political legacies of WW II, what were the human and economic costs of the war, and how did the war alter the map and change

America’s role in the world?

World War II, 1939-1945 VocabularyPart I Part II [work with a partner on both parts] DO NOT USE THE TEXTBOOK AT ALL! (40 answers)

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___ 1. ________________________ – defense alliance that fought the Axis Powers. There were 26 nations who signed the Atlantic Charter which would later be renamed the Declaration of United Nations.

___ 2. ________________________ – Defense alliance between Germany, Italy and Japan (Tripartite Pact).___ 3. ________________________ – The German goal during this battle was to win the seas by preventing food & war materials

from reaching England & the USSR by sinking allied ships with U-boats. The Allies won the battle by using convoys, sonar, and radar to sink the U-boats.

___ 4. ________________________ - they were both new technologies used to detect airplanes in the air or submarines under water.___ 5. ________________________ – over a year-long battle that was the turning point on Germany’s Eastern Front. The Soviets

defended this industrial city at all costs losing over 1 million soldiers in defeating the Germans.___ 6. ________________________ – an African-American fighter group in the Air Corps. Their main job was to provide escorts for

pilots on bombing missions. These “Red Tails”, so named because of the distinctive red tail section, won numerous awards including 2 Distinguished Unit Citations, 100 Distinguished Flying Crosses, & a Legion of Merit, etc.

___ 7. ________________________ – 400 Native Americans were recruited into the Marine Corps to use their native language to transmit telephone and radio messages that the Japanese could not interpret.

___ 8. ________________________ – June 6, 1944. It marked the 1st day of the Allied invasion of Nazi-controlled France. It was code named Operation Overlord and was the largest amphibious invasion in world history and was executed by land, sea, and air elements with over 160,000 troops landing on that day alone.

___ 9. ________________________ – the German’s last ditch effort to recapture the Belgium port of Antwerp. They wanted to disrupt the Allied supply line. After a month of fighting it failed, leaving retreat as the only option for the Nazi’s.

___ 10. ________________________ – leaders of the United States, the Soviet Union, and Great Britain who met secretly many times to coordinate their military strategies and to lay the foundation for peace terms.

___ 11. ________________________ – This was a Big Three meeting in a Soviet resort town. After victory was achieved in Europe, FDR, Stalin, & Churchill agreed 1) to divide Germany into occupation zones, 2) to allow free elections in Soviet-controlled Eastern Europe, 3) that the Soviets would enter the war against Japan, They did on August 8, 1945, 4) to create a new world peace organization.

___ 12. ________________________ – new leaders Truman (US) and Attlee (Britain) met with Stalin in Germany in late July 1945 to call for Japan’s unconditional surrender and agreed to hold war-crime trials of Nazi leaders

___ 13. ________________________ – this was the 1st U.S. bombing attack on the Japanese mainland after Pearl Harbor. It provided a moral boost for the U.S. public and helped to dampen Japanese spirits.

___ 14. ________________________ – US forces were forced to surrender in the Philippines in early 1942. The prisoners of war were forced to make a tortuous 60 mile march through the jungle. 5,000 Americans died from starvation, no water, exposure to the sun, and disease. Many were shot, tortured with bayonets & executed along the way.

___ 15. ________________________ – these were volunteer pilots who supplied China with war supplies at the beginning of the war___ 16. ________________________ – It was the turning point in the Pacific War. The victory sent the Allies island hopping back to

Japan.___ 17. ________________________ –new strategy by Admiral Chester Nimitz to bypass strongly held Japanese islands and isolate

them with naval and air power. This would enable to U.S. to get to get within striking distance of Japan’s home islands more quickly. They vowed to return to those islands they left behind (Philippines).

___ 18. ________________________ – a weapon of mass destruction whose explosive power derives from a nuclear reaction.___ 19. ________________________ – the code name for research done across the country to develop the 1st atomic bomb.___ 20. ________________________ – The Japanese cities that the USA dropped atomic bombs on (Aug. 6 & 9, 1945). They helped

bring an end to the war with Japan

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Part III Organize the terms into 3-6 categories & give the categories a title (2 pts each = 40 pts) Work by YOURSELF!

Part IV (use a minimum of two complete sentences per answer) [work by yourself!!] (60 pts)1. How are the Navajo Code Talkers related to the Tuskegee Airmen? (12pts)

2. What inference or conclusion can one make about the effect the Bataan Death March would have on U.S. fighting in the Pacific Theater? (12pts)

3. What was the significance of D-Day or the Normandy Invasion to the Soviet Union? (12pts)

4. How could President Truman justify ordering the bombing of Hiroshima & Nagasaki to the American people? (12pts)

5. What might have happened if the Allies lost the Battle of the Bulge? (12pts)

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Describing a Historical EventThe German Offensive Begins

Describing a historical event requires the inclusion of key factual information as well as an explanation of the event’s significance. The significance of an event is often determined by its effect or the critical idea that it represents. Students complete the graphic organizer while reading an assigned text.Student Expectation – SE – (Framing the Lesson): _________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________Topic: _____________________________________________________________________________________________

Sections: __________________________________________________________________________________________

How does the information on this page relate to the SE at the top? (Close out the Lesson): ___________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________

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WhyWho

World War II Begins

The German Offensive

Use Textbook pages

538-539

When

Where SIGNIFICANCE

How

Visual VocabularyThe United States Moves Towards Interventionism

Students better understand vocabulary by explaining the meaning of the term in their own words and creating visual images that represent the word.

Students clarify their explanation and understanding of the vocabulary word with an illustration or drawing.

Student Expectation – SE – (Framing the Lesson): _________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________Topic: _____________________________________________________________________________________________

Word:Glossary Definition:

Definition in Your Own Words:

Example:

Visual:

Word:Glossary Definition:

Definition in Your Own Words:

Example:

Visual:

Word:Glossary Definition:

Definition in Your Own Words:

Example:

Visual:

Word:Glossary Definition:

Definition in Your Own Words:

Example:

Visual:

How does the information on this page relate to the SE at the top? (Close out the Lesson): ___________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________

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Primary Source RewriteThe Atlantic Charter

Students will analyze a primary source and rewrite it using contemporary language in order to better understand ideas and language of the past. The sources may include speeches, letters, diary entries, etc. Student Expectation – SE – (Framing the Lesson): ___________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________Topic: _______________________________________________________________________________________________________

Original Primary Source: Atlantic Charter, AUGUST 14, 1941The President of the United States of America and the Prime Minister, Mr. Churchill, representing His Majesty's Government in the United Kingdom, being met together, deem it right to make known certain common principles in the national policies of their respective countries on which they base their hopes for a better future for the world.First, their countries seek no aggrandizement, territorial or other; Second, they desire to see no territorial changes that do not accord with the freely expressed wishes of the peoples concerned; Third, they respect the right of all peoples to choose the form of government under which they will live; and they wish to see sovereign rights and self-government restored to those who have been forcibly deprived of them; Fourth, they will endeavor, with due respect for their existing obligations, to further the enjoyment by all States, great or small, victor or vanquished, of access, on equal terms, to the trade and to the raw materials of the world which are needed for their economic prosperity; Fifth, they desire to bring about the fullest collaboration between all nations in the economic field with the object of securing, for all, improved labor standards, economic advancement and social security; Sixth, after the final destruction of the Nazi tyranny, they hope to see established a peace which will afford to all nations the means of dwelling in safety within their own boundaries, and which will afford assurance that all the men in all lands may live out their lives in freedom from fear and want; Seventh, such a peace should enable all men to traverse the high seas and oceans without hindrance; Eighth, they believe that all of the nations of the world, for realistic as well as spiritual reasons must come to the abandonment of the use of force. Since no future peace can be maintained if land, sea or air armaments continue to be employed by nations which threaten, or may threaten, aggression outside of their frontiers, they believe, pending the establishment of a wider and permanent system of general security, that the disarmament of such nations is essential. They will likewise aid and encourage all other practicable measure which will lighten for peace-loving peoples the crushing burden of armaments.

Franklin D. RooseveltWinston S. Churchill

Directions:Step 1 – Mark important and/or confusing terms in the text.Step 2 – Define each of these terms in contemporary (modern) language.Step 3 – Reread the primary source and mark important and/or main ideas.Step 4 – Discuss the document with the class or a partner.Step 5 – Rewrite the primary source using contemporary language making sure not to lose the important ideas of the source.Step 6 – (optional) Students present or perform the final product to their group or class.Step 7 – Students write a journal reflection on what they learn most by rewriting the document in modern language. (Include in “Close Out the Lesson”)

Definitions of Important/Confusing Terms:

Student’s Contemporary Rewrite:

How does the information on this page relate to the SE at the top? (Close out the Lesson): _____________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________

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TopicAmerica Enters the War Prezi

Name:

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Teacher:Class:Date

Questions/Main Ideas: Notes

Summary:

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Student Expectation (SE)/Frame the Lesson: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Analyze: Use the map to answer the following questions: 1. Why did Japan invade Manchuria? What do you

think they needed?

__________________________________________________________________________________________________________________________________________

2. What do you think may have happened if the Japanese had never attacked Pearl Harbor? __________________________________________________________________________________________________________________________________________

3. Think back…how could the United States’ earlier policies with Japan have led to this outcome? __________________________________________________________________________________________________________________________________________

The day after the attack on Pearl Harbor, President Roosevelt asked Congress for a declaration of war against Japan.“Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. The United States was at peace with that nation, and, at the solicitation of Japan, was still in conversation with its government and its Emperor looking toward the maintenance of peace in the Pacific. . . .As Commander-in-Chief of the Army and Navy I have directed that all measures be taken for our defense, that always will our whole nation remember the character of the onslaught against us. No matter how long it may take us to overcome this premeditated invasion, the American people, in their righteous might, will win through to absolute victory.” —President Franklin D. Roosevelt (December 8, 1941)

4. Why does President Roosevelt believe that the date, December 7, 1941, “will live in infamy”? Was he correct? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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5. What makes Roosevelt believe that the Americans will win absolute victory? ________________________________________________________________________________________________________________________________________________________________________________________

Who was to blame for Pearl Harbor? After the attack, some critics blamed U.S. policies for forcing Japan to take action: In 1944, Oliver Lyttelton, a British government minister, said that: “Japan was provoked into attacking the Americans at

Pearl Harbor. It is a travesty to say that America was forced into the war. Everyone knows where American sympathies were. It is incorrect to say that America was ever truly neutral even before America came into the war on a fighting basis.”

Even after Pearl Harbor, some Americans believed that the United States should have done more to “appease” Japan. Just after the attack on Pearl Harbor, U.S. Senator Vandenberg wrote that “the United States would have to yield relatively little to pacify Japan.” He concluded that “we may have driven [Japan] needlessly into hostilities through our rigid diplomatic attitudes. We asked for it, and we got it.”

6. Write a letter to either the British minister Lyttelton or U.S. Senator Vandenberg explaining why you agree or disagree with his opinion. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Descriptive Writing – a Sensory Moment in TimeJapanese Internment Camps in the USA

Understanding how characters felt in the context of the time in which they lived is important to understanding history. In Descriptive Writing, students first read and investigate the topic. They create a list of characters from the period of study. They can be actual people, or a general example of a person from the time period. After research, students then place their character in an event or moment of time. They brainstorm ideas to complete a visual chart using the senses. The student product is the completed chart.

Student Expectation – SE – (Framing the Lesson): _________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________Topic: ____________________________________________________________________________________________

Definition/Description:

Illustration:

If I were there I would have…..Sound Sight Taste Feel Smell

…..Heard….. …..Seen….. …..Tasted….. …..Felt….. …..Smelled…..

How does the information on this page relate to the SE at the top? (Close out the Lesson): ___________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________

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Student Expectation – SE – (Framing the Lesson): _________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________

Advantages and Disadvantages of the Allied and Axis Powers

Allies Axis

Unity

Lead

ersh

ipVa

lues

Indu

stria

l Pr

oduc

tion

Milit

ary

How does the information on this page relate to the SE at the top? (Close out the Lesson): ___________________________________________________________________________________________________

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______________________________________________________________________________________________________________________________________________________________________________________________________

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TopicThe War in Europe Prezi

Name:

Teacher:Class:Date

Questions/Main Ideas: Notes

Summary:

Reflective Journal – The Holocaust27

Reflect on your own learning.Student Expectation – SE – (Framing the Lesson): _________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________Topic: ____________________________________________________________________________________________

Sections: ___________________________________________________________________________________

What I Did What I Learned

What Questions Do I Have? What Surprised Me

Overall Response

How does the information on this page relate to the SE at the top? (Close out the Lesson): __________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ The following is from Woman Prisoner #T-917 at Lenzing Concentration Camp: “Now began a frightful time of waiting. We were locked in the camp without food. I was asleep when my sister wakened me. She reported that in front of the camp were two young men…They told us that they would get help from the American soldiers who were nearby but had no idea our camp was there….It took a few hours until they arrived. It was General Patton’s 3rd Army. The soldiers broke open the gate. It must have been a shock for the soldiers when they saw us, emaciated or swollen, pale and dirty creatures. They first provided us with their food rations and soap…”

1. Who do you think was more surprised at the meeting: the concentration camp inmates or the American soldiers? Explain your answer. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Student Expectation (SE)/Frame the Lesson: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Prezi - The War in Asia & the Pacific -

Bataan Death March, 1942The War Turns Against Japan…

Navajo Code Talkers -

Wartime Diplomacy, Weakening of the Alliance, and Sources of Soviet-American Tensions

Who? What? Why? When? Where?

Casablanca Conference

Teheran Conference

Yalta Conference Potsdam Conference

Wha

t?W

ho?

Why

?W

hen?

Whe

re?

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TopicThe Decision to Use the Atomic Bomb

and the Occupation of Japan

Name:

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Questions/Main Ideas: Notes

Summary:

WWII and the Home Front VocabularyPart I Part II [work with a partner on both parts] DO NOT USE THE TEXTBOOK AT ALL! (24 answers)___ 1. ________________________ – Debt securities issued by a government for the purpose of financing

military operations during times of conflict. It is an emotional appeal to

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patriotic citizens to lend the government their money because these loans offer a rate of return below the market rate.

___ 2. ________________________ – the government encouraged families to grow their own vegetables at their homes, since food was being rationed. During the peak of this movement, there were about 20 million nurseries in the United States, producing nearly one-third of all the vegetables being grown in the nation

___ 3. ________________________ – a system that established fixed allotments of goods for the public that were deemed essential for the military

___ 4. ________________________ - mandatory draft of men 18-35; 10 million soldiers would be drafted for WWII

___ 5. ________________________ – its job was to create pro-Allied and anti-Axis propaganda through movies, posters, and the radio

___ 6. ________________________ – the government agency that fought inflation during the war by freezing the prices on most goods.

___ 7. ________________________ – government agency that decided which companies would convert from peacetime to wartime production and allocated raw materials to key industries

___ 8. ________________________ – became the symbol of women who worked in factories and defense plants during World War II

___ 9. ________________________ – an interracial organization founded to confront urban segregation in the North

___ 10. ________________________ – this was started because of a shortage of agricultural labors. This federal program allowed Mexican “hired hands” to enter the USA from 1942-47 to harvest crops. They were supposed to go home after the war, but many of them stayed.

___ 11. ________________________ –a series of race uprisings in 1943 during World War II that erupted in Los Angeles, California between white sailors and Marines stationed throughout the city and Latino youths, who were recognizable by the clothing they wore.

___ 12. ________________________ – the Allies put 24 Nazi leaders on trial for crimes against humanity, against peace, and war crimes.

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WWII and the Home Front VocabularyPart III Organize the terms into 3-6 categories and give the categories a title (4 pts each = 48 pts) Work by yourself

Part IV (use a minimum of two complete sentences per answer) [work by yourself!!] (52 pts)1. How is Rosie the Riveter related to Office of War Information? (10pts)

2. What inference or conclusion can one make about the message that the Office of Price Administration was giving to American businesses during WWII? (10pts)

3. What was the significance of the Nuremberg Trials to future dictators that are fighting unjust wars? (10pts)

4. How could FDR justify the rationing of gasoline to the American public in 1942? (10pts)

5. What would happen if the federal government reinstituted the Bracero program today? (12pts)

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Student Expectation – SE – (Framing the Lesson): _________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________

American’s At War: The Home Front Prezi & Graphic Organizer

Prezi - Technology in WWII 35

Paying for the War -

Industrial Production and Rationing -

Victory Gardens -

Ethnic Minorities

Mexican AmericansNative Americans

African Americans

What helped end the lingering effects of the Great Depression?

Some historians attribute the Allied victory in the war to its many technological advances. The atomic bomb was not the only technological advance in World War II. The war saw the emergence of many other important technologies.

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Radar

Sonar

Cryptic Code Breaking

Proximity Fuze

Antibiotics

Jet & Rocket Engines

Concept MapLegacies and Impact of WWII

Students construct a visual of a concept, including the characteristics, examples, non-examples, and visual representation in order to better understand a particular concept or topic.

Student Expectation – SE – (Framing the Lesson): _________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________

Concept: ___________________________________________________________________________________________Define: Characteristics:

Visual:

Non-Examples: Examples:

How does the information on this page relate to the SE at the top? (Close out the Lesson): ___________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________

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