Chapter 20: a World in Flames, 1931-1941

Unit Planning Guide

UNIT PACING CHART Unit 7 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Unit 7 Day 1 Unit Opener Chapter 20 Opener, Chapter 21 Opener, Chapter 22 Opener, Chapter 23 Opener, Wrap-Up/Project, Section 1 Section 1 Section 1 Section 1 Unit Assessment Day 2 Section 2 Section 2 Section 2 Section 2

Day 3 Section 3 Section 3 Section 3 Sections 3 & 4

Day 4 Section 4 Section 4 Section 4 Chapter Assessment Day 5 Chapter Section 5 Chapter Assessment Assessment Day 6 Chapter Assessment

A-Bomb Shelters Divide the students into Conclude the activity by discussing: groups. Each group must come up with a list 1. What was the hardest thing about supply- of items to stock a 12’ x 12’ bomb shelter with ing the shelter? everything a family of four would need to 2. How would students feel about spending survive for four weeks. Ask the groups to pri- four weeks in the shelter they had sup- oritize their list by categories. Upon list com- plied? pletion, each group will share its list with the Peter DeWolf class. Then the class will discuss how each Explain that the Cold War forced people to First Colonial group made decisions about prioritizing. deal with unusual situations that they were High School not accustomed to. This added to the fear of • Why did they rank some categories higher Virginia Beach, what may happen. Students should have than others? Virginia obtained some awareness and insight into • Did they include provisions for personal that uncomfortable position by completing hygiene, nutrition, comfort, entertainment, this activity. and medical care? Why or why not? • Why aren’t all the lists and the categories the same?

678A Introducing Unit

Author Note

Dear American History Teacher: As you begin to teach this unit, there are themes that recur throughout the chapters that you will want to point out to students. In this unit, students will monitor a debate between those Americans who wanted the U.S. to stay out of another war, and those who felt that the U.S. had a responsibility to resist the spread of tyranny. That debate took place in the halls of Congress, on the pages of the newspapers, and in mass public rallies. It ended when Japan attacked Pearl Harbor. World War II became a total war that affected every citizen. My father was among the millions of Americans who responded to the call to defend their nation. He stood in a long line of recruits whom military personnel were sending, seemingly at random, through different doors. The door that he entered put him in the Coast Guard. Vast numbers of American volunteers and conscripts fought in Africa, Europe, and across the Pacific, while civilians mobilized on the home front. New opportunities opened for women and minorities in the defense industries. Yet Japanese Americans suffered grievous restrictions of their civil liberties. Victory in World War II was followed closely by a prolonged Cold War in which the United States and its allies confronted the Communist bloc nations. International tensions, especially the anxiety over the threat of nuclear war, spurred investigations of Communist subversion within the United States. For those of us in school at the time, the nuclear threat meant “duck and cover” exercises under our desks and in the hallways. Such drills brought home to us the significance that world events had within our own communities. By studying these events, your students will be able to consider the links between U.S. foreign policy and its domestic politics, as well as between international affairs and the everyday lives of individuals.

Senior Author

678B Introducing Unit Unit

Focus Global Why It Matters Have a volunteer read the Why It Struggles Matters paragraph on this page. Ask students to identify the three results of the United States’s 1931–1960 involvement in the war. (emerged as a global power, abandoned iso- CHAPTER 20 lationism, and began building A World in Flames alliances) Then have students sug- 1931–1941 gest current examples illustrating each of those results. (Answers CHAPTER 21 may include leading other nations America and World War II 1941–1945 in fighting terrorism or United Nations and NATO CHAPTER 22 membership.) OL The Cold War Begins 1945–1960 Connecting to Past CHAPTER 23 Learning Postwar America 1945–1960 Challenge students to recall the reasons for both World War I and the involvement of the United States in that war. (Germany’s military build-up, forming of alliances, assassination of Archduke Ferdinand; the United States Why It Matters entered the war in 1917 because of The rise of dictatorships in the 1930s led to World War II, the German submarine attacks on most destructive war in world history. The United States American ships, and growing anti- played a major role in the war, fighting in Europe, Africa, and German sentiment in Wilson’s Asia. Afterwards, the United States emerged as a global administration and among the superpower, abandoned isolationism, and began building alliances around the world. Confrontation with the Soviet public.) Union led to the Cold War, as the United States sought to contain the spread of communism. Unit Launch 678 Activity The Granger Collection, New York Fact Finding Mission Place students in three groups, one for Team Teaching Activity each decade represented in the unit. Challenge the groups to Economics Explain to students that the history class. Encourage students to participate recall or find five facts about their booming postwar economy affected millions of in the discussion. OL assigned decade within a short Americans and continues to ripple through period of time. Allow them to today’s economy. Cold War military spending, skim their textbooks for facts. OL new home construction, and demand for con- sumer goods each played a role in the healthy U.S. economy. Work with the economics teacher to coordinate the study of the economic trends of postwar America. Then invite the economics teacher to teach a lesson on the topic to your 678 Introducing Unit

Teach

Differentiated Instruction Auditory/Musical Play for students recorded samples of popular music from each decade covered in the unit. Ask students to jot down impressions of the way life must have been during each decade as they listen to the songs. BL Skill Practice Using Geography Skills Use a large classroom map to pinpoint places of war and conflict between 1941 and 1960. Invite students to place flags or other markers on the locations you mention so that students can visualize the truly global nature of the wars. OL

Despite the fog, American soldiers march in Belgium during the winter of 1944–1945.

679

More About the Photo Teaching Tip The NCLB Visual Literacy In December 1944, as Allied map. This is why the engagement became Act places an emphasis on forces marched through Belgium and northern known as the Battle of the Bulge. The troops reading skills. Review with France toward the German border, Adolf Hitler had to fight in heavy snow in sub-zero condi- students the skills of scan- ordered a massive counterattack. German tions. Snowstorms reduced visibility and pre- ning and skimming and forces smashed into American lines in Belgium vented aircraft from aiding the troops. Some when each would be useful with the goal of splitting Allied forces in two 19,000 Americans were killed during the Battle in studying this unit. and capturing the city of Antwerp. The attack of the Bulge, making it the deadliest engage- caught the Americans by surprise, but their ment of the war for Americans. lines did not break. Instead, as American forces fell back, the front line “bulged” outward on the 679 Chapter Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners

Levels Resources Chapter Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 Assess FOCUS

BL OL AL ELL Daily Focus Transparencies 20-1 20-2 20-3 20-4 TEACH BL OL ELL Reading Skills Activity, URB p. 21 OL Historical Analysis Skills Activity, URB p. 22 BL OL AL ELL Differentiated Instruction Activity, URB p. 23 BL OL ELL English Learner Activity, URB p. 25 BL OL AL ELL Content Vocabulary Activity, URB* p. 27 BL OL AL ELL Academic Vocabulary Activity, URB p. 29 OL AL Reinforcing Skills Activity, URB p. 31 OL AL Critical Thinking Skills Activity, URB p. 32 BL OL ELL Time Line Activity, URB p. 33 OL Linking Past and Present Activity, URB p. 34 BL OL AL ELL Primary Source Reading, URB p. 35 p. 37 BL OL AL ELL American Art and Music Activity, URB p. 39 BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 41 AL Enrichment Activity, URB p. 45 BL OL ELL Guided Reading Activity, URB* p. 48 p. 49 p. 50 p. 51 BL OL AL ELL Reading Essentials and Note-Taking Guide* p. 220 p. 223 p. 226 p. 229 Differentiated Instruction for the American BL OL AL ELL ✓ ✓✓✓✓✓ History Classroom

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓✓✓✓✓

Unit Time Line Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓✓ Activities Cause and Effect Transparencies, Strategies, BL OL AL ELL ✓ ✓✓✓✓✓ and Activities Why It Matters Chapter Transparencies, BL OL AL ELL ✓ ✓✓✓✓✓ Strategies, and Activities BL OL AL ELL American Biographies ✓ Note: Please refer to the Unit 7 Resource Book for this chapter’s URB materials. * Also available in Spanish

680A Planning Guide Chapter

Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 Assess TEACH (continued) BL OL AL ELL The Living Constitution ✓ ✓✓✓✓✓ BL OL AL ELL American Issues ✓ ✓✓✓✓✓ American Art and Architecture Transparencies, OL AL ELL ✓ ✓✓✓✓✓ Strategies, and Activities High School American History Literature BL OL AL ✓ ✓✓✓✓✓ Library American History Primary Source Documents OL AL ✓ ✓✓✓✓✓ Library BL OL AL ELL American Music: Hits Through History CD ✓ ✓✓✓✓✓ BL OL AL ELL StudentWorks™ Plus ✓ ✓✓✓✓✓ BL OL AL ELL The American Vision Video Program ✓ ✓✓✓✓✓ Reading Strategies and Activities for the ✓ ✓✓✓✓✓ Social Studies Classroom Teacher Strategies for Success ✓ ✓✓✓✓✓ Resources Presentation Plus! with MindJogger ✓ ✓✓✓✓✓ CheckPoint Success With English Learners ✓ ✓✓✓✓✓ ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 289 p. 290 p. 291 p. 292 p. 293 BL OL AL ELL Authentic Assessment With Rubrics p. 45 BL OL AL ELL Standardized Test Practice Workbook p. 45 BL OL AL ELL ExamView® Assessment Suite 20-1 20-2 20-3 20-4 Ch. 20 CLOSE BL ELL Reteaching Activity, URB p. 43 ✓ Chapter- or unit-based activities applicable to all sections in this chapter.

680B Chapter Integrating Technology

Using the Media Library Teach With Technology

What is the Media Library? The Media Library is an all-in-one online resource center that provides students with access to digital media associated with the textbook. How can the Media Library help my students? The Media Library contains Section Audio and Section Spotlight Videos. Section Audio can help struggling readers and English Language Learners better comprehend the textbook. Section Spotlight Videos engage visual learners and generate student interest. Students can download audio to their digital media player or listen from their computer screen.

Visit glencoe.com and enter a ™ code to go to the Media Library.

You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill TAV9399c20T for Chapter 20 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ●● • Spanish Audio Summaries ●● • Section Spotlight Videos ●●● The American Vision Online Learning Center (Web Site) • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In Motion Animations ●●● • Study Central™ ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ●●● • Historical Thinking Activities ● • Beyond the Textbook ●●●

680C Additional Chapter Resources Chapter

® • Timed Readings Plus in Social Studies helps students increase their reading rate and fluency while The following videotape programs are available from maintaining comprehension. The 400-word passages Glencoe as supplements to this chapter: are similar to those found on state and national • FDR: The War Years (ISBN 1-56-501458-8) assessments. • Anne Frank (ISBN 0-76-701409-X) • Reading in the Content Area: Social Studies To order, call Glencoe at 1-800-334-7344. To find classroom concentrates on six essential reading skills that help resources to accompany many of these videos, check the students better comprehend what they read. The following home pages: book includes 75 high-interest nonfiction passages A&E Television: www.aetv.com written at increasing levels of difficulty. The History Channel: www.historychannel.com • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English. www.jamestowneducation.com Reading List Generator CD-ROM

Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest. • The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

Index to National Geographic Magazine: • A brief summary of each selection is included. The following articles relate to this chapter: Leveled reading suggestions for this chapter: • “Pearl Harbor: A Return to the Day of Infamy,” by For students at a Grade 8 reading level: Thomas B. Allen, December 1991. • Edith’s Story, by Edith Velmans • “Remembering the Blitz,” by Cameron Thomas, July For students at a Grade 9 reading level: 1991. • Anne Frank: The Diary of a Young Girl, by Anne Frank National Geographic Society Products To order the For students at a Grade 10 reading level: following, call National Geographic at 1-800-368-2728: • The Painted Bird, by Jerzy Kosinski • World War II Era (PicturePack Transparencies). For students at a Grade 11 reading level: Access National Geographic’s new, dynamic MapMachine • Never to Forget: The Jews of the Holocaust, by Milton Web site and other geography resources at: Meltzer www.nationalgeographic.com For students at a Grade 12 reading level: www.nationalgeographic.com/maps • The Hidden Children, by Howard Greenfeld

680D Introducing Chapter Chapter Focus A WWorldorld iinn MAKING CONNECTIONS Flames Could World War II Have Been Prevented? 1931–1941 Use the two questions as the basis for a class discussion about the SECTION 1 America and the World inevitability of a second world war. SECTION 2 World War II Begins Elicit from students the terms of SECTION 3 The Holocaust the Treaty of Versailles, including SECTION 4 America Enters the War reparations and land partitions, that might contribute to bad feelings among the nations that lost World War I. Students should also comment on the United States’s refusal to join the League of Nations as Wilson requested. OL Teach The Big Ideas As students study the chapter, remind them to consider the sec- Italian dictator Benito Mussolini, at left, walks in tion-based Big Ideas included in Munich, Germany, with German dictator Adolf Hitler, center, in 1938. each section’s Guide to Reading. The Essential Questions in the 1934 1935 1937 activities below tie in to the Big Roosevelt • Nye Committee • First Neutrality • Neutrality Act Ideas and help students think 1933–1945 holds hearings Act bars sale limits trade with on causes of of weapons to all warring about and understand important World War I warring nations nations chapter concepts. In addition, the U.S. PRESIDENTS U.S. EVENTS Hands-on Chapter Projects with 1931 1933 1935 1937 their culminating activities relate WORLD EVENTS the content from each section to 1931 1933 1935 1936 1937 • Japan • Hitler becomes • Hitler denounces • Spanish Civil • Japan invades the Big Ideas. These activities invades chancellor of Treaty of Versailles War begins China build on each other as students Manchuria Germany • Italy invades Ethiopia • Hitler reoccupies progress through the chapter. the Rhineland Section activities culminate in the 680 Chapter 20 A World in Flames wrap-up activity on the Visual Summary page. Section 1 Section 2 America and the World World War II Begins Essential Question: How did events after Essential Question: What steps led to war WWI lead to dictatorships and American in Europe in the late 1930s? (Hitler violated neutrality? (Many nations were dissatisfied with the Versailles Treaty, rebuilt Germany’s forces, the Treaty of Versailles, and worldwide financial occupied Austria, demanded the Sudetanland depression made people desperate. Americans from Czechoslovakia. Britain and France tried wanted to avoid another war.) Tell students that to appease Hitler but Hitler occupied in Section 1 they will learn about events Czechoslovakia, then invaded Poland.) Inform around the world that led to dictatorships even students that in this section they will be learn- as America retreated into isolation. OL ing about how World War II began in Europe. OL Introducing Chapter

More About the Photo Visual Literacy In the 1930s, Germany and Italy established a military alliance on May 22, 1939, Chapter Audio with the Pact of Steel, an agreement that committed both countries to MAKING CONNECTIONS support the other in the event of Could World War II Have war. War came on September 1, Been Prevented? 1939, when Nazi Germany In the 1930s, global economic problems brought dictators invaded Poland. Italy joined the to power in Europe and Japan, and another world war erupted. Many Americans, disillusioned by World War I, war on June 10, 1940, by declar- wanted to remain neutral, but when Japan attacked Pearl ing war against France and Great Harbor, the United States was forced to join the war. Britain. In September 1940, Italy • What problems do you think World War I created that contributed to the outbreak of World War II? attacked British forces in Egypt, • Do you think different American policies in the spreading the war to North Africa. 1920s and 1930s could have prevented World War II? Dinah Zike’s Foldables Dinah Zike’s Foldables are three-dimensional, interactive graphic organizers that help students practice basic Comparing Totalitarian Dictators Make a Trifold Book Foldable to compare and contrast writing skills, review vocabu- 1939 the dictatorships of Benito lary terms, and identify main • United States 1940 1941 Mussolini, Joseph Stalin, and Mussolini Stalin Hitler ideas. Instructions for creat- denies • Roosevelt makes • Congress passes Adolf Hitler. As you read the SS St. Louis “destroyers-for- Lend Lease Act chapter, add details about ing and using Foldables can permission bases” deal • Japan attacks each ruler under his name. be found in the Appendix at to dock with Britain Pearl Harbor Use your list as a helpful study guide on their differ- the end of this book and in Totalitarian Dictators ences and similarities. the Dinah Zike’s Reading and 1939 1941 Study Skills Foldables booklet.

1938 1939 1940 • Munich Conference • Poland • France surrenders Visit glencoe.com

gives Sudetenland invaded; to Germany; and enter code TAV9846c20 for to Hitler World War II Britain wins Chapter 20 resources. begins Battle of Britain Chapter 20 A World in Flames 681 Visit glencoe.com and (l)United States Holocaust Memorial Museum enter code Section 3 Section 4 TAV9399c20T for Chapter 20 resources, including a Chapter The Holocaust America Enters the War Overview, Study Central™, Essential Question: How did the Nazis per- Essential Question: How did the United Study-to-Go, Student Web secute the Jewish people? (Nuremberg Laws, States become involved in World War II? Activity, Self-Check Quiz, and Kristallnacht, concentration and extermination (supporting Britain through the Lend-Lease Act other materials. camps) Tell students that in this section they and the hemispheric defense zone, embargoing will learn about Hitler’s attempts to destroy the Japan, responding to the attack on Pearl Harbor) Jewish people. OL Inform students that in this section they will learn about America’s response to and involvement in the war. OL

681 Chapter 20 • Section 1 Section 1 Section Audio Spotlight Video Focus America and the World

Bellringer n the years following World War I, aggressive and Guide to Reading expansionist governments took power in Europe and Daily Focus Transparency 20-1 I

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Big Ideas ANSWER: D Asia. Meanwhile, most Americans did not want to get Teacher Tip: Remind students to find factual information UNIT to support the answer they choose. 7 DAILY FOCUS SKILLS Chapter 20 TRANSPARENCY 20-1 Government and Society In the Comparing and Contrasting involved in another foreign war.

Directions: Answer the following POLITICAL IDEOLOGIES question based on the text at left. years following World War I, aggressive As the world moved closer RUSSIA (Stalin) Communism: Advocates one-party rule and to war during the 1930s, the elimination of private property, and does which two of the competing and expansionistic governments took not tolerate opposition. powers had the most similar political ideologies? ITALY (Mussolini) Fascism: Advocates extreme nationalism A Italy and Japan power in both Europe and Asia. and a strong centralized government led by a dictator. B Germany and Russia C Japan and Russia The Rise of Dictators GERMANY (Hitler) D Germany and Italy Nazism: Advocates extreme nationalism, control of all industry by the state, the superiority of the Aryan race, and leadership by a dictator. Content Vocabulary JAPAN (Series of Prime Ministers) MAIN Idea Dictators took control of the governments of Italy, the Soviet Militarism: Advocates extreme nationalism, values military virtues and ideals, and takes an aggressive military approach to expanding • (p. 682) its power. fascism Union, Germany, and Japan. • collective (p. 683) HISTORY AND YOU Can you think of a country today that is ruled by a • internationalism (p. 687) dictator? Read about the repressive governments that arose during the 1920s Guide to Reading Academic Vocabulary and 1930s. • exploit (p. 682) Answers may include: • dominate (p. 685) When World War I ended, President Wilson had hoped that the America and the World United States could “aid in the establishment of just democracy People and Events to Identify I. The Rise of Dictators throughout the world.” Instead, the treaty that ended the war, along • Benito Mussolini (p. 682) A. Mussolini and Fascism in Italy with the economic depression that followed, contributed to the rise • Vladimir Lenin (p. 683) B. Stalin Takes Over the USSR of antidemocratic governments in both Europe and Asia. • Joseph Stalin (p. 683) C. Hitler and Nazi Germany • Adolf Hitler (p. 684) D. Militarists Control Japan • Manchuria (p. 685) Mussolini and Fascism in Italy II. American Neutrality • Neutrality Act of 1935 (p. 686) Benito A. The Nye Committee One of Europe’s first dictatorships arose in Italy. In 1919 • Axis Powers (p. 687) Mussolini founded Italy’s Fascist Party. Fascism was an aggressive B. Legislating Neutrality nationalistic movement that considered the nation more important C. Roosevelt’s Internationalism Reading Strategy than the individual. Fascists believed that order in society would Taking Notes As you read about the come only through a dictator who led a strong government. They events in Europe and Asia after World also thought nations became great by building an empire. War I, use the major headings of the Fascism was also strongly anticommunist. After the Russian section to create an outline similar to Revolution, many Europeans feared that communists, allied with the one below. labor unions, were trying to bring down their governments. Mussolini

America and the World exploited these fears by portraying fascism as a bulwark against To generate student interest and I. The Rise of Dictators communism. Fascism began to stand for the protection of private A. provide a springboard for class B. property and the middle class. Mussolini also promised the working C. class full employment and social security. He pledged to return Italy discussion, access the Chapter 20, D. II. to the glories of the Roman Empire. Section 1 video at glencoe.com or Backed by the Fascist militia known as the Blackshirts, Mussolini on the video DVD. threatened to march on Rome in 1922, claiming he was coming to defend Italy against a communist revolution. Liberal members of the Italian parliament insisted that the king declare martial law. When he refused, the cabinet resigned. Conservative advisers then persuaded the king to appoint Mussolini as the premier. Once in office, Mussolini worked quickly to set up a dictatorship. Weary of strikes and riots, many Italians welcomed Mussolini’s leader- Resource Manager ship. With the support of industrialists, landowners, and the Roman

682 Chapter 20 A World in Flames

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Additional Resources Teacher Edition • Organizing, p. 684 • Comp. & Cont., p. 684 • Advanced Learners, • Cont. Vocab. Act., URB • Using Geography Skills, • Taking Notes, p. 686 • Ident. Cent. Iss., p. 685 p. 683 p. 27 p. 683 • Visual/Spatial, p. 686 • Academic Vocab. Act., Additional Resources Additional Resources URB p. 29 Additional Resources • Read. Skills Act., URB • Crit. Think. Skills, URB Additional Resources • Linking Past and • Reinforcing Skills Act., p. 21 p. 32 • English Learn. Act., URB Present, URB p.34 URB p. 31 • Guid. Read. Act., URB • Quizzes and Tests, p. 25 • Hist. Analysis Skills, URB p. 48 p. 289 • Foldables, p. 73 p. 22 • Prim. Source Read., URB • American Art and • Read. Essen., p. 220 p. 35 Music, URB p. 39 Chapter 20 • Section 1 The Rise of Dictators, 1922–1933

ARCTIC OCEAN 0 1,000 kilometers In 1926 Joseph Stalin becomes Teach 0 1,000 miles Lambert Equal-Area projection dictator of the Soviet Union and begins to collectivize agriculture and industrialize the economy. His PACIFIC ATLANTIC OCEAN In 1933, high unemployment and fears policies kill millions of rural peasants. OCEAN of communism enable Adolf Hitler D Differentiated In 1936 General Francisco Franco and the Nazi Party to take power. Sea launches a military revolt that Hitler imposed a dictatorship, enacted of Instruction overthrows Spain’s democratic anti-Jewish policies, and began Okhotsk government; Franco then rebuilding the military. establishes a dictatorship. Advanced Learners Invite students to learn more about the S power struggles that ensued after GERMANY N SOVIET UNION E Lenin’s death and Trotsky’s fate. SPAIN EUROPE W S JAPANESE Suggest they present their find- EMPIRE ITALY ings to the class as a play or radio drama. AL Black Sea C a s p In 1931, the militarist Empire of Japan i a ASIA n invades Manchuria; six years later, Japan

S e attacks China. In 1941 General Hideki To¯jo¯

In 1922 fears of communism a becomes prime minister and led the nation S Skill Practice and economic chaos enable into war with the United States. Benito Mussolini to lead the Fascists to power in Italy. Using Geography Skills Ask Analyzing GEOGRAPHY students to look at the map and

Red Sea 1. Region In which region of the world did identify what they see as likely dif- a dictator first come to power, and when? ficulties in governing the USSR. AFRICA Arabian Sea 2. Human-Environment Interactions (Students may suggest that the What effect did Stalin’s policies have on the Soviet Union? nation’s great size would make effective government difficult, especially in the 1920s and 1930s, before Catholic Church, Mussolini—who took the title By 1926, Stalin had become the new Soviet of Il Duce, or “The Leader”—embarked on an dictator. He began a massive effort to industri- improvements in both telecommu- ambitious program of bringing order to Italy. alize his country, using Five-Year Plans. During nications and transportation.) OL the first two of these Five-Year Plans, from 1928 to 1937, steel production increased from Stalin Takes Over the USSR 4 million to 18 million tons (3.628 to 16.326 After the Russian Revolution, the Communist million t). At the same time, however, indus- Analyzing GEOGRAPHY Party, led by Vladimir Lenin, established trial wages declined by 43 percent from 1928 to communist governments throughout the 1940. Family farms were combined and turned Answers: Russian Empire. In 1922 they renamed these into collectives, or government-owned farms. 1. Italy, 1922 territories the Union of Soviet Socialist Peasants who resisted by killing livestock or Republics (USSR). The Communists instituted hoarding crops faced show trials or death from 2. farms and factories belonged one-party rule, suppressed individual liberties, starvation. As many as 10 million peasants to the state; millions died and punished opponents. D died in famines during 1932 and 1933. After Lenin died in 1924, a power struggle Stalin tolerated no opposition, targeting not began between Leon Trotsky and Joseph only political enemies but also artists and intel- Stalin. Born with the surname of Dzuhgashvili, lectuals. During the late 1930s, the USSR was Stalin replaced his last name with the Russian a nation of internal terrorism, with public trials word stal, meaning “steel.” Between 1902 and that featured forced confessions. A new consti- 1913, he had been imprisoned or exiled seven tution, passed in 1936, promised many free- times, but he always escaped. doms but was never enforced. Hands-On

Chapter 20 A World in Flames 683 Chapter Project Step 1 Creating a World War II more about him or her in order to contrib- Memory Book ute a page to a class memory book. Make a scrapbook with the title “Memories of World Step 1: Selecting Memorable People War II” on the cover.

Ask: What famous people can you name Putting It Together Students will identify who were in World War II? the role played by each person added to the Directions Ask students to list on the list. When dictators are chosen, students board the names of people who played a will discuss what conditions in each country role in the war. Have students read ahead or allowed the dictators to gain power. OL do research to add as many names to the (Chapter Project continued on page 689) list as there are class members. Tell students to choose a name from the list and learn 683 Chapter 20 • Section 1 Stalin also used concentration camps; by hoped to attract unhappy workers. Adolf Hitler 1935 some 2 million people were in camps, was one of the party’s first recruits. most of which were located in the Arctic. In November 1923, the Nazis tried to seize Prisoners were used as slave labor. Between 8 power by marching on city hall in Munich, R Reading Strategy and 10 million people died as a result of Stalin’s Germany. Hitler intended to seize power Organizing Have students cre- rule, which lasted until his death in 1953. locally and then march on Berlin, the German capital, but the plan failed. The Nazi Party was ate word webs or other graphic banned for a time, and Hitler was arrested. organizers to note the beliefs of Hitler and Nazi Germany While in prison, Hitler wrote Mein Kampf postwar Germany’s Nazi Party. Adolf Hitler was a fervent anticommunist (“My Struggle”), in which he called for the and an admirer of Mussolini. A native Austrian, unification of all Germans under one govern- Remind students that these Hitler had fought for Germany in World War I. ment. He claimed that Germans, particularly graphic organizers can be helpful Germany’s surrender and the subsequent blond, blue-eyed Germans, belonged to a study aids. BL Treaty of Versailles caused him and many other “master race” called Aryans. He argued that Germans to hate both the victorious Allies and Germans needed more space and called for the German government that had accepted R Germany to expand east into Poland and C Critical Thinking the peace terms. Russia. According to Hitler, the Slavic peoples C Postwar Germany’s political and economic of eastern Europe belonged to an inferior race, Comparing and Contrasting chaos led to the rise of new political parties. which Germans should enslave. Hitler’s racism Have students compare Hitler’s One of these was the National Socialist was strongest, however, toward Jews. Hitler ideology to the ideas of Stalin and German Workers’ Party, or the Nazi Party. The blamed the Jews for many of the world’s party was nationalistic and anticommunist, problems, especially for Germany’s defeat in Mussolini. Ask them to identify calling for Germany to expand its territory and World War I. elements that are similar and ele- not abide by the terms of the Treaty of Versailles. After his release, Hitler changed his tactics. ments that are unique to Nazism. It also was anti-Semitic. Using the words Instead of trying to seize power violently, he (Hitler, Stalin, and Mussolini all cre- Socialist and Workers in its name, the party focused on getting Nazis elected to the ated one-party states ruled by one strong leader; all three used vio- War and Civil War in the 1930s lence to control political opponents; only Hitler had a specific racial ▼ Japanese officers targeted resource-rich Manchuria as the first goal in their drive to build an empire. component to his ideology) OL Italy Invades Ethiopia, 1935 Japan Invades Manchuria, 1931 40°E N Italian-held territory Red 120°E 130°E 140°E Ethiopia (Abyssinia) W E Sea U.S.S.R. Eritrea Italian invasion route N S Sakhalin Anglo- 50°E 50°N W E Egyptian Sudan Makale Gulf of S French Aden MANCHURIA Somaliland MONGOLIA (MANCHUKUO) Karafuto Dessie Dire 10°N Dawa British Somaliland Addis Harar Changchun Ababa d CHINA Mukden ETHIOPIA n la li a m Peking Sea of o 40°N Neghelli S n Pyongyang Japan a Dairen li a INDIAN Seoul It Korea JAPAN OCEAN British East Africa Tokyo Yellow 0 200 kilometers Sea 0° 0 200 miles Miller projection Shanghai 0 400 kilometers Japanese invasion 30°N ▲ Mussolini, the dictator of Italy, wanted to build a new Additional of Manchuria 0 400 miles Roman Empire in Africa. In 1935 the Italian army invaded Miller projection Ethiopia, then known as Abyssinia. The emperor, Haile Support Selassie, went into exile.

Extending the Content

Inflation Remind students that inflation marks per dollar. In 1923 a Hershey choco- support Hitler and the Nazi Party because occurs when the cost of goods and services late bar that sold for five cents in the United they recalled how badly the government goes up and the value of money declines. States cost 150,000 German marks or almost had handled the economy during the time One of the reasons for Germany’s despair 33 dollars. Children used bundles of German of inflation. and willingness to accept Hitler as a leader marks to make building blocks; women can be attributed to the experience Germans used them to light fires. Although Germany had with inflation ten years earlier. In got inflation under control, many people October 1922 the exchange rate was 4,500 lost their savings and lost faith in the gov- German marks for one United States dollar. ernment. When the Great Depression hit in Eleven months later, the rate was 4.2 trillion the 1930s, many Germans were willing to 684 Reichstag, the lower house of the German par- During the 1920s Japan did not earn enough Chapter 20 • Section 1 liament. When the Great Depression struck money from its exports to pay for its imports, Germany, many desperate Germans began to which limited economic growth. When the vote for radical parties, including the Nazis Depression struck, other countries raised their and Communists. By 1932, the Nazis were the tariffs. This made the situation even worse. C Critical Thinking largest party in the Reichstag. The following Many Japanese military officers blamed the year, the German president appointed Hitler country’s problems on corrupt politicians. Most Identifying Central Issues As as chancellor, or prime minister. officers believed that Japan was destined to students read this section, ask After taking office, Hitler called for new dominate East Asia and saw democracy as them to point out reasons why elections. He then ordered the police to crack “un-Japanese” and bad for the country. nations went to war. (Japan down on the Socialist and Communist Parties. Japanese military leaders and their civilian Storm troopers, as the Nazi paramilitary units supporters argued that seizing territory was C wanted resources to produce goods, were called, began intimidating voters. After the only way Japan could get the resources it and Germany wanted land to the election, the Reichstag, dominated by the needed. In September 1931, the Japanese army expand. Italy wanted a return to Nazis and other right-wing parties, voted to invaded Manchuria, a resource-rich region of give Hitler dictatorial powers. In 1934 Hitler northern China. When the Japanese prime former glory.) OL became president, which gave him control of minister tried to stop the war by negotiating the army. He then gave himself the new title of with China, officers assassinated him. From Der Führer, or “The Leader.” that point forward, the military controlled the country. Japan’s civilian government supported Analyzing VISUALS the nationalist policy of expanding the empire Militarists Control Japan and appointed a military officer to serve as In Japan, as in Germany, difficult economic prime minister. Answers: times helped undermine the political system. 1. The wars involved fascist Japanese industries had to import nearly all of Examining How did postwar con- leadership and expansion— the resources they needed to produce goods. ditions contribute to the rise of dictatorships in Europe? both of which were causes of The Spanish Civil War, 1936–1939 WWII. 10°W 5°W 0° 2. severed limbs, mouths Oviedo Guernica FRANCE open as if screaming ANDORRA Barcelona

Madrid 40°N SPAIN Valencia PORT. Answer: Postwar inequalities N 0 100 kilometers Seville caused by the Versailles Treaty W E 0 100 miles Lambert Conformal S Conic projection In 1936 a civil war broke out in Spain when Fascist General fueled nationalism. Economic Francisco Franco attempted a military coup. With aid from Hitler depression and social unrest cre- and Mussolini, Spain became a testing ground for new military ideas such as air strikes. On April 26, 1937, planes released 100,000 ated desperation for new, pounds of bombs, destroying 70% of Guernica, shown at left after the bombing. A mere 15 days after the bombing, the artist Pablo stronger leadership. Dictators Picasso began painting Guernica (above). were able to capitalize on these feelings to seize control of Analyzing VISUALS governments. 1. Comparing In what way were the three wars shown on the map all a prelude to World War II? 2. Analyzing How does Picasso show the terror of the Guernica bombing? Additional

Chapter 20 A World in Flames 685 Support

Extending the Content

Japan and China Japan had dominated agreed, however, to join forces to defeat Japan. Manchuria since 1905, when Japan defeated In spite of China’s resistance, by 1938 Japan both Russia and China. Japan at that time also controlled much of eastern China, with puppet controlled Korea and Taiwan, then known as governments in both Nanjing and Beijing. The Formosa. Japan was the strongest military war between these two Asian nations contin- power in the region and expanded industrially, ued until the end of World War II. only to face major losses due to the worldwide economic depression. During the mid-1930s, the Chinese were fighting a civil war between communists and nationalists. The two sides 685 Chapter 20 • Section 1 had tricked the United States into entering American Neutrality World War I. In 1934 Senator Gerald P. Nye of MAIN Idea Most Americans did not want to get North Dakota held hearings to investigate involved in another European war, despite Franklin these allegations. The Nye Committee docu- R Reading Strategy Roosevelt’s emphasis on internationalism. mented the huge profits that arms factories Taking Notes Ask students to HISTORY AND YOU Do you think the United States had made during the war. The report created should become involved in the wars of other nations the impression that these businesses influ- design a graphic organizer focus- even when it is not under attack? Read to learn enced the decision to go to war. Coupled with ing on the events of 1934 that led about American attitudes during the 1930s. the European refusal to repay their loans, the to the Neutrality Act of 1935. OL Nye Committee’s findings turned even more The rise of dictatorships and militarism dis- Americans toward isolationism. couraged many Americans. The sacrifices they had made during World War I seemed point- D Differentiated less. Once again, Americans began supporting Legislating Neutrality Instruction isolationism and trying to avoid involvement Italian and German aggression increased Visual/Spatial Invite students in international conflicts. under Mussolini and Hitler. Worried that the actions of these nations might lead to war, to use color-coded index cards to R Congress passed the Neutrality Act of 1935. record the provisions of the The Nye Committee This legislation—reflecting the belief that arms Neutrality Acts discussed in the Isolationist ideas became stronger in the sales had helped bring the United States into early 1930s for two reasons. When the World War I—made it illegal for Americans to Primary Source material. Each Act Depression began, many European nations sell arms to any country at war. should have a different color card found it difficult to repay money they had bor- In 1936 a rebellion erupted in Spain after vot- or ink to help students recall the rowed during World War I. In 1934 all of the ers elected a coalition of Republicans, Socialists, information. BL debtor nations except Finland announced they and Communists. General Francisco Franco led would no longer repay their war debts. the rebellion, backed by Spanish Fascists, army Meanwhile, dozens of books and articles officers, landowners, and Catholic Church lead- appeared arguing that arms manufacturers ers. The revolt became a civil war and attracted Analyzing VISUALS

1. Americans felt the country The Neutrality Acts, 1935–1937 should have stayed out of World War I. Causes The Neutrality Act of 1935 2. They wanted to avoid another • Nye Senate Committee report suggesting that • mandatory embargo on selling or export- war. the American arms industry had pushed the ing arms, ammunition, or implements of nation into World War I for its own profit war to nations at war • growing belief that America should have • discretionary travel restrictions stayed out of World War I • set to expire after 6 months

The Neutrality Act of 1936 D Causes ▲ Republican Senator Gerald • arms embargo with countries at war Nye headed the Senate Munitions • Italy’s invasion of Ethiopia; FDR encourages • discretionary travel restrictions Committee, whose findings convinced many that arms makers were a moral embargo against Italy, which he • ban on loans to nations fighting, but could not enforce “merchants of death” and that the short-term credits exempted United States should remain neutral. • republics in the Americas exempted Analyzing VISUALS Causes The Neutrality Act of 1937 1. Analyzing What impact did the • Spanish Civil War • arms embargo against nations at war Nye Committee’s findings have on • sale of aviation parts to rebels in Spain, which • travel ban on warring nations’ ships public opinion? FDR thought unpatriotic • trade with countries at war on a cash-and- 2. Evaluating Why did so many • agreements creating the Axis alliance carry basis allowed if goods were not con- Additional traband or sent on foreign ships Americans support neutrality?

Support 686 Chapter 20 A World in Flames

Activity: Collaborative Learning

Write a Résumé Have students work together skills, activities, and memberships that might in pairs to create a résumé for one of the major present a fuller picture. Possible subjects include leaders of this period. Tell them to include the Adolf Hitler, Benito Mussolini, Joseph Stalin, leader’s education, career experience, political Hideki Tojo, Winston Churchill, and Franklin offices held, and major events in which the per- Roosevelt. OL son participated. Also ask them to include any

686 worldwide attention. Congress passed a second neutrality act, ban- Chapter 20 • Section 1 ning the sale of arms to either side in a civil war. REVIEW Shortly after the Spanish Civil War began, Hitler and Mussolini Section 1 pledged to cooperate on several international issues. Mussolini termed this new relationship the Rome-Berlin Axis. The following Assess month, Japan aligned itself with Germany and Italy when it signed Vocabulary the Anti-Comintern Pact with Germany. The pact required the two 1. Explain the significance of: Benito countries to exchange information about communist groups. Mussolini, fascism, Vladimir Lenin, Joseph Together, Germany, Italy, and Japan became known as the Axis Stalin, collectives, Adolf Hitler, Manchuria, Powers, although they did not formally become military allies until Neutrality Act of 1935, Axis Powers, Study Central™ provides sum- September 1940. internationalism. maries, interactive games, and With tensions in Europe worsening, Congress passed the Neutrality Act of 1937. This act not only continued the ban on Main Ideas online graphic organizers to help selling arms to warring nations, but also required them to buy all 2. Identifying Which nations did dictators students review content. nonmilitary supplies from the United States on a“cash-and-carry” govern during the years after World War I? basis. Countries at war had to send their own ships to the United States to pick up the goods, and they had to pay cash. Loans were 3. Analyzing What events caused Close not allowed. Isolationists knew that attacks on American ships Roosevelt to become more of an internationalist? carrying supplies to Europe had helped bring the country into Summarizing Ask: How did World War I. They wanted to prevent such attacks from involving the nation in another European war. Critical Thinking World War I influence the politi- 4. Big Ideas Why did antidemocratic gov- cal destinies of both European ernments rise to power in postwar Europe nations and the United Roosevelt’s Internationalism and Asia? When he took office in 1933, President Roosevelt knew that States? (In European nations, ending the Great Depression was his first priority. He was not, 5. Organizing Use a graphic organizer sim- many were faced with heavy repa- however, an isolationist. He supported internationalism, the ilar to the one below to compare the governments opposed to democracy in Europe rations, unemployment, and eco- idea that trade between nations creates prosperity and helps pre- nomic depression and grew vent war. Internationalists also believed that the United States and Asia. desperate for powerful leadership, should try to preserve peace in the world. Roosevelt warned that Country Dictator Ideology the neutrality acts “might drag us into war instead of keeping us even at the loss of personal liberties. out,” but he did not veto the bills. In the United States, a feeling of In July 1937, Japanese forces in Manchuria launched a full- betrayal and a return to isolation- scale attack on China. Roosevelt decided to help the Chinese. Because neither China nor Japan had actually declared war, ism produced an unwillingness to Roosevelt claimed the Neutrality Act of 1937 did not apply, and 6. Analyzing Visuals Look at the photo- become involved in Europe’s he authorized the sale of weapons to China. He warned that the graph on page 685 of Guernica after it difficulties.) OL nation should not stand by and let an “epidemic of lawlessness” was destroyed. How might both isolation- infect the world: ists and internationalists have used the image to win support for their cause? PRIMARY SOURCE “When an epidemic of physical disease starts to spread, the community Writing About History . . . joins in a quarantine of the patients in order to protect the health of 7. Persuasive Writing Write a newspaper Answer: They felt that remaining the community against the spread of the disease. . . . War is a contagion, editorial supporting either isolationism or apart from European conflicts whether it be declared or undeclared. . . . There is no escape through internationalism after World War I. Include would avoid another war. mere isolation or neutrality. . . . ” reasons that support your ideas and that —quoted in Freedom From Fear help convince others to embrace your position. Despite his words, Americans were still not willing to risk another war. “It is a terrible thing,” the president said, “to look over your shoulder when you are trying to lead—and find no one there.” Evaluating Why did many Americans support Study Central™ To review this section, go isolationism? to glencoe.com and click on Study Central. Section 1 REVIEW 687

Answers

1. All definitions can be found in the section 6. Students’ responses will vary but students and the Glossary. may suggest that isolationists would have 2. Italy, the USSR, and Germany depicted the destruction as a reason to stay 3. Japanese invasion of China out of war, while internationalists may have emphasized growing fascism as a reason to 4. unhappiness with Treaty of Versailles terms, increase involvement. worldwide economic depression 7. Answers will vary but should include text 5. Italy: Mussolini, Fascism; USSR: Stalin, material. Communism; Germany: Hitler, Nazism; Japan: Japanese military, Japanese militarism

687 Chapter 20 • Section 2 Section 2 Section Audio Spotlight Video Focus World War II Begins

Bellringer he shadow of World War I loomed large in the Guide to Reading minds of European leaders in the late 1930s. Daily Focus Transparency 20-2 T

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Big Ideas ANSWER: G Although Nazi Germany appeared increasingly aggres- Teacher Tip: Remind students that the consequences of UNIT actions or events can be immediate or delayed. 7 DAILY FOCUS SKILLS Chapter 20 TRANSPARENCY 20-2 Trade, War, and Migration World Determining Cause and Effect sive, Britain and France wanted to avoid another bloody

Directions: Answer the following question about the start of World War II officially began with the Nazi War II. Leningrad SWEDEN ESTONIA 0° 20°E Germany, 1941 Other Axis powers North LATVIA Moscow Which of the following Sea conflict. Efforts to negotiate peaceful agreements with Baltic Axis-controlled DENMARK Sea LITHUANIA SOVIET UNION territory blitzkrieg tactics would Vichy France invasion of Poland and the French and NETHERLANDS and territories have deprived Polish troops Berlin Warsaw Allied powers BELGIUM GERMANY POLAND Stalingrad Allied-controlled of food and ammunition? Frankfurt territory s Prague Neutral nations RANCE Munich SLOVAKIA Ardennes Forest F The blitzkrieg combined air SWITZERLAND Budapest Maginot Line and land attacks. British declarations of war on Germany Nazi Germany ultimately failed. HUNGARY HY Axis offensives CE ROMANIA YUGOSLAVIA Black Sea G German paratroopers cut ITALY Caspian Corsica Rome BULGARIA Sea Polish supply lines. ALBANIA 0 400 kilometers . Sardinia TURKEY H German tank columns broke in September 1939. GREECE 0 400 miles Lambert Azimuthal Sicily Equal-Area projection through Polish lines. TUNISIA SYRIA IRAN Malta CYPRUS IRAQ J Blitzkrieg forces included U.K. Crete LEBANON KUWAIT Mediterranean fast-moving tank columns. Sea PALESTINE

30°N EGYPT LIBYA Content Vocabulary • appeasement (p. 689) Path to War • blitzkrieg (p. 690) MAIN Idea European nations tried to prevent war by giving in to Adolf Guide to Reading Academic Vocabulary Hitler’s demands. • violation (p. 688) HISTORY AND YOU Do you remember reading how Europe was divided Answers: • regime (p. 688) after World War I? Read to learn how German demands for more territory started World War II. 1937: Hitler calls for German unity; • concentrate (p. 690) February 1938: Hitler threatens to • transport (p. 693) In 1935 Hitler began to defy the Treaty of Versailles that had end- invade Austria; March 1938: the People and Events to Identify ed World War I. He announced that Germany would build a new air Anschluss; September 1938: • Anschluss (p. 688) force and begin a military draft that would greatly expand its army— (p. 689) Germany claims Sudetenland; • Munich Conference actions in direct violation of the treaty. Rather than enforce the • Maginot Line (p. 690) treaty by going to war, European leaders tried to negotiate with October 1938 Germany demands • Winston Churchill (p. 693) Hitler. At the time, the Nazi regime was weaker than it later would return of Danzig; March 1939: • Battle of Britain (p. 693) become. If European leaders had responded more aggressively, could war have been avoided? Historians still debate this question today. Germany annexes Czechoslovakia; Reading Strategy Europe’s leaders had several reasons for believing—or wanting to May 1939 Germany invades Sequencing As you read about believe—that a deal could be reached with Hitler and that war could the events leading up to World War II, Poland; August 1939: Nazi-Soviet be avoided. First, they wanted to avoid a repeat of the bloodshed of record them by completing a time line Nonaggression Pact World War I. Second, some thought most of Hitler’s demands were similar to the one below. reasonable, including his demand that all German-speaking regions March Oct. Aug. be united. Third, many people assumed that the Nazis would be more 1938 1938 1939 interested in peace once they gained more territory. Sept. 1937 1939 Feb. Sept. March 1938 1938 1939 To generate student interest and The Austrian Anschluss provide a springboard for class In late 1937 Hitler again called for the unification of all German- speaking people, including those in Austria and Czechoslovakia. He discussion, access the Chapter 20, believed that Germany could expand its territory only by “resort[ing] Section 2 video at glencoe.com or to force with its attendant risks.” on the video DVD. In February 1938 Hitler threatened to invade German-speaking Austria unless Austrian Nazis were given important government posts. Austria’s chancellor gave in to this demand, but then tried to put the matter of unification with Germany to a democratic vote. Fearing the outcome, Hitler sent troops into Austria in March and Resource Manager announced the Anschluss, or unification, of Austria and Germany.

688 Chapter 20 A World in Flames

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Additional Resources Additional Resources • Using Word Parts, • Making Inferences, • Verbal/Linguistic, p. 691 • Content Vocabulary • Read. Essen., p. 223 p. 689 p. 689 Act., URB p. 61 • Drawing Con., p. 690 Additional Resources • Analyzing Info., p. 692 • Guid. Read. Act., URB • Det. Cause/Effect, p. 693 p. 49 Additional Resources • Quizzes and Tests, p. 290 Chapter 20 • Section 2 The Causes of World War II in Europe, 1935–1939

0 200 kilometers 60°N 10°W FINLAND 0 200 miles NORWAY N Lambert Azimuthal SWEDEN Helsinki Equal-Area projection Oslo Teach E Tallinn W Hitler demands the ESTONIA S return of Danzig to North Germany, October 1938. LATVIA Moscow IRELAND UNITED Sea DEN. Riga Copenhagen SOVIET R Reading Strategy Dublin KINGDOM LITHUANIA 50°N UNION Using Word Parts Ask Kaunas NETH. Danzig Amsterdam In August 1939, the Nazi- students to identify the root London Berlin Soviet Pact is signed. One Warsaw week later, on Sept. 1, Brussels GERMANY and the suffix in appeasement. ATLANTIC POLAND Germany invades Poland. BEL. LUX. (appease is the root; -ment is the OCEAN Paris Prague In March 1936, Germany sends CZECH. Austrian Anschluss, 1938— suffix) Remind students that the troops into the Rhineland, Munich Vienna Germany annexes Austria. defying the Treaty of Versailles. Bern AUSTRIA Budapest suffix -ment means “process or FRANCE SWITZ. HUNGARY ROMANIA action.” EL ANDORRA Belgrade Bucharest SPAIN YUGOSLAVIA Black PORT. ITALY Sea Madrid BULGARIA C Critical Thinking Rome Soﬁa 40°N Tiranë Making Inferences Point out ALBANIA the final sentence of text on this GREECE TURKEY page. Ask: How do you know 0° 10°E Athens that Chamberlain did not trust

20°E 30°E Hitler? (He began rearming Britain at a faster pace.) OL

Analyzing GEOGRAPHY 1. Region Why do you think Hitler’s first military action was in the Analyzing GEOGRAPHY Rhineland? ▲ At Munich in 1938, Britain’s Neville Chamberlain 2. Region Why might Hitler have welcomed a nonaggression pact (third from left), Mussolini (center), and Hitler (third Answers: from right) agreed to prevent war but required with the Soviets? Czechoslovakia to give up the Sudetenland (brown TM 1. the Rhineland was part of area on the Czech border above) to Germany. Six See StudentWorks Plus or glencoe.com. months later, Germany occupied all of Czechoslovakia. Germany so it was harder to object to his actions there The Munich Crisis Conference, on September 29, 1938, Britain 2. Hitler wanted to free himself and France agreed to Hitler’s demands, a pol- R for war against Western Hitler next announced German claims to icy that came to be known as appeasement. In countries by making sure the the Sudetenland, an area of Czechoslovakia other words, they made concessions in with a large German-speaking population. The exchange for peace. Supporters of appease- Soviets would not halt his Czechs strongly resisted Germany’s demands ment believed that Hitler had a few limited expansionism. for the Sudetenland. France threatened to fight demands. They felt that if they gave him what if Germany attacked Czechoslovakia, and the he wanted, they could avoid war. Czecho- Soviet Union also promised aid. Prime Minister slovakia was told to give up the Sudetenland Neville Chamberlain pledged Britain’s support or fight Germany on its own. When Chamber- to France, its ally. lain returned home, he promised “a peace with Representatives of Britain, France, Italy, and honor . . . peace in our time,” but he also C Germany agreed to meet in Munich to decide began to speed up British rearmament— Czechoslovakia’s fate. At the Munich in case appeasement failed. Hands-On

Chapter 20 A World in Flames 689 Chapter Project Step 2 Creating a World War II should also select a quotation or short Memory Book paragraph written by the person, if possible. Step 2: Researching Selected Evaluating Information To decide which Names Each student will do research on information to include, students will gain the name chosen in Step 1. practice in evaluating the reliability of Directions Have students use library, sources and the relevance of the informa- Internet, or family resources to learn more tion to the project. OL about the person whose name they chose. (Project continued on page 695) Ask students to gather photos and information about the person’s background, moti- vation, and his or her role in the war. They 689 Chapter 20 • Section 2 Appeasement did fail to preserve the fragile peace. In March 1939 Germany sent troops The War Begins into Czechoslovakia and divided the country. MAIN Idea After Poland and France fell to the Slovakia became independent in name, but it Nazis, the British evacuated thousands of trapped was actually under German control. The Czech troops from Dunkirk. lands became a German protectorate. HISTORY AND YOU Can you think of a contempo- The Baltic city of Gdansk (or rary situation in which people acted heroically to Danzig in German) has his- save others in danger? Read to learn about the her- Hitler Demands Danzig oism of civilians and soldiers in World War II. torically been politically free A month after the Munich Conference, and part of either Poland or Hitler demanded that the city of Danzig be On September 1, 1939, Germany invaded German-speaking Prussia. It returned to German control. Although Danzig Poland. Two days later, Britain and France was part of Prussia until the was more than 90 percent German, it had been declared war on Germany. World War II had part of Poland since World War I. Hitler also begun. Treaty of Versailles, when it requested a highway and railroad across the Poland resisted, but its army was outdated. became free. Identification Polish Corridor, an area that separated western The Polish army rode horses and carried lances with Germany has been Germany from the German state of East against German tanks. The Germans used a strong, however; in the Prussia. new type of warfare called blitzkrieg, or Hitler’s new demands convinced Britain “lightning war.” Blitzkrieg used large numbers 1930s, Nazi officials were and France that war was inevitable. On March of massed tanks to break through and encircle voted into the majority of 31, 1939, Britain announced that if Poland enemy positions. To support the tanks, waves the city assembly. went to war to defend its territory, Britain of aircraft bombed enemy positions and and France would come to its aid. This declara- dropped paratroopers to cut their supply lines. tion encouraged Poland to refuse Hitler’s Warsaw, the Polish capital, fell to the Germans demands. In May 1939, Hitler ordered the on September 27. By October 5, 1939, the German army to prepare to invade Poland. He Germans had defeated the Polish military. C Critical Thinking also ordered his foreign minister to begin Drawing Conclusions negotiations with the USSR. If Germany was The Fall of France going to fight Britain and France, Hitler did not Ask: What did Germany and the want to have to fight the Soviets, too. Meanwhile, western Europe remained eerily USSR each stand to gain by this quiet. The British had sent troops to France, treaty? (They both would gain and both countries remained on the defensive, The Nazi-Soviet Pact waiting for the Germans to attack. some of Poland and other Eastern When German officials proposed a nonag- After World War I, the French had built a European lands. Germany would gression treaty to the Soviets, Stalin agreed. line of concrete bunkers and fortifications not have to fight on two fronts and He believed the best way to protect the USSR called the Maginot Line along the German could concentrate on defeating was to turn the capitalist nations against each border. The French preferred to wait behind other. If the treaty worked, Germany would go the Maginot Line for the Germans to approach. Britain and France. The USSR would to war against Britain and France, and the This decision proved to be disastrous for two be safe from German attack.) OL USSR would be safe. reasons. First, it allowed Germany to concen- C The nonaggression pact, signed by Germany trate on Poland first before facing the British and the USSR on August 23, 1939, shocked the and French. Second, Hitler decided to go world. Communism and Nazism were sup- around the Maginot Line, which protected posed to be totally opposed to each other. France’s border with Germany but not France’s Austria, Czechoslovakia, Leaders in Britain and France understood, border with Belgium. Answer: however, that Hitler had made the deal to free On May 10, Hitler launched a new blitzkrieg. Danzig, Poland himself for war against their countries and While German troops parachuted into the Poland. They did not know that the treaty also Netherlands, tanks rolled into Belgium and contained a secret deal to divide Poland Luxembourg. Expecting the attack, British and between Germany and the Soviet Union. French forces raced north into Belgium. This was a mistake. Instead of sending their tanks Identifying What regions did through the open countryside of central Hitler take or demand in the lead-up to the war? Belgium, the Germans sent their main force Additional

Support 690 Chapter 20 A World in Flames

Activity: Cooperative Learning

Prepare a News Broadcast Divide the class Have each group create a brief television news- into six small groups. Assign each group one of cast covering the event. If possible, allow stu- the following events: the Austrian Anschluss, dents to videotape their stories in chronological the Munich Conference, the Nazi-Soviet order and then play the videotape for the Nonaggression Pact, the invasion of Poland, the class. OL invasion of France, or the evacuation of Dunkirk.

690 through the Ardennes Mountains of by sea, but the Germans had captured all but Chapter 20 • Section 2 Luxembourg and eastern Belgium. The French one port, Dunkirk, in northern France near the D did not think that large numbers of tanks could Belgian border. move through the mountains, and had left only As German forces closed in on Dunkirk, a few troops to defend that part of the border. Hitler suddenly ordered them to stop. No one D Differentiated The Germans smashed through the French is sure why he gave this order. Historians know Instruction lines, and then turned west across northern that Hitler was nervous about risking his tank C France to the English Channel. The British and forces, and he wanted to wait until more infan- Verbal/Linguistic Invite stu- French armies could not move back into France try arrived. Hermann Goering, the head of the dents to read Paul Gallico’s short quickly enough and were trapped in Belgium. German air force, also assured Hitler that air- story “The Snow Goose,” which is craft alone could destroy the trapped soldiers. Whatever Hitler’s reasons, his order pro- about a disabled man in England The Miracle at Dunkirk vided a three-day delay. This gave the British who helps with the invasion of After trapping the Allied forces in Belgium, time to strengthen their lines and begin the Dunkirk. Ask them to take notes the Germans began to drive them toward the D evacuation. Some 850 ships of all sizes—from English Channel. The only hope for Britain and navy warships to small sailboats operated by as they read and prepare a France was to evacuate their surviving troops civilian volunteers—headed to Dunkirk from response summarizing the story and describing why they think that so many citizens wanted to TECHNOLOGY& HISTORY contribute to the war effort. OL Blitzkrieg In 1939 Germany unleashed blitzkrieg— lightning war—on Europe. Blitzkrieg combined several C Critical Thinking technologies—aircraft, tanks, parachutes, and radios— to produce a highly mobile, fast-moving army that could Analyzing Information Tell coordinate multiple attacks, break through lines, and students to discuss assumed rea- rapidly encircle enemy positions. sons for Hitler’s delay in attacking Dunkirk. Ask students to evaluate each reason and determine its validity. OL

Analyzing VISUALS

Answers: 1. Students may point out the

▲ A superior air force led to Germany’s defeat of long line of tanks, the isolated western Europe by summer 1940. The aircraft could drop paratroopers behind enemy lines as countryside, or the lack of any well as bomb targets. resistance. 2. Students may suggest snip- ers, land mines, or other Analyzing VISUALS forms of enemy attack, in

▲ German tanks rolled into Poland in 1. Drawing Conclusions What do you addition to risk of parachutes 1939, ahead of the infantry, which observe about the advance of the Panzer not opening. followed to end any resistance. The tanks in the photo on the left? bombers supported the swift-moving 2. Evaluating What dangers do you think the tanks from the air. The armored tanks, known as Panzers, often moved so paratroopers in the center photo may have rapidly that they had to wait for the faced? infantry to catch up. Additional

Chapter 20 A World in Flames 691 Support (r)The Granger Collection, New York

Extending the Content

Winston Churchill British Prime Minister “Wars are not won by evacuations.” The son of an Neville Chamberlain resigned in May 1940. American mother and a British lord, Churchill Winston Churchill, heading a coalition govern- had attended the British equivalent of West ment, took office on May 11. Less than a month Point and had seen fighting in Cuba, India, later, the evacuation of Dunkirk began. Although Sudan, and South Africa before his service in the successful evacuation raised morale, France during World War I. He was among the Churchill warned members of Parliament that, first to sense the danger of the Nazi Party.

691 Chapter 20 • Section 2 England, many of them making the 48-mile Vichy France was officially a neutral party in trip multiple times. French, Dutch, and Belgian the war, its powerless leaders collaborated with ships joined British ones in “Operation the Nazis to repress the people of France. Dynamo.” The British had hoped to rescue During the war, the United States recog- W Writing Strategy about 45,000 troops. Instead, when the evacu- nized Vichy France as the official French gov- ation ended on June 4, an estimated 338,000 ernment, but General Charles de Gaulle and Expository Writing Have British and French troops had been saved. This his Free French resistance forces challenged students investigate Charles de became known as the “Miracle at Dunkirk.” the legitimacy of Vichy France. De Gaulle Gaulle’s role as leader of the Free The evacuation had its price, however. argued that he represented the continuity of French resistance during World Almost all of the British army’s equipment the pre-invasion French government, that the remained at Dunkirk—90,000 rifles, 7,000 tons Vichy government was illegal, and that the War II. Ask them to present their of ammunition, and 120,000 vehicles. If Hitler Vichy government leadership were traitors. findings. OL invaded Britain, it would be almost impossible From England and the French colony of Algiers, W to stop him from conquering the country. de Gaulle cooperated with Allied political lead- Three weeks later, on June 22, 1940, Hitler ers to fight against the Germans and to bring accepted the French surrender in the same rail- about the liberation of France. De Gaulle way car in which the Germans had surrendered refused to concede the defeat of France. at the end of World War I. Germany now occu- Similarly, the leaders and citizens of Great Answer: by use of the blitzkrieg, pied much of northern France and its Atlantic Britain were not ready to give up the fight using large numbers of tanks, coastline. To govern the rest of France, Germany against Germany’s advancing troops. infantry, and air power in a coor- installed a puppet government at the town of Vichy and made Marshal Philippe Pétain the Explaining By what means did dinated attack new government’s figurehead leader. Though Hitler overtake both Poland and France?

PRIMARY SOURCE “Even though large tracts of Europe and many old and The Battle of Britain, 1940 famous States have fallen or may fall into the grip of the Answers: Gestapo and all the odious 1. None; they are going to fight apparatus of Nazi rule, we shall not flag or fail, we shall and defend the island regard- go on to the end, we shall ▲ Winston Churchill less of Nazi successes fight in France, we shall fight on the seas and oceans, we elsewhere. shall fight with growing confi- 2. their confidence and their dence and growing strength in the air, we shall defend strength in the air our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we 3. Students’ responses will vary shall fight in the fields and in the streets, we shall but may suggest that it gave fight in the hills; we shall never surrender.. . .” his audience determination —Winston Churchill, Speech to Parliament, June 4, 1940 and hope.

During the Battle of Britain, bombs fell around London’s 1. Identifying Points of View What effect does St. Paul’s Cathedral, a famous Churchill suggest the fall of other European states architectural treasure as well will have on Britain? as a place of worship. Some 2. Analyzing Primary Sources What does Churchill of the subways no longer ran but were converted to air-raid expect to grow as the Allied forces fight the Nazis? shelters where people could 3. Hypothesizing What effect do you think Churchill’s Differentiated sleep. words had on those who heard or read the speech? Instruction

Leveled Activities

BL Critical Thinking Skills OL American Art and Music AL Enrichment Activity, ELL Primary Source Reading Activity, URB p. 32 Activity, URB p. 40 URB p. 46 Activity, URB p. 35

Name Date Class Name Date Class Name Date Class Name Date Class

Critical Thinking Skills 20 ★★★★★★ ★ American Art and Music Activity 20 (continued) ★ Enrichment Activity 20 (continued) Primary Source Reading 20-1 ★★★★★★

Making Generalizations composers, conductors, and orchestras to books on music. In 1964, Copland received . . . The aims of a democratic community are moral. United by devotion to law, equality, and justice, the exhibit their expertise. the Presidential Medal of Freedom for his democratic community works together for the happiness of all the citizens. I leave to you the decision Mein Kampf Reader’s Dictionary ★ LEARNING THE SKILL In addition, Copland made numerous lifelong work in music, which has been whether we have yet achieved a democratic community in the United States. world tours as a conductor and even appreciated by so many. He continued to What, then, should our policy be? Instead of doing everything we can to get into the war, we should do ★ About the Selection theory whose ultimate To generalize means to draw inferences from or make general conclusions about a appeared in the USSR in 1960, during the lecture and conduct through the 1980s. In everything we can to stay at peace. Our policy should be peace. Marxist philosophy: goal was a society without classes set of statements or information. The quality of the information you use determines cold war, where he was well received. He 1990, Copland died in Tarrytown, New . . . But most important of all, we should take up with new vigor the long struggle for moral, intellec- Hitler wrote Mein Kampf—his combina- massive structure of an organization the accuracy of the generalizations you make. Information that consists of facts, not also lectured and wrote many articles and York. tual, and spiritual preparedness. If we would change the face of the earth, we must first change our own tion manifesto and autobiography—while edifice: opinions, is essential to drawing accurate generalizations. As you gather facts, begin hearts. in prison in 1924. In English the title means to group the information into categories, and look for relationships among the cate- By Robert M. Hutchins, from an address given January 23, 1941, on the National Broadcasting Company. “My Struggle” or “My Battle.” Typical of gories. Based on these relationships, you can begin to make new generalizations or 1. Name and describe Copland’s first major successful work. Hitler, the title and book paint him as a suf- CHAPTER test existing ones. CHAPTER fering hero of history. After World War II, CHAPTER

★★many people said that Germany’s course 20 ★ PRACTICING THE SKILL under Hitler surprised them. Reading Mein DIRECTIONS: Is the generalization below accurate? Read or review Section 1 of your textbook Kampf would have alerted them—in it the GUIDED READING to find support for the generalization. Complete the table below to help you organize your Questions to Consider essential irrationality, racism, anti-Semitism, As you read, note Hitler’s basic ideas of 20 20 information and find relationships. 2. What technique did Copland use for creating music for ballets? 20 and hatred in the Nazi ideology are there the Nazi (folkish) state. Then answer the 1. What were the four freedoms that Roosevelt supported? for all to see. questions that follow. CHAPTER Generalization: The end of World War I and the difficult economic times of the Depression Era led to the rise of dictatorships in Europe and Asia. ★★ 2. On what points did the president and Dr. Hutchins agree? Emerging Dictatorships 3. What was Copland’s first opera and why was it considered unique? The result of all racial crossing is therefore in brief always the following:

Country Leader Type of Dictatorship Supporting Information Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. (a) Lowering of the level of the higher race; Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. (b) Physical and intellectual regression. . . . To bring about such a development is, then, nothing else but to sin against 3. On what points did the president and Dr. Hutchins disagree? the will of the eternal creator. . . . The folkish state . . . must set race in the center of all life. It must take care to keep it pure. There is only one holiest human right, and this right is at the same time the holiest obligation, to wit: to see to it that the blood is pre- Critical Thinking ✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯ served pure and, by preserving the best humanity, to create the possibility of a nobler development of these beings. 4. Evaluating Information Aaron Copland was a talented musician, composer, writer, con- 4. What did Dr. Hutchins mean when he said, “If we would change the face of the earth, . . . the Jew of all times has lived in the states of other peoples. . . . ductor, and lecturer in music. For which of these achievements do you think he will be we must first change our own hearts”? He regards commerce as well as all financial transactions as his own spe- best remembered? cial privilege which he ruthlessly exploits. Finance and commerce have become his complete monopoly. . . . People begin to look at the foreigner more and more closely and discover more and more repulsive traits and characteristics in him until the cleft becomes unbridgeable. ★ APPLYING THE SKILL . . . Finally the Jewish influence on economic affairs grows with terrifying 692 ➤ 5. GO A STEP FURTHER If the United States faced a similar world situation today, and speed through the stock exchange. . . . DIRECTIONS: Locate and read three news articles or editorials on the same current event. 5. Analyzing Information For what kinds of artistic formats did Copland write music? Make a two-column table, and list the facts from these articles in the first column and the these two arguments were presented, which one would you support and why? Be able Thus, Freemasonry is joined by a second weapon in the service of the Jews: opinions from these articles in the second column. Based on the information in your table, to defend your answer. the press. With all his perseverance and dexterity he seizes possession of it. write a generalization in the space provided. With it he slowly begins to grip and ensnare, to guide and to push all public life. . . . He uses all the knowledge he acquires in the schools of other peo- Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, ples, exclusively for the benefit of his race. . . . He poisons the blood of others, but preserves his own. The Jew almost never marries a Christian woman; it is the Christian who marries a Jewess. The [children] take after the Jewish side. (continued) 32 40 35 Chapter 20 • Section 2 Britain Remains Defiant C Section 2 REVIEW MAIN Idea Despite the bombing of London and other major cities, Britain’s Winston Churchill stood firm against the threat of Nazi invasion. C Critical Thinking HISTORY AND YOU Think of a time when the odds were against you. How Vocabulary did you react? Read about British resolve when faced with Nazi air raids. 1. Explain the significance of: Anschluss, Determining Cause and Munich Conference, appeasement, blitz- Effect Ask students to read the Neither Pétain nor Hitler anticipated the bravery of the British krieg, Maginot Line, Winston Churchill, material under the subheading people or the spirit of their leader, Winston Churchill, who had Battle of Britain. “Britain Remains Defiant.” Have replaced Neville Chamberlain as prime minister. Hitler expected Britain to negotiate peace after France surrendered, but on June Main Ideas them make cause-and-effect 4, 1940, Churchill delivered a defiant speech in Parliament, vow- 2. Explaining Why did Europe’s leaders graphic organizers and use them ing that Britain would never surrender. The speech was intended first try to deal with Hitler through to show the interaction between to rally the British people and to alert the isolationist United appeasement? Britain and Germany in 1940. OL States to Britain’s plight. Realizing Britain would not surrender, Hitler ordered his com- 3. Analyzing Why was the decision to manders to prepare to invade. Getting across the English Channel, leave French forces behind the Maginot however, posed a major challenge. Germany had few transport Line disastrous for Europe? Assess ships, and the British air force would sink them if they tried to 4. Summarizing In what ways did Winston land troops in England. To invade, therefore, Germany first had to Churchill prove to be an effective leader defeat the British Royal Air Force. for Britain as the war began? In June 1940, the German air force, called the Luftwaffe, began to attack British shipping in the English Channel. Then, in mid- Critical Thinking Study Central™ provides sum- August, the Luftwaffe launched an all-out air battle to destroy the 5. Big Ideas What was the new type of maries, interactive games, and Royal Air Force. This air battle, which lasted into the fall of 1940, warfare used by Germany against Poland? online graphic organizers to help became known as the Battle of Britain. Explain the technique. On August 23, German bombers accidentally bombed London, students review content. the British capital. This attack on civilians enraged the British, 6. Organizing Use a graphic organizer sim- who responded by bombing Berlin the following night. For the ilar to the one below to list early events of first time in the war, bombs fell on the German capital. Infuriated, the war in Poland and western Europe. Close Hitler ordered the Luftwaffe to stop its attacks on British military Summarizing Ask: What fac- targets and to concentrate on bombing London. tor encouraged Hitler’s aggres- Hitler’s goal was to terrorize the British people into surrender- Events ing. The British endured, however, taking refuge in cellars and sion in Europe? (the reluctance of subway stations whenever German bombers appeared. France and Britain to fight another Although the Royal Air Force was greatly outnumbered, the British had one major advantage. They had developed a new war) OL 7. Analyzing Visuals Look again at the technology called radar. Using radar stations placed along their photograph on page 689. What do you coast, the British were able to detect incoming German aircraft observe about the participants at the and direct British fighters to intercept them. Munich Conference? Day after day, the British fighters inflicted more losses on the Germans than they suffered. During the long battle, Germany Writing About History Answer: Germany had few lost 1,733 aircraft while the British lost 915 fighter planes, along transport ships to send troops with 449 pilots. The skill of more than 2,000 British and 500 for- 8. Expository Writing Choose one eign pilots—including many Poles, Canadians, Frenchmen, and a dramatic incident from the beginnings across the English Channel; the few Americans—successfully thwarted Hitler’s plan to invade of World War II and write a news story British had developed radar. Britain. These pilots flew as often as five times a day. Praising explaining what happened. them, Churchill told Parliament, “Never in the field of human conflict was so much owed by so many to so few.” On October 12, 1940, Hitler canceled the invasion of Britain. Study Central™ To review this section, go Evaluating How was Britain able to resist Hitler and to glencoe.com and click on Study Central. the Nazis? Section 2 REVIEW 693

Answers

1. All definitions can be found in the section 4. Churchill was determined to prevent the 7. No one looks pleased or relaxed, despite and the Glossary. Germans from controlling Britain. the apparent progress in preventing war. 2. They believed that Hitler had few demands 5. The Germans used blitzkrieg, a lightning 8. Students’ news stories will vary but should and that by giving in they could prevent war in which tanks on the ground center on a single event at the beginning of another war. supported airstrikes. World War II and be written in journalistic 3. It allowed Germany to concentrate on 6. Answers may include the following: style. Poland first; when Germany went around Germany and Soviets invade Poland; Britain the line, troops were trapped in Belgium. and France enter the war; Germany invades Norway, Denmark, Belgium, the Netherlands, Luxembourg, and France

693 Chapter 20 • Section 3 Section 3 Section Audio Spotlight Video Focus The Holocaust

Bellringer azis first acted upon their racist ideology when Guide to Reading they imposed restrictions on Jews and stripped them Daily Focus Transparency 20-3 N

UNIT Teacher Tip: Students must rely on the information given Big Ideas in the circle graph to choose the correct answer. of basic rights. Eventually, Nazi Germany created concen- 7 DAILY FOCUS SKILLS Chapter 20 TRANSPARENCY 20-3 Group Action The Nazis believed Interpreting Circle Graphs tration camps and systematically attempted to kill all Directions: Answer the following VICTIMS OF NAZI GERMANY AT AUSCHWITZ question based on the circle graph. Jews to be subhuman. They steadily Auschwitz was an infamous 300,000 Nazi extermination camp European Jews and others whom they regarded as inferior. where approximately 12,000 people were killed increased their persecution of Jews and each day. Were the victims of the gas chambers at Auschwitz predominantly eventually set up death camps and tried from one ethnic group?

A No. The victims were from many ethnic groups. to kill all the Jews in Europe. B Yes. The victims were primar- ily Gypsies. C Yes. More Jews died at Auschwitz than any other Nazi Persecution of the Jews ethnic group. Jews Content Vocabulary D No. There is no data that sup- 1,300,000 Poles, Gypsies, ports the idea that one ethnic and Soviet POWs group was singled out. • concentration camp (p. 698) MAIN Idea Nazi laws stripped Jews of citizenship and all fundamental • extermination camp (p. 698) rights; immigration restrictions in other countries made leaving Germany difficult. Guide to Reading Academic Vocabulary HISTORY AND YOU Do you know anyone who came to the United States • prohibit (p. 694) as a refugee? Read how Jewish refugees were turned away in the late 1930s. Answers: • assume (p. 696) Answers may include the follow- • virtually (p. 699) During the Holocaust, the Nazis killed nearly 6 million European ing: segregated from the rest of People and Events to Identify Jews. The Nazis also killed millions of people from other groups they the population, lost their jobs, • Shoah (p. 694) considered inferior. The Hebrew term for the Holocaust is Shoah, stripped of citizenship, prohibited • Nuremberg Laws (p. 694) meaning “catastrophe,” but it is often used specifically to refer to (p. 696) from voting or holding office, had • Gestapo the Nazi campaign to exterminate the Jews during World War II. • Wannsee Conference (p. 698) identifying mark placed on pass- port, confined to concentration Reading Strategy The Nuremberg Laws Organizing As you read about the Although the Nazis persecuted anyone who dared oppose them, camps, killed in extermination Holocaust, complete a graphic organizer as well as the disabled, Gypsies, homosexuals, and Slavic peoples, camps similar to the one below by listing they reserved their strongest hatred for the Jews. This loathing went examples of Nazi persecution of far beyond the European anti-Semitism that was common at the time. European Jews. Over the centuries, people who were prejudiced against Jews had dis- criminated against them in many ways. For example, Jews had some-

Examples times been segregated in ghettos or prohibited from owning land. of After the Nazis took power, they quickly moved to deprive Persecution To generate student interest and German Jews of many established rights. In September 1935, the provide a springboard for class Nuremberg Laws took citizenship away from Jewish Germans and discussion, access the Chapter 20, banned marriage between Jews and other Germans. Two months Section 3 video at glencoe.com or later, another decree defined a Jew as a person with at least one Jewish grandparent and barred Jews from holding public office or on the video DVD. voting. Another law compelled Jews with German-sounding names to adopt “Jewish” names. Soon the passports of Jews were marked with a red J to identify them as Jewish. By the summer of 1936, at least half of Germany’s Jews were job- less, having lost the right to work as civil servants, journalists, farm- ers, teachers, and actors. In 1938 the Nazis also banned Jews from practicing law and medicine and from operating businesses. With Resource Manager no source of income, life became very difficult.

694 Chapter 20 A World in Flames

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Additional Resources Teacher Edition • Summarizing, p. 695 • Analyzing Prim. • Verbal/Linguistic, p. 696 • Time Line Act., URB • Creating Charts, p. 696 • Act. Prior Know., p. 697 Sources, p. 695 p. 33 • Inferring, p. 697 Additional Resources • Using Word Parts, p. 698 Additional Resources • Read. Essen., p. 226 • Using Context Clues, • Quizzes and Tests, p. 698 p. 291 Additional Resources • Guid. Read. Act., URB p. 50 Chapter 20 • Section 3 The Persecution Begins, 1935–1938

▲ Nazi storm troopers place warning signs encouraging a Teach boycott on Jewish-owned businesses in 1933. R Reading Strategy Summarizing Have students write one-paragraph summaries of the events of Kristallnacht. Then place students in pairs to have them proofread each other’s summaries. OL ▲ On Kristallnacht, November 7, 1938, roaming bands of Nazi storm troopers destroyed Jewish property and terrorized Jewish families across the Third Reich. C Critical Thinking Analyzing VISUALS Analyzing Primary Sources 1. Hypothesizing What effect do you think the signs Draw students’ attention to the might have had on the woman in the photograph on quotation by Frederic Morton. the left? Ask: How did the storm troopers 2. Making Connections How do you think publica- tion of the photograph of the synagogue would have make sure that the family would affected world opinion toward the Nazis? not rest after they left? (Not only did they create disorder, but they also threatened to return.) OL

Analyzing VISUALS Despite worsening conditions, many Jews to stage attacks against the Jews that would chose to remain in Germany during the early seem like a spontaneous popular reaction to years of Nazi rule. Well integrated into German news of the murder. On the night of November Answers: society before this time, they were reluctant to 9, this plan played out in a spree of destruction. 1. Students’ responses will vary leave and give up the lives they had built there. In Vienna, a Jewish child named Frederic but may suggest that the Many also thought that conditions would Morton watched in terror that night as Nazi surely improve after a time. In fact, conditions storm troopers broke into his family’s signs would prevent her from soon became worse. apartment: shopping in that store. 2. Students’ responses will vary PRIMARY SOURCE Kristallnacht but may suggest that further “They yanked out every drawer in every one of On November 7, 1938, a young Jewish refu- our chests and cupboards, and tossed each in the evidence of aggression would gee named Herschel Grynszpan shot and air. They let the cutlery jangle across the floor, the have turned world opinion killed a German diplomat in Paris. Grynszpan’s clothes scatter, and stepped over the mess to fling even more strongly against father and 10,000 other Jews had been deported R the next drawer.. . . ‘We might be back,’ the leader C from Germany to Poland, and the distraught said. On the way out he threw our mother-of-pearl the Nazis. young man was seeking revenge for this act ashtray over his shoulder, like confetti. We did not and for the persecution of the Jews in general. speak or move or breathe until we heard their In retaliation, an infuriated Hitler ordered boots against the pavement.” his minister of propaganda, Joseph Goebbels, —quoted in Facing History and Ourselves Hands-On

Chapter 20 A World in Flames 695 Chapter Project Step 3 Creating a World War II after the war. Students may choose to Memory Book include primary sources on these pages of the Memory Book. Step 3: Researching the Holocaust Putting It Together To decide which infor- Students will work in groups to create a mation to include, students will gain prac- page in the Memory Book dedicated to tice in finding relevant sources and Holocaust survivors. synthesizing information from many Directions Have students use library, sources. OL (Project continued on page 703) Internet, or family resources to learn more about the Holocaust and the survivors. Ask students to gather information about how they survived the war and lived their lives 695 Chapter 20 • Section 3 The anti-Jewish violence that erupted World War II in 1939, some 350,000 Jews (l)Yivo Institute for Jewish Research; (r)Yad Vashem Photo Archives, courtesy of USHMM throughout Germany and Austria that night escaped Nazi-controlled Germany. These emi- came to be called Kristallnacht, or “night of grants included prominent scientists, such broken glass,” because broken glass littered as Albert Einstein, and business owners like D Differentiated the streets afterward. By the following morn- Otto Frank, who resettled his family in Instruction ing, more than 90 Jews were dead, hundreds D Amsterdam in 1933. Otto’s daughter Anne were badly injured, and thousands more were kept a diary of her family’s life in hiding after Verbal/Linguistic Albert terrorized. The Nazis had forbidden police to the Nazis overran the Netherlands. The “secret Einstein was only one of many sci- interfere while roving bands of thugs destroyed annex,” as she called their hiding place, has entists who left Nazi Germany. Ask 7,500 Jewish businesses and hundreds of become a museum. synagogues. students to find out more about The lawlessness of Kristallnacht persisted. Limits on Jewish Immigration By 1938, these scientists and their contri- Following that night of violence, the Gestapo, one American consulate in Germany had a butions to the Allied war effort. the government’s secret police, arrested about backlog of more than 100,000 visa applications 30,000 Jewish men, releasing them only if they Have them present their findings from Jews trying to leave for the United States. agreed to emigrate and surrender all their Following the Nazi Anschluss, some 3,000 to the class in the character of the possessions. The state also confiscated insur- Austrian Jews applied for American visas each scientist, telling his or her own ance payments owed to Jewish owners of day. Most never received visas to the United story. AL ruined businesses. States or to the other countries where they applied. As a result, millions of Jews remained Jewish Refugees Try to Flee trapped in Nazi-dominated Europe. Skill Practice Several factors limited Jewish immigration S Kristallnacht and its aftermath marked a sig- to the United States. Nazi orders prohibited Creating Charts Have students nificant escalation of Nazi persecution against Jews from taking more than about four dollars S use the information presented in the Jews. Many Jews, including Frederic out of Germany. American immigration law, Morton’s family, decided that it was time to however, forbade granting a visa to anyone this section to create a chart illus- leave and fled to the United States. Between “likely to become a public charge.” Customs trating the following facts: the 1933, when Hitler took power, and the start of officials tended to assume that this description number of Jews who fled Germany from 1933 to 1939, the

number of immigrants allowed to The Holocaust enter the United States each year, ▲ After World War II broke out, the Nazis methodically deprived Jews the number of Jews killed at of their rights, confining many to overcrowded ghettos. After weeks of fierce resistance, Jews in the Warsaw ghetto in Poland (below) were Auschwitz, and the total number rounded up for deportation to concentration camps in May 1943. of Jews killed in Europe. OL

▲ By 1943, the Nazis had started to implement their plans to exterminate the Jews. The system of ghettos was abandoned in favor of herding men, women, and children onto cattle cars for transport to death camps.

Additional Support

Activity: Interdisciplinary Connection

Language Arts Invite students from a drama class to perform one or two scenes from the play based on The Diary of Anne Frank, drama- tized by Frances Goodrich and Albert Hackett. After the performance, have students discuss the scenes, including their initial impression and the social and historical importance of the play. OL

696 applied to Jews, because Germany had forced to escape. Some of their visas, however, had Chapter 20 • Section 3 them to leave behind any wealth. High unem- been forged or sold illegally, and Mexico, ployment rates in the 1930s also made immi- Paraguay, Argentina, and Costa Rica all denied gration unpopular. Few Americans wanted to access to Jews with such documents. So, too, raise immigration quotas, even to accommo- did the United States. R1 Reading Strategy date European refugees. Others did not want St. Louis to admit Jews because they held anti-Semitic The Affair On May 27, 1939, the Activating Prior Knowledge SS St. Louis entered the harbor in Havana, attitudes. The existing immigration policy R1 Ask students why the strict immi- Cuba, with 930 Jewish refugees on board. Most (r)National Archives: Suitland, courtesy of USHMM allowed only 150,000 immigrants annually, gration laws had been passed in of these passengers hoped to go to the United with a fixed quota from each country. The law the United States. (A resurgence of permitted no exceptions for refugees or victims States eventually, but they had certificates of persecution. improperly issued by Cuba’s director of immi- nativism during the 1920s led to gration giving them permission to land in tighter quotas.) OL Cuba. When the ships arrived in Havana, the International Response At an interna- Cuban government revoked the certificates tional conference on refugees in 1938, several and refused to let the refugees come ashore. European countries, the United States, and For several days, the ship’s captain steered his R2 Reading Strategy Latin America stated their regret that they ship in circles off the coast of Florida, awaiting could not take in more of Germany’s Jews Inferring Point out the com- official permission to dock at an American without raising their immigration quotas. ments by Goebbels and Hitler port. Denied permission, the ship turned back Meanwhile, Nazi propaganda chief Joseph toward Europe. The passengers finally disem- concerning their willingness to Goebbels announced that “if there is any coun- barked in France, Holland, Belgium, and Great send Jews to other nations. try that believes it has not enough Jews, I shall Britain. Within two years, the first three of gladly turn over to it all our Jews.” Hitler also R2 Ask: What effect are these men’s these countries fell under Nazi domination. declared himself “ready to put all these crimi- words intended to convey? (that Many of the refugees brought to these coun- To read more nals at the disposal of these countries . . . even of Night by tries perished in the Nazis’ “final solution.” Jewish people are worthless and on luxury ships.” Elie Wiesel, see page As war loomed in 1939, many ships departed Analyzing Why did many Jews R76 in the American criminals) OL from Germany crammed with Jews desperate stay in Germany despite being persecuted? Literature Library.

Answers: 1. by eating the snow off each In 1944 Elie Wiesel others’ backs was taken to a con- 2. They laughed. centration camp. In the excerpt below, he describes his wait during a move from one camp to another in 1944: PRIMARY SOURCE “The snow fell thickly. We were forbidden to sit ▲ When the war ended, Allied troops managed to Answer: restrictions on immigra- down or even to move. The snow began to form a liberate the few surviving inmates of the death camps— tion to other countries, they thick layer over our blankets. They brought us many of whom were too shocked to believe they were being freed. thought conditions would bread—the usual ration. We threw ourselves upon it. Someone had the idea of appeasing his thirst by improve, Germany was their eating the snow. Soon the others were imitating home, or they had no money him. As we were not allowed to bend down, everyone took out his spoon and ate the accumulated snow off his neighbor’s back. A mouthful of bread 1. Explaining How did the prisoners in Weisel’s and a spoonful of snow. The SS [guards] who were account try to quench their thirst? watching laughed at the spectacle.” 2. Describing How did the guards react? —Elie Wiesel, Night Additional

Chapter 20 A World in Flames 697 Support

Activity: Collaborative Learning

Researching Historical Events Divide the group present their findings to the class as a class into small groups, assigning each group panel discussion. Ask: What is acceptable one of the following topics: Kristallnacht, the behavior in situations of war? (Students may Warsaw ghetto, German use of slave labor, or suggest that basic human rights should be pre- stolen artwork, which Germany stole from occu- served even in conditions of war.) OL pied nations and from the Jews. Have each

697 Chapter 20 • Section 3 into mass graves. Another method forced Jews The Final Solution and other “undesirables” into trucks and then MAIN Idea Nazi atrocities included sending mil- piped in exhaust fumes to kill them. These lions of Jews, Gypsies, Slavs, the disabled, and others methods, however, had proven too slow and R1 Reading Strategy to concentration camps and extermination camps. inefficient for the Nazis. HISTORY AND YOU Can you think of a conflict At Wannsee, the Nazis made plans to round Using Word Parts Point out today where violence is motivated by ethnic or reli- up Jews from the vast areas of Nazi-controlled the terms concentration and exter- gious hatred? Read to learn how prejudice led to Europe and take them to detention centers mass murder in Nazi Germany. known as concentration camps. There, healthy mination. Ask students to identify R2 the suffix (-tion). Remind them individuals would work as slave laborers until On January 20, 1942, Nazi leaders met at R1 they dropped dead of exhaustion, disease, or that the suffix means “process or the Wannsee Conference to determine the malnutrition. Most others, including the act.” BL “final solution of the Jewish question.” elderly, the infirm, and young children, would Previous “solutions” had included rounding be sent to extermination camps, attached to up Jews, Gypsies, Slavs, and others from con- many of the concentration camps, to be exe- R2 Reading Strategy quered areas, shooting them, and piling them cuted in massive gas chambers. Using Context Clues Draw students’ attention to the word The Holocaust, 1939–1945 concentration. Ask them to give multiple meanings for the word. 10°W 0° 10°E 20°E 30°E 40°E 50°E 60°E (a liquid made stronger and thicker 60°N NORWAY FINLAND N by removing water from it; to focus 0 400 kilometers E 0 400 miles ESTONIA attention or thoughts; to come SWEDEN W Lambert Azimuthal Equal-Area projection North a e S together in a single place) Remind Sea S LATVIA DENMARK c Moscow ti UNITED al LITHUANIA Jewish Losses, 1939–1945 students that when faced with an Bergen- B EAST KINGDOM Belsen Ravensbrück PRUSSIA unfamiliar term, they can use the Ger. Baltic States 228,000 NETH. Treblinka UNION OF SOVIET Belgium 40,000 context of the sentence or para- 50°N GERMANY POLAND SOCIALIST REPUBLICS BELG. Chelmno Sobibor Bulgaria 14,000 Buchenwald Majdanek graph to determine the meaning Byelorusian SSR 245,000 CZ Auschwitz- Paris ECH LUX. OSL Birkenau Czechoslovakia 155,000 of the word. OL Dachau OVAKIA FRANCE Denmark 500 SWITZ. AUSTRIA HUNGARY France 90,000 ITALY ROMANIA Germany and Austria 210,000 Analyzing GEOGRAPHY Greece 54,000 Concentration camp Adriatic Sea YUGOSLAVIA Black Sea Hungary 450,000 Extermination camp BULGARIA Italy 8,000 Answers: Location of Rome Einsatzgruppen Netherlands 195,000 ALBANIA 1. Poland International boundary, 40°N Poland 3,000,000 January 1938 2. Poland, Ukrainian SSR, GREECE Romania 300,000 Hungary Russian SSR 107,000 Ukrainian SSR 900,000 Yugoslavia 26,000 ▲ A survivor of the Buchenwald camp drinks Mediterranean water outside the camp Sea barracks, April 1945 Analyzing GEOGRAPHY 1. Place Where were most of the extermination camps located? 2. Region Which three nations had the highest number of Jewish losses?

See StudentWorksTM Plus or glencoe.com. Additional Support

Activity: Interdisciplinary Connection

Civics Have students work in pairs to create charts that compare the U.S. Bill of Rights with the rights that Nazis denied to the Jews. Students may need to conduct outside research to complete their charts. Use the charts as a basis for a class discussion on civil liberties. Ask: What effects did Nazi rule have on Jewish civil liberties? (Jewish civil liberties effectively ceased to exist under the Nazis.) OL

698 • Section 3 Concentration Camps Chapter 20 The Nazis had established their first concentration camps in Section 3 REVIEW 1933 to jail political opponents. After the war began, the Nazis built concentration camps throughout Europe. Assess Buchenwald, one of the largest concentration camps, was built Vocabulary near the town of Weimar in Germany in 1937. During its opera- 1. Explain the significance of: Shoah, tion, more than 200,000 prisoners worked 12-hour shifts as slave Nuremberg Laws, Gestapo, Wannsee laborers in nearby factories. Although Buchenwald had no gas Conference, concentration camp, extermi- chambers, hundreds of prisoners died there every month from nation camp. exhaustion and horrible living conditions. Study Central™ provides sum- Leon Bass, a young American soldier, saw Buchenwald at Main Ideas maries, interactive games, and the end of the war. A room built to hold 50 people had housed 2. Listing What early steps did Germany online graphic organizers to help more than 150, with bunk beds built almost to the ceiling. Bass take in persecution of Jewish people? students review content. recalled: 3. Analyzing What was the purpose of the PRIMARY SOURCE Wannsee Conference? “I looked at a bottom bunk and there I saw one man. He was too weak Close to get up; he could just barely turn his head. He was skin and bones. He Critical Thinking looked like a skeleton; and his eyes were deep set. He didn’t utter a sound; 4. Big Ideas Do you think the German Summarizing Ask: Do you he just looked at me with those eyes, and they still haunt me today.” people or other nations could have pre- think that greater American —quoted in Facing History and Ourselves vented the Holocaust? Why or why not? involvement in Europe could 5. Organizing Use a graphic organizer sim- have prevented or limited the Extermination Camps ilar to the one below to list the methods effects of Nazi persecution? the Nazis used to try to destroy the Jewish (Responses will vary but may sug- After the Wannsee Conference, the Nazis built extermination population. facilities in a number of the concentration camps, mostly in gest that Hitler was determined and Poland, to kill Jews more efficiently. At these camps, including the had a powerful army at his disposal Extermination infamous Treblinka and Auschwitz, Jews were the Nazis’ main Methods to enforce his desires.) OL victims. Auschwitz alone housed about 100,000 people in 300 prison barracks. Its gas chambers, built to kill 2,000 people at a time, sometimes gassed 12,000 people in a day. Of the estimated 6. Analyzing Visuals Study the photos on 1,600,000 people who died at Auschwitz, about 1,300,000 were pages 695–696. How do the images show Jews. The other 300,000 were Poles, Soviet prisoners of war, and the destruction of Jewish life? Answer: In extermination Gypsies. Upon arrival at Auschwitz, healthy prisoners were selected for Writing About History camps, Jews were immediately slave labor. Elderly or disabled people, the sick, and mothers and 7. Persuasive Writing Imagine that you killed in gas chambers. In con- children went immediately to the gas chambers, after which their are living in the United States during the centration camps, they were bodies were burned in giant crematoriums. 1930s. You believe that more Jewish immi- worked until they died of dis- In only a few years, Jewish culture, which had existed in Europe grants should be allowed to come into the for over 1,000 years, had been virtually obliterated by the Nazis country. Write a letter to your representa- ease, starvation, or exhaustion. in the lands they conquered. Despite exhaustive debate, there is tive or senator in Congress to express your still great controversy about why and how an event so horrifying point of view. as the Holocaust could have occurred. No consensus has been reached, but most historians point to a number of factors: the German people’s sense of injury after World War I; severe economic problems; Hitler’s control over the German nation; the lack of a strong tradition of representative government in Germany; German fear of Hitler’s secret police; and a long history of anti-Jewish prejudice and discrimination in Europe. Summarizing How did Hitler try to exterminate Study Central™ To review this section, go Europe’s Jewish population? to glencoe.com and click on Study Central. Section 3 REVIEW 699

Answers

1. All definitions can be found in the section 5. gas chambers, malnutrition and starvation, and the Glossary. untreated disease, worked to death 2. required them to live in ghettos, deprived 6. They show stages of Hitler’s campaign, from them of citizenship and the right to vote, civil discrimination and violence to deporta- identified in passports and through yellow tion to camps. stars as Jewish, and Kristallnacht, the 7. Students’ letters will vary, but should use destruction of Jewish areas information from the section. 3. to determine a “final solution of the Jewish question” 4. Students’ answers will vary but should be supported by reasons. 699 ANALYZING PRIMARYSOURCES ANALYZING 1 PRIMARY Eyewitness Account “[There] were two barracks: the men stood on one side, the women Focus SOURCES on the other. They were addressed in a very polite and friendly way: ‘You have been on a journey. You are dirty. You will take a bath. Get When people arrived at a concen- The Holocaust undressed quickly.’ Towels and soap were handed out, and then sud- tration camp, their heads were As the Allies liberated areas denly the brutes woke up and showed their true faces: this horde of from German control in the people, these men and women were driven outside with hard blows and forced both summer and winters to go the few hundred metres shaved, their clothing and belong- spring of 1945, they discovered to the ‘Shower Room.’ Above the entry door was the word ‘Shower’. ings removed, and, at Auschwitz, horrifying scenes in Nazi con- One could even see shower heads on the ceiling which were identification numbers were tat- centration camps. The Nazi cemented in but never had water flowing through them. tooed on their arms. Those able to regime had systematically mur- These poor innocents were crammed together, pressed against dered six million Jews and killed C work did so 12 hours a day, with each other. Then panic broke out, for at last they realized the fate another six million Poles, Slavs, in store for them. But blows with rifle butts and revolver shots soon little food. Some Nazi officers took Gypsies, homosexuals, commu- restored order and finally they all entered the death chamber. The pleasure in abusing inmates; the nists, and mentally disabled per- doors were shut and, ten minutes later, the temperature was high enough to facilitate the condensation of the hydrogen cyanide for infamous Dr. Josef Mengele con- sons. Photographs of the newly liberated camps shocked the the condemned were gassed with hydrogen cyanide. This was the ducted experiments on both dead American public, although the so-called ‘Zyklon B’ . . . which was used by the German barbarians. . . . and living prisoners. Roosevelt administration and One could hear fearful screams, but a few moments later there was complete silence.” the State Department had evidence of the death camps as —André Lettich, Jewish prisoner assigned to early as 1942. remove bodies from the gas chambers at Birkenau Nazism 1919–1945, Volume 3: Foreign Policy, War Study these primary sources from Teach and Racial Extermination—A Documentary Reader and answer the questions that follow. C Critical Thinking Analyzing Primary Sources 2 Invite students to read the first 3

Primary Source. Ask them to iden- Photograph, 1945 ▲ Nazi Decree, 1941 tify the ways in which both the Newly liberated survivors at Dachau concentration camp, May 4, 1945 I (1) Jews over six years of age are prohibited from Nazis and the prisoners were appearing in public without wearing a Jewish star. described. (Nazis were brutes, bar- (2) The Jewish star is a yellow piece of cloth with a barians; prisoners were hordes of black border, in the form of a six-pointed star the size of the palm of the hand. The inscription reads people, poor innocents) “JEW” in black letters. It shall be worn visibly, Ask: What effect does this word sewn on the left chest side of the garment. II Jews are forbidden: choice have on the account? (a) to leave their area of residence without written (Students may say the descriptions permission of the local police, carried on their make it very clear who is the villain person. (b) to wear medals, decorations or other insignia. and who is the victim.) OL —Nazi decree issued September 1, 1941 from Nazism 1919–1945, Volume 3: Foreign Policy, War and Racial Extermination—A Documentary Reader

Differentiated

Instruction 700 Chapter 20 A World in Flames USHMM

Name Date Class

★ Historical Analysis Skills Activity 20

Analyzing Primary and Secondary Sources ★ LEARNING THE SKILL Identifying Facts and Opinions: Primary and Secondary Sources Primary sources are written by people who actually witnessed the events being described. These sources may include diaries, legal documents, autobiographies, and photographs. Secondary sources are documents created after an event has occurred that pull together information from many sources and provide an overview of events. Examples include textbooks, encyclopedia articles, magazines, and biographies. Use these guidelines when you analyze primary and secondary sources: CHAPTER Identify the author and when and where it was written. Read the content and identify the author's opinions and biases. Decide whether the author of a secondary source uses reliable sources. Decide which interpretation of the facts makes the most sense. 20 Objective: Read to identify facts and opinions in primary Differentiated Instruction Strategies ★ PRACTICING THE SKILL DIRECTIONS: Read the selections from your textbook and from an encyclopedia article about fascism. Then answer the questions on a separate sheet of paper. One of Europe's first dictatorships arose in Italy. In 1919 Benito Mussolini founded Italy's fascist party. Fascism was an aggressive nationalism that considered the nation more important than the and secondary sources. Identify one fact and one opinion in individual. Fascists believed that order in society would only come through a dictator who led a BL strong government. They also thought nations become great by expanding territory and building up Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. military might. (The American Vision) The foundation of Fascism is the conception of the State, its character, its duty, and its aim. Fascism conceives of the State as an absolute, in comparison with which all individuals or groups Read the selections from the textbook and each selection. are relative, only to be conceived of in their relation to the State.... The Fascist State organizes the Focus: nation, but leaves a sufficient margin of liberty to the individual; the latter is deprived of all useless and possibly harmful freedom, but retains what is essential; the deciding power in this question cannot be the individual, but the State alone.... (Benito Mussolini in Italian Encyclopedia (1932) on “Fascism”) from an encyclopedia article on p. 22. 1. Which selection is considered a primary source? Why? AL Choose an op-ed piece from a news- 2. Which selection is the secondary source? Why?

3. Why did fascists believe that individualism made countries weak? What threats might individualism pose to fascism? Teach: Define fact and opinion. paper, and identify the facts and opin- ★ APPLYING THE SKILL DIRECTIONS: Use library resources, the Internet, and your textbook to research the events and beliefs that led to one of the other dictatorships identified in your text that rose after World War I. Make a list of the sources you find and analyze them in terms of what primary sources they cite and their reliability. Share your conclusions with your classmates. Assess: Identify the facts in the selections by underlining ions. Discuss how the writer used facts 22 them. Identify the opinions by circling them. to support his or her opinions. Historical Analysis Close: Write one or two factual sentences about fas- ELL Flip through the textbook and identify Activity 20, URB p. 22 cism and one or two opinion sentences. as many primary sources as possible. 700 ANALYZING 4 PRIMARYSOURCES 6 American Soldier’s Diary, 1945 “One thousand Weimar citizens toured the Buchenwald Painting camp in groups of 100. They saw blackened skeletons and Unable to Work, by Auschwitz survivor David Olère Assess/Close skulls in the ovens of the crematorium. In the yard outside, they saw a heap of white human ashes and bones. . . . Have students read Primary The living actually looked worse than the dead. Those who lived wore striped uniforms, with the stripes run- Source 4. Discuss with students ning up and down. Those who were dead were stripped the historical value of Primary of their clothing and lay naked, many stacked like cord- Source accounts such as diaries wood waiting to be burned in the crematory. At one time, 5,000 had been stacked on the vacant lot next and letters written at the time, to the crematory. rather than written after the fact. Often . . . the SS wished to make an example of (The accounts are not edited nor someone in killing him. They hung him on the lot adja- cent to the crematory, and all the three sections of the impressions blurred by the passage camp witnessed the sight—some 30,000 prisoners. They of time.) used what I call hay hooks, catching him under the chin and the other in the back of his neck. He hung in this Encourage students who have not manner until he died.” read Anne Frank’s diary to do so, —diary of Captain Luther D. Fletcher, from World War II: From the Battle Front to the Home Front noting that Anne actually kept two accounts, one meant to be 5 public and the other her own. Photograph, April 17, 1945

▲ American soldiers force German civilians to view bodies after the liberation of the Buchenwald concentration camp.

1. Speculating How do you suppose soldiers could partici- 4. Drawing Conclusions Study Sources 5 and 6. How do you pate in such barbaric acts? think American troops reacted to the horrifying scenes they 2. Analyzing Visuals What does the appearance of these found in the concentration camps? Why do you think American survivors tell you about conditions in the camps? troops made Germans tour the liberated concentration camps? 3. Drawing Conclusions What purpose did the restrictions 5. Analyzing Visuals Study the painting in Source 6. What listed in Source 3 serve? symbols does the artist use to illustrate the fate of those too weak to work? Document Based

Chapter 20 A World in Flames 701 Questions (l)USHMM; (r)“Unable to Work” from David Olère: L’Oeil du Témoin/The Eyes of a Witness. Reprinted with permission from Alexandre Oler.

Answers

1. Student answers will vary but may suggest 4. American troops probably reacted with that the soldiers saw these acts as part of horror. They wanted Germans to tour the their jobs. camps to try to get them to see the evil that 2. The extreme thinness of the survivors indi- had been done while they did nothing to cates that life was hard and food was scarce. stop it. 3. The restrictions made Jews easily identifi- 5. A skeletal figure hovers over the weak ones, able and served to make life more difficult indicating coming death. for them.

701 Chapter 20 • Section 4 Section 4 Section Audio Spotlight Video Focus America Enters the War

Bellringer s World War II began, the United States remained Guide to Reading officially neutral but aided Great Britain consider- Daily Focus Transparency 20-4 A Big Ideas Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: G ably in its fight against Germany. In the Pacific, Japan’s Teacher Tip: Students should remember to use what they UNIT already know when making an inference. 7 DAILY FOCUS SKILLS Chapter 20 TRANSPARENCY 20-4 Government and Society After Making Inferences territorial expansion led to growing tensions with the Directions: Answer the following THE ISOLATIONIST DEBATE question based on the information World War II began, the United States at left. What can you infer from the United States, which peaked when Japan attacked Pearl information about the isola- Three major groups summarized the opinions Americans tionist debate? attempted to continue its prewar policy had about the United States’s involvement in World War II: F The Committee to Defend America by Aiding the Allies ★Fight for Freedom Committee ★ would send supplies but not of neutrality. Harbor. urged the immediate declaration of war on Germany money to the Allies. G The Fight for Freedom Committee would agree to ★Committee to Defend America by Aiding the Allies ★ send American soldiers over- pressed for increased American aid to the Allies seas. but opposed using American personnel to fight the war H The America First Committee Content Vocabulary opposed war under any cir- cumstance. ★America First Committee★ J The Fight for Freedom (p. 704) firmly opposed any American intervention or aid to the Allies • hemispheric defense zone Committee wanted a quick end to the war. FDR Supports England • strategic materials (p. 706) MAIN Idea President Roosevelt favored changes in American neutrality Academic Vocabulary laws, although Americans remained divided about the war and American Guide to Reading • revise (p. 702) involvement. (p. 702) • purchase HISTORY AND YOU Have you ever been drawn into an argument when Answers: • underestimate (p. 707) you just wanted to be left alone? Read about the increasing difficulties that Britain’s struggle with Germany; the United States faced in trying to stay out of World War II. People and Events to Identify Japan’s attack on Pearl Harbor • America First Committee (p. 703) President Roosevelt officially proclaimed the United States neutral • Lend-Lease Act (p. 704) two days after Britain and France declared war on Germany. Despite • Atlantic Charter (p. 705) this proclamation, however, he was determined to help the two Reading Strategy countries as much as possible in their struggle against Hitler. Organizing As you read about To generate student interest and America’s efforts to stay neutral, Destroyers-for-Bases Deal complete a graphic organizer similar provide a springboard for class Soon after the war began, Roosevelt called Congress into a special to the one below by naming events session to revise the neutrality laws. He asked Congress to eliminate discussion, access the Chapter 20, that shifted American opinion toward the ban on arms sales to nations at war. Public opinion strongly sup- Section 4 video at glencoe.com or helping the Allies. ported the president. Congress passed the new law, but isolationists on the video DVD. Events That Shifted American demanded a price for the revision. Under the Neutrality Act of 1939, Opinion warring nations could buy weapons from the United States only on a “cash-and-carry” basis. This law was similar to the 1937 Neutrality Act governing the sale of nonmilitary items to countries that were at war. In the spring of 1940, the United States faced its first test in remaining neutral. In May, Prime Minister Winston Churchill asked Roosevelt to transfer old American destroyers to Britain, which had lost nearly half its destroyers. To protect its cargo ships from German submarines and to block any German attempt to invade Britain, the nation needed more destroyers. Determined to give Churchill the destroyers, Roosevelt used a loophole in the neutrality act that required cash for purchases. In exchange for the right to build American bases on British-controlled Newfoundland, Bermuda, and islands in the Caribbean, Roosevelt sent 50 old American destroyers to Britain. Because the deal did not Resource Manager involve an actual sale, the neutrality act did not apply.

702 Chapter 20 A World in Flames

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Additional Resources Teacher Edition Teacher Edition • Act. Prior Know., p. 704 • Making Generalizations, • Differentiated Intsr., • Expository Writing, • Using Geo. Skills, p. 705 • Inferring, p. 705 p. 703 URB p. 23 p. 707 • Taking Notes, p. 706 • Analyzing Prim. Sources, • Reteaching Act., URB Additional Resources p. 704 p. 43 Additional Resources • Read. Essen., p. 229 Additional Resources • Comparing, p. 706 • Enrichment Act., URB • Guid. Read. Act., URB p. 45 p. 51 Additional Resources • Prim. Source Read., URB • Quizzes and Tests, p. 37 p. 292 • Auth Assess, p. 45 • Interpret. Pol. Cartoons, URB p. 41 Chapter 20 • Section 4 Should America Stay Neutral in World War II? Teach

C Critical Thinking Making Generalizations Ask: What effect do you think it had on people to realize that famous men such as Lindbergh and Nye were part of this group? (Students may say that men of their fame and stature might sway

▲ Nazi bullets whiz past Uncle the opinions of people.) OL Sam and his isolationist policies.

Analyzing VISUALS Analyzing VISUALS 1. Analyzing Visuals According to the cartoon at left, what message is Democracy sending to Uncle Sam? Answers: 2. Analyzing Visuals What do you observe about 1. Uncle Sam should stay out of ▲ This 1939 cartoon shows Uncle Sam standing guard over Uncle Sam’s perch in the cartoon above? Democracy, whose only refuge is America. European conflicts. 2. It seems very unsteady and unsafe. The Isolationist Debate for increased American aid to the Allies but opposed armed intervention. Widespread acceptance of the destroyers- The heated neutrality debate took place for-bases deal reflected a change in public during the 1940 presidential election cam- opinion. By July 1940, most Americans favored paign. For months, Americans had wondered offering limited aid to the Allies. That spirit whether President Roosevelt would follow the was hardly unanimous, however. In fact, peo- tradition George Washington had set and retire ple who wanted greater American involvement after a second term. With the United States in in the war and those who felt that the United Answer: The America First a precarious position, however, many believed Committee was isolationist. The States should remain neutral began debating a change of leaders might not be in the coun- the issue in the spring of 1940. try’s best interest. Roosevelt decided to run for Committee to Defend America At one extreme was the Fight for Freedom an unprecedented third term. by Aiding the Allies opposed Committee, a group that urged the repeal of all During the campaign, FDR steered a careful armed intervention but wanted neutrality laws and stronger action against course between neutrality and intervention. The Germany. At the other extreme was the Republican nominee, Wendell Willkie, did the to aid the Allies. The Fight for America First Committee. It was a staunchly same, promising he too would assist the Allies Freedom Committee wanted isolationist group opposed to any American C but stay out of the war. The voters reelected repeal of all neutrality laws. intervention or aid to the Allies. The commit- Roosevelt by a wide margin, preferring to keep a tee’s members included aviator Charles president they knew during this crisis period. Lindbergh and Senator Gerald Nye. Closer to the center, the Committee to Identifying Identify different Defend America by Aiding the Allies, which groups and their positions on U.S. neutrality in the journalist William Allen White headed, pressed late 1930s. Hands-On

Chapter 20 A World in Flames 703 Chapter Project (l)The Granger Collection, New York Step 4 Creating a World War II Putting It Together Students will select Memory Book quotations or summarize arguments for and against neutrality. OL Step 4: Debating the War Students (Project continued on the Visual Summary page) will create a page in their Memory Book that documents the debate over whether the United States should remain neutral. Directions Have students use library or Internet sources to find arguments for and against the United States’s neutrality in 1940. Students will build a page in the Memory Book that illustrates this debate. 703 • Section 4 Chapter 20 Edging Toward War A Hemispheric Defense Zone Congressional approval of the Lend-Lease MAIN Idea In 1940 and 1941, the United States took more steps to provide aid to Great Britain. Act did not solve the problem of getting American arms and supplies to Britain. German Reading Strategy HISTORY AND YOU What kinds of aid does R submarines patrolling the Atlantic Ocean were America provide other countries today? Why? Read Activating Prior Knowledge why FDR thought it was important to “lend” Britain sinking hundreds of thousands of tons of ship- Draw students’ attention to the some help. ments each month; the British Navy did not “Four Freedoms” Roosevelt identi- have enough ships to stop them. Read Because the United States was still techni- fies. Ask: In what American docu- With the election over, Roosevelt expanded “The Four the nation’s role in the war. Britain was fight- cally neutral, Roosevelt could not order the Freedoms” on page ment can the first two Freedoms ing for democracy, he said, and the United U.S. Navy to protect British cargo ships. Instead, R53 in Documents he developed the idea of a hemispheric be found? (the First Amendment in in American History. States had to help. Speaking to Congress, he listed the “Four Freedoms” for which both the defense zone. Roosevelt declared that the the Bill of Rights in the United States entire western half of the Atlantic was part of R United States and Britain stood: freedom of Constitution) OL speech, freedom of worship, freedom from the Western Hemisphere and, therefore, neu- want, and freedom from fear. tral. He then ordered the U.S. Navy to patrol the western Atlantic and reveal the location of Critical Thinking German submarines to the British. C The Lend-Lease Act Analyzing Primary Sources By December 1940, Great Britain had run The Atlantic Charter Invite a volunteer to read aloud out of funds to wage its war against Germany. the fourth freedom that Roosevelt Roosevelt came up with a way to remove the In August 1941, Roosevelt and Churchill met on board American and British warships addresses. Ask: How much prog- cash requirement of the most recent neutrality act. He proposed the Lend-Lease Act, which anchored near Newfoundland. During these ress do you think the world has allowed the United States to lend or lease arms meetings, the two men agreed on the text of made toward this goal since the to any country considered “vital to the defense end of 1945? (Students’ answers of the United States.” The act allowed Roosevelt will vary but may suggest that to send weapons to Britain if the British government promised to return or pay rent for nuclear arms and the arms race them after the war. Aiding Britain, 1939–1941 have not allowed this goal to be Roosevelt warned that, if Britain fell, an accomplished.) OL “unholy alliance” of Germany, Japan, and The Four Freedoms Italy would keep trying to conquer the world. “In the future days, which The president argued that the United States we seek to make secure, should become the “great arsenal of democ- we look forward to a world racy” to keep the British fighting and make it founded upon four essential unnecessary for Americans to go to war. human freedoms. The America First Committee disagreed, but The first is freedom of speech and expression— Congress passed the Lend-Lease Act by a wide everywhere in the world. margin. By the time the program ended, the United States had “lent” more than $40 billion C The second is freedom of every person to worship God in his own way—everywhere in the world. in weapons, vehicles, and other supplies to the Allied war effort. The third is freedom from want—which . . . will While shipments of supplies to Britain secure to every nation a healthy peacetime life for began at once, lend-lease aid eventually went its inhabitants—everywhere in the world. to the Soviet Union, as well. In June 1941, vio- The fourth is freedom from fear—which, translated lating the Nazi-Soviet pact, Hitler invaded the into world terms, means a world-wide reduction of Soviet Union. Although Churchill detested armaments to such a point and in such a thorough communism and considered Stalin a harsh fashion that no nation will be in a position to com- dictator, he vowed that any person or state mit an act of physical aggression against any “who fights against Nazism will have our aid.” neighbor—anywhere in the world.” Additional Roosevelt, too, supported this policy. —Address to Congress, January 6, 1941

Support 704 Chapter 20 A World in Flames

Activity: Collaborative Learning

Analyzing Propaganda Divide the class lyzing the propaganda. Have group members into three groups. Have each group analyze the combine their efforts to make an in-class propaganda used by both the Axis powers presentation. OL and the Allied powers during World War II. Assign each member of the group one of the following tasks: researching the information, writing descriptions of the information, or ana-

704 the Atlantic Charter. This agreement commit- Chapter 20 • Section 4 ted both nations to a postwar world of democ- Japan Attacks racy, nonaggression, free trade, economic MAIN Idea The Japanese attack on Pearl Harbor advancement, and freedom of the seas. By late led the United States to declare war on Japan. September, an additional 15 anti-Axis nations HISTORY AND YOU Do you remember how the R Reading Strategy had signed the charter. Churchill later said that United States acquired territory in the Pacific? Read about the threats to American interests as Japan Inferring Draw students’ atten- FDR pledged to “force an ‘incident’ . . . which R would justify him in opening hostilities” with expanded its empire. tion to the quotation by Churchill. Germany. Ask: What does this information An incident quickly presented itself. In early Despite the growing tensions in the Atlantic, tell you about Roosevelt? (He September, a German submarine, or U-boat, the Japanese attack on Pearl Harbor finally was committed to assisting Britain fired on an American destroyer that had been brought the United States into World War II. radioing the U-boat’s position to the British. Ironically, Roosevelt’s efforts to help Britain and fighting against Germany.) OL Roosevelt promptly responded by ordering fight Germany resulted in Japan’s decision to American ships to follow a “shoot-on-sight” attack the United States. policy toward German submarines. S Skill Practice The Germans escalated hostilities the following month, targeting two American America Embargoes Japan Using Geography Skills Have destroyers. One of them, the Reuben James, Roosevelt knew that Britain needed much students look at the map titled sank after being torpedoed, killing 115 sailors. of its navy in Asia to protect its territories there “Sending Aid to Britain, 1939– As the end of 1941 drew near, Germany and from Japanese attack. As German submarines 1941.” Ask: Where was the larg- the United States continued a tense standoff. sank British ships in the Atlantic, however, the British began moving warships from Southeast est concentration of German Evaluating How did the Lend- Asia, leaving India and other colonial posses- submarines? (off the coasts of Lease Act help the Allied war effort? sions vulnerable. Europe and Africa) BL

How Did FDR Help Britain While the Sending Aid to Britain, 1939–1941 U.S. Remained Neutral? • Neutrality Act of 1939 allowed warring nations to buy Answers: weapons from the United States if they paid cash and transported arms on their own ships N 1. Students’ responses will vary • Destroyers-for-bases provided old American destroyers W E but may suggest that the in exchange for the right to build U.S. defense bases in S Allies wanted to reassure the British-controlled Bermuda, Caribbean Islands, and EUROPE Newfoundland world that they were not • Lend-Lease Act permitted U.S. to lend or lease arms to S any country “vital to the defense of the United States” NORTH September 4, 1941: Attack seeking additional territory. • Hemispheric defense zone established the entire western AMERICA on the Greer prompts FDR’s “shoot-on-sight” policy. 2. It repeats the need for half of the Atlantic as part of the Western Hemisphere AFRICA and, therefore, neutral freedom from want and fear. ATLANTIC 0 800 kilometers

OCEAN 0 800 miles Miller projection

What Did the Atlantic Charter Declare? Hemispheric Defense Zone SOUTH Lend-Lease convoy route 1. The U.S. and Britain do not seek to expand their territories. AMERICA Area with German submarines 2. Neither seeks territorial changes against the wishes of the Answer: It helped by getting people involved. 3. Both respect people’s right to select their own government. arms to the Allies. 4. All nations should have access to trade and raw materials. 5. Improved labor standards and economic advances are vital. 6. Both nations hope people will be free from want and fear. 1. Drawing Conclusions Why do you think it was important 7. Everyone should be able to freely travel the high seas. to begin the Atlantic Charter with the first three points? 8. All nations must abandon the use of force; disarmament is 2. Analyzing Primary Sources How does the Atlantic necessary after the war. Charter echo FDR’s Four Freedoms speech? Additional

Chapter 20 A World in Flames 705 Support

Extending the Content

Great Britain was not the only country to receive Joseph Stalin never told his people how much aid under the Lend-Lease Act of 1941. The Soviet Lend-Lease and the private aid helped the USSR Union, which prior to World War II had little trade survive the war. However, at the Yalta Conference with the United States, received over $11 billion at the end of the war he said, “Lend-Lease is one dollars in war materials between 1941 and 1945. of Franklin Roosevelt’s most remarkable and The Allies wanted to keep the Soviet Union vital achievements in the formation of the anti- fighting against Germany on the Eastern Front. Hitler alliance.” Aid to civilians in the Soviet Union came through the Red Cross and the U.S. Russian War Relief (a private, nonprofit organization). 705 Chapter 20 • Section 4

R Reading Strategy Japan Attacks Pearl Harbor Taking Notes Have students Pearl Harbor was an important turning point because it not create a graphic organizer listing only brought the United States into the war but also decisively the three actions Roosevelt took marked an end to U.S. isolationism. After the war ended, the nation did not withdraw from its role in international affairs, as in response to the Japanese send- it had done following World War I. Involvement in the war sig- ing troops to southern Indochina. naled the beginning of a global role for the United States that (He froze all Japanese assets in the has continued to the present day. With the decision to support the United Nations and efforts to rebuild Europe, the nation United States, reduced the amount became actively involved in international events. of oil being shipped to Japan, and HYPOTHESIZING Do you believe the United States sent General Douglas MacArthur to would have entered the war regardless of the attack the Philippines to build up American on Pearl Harbor? Support your ideas with reasons. ▲ Rescue boats approach the burning USS West defenses there.) BL Virginia and USS Tennessee, which were hit by enemy fire on December 7, 1941. In the photo to the right, Critical Thinking President Roosevelt C addresses Congress Comparing Remind students of the following day. the embargo Roosevelt ordered in

▲ Although ideas to create a 1940 against exports of scrap metal memorial of Pearl Harbor were to Japan, which later extended to put forth as early as 1946, not until 1958 did President Eisenhower other products that had military sign the bill that authorized this memorial, a bridge built over the uses. Discuss the embargoes or sunken USS Arizona. The completed sanctions currently in effect. memorial was dedicated in 1962. Discuss whether these are effective in preventing war or accomplish- To hinder Japanese aggression, Roosevelt Japan had sent military forces into southern ing the goals established by the began applying economic pressure. Japan Indochina, posing a direct threat to the British Student Web nations that impose them. AL Activity Visit depended on the United States for many key Empire. glencoe.com and materials, including scrap iron, steel, and espe- R Roosevelt responded. He froze all Japanese complete the activ- cially oil. At that time, the United States sup- assets in the United States, reduced the amount ity on Pearl Harbor. plied roughly 80 percent of Japan’s oil. In July of oil being shipped to Japan, and sent General 1940 Congress gave the president the power to Douglas MacArthur to the Philippines to build restrict the sale of strategic materials (materi- up American defenses there. als important for fighting a war). Roosevelt Roosevelt made it clear that the oil embargo Student Skill immediately blocked the sale of airplane fuel would end only if Japan withdrew from Answer: Students’ responses Activity To learn and scrap iron to Japan. Furious, the Japanese Indochina and made peace with China. With will vary but should be supported how to create multimedia presen- signed an alliance with Germany and Italy, C its war against China in jeopardy because of a with reasons. tations, visit becoming a member of the Axis. lack of oil and other resources, the Japanese glencoe.com and In 1941 Roosevelt began sending lend-lease military planned to attack the resource-rich complete the skill aid to China. Japan, which had invaded China British and Dutch colonies in Southeast Asia. activity. in 1937, controlled much of the Chinese coast They also decided to seize the Philippines and by 1941. Roosevelt hoped that lend-lease aid to attack the American fleet at Pearl Harbor. would enable the Chinese to tie down the While the Japanese prepared for war, negotia- Japanese and prevent them from attacking tions with the Americans continued, but nei- Additional elsewhere. The strategy failed. By July 1941, ther side would back down. In late November

Support 706 Chapter 20 A World in Flames

Extending the Content

Attack on Pearl Harbor Japanese pilots of the surprise attack involved 181 planes. A two hours. More than 90 percent of the began training for the attack on Pearl Harbor second wave of 170 planes took off half an attacking planes survived and returned to in the spring of 1941. The commander of hour later. In addition to hitting the fleet the Japanese aircraft carriers. the Japanese fleet devised a plan that used anchored in Pearl Harbor, the Japanese also naval aviation and aircraft carriers on a large hit two Navy air bases, a Marine air field, and scale. Six aircraft carriers and 24 supporting three Army Air Corps fields. By hitting these vessels coordinated the attack in addition additional sites, the Japanese hoped to pre- to submarines intended to sink any war- vent American planes from intercepting the ships that survived the attack. The first wave Japanese force. The attack lasted less than

706 1941, six Japanese aircraft carriers, two battleships, and several Chapter 20 • Section 4 other warships set out for Hawaii. Section 4 REVIEW Japan Attacks Pearl Harbor W Writing Strategy The Japanese government appeared to be continuing negotia- Vocabulary Have stu- tions with the United States in good faith. American intelligence, 1. Explain the significance of: America First Expository Writing however, had decoded Japanese communications that made it clear Committee, Lend-Lease Act, hemispheric dents investigate the Pearl Harbor that Japan was preparing to go to war against the United States. defense zone, Atlantic Charter, strategic Memorial and other efforts to pre- On November 27, American commanders at the Pearl Harbor materials. serve the history of the attack. Ask naval base received a war warning from Washington, but it did not mention Hawaii as a possible target. Because of the great Main Ideas them to present their findings. distance from Japan to Hawaii, officials doubted that Japan would 2. Analyzing What early efforts did OL attempt such a long-range attack. Roosevelt make to help the British? The U.S. military’s inability to correctly interpret the information they were receiving left Pearl Harbor an open target. The result was 3. Explaining What was the hemispheric Assess devastating. Japan’s surprise attack on December 7, 1941, sank or defense zone? Why was it developed? damaged eight battleships, three cruisers, four destroyers, and six 4. Summarizing Why was the United other vessels. The attack also destroyed 188 airplanes and killed W States unprepared for Japan’s attack 2,403 Americans. Another 1,178 were injured. on Pearl Harbor? That night, a gray-faced Roosevelt met with his cabinet, telling Study Central™ provides sum- them the country faced the most serious crisis since the Civil War. Critical Thinking maries, interactive games, and The next day, he asked Congress to declare war: 5. Big Ideas After Roosevelt’s efforts to help Britain, some people accused him of online graphic organizers to help PRIMARY SOURCE being a dictator. Do you agree or disagree students review content. “Yesterday, December 7, 1941—a date which will live in infamy—the with this label? Explain your answer. United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. . . . No matter how long it 6. Organizing Use a graphic organizer Close may take us . . . the American people in their righteous might will win similar to the one below to show how through to absolute victory.” Roosevelt helped Britain while remaining Summarizing Ask: How did —from The Public Papers and Addresses of Franklin D. Roosevelt officially neutral. Americans slowly leave their Help to Britain The Senate voted 82 to 0 and the House 388 to 1 to declare war position of staying out of on Japan. Europe’s wars? (offered aid to Allies, responded to Japanese Germany Declares War aggression, signed agreements such 7. Analyzing Visuals Study the images Although Japan and Germany were allies, Hitler was not on page 706. Then create a multimedia as the Atlantic Charter) OL bound to declare war against the United States. The terms of the presentation that traces the Japanese alliance specified that Germany had to come to Japan’s aid only attack on Pearl Harbor. if Japan was attacked, not if it attacked another country. Hitler had grown frustrated with the American navy’s attacks on German Writing About History submarines, however, and he believed the time had come to 8. Expository Writing Write a letter to Answer: They did not think that declare war. the editor of your newspaper explaining the Japanese would attempt an Hitler greatly underestimated the strength of the United why you think the United States should States. He expected the Japanese to easily defeat the Americans either remain neutral or become involved attack at such a distance. in the Pacific. By helping Japan, he hoped for Japanese support in World War II. against the Soviet Union after they had defeated the Americans. On December 11, Germany and Italy both declared war on the United States.

Examining Why did military officials not expect an Study Central™ To review this section, go attack on Pearl Harbor? to glencoe.com and click on Study Central. Section 4 REVIEW 707

Answers

1. All definitions can be found in the section 5. Students may say it was important to stop and the Glossary. Germany; others will say that Roosevelt vio- 2. destroyers for bases deal, Lend-Lease Act, lated the Neutrality Act. hemispheric defense zone 6. destroyers for bases deal, Lend-Lease Act, 3. The hemispheric defense zone was an hemispheric defense zone imaginary division of the Atlantic Ocean to 7. Students’ presentations should note that justify patroling for German submarines isolationism failed to prevent the attack. that were disrupting British shipping. Presentations should also contain accurate 4. The United States did not expect Japan accounts of the attack. to attack a target at such a distance. It 8. Students’ letters will vary but should also failed to correctly interpret military express a clear and reasoned opinion. information. 707 Chapter 20 • Visual Summary

Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com. Organizing Divide the class into three groups, assigning each group one of the three nations Causes of the Rise of Dictators listed under “Causes of the Rise of Italy Dictators.” Invite students to cre- • Mussolini’s Fascist Party believed in the supreme power of the state. ate graphic organizers that link • In 1922 Mussolini threatened to march on Rome; the king the causes that pertain to their appointed Mussolini as the premier.

countries to particular effects. Germany • Hitler’s Nazi Party believed in an all-powerful state, territorial Special Education Help stu- expansion, and ethnic purity. dents organize events by having • Hitler believed that Germans needed more living space and them make a four-column chart. called for Germany to expand east into Poland and Russia. Ask them to label the columns • Germany invaded Poland in 1939, France in 1940, and the USSR in 1941. Allied Powers, Axis Powers, Axis- controlled Countries, and Neutral Japan • Military leaders pushed for territorial expansion. Countries. Students then can use ▲ German tanks move down a • Japan attacked Manchuria in 1931. the text and maps to identify and highway near Soissons, France • Japan invaded China in 1937. in May 1940. list the countries under the appro- • Japan attacked Pearl Harbor in 1941. priate headings.

Effects Holocaust • During the Holocaust, the Nazis killed an estimated 6 million Jews. • Jews were targeted and sent to concentration or extermination camps throughout Europe.

World War II • Leaders of France and Britain tried to appease Hitler by allowing territorial growth. • Britain and France declared war on Germany following the invasion of Poland. • The United States sent aid to the Allied forces through the lend-lease program and cash-and-carry provision. • France was defeated by the Nazis, who occupied the country in 1940. • The United States declared war on Japan in 1941, after the bombing of Pearl Harbor.

▲ These survivors of Buchenwald, liberated in 1945, show the horrifying conditions under which they lived. Hands-On

Chapter Project 708 Chapter 20 A World in Flames Step 5 (t)The Granger Collection, New York; (b)The Granger Collection, New York Creating a World War II appropriate images, as well. The complete Memory Book book may be used by the class to review the chapter and then displayed in the school or Step 5: Wrap Up Students will use their donated to a local VFW chapter or other prior knowledge and the materials they group. OL researched to complete the pages of the memory book. Directions Give each student a page of the memory book and ask them to use the photos and information they researched to create an attractive, informative page. They may wish to decorate the pages with other 708 Chapter 20 • Assessment Chapter ASSESSMENT

Answers and Analyses Reviewing Vocabulary Reviewing Main Ideas Reviewing Vocabulary Directions: Choose the word or words that best complete the sentence. Directions: Choose the best answers to the following questions. 1. C The main distractor for stu- 1. What type of government considered the nation more Section 1 (pp. 682–687) dents will likely be A, because important than the individual? 6. Which factor encouraged an American policy of neutrality dictatorships and fascism are A dictatorship during the 1930s? sometimes associated. Remind B monarchy A disillusionment with World War I and its results students that not all dictatorships C fascism B decline in the military readiness of other nations are within fascist states, nor do all D democracy C repeal of Prohibition dictatorships consider the nation D economic prosperity of the period 2. What did Hitler call Germany’s quick air strikes? of supreme importance.

A blitzkrieg 7. In the 1930s the United States responded to the rise of B Kristallnacht fascism in Europe by 2. A This question can be confus- C Anschluss A invading Germany and Italy. ing because of the number of D gestapo B forming military alliances. foreign terms. Point out the key C passing a series of neutrality laws. term, quick, and help students 3. What were the Nuremberg Laws? D joining the League of Nations. associate it with blitz. A regulations passed by Congress that explained when the United States could go to war against Germany 3. D Only one response assigns Section 2 (pp. 688–693) B regulations passed by Congress that restricted the number the laws to Germany. Students of Jewish immigrants allowed into the U.S. 8. What term refers to the German annexation of Austria? may associate Nuremberg with Kristallnacht C regulations passed by the United Nations that outlawed A the German city to reach the cor- World War II Anschluss B rect answer. D regulations passed by Germany that deprived German C Munich Conference Jews of certain rights such as citizenship D Nazi-Soviet Nonaggression Pact 4. D While ghettos were areas of 4. Buchenwald was a ______built in 1937. Throughout its cities where Jews lived, these years of operation, over 200,000 prisoners worked there to 9. When France fell to the Nazis, the French and British areas were not wartime creations. the point of exhaustion and death. evacuated thousands of troops from A ghetto A Dunkirk. 5. B By recalling that the last two B appeasement B Danzig. options were directed toward C Gestapo C Buchenwald. Britain, students can eliminate D concentration camp D Poland. answers C and D. No mention has yet been made of rationing, so B is 5. ______, such as oil, steel, and iron supplies, were used by the United States to put pressure on Japan. the correct answer. A Rationed items TEST-TAKING TIP B Strategic materials Look at each question to find clues to support your answer. Try Reviewing Main Ideas C Lend-Lease goods not to get confused by the wording of the question. Then look 6. A Students may be confused D Cash-and-carry materials for an answer that best fits the question. by the distractor B. The responses Need Extra Help? C and D are clearly irrelevant or If You Missed Questions . . . 123456789 GO ON Go to Page . . . 682 690 694 698–699 706 686–687 686 688 690–692 false. By recalling that all of the Axis nations were building up Chapter 20 A World in Flames 709 their militaries, students can see that A is the correct answer.

8. B Students can eliminate C and D, because 9. A This question asks students to recall 7. C The key to this question is conferences and pacts have nothing to do with geography and locations. The key to the ques- the date given. Responses B and D invasions. They are left with two German tion is the mention of France. Students may be are similar in nature and can be words; it may help to have them associate the able to eliminate all distractors simply by ana- eliminated. Invasions did not letter A with the nation, the act of annexing, lyzing the words as unlikely to be connected to occur before Pearl Harbor, so A is and the term Anschluss. France. also false.

709 Chapter 20 • Assessment Chapter ASSESSMENT

10. B Suggest that students (pp. 694–699) observe the words extermination Section 3 Critical Thinking and final to identify the correct 10. Concentration camps and extermination camps were part of Directions: Choose the best answers to the following questions. what Nazis called response. Camps deprived Jews of A justice for all. 14. When Roosevelt signed the Lend-Lease Act, he said America any sort of justice, so A can be must become the “arsenal of democracy” in order to B the “final solution.” eliminated. Students should also A end the Depression. C remain neutral. C population control. note that B is the only answer B help the Axis Powers. D help Britain. D the last straw. choice contained in quotations. The question asks the name of the (pp. 702–707) Base your answers to questions 15 and 16 on the map below and on Section 4 your knowledge of Chapter 20. Nazi policy, so students should 11. In 1939 the immediate response of the United States to the deduce that the correct answer start of World War II in Europe was to Nazi Concentration and Extermination Camps would contain quotation marks. A modify its neutrality policy by providing aid to the Allies. NORWAY EST. North SWEDEN B declare war on Germany and Italy. Sea a e S LATVIA DEN. c 11. A The key to this question is UNITED ti Bergen- al LITH. C strengthen its isolationist position by ending trade with KINGDOM Belsen B EAST PRUSSIA SOVIET UNION the date given, 1939, and the term Britain. NETH. Ger. N Ravensbrück POLAND GERMANY Treblinka immediate, thus eliminating B. D send troops to the Allied nations to act as advisers. BELG. Chelmno Sobibor W Buchenwald Majdanek CZ E ECH Auschwitz-Birkenau LUX. Dachau OSL Because A is in contrast to C, logi- OVAKIA S FRANCE SWITZ. AUSTRIA 12. What was one step that America took to aid Great Britain? HUNGARY cally only one of them is the cor- ROMANIA ITALY A created a hemispheric defense zone Adriatic Sea rect response. YUGOSLAVIA Black Sea B founded the America First Committee SPAIN BULGARIA 12. A The hemispheric defense C called for the Wannsee Conference Mediterranean Sea Concentration camp zone established an imaginary D attended the Munich Conference 0 400 kilometers Extermination camp line in the Atlantic Ocean. The International boundary, 0 400 miles Jan. 1938 western half of the Atlantic was 13. Why did the United States enter the war in 1941? Lambert Azimuthal Equal-Area projection declared neutral to allow U.S. A blitzkrieg over Poland 15. In which two countries were most of the concentration and ships to patrol for German subs. B bombing of Pearl Harbor extermination camps located? Students should remember that C embargo on Japan A Germany and France Lusitania the Wannsee Conference was held D sinking of the B Germany and Poland by Germany and concerned the C Germany and the Soviet Union “final solution,” while the Munich D Germany and Austria Conference was held to appease Hitler. The America First 16. What can you conclude about the extent of the Nazis’ Committee was an isolationist concentration and extermination camps? group and thus would not be A The Nazis constructed camps in every European country. interested in aiding Britain. B The Nazis constructed camps in countries that Germany conquered. 13. B Students should recognize C The Nazis constructed camps in Britain. that Pearl Harbor is part of the D The Nazis constructed camps in the Soviet Union. United States and therefore the bombing demanded a response. Need Extra Help? If You Missed Questions . . . 10 11 12 13 14 15 16 GO ON Both A and C involved other Go to Page . . . 698–699 702–704 704–705 705–707 704 R15 R15 nations. They can also eliminate D, which occurred in World War I. 710 Chapter 20 A World in Flames

Critical Thinking responses include Germany, the second part of the answer is determinative. 14. D Students should focus on the word “arsenal” to help them answer this question. If 16. B Students should use the map to help they think of weapons in connection with them answer the question. The map shows Lend-Lease, they should be able to narrow the many European countries without concentra- choices to B and D. Students should then rec- tion camps, so A can be eliminated. The map ognize that America was against the Axis also shows that no camps existed in Britain or Powers, leaving only D as the correct response. the Soviet Union, eliminating C and D. 15. B Remind students to look carefully at the map in answering this question. Although all

710 Chapter 20 • Assessment Chapter ASSESSMENT

Extended Response 17. Why were the British able to prevent the Germans from Document-Based Questions invading their country? Directions: Analyze the document and answer the short-answer 21. Students’ essays will vary but A The United States joined the Allied forces. questions that follow the document. should take a position and sup- B Germany could not penetrate the Maginot Line. port it with relevant facts and C France defeated Germany and pushed them back into Daniel Inouye earned a Medal of Honor for his service in World details. Essays should include an Belgium. War II and later became a United States senator. In 1941, however, he was a teenager living in Hawaii. This is his account of introduction, multiple paragraphs, D Britain had developed radar stations to detect German Pearl Harbor: and a conclusion. aircraft. “As soon as I finished brushing my teeth and pulled on Analyze the cartoon and answer the question that follows. Base your my trousers, I automatically clicked on the little radio that answer on the cartoon and on your knowledge of Chapter 20. stood on the shelf above my bed. I remember that I was buttoning my shirt and looking out the window . . . when the hum of the warming set gave way to a frenzied voice. ‘This is no test,’ the voice cried out. ‘Pearl Harbor is being bombed by the Japanese!’” [The family ran outside to look toward the naval base at Pearl Harbor.] “And then we saw the planes. They came zooming up out of that sea of gray smoke, flying north toward where we stood and climbing into the bluest part of the sky, and they came in twos and threes, in neat formations, and if it hadn’t been for that red ball on their wings, the rising sun of the Japanese Empire, you could easily believe that they were Americans, flying over in precise military salute.” —quoted in Eyewitness to America

19. How did Inouye find out about the attack on Pearl Harbor? 20. What made him certain that the planes were Japanese, not American?

Extended Response 21. Could the Holocaust have been avoided if the Allies had intervened? Write an essay that takes a position and 18. According to the cartoon, how did Americans feel about defends it. Your essay should include an introduction, assisting the Allies? several paragraphs, and a conclusion. Use relevant facts A They sent troops to help make the world safe for and details to support your conclusion. democracy. B Many Americans were willing to help the British but did STOP not want to sell them arms. C Many Americans did not want to help the British fight the Germans. D The United States sold arms to Britain and France. For additional test practice, use Self-Check Quizzes— Chapter 20 at glencoe.com.

Need Extra Help? If You Missed Questions . . . 17 18 19 20 21 Go to Page . . . 693 R18 711 711 R6

Chapter 20 A World in Flames 711 Chicago Historical Society

17. D Students may need to focus on order of Document-Based Questions events to answer this question correctly. The 19. over the radio Have students visit the Web site United States did not join the Allies until after at glencoe.com to review Germany’s attempt to invade Britain. Germany 20. the red ball painted on the wings of the Chapter 20 and take the Self- went around the Maginot Line. C is clearly planes, representing the rising sun of the Check Quiz. false, because Germany defeated France. Japanese Empire 18. B Careful examination of the cartoon indi- cates that Americans wanted only to honor Need Extra Help? long friendship and ties with Britain, not to Have students refer to the provide troops or arms. pages listed if they miss any of the questions.

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