Prelude to War INTRODUCTION to the AIMS TEACHING MODULE (ATM) SE C T I O N 1 Rationale

American Chronicles Series Prelude to War INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) SE C T I O N 1 Rationale ...... 4 (Blue) Organization and Management ...... 5 Features ...... 6

INTRODUCING PRELUDE TO WA R SECTION 2 Themes ...... 11 (Purple) Overview ...... 11 Objectives ...... 12

PREPARATION FOR VIEWING SE C T I O N 3 Introduction to the Program ...... 13 (Green) Introduction to Vocabulary ...... 13 Discussion Ideas ...... 13 Focus ...... 13 Jump Right In ...... 14

AFTER VIEWING THE PROGRAM SECTION 4 Suggested Activities ...... 15 (Red) Vocabulary ...... 19 Checking Comprehension ...... 20 Wartime Mapping ...... 22 Military Language ...... 23 Prelude to War Time Line ...... 24 Metaphors ...... 25 Test ...... 26

ADDITIONAL AIMS MEDIA PROGRAMS ...... 28

ADDITIONAL READING SUGGESTIONS ...... 28

ANSWER KEY ...... 29

1 © Copyright 1995 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of technology resources serving schools and libraries for nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

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AIMS TEACHING MODULE WRITTEN BY BETH WINSON

2 Congratulations!

You have chosen a learning resource that will actively motivate your students AND provide you with easily accessible and easily manageable instructional guidelines designed to make your teaching role efficient and rewarding.

The AIMS Teaching Module accompanies a program keyed to your classroom curriculum. The ATM includes instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.

This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs.

In today’s classrooms, educational pedagogy is often founded on Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The practical application of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels, from the simple to the complex: Knowledge (rote memory skills), Comprehension (the ability to relate or retell), Application (the ability to apply knowledge outside its origin), Analysis (relating and differentiating parts of a whole), Synthesis (relating parts to a whole), and Evaluation (making a judgment or formulating an opinion).

The AIMS Teaching Module is designed to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning with the students’ life experiences, realities, and expectations. AIMS’ learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today’s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities.

To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in four sections, identifiable by their color across the top of the page and at the side tab margin. You are reading SECTION 1, INTRODUCTION TO THE AIMS TEACHING MODULE (ATM).

SECTION 2, INTRODUCING THIS ATM will give you the specific information you need to integrate the program into your classroom curriculum.

SECTION 3, PREPARATION FOR VIEWING provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to using the program with your students.

SECTION 4, AFTER VIEWING THE PROGRAM provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas.

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module is designed to accompany a program written and produced by some of the world’s most credible and creative writers and producers of educational technology resources. To facilitate diversity and flexibility in your classroom, your AIMS Teaching Module features these components:

Themes

The Major Theme tells how this AIMS Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other curriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas.

Overview

The Overview provides a synopsis of content covered in the program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation.

Objectives

The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic.

SECTION 3 Discussion Ideas are designed to SECTION 4 help you assess students’ prior In preparation for using the knowledge about the topic and to After your students have interacted program, the AIMS Teaching Module give students a preview of what with the program, you may integrate offers activity and/or they will learn. Active discussion any or all of these activities with other discussion ideas that you may use stimulates interest in a subject and curriculum content areas, provide in any order or combination. can motivate even the most reluctant reinforcement, assess comprehension learner. Listening, as well as speaking, skills, or provide hands-on and Introduction To The Program is active participation. Encourage in-depth extended study of the topic. your students to participate at the Introduction to the Program is rate they feel comfortable. Model designed to enable students to recall sharing personal experiences when or relate prior knowledge about the applicable, and model listening to topic and to prepare them for what students’ ideas and opinions. they are about to learn. Focus Introduction To Vocabulary Help learners set a purpose for Introduction to Vocabulary is a using the program with Focus, review of language used in the designed to give students a focal program: words, phrases, usage. point for comprehension continuity. This vocabulary introduction is designed to ensure that all learners, Jump Right In including limited English proficiency learners, will have full understanding Jump Right In provides abbreviated of the language usage in the content instructions for quick management of the program. of the program.

© Copyright 1995 AIMS Media A Multimedia Group SUGGESTED Critical Thinking In The Newsroom ACTIVITIES Critical Thinking activities are Each AIMS Teaching Module contains The Suggested Activities offer ideas designed to stimulate learners’ own a newsroom activity designed to help for activities you can direct in the opinions and ideas. These activities students make the relationship between classroom or have your students require students to use the thinking what they learn in the classroom and complete independently, in pairs, or process to discern fact from opinion, how it applies in their world. The in small work groups after they have consider their own problems and purpose of In The Newsroom is to used the program. To accommodate formulate possible solutions, draw actively involve each class member in your range of classroom needs, the conclusions, discuss cause and effect, a whole learning experience. Each activities are organized into skills or combine what they already know student will have an opportunity to categories. Their labels will tell you with what they have learned to perform all of the tasks involved in how to identify each activity and help make inferences. production: writing, researching, you correlate it into your classroom producing, directing, and interviewing curriculum. To help you schedule Cultural Diversity as they create their own classroom your classroom lesson time, the news program. AIMS hourglass gives you an estimate Each AIMS Teaching Module has an of the time each activity should activity called Cultural Awareness, Extended Activities require. Some of the activities fall Cultural Diversity, or Cultural into these categories: Exchange that encourages students These activities provide opportunities to share their backgrounds, cultures, for students to work separately or Meeting Individual heritage, or knowledge of other together to conduct further research, Needs countries, customs, and language. explore answers to their own questions, or apply what they These activities are designed to aid Hands On have learned to other media or in classroom continuity. Reluctant content areas. learners and learners acquiring These are experimental or tactile English will benefit from these activities activities that relate directly to the Link to the World geared to enhance comprehension material taught in the program.Your of language in order to fully grasp students will have opportunities to These activities offer ideas for content meaning. make discoveries and formulate ideas connecting learners’ classroom on their own, based on what they activities to their community and Curriculum Connections learn in this unit. the rest of the world.

Many of the suggested activities are Writing Culminating Activity intended to integrate the content of the ATM program into other content Every AIMS Teaching Module will To wrap up the unit, AIMS Teaching areas of the classroom curriculum. contain an activity designed for Modules offer suggestions for ways These cross-connections turn the students to use the writing process to reinforce what students have classroom teaching experience into to express their ideas about what they learned and how they can use their a whole learning experience. have learned. The writing activity may new knowledge to enhance their also help them to make the connection world view. between what they are learning in this unit and how it applies to other content areas.

© Copyright 1995 AIMS Media A Multimedia Group VOCABULARY CONSUMABLE TEST ACTIVITIES Every ATM contains an activity that The AIMS Teaching Module Test reinforces the meaning and usage of The AIMS Teaching Module provides permits you to assess students’ the vocabulary words introduced in a selection of consumable activities, understanding of what they have the program content. Students will designed to specifically reinforce the learned. The test is formatted in either read or find the definition of content of this learning unit. Whenever one of several standard test formats each vocabulary word, then use the applicable, they are arranged in to give your students a range of word in a written sentence. order from low to high difficulty level, experiences in test-taking techniques. to allow a seamless facilitation of the Be sure to read, or remind students CHECKING learning process. You may choose to to read, the directions carefully COMPREHENSION have students take these activities and to read each answer choice home or to work on them in the before making a selection. Use the Checking Comprehension is designed classroom independently, in pairs Answer Key to check their answers. to help you evaluate how well your or in small groups. students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students’ needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by interacting with the program a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test.

After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs.

ADDITIONAL READING SUGGESTIONS

AIMS offers a carefully researched list of other resources that you and your students may find rewarding.

ANSWER KEY

Reproduces tests and work pages with answers marked.

© Copyright 1995 AIMS Media A Multimedia Group American Chronicles Series THEMES Prelude to War The ten titles in the American Chronicles series address many major Seeds of Discord (1933-1936) The Turning Point (1941-1944) themes in the Social Sciences Hitler and Mussolini plan to conquer the MacArthur leads the U.S. war effort curriculum, including Presidential world. American workers form labor against Japan as Hitler declares war Politics; International Foreign Policy; unions. Gandhi leads India in its on America. Japan takes the Capitalism, Communism, and struggle for self-rule; Batista seizes Philippines, and the first Allied assault Dictatorships; World War II Battles and power in Cuba; Mao Tse-Tung’s on Nazi-held Europe is disastrous. Boundaries; The Korean Conflict; The communists throw China into civil war; Hitler’s great losses on the Russian Cold War; and World Leaders. Minor Japan invades Manchuria; and King front mark a turning point. Eisenhower themes include Geography; Women In Alexander of Yugoslavia is assassinated. leads the Allies to victory over History; Minority Contributions to In the U.S., the Great Depression lifts as German troops. U.S. forces prepare American Life; History of Warfare and the manufacturing of arms increases. for air attacks on Germany. Patton Weaponry; The Arab-Israeli Conflict; takes Sicily. Italy surrenders and turns Nationalism and Communism in China; Prelude to War (1935-1939) against Hitler. America turns the war and American Recreation and Leisure. Britain’s King Edward abdicates in the Pacific in its favor by defeating to marry American divorcee and Japan at Midway. OVERVIEWS commoner Wallis Simpson. Focusing on entertainment, End of the Ordeal (1943-1945) Below is an overview of the ten Americans are thrilled by The Normandy invasion is successful. segments in the American Chronicles DiMaggio, rodeo, and racing. When France is liberated, General Series. This segment, Prelude to Hitler rallies the German youth, de Gaulle becomes head of the War, is in boldface type. imprisons Jews, forms an Axis government. At the Yalta Conference, alliance with Italy, and retakes FDR, Churchill, and Stalin divide the Between The Wars (1918-1939) the Rhineland. Civil war tears spoils of war. President Roosevelt dies The years following World War I Spain apart. Japan conquers in office; Germany finally surrenders are an era of wild abandon in one-third of China. Russia signs on May 7, 1945; Hitler commits America. Daredevil barnstormers a peace pact with Hitler. suicide. The war leaves Europe devas- catch the public eye; automobiles roll America begins construction of tated. Japan launches kamikaze off assembly lines; the flights of Amelia war materials. attacks to beat America in the Pacific. Earhart gain national attention. But dis- President Truman approves dropping aster dampens the high spirits. Floods The Darkest Hour (1939-1941) atomic bombs on Hiroshima and and dust storms leave millions destitute; Hitler invades Poland and marches on Nagasaki. Japan surrenders on the Hindenburg tragically and mysteri- Norway, Belgium, and Holland; and September 2, 1945. ously explodes into flames; and the with Mussolini, moves into France. As Depression sweeps America. FDR, per- France and Britain declare war on Out of the Ashes (1945-1949) haps the nation’s most popular presi- Germany, Britain withstands enormous At the end of the most destructive war dent, leads the country back onto its punishment. FDR pledges to keep in history, the trials at Nuremberg and feet. America out of war, even though the first the military tribunal in Tokyo condemn peacetime conscription drafts one million “war criminals” to death. The U.N. is young men. Japan, now allied with Nazi established in 1946 to maintain Germany, attacks Pearl Harbor. lasting world peace. Relieved, Americans throw themselves into sports and recreation at war’s end.

© Copyright 1995 AIMS Media A Multimedia Group American Chronicles Series: Prelude to War The Cold War begins as the Soviets In 1953, the Korean War ends, split- An American spy plane is shot down walk out of the U.N. in disagreement, ting up Korea. Elizabeth is crowned over the U.S.S.R. John Kennedy is and build defenses along their borders. queen of England. Edmund Hillary and elected President in 1960. The U.S. airlifts supplies to West Berlin Tenzing Norkay climb Mount Everest. over the Soviet blockade. The FBI Stalin dies, leaving Khrushchev to devel- OBJECTIVES searches out Americans who may be op his “Good-guy diplomacy.” In the Communists. In 1949, Mao Tse-Tung arms race between U.S. and Russia, the To examine Hitler’s plan for establishes Communism on mainland U.S. unveils the Nike surface-to-air mis- domination as he put it into China. sile. France withdraws troops from motion. Vietnam; Castro challenges Batista in Policing the Peace (1948-1951) Cuba; U.S.-backed dictator Juan Peron To depict the effects of the fear Israel is proclaimed a state and conflict is ousted from Argentina; Red China Hitler wrought on the people and with Arab nations ensues. Egypt takes islands belonging to Taiwan. nations of Europe. seizes the Suez Canal; Israel invades Anti-U.S. sentiment grows in South the Sinai Peninsula. Gandhi is America. To describe the series of events assassinated; India wins its that led up to the start of World independence. Ethiopia inspires other The Fragile Balance (1955-1961) War II. African nations to demand Major nuclear powers meet in Geneva independence. Communist North for the first summit conference. To show the interrelationships Korean troops cross into South Korea. Disarmament is proposed but no between world leaders as tensions A U.N. peacekeeping force is sent in. agreement is reached. The arms race heightened prior to World War II. Red China then gives military aid to between the U.S. and the Soviet Union North Korea. heats up. The U.S. tests the effects of To portray America’s attempt to radiation on troops and equipment by stay out of the impending war. The Age of Anxiety (1952-1958) exploding hundreds of bombs. The Eisenhower is elected the first competition between the U.S. and the Republican president in twenty years. Soviet Union moves into space.

NOTES:

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AIMS Media Editorial Department 9710 DeSoto Avenue 12 Chatsworth, California 91311-4409

© Copyright 1995 AIMS Media A Multimedia Group American Chronicles Series: Prelude to War INTRODUCTION TO DISCUSSION IDEAS FOCUS PROGRAM Explain to students that during the Tell students to think about different Lead a class discussion about how period between the World Wars, ways countries express their nationalism World War I was resolved. Ask students European countries were divided, or patriotism as they watch Prelude to to describe some of the agreements renamed, and/or given to new rulers, War. made in the Versailles Treaty in 1919, without the consent of the people who focusing in particular on the formation lived in or ruled the countries. Have the of the League of Nations and on the class discuss why this was possible. Ask limitations placed on Germany’s students if they think this kind of political colonies and its armed forces. Remind changes can happen today, and if they students that Germany was not involved think so, ask for examples. Elicit from in negotiating the Treaty — students the factors that make certain representatives from France, Great countries more or less powerful than Britain, Italy, and the United States drew other countries. up the conditions of Germany’s surrender and reparations. Ask students Ask students to discuss why the United how this fact influenced Germany’s States did not want to join the League of leadership and how it changed the Nations, and why during the period world’s view of Germany. directly after World War I, America hesitated to engage in any conflicts abroad. What was happening in the INTRODUCTION TO United States at that time? What would VOCABULARY America have to gain or lose by getting involved? To prepare students for viewing Prelude to War, present the words listed below for review. Have students volunteer to provide the definitions, or to work in pairs or small groups to find their meanings and report them to the class: dictatorship, fascist, monarch, democracies, socialist.

HOW TO USE THE PRELUDE TO WAR AIMS TEACHING MODULE

Preparation Viewing PRELUDE TO WAR After Using PRELUDE TO WAR

Read PRELUDE TO WAR Themes, Make sure the viewing or work Select Suggested Activities that Overview, and Objectives to station environment meets integrate into your classroom become familiar with program individual or group learners’ curriculum. If applicable, gather content and expectations. needs. materials or resources.

Use Preparation for Viewing Provide various opportunities for Choose the best way for students suggestions to introduce the topic students to view the program. to work on each activity. Some to the students. activities work best for the whole group. Other activities are Assemble materials for students to designed for students to work take notes or write in journals. Using Other Technology Tools independently, or in pairs or small groups. Whenever possible, If you have an AIMS Multimedia encourage cooperative discovery title on laser disc, CD-ROM or and learning. CD-i, make sure user is familiar with related hardware operating Duplicate the number of instructions. Vocabulary, Checking Comprehension, and consum- Provide students various able activity pages you will need. opportunities for interaction, depending on their individual You may choose to have students needs, using the linear presentation take consumable activities home, or other program navigational or to complete them in the pathways. classroom, either independently or in small groups or pairs.

Administer the Test to assess students’ comprehension of what they have learned, and to provide them with practice in test-taking procedures.

Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization.

Meeting Individual Needs

To help students understand which countries fought in World War II, have them name the alliances that fought in World War I. Have volunteers make a chalkboard list or 20 Minutes classroom chart, leaving room to list the countries that fought in W.W.II.

Critical Thinking

Ask students to offer their opinion about this question: Why are World War I and World War II known as “World” wars? 15 Minutes

Meeting Individual Needs

Students have learned that Germany was not satisifed with the terms of the Treaty of Versailles, the agreement that culminated World War I. Have students research the Treaty of Versailles, or use the points listed below, to discuss WHY Germany was indignant. The terms of the agreement were: 1. Alsace Lorraine was returned to France. 2. West Prussia was given to Poland. 3. Rhineland occupied by Allies. 30 Minutes 4. German army cannot exceed 100,000 men. 5. Germany can have no submarines or military aicraft. 6. Germans must pay the losing nations for expenses of the war.

Connection to Language Arts

In Prelude to War, students learned that Americans became fond of “spectator” sports.” Ask students to tell what the phrase “spectator sports” means. Then have them work cooperatively in small groups to compile a list of spectator sports that are popular in the United States today. Then ask: Which sports that you enjoy watching (or playing) 10 Minutes today were popular in the 1930s, and which do you think are relatively new to the United States?

Have students write an essay about why they think Americans enjoyed the kinds of entertainment and pastimes featured in Prelude to War. Encourage students to address how the pastimes compared to the looming threat of war in Europe. Students should 40 Minutes begin the writing process by making an idea map or outline, then write a rough draft of their essay.

Cultural Awareness

In 1936, Great Britain’s King Edward VIII was forced to abdicate the throne because he wanted to marry a commoner, a divorced American woman named Wallis Simpson. Have students make comparisons about England’s royal family today: How is it the same? How is it different? 15 Minutes

Cultural Exchange

If you or any of your students are from Great Britain or have any relatives from Great Britain, or have visited there, encourage them to talk about British royalty, and how members of the royal family are regarded by the people of the nation.

Interested students might enjoy making a British “family tree,” to show the hierarchy over a specified period of time. 30 Minutes

Extended Activity

Interested students may want to find out more about Edward VIII, and what happened to him after his self-imposed exile from England. Have the students or student groups make an informal oral report to the rest of the class.

25 Minutes

During this era, when entertainment became a popular public diversion, Howard Hughes entered the limelight as a film producer and airplane designer. Known as one of the world’s richest men, he became a mysterious recluse. Have news reporters prepare a story that tells about Howard Hughes and one of his accomplishments. 25 Minutes Encourage them to embellish their story with features such as “eyewitness” interviews, or even to have a volunteer pretend to be Hughes himself. If possible, let students record their story for later review.

Critical Thinking

Remind students that, as they learned in Prelude to War, the Allied powers did two things that gave the Axis powers strength by threats of force alone. The Allies allowed Germany to reclaim the Rhineland, and they bargained away Czechoslovakia for Hitler’s promise that he wanted no more land. Have pairs or groups of students use reference materials to determine why the Allies chose to act as they did. Then have students make a presentation in which they either advocate or criticize the Allies’ 25 Minutes response in reaction to Hitler’s claiming of the Rhineland and Czechoslovakia.

Extended Activity

Eleanor Roosevelt fought hard for equal rights for all: women, minorities and the underprivileged. Encourage interested students to find out more about this great lady, and how she served her country, both as a first lady and as a distinguished 20 Minutes humanitarian.

Writing

If students have not already done so, have them review their essays. Tell them they may make any changes before they write their final draft. Then have them write and proofread their final draft for grammar, spelling and punctuation. For reflection, ask them to discuss the use of entertainment as a means to escape, or ignore, the real day- to-day-events of the world. 20 Minutes

Both American President Franklin Delano Roosevelt and British Prime Minister Winston Churchill were eloquent men and great speechmakers. Have students culminate this unit in history with a quote from one of these two statesmen. Tell them to research to find a quote (or you may assign one suggested below), and to present the quote to the class, along with an interpretation of its meaning, told in their own words. They may 45 Minutes want to make a visual presentation, by writing their quotes on paper or poster board, and displaying them for the class to see. For discussion, ask students to talk about each leader’s personality. Ask: If you could meet FDR or Sir Winston Churchill, what would you say to him?

Some suggested quotes: “Politics are almost as exciting as war, and quite as dangerous. In war you can only be killed once, but in politics many times.” (Sir Winston Churchill)

“I cannot forecast to you the action of Russia. It is a riddle wrapped in a mystery inside an enigma.” (Churchill)

“I have nothing to offer but blood, toil, tears and sweat.” (Churchill)

“I have seen war....I hate war.” (Franklin Delano Roosevelt)

“This generation of Americans has a rendezvous with destiny.” (FDR)

“I pledge you, I pledge myself, to a new deal for the American people.” (FDR)

VOCABULARY

Beside each word, write the letter of its definition.

1. pacifist 2. monarch 3. neutral

4. propaganda 5. ostracized 6. fascist

7. dictatorship 8. isolationist 9. abdicate

10. coronation 11. premiered 12. democracies

13. rearm 14. bargained 15. indifferent

16. paramount 17. polarizing 18. predestined

Definitions

A. ideas spread to further one cause or harm another cause B. a king or queen C. the crowning of a king or queen D. to build a military force again E. one who is strongly opposed to war F. superior to all others G. meant by nature or fate to happen H. breaking up into opposite sides I. appeared in public for the first time J. countries in which rulers are elected by the citizens and laws are made by popular vote K. a nation that does not form economic or political relationships with other countries L. to give up the throne or another high position of power M. a government by one person with absolute and complete power N. without an opinion; neither liking nor disliking O. a kind of dictatorship that puts nation and race above the individual P. made an agreement by both giving something and receiving something Q. excluded from a group R. not taking sides with the practices or beliefs of one nation over another

CHECKING COMPREHENSION

In 1939, U.S. President Franklin Roosevelt 1. A. peace B. war C. democracy D. Spain held a series of meetings to discuss the threat of 2. A. Germany, Russia, and Great Britain 1. and whether the U.S. B. France, Great Britain, and Italy C. Great Britain, Russia, and France would fight. At the meetings were representatives D. Great Britain, France, and Japan from 2. , along with other 3. A. Germany and Japan B. Russia and Japan foreign leaders. C. Germany and Italy The 1939 meetings occurred because D. Italy and the Soviet Union

3. were gaining strength and 4. A. Benito Mussolini B. Adolph Hitler power. The German dictator, 4. , C. Charles de Gaulle D. Franklin Roosevelt planned to force all of Europe to be under 5. A. Democratic B. English 5. rule. Emperor 6. C. Separatist D. Fascist had led Japan to invade China. And worse, 6. A. Chiang Kai-shek Japan supported the Nazis. B. Hirohito C. Mussolini D. Mao Tse-Tung

Test, page 2

Germany was the biggest threat to 7. A. Netherlands B. Master Race C. Rhineland D. Atlantic peace. Hitler easily reclaimed the 7. 8. A. Czechoslovakia in 1936, and by threatening to go to war, took B. Russia C. Spain 8. in 1938. Inside Germany, D. France Hitler sent away or killed Jews, Gypsies, and 9. A. Master Race B. Nazi Youth others as he tried to create a 9. C. Work Camp D. Ghetto of “pure” Germans. 10.A. bill of sale B. peace pact Other countries grew afraid of German C. declaration of war D. constitution invasion. The Soviet Union signed a

10. with Hitler.

WARTIME MAPPING

Look at this map of Europe and the Middle East after World War I. Make up a color or pattern key of your own for each item listed below.

Great Britain Germany Spain Italy Russia Poland Yugoslavia France Mediterranean Sea Black Sea

MILITARY LANGUAGE

Each word below is used in American Chronicles to describe or to talk about the events of World War II. The words also have another meaning or meanings that do not relate to war or the military. Use the words in two sentences that demonstrate the military and non-military meanings. Use a dictionary, encyclopedia, or another resource if you need help defining the words.

assault a.

b. fortified a.

b. pincer a.

b. battering a.

b. leveled a.

b. mobilize a.

b. occupation a.

b. liberation a.

PRELUDE TO WAR TIME LINE

Read the list of events that led to World War II. Write the event in the box for the year it occurred.

1935

1936

1937

1938

1939

• Japan attacks central coast of China. • King Edward VIII abdicates British throne to marry Wallis Simpson. • Hitler announces he will rearm German army. • Britain and France sign away Czechoslovakia without their consent. • Mussolini and Hitler form Axis Agreement. • New York World’s Fair opens. • Howard Hughes sets record for across-the-world flight. • First reigning British monarch visits U.S. • Hitler reoccupies the Rhine. • Russia signs peace pact with Germany.

METAPHORS

Read this excerpt from Prelude to War:

By the mid 1930s, dark clouds had begun to mass on both the Atlantic and the Pacific horizons, as Hitler’s Germany flexed its muscles, and Japan laid plans for a New Asia, under its iron clad rule. In America, in England, and in France, the saber-rattling abroad aroused anxiety. But problems at home were far and away the first concern.

Two years had passed since Adolf Hitler seized the reins of power in Germany, and now, emboldened by success, he announced to a startled world that Germany would no longer be bound by the Treaty of Versailles. Germany would rearm.

By harnessing the energy of youth and committing the forces of industry to rebuilding the military, Hitler had pulled Germany from the jaws of the Great Depression— achieving the ideal of full employment—for those of the “chosen” race.

When writers use words that have one thing stand for another thing, those words are called metaphors.

Use your own words to tell the meaning of these metaphor phrases from Prelude to War:

1. dark clouds had begun to mass

2. flexed its muscles

3. saber-rattling

4. reins of power

5. jaws of Great Depression

TEST

Circle the letter of the BEST answer.

1. Who signed the Axis agreement?

A. France, Great Britain, and the United States B. France, Great Britain, and Spain C. Germany, Italy and Spain D. Germany and Italy

2. How did Hitler break the agreements made in the Treaty of Versailles?

A. He rearmed the nation. B. He created the Nazi program. C. He made the Hitler Youth. D. He sent Jews to work camps.

3. What is one way that Hitler DID NOT build enthusiasm for his Nazi program?

A. Creating the Hitler Youth B. Signing the Versailles Treaty C. Having huge displays of physical fitness D. Keeping only “pure” Germans in the public eye

4. Which event DID NOT happen in 1936?

A. The Spanish Civil war between the Loyalists and the Fascists B. Mussolini and Hitler united Italy and Germany C. Germany reclaimed the Rhineland D. Japan attacked the coast of China

5. Who assisted the Spanish Fascists and Francisco Franco in defeating the Loyalists?

A. U.S. volunteers and others B. Germany alone C. France and Great Britain D. Germany and Italy

Test, page 2

6. What was the order of English kings between 1936 and 1938?

A. George VI, Edward, George V B. Edward, George V, George VI C. Edward, George VI, George V D. George V, Edward, George VI

7. What did Japan most have to gain from conquering China?

A. a larger army B. more land and raw materials C. a longer coastline D. a new language

8. Which statement is TRUE?

A. DiMaggio was an aide to the Italian Fascist, Mussolini. B. Chiang Kai-shek was the Emperor of Japan. C. Howard Hughes flew his plane over the 1939 World’s Fair. D. Neville Chamberlain was the Prime Minister of Great Britain.

9. Which act suggested to the Allies that the Axis powers could conquer Europe by threats of war alone?

A. The defeat of the Spanish Loyalists by Franco’s Fascists B. The taking of Czechoslovakia by Germany C. The killing of millions of Jews, Gypsies, and other by the Germans D. King Leopold’s negotiating with Nazis for Belgium to be neutral

10.What happened in 1939 to make America, Great Britain, and Germany feel an increased threat of war?

A. Germany signed a peace treaty with the Soviet Union. B. Germany began to rearm. C. Germany reclaimed the Rhineland. D. Germany and Japan became Allies.

ADDITIONAL AIMS MEDIA PROGRAMS

If you and your students enjoyed Prelude to War, you will appreciate the others in the ten-volume American Chronicles Series. You may also enjoy:

The American Diary Series 9751-9762AT The American Revolution: Rebellion and Preparing to Fight 8628AT The American Revolution: Declaration of Independence and the War 8641AT The Civil War: The South Secedes and War Begins 8629AT The Civil War: Four Years of War and Its Aftermath 8642AT

ADDITIONAL READING SUGGESTIONS

Your students may enjoy reading these books:

Katz, William Loren and Marc Crawford. The Lincoln Brigade: A Picture History. Athenium, 1989 Marrin, Albert. Hitler. Viking, 1987 Hartenian, Larry. Benito Mussolini. Chelsea House, 1988 Banyard, Peter. The Rise of The Dictators. F.Watts, 1986

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VOCABULARY

Beside each word, write the letter of its definition.

1. pacifist E 2. monarch B 3. neutral N

4. propaganda A 5. ostracized Q 6. fascist O

7. dictatorship M 8. isolationist K 9. abdicate L

10. coronation C 11. premiered I 12. democracies J

13. rearm D 14. bargained P 15. indifferent R

16. paramount F 17. polarizing H 18. predestined G

Definitions

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CHECKING COMPREHENSION

In 1939, U.S. President Franklin 1. A. peace B. war C. democracy D. Spain Roosevelt held a series of meetings to discuss the 2. A. Germany, Russia, and Great Britain threat of 1. B and whether the U.S. B. France, Great Britain, and Italy C. Great Britain, Russia, and France would fight. At the meetings were representatives D. Great Britain, France, and Japan

from 2. D , along with other foreign leaders. 3. A. Germany and Japan B. Russia and Japan The 1939 meetings occurred because C. Germany and Italy 3. C were gaining strength and power. D. Italy and the Soviet Union

The German dictator, 4. B , planned to 4. A. Benito Mussolini B. Adolph Hitler force all of Europe to be under 5. D rule. C. Charles de Gaulle D. Franklin Roosevelt Emperor 6. B had led Japan to invade China. 5. A. Democratic B. English And worse, Japan supported the Nazis. C. Separatist D. Fascist

6. A. Chiang Kai-shek B. Hirohito C. Mussolini D. Mao Tse-Tung

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Test, page 2

Germany was the biggest threat to 7. A. Netherlands B. Master Race C. Rhineland D. Atlantic peace. Hitler easily reclaimed the 7. C in 8. A. Czechoslovakia 1936, and by threatening to go to war, took B. Russia C. Spain 8. A in 1938. Inside Germany, Hitler sent D. France away or killed Jews, Gypsies, and others as he 9. A. Master Race B. Nazi Youth tried to create a 9. A of “pure” Germans. C. Work Camp D. Ghetto

Other countries grew afraid of 10. A. bill of sale B. peace pact German invasion. The Soviet Union signed a C. declaration of war D. constitution 10. B with Hitler.

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WARTIME MAPPING

Look at this map of Europe and the Middle East after World War I. Make up a color or pattern key of your own for each item listed below. ANSWERS WILL VARY.

Great Britain Germany Spain Italy Russia Poland Yugoslavia France Mediterranean Sea Black Sea

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MILITARY LANGUAGE

assault a. Sentences will vary, but should demonstrate

b. ability to use a word two different ways

fortified a.

pincer a.

battering a.

leveled a.

mobilize a.

occupation a.

liberation a.

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PRELUDE TO WAR TIME LINE

Read the list of events that led to World War II. Write the event in the box for the year it occurred.

1935 Hitler announces he will rearm Germany.

King Edward VIII abdicates British throne to marry Wallis Simpson. 1936 Hitler reoccupies the Rhine. Mussolini and Hitler form the Axis movement.

Japan attacks the central coast of China 1937

Britain and France sign away Czechoslovakia without consent. 1938 H o w a r d Hughes sets re c o r d for across-the-world flight.

New York Wo r l d ’s Fair opens First reigning monarch visits U.S. 1939 Russia signs peace pact with Germ a n y.

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METAPHORS

Read this excerpt from Prelude to War:

When writers use words that have one thing stand for another thing, those words are called metaphors.

Use your own words to tell the meaning of these metaphor phrases from Prelude to War:

Student interpretations will vary. 1. dark clouds had begun to mass

2. flexed its muscles

3. saber-rattling

4. reins of power

5. jaws of Great Depression

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TEST

Circle the letter of the BEST answer.

1. Who signed the Axis agreement?

A. France, Great Britain, and the United States B. France, Great Britain, and Spain C. Germany, Italy and Spain D. Germany and Italy

2. How did Hitler break the agreements made in the Treaty of Versailles?

A. He rearmed the nation B. He created the Nazi program C. He made the Hitler Youth D. He sent Jews to work camps

3. What is one way that Hitler DID NOT build enthusiasm for his Nazi program?

A. Creating the Hitler Youth B. Signing the Versailles Treaty C. Having huge displays of physical fitness D. Keeping only “pure” Germans in the public eye

4. Which event DID NOT happen in 1936?

A. the Spanish Civil war between the Loyalists and the Fascists B. Mussolini and Hitler united Italy and Germany C. Germany reclaimed the Rhineland D. Japan attacked the coast of China

5. Who assisted the Spanish Fascists and Francisco Franco in defeating the Loyalists?

A. U.S. volunteers and others B. Germany alone C. France and Great Britain D. Germany and Italy

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Test, page 2

6. What was the order of English kings between 1936 and 1938?

A. George VI, Edward, George V B. Edward, George V, George VI C. Edward, George VI, George V D. George V, Edward, George VI

7. What did Japan most have to gain from conquering China?

A. a larger army B. more land and raw materials C. a longer coastline D. a new language

8. Which statement is TRUE?

A. DiMaggio was an aide to the Italian Fascist, Mussolini. B. Chiang Kai-Shek was the Emperor of Japan. C. Howard Hughes flew his plane over the 1939 World’s Fair. D. Neville Chamberlain was the Prime Minister of Great Britain.

9. Which act suggested to the Allies that the Axis powers could conquer Europe by threats of war alone?

A. the defeat of the Spanish Loyalists by Franco’s Fascists B. the taking of Czechoslovakia by Germany C. the killing of millions of Jews, Gypsies, and other by the Germans D. King Leopold’s negotiating with Nazis for Belgium to be neutral

10. What happened in 1939 to make America, Great Britain, and Germany feel an increased threat of war?

A. Germany signed a peace treaty with the Soviet Union B. Germany began to rearm C. Germany reclaimed the Rhineland D. Germany and Japan became Allies