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Quick Study Guide

CHAPTER Progress Monitoring Online 17 17 For: Self-test with vocabulary practice Quick Study Guide Web Code: nba-2961

I Have students use the Quick Study I Key Causes of World War II I Key Political Leaders Guide to prepare for this chapter’s tests. • Failure of peace settlement, Treaty of Students may wish to refer to the fol- Allies Versailles Franklin Delano Roosevelt, U.S. president lowing pages as they review: • Global economic depression Harry S Truman, U.S. president • Fascism, , and imperialism in , Italy, , British prime minister Key Causes of World War II and Japan , British prime minister • Weakness of the Section 1, pp. 562–567 , Soviet dictator • British and French , leader of Free French Key Political Leaders Section 1, pp. 562–567; Section 2, I The Allies vs. the Axis , German dictator As the map below shows, most of the world was divided pp. 569–572, 575–576; Section 3, , Italian dictator into areas controlled by the Allies or the Axis powers dur- pp. 578–580, 582–583; Section 4, Hirohito, Japanese emperor ing the war. pp. 588–589; Section 5, pp. 592–594 Tojo Hideki, Japanese prime minister

The Allies vs. the Axis Allies or under Allied control, July 1943 Axis or under Axis control, July 1943 Section 3, pp. 577–583 Neutral, July 1943 I Reasons for Allied Victory

Reasons for Allied Victory Location of Germany—surrounded by enemies Section 4, pp. 586–589 Location of Japan—dependent on imported goods Poor decisions by Axis leaders Key Events of World War II Huge productive capability of the United States Better technology developed and used by Allies Section 1, pp. 564–567; Section 2, pp. 569–574, 575–576; Section 3, pp. 578–585; Section 4, pp. 587–589

I For additional review, remind L3 students to refer to the

Reading and Note Taking Study Guide Note Taking Study Guide, pp. 179, 181, 183, 185, 187–188 I Key Events of World War II Section Summaries, pp. 180, 182, 184, Sept. 1939 June–July 1940 June 1941 Germany invades falls to Germany 186, 189 . France and Germany. invades the Britain declare war Germany begins . I Have students access Web Code nbp- on Germany. . 2962 for this chapter’s Europe and Africa timeline, which includes expanded The Pacific 1939 1940 1941 entries and additional events. Sept. 1940 Dec. 1941 Japan signs Japan I If students need more instruction on attacks analyzing timelines, have them read with Germany Pearl the Skills Handbook, p. SH32. and Italy. Harbor.

I When students have completed their study of the chapter, distribute Chapter Tests A and B. Solutions for All Learners Teaching Resources, Unit 4,

pp. 80–85 L1 Special Needs L2 Less Proficient Readers L2 English Language Learners

Use the following study guide resources to help Use the following study guide resources to help students acquiring basic skills: Spanish-speaking students: Adapted Reading and Note Taking Spanish Reading and Note Taking For Progress Monitoring Online, Study Guide Study Guide refer students to the Self-test with Adapted Note Taking Study Guide, pp. 179, 181, Spanish Note Taking Study Guide, pp. 179, 181, vocabulary practice at Web Code 183, 185, 187–188 183, 185, 187–188 nba-2961. Adapted Summaries, pp. 180, 182, 184, 186, 189 Spanish Summaries, pp. 180, 182, 184, 186, 189

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Tell students that the main concepts for I Cumulative Review I Connections to Today this chapter are Cooperation, Conflict, Democracy, Genocide, Science, and Tech- Record the answers to the questions below on your Con- 1. Conflict: The Arab-Israeli Conflict Partly in response to cept Connector worksheets. In addition, record information the horrors of , the created a plan nology and then ask them to answer the from this chapter about the following concepts: to divide Palestine into two states—one Arab and one Jewish. Cumulative Review questions on this • Cooperation: United Nations accepted the plan, but Arabs rejected it. When the Jewish page. Discuss the Connections to Today • Conflict: World War II state of Israel was born in 1948, the surrounding Arab coun- topics and ask students to answer the • Technology: Nuclear Power tries invaded Israel. Between 1956 and 1973, three more wars questions that follow. erupted between Israel and Arab states. Conflict between 1. Democracy During World War II, the United States govern- Arabs and Israelis continued into the early 2000s despite many ment interned Japanese Americans in camps, citing security attempts at peace. What historical reasons did the United concerns. This was a curtailment of American citizens’ indi- Nations have for creating a Jewish state in Palestine? vidual rights. Do you think such actions are ever justified by a democratic government? Why or why not? Cumulative Review Jewish Migration to Israel 1. Students should give reasons for their 2. Genocide What was the Holocaust? Compare the Holo- position on the question of whether caust to the Armenian genocide carried out by the Ottoman 250,000 240,000 Turks. How were they similar and different? Consider: democratic governments are justified in 200,000 curtailing the rights of citizens. For • nation-building and nationalism 170,000 • murder of minority leaders example, they might argue that the

ants 150,000 • large-scale deportations 120,000 curtailment of certain rights is a way to • systematic torture and murder 100,000 better protect the majority of citizens. • use of concentration camps Immigr 50,000 2. Students should describe the Holocaust 3. Science Several advances in science improved the survival 0 and compare it to the Armenian geno- rates of injured soldiers during World War II. Do research to 1948 1949 1950 cide in light of the factors highlighted learn more about one of the following medical advances dur- Year in the question. ing World War II and then compare it to Louis Pasteur’s SOURCE: United States Holocaust Memorial advances. Which do you think was more significant? Museum Online 3. Students should carry out research and • blood plasma 2. Cooperation: The United Nations Is Established reach conclusions comparing medical • sulfanilamide or sulfa powder Fifty nations met in April 1945 to draft a charter for the advances in the treatment of wounded • widespread use of penicillin United Nations. Today, the UN’s work goes far beyond peace- men during WWII to the discoveries of keeping to include economic development, disease preven- Louis Pasteur. tion, and refugee protection. Conduct research and write two paragraphs about a program sponsored by the UN in the last five years. Connections to Today 1. Responses should recognize the desire For: Interactive timeline Web Code: nbp-2962 of the world community to provide a homeland for Jews after the horrors of Nov. 1942 Jan. 1943 June 1944 May 1945 the Holocaust. The Allies push D-Day invasion Germany 2. Paragraphs should summarize the Rommel back in surrender of Normandy surrenders. activities of one of the UN’s programs North Africa. at Stalingrad. in the last five years. Some examples might include UN involvement in Bos- 1942 1943 1944 1945 nia or Rwanda.

June 1942 Feb. 1943 Oct. 1944 Aug–Sept. 1945 Japan defeated Japan defeated Japan defeated at U.S. drops atomic For additional review of this L3 at Battle of at Guadalcanal. . bombs on Hiroshima chapter’s core concepts, remind Midway. and Nagasaki, Japan. Japan surrenders. students to refer to the Reading and Note Taking Study Guide Concept Connector, pp. 237, 241, 250, 267, 290, 293 Solutions for All Learners

L1 Special Needs L2 Less Proficient Readers L2 English Language Learners

Use the following study guide resources to help Use the following study guide resources to help students acquiring basic skills: Spanish-speaking students: Adapted Reading and Note Taking Spanish Reading and Note Taking Study Guide Study Guide Adapted Concept Connector, pp. 238, 244, 255, Spanish Concept Connector, pp. 238, 244, 255, 279, 309, 313 279, 309, 313

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Chapter Assessment Chapter Assessment Terms, People, and Places Chapter Focus Question 14. How did aggressive world powers emerge, and what did it Terms, People, and Places 1. Define appeasement and . How was Hitler’s take to defeat them during World War II? 1. Anschluss—the union of Germany and Anschluss an example of British and French appeasement? ; appeasement—giving in to 2. Define . What were the advantages of this war Critical Thinking the demands of an aggressor to keep tactic? 3. Where did the D-Day invasion take place? What was its 15. Recognize Cause and Effect How did the World War I the peace; The British and French did significance? peace settlement help cause World War II? nothing when Hitler took Austria. 4. What happened at the ? How did it fore- 16. Analyze Information What lessons does the Holocaust 2. “lightning war”; Speed and firepower shadow later events? have for people today? allow the attacker to overrun defenders. 5. What technological advantage did the give the Allies? How was it used? 3. Normandy, in northern France; D-Day 6. Describe how the was part of the Truman signaled the beginning of the libera- Doctrine. tion of France. Main Ideas 4. Leaders agreed that the Soviet Union would join the war against Japan Section 1 (pp. 562–567) within three months of Germany’s 7. Summarize the steps that Axis powers took to achieve world surrender and that Germany would be power prior to World War II. temporarily divided. It signaled trou- Section 2 (pp. 568–576) ble to come because the three leaders 8. How did the people of Britain fend off a German invasion? 9. How did Germany and Japan rule the people they con- did not trust each other. quered? How did this contribute to their hold on power? 5. the world’s first atomic bombs; They Section 3 (pp. 577–583) dropped two on Japanese cities, which 10. How did government control of economic production help 17. Analyzing Cartoons How does this cartoon reflect the led the Japanese to surrender. defeat Germany and Japan? cause of Hitler’s defeat? 11. Summarize how the Allies defeated Germany. 18. Predict Consequences The Atlantic Charter called for the 6. By giving aid to European countries, Section 4 (pp. 586–589) establishment of a “permanent system of general security.” it helped them rebuild and thus 12. What strategy did the Allies use to defeat Japan? What form did this “system” take when it was established strengthened their democracies. following the war? Section 5 (pp. 590–594) 19. Synthesize Information Was participation by the United 13. What conflicts emerged between the former Allies after the States crucial to winning the war? Explain. Main Ideas end of World War II? 20. Draw Conclusions Which battle was most important in 7. Japan overran and East- the war in Europe? In the war in the Pacific? Explain. ern China; Italy conquered ; Germany rearmed and seized Austria and ; Germany, Italy, and Japan signed an agreement of G Writing About History cooperation; and Germany and the Soviet Union signed a pact. Writing a Research Report The history of World • Create a set of questions about the topic and gather War II includes many stories of great courage and per- additional resources. 8. Sample: through the fighting of the sonal sacrifice. Write a research report on one of the Drafting RAF and because the British people following topics in which you describe the actions of • Develop a working thesis and choose information to remained determined to resist the person or group: the Kindertransport, Oskar Schin- support the thesis. dler, Miep Gies, Raoul Wallenberg, Dietrich Bonhoeffer. 9. They treated them brutally; these tac- • Make an outline organizing the report. Consult pages SH13–SH15 of the Writing Handbook for • Write an introduction in which you explain why the tics were meant to suppress all oppo- additional help. topic is interesting, a body, and a conclusion. sition, although conquered peoples Prewriting Revising fought against the occupying powers. • Do some preliminary research on each of the top- • Use the guidelines for revising your report on page 10. by allowing the fighting countries to ics listed above. SH15 of the Writing Handbook. • Choose the topic that interests you most greatly increase their ability to produce and take notes about the people involved needed weapons and supplies and the personal risks they took. 11. advanced in the Soviet Union, North Africa then Italy, and France, carried out extensive bombing war, with dedicated national resources 17. It shows that he was surrounded and and the loss of millions of lives, to defeat choked from all sides by the Soviet Union, 12. island hopping, supplemented by bomb- them. Britain, and the United States. ing of the Japanese islands 18. the United Nations, which had the power 13. Sample: disagreements over the sta- Critical Thinking to enforce peace through economic sanc- tus of Germany and 15. Sample: Germans hated the Versailles tions or military force Treaty, so Hitler’s defiance of it helped 19. Sample: Yes, its military and productive Chapter Focus Question him gain popularity. capabilities were crucial factors. 14. They arose in several countries due to 16. Sample: A powerful leader can exert enor- 20. Accept any well-reasoned answer. the effects of World War I and the mous influence. Ordinary people are . It took an all-out capable of unspeakable atrocities.

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Document-Based Assessment Document-Based Assessment The Decision to Use the Atomic Bomb Document C I To help students understand the docu- Perhaps no decision in American history has been more hotly In the spring of 1945, the Allies’ island-hopping campaign in the ments on this page, give them the fol- debated than Harry S. Truman’s decision to drop atomic bombs on Pacific brought them closer to the heart of Japan. When American lowing TIP: Analyze each of the Hiroshima and Nagasaki, Japan, in August 1945. Documents A troops invaded first the island of Iwo Jima, then the island of Oki- points made in the documents and B are two historians’ views on Truman’s decision. nawa, the Japanese fought fiercely, but unsuccessfully, to keep arguing for and against the use of them from gaining control. They knew that the Allies planned to Document A use the islands as a base for an invasion of Japan itself. the bomb by writing down the main “It was believed with deep apprehension that many thousands, fact or reason each author presents probably tens of thousands, of lives of Allied combatants would and judging how important and Troops Killed at Iwo Jima and Okinawa, 1945 have been spent in the continuation of our air and sea bombard- persuasive you think it is. ment and blockade. . . . But the people who would have suffered Battle Japanese troops killed American troops killed most, had the war gone on much longer and their country Iwo Jima 21,000 6,800 I To provide students with further invaded, were the Japanese. One American incendiary air raid on Okinawa 100,000 12,000 the Tokyo area in March 1945 did more damage and killed and SOURCE: Encyclopaedia Brittannica practice in answering Document- injured more Japanese than the bomb on Hiroshima.“ Based Assessment Questions, go to Document D Document-Based Assessment, —From The Atomic Bomb and the End

Conic Projection pp. 80–94 of World War II by Herbert Feis 0 200 mi Document B 0 200 km SOVIET 44° N I If students need more instruction on “Even without the use of the atomic bombs, the war would prob- MANCHURIA UNION (Manzhounguo) N comparing viewpoints, have them ably have ended before an American invasion of Kyushu [one of the four main islands of Japan] became necessary. Conditions in W E read the Skills Handbook, p. SH32. Japan were steadily deteriorating . . . The destruction of cities S 40° N from B-29 raids, diminishing food supplies, [and] decreased pub- lic morale fostered enough discontent to worry the emperor and S e a o f Ja p a n N P a c i f i c his advisors. . . . Even without the atomic attacks, it seems likely A O c e a n P that the emperor at some point would have acted in the same A J 36° N way that he did in the aftermath of Hiroshima to end the war.“ Tokyo 50 Kawasaki 33 ma 44 Hiroshima 68 Kobe 56 Yokoha —From Prompt and Utter Destruction: Truman and the Use of (Aug. 6, 1945) Nagoya 31 Atomic Bombs Against Japan by J. Samuel Walker Osaka 26 Major firebomb targets Nagasaki 40 (Aug. 9, 1945) 32° N Atomic bomb targets 56 Percentage of city destroyed by bombing

128° E 132° E 136° E 140° E 144° E Analyzing Documents Use your knowledge of World War II and Documents A, B, C, and D to answer questions 1–4. 1. Which of the following cities experienced the most damage 3. J. Samuel Walker’s main argument against the use of atomic from the American bombing raids? bombs is that A Tokyo A atomic bombs were more destructive than conventional B Yokohama bombs. C Hiroshima B an American invasion would not have been as destructive D Osaka as the bombs. C the war would have ended anyway. 2. Which of the following statements BEST summarizes Herbert D the Japanese emperor opposed the use of atomic bombs. Feis’s explanation for Truman’s use of the atomic bomb? A Use of the atomic bombs would cause more destruction. 4. Writing Task Which of the historians quoted in B Use of the atomic bombs would save lives. Documents A and B do you agree with most strongly? Why? C Use of the atomic bombs would ensure surrender. Use your knowledge of World War II and specific evidence D Use of the atomic bombs would make it more difficult for from the documents to support your opinion. Japan to rebuild its military.

G Writing About History As students begin the assignment, refer them to Students’ research papers should tell the story of p. SH13 of the Writing Handbook for help in writ- one of the people or groups specified and explain Answers ing a research paper. Remind them of the steps they how that person or group demonstrated courage or should take to complete their assignment, including personal sacrifice. They should contain an introduc- 1. C prewriting, drafting, and revising. For help in revis- tion, a body, and a conclusion. They should show 2. B ing, remind them to use the guidelines on p. SH15 of evidence of reflection and be free of grammatical 3. C the Writing Handbook. and spelling errors. For scoring rubrics for writing 4. Responses should indicate which historian they agree with and effectively explain why using assignments, see Assessment Rubrics, p. 8. specific evidence from the documents and the chapter to support their conclusions.

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