596

CHA

PTER

17

17

Solutions for All Learners

Quick Study Guide

!

Have students use the Quick Study Guide to prepare for this chapter’s tests. Students may wish to refer to the fol-lowing pages as they review:

Key Causes of World War II

Section 1, pp. 562–567

Key Political Leaders

Section 1, pp. 562–567; Section 2, pp. 569–572, 575–576; Section 3, pp. 578–580, 582–583; Section 4, pp. 588–589; Section 5, pp. 592–594

The Allies vs. the Axis

Section 3, pp. 577–583

Reasons for Allied Victory

Section 4, pp. 586–589

Key Events of World War II

Section 1, pp. 564–567; Section 2, pp. 569–574, 575–576; Section 3, pp. 578–585; Section 4, pp. 587–589

!

For additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 179, 181, 183, 185, 187–188

Section Summaries, pp. 180, 182, 184, 186, 189

!

Have students access

Web Code nbp-2962

for this chapter’s timeline, which includes expanded entries and additional events.

!

If students need more instruction on analyzing timelines, have them read the

Skills Handbook,

p. SH32.

!

When students have completed their study of the chapter, distribute Chapter Tests A and B.

Teaching Resources, Unit 4,

pp. 80–85

For

Progress Monitoring

Online,

refer students to the Self-test with vocabulary practice at

Web Code nba-2961.

L1

Special Needs L2

Less Proficient Readers

Use the following study guide resources to help students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Note Taking Study Guide, pp. 179, 181, 183, 185, 187–188

Adapted Summaries, pp. 180, 182, 184, 186, 189

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Note Taking Study Guide, pp. 179, 181, 183, 185, 187–188

Spanish Summaries, pp. 180, 182, 184, 186, 189

L2

English Language Learners

L3

Europe and Africa The Pacific 1940 19411939

Sept. 1939Germany invades Poland. France and Britain declare war on Germany.

June–July 1940France falls to Germany.Germany begins Battle of Britain.

June 1941Germanyinvades the Soviet Union.

Sept. 1940Japan signs

Tripartite Pact with Germany

and Italy.

Dec. 1941Japan

attacks Pearl

Harbor.

Quick Study Guide1717! Key Political Leaders

AlliesFranklin Delano Roosevelt, U.S. presidentHarry S Truman, U.S. presidentNeville Chamberlain, British prime ministerWinston Churchill, British prime ministerJoseph Stalin, Soviet dictatorCharles de Gaulle, leader of Free French

Axis PowersAdolf Hitler, German dictatorBenito Mussolini, Italian dictatorHirohito, Japanese emperorTojo Hideki, Japanese prime minister

For: Self-test with vocabulary practiceWeb Code: nba-2961

! Key Causes of World War II• Failure of World War I peace settlement, Treaty of

Versailles• Global economic depression• Fascism, militarism, and imperialism in Germany, Italy,

and Japan• Weakness of the League of Nations• British and French appeasement

! The Allies vs. the AxisAs the map below shows, most of the world was divided into areas controlled by the Allies or the Axis powers dur-ing the war.

! Key Events of World War II

Location of Germany—surrounded by enemiesLocation of Japan—dependent on imported goodsPoor military decisions by Axis leadersHuge productive capability of the United StatesBetter technology developed and used by Allies

Progress Monitoring Online

Allies or under Allied control, July 1943Axis or under Axis control, July 1943Neutral, July 1943 ! Reasons for Allied Victory

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597

Solutions for All Learners

Tell students that the main concepts for this chapter are Cooperation, Conflict, Democracy, Genocide, Science, and Tech-nology and then ask them to answer the Cumulative Review questions on this page. Discuss the Connections to Today topics and ask students to answer the questions that follow.

Cumulative Review

1.

Students should give reasons for their position on the question of whether democratic governments are justified in curtailing the rights of citizens. For example, they might argue that the curtailment of certain rights is a way to better protect the majority of citizens.

2.

Students should describe the Holocaust and compare it to the Armenian geno-cide in light of the factors highlighted in the question.

3.

Students should carry out research and reach conclusions comparing medical advances in the treatment of wounded men during WWII to the discoveries of Louis Pasteur.

Connections to Today

1.

Responses should recognize the desire of the world community to provide a homeland for Jews after the horrors of the Holocaust.

2.

Paragraphs should summarize the activities of one of the UN’s programs in the last five years. Some examples might include UN involvement in Bos-nia or Rwanda.

For additional review of this chapter’s core concepts, remind students to refer to the

Reading and Note Taking Study Guide

Concept Connector, pp. 237, 241, 250, 267, 290, 293

L1

Special Needs L2

Less Proficient Readers

Use the following study guide resources to help students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Concept Connector, pp. 238, 244, 255, 279, 309, 313

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Concept Connector, pp. 238, 244, 255, 279, 309, 313

L2

English Language Learners

L3

1943 1944 19451942

Nov. 1942The Allies push

Rommel back in North Africa.

Jan. 1943Germanssurrenderat Stalingrad.

June 1944D-Day invasion of Normandy

May 1945Germanysurrenders.

June 1942Japan defeated at Battle of Midway.

Feb. 1943Japan defeated at Guadalcanal.

Oct. 1944Japan defeated at

Battle of Leyte Gulf.

Aug–Sept. 1945U.S. drops atomic

bombs on Hiroshima and Nagasaki, Japan.

Japan surrenders.

! Cumulative ReviewRecord the answers to the questions below on your Con-cept Connector worksheets. In addition, record information from this chapter about the following concepts:• Cooperation: United Nations• Conflict: World War II• Technology: Nuclear Power

1. Democracy During World War II, the United States govern-ment interned Japanese Americans in camps, citing security concerns. This was a curtailment of American citizens’ indi-vidual rights. Do you think such actions are ever justified by a democratic government? Why or why not?

2. Genocide What was the Holocaust? Compare the Holo-caust to the Armenian genocide carried out by the Ottoman Turks. How were they similar and different? Consider:• nation-building and nationalism• murder of minority leaders• large-scale deportations• systematic torture and murder• use of concentration camps

3. Science Several advances in science improved the survival rates of injured soldiers during World War II. Do research to learn more about one of the following medical advances dur-ing World War II and then compare it to Louis Pasteur’s advances. Which do you think was more significant?• blood plasma• sulfanilamide or sulfa powder• widespread use of penicillin

! Connections to Today1. Conflict: The Arab-Israeli Conflict Partly in response to

the horrors of the Holocaust, the United Nations created a plan to divide Palestine into two states—one Arab and one Jewish. Jews accepted the plan, but Arabs rejected it. When the Jewish state of Israel was born in 1948, the surrounding Arab coun-tries invaded Israel. Between 1956 and 1973, three more wars erupted between Israel and Arab states. Conflict between Arabs and Israelis continued into the early 2000s despite many attempts at peace. What historical reasons did the United Nations have for creating a Jewish state in Palestine?

2. Cooperation: The United Nations Is EstablishedFifty nations met in April 1945 to draft a charter for the United Nations. Today, the UN’s work goes far beyond peace-keeping to include economic development, disease preven-tion, and refugee protection. Conduct research and write two paragraphs about a program sponsored by the UN in the last five years.

For: Interactive timelineWeb Code: nbp-2962

Jewish Migration to Israel

250,000

200,000

150,000

100,000

50,000

0

120,000

240,000

170,000

1948 1949 1950Year

Imm

igra

nts

SOURCE: United States Holocaust MemorialMuseum Online

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598

Chapter Assessment

1.

Anschluss

—the union of Germany and Austria;

appeasement

—giving in to the demands of an aggressor to keep the peace; The British and French did nothing when Hitler took Austria.

2.

“lightning war”; Speed and firepower allow the attacker to overrun defenders.

3.

Normandy, in northern France; D-Day signaled the beginning of the libera-tion of France.

4.

Leaders agreed that the Soviet Union would join the war against Japan within three months of Germany’s surrender and that Germany would be temporarily divided. It signaled trou-ble to come because the three leaders did not trust each other.

5.

the world’s first atomic bombs; They dropped two on Japanese cities, which led the Japanese to surrender.

6.

By giving aid to European countries, it helped them rebuild and thus strengthened their democracies.

Main Ideas

7.

Japan overran Manchuria and East-ern China; Italy conquered Ethiopia; Germany rearmed and seized Austria and Czechoslovakia; Germany, Italy, and Japan signed an agreement of cooperation; and Germany and the Soviet Union signed a pact.

8.

Sample: through the fighting of the RAF and because the British people remained determined to resist

9.

They treated them brutally; these tac-tics were meant to suppress all oppo-sition, although conquered peoples fought against the occupying powers.

10.

by allowing the fighting countries to greatly increase their ability to produce needed weapons and supplies

11.

advanced in the Soviet Union, North Africa then Italy, and France, carried out extensive bombing

12.

island hopping, supplemented by bomb-ing of the Japanese islands

13.

Sample: disagreements over the sta-tus of Germany and Eastern Europe

Chapter Focus Question

14.

They arose in several countries due to the effects of World War I and the Great Depression. It took an all-out

war, with dedicated national resources and the loss of millions of lives, to defeat them.

Critical Thinking

15.

Sample: Germans hated the Versailles Treaty, so Hitler’s defiance of it helped him gain popularity.

16.

Sample: A powerful leader can exert enor-mous influence. Ordinary people are capable of unspeakable atrocities.

17.

It shows that he was surrounded and choked from all sides by the Soviet Union, Britain, and the United States.

18.

the United Nations, which had the power to enforce peace through economic sanc-tions or military force

19.

Sample: Yes, its military and productive capabilities were crucial factors.

20.

Accept any well-reasoned answer.

Terms, People, and Places

Chapter AssessmentTerms, People, and Places1. Define appeasement and Anschluss. How was Hitler’s

Anschluss an example of British and French appeasement?2. Define blitzkrieg. What were the advantages of this war

tactic?3. Where did the D-Day invasion take place? What was its

significance?4. What happened at the Yalta Conference? How did it fore-

shadow later events?5. What technological advantage did the Manhattan Project

give the Allies? How was it used?6. Describe how the Marshall Plan was part of the Truman

Doctrine.

Main IdeasSection 1 (pp. 562–567)7. Summarize the steps that Axis powers took to achieve world

power prior to World War II.Section 2 (pp. 568–576)8. How did the people of Britain fend off a German invasion?9. How did Germany and Japan rule the people they con-

quered? How did this contribute to their hold on power?Section 3 (pp. 577–583)10. How did government control of economic production help

defeat Germany and Japan?11. Summarize how the Allies defeated Germany.Section 4 (pp. 586–589)12. What strategy did the Allies use to defeat Japan?Section 5 (pp. 590–594)13. What conflicts emerged between the former Allies after the

end of World War II?

Chapter Focus Question14. How did aggressive world powers emerge, and what did it

take to defeat them during World War II?

Critical Thinking15. Recognize Cause and Effect How did the World War I

peace settlement help cause World War II?16. Analyze Information What lessons does the Holocaust

have for people today?

! Writing About History

• Create a set of questions about the topic and gather additional resources.

Drafting• Develop a working thesis and choose information to

support the thesis.• Make an outline organizing the report.• Write an introduction in which you explain why the

topic is interesting, a body, and a conclusion.Revising• Use the guidelines for revising your report on page

SH15 of the Writing Handbook.

Writing a Research Report The history of World War II includes many stories of great courage and per-sonal sacrifice. Write a research report on one of the following topics in which you describe the actions of the person or group: the Kindertransport, Oskar Schin-dler, Miep Gies, Raoul Wallenberg, Dietrich Bonhoeffer. Consult pages SH13–SH15 of the Writing Handbook for additional help.

Prewriting• Do some preliminary research on each of the top-

ics listed above.• Choose the topic that interests you most

and take notes about the people involved and the personal risks they took.

17. Analyzing Cartoons How does this cartoon reflect the cause of Hitler’s defeat?

18. Predict Consequences The Atlantic Charter called for the establishment of a “permanent system of general security.” What form did this “system” take when it was established following the war?

19. Synthesize Information Was participation by the United States crucial to winning the war? Explain.

20. Draw Conclusions Which battle was most important in the war in Europe? In the war in the Pacific? Explain.

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599

Document-Based Assessment

!

To help students understand the docu-ments on this page, give them the fol-lowing

TIP:

Analyze each of the points made in the documents arguing for and against the use of the bomb by writing down the main fact or reason each author presents and judging how important and persuasive you think it is.

!

To provide students with further practice in answering Document-Based Assessment Questions, go to

Document-Based Assessment,

pp. 80–94

!

If students need more instruction on comparing viewpoints, have them read the

Skills Handbook,

p. SH32.

Answers

1.

C

2.

B

3.

C

4.

Responses should indicate which historian they agree with and effectively explain why using specific evidence from the documents and the chapter to support their conclusions.

"

Writing About History

As students begin the assignment, refer them to p. SH13 of the

Writing Handbook

for help in writ-ing a research paper. Remind them of the steps they should take to complete their assignment, including prewriting, drafting, and revising. For help in revis-ing, remind them to use the guidelines on p. SH15 of the

Writing Handbook.

Students’ research papers should tell the story of one of the people or groups specified and explain how that person or group demonstrated courage or personal sacrifice. They should contain an introduc-tion, a body, and a conclusion. They should show evidence of reflection and be free of grammatical and spelling errors. For scoring rubrics for writing assignments, see

Assessment Rubrics,

p. 8.

Document-Based AssessmentThe Decision to Use the Atomic BombPerhaps no decision in American history has been more hotly debated than Harry S. Truman’s decision to drop atomic bombs on Hiroshima and Nagasaki, Japan, in August 1945. Documents A and B are two historians’ views on Truman’s decision.

Document A“It was believed with deep apprehension that many thousands,

probably tens of thousands, of lives of Allied combatants would have been spent in the continuation of our air and sea bombard-ment and blockade. . . . But the people who would have suffered most, had the war gone on much longer and their country invaded, were the Japanese. One American incendiary air raid on the Tokyo area in March 1945 did more damage and killed and injured more Japanese than the bomb on Hiroshima.“

—From The Atomic Bomb and the Endof World War II by Herbert Feis

Document B“Even without the use of the atomic bombs, the war would prob-

ably have ended before an American invasion of Kyushu [one of the four main islands of Japan] became necessary. Conditions in Japan were steadily deteriorating . . . The destruction of cities from B-29 raids, diminishing food supplies, [and] decreased pub-lic morale fostered enough discontent to worry the emperor and his advisors. . . . Even without the atomic attacks, it seems likely that the emperor at some point would have acted in the same way that he did in the aftermath of Hiroshima to end the war.“

—From Prompt and Utter Destruction: Truman and the Use ofAtomic Bombs Against Japan by J. Samuel Walker

Battle

Troops Killed at Iwo Jima and Okinawa, 1945

SOURCE: Encyclopaedia Brittannica

Iwo JimaOkinawa

21,000100,000

Japanese troops killed American troops killed6,800

12,000

Document D

(Manzhounguo)MANCHURIA

Yokohama 44

SOVIETUNION

Tokyo 50

Nagoya 31Osaka 26

Nagasaki 40(Aug. 9, 1945)

Kobe 56Hiroshima 68(Aug. 6, 1945)

Kawasaki 33

S e a o fJ a p a n P a c i f i c

O c e a n

J AP

ANKOREA

44°N

40°N

36°N

32°N

140°E 144°E136°E132°E128°E

Major firebomb targetsAtomic bomb targetsPercentage of citydestroyed by bombing56

0 200 mi

0 200 km

Conic Projection

N

S

EW

Document CIn the spring of 1945, the Allies’ island-hopping campaign in the Pacific brought them closer to the heart of Japan. When American troops invaded first the island of Iwo Jima, then the island of Oki-nawa, the Japanese fought fiercely, but unsuccessfully, to keep them from gaining control. They knew that the Allies planned to use the islands as a base for an invasion of Japan itself.

Analyzing DocumentsUse 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 from the American bombing raids?A TokyoB YokohamaC HiroshimaD Osaka

2. Which of the following statements BEST summarizes Herbert Feis’s explanation for Truman’s use of the atomic bomb?A Use of the atomic bombs would cause more destruction.B Use of the atomic bombs would save lives.C Use of the atomic bombs would ensure surrender.D Use of the atomic bombs would make it more difficult for

Japan to rebuild its military.

3. J. Samuel Walker’s main argument against the use of atomic bombs is thatA atomic bombs were more destructive than conventional

bombs.B an American invasion would not have been as destructive

as the bombs.C the war would have ended anyway.D the Japanese emperor opposed the use of atomic bombs.

4. Writing Task Which of the historians quoted in Documents A and B do you agree with most strongly? Why? Use your knowledge of World War II and specific evidence from the documents to support your opinion.

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