Atlas - Unit 6: World War II

Wayne RESA

Unit PlannerUS History and Geography

Wayne RESA – SS / Grade 9 / Social Studies / US History and Geography / Week 22 - Week 25

RESA, MAISA MC3 Units

Unit Abstract

In this unit, students examine primary and secondary resources, maps, timelines, and propaganda to understand the causes, character, and consequences of World War II. They begin the unit by analyzing the factors which contributed to the rise of fascism and Adolf Hitler in post World War I Germany. In exploring both primary and secondary sources, students consider how nationalism and isolationism can influence the escalation of global conflict. They then learn about the major countries involved in the conflict with respect to their forms of government and ideologies. Using an interactive timeline and maps, students examine and assess the chronology of events leading up to World War II, the expansion of the Axis nations, and the United States’ neutrality in the face of the rise of belligerent powers. Next, students explore how and why the United States became involved in World War II with particular attention to the impact of Pearl Harbor. Through small group discussions and map analyses, students evaluate the role of the U.S. in fighting the war militarily, diplomatically, and technologically across the world. In doing so, they focus on the Germany First strategy, the Big Three Alliance, and the development of atomic weapons. In focusing on the home front, students use propaganda posters and political cartoons to examine how the nation mobilized for war. They assess the impact of the war at home, including the role of women, African Americans, and the internment of Japanese Americans. Students then investigate the development and enactment of Hitler’s “final solution” policy, and the responses to genocide by the Allies, the U.S. government, international organizations, and individuals. After exploring the decision-making process involved in the development and eventual use of the atomic bomb, students consider the implications of the nuclear age. The unit concludes with an investigation of the Yalta and Potsdam Conferences as students consider potential implications for the future of the world. Throughout the unit students use their Freedom Tracking Notebook to reflect on how the desire to attain the four freedoms (from want, from fear, of speech, and of worship) influenced U.S. policy decisions during World War II and changed the United States’ role in the world.

Unit 6: World War II - Unit Word Document with Contextualized HSCEs

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Stage One - Desired Results

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Standards

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Compelling Question

How does the American desire to maintain the four freedoms (from want, from fear, of speech and of worship) change the United States' role in the world?

Supporting Questions

How did nationalism and isolationism influence the escalation of global conflict?
How did America's involvement in World War II affect the war abroad and life at home?
How did decisions at the end of World War II address concerns stemming from the aftermath of WWI, as well as events that transpired during the Second World War?

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Content (Key Concepts)

appeasement

civil liberties

communism

constitutional authority

expansionism

fascism

genocide/Holocaust

home front

internment

isolationism

militarism

mobilization

nationalism

nuclear age

propaganda

Skills (Intellectual Processes)

Cause and Effect

Compare and Contrast

Description

Identifying Perspectives

Research

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Stage Two - Assessment Evidence

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Unit Assessment Tasks

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Stage Three - Learning Plan

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Lesson Plan Sequence

Unit 6 - Instructional Organization Document
Unit 6 - Supplemental Materials

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Resources

Resources

Equipment/Manipulative

Computer with internet access

Freedom Tracking Notebooks (Spiral Notebook)

Highlighters

Overhead projector or projector

Poster Paper and Markers

Student Resource

* Adams, Ansel. Japanese Internment Collection. Library of Congress. 1 October 2015 http://memory.loc.gov/ammem/collections/anseladams/aamsp.html

America on the Sidelines: The United States in World Affairs, 1931-1941. Teaching American History. National Endowment for the Humanities. 1 October 2015 http://www.teachingamericanhistory.org/neh/interactives/neutrality/

Appeasement. Absolute Astronomy.com. 1 October 2015 http://www.absoluteastronomy.com/topics/Appeasement

Alperovitz, Gar. “Enola Gay: Was Using the Bomb Necessary? Miami Herald, 2003. 19 Feb. 2010

Bastian, Peter. “Dropping the Atomic Bomb.” Historiography. American History for Australian Schools. 19 Feb. 2010

Bill of Rights. Historic Documents. US History.org. 1 October 2015 http://www.ushistory.org/documents/amendments.htm

“By Aiding Britain, We Aid Ourselves: Our Own Democracy is Threatened.” Sen. James Byrnes. 1941. Teaching American History.org. Ashbrook Center for Public Affairs at Ashland University. 1 October 2015 http://www.teachingamericanhistory.org/library/index.asp?document=1593

“Countries Involved in World War Two.” Aviation During World War Two. Century of Flight. 1 October 2015 http://www.century-of-flight.net/Aviation%20history/WW2/involved.htm

Evacuation Order. The Virtual Museum of the City of San Francisco. 1 October 2015 http://www.sfmuseum.org/hist9/evacorder.html

Executive Order 9066. History Matters. 1 October 2015 http://historymatters.gmu.edu/d/5154

“Failure of the League of Nations.” World War Two Causes. History on the Net.com. 1 October 2015 http://www.historyonthenet.com/WW2/causes.htm#Failure_of_the_League_of_Nations

“The Four Freedoms.” Speech by Franklin D. Roosevelt, January 6, 1941
Eighth Annual Message to Congress. Teaching American History.org. Ashbrook Center for Public Affairs at Ashland University. 1 October 2015 http://www.teachingamericanhistory.org/library/index.asp?document=83

“Four Freedoms.” Powers of Persuasion: Poster Art from World War II. The National Archives and Records Administration. 1 October 2015 http://www.archives.gov/exhibits/powers_of_persuasion/four_freedoms/four_freedoms.html

German-Jewish Refugees, 1933-1939. United States Holocaust Museum. 1 October 2015 http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005468

A German View of the Treaty of Versailles. Information for Students. O'Brien, J. Department of History, John Jay College of Criminal Justice. 18 Feb. 2010

“Hail to the powerful air force of the country of socialism” World War II Poster – Soviet Union. 18 Feb. 2010

International Military Tribunal at Nuremberg. United States Holocaust Museum. 1 October 2015 http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10007069

Japanese Declaration of War. Imperial Rescript Declaring War, Translated. T. F. Cook. 18 1 October 2015 http://wiki.answers.com/Q/How_did_Japanese_newspapers_report_the_story_about_Pearl_Harbor

Kristof, Nicholas D. “Blood on Our Hands? New York Times. Aug. 5, 2003. 1 October 2015 http://www.firstpulseprojects.net/bombproject/NKristoff.html

Liberation of Nazi Camps. United States Holocaust Museum. 1 October 2015 http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005131

Lindbergh, Charles. “We are not Prepared for War: Our Dangers are Here at Home.” February 6, 1941. American History.org. Ashbrook Center for Public Affairs at Ashland University. 1 October 2015 http://www.teachingamericanhistory.org/library/index.asp?document=1601

The Nazification of Germany: A Teacher’s Guide to the Holocaust. Florida Center for Instructional Technology, College of Education, University of South Florida. 2005. 1 October 2015 http://fcit.usf.edu/HOLOCAUST/TIMELINE/nazifica.htm

“Pass the Lend-Lease Bill: We Must Aid Great Britain.” Sen. Tom Connally. 1941. Teaching American History.org. Ashbrook Center for Public Affairs at Ashland University. 1 October 2015 http://www.teachingamericanhistory.org/library/index.asp?document=1594

“Pearl Harbor Address to the Nation.” Franklin Delano Roosevelt. American Rhetoric. 1 October 2015 http://www.americanrhetoric.com/speeches/fdrpearlharbor.htm

Power of Persuasion. Poster Art from World War II. National Archives. 1 October 2015 http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_home.htm

“President Roosevelt’s Pearl Harbor Day message to joint session of Congress asking for a declaration of war with Japan.” Vincent Voice Library. Michigan State University. 1 October 2015 http://vvl.lib.msu.edu/record.cfm?recordid=6000

Radio Address. Sen. Burton Wheeler. Teaching American History.org. Ashbrook Center for Public Affairs at Ashland University. 1 October 2015

http://www.teachingamericanhistory.org/library/index.asp?document=1592

The Recognition of the State of Israel. Truman Library. 1 October 2015 http://www.trumanlibrary.org/whistlestop/study_collections/israel/large/index.php

Treaty of Versailles. Information for Students. O'Brien, J. Department of History, John Jay College of Criminal Justice. 18 Feb. 2010

*The Toll of Japanese Internment. Letters to the Editor, US News and World Report. 1 October 2015 http://www.usnews.com/blogs/letters-to-the-editor/2008/6/5/the-toll-of-japanese-internment.html

“The Underlying Causes of World War II.” Causes of World War II. Economic Expert.com. 18 Feb. 2010 http://www.economicexpert.com/a/Causes:of:World:War:II.html

United States and the Holocaust. United States Holocaust Memorial Museum. 1 October 2015 http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005182

Walker, J. Samuel., reviewer. Book Review of Richard B. Frank’s book, Downfall: The End of the Imperial Japanese Empire. Sunday, December 12, 1999. 1 October 2015 http://www.nytimes.com/1999/12/12/books/bomb-unbomb.html?n=Top%2FFeatures%2FBooks%2FBook%20Reviews

Wannasee Conference. The History Place. Holocaust Timeline. 1 October 2015 http://www.historyplace.com/worldwar2/holocaust/h-wannsee.htm

*Wars and World History. Multinomah County Library. 1 October 2015 http://www.multcolib.org/homework/warwldhc.html#japanam

*Web Poster Wizard. University of Kansas. 2000. 1 October 2015 http://poster.4teachers.org/

World War 2 Poster – Food is a Weapon – Don’t Waste It. 20^th Century History. About.com. 1 October 2015 http://history1900s.about.com/library/photos/blywwiip108.htm

World War II Poster: If They Would Like It, Report It. 20^th Century History. About.com. 1 October 2015 http://history1900s.about.com/library/photos/blywwiip149.htm

“Youth serves the Fuhrer.” World War II Poster – Germany. 18 Feb. 2010

Teacher Resource

*The Atomic Bomb and the End of World War Two. George Washington University. 1 October 2015 http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB162/index.htm

*A Catalog of Political Cartoons by Dr. Seuss. University of California at San Diego. 19 Feb. 2010

*Cybrary of the Holocaust. Holocaust Community. 25 Apr. 2005. 1 October 2015 http://remember.org/

Drake, Frederick D. and Sarah Drake Brown. A Systematic Approach to Improve Students’ Historical Thinking. The History Teacher. 1 October 2015 http://www.historycooperative.org/journals/ht/36.4/drake.html

*“Excerpt from Roosevelts ‘Four Freedoms’ Speech.” Between World Wars: FDR and the Age of Isolationism. Choices Program. Brown University. 19 Feb. 2010

*Exploring the Japanese American Internment Through Film and the Internet. National Asian American Telecommunications Association. 2002. 1 October 2015 http://www.asianamericanmedia.org/jainternment/

*Glibert, Martin. The Second World War: A Complete History. Henry Holt and Company, LLC., 1991.

*Greene, Joshua M. and Kumar, Shiva. Witness: Voices from the Holocaust. Touchstone, 2000.

*Gruenewald, Mary Matsuda. Looking Like the Enemy: My Story of Imprisonment in Japanese-American Internment Camps. New Sage Press, 2005.

*Korematsu v. United States. Street Law and the Supreme Court Historical Society. 1 October 2015 http://www.landmarkcases.org/korematsu/background3.html

*“The Great Arsenal of Democracy.” Speech by FDR. American Rhetoric. 1 October 2015 http://www.americanrhetoric.com/speeches/fdrarsenalofdemocracy.html

Life Unworthy of Life Curriculum Unit. Educational Programs that Worked Review. 19 Feb. 2010

The Marshall Plan. Hoover Digest. 19 Feb. 2010

Marshall Plan, 1948. U.S. Department of State. 1 October 2015 http://www.state.gov/r/pa/ho/time/cwr/16328.htm

North Atlantic Treaty Organization, 1949. U.S. Department of State. 1 October 2015 http://www.state.gov/r/pa/ho/time/cwr/102468.htm

Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons http://www.osteachingresearchwriting.org/

Potsdam Conference, 1945. U.S. Department of State. 1 October 2015 http://www.state.gov/r/pa/ho/time/wwii/93275.htm

*Remembering Pearl Harbor. National Geographic Society. 2001. 1 October 2015 http://plasma.nationalgeographic.com/pearlharbor/index.html

*Rhodes, Richard. The Making of the Atomic Bomb. Touchstone, 1986.

*The Rise of Adolf Hitler. The History Place. 1996. 1 October 2015 http://www.historyplace.com/worldwar2/riseofhitler/

*“Roosevelt's speech after Pearl Harbor.” Between World Wars: FDR and the Age of Isolationism. Choices Program. Brown University. 24 October 2008

*Student Activity: Harry Truman and the Potsdam Conference. Truman Library. 1 October 2015 <http://www.trumanlibrary.org/teacher/potsdam.htm>.

“Testing the Bomb” segment from Profiles of Courage, Controversy, and Sacrifice (WWII). United Streaming. 1 October 2015 http://streaming.discoveryeducation.com/index.cfm

Truman Doctrine, 1947. U.S. Department of State. 1 October 2015 http://www.state.gov/r/pa/ho/time/cwr/82210.htm

Truman Doctrine. Avalon Project. Yale Law School. 1 October 2015 http://avalon.law.yale.edu/20th_century/trudoc.asp

*”1955: Commuist states sign Warsaw Pact.” BBC On This Day. 1 October 2015 http://news.bbc.co.uk/onthisday/hi/dates/stories/may/14/newsid_3771000/3771065.stm

Warsaw Pact. U.S. Department of State. 1 October 2015 http://www.state.gov/r/pa/ho/time/lw/90304.htm

Wineburg, Sam. Historical Thinking and Other Unnatural Acts. Philadelphia: Temple University Press, 2001.

Resources for Further Professional Knowledge

Adams, Michael C.C. The Best War Ever: America and World War II. The John Hopkins University Press, 1994.

“An African American Soldier Notes the “Strange Paradox of the War, 1944,” from Elizabeth Cobbs Hoffman and Jon Gjerde, Major Problems in American History, vol. 2 (Boston: Houghton Mifflin Co., 2007), 234-5.

Boyer, Paul S. “Atomic Weapons and Judeo-Christian Ethics: The Discourse Begins,” from By the Bomb’s Early Light: American Thought and Culture at the Dawn of the Atomic Age (NY: Pantheon, 1985), 211-229.

“Expanding the Beachhead, June 7-30, 1944,” from Stephen Ambrose, Citizen Solders: The U.S. Army from the Normandy Beaches to the Bulge to the Surrender of Germany (NY: Simon and Schuster, 1997), 27-55.

“Footprints: Poetry of the American Relocation Camp Experience, ca. 1942-1944,” in Richard Polenberg, ed., The Era of Franklin D. Roosevelt, 1933-1945: A Brief History with Documents (Boston: Bedford/St. Martin’s, 2000), 194-196.

“General Dwight Eisenhower Reports to General George Marshall on the German Concentration Camps, 1945,” from Elizabeth Cobbs Hoffman and Jon Gjerde, Major Problems in American History, vol. 2 (Boston: Houghton Mifflin Co., 2007), 237.

Kennedy, David M. The American People in World War II: Freedom from Fear, Part II (NY: Oxford University Press, 1999).

“Know Your Enemy,” from John Dower, War without Mercy: Race and Power in the Pacific War (NY: Pantheon Books, 1986), 15-32.

“Morale in Wartime: A Portfolio of Propaganda Posters,” in Richard Polenberg, ed., The Era of Franklin D. Roosevelt, 1933-1945: A Brief History with Documents Boston: Bedford/St. Martin’s, 2000), 184-190.

Norton et al., A People and a Nation, brief 4^th ed. (Boston: Houghton Mifflin Co., 1996), 502-535.

“President Franklin D. Roosevelt Asks Congress to Declare War, 1941,” from Elizabeth Cobbs Hoffman and Jon Gjerde, Major Problems in American History, vol. 2 (Boston: Houghton Mifflin Co., 2007), 226-227.

“Roosevelt Identified the “Four Freedoms at Stake in the War, 1941,” from Elizabeth Cobbs Hoffman and Jon Gjerde, Major Problems in American History, vol. 2 (Boston: Houghton Mifflin Co., 2007), 228-230.

Selections from World War II-era women’s magazines from Nancy A. Walker, ed., Women’s Magazines, 1940-1960: Gender Roles and the Popular Press Boston: Bedford/St. Martin’s, 1998), 23-44.

“Western Defense Command: Instructions to All Persons of Japanese Ancestry, April 30, 1942,” in Richard Polenberg, ed., The Era of Franklin D. Roosevelt, 1933-1945: A Brief History with Documents (Boston: Bedford/St. Martin’s, 2000), 191-194.

* Although not used in the lessons for this unit, these resources are included here to provide meaningful options for teachers.

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Expectations/Standards

MI: Social Studies (2007)

High School

Civics & Government

1.2 Alternative Forms of Government
Describe constitutional government and contrast it with other forms of government through the investigation of such questions as: What are essential characteristics of limited and unlimited government? What is constitutional government? What forms can a constitutional government take?

1.2.1 Identify, distinguish among, and provide examples of different forms of governmental structures including anarchy, monarchy, military junta, aristocracy, democracy, authoritarian, constitutional republic, fascist, communist, socialist, and theocratic states.

2.2 Foundational Values and Constitutional Principles of American Government
Explain how the American idea of constitutional government has shaped a distinctive American society through the investigation of such questions as: How have the fundamental values and principles of American constitutional government shaped American society?

2.2.3 Use past and present policies to analyze conflicts that arise in society due to competing constitutional principles or fundamental values (e.g., liberty and authority, justice and equality, individual rights, and the common good).

4 System of Law and Laws
Explain why the rule of law has a central place in American society through the investigation of such questions as: What is the role of law in the American political system? What is the importance of law in the American political system?

3.4.4 Describe considerations and criteria that have been used to deny, limit, or extend protection of individual rights (e.g., clear and present danger, time, place and manner restrictions on speech, compelling government interest, security, libel or slander, public safety, and equal opportunity).

3.5 Other Actors in the Policy Process
Describe the roles of political parties, interest groups, the media, and individuals in determining and shaping public policy through the investigation of such questions as: What roles do political parties, interest groups, the media, and individuals play in the development of public policy?

3.5.9 In making a decision on a public issue, analyze various forms of political communication (e.g., political cartoons, campaign advertisements, political speeches, and blogs) using criteria like logical validity, factual accuracy and/or omission, emotional appeal, distorted evidence, and appeals to bias or prejudice.

C4 The United States of America and World Affairs
4.1 Formation and Implementation of U.S. Foreign Policy Describe the formation and implementation of U.S. foreign policy through such questions as: How is foreign policy formed and implemented in American constitutional government?

4.1.3 Evaluate the means used to implement U.S. foreign policy with respect to current or past international issues (e.g., diplomacy, economic, military and humanitarian aid, treaties, sanctions, military intervention, and covert action).

4.1.4 Using at least two historical examples, explain reasons for, and consequences of, conflicts that arise when international disputes cannot be resolved peacefully.

4.2 U.S. Role in International Institutions and Affairs
Identify the roles of the United States of America in international institutions and affairs through the investigation of such questions as: What is the role of the United States in international institutions and affairs?

4.2.1 Describe how different political systems interact in world affairs with respect to international issues.

4.2.4 Identify the purposes and functions of governmental and non-governmental international organizations, and the role of the United States in each (e.g., the United Nations, NATO, World Court, Organization of American States, International Red Cross, Amnesty International).

US History & Geography

FOUNDATIONS IN U.S. HISTORY AND GEOGRAPHY: ERAS 1-5
F1 Political and Intellectual Transformations of America to 1877

F1.1 Identify the core ideals of American society as refl ected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals
• Declaration of Independence
• the U.S. Constitution (including the Preamble)
• Bill of Rights
• the Gettysburg Address
• 13th, 14th, and 15th Amendments

7.2 World War II
Examine the causes and course of World War II, and the effects of the war on United States society and culture, including the consequences for United States involvement in world affairs.

7.2.1 Causes of WWII – Analyze the factors contributing to World War II in Europe and in the Pacific region, and America’s entry into war including
• the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, Munich Agreement)(National Geography Standard 13, p. 210)
• the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan
• United States neutrality
• the bombing of Pearl Harbor (National Geography Standard 13, p. 210)

7.2.2 U.S. and the Course of WWII – Evaluate the role of the U.S. in fighting the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons).

7.2.3 Impact of WWII on American Life – Analyze the changes in American life brought about by U.S. participation in World War II including
• mobilization of economic, military, and social resources
• role of women and minorities in the war effort
• role of the home front in supporting the war effort (e.g., rationing, work hours, taxes)
• internment of Japanese-Americans (National Geography Standard 10, p. 203)

7.2.4 Responses to Genocide – Investigate development and enactment of Hitler’s “final solution” policy, and the responses to genocide by the Allies, the U.S. government, international organizations, and individuals (e.g., liberation of concentration camps, Nuremberg war crimes tribunals, establishment of state of Israel). (National Geography Standard 13, p. 210)

USHG ERA 8 – Post-world war 11 United States (1945 -1989)
8.1 Cold War and the United States Identify, analyze, and explain the causes, conditions, and impact of the Cold War Era on the United States.

8.1.1 Origins and Beginnings of Cold War – Analyze the factors that contributed to the Cold War including
• differences in the civic, ideological and political values, and the economic and governmental institutions of the U.S. and U.S.S.R.
• diplomatic decisions made at the Yalta and Potsdam Conferences (1945)
• actions by both countries in the last years of and years following World War II (e.g., the use of the atomic bomb, the Marshall Plan, the Truman Doctrine, North American Treaty Alliance (NATO), and Warsaw Pact) (National Geography Standard 13, p. 210)

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