TEACHER:
CLASS: 5th Grade
DATE: March 21
M T W TH F
FRAME THE LESSON
World War II Begins
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
5A: analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great
Depression, the world wars, the civil rights movement, and military actions
Pearson’s 5th Grade
Building Our Nation
TE
5C: identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
(p. 568-575)
Objective/Key Understanding:
Closing Product/
Question/ Informal
Assessment:
 Analyze causes of World War II.
 Identify Allied countries and Axis powers that were involved in events of World War II.
5C  Identify the sequence of events that led to United States involvement in World War II.
 Draw conclusions about the major causes and effects of Japan’s expansion, including its attack on Perl Harbor.
identify
the accomplishments
groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther
 Describe
the effects of
ofindividuals
Germany’sand
expansion.
Got it Questions
1-8 (p. 568-575)
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
Rigor & Relevance: (Real World Connection)
Vocabulary
Dictator
Allies
fascism
Lend-Lease-Act
17D
describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day,
Columbus Day, and Veterans Day
Axis
Stop and Check for Understanding- High Level Questions
Dictators Rise in Europe (p. 568-569)
 What did may European nations blame for the hard times they experienced during the Great Depression?
 How do you think the United States will respond to this attack?
 How is government in the United States different from fascism?
 Why were people in Europe willing to let dictators gain control?
 What did Italy and Germany have in common?
The Axis and the Allies (p. 570-571)
 Which part of Africa was largely controlled by the Axis?
 Which event caused the Allies to declare war on Germany?
 Put the following events in the correct order: the German army conquers France, the Allies declare war on the Axis powers, and Mussolini takes over Ethiopia.
 What countries formed the Axis? The Allies?
 Were all nations in the world involved in World War II? How can you tell by looking at the map?
 Did Germany conquer France before or after it gained control of Austria?
 What evidence suggests that France was not able to put up too much resistance to Germany when it attacked?
 Which countries were more powerful at the beginning of the war, the Axis Powers or Allies? How do you know?
 How do you think the British army reacted when France was taken by Germany?
 What kept Germany and the Axis powers from invading North America and South America? Use the map to help you form your answer?
The United States Debates Going to War (p. 572)
 What was the British defense of their nation called?
 How could you describe the mood of the people in the picture of page 572?
 Why did some Americans want the United States to stay out of the conflict?
 What was the purpose of the Lend-Lease Act?
 What law required that more than 1 million young men serve in the military by the fall of 1941?
 How did Roosevelt feel about the war in1940?
The Attack on Pearl Harbor (p. 573)
 In which direction is Hawaii from Japan?
 Why did tensions rise between Japan and the United States?
 According to President Roosevelt, which date in history “will live in infamy?”
 How did the mood of the nation quickly change after the Japanese bombing of Perl harbor?
 What was one reason that Japan decided to attack the United States?
 Do you think President Roosevelt made the right choice when the United States entered World War II? Why or why not?
 What changed Roosevelt’s mind about American involvement in the War?
 Why do you think Roosevelt used the words suddenly and deliberately?
 Why was the attack on Perl Harbor such an important event in history?
Germany Attacks the Soviet Union (p. 574-575)
 What is a brutal dictator?
 Who was the ruler of the Soviet Union?
 What did the agreement between Hitler and Stalin to not attack each other allow Hitler to do? What did the agreement allow Stalin to do?
 Why did the Soviet troops burn crops and destroy railways and factories as they retreated?
 In what order did these events occur? Hitler invaded the Soviet Union. Stalin and Hitler agreed no to attack each other. The United States gave the Soviet Union money under
the Lend-Lease Act?
 Do you think the scorched-earth policy was a good idea? Why or why not?
 What effect did Germany’s attack on the Soviet Union have on the Soviet Union’s position on World War II
Engage
Explore
Explain
Elaborate
Evaluate
Introduce Key Idea & Vocabulary (p. 568)

Read to the class the Key Idea: “I will know the events that led to World War II.” Tell students in this lesson they will be learning about this quote and what it means to American
History.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 568).

Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know the events that led to World War II.

Dictators Rise in Europe (p. 568-569)

The Axis and the Allies (p. 570-571)

The United States Debates Going to War (p. 572)

The Attack on Pearl Harbor (p. 573)

Germany Attacks the Soviet Union (p. 574-575)
Remind students that they will know the events that led to World War II.
Dictators Rise in Europe (p. 568-569)

The Great Depression of the 1930s had caused hard times everywhere. People in some countries blamed their governments. They began looking for strong leaders to take control
and fix the problems. Some even turned to dictators.
The Axis and the Allies (p. 570-571)

Mussolini set out to expand Italy’s territory. In 1935, he took over the African country of Ethiopia, then made an agreement with Hitler. The two fascist countries planned to
conquer other countries. They called their new alliance the Axis. Japan would later join the Axis. By 1937, Japan had invaded China and controlled much territory in the Pacific.
The United States Debates Going to War (p. 572)

Great Britain now stood alone against Hitler. The British defense of their island nation is called the Battle of Britain. It took place in the air. For months, night after night, German
planes dropped bombs on London and other British cities. British fighter planes shot down many bombers, but the pounding continued.
The Attack on Pearl Harbor (p. 573)

By the spring of 1941, the British had won the Battle of Britain. The Germans had been stopped at the English Channel. But in the Pacific, Japan was steadily grabbing more land.
It now controlled much of China and Southeast Asia.
Germany Attacks the Soviet Union (p. 574-575)

Hitler’s armies had easily moved west across Europe. But all that time, Hitler had his eye on a large area of rich farmland far to the east. The land was Russia, then called the Soviet
Union. In 1941, Hitler would try to claim it for Germany.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student mastery).

Adolf Hitler led rallies to win support from huge crowds. Explain why you think so many people followed a dictator like Hitler.

Analyze the map. On which continents did the Axis have control?

Identify, underline, and number the dates and other time clues on these two pages that show the sequence of events that led to the start of World War II.

Find Hawaii on the globe. Then analyze the photo of the U.S. naval base at Pearl Harbor, which shows rows of American warships. Write a caption explaining why the Japanese
might have chosen to attack the United States at Perl Harbor.

Identify and label each leader on these two pages as Axis of Allies to show which side the leader’s country fought on in the war.

Number the events below from 1 to 4 to show the correct sequence in which they happened.

In the attic of an old house, you and your friends find some newspapers from the late 1930s. one headline reads, “Hitler’s Troops Continue to Advance.” Write what you say to
your friends to explain the headline.

Analyze how the treaty that ended World War I helped to cause World War II.
FRAME THE LESSON
Analyzing Historical Visuals
TEACHER:
CLASS: 5th Grade
DATE: March 22
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
24A: differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies;
oral, print, and visual material; documents; and artifacts to acquire information about the United States
Pearson’s 5th Grade
Building Our Nation
TE
(p. 576-577)
Objective/Key Understanding:



Know how to identify details in
a visual.
Understand how to describe
action in a visual.
Know how to determine the
mood of a visual.
Closing Product/ Question/ Informal
Assessment:
Apply the Skill (p. 535)
Stop & Check for Understanding—High Level Questions
Preview the Sill (p. 576)
 Show students a selection of historical visuals that either show action or have a definite mood.
 Have them describe the actions or moods conveyed by the visuals.
o How you were able to determine the mood of each visual-what clues in each photo tipped
you off?
Practice the Skill (p. 576)
 Turn to the skill pages in the Worktext. Have students read the introductory text and examine the
historical visual that follows.
o Describe what you see in this image.
Apply the Skill (p. 577)
 Analyze the historical picture on the opposite page. Follow the steps and answer the questions.
o Identify what you see in the visual.
o Describe any action you see in the visual.
o Suppose you wanted to find other photos or posters that show this same time period. Explain
what you are looking for and where you would find them.
Vocabulary:
Vocabulary:
o The United States government raised money by selling war bonds. What conclusions can
you draw from this poster?
Rigor & Relevance: (Real World
Connection)
 Interview a person who has
made an impact on your school
or community. Share the results
of your interview being sure to
5C
address all areas listed in the
Practice the Skill section of the
identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther
lesson.
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
Engage
Explore
Preview the Sill (p. 576)
 Show students a selection of historical visuals that either show action or have a definite mood.
 Have them describe the actions or moods conveyed by the visuals.
o How you were able to determine the mood of each visual-what clues in each photo tipped you off?
Analyzing Historical Visuals (p.576)
Build background knowledge on generating new ideas. Use the following to differentiate instruction for students when they are discussing how to
analyze documents and biographies.
Special Needs:
 Collect a variety off historical visuals to show the class. Remind students that when looking at historical visuals they should concentrate on the
actions and mood conveyed. Ask: How do these images make you feel? Why do you feel this way?
Extra Support:
 Have students look at a photograph on page 576. Ask them to tell who is in the photograph and where they are probably going. Help students
conclude that they are African American soldiers going to war to fight against the Axis powers. Have them participate in the On-Level activity.
Helps them generate appropriate words as needed.
On-Level:
 Pair students. Working separately, have each student create a list of five words that describe the photograph on page 576. Have students share
and discuss their lists and then write a caption or poem for the photograph using as many words as they can from their lists.
Challenge/Gifted:
 Ask students to imagine they are one of the soldiers shown in the photograph on page 576. Have them write a letter to a family member about
where they are going and how they feel at this moment.
Explain
Elaborate
Practice the Skill (p. 576)
 When you analyze visuals from history, you can uncover important details. Historical visuals can help you learn more about the period you are
studying. Photos and other images such as posters are considered to be primary sources because they were taken at the time an event took place.
These sources are often located at United States government Web sites such as the Library of Congress.
 To analyze a historical visual, follow these steps:
o Identify what you see. What, exactly, is in the picture? Note people, objects, and major details.
o Describe the action. What is going on in the picture?
o Link the picture with any nearby text. If there is a caption, how does it help you understand the picture?
o Use your experience and what you have learned to draw a conclusion about the meaning or importance of the picture
After students learn about analyzing historical visuals, use the ELPS support note on page 568b to help the English Language Learners. Encourage
students to work with peers to help them complete the Learn and Try It! Sections.
Beginning
 Point to each item in the photo and name it. Say “soldier” as you point to the soldiers, “pack” when you point to their pack, and “ship” when
you point to the ship. Then ask students to point to and name other items they know.
Intermediate
 Ask students to form a complete sentence to tell how visuals help them understand what is going on in a text.
Advanced
 Have students look through the lesson and choose a photo or visual. Ask them to tell how the visual helps them to understand the text.
Advanced High
 Choose a photo from a lesson they have already read and ask them to talk about what is going on in the photo and how that helps them to
understand the topic.
Evaluate
Apply the Skill (p. 577) Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
 Analyze the historical picture on the opposite page. Follow the steps and answer the questions.
o Identify what you see in the visual.
o Describe any action you see in the visual.
o Suppose you wanted to find other photos or posters that show this same time period. Explain what you are looking for and where you
would find them.
o The United States government raised money by selling war bonds. What conclusions can you draw from this poster?
FRAME THE LESSON
TEACHER:
CLASS: 5th Grade
DATE: March 23-24
M T W TH F
World War II at Home
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
5A: analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great
Depression, the world wars, the civil rights movement, and military actions
Pearson’s 5th Grade
Building Our Nation
TE
(p. 578-583)
5C: Identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Regan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental
Combat Team who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics.
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:

Identify cultural changes on the American home front during World War II, including scarcity and rationing.
Understand the work opportunities and social challenges faced by many African Americans during World War II.
 Describe new work opportunities for women in wartime industries and skilled professions.
identify
the accomplishments
of individuals
andAmericans
groups suchwho
as Jane
Addams,
Susan
B. Anthony,camps
DwightonEisenhower,
Martin Luther
 Analyze
the experience
of Japanese
were
confined
in internment
the West Coast.
5C 
Got it Questions
1-6 (p. 578-583)
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
13E
Rigor & Relevance: (Real World Connection)
Vocabulary
explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United
Rationing
war bond
States
internment camp
Stop and Check for Understanding- High Level Questions
Helping Win the War (p. 578-579)
 Food and fuel became scarce during the war. What can you predict would happen to Americans on the home front as a result?
 Point out that equitable means “fair” and that the word is related to equal, equality, and several other words. How did children get the chance t o
fight for something they believed in?
 How did Americans make up for food shortages during the war?
 Why do you think the gardens Americans planted during food shortages were referred to as “victory gardens”?
 List three ways Americans at home helped the war effort,
 What effect did the United States’ entrance into the war have on Industry?
 What were some of the advantages and disadvantages of production for the war effort?
African Americans Find New Opportunities (p. 580)
 In 1941, President Roosevelt issued an order that banned discrimination in war industries. What does discrimination mean?
 What unfair labor practices did many African American workers experience in many of the new war industries?
 Which happened first, the beginning of the Great Migration or President Roosevelt’s order that banned discrimination in war industries?
 What opportunities were available to African Americans that had not been available to theme before World War II?
 How did African Americans still face discrimination during World War II?
Women Find New Opportunities (p. 581)
 What was the effect of a law passed by Congress in 1942?
 What evidence suggests that women were not considered equal to men during World War II?
 What do you think life was like for women who worked outside the home once the war ended?
 In what way did some women help the war effort on the battlefield?
The Japanese Experience (p. 582-583)
 Why did many Americans fear people of Japanese ancestry who were living in the United States?
 Which action taken by President Roosevelt shoed a bias against people of Japanese ancestry?
 What did people of Japanese ancestry consider the internment camps to be like?
 How did some Japanese American men from the internment camps show their loyalty to the United States?
 What do you think the United States will do after the war to make amends to Japanese Americans who were forced to live in internment camps?
 What question might you ask a Japanese American who was forced to live in an internment camp?
 Why do you think the Japanese American soldiers fought so hard for the United States?
 How was an internment camp similar to prison?
Engage
Explore
Explain
Introduce the Key Idea & Vocabulary (p. 578)
 Read to the class the Key Idea: “I will know that Americans at home during World War II played an important role in the war effort.”
Tell students in this lesson they will be learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 578).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students will know that Americans at home during World War II played an important role in the war effort.
 Helping Win the War (p. 578-579)
 African Americans Find New Opportunities (p. 580)
 Women Find New Opportunities (p. 581)
 The Japanese Experience (p. 582-583)
Remind students will know that Americans at home during World War II played an important role in the war effort.
Helping Win the War (p. 578-579)
 Food and fuel became scarce during the war. Soldiers needed food. Their planes, tanks, and ships needed fuel. Other goods became
scarce, too, as more goods were needed to help the war effort. Americans at home had to learn to get by without some things and
with less of others.
African Americans Find New Opportunities (p. 580)
 The Great Migration of African Americans continued as more and more African Americans moved from the South to cities in the
Northeast, Midwest, and West. They still came in search of work and better living conditions. But they faced unfair labor practices in
many of the new war industries. They jobs they got were often low paying and unskilled.
Women Find New Opportunities (p. 581)
 Around 10 million American men were drafted to serve in the armed forces. Some of their hobs went to unemployed men who stayed
at home. But millions of hobs remained open. Women filled many of those jobs.
The Japanese Experience (p. 582-583)
 After Pearl Harbor, Americans began to fear what might happen next. Japanese forces, they thought, could cross the Pacific Ocean
and invade the United States. Most Japanese Americans lived near the West Coast. Would they help defend the country against a
Japanese attack? Many Americans believed they would, but others were not sure.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate
Evaluate student mastery).
 Draw a check mark next to the activity on these pages you think had the greatest impact on the war. Explain your choice.
 This photo shows women working inside a war plane in an American factory. Identify two things you can learn about women’s work
during this time period from this primary source.
 Identify which came first, the Pearl Harbor attack or the Japanese American Internment. Underline the sentence in the text that
supports your answer.
 Summarize why so many women joined the workforce during the war.
 You are working at a shipyard in World War II. Explain how you are helping American troops achieve victory.
 Identify the accomplishments of the 442nd Regimental Combat Team.
FRAME THE LESSON
World War II in Europe
TEACHER:
CLASS: 5th Grade
DATE: March 25
M T W TH F
Resources/Materials
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
5A: analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great
Depression, the world wars, the civil rights movement, and military actions
Pearson’s 5th Grade
Building Our Nation
TE
(p. 584-591)
5C: Identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Regan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental
Combat Team who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics.
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:

Identify key developments in American military technology, aviation, weaponry, and communication during World
War II.
 Understand the sequence of key events in the battle of Europe and North Africa.
identify
the accomplishments
individuals
and groups
Jane Addams,
Susan the
B. Anthony,
Dwight
Eisenhower, Martin Luther
 Identify
the dangers of
faced
by American
and such
otherasallied
forces during
Normandy
invasion.
King Jr.,Summarize
Rosa Parks, the
Cesar
Chavez,
Franklin
D.
Roosevelt,
Ronald
Reagan,
Colin
Powell,
the
Tuskegee
Airmen,
and the 442nd
American and Allied tactics that led to the end of the war in Europe.
5C
Got it Questions
1-8 (p. 584-591)
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
13E
Rigor & Relevance: (Real World Connection)
Vocabulary
explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United
Radar
code talker
D-Day
States
V-E Day
Stop and Check for Understanding- High Level Questions
New War Technology (p. 584-585)
 The war affected nearly every country on Earth. What are some of the ways a country could be affected by a war yet not participate directly in it?
 What was the most important advance in ships? Why?
 What does it mean to dominate?
 What is the main purpose of radar?
 What might have happened if the code language the Navajos used had been cracked?
 Compare and contrast radio technology and radar technology.
 Why were aircraft carriers so important during World War II?
The Battle for Europe and North Africa (p. 586-587)
 What did the British army prevent from happening when they forced Axis to retreat from Egypt in October 1942?
 Put the following events in the correct sequence: the Allies gain control of Italy, the Axis power troops surrender in Tunisia, Soviet troops push German
troops out of the Soviet Union.
 Why was the Battle of Stalingrad considered to be a turning point in the war?
 What victory besides the Battle of Stalingrad was a major victory for the Allies?
 How did the war on two fronts help the Allies conquest Axis troops?
 What happened first, the Battle of Stalingrad or the Allied invasion of Italy?
 What are the two last major battles shown on the map on page 587?
 Do you think the Allies’ victory in Italy was an important point in the war? Explain.
 What does the fact that Italy joined the Allies soon after Mussolini’s resignation say about Mussolini’s rule over the people of Europe?
 In which two places in North Africa did major battles take place?
The Normandy Invasion (p. 588-589)
 Which Allied nations participated in the Normandy invasions?
 Why do you think the Allied invasion of Europe worked even though the Germans knew the invasion was coming?
 What is one detail that supports the ideas that the invasion of Normandy was a success?
 Why did Hitler refer to the coastline of France as his “Atlantic Wall?”
 Who led the Allied invasion of the Normandy coastline?
 How would you summarize the Normandy invasion?
 What were some of the obstacles the American soldiers at Omaha Beach had to overcome?
 Hitler’s “Atlantic Wall” was dangerous and terrifying for Allied soldiers. How did the soldiers show they believed in the cause they were fighting for?
 Why do you think the Allies used code names for places they planned to attack?
 Why do you thing Allied troops gathered in Great Britain while staging the Normandy invasion?
Victory in Europe (p. 590-591)
 Which one of these events occurred last: Battle of Bulge, D-Day, the Allied freeing of Paris?
 Why do you think the German’s seemed to fight harder once the Allies entered Germany?
 Why was the battle at the Belgium/Germany border in December 1944 called the Battle of Bulge?
 How did American soldiers at the Battle of the Bulge show that they believed that their cause was worth fighting for?
 What were two results of the Allied invasion of Berlin in 1945?
 What happened as a result of Hitler’s defeat? How did this change the way the war was moving?
Engage
Explore
Explain
Introduce the Key Idea & Vocabulary (p. 574)
 Read to the class the Key Idea: “I will know what sacrifices the American military made in the fight to free Europe.” Tell students in
this lesson they will be learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 574).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students will know what sacrifices the American military made in the fight to free Europe.
 New War Technology (p. 584-585)
 The Battle for Europe and North Africa (p. 586-587)
 The Normandy Invasion (p. 588-589)
 Victory in Europe (p. 590-591)
Remind students will know what sacrifices the American military made in the fight to free Europe.
New War Technology (p. 584-585)
 The Allied and Axis leaders knew that better technology would be required to win the war. Both sides worked to build more powerful
ships, planes, tanks, and guns. They also came up with new ideas.
The Battle for Europe and North Africa (p. 586-587)
 The German invasion of the Soviet Union had stalled outside Moscow in December 1941. But the Germans did not give up. Soon
they had the Soviets on the defensive again. Now the German goal was to conquer the Soviet city of Stalingrad. The Battle of
Stalingrad was one of the turning points of World War II.
The Normandy Invasion (p. 588-589)
 The Allies were making progress. But Germany still controlled most of western Europe. It was time for the Allies to push into the
center of Europe and free it from German forces. Doing that would not be easy. By now, Germany had had big guns in place all along
the Atlantic coast of France. It also had a million troops prepared to block an Allied assault on the coast. Hitler called this his
“Atlantic Wall.”
Victory in Europe (p. 590-591)
 German defenses in France remained strong. After the D-Day invasion, every mile forward was a struggle for the Allied forces. But
their victories kept coming. By mid-August, they had the shattered German army on the run. The Allies quickly won control of Paris
and freed the rest of France. Then they headed toward Germany.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate
Evaluate student mastery).
 Think about what you have read so far. Describe how various ethnic groups contributed to the war effort.
 Study the photo below. Explain how the Russian climate affected the attacking Germans.
 Identify and draw a line from the time timeline entries for 1942 and 1943 to the locations on the map where each event happened.
 Identify and circle the route of the Allied invasion. Write why the Allies chose Great Britain as the place from which to launch their
attack.
 Write the first sentence of a news article describing the Battle of the Bulge.
 Number these events from 1 to 4 to shore the correct sequence: fall of Berlin; invasion of Italy; D-Day; and Battle of Stalingrad.
 You are an American soldier in Europe. On V-E Day, a newspaper reporter asks you what American soldiers were fighting for.
Summarize your answer.
 Explain why Hitler’s defeat at Stalingrad was a turning point in World War II.