Name: _______________
Period: ____
Unit 8: World War II
Part 1: From Neutrality to War
Missed a day?
Links are on my teacher website http://classroom.dickinsonisd.org/webs/RJasso/
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Date
Grade
Assignment
Curriculum Map Interwar years
Big Ideas, Guiding Questions,
3/2/1 America the Story of Us, WWII
Vocabulary Walk pt. 1 & 2
Vocabulary Walk pt. 3
Causes of WWII Prezi and Graphic Organizer
Storyboarding – Isolationism – Harding to Hoover
Meta-Cognition Journal – Isolationism - FDR
Between the Wars, Depression, Nationalism
Rise of Dictators, Nationalism
DBQ – Appeasement
Annotated Timeline – Appeasement
Neutrality
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Curriculum Map
Post-War Diplomacy 1921-1941 3 days
 Causes of WW II
 Treaty of Versailles
o Germany blamed for the war, huge German reparations, Germany disarmed, German loss of land, German
loss of honor
o New map of Europe – Russia lost land, Austria-Hungary dismantled, creation of new weak nations without
regard to culture
o Failure of the US to ratify the Treaty and become a member of the League of Nations
o Failure of the League of Nations and the idea of collective security
o Rise of communism in USSR
o Central powers lost their colonies to France and England
o Japan and Italy not rewarded as Allied powers
o Air of pessimism and disillusionment – “there would be another war”
o New treaties and security alliances of England and France with the “new nations”
 Isolationism
 1921-1931
o Impact of WW I – quasi isolationism + protectionism and air of pessimism and disillusionment – “there
would be another war”
o Treaty of Versailles
o Washington Naval Conference
o Hawley-Smoot Tariff
o Kellogg-Briand Pact
o Stimson Doctrine
 1933-1935
o Good Neighbor Policy and Hemispheric solidarity
o Johnson Debt Default Act, 1934
o Nye Committee, 1936
o America First Committee, 1940
 Rise of Totalitarian Dictatorships and the Trail of Aggression
o Types of Government, Characteristics, Reasons for, Beliefs, Goals, and Actions and US Neutrality/global
responses to actions
o USSR – Stalin and communism
o Japan – 1931-1933 Manchuria/Stimson Doctrine and League of Nations
o Italy – Ethiopia/Neutrality Act of 1935
o Germany – rearmament, Rhineland, Saar Basin, Austria, Nuremberg Laws – to 1937
o Spain – Spanish Civil War/Neutrality Act of 1936 and 1937
 Appeasement Policy (1938)
o Munich Conference (Pact)
o Justifications for appeasement, geopolitical motives, consequences
United States: From Neutrality to War 1935-1941 - 1 day
 US Responses – from neutrality to interventionism – dealing with the aggression of Germany, Italy, and Japan
 Neutrality (1935-1939)
o Neutrality Acts of 1935, 1936, 1937
o Quarantine Speech and the Flying Tigers
o Increase in defense spending – “for defensive purposes”
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“Big Ideas”
Inter-War Diplomacy 1921-1941
1. From 1921 to the mid-1930s, the United States followed conservative foreign policies designed to avoid international commitments
and promote its national interests.
2. The Great Depression produced devastating economic pain and world-wide political instability which led to the rise of totalitarian
dictatorships that promised renewed power and glory.
3. From 1931-1941 totalitarian dictatorships in Europe and Asia began a trail of aggression that by 1939 led to WW II in Europe
causing a gradual shift in US foreign policy from isolationism and neutrality to interventionism after the fall of France.
4. Japan’s quest for empire in 1931 put the US and Japan on a collision course in East Asia ultimately resulting in the Japanese attack
on Pearl Harbor in 1941.
“Guiding Questions”
Inter-War Diplomacy 1921-1941
1. What lessons did the United States and other world powers draw from WWI and the Treaty of Versailles?
2. In what ways did the Washington Naval Conference, Kellogg-Briand Pact, and the Stimson Doctrine fall short in protecting
America’s national security and to what extent were these policies isolationist?
3. How and why did totalitarian dictators gain power and influence in the 1920s and 1930s?
4. In what ways were the forms of government and the beliefs and goals of the USSR, Italy, Germany, and Japan, similar and different
from the western democracies in Europe and the United States?
5. How did the US, the League of Nations, and western European democracies respond to the trail of aggression by Japan, Germany,
and Italy from 1931-1937 and how did the Spanish Civil War reveal the ineffectiveness of their responses?
6. Why did England and France embrace appeasement with Hitler in 1938, what were the underlying geopolitical motives, and what
impact did the policy have on Germany, Italy, and Japan?
7. How did Hitler accomplish his rapid conquest of Eastern and Western Europe from 1939-1941, in what ways did US foreign policy
change during that time, and why did it take the US so long to change its course to interventionism?
8. How did the US respond to increasing Japanese aggression and to what extent did the United States’ response lead to the attack
on Pearl Harbor?
9. How did the attack on Pearl Harbor impact other American possessions in the Pacific and how did the US respond?
10. Why did FDR order the internment of Japanese-Americans, how did Japanese Americans respond, and how was Japanese
American internment different from the actions taken against the Germans and Italians?
Student Expectation (SE)/Frame the Lesson: ______________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
America the Story of Us: Episode 10, World War II
3/2/1
3 Facts
1. ______________________________________________________________________________________________________
2. ______________________________________________________________________________________________________
3. ______________________________________________________________________________________________________
2 Questions
1. ______________________________________________________________________________________________________
2. ______________________________________________________________________________________________________
1 Summary (2 SENTENCES!!!)
1. ______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
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Inter-War Diplomacy 1921-1941 Vocabulary
Part I
Part II [work with a partner on both parts] DO NOT USE THE TEXTBOOK AT ALL! (40 answers)
___ 1. ________________________ – a government that suppresses all opposition where individuals have no rights (Soviet Union).
___ 2. ________________________ – a government that stressed nationalism & placed interests of the state above those of
individuals. Power rests with a single strong leader & a small group of devoted party members
(Italy & Spain)
___ 3. ________________________ – German-Fascism, the government 1 wanted to unify all German speaking people; 2 wanted
racial purification (only blue-eyed, blond-haired Aryans); & 3 wanted national expansion.
___ 4. ________________________ – giving up your principles to pacify an aggressor (when England & France gave Czechoslovakia
to Germany with the promise that Hitler would not expand anymore).
___ 5. ________________________ – agreement between Soviet Union & Germany where they agreed to never attack each other.
They also agreed to divide Poland between them.
___ 6. ________________________ – military strategy called lightning war where Germany’s Luftwaffe (air force) attacked at the
same time as its tanks, quickly spreading terror and confusion among its enemies.
___ 7. ________________________ – the systematic murder of 11 million people across Europe (1/2 were Jews)
___ 8. ________________________ – the deliberate & systematic killing of an entire population (Jews). Hitler’s “Final Solution.”
___ 9. ________________________ – America’s response to Japan’s occupation of Manchuria. Japan violated the Open Door policy,
so the U.S. refused to recognize the Manchukuo regime since it had been established by
force.
___ 10. ________________________ – FDR promised a new policy of nonintervention in Latin America in order to gain their
cooperation in defending the region from potential danger from Germany & Italy.
___ 11. ________________________ – congressional laws that outlawed arms sales or loans to nations at war; and extended the ban
on arms sales & loans to nations engaged in civil wars
___ 12. ________________________ – a group of isolationists that were alarmed with FDR’s pro-British policies. They had speakers
such as Charles Lindbergh go across the country warning against getting involved in another
European conflict.
___ 13. ________________________ – an amendment to the Neutrality Act that allowed any country to buy U.S. arms if it used its
own ships and paid cash. This favored the British since their Navy still controlled the seas.
___ 14. ________________________ – congressional law that provided for the registration for all American men, ages 18 – 35, and
for the training of 1.2 million troops in just one year.
___ 15. ________________________ – FDR’s idea to help Britain maintain control of the Atlantic by trading 50 older U.S. destroyers
in exchange for giving the USA the right to build military bases on British islands in the
Caribbean
___ 16. ________________________ – the reason FDR gave for lending money to Britain for the purchase of U.S. war materials. He
said the U.S. must stand behind those nations that were committed to freedom of speech,
freedom of religion, freedom from want, and freedom from fear.
___ 17. ________________________ – congressional law (FDR’s plan) that let any country borrow or rent arms & other supplies if
their defense was vital to the US (March 1941)
___ 18. ________________________ – issued by President Roosevelt in February of 1942. It permitted military commanders to
require Japanese Americans to relocate to interior internment camps away from Western
coastal regions
___ 19. ________________________ – after Pearl Harbor, this was the forceful removal & confinement of all Japanese Americans
from the West coast to relocation centers across the country. Some Italian & German
Americans were also detained.
___ 20. ________________________ – The U. S. fleet was anchored at this Hawaiian port. On December 7, 1941 the Japanese
launched a surprise attack on it that lasted less than 2 hours. It killed 2, 400 Americans;
wounded 1,200; sunk 20 warships; & destroyed 150 airplanes. This attack would propel the
U.S. into World War II.
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Part III Organize the terms into 3-6 categories & give the categories a title (2 pts each = 40 pts) Work by YOURSELF!
Part IV (use a minimum of two complete sentences per answer) [work by yourself!!] (60 pts)
1. How is the Non-Aggression Pact related to appeasement? (12pts)
2. What inference or conclusion can one make about the Western governments that they allowed the Holocaust to
happen? (12pts)
3. What is the significance of America’s passage of the Neutrality Acts to Adolf Hitler? (12pts)
4. How could President Roosevelt justify issuing Executive Order 9066 to the American people? (12pts)
5. What would happen today if a country decided to start genocide against a minority group within its own borders?
(12pts)
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Student Expectation (SE)/Frame the Lesson: ______________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Causes of World War II – Prezi
Immediate Causes
Major Allied
Powers
For Europe: Germany
invades ___________
( )
1.
2.
For the USA: Japan
Attacks ___________
( )
3.
4.
Indirect Causes
1. Failure of Appeasement:
1.
2.
3.
2. Allies were
3. American
4. World-wide economic _____________________
5. Failure of the League of Nations:
6. Treaty of Versailles:
Basic Underlying Causes (MINT)
1. Axis Militarism:
2. Axis Imperialism:
3. Axis Nationalism:
4. Axis Totalitarianism:
Major Axis
Powers
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Storyboarding –Isolationism
Presidents Harding and Hoover
 Students sequence a series of events or concepts by writing summaries, creating illustrations, and
posing questions that are not directly answered in the text (higher-order).
 Students develop chronological and cause-and-effect relations between events.
Student Expectation – SE – (Framing the Lesson): _________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Topic: Isolationist Policies – What is Isolationism? __________________________________________________________
___________________________________________________________________________________________________
Subtitle: Washington Naval Conference
Summary:
Subtitle: Kellogg-Briand Pact
Summary:
Picture:
Picture:
Question:
Question:
Subtitle: Hawley-Smoot Tariff
Summary:
Subtitle: Stimson Doctrine
Summary:
Picture:
Picture:
Question:
Question:
How does the information on this page relate to the SE at the top? (Close out the Lesson):
___________________________________________________________________________________________________
___________________________________________________________________________________________________
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Meta-Cognition Journal – Describe your own learning process
Isolationism - President Franklin Roosevelt
Student Expectation – SE – (Framing the Lesson): _________________________________________________________
___________________________________________________________________________________________________
_________________________________________________________________________________________________
Topic: ____________________________________________________________________________________________
Sections: __________________________________________________________________________________________
How I Learned It…
America First
Committee, 1940
Nye Committee, 1936
Johnson Debt Default
Act, 1934
Good Neighbor Policy
What I Learned…..
How does the information on this page relate to the SE at the top? (Close out the Lesson):
___________________________________________________________________________________________________
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Student Expectation (SE)/Frame the Lesson: ______________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Using the “Depression in Germany” Slide, answer the following question:
What can you infer based on this slide?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
What might this situation lead to?
___________________________________________________________________________________________________
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Between the Wars – Prezi
I. What are the problems after the war in the 1920’s?
A. High _______________
B. ___________ from the war
C. Fear of ___________ spreading
D. Problems with ____________
II. Why did countries start ___________ again when they had the League of Nations to keep the peace?
A. Because countries still were __________ of one another
B. Because the League had no ______________________
III. The ___________________________ began in 1929
A. Definition –
_____________________________________________________________________________________
B. Caused a world-wide ________________________
C. Effects of the Great Depression
1. Caused a change in the _________________ in most countries, some went to ________________
2. Hurt relations between _____________
3. Brought to power _______________ governments in some countries. Why? Because these
governments tried to solve unemployment by building ____ factories and giving people jobs.
IV. What dictators came to power in the 1930’s?
A. _________________ in Germany
B. ____________________ in Italy
C. _____________ in Soviet Union (Russia)
How does the information on this page relate to the SE at the top? (Close out the Lesson):
___________________________________________________________________________________________________
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Student Expectation (SE)/Frame the Lesson: ______________________________________________________________
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The Origins of World War II
What is nationalism? (Textbook p. 528)
______________________________________________________________________________________________________
Rise of Dictators
Using the Class Handout, Complete the chart below. Include: Type of Government, Goals, and Beliefs
First, what is a totalitarian government? (p. 529)
_____________________________________________________________________________________________________________
Joseph
Stalin
(p. 529)
Benito
Mussolini
(p. 530)
Adolf Hitler
(p. 531)
Hideki Tojo
(p. 554, 532
general
info)
How does the information on this page relate to the SE at the top? (Close out the Lesson):
___________________________________________________________________________________________________
___________________________________________________________________________________________________
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DBQ: APPEASEMENT
Document 1
Hitler promised to tear up the Versailles Treaty. One article of the treaty forbade German troops from entering the Rhineland, a
buffer zone between Germany and France. Two headlines and articles from The New York Times of March 8, 1936, are excerpted
below. They explain this issue from the German and French points of view.
HITLER SENDS GERMAN TROOPS INTO RHINELAND
Berlin, March 7 – Germany today cast off the last shackles fastened upon her by the Treaty of Versailles when Adolf Hitler, as commander-inchief of the Reich defense forces, sent his new battalions into the Rhineland’s demilitarized zone…”After three years of ceaseless battle,” Hitler
concluded, “I look upon this day as marking the close of the struggle for German equality status and with that re-won equality the path is now
clear for Germany’s return to European collective cooperation.”
PARIS APPEALS TO LEAGUE
Paris, March 7 – France has laid Germany’s latest treaty violation before the Council of the League of Nations. At the same time the French
Government made it quite clear that there could be no negotiation with Germany…as long as a single German soldier remained in the Rhineland
in contravention [violation] of Germany’s signed undertakings [agreements]…What is essential, in the French view, is that the German
government must be compelled by diplomatic pressure first, and by stronger pressure if need be, to withdraw from the Rhineland.
Source: The New York Times, March 8, 1936 (adapted)
1a. What action did Hitler take in defiance of the Versailles Treaty? How did he explain his action?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
1b. What was the reaction in France? How might this have led to war?
_____________________________________________________________________________________________________________
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Document 2
German aggression continued in 1938, Britain, France, and Italy met with Hitler to discuss his demands for the Sudetenland, a section
of Czechoslovakia. This radio broadcast by William Shirer describes what happened at this meeting.
It took the Big Four just five hours and twenty-five minutes here in Munich today to dispel the clouds of war and come to an agreement over the
partition of Czechoslovakia. There is to be no European war…the price of peace is…the ceding by Czechoslovakia of the Sudeten territory to Herr
Hitler’s Germany. The German Fuhrer gets what he wanted…His waiting ten short days has saved Europe from a world war…most of the people
of Europe are happy that they won’t have to go marching off to war…Probably only the Czechs…are not too happy. But there seems very little
that they can do about it in face of all the might and power.
Source: William Shirer, CBS broadcast, 1938 (adapted)
2. What happened at this Munich Conference, according to Shirer? What did he feel was the reaction in Czechoslovakia and in the
rest of Europe?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Document 3
This excerpt is from a speech that British Prime Minister Neville Chamberlain gave to Parliament in 1938. In it, Chamberlain explains
why he favored a policy of appeasement in dealing with Hitler at Munich.
With a little good will and determination, it is possible to remove grievances and clear away suspicion…We must try to bring these four nations
into friendly discussion. If they can settle their differences, we shall save the peace of Europe for a generation.
And, in The Times [London]: I shall not give up the hope of a peaceful solution…W sympathize with a small nation faced by a big and powerful
neighbor. But we cannot involve the whole British Empire in war simply on her account. If we have to fight, it must be on larger issues than
that…I am a man of peace…Yet if I were sure that any nation had made up its mind to dominate the world by fear of its force, I should feel that it
must be resisted…But war is a fearful thing.
3a. Why did Chamberlain suggest appeasement?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
3b. Under what conditions would he fight?
_____________________________________________________________________________________________________________
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Annotated Timeline - Appeasement
The annotated timeline feature dates, but adds creative ideas, including illustrations, quotes, analysis, biographical sketches, maps,
charts, drawings, concepts, and short essays. Students design their timeline around a unifying illustration or theme. Annotated
timelines help students understand that importance behind the events studied.
Directions: Using the Appeasement Slides or Handout, create an annotated timeline of the events.
Student Expectation – SE – (Framing the Lesson): _________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Topic: ____________________________________________________________________________________________
How does the information on this page relate to the SE at the top? (Close out the Lesson):
___________________________________________________________________________________________________
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Student Expectation (SE)/Frame the Lesson: ______________________________________________________________
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Neutrality Acts
Illustration to represent Act
Student – created Question
Neutrality
Act of 1937
Neutrality
Act of 1936
Neutrality
Act of 1935
Description – What did it do?
“It Ain’t What it Used to Be”
During the late 1930s, Americans were divided about becoming involved in “Europe’s quarrels.” Some people felt that the United States should be more involved in
the economic and political problems occurring across the Atlantic. Isolationists – people who believed the U.S. should stay completely out of other nations’ affairs –
strictly opposed intervening. The idea that America and Europe were two separate worlds divided by
an ocean that could guarantee safety was quickly eroding.
Analyzing Political Cartoons
1.
2.
3.
What does Uncle Sam’s turning his back on Europe show about
American attitudes in the late 1930s?
___________________________________________________________
___________________________________________________________
What U.S. policy does the cartoon imply?
___________________________________________________________
___________________________________________________________
Why might the Atlantic Ocean have appeared to shrink in the late
1930s?
___________________________________________________________
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America preserves a Cautious Neutrality
“Quarantine” Speech – Roosevelt’s “Quarantine” Speech called for economic embargoes against
aggressors. The speech caused an uproar with isolationists, and Roosevelt later backed down:
“It is my [hope] to pursue a policy of peace and avoid involvement in war. There is an interdependence about the modern world, which makes it impossible
for any nation to isolate itself from [the] upheavals in the rest of the world, especially when such upheavals appear to be spreading. It seems that the epidemic of
world lawlessness is spreading. When an epidemic of disease starts to spread, the community joins in a quarantine of the patients in order to protect the health of the
community against the spread of disease. “
1.
Use the above quote. If the free nations of the world had acted as Roosevelt proposed, would World War II have been
prevented? Explain your answer.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
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“Google” the Flying Tigers. Who were they and how were they important to WWII? _____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
How does the information on this page relate to the SE at the top? (Close out the Lesson):
___________________________________________________________________________________________________
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