World War I to World War II Vocabulary/Event Cards
 The vocabulary/event cards on the following pages can be used for a number of activities.
The remaining information will describe some of these activities.
 Who or What Am I? Task Rotation: Students are put in groups of 2-3. Each student is
required to write his/her own answers on their own paper to turn in. The teacher provides
each group with a Who or What Am I? card. In a designated amount of time (a minute or
less is typical), students should write down the answer to the Who or What Am I? card on
their own paper. The group does not have to agree. Groups can be given a word bank or
come up with answers on their own. After a minute or less, the teacher or a buzzer
indicates for the students to rotate the cards. Prior to the start of the activity, the teacher
should go over the procedures with students about the direction of the rotation and the
student responsible for the task rotation in each group. At the end of the activity, go over
the answers with the students.
 Password or Pyramid: Pair students. Provide each pair a set of vocabulary/event cards.
Player #1 looks at the first word and begins saying words associated with this vocabulary
word. The goal is for the other player(s) to guess the word. For example, the vocabulary
word is “transpiration.” Player #1 may say, “plants, breathing, carbon dioxide, oxygen…”
until someone yells out transpiration. A new person takes over the role of Player #1. Play
continues until all cards have been used. Vocabulary/Event cards can be used with just the
title on one side or use vocabulary/event cards with clues on the opposite side.
 It’s In the Bag: The teacher divides the classroom into groups of three or four. Each group
gets a bag (that is not transparent) with a set of vocabulary cards. Students take turns
pulling two cards at a time out of the bag. The student must either use both words in the
same sentence or tell how the two words are connected. The remaining members of the
group decide whether the sentence or connection identified is correct/appropriate. If the
group agrees the answer is correct, the student keeps his/her two cards and another
student takes a turn. If the group agrees the answer is incorrect, the student puts both
cards back in the bag and another student takes a turn. The winner of the game is the
student that has the most cards when all cards have been removed from the bag.
 Go Fish: Students are put in groups of 3 or 4 to play the game. Deal four cards to each
player, then place the remaining cards face-down in the center of the playing area.
Students must take turns asking other group members for cards that will complete a set
(word, definition). Once a set is complete, the student puts that set to the side. The student
that uses all of his/her cards first wins. The teacher should decide ahead of time how
he/she wants the students to request cards (either by asking for specific cards or by using
higher level thinking by having to ask for cards in more descriptive ways).
 Terminoes: Each card will be placed in a shuffled deck. Students are put in groups of 2-3.
One card is placed face-up on the table. The remaining cards are distributed equally
among the group members. Each player takes turns laying down one of his/her cards so
that it touches one side of any other card on the table (without overlapping). In order to do
this though, the student has to explain how the two words are connected. Player can not
connect two cards that contain the same vocabulary term. The group must decide if the
player has made a correct connection. If there is disagreement, the teacher should be
called as the referee. When a group member has used all of his/her cards, they have won
the game.
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World War I to World War II Vocabulary/Event Cards
World War I
Boll Weevil
Great Depression
Eugene Talmadge
Civilian Conservation
Corps (CCC)
Agricultural
Adjustment Act (AAA)
Rural Electrification
(REA)
Social Security
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World War I to World War II Vocabulary/Event Cards
Copy directly on the back of Page 2.
 started as a war between Austria-Hungary
and Serbia
 caused by nationalism
 caused by political and economic rivalry
 caused by the expansion of country’s
military forces
 caused by alliances between countries
 traveled from Mexico all the way to Georgia
 destroyed thousands of acres of Georgia’s
primary source of income: cotton
 bettles that hatch in the yellow flower of the
cotton plant; then the larvae feed on the
growing white cotton
 caused by people borrowing more money
than they could repay
 caused by factories and farmers
overproducing
 caused by tariffs which kept countries from
buying and selling to each other
 caused by stock speculation
 caused by the stock market crash
 longest period of high unemployment and
low economic activity
 conservative white supremacist
 elected as governor of Georgia in the
1930s and 40s
 did not like government intervention
 initially opposed New Deal programs
 fought for farmer’s interests
 intervened when he learned that some of
Georgia’s colleges were going to integrate
 provided jobs for young single men to
preserve natural resources
 program that built roads, parks, and trails
 program that planted trees
 program that helped with sewer projects,
flood control, and recreational facilities
 provided assistance in Georgia locations
such as: Kennasaw Mountain; Pine
Mountain; Tybee Island; Augusta; Atlanta;
St. Simons; Macon
 paid farmers NOT to plant crops on part of
their land
 provided subsidies (money) to limit
production so prices could go up on limited
supplies
 a problem with the program was that
money went only to landowners not to
tenant farmers
 the act was eventually declared
unconstitutional
 provided low interest loans to organizations
that would extend power lines to rural
areas
 program made farming easier because of
electric water pumps, lights, appliances
 provided retirement and unemployment
insurance from the federal government
 money would come from taxes paid by
workers and employers
 farm workers were not covered under the
program
 the only New Deal program still around
today
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World War I to World War II Vocabulary/Event Cards
Lend-Lease
Pearl Harbor
Bell Aircraft
Savannah and
Brunswick
Richard B. Russell
Carl Vinson
Holocaust
Warm Springs
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World War I to World War II Vocabulary/Event Cards
Copy directly on the back of Page 4.
 Congress allowed Roosevelt to lend or
lease weapons, supplies, and equipment
to any country whose defense was critical
to the United States
 Provided supplies to Great Britain and the
Soviet Union
 Air bases were built in Greenland and
Iceland to help provide supplies
 plant in Marietta that built B-29 bombers
 largest aircraft assembly plant in the world
during that time
 built over 600 planes for the United States
military during World War II
 employed 27,000 employees at its peak
 employed women and African Americans
 now operated by the Lockheed Martin
Corporation
 Japan needed oil and wanted to take it
from the Dutch East Indies (now
Indonesia)
 Japan bombed the one force that would be
able to stop them from taking oil from the
Dutch East Indies
 over 2,000 Americans died during the
attack
 after this event, the United States entered
World War II

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“Liberty ships” were built here
about 31,000 jobs total
built over 180 ships total
considered one of Georgia’s major
contributions during World War II
 Georgia’s youngest governor that was later
elected to the United States Senate
 As governor he combined 102 states
offices into 17 agencies
 As governor he combined the board of
trustees of colleges and universities into
one governing board
 As a U.S. Senator, he favored military
prepardness and states’ rights
 He served on several important committees
and advised 6 U.S. presidents
 one of Georgia’s most influential leaders
 served 50 years in the United States House
of Representatives
 represented Georgia’s military interest in
the government
 he was a major influence in promoting
strong national defense
 has a nuclear-powered aircraft carrier
named after him
 called the “father of the two-ocean navy”
 systematic extermination of 6 million Jews
 5-6 million “undesirables” also killed
 Auschwitz, Buckenwald, Dachau,
Treblinka, Bergen-Belsen
 led to a Georgia commission with programs
to foster tolerance, good citizenship, and
character development
 other Jewish groups across the state
provide programs because of this event
 place in Georgia visited by president
Roosevelt
 used as a treatment facility for president
Roosevelt’s polio
 referred to as the “Little White House”
 place where president Roosevelt died
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