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Links are on my teacher website http://classroom.dickinsonisd.org/webs/RJasso/
Page Date Grade Assignment
13 NA Curriculum Map
14
15
NA Big Ideas and Guiding Questions
WWII Vocabulary Walk pt. 1 & 2
16
17
18
WWII Vocabulary Walk pt. 3
AVID – Describing a Historical Event – The German Offensive –
Use Textbook pages 538-539
AVID – Visual Vocabulary – U.S. Interventionism - handout
19
20
21
22
23
24
25
26
27
28
AVID – Primary Source Rewrite – The Atlantic Charter
Cornell Notes – America Enters the War - Prezi
DBQ – Pearl Harbor
AVID – Descriptive Writing – Japanese Internment - handout
Chart – Allies vs. Axis - handout
Cornell – The War in Europe - Prezi
AVID – Reflective Journal – Holocaust - handout
Graphic Organizer - The War in Asia & the Pacific - Prezi
Chart – 5 W’s – Wartime Diplomacy – handout or internet
Cornell Notes – The Decision to Use the Atomic Bomb and
Japanese Occupation - handout
29
30
31
32
33
The Home Front – Vocabulary Walk pt. 1 & 2
The Home Front – Vocabulary Walk pt. 3
The Home Front - Prezi
Technology of WWII - Prezi
AVID – Concept Map – Legacies and Impact of WWII - handout
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Curriculum Map
War in Europe – European Theatre of War (ETO) – 1939-1941 2 days

Non-Aggression Pact
 Invasion of Poland
 Russo-Finnish War

1940 Axis Spring Offensive – Denmark, Norway, Belgium,
France, Battle of Britain (reasons for, impact of, and significance)
War in the Pacific – PTO (1941-1942) 3 days

Fall of Wake Island, Midway, the Philippines, Guam
 The Bataan Death March
 Allied Strategy to Defeat the Japanese (1942-1945)

Island-hopping and the land campaign

Battle of Coral Sea, Midway, Guadalcanal – reasons for and significance of
 Battle of Leyte Gulf, Philippines, Iwo Jima, Okinawa – reasons US Interventionism (1940-1941)


Neutrality Act of 1939 – Cash and carry (after invasion of
Poland)
Selective Service Act, 1940
 America First Committee, 1940
 Destroyer-Base Deal
 FDR’s Third Term – don’t change horses in the middle of the for and significance of

Potsdam and Truman’s Decision to drop the a-bomb (factors
(pro/con), reasons for and consequences)

Hiroshima/Nagasaki

V-J Day
 Japanese Surrender, Sept. 2, 1945 stream
 Four Freedoms Speech
 Lend-Lease
 Atlantic Charter

Shoot-on-Sight

Economic sanctions against Japan 1940-1941
War in the Pacific – The Pacific Theater of Operations (PTO) – 1937-1941
1 day
The American Home Front 1 day

Presidential Election of 1940

Economic Impact of WW II
 War Mobilization – Military (Conscription), Industry, Labor,
Conservation Efforts, Agriculture, Financing the War o o
WPB, OWM, OPA, OWI
Financing the War o Change in Regional Demographics – development
 Japanese expansion into China and Southeast Asia and reasons for it

US Response – More economic sanction/diplomacy and reasons
 for them
Attack on Pearl Harbor and US Response of the South and the West – military contractors and military bases (a move to a more diversified economy with more opportunities for the regions minority populations)
 Social and Economic Impact of WW II on industry, agriculture, labor, women, minorities War in Europe – The European Theater of Operations (ETO) – 1941-1945
3 days
 Fighting the War in Europe

Wartime Allied Cooperation o Technology and Scientific Advancements and Their o o
Advantages of Axis/Advantages of Allies
Allied Strategy to defeat Axis Powers – Germany first
Impact o Intelligence Gathering o policy, then Japan…Sea, Air, Land campaigns
Invasion of USSR – reasons for and significance o Allies in N. Africa – reasons for and significance o Battle of the Atlantic – radar, sonar, convoy system,
Enigma and breaking the German code o Battle of Stalingrad – reasons for Soviet victory and o Planning and Strategy
 Presidential Election of 1944
Social and Economic Impact of WW II 1 day

WW II’s Social and Economic Impact on Women, Racial/ethnic minorities, Labor o reason for German defeat, and significance
Wartime Diplomacy – Casablanca Conference, Teheran
Wartime Diplomacy and Sources of Allied Tensions

Casablanca Conference, Teheran Conference, and the Yalta
Conference




Conference
D-Day – Planning of, preparation for, execution of, significance
Battle of the Bulge – reasons for and significance
V-E Day
Legacies of WW II in Europe o The Holocaust and liberation of concentration camps o Contributions of US generals and minorities in the military o Yalta Conference o Goals of US o Goals of Britain o Goals of USSR
FDR’s and Truman’s Leadership Qualities
Political Impact of WW II 1 day


America’s New Role in the World – a Global Superpower
 Change in US Foreign Policy – Internationalism
 Economic and Human Costs of WW II
Role of the UN

Expansion of Global Democracy and Human Rights
 Emergence of the USSR as a Global Power
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“Big Ideas”
World War II and Its Legacies European Theatre (ETO)
1.
By late 1942, the Allies stopped the Axis power’s advances in Europe and Africa, slowly pushed back German and Italian forces in 1943, and opened the door for a massive cross-channel invasion of Normandy in 1944.
2.
With an Allied victory near, the Big Three met at Yalta in 1945 and made plans to reorganize Europe as a weakening Allied alliance shaped the post-war world.
3.
Extraordinary military leadership at all levels demonstrated by every group of American society, once again validates the belief that democracy is based on the conviction that there are extraordinary possibilities in ordinary people.
4.
During WW II, the Nazis carried out a brutal plan that resulted in the deaths of 6 million Jews and millions of other victims.
World War II and Its Legacies Pacific Theatre (PTO)
5.
Japanese expansion was halted in 1942 at Midway as US forces slowly pushed back Japanese forces from 1943-1944.
6.
The ferocious military campaigns of 1945 moved US forces closer to Japan to prepare for an invasion that the atomic bomb made unnecessary.
The American Home Front: The Economic, Social and Political Impact of WW II
7.
Unified by the attack on Pearl Harbor, America effectively carried out a war mobilization effort that produced vast social and economic changes within American society.
8.
Wartime cooperation and planning by the Allies made winning a multi-front war possible.
9.
Technological and scientific advancements significantly impacted the outcome of WW II and profoundly altered society and the nature of warfare.
10.
Significant changes were produced as a result of WW II including an unprecedented loss of life, the creation the United Nations, increased tensions between the USSR and the West, the beginnings of decolonization, the push for a civil rights movement, and a change in America’s role in the world.
“Guiding Questions”
World War II and Its Legacies European Theatre (ETO)
1.
What advantages did the Axis Powers have over the Allies at the beginning of the war?
2.
What factors determined the Allied power’s military strategies for defeating Italy and Germany and why were those strategies controversial?
3.
How did Hitler’s invasion of the USSR in 1941 change the dynamics of the European war and why was Allied control of the Atlantic and North
Africa important?
4.
What were the most decisive factors that produced the defeat of Germany and in what ways were the Battle of the Atlantic, Soviet efforts on the
Eastern front, and D-Day, and the Battle of the Bulge important in securing an Allied victory?
5.
How did the Yalta Conference shape the outcome of WW II and the post-war world and to what extent was the Yalta Agreement a pragmatic solution?
6.
What roles did US military leaders such as Dwight Eisenhower, George C. Marshall, Omar Bradley, and George S. Patton play during WW II and to what extent were their contributions important to the Allied victory?
7.
In what ways did minorities demonstrate distinguished military service during WW II?
8.
What groups were targets of Nazi Germany during the Holocaust, why were Jews singled out, how was the “final solution” implemented, and what role did the West play as collaborators, bystanders, and rescuers?
World War II and Its Legacies Pacific Theater (PTO)
9.
What were the most important factors that led to the defeat of Japan and in what ways were the Battle of Midway, the Battle of Guadalcanal, the
Battles of Iwo Jima and Okinawa important in securing an Allied victory in the Pacific?
10.
What role did US military leaders and individual units play in defeating Japan?
11.
What factors contributed to Truman’s decision to use atomic bombs against Japan, what qualities of leadership did Truman exhibit, and why is
Truman’s decision controversial today?
The American Home Front: The Economic, Technological, Social and Political Impact of WW II
12.
How did the government finance the war and mobilize public opinion, the military, industry, and labor, and what impact did economic mobilization have on the US economy and regional demographics?
13.
In what ways did WW II socially and economically impact each of the following: African Americans, Mexican Americans, Native Americans, and women?
14.
In what ways did Allied cooperation in advanced science and technology impact the outcome of WW II and what effect did these advancements have on the post-war economy and society?
15.
What were the sources of tension that developed between the Allies and USSR during the war and in what ways did their objectives differ by the end of the war?
16.
What qualities of leadership did FDR and Truman exhibit as they responded to events and issues that arose during WW II?
17.
What are the political legacies of WW II, what were the human and economic costs of the war, and how did the war alter the map and change
America’s role in the world?
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World War II, 1939-1945 Vocabulary
Part I Part II [work with a partner on both parts] DO NOT USE THE TEXTBOOK AT ALL! (40 answers)
___ 1. ________________________ – defense alliance that fought the Axis Powers. There were 26 nations who signed the Atlantic
Charter which would later be renamed the Declaration of United Nations.
___ 2. ________________________ – Defense alliance between Germany, Italy and Japan (Tripartite Pact).
___ 3. ________________________ – The German goal during this battle was to win the seas by preventing food & war materials from reaching England & the USSR by sinking allied ships with U-boats. The Allies won the battle by using convoys, sonar, and radar to sink the U-boats.
___ 4. ________________________ - they were both new technologies used to detect airplanes in the air or submarines under water.
___ 5. ________________________ – over a year-long battle that was the turning point on Germany’s Eastern Front. The Soviets defended this industrial city at all costs losing over 1 million soldiers in defeating the Germans.
___ 6. ________________________ – an African-American fighter group in the Air Corps. Their main job was to provide escorts for pilots on bombing missions. These “Red Tails”, so named because of the distinctive red tail section, won numerous awards including 2 Distinguished Unit Citations, 100 Distinguished
Flying Crosses, & a Legion of Merit, etc.
___ 7. ________________________ – 400 Native Americans were recruited into the Marine Corps to use their native language to transmit telephone and radio messages that the Japanese could not interpret.
___ 8. ________________________ – June 6, 1944. It marked the 1st day of the Allied invasion of Nazi-controlled France. It was code named Operation Overlord and was the largest amphibious invasion in world history and was executed by land, sea, and air elements with over 160,000 troops landing on that day alone.
___ 9. ________________________ – the German’s last ditch effort to recapture the Belgium port of Antwerp. They wanted to disrupt the Allied supply line. After a month of fighting it failed, leaving retreat as the only option for the Nazi’s.
___ 10. ________________________ – leaders of the United States, the Soviet Union, and Great Britain who met secretly many times to coordinate their military strategies and to lay the foundation for peace terms.
___ 11. ________________________ – This was a Big Three meeting in a Soviet resort town. After victory was achieved in Europe,
FDR, Stalin, & Churchill agreed 1) to divide Germany into occupation zones, 2) to allow free elections in Soviet-controlled Eastern Europe, 3) that the Soviets would enter the war against
Japan, They did on August 8, 1945, 4) to create a new world peace organization.
___ 12. ________________________ – new leaders Truman (US) and Attlee (Britain) met with Stalin in Germany in late July 1945 to call for Japan’s unconditional surrender and agreed to hold war-crime trials of Nazi leaders
___ 13. ________________________ – this was the 1st U.S. bombing attack on the Japanese mainland after Pearl Harbor. It provided a moral boost for the U.S. public and helped to dampen Japanese spirits.
___ 14. ________________________ – US forces were forced to surrender in the Philippines in early 1942. The prisoners of war were forced to make a tortuous 60 mile march through the jungle. 5,000 Americans died from starvation, no water, exposure to the sun, and disease. Many were shot, tortured with bayonets & executed along the way.
___ 15. ________________________ – these were volunteer pilots who supplied China with war supplies at the beginning of the war
___ 16. ________________________ – It was the turning point in the Pacific War. The victory sent the Allies island hopping back to
Japan.
___ 17. ________________________ –new strategy by Admiral Chester Nimitz to bypass strongly held Japanese islands and isolate them with naval and air power. This would enable to U.S. to get to get within striking distance of Japan’s home islands more quickly. They vowed to return to those islands they left behind
(Philippines).
___ 18. ________________________ – a weapon of mass destruction whose explosive power derives from a nuclear reaction.
___ 19. ________________________ – the code name for research done across the country to develop the 1st atomic bomb.
___ 20. ________________________ – The Japanese cities that the USA dropped atomic bombs on (Aug. 6 & 9, 1945). They helped bring an end to the war with Japan
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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 are the Navajo Code Talkers related to the Tuskegee Airmen? (12pts)
2. What inference or conclusion can one make about the effect the Bataan Death March would have on U.S. fighting in the Pacific Theater? (12pts)
3. What was the significance of D-Day or the Normandy Invasion to the Soviet Union? (12pts)
4. How could President Truman justify ordering the bombing of Hiroshima & Nagasaki to the American people? (12pts)
5. What might have happened if the Allies lost the Battle of the Bulge? (12pts)
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The German Offensive Begins
Student Expectation – SE – (Framing the Lesson): _________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Topic: _____________________________________________________________________________________________
Sections: __________________________________________________________________________________________
Who
When
Where
World War II Begins
Use Textbook pages
538-539
S
Why
How
IGNIFICANCE
How does the information on this page relate to the SE at the top? (Close out the Lesson):
___________________________________________________________________________________________________
___________________________________________________________________________________________________
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The United States Moves Towards Interventionism
 Students better understand vocabulary by explaining the meaning of the term in their own words and creating visual images that represent the word.
 Students clarify their explanation and understanding of the vocabulary word with an illustration or drawing.
Student Expectation – SE – (Framing the Lesson): _________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Topic: _____________________________________________________________________________________________
Word:
Glossary Definition:
Definition in Your Own Words:
Example:
Visual:
Word:
Glossary Definition:
Definition in Your Own Words:
Example:
Visual:
Word:
Glossary Definition:
Definition in Your Own Words:
Example:
Visual:
Word:
Glossary Definition:
Definition in Your Own Words:
Example:
Visual:
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How does the information on this page relate to the SE at the top? (Close out the Lesson):
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Students will analyze a primary source and rewrite it using contemporary language in order to better understand ideas and language of the past. The sources may include speeches, letters, diary entries, etc.
Student Expectation – SE – (Framing the Lesson): ___________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Topic: _______________________________________________________________________________________________________
Original Primary Source: Atlantic Charter , AUGUST 14, 1941
The President of the United States of America and the Prime Minister, Mr. Churchill, representing His Majesty's Government in the United Kingdom, being met together, deem it right to make known certain common principles in the national policies of their respective countries on which they base their hopes for a better future for the world.
First, their countries seek no aggrandizement, territorial or other; Second, they desire to see no territorial changes that do not accord with the freely expressed wishes of the peoples concerned; Third, they respect the right of all peoples to choose the form of government under which they will live; and they wish to see sovereign rights and self-government restored to those who have been forcibly deprived of them; Fourth, they will endeavor, with due respect for their existing obligations, to further the enjoyment by all States, great or small, victor or vanquished, of access, on equal terms, to the trade and to the raw materials of the world which are needed for their economic prosperity; Fifth, they desire to bring about the fullest collaboration between all nations in the economic field with the object of securing, for all, improved labor standards, economic advancement and social security; Sixth, after the final destruction of the Nazi tyranny, they hope to see established a peace which will afford to all nations the means of dwelling in safety within their own boundaries, and which will afford assurance that all the men in all lands may live out their lives in freedom from fear and want; Seventh, such a peace should enable all men to traverse the high seas and oceans without hindrance; Eighth, they believe that all of the nations of the world, for realistic as well as spiritual reasons must come to the abandonment of the use of force. Since no future peace can be maintained if land, sea or air armaments continue to be employed by nations which threaten, or may threaten, aggression outside of their frontiers, they believe, pending the establishment of a wider and permanent system of general security, that the disarmament of such nations is essential. They will likewise aid and encourage all other practicable measure which will lighten for peace-loving peoples the crushing burden of armaments.
Franklin D. Roosevelt
Winston S. Churchill
Directions:
Step 1 – Mark important and/or confusing terms in the text.
Step 2 – Define each of these terms in contemporary (modern) language.
Step 3 – Reread the primary source and mark important and/or main ideas.
Step 4 – Discuss the document with the class or a partner.
Step 5 – Rewrite the primary source using contemporary language making sure not to lose the important ideas of the source.
Step 6 – (optional) Students present or perform the final product to their group or class.
Step 7 – Students write a journal reflection on what they learn most by rewriting the document in modern language. (Include in “Close Out the Lesson”)
Definitions of Important/Confusing Terms:
Student’s Contemporary Rewrite:
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How does the information on this page relate to the SE at the top? (Close out the Lesson):
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
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Topic
America Enters the War Prezi
Questions/Main Ideas:
Summary:
Name:
Teacher:
Class:
Date
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Notes

Student Expectation (SE)/Frame the Lesson: ______________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Analyze: Use the map to answer the following questions:
1.
Why did Japan invade Manchuria? What do you think they needed?
______________________________________________
______________________________________________
______________________________________________
2.
What do you think may have happened if the
Japanese had never attacked Pearl Harbor?
______________________________________________
______________________________________________
______________________________________________
3.
Think back…how could the United States’ earlier policies with Japan have led to this outcome?
______________________________________________
______________________________________________
______________________________________________
The day after the attack on Pearl Harbor, President Roosevelt asked Congress for a declaration of war against Japan.
“Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. The United States was at peace with that nation, and, at the solicitation of
Japan, was still in conversation with its government and its Emperor looking toward the maintenance of peace in the Pacific. . . .As
Commander-in-Chief of the Army and Navy I have directed that all measures be taken for our defense, that always will our whole nation remember the character of the onslaught against us. No matter how long it may take us to overcome this premeditated invasion, the American people, in their righteous might, will win through to absolute victory.” —President Franklin D. Roosevelt
(December 8, 1941)
4.
Why does President Roosevelt believe that the date, December 7, 1941, “will live in infamy”? Was he correct?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
5.
What makes Roosevelt believe that the Americans will win absolute victory?
____________________________________________________________________________________________
____________________________________________________________________________________________
Who was to blame for Pearl Harbor? After the attack, some critics blamed U.S. policies for forcing Japan to take action:
 In 1944, Oliver Lyttelton, a British government minister, said that: “Japan was provoked into attacking the Americans at
Pearl Harbor. It is a travesty to say that America was forced into the war. Everyone knows where American sympathies were. It is incorrect to say that America was ever truly neutral even before America came into the war on a fighting basis.”
 Even after Pearl Harbor, some Americans believed that the United States should have done more to “appease” Japan. Just after the attack on Pearl Harbor, U.S. Senator Vandenberg wrote that “the United States would have to yield relatively little to pacify Japan.” He concluded that “we may have driven [Japan] needlessly into hostilities through our rigid diplomatic attitudes. We asked for it, and we got it.”
6.
Write a letter to either the British minister Lyttelton or U.S. Senator Vandenberg explaining why you agree or disagree with his opinion.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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Understanding how characters felt in the context of the time in which they lived is important to understanding history. In Descriptive Writing, students first read and investigate the topic. They create a list of characters from the period of study. They can be actual people, or a general example of a person from the time period. After research, students then place their character in an event or moment of time. They brainstorm ideas to complete a visual chart using the senses. The student product is the completed chart.
Student Expectation – SE – (Framing the Lesson): _________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Topic: ____________________________________________________________________________________________
Definition/Description:
Illustration:
If I were there I would have…..
Sound
…..Heard…..
Sight
…..Seen…..
Taste
…..Tasted…..
Feel
…..Felt…..
How does the information on this page relate to the SE at the top? (Close out the Lesson):
Smell
…..Smelled…..
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Student Expectation – SE – (Framing the Lesson): _________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Axis
How does the information on this page relate to the SE at the top? (Close out the Lesson):
___________________________________________________________________________________________________
___________________________________________________________________________________________________
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Topic
The War in Europe Prezi
Questions/Main Ideas:
Summary:
Name:
Teacher:
Class:
Date
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Notes

Student Expectation – SE – (Framing the Lesson): _________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Topic: ____________________________________________________________________________________________
Sections: ___________________________________________________________________________________
How does the information on this page relate to the SE at the top? (Close out the Lesson):
__________________________________________________________________________________________________
___________________________________________________________________________________________________
_________________________________________________________________________________________________
The following is from Woman Prisoner #T-917 at Lenzing Concentration Camp:
“Now began a frightful time of waiting. We were locked in the camp without food. I was asleep when my sister wakened me. She reported that in front of the camp were two young men…They told us that they would get help from the American soldiers who were nearby but had no idea our camp was there….It took a few hours until they arrived. It was General Patton’s 3 rd Army. The soldiers broke open the gate. It must have been a shock for the soldiers when they saw us, emaciated or swollen, pale and dirty creatures. They first provided us with their food rations and soap…”
1.
Who do you think was more surprised at the meeting: the concentration camp inmates or the American soldiers?
Explain your answer.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
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Student Expectation (SE)/Frame the Lesson: ______________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________
Prezi -
Navajo Code Talkers -
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Summary:
Topic
The Decision to Use the Atomic Bomb and the Occupation of Japan
Questions/Main Ideas:
Name:
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Notes

Part I Part II [work with a partner on both parts] DO NOT USE THE TEXTBOOK AT ALL! (24 answers)
___ 1. ________________________ – Debt securities issued by a government for the purpose of financing military operations during times of conflict. It is an emotional appeal to patriotic citizens to lend the government their money because these loans offer a rate of return below the market rate.
___ 2. ________________________ – the government encouraged families to grow their own vegetables at their homes, since food was being rationed. During the peak of this movement, there were about 20 million nurseries in the United States, producing nearly one-third of all the vegetables being grown in the nation
___ 3. ________________________ – a system that established fixed allotments of goods for the public that were deemed essential for the military
___ 4. ________________________ - mandatory draft of men 18-35; 10 million soldiers would be drafted for
WWII
___ 5. ________________________ – its job was to create pro-Allied and anti-Axis propaganda through movies, posters, and the radio
___ 6. ________________________ – the government agency that fought inflation during the war by freezing the prices on most goods.
___ 7. ________________________ – government agency that decided which companies would convert from peacetime to wartime production and allocated raw materials to key industries
___ 8. ________________________ – became the symbol of women who worked in factories and defense plants during World War II
___ 9. ________________________ – an interracial organization founded to confront urban segregation in the
North
___ 10. ________________________ – this was started because of a shortage of agricultural labors. This federal program allowed Mexican “hired hands” to enter the USA from
1942-47 to harvest crops. They were supposed to go home after the war, but many of them stayed.
___ 11. ________________________ –a series of race uprisings in 1943 during World War II that erupted in Los
Angeles, California between white sailors and Marines stationed throughout the city and Latino youths, who were recognizable by the clothing they wore.
___ 12. ________________________ – the Allies put 24 Nazi leaders on trial for crimes against humanity, against peace, and war crimes.
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Part III Organize the terms into 3-6 categories and give the categories a title (4 pts each = 48 pts) Work by yourself
1. How is Rosie the Riveter related to Office of War Information? (10pts)
2. What inference or conclusion can one make about the message that the Office of Price Administration was giving to American businesses during WWII? (10pts)
3. What was the significance of the Nuremberg Trials to future dictators that are fighting unjust wars? (10pts)
4. How could FDR justify the rationing of gasoline to the American public in 1942? (10pts)
5. What would happen if the federal government reinstituted the Bracero program today? (12pts)
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Student Expectation – SE – (Framing the Lesson): _________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
What helped end the lingering effects of the Great Depression?
Paying for the War -
Industrial Production and Rationing -
Victory Gardens -
Mexican Americans
Native Americans
African Americans
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Some historians attribute the Allied victory in the war to its many technological advances. The atomic bomb was not the only technological advance in World War II. The war saw the emergence of many other important technologies.
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Student Expectation – SE – (Framing the Lesson): _________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Concept: ___________________________________________________________________________________________
Define:
Visual:
Non-Examples:
Characteristics:
Examples:
How does the information on this page relate to the SE at the top? (Close out the Lesson):
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
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