hsus te ch11 co s.fm Page 352 Wednesday, December 3, 2008 ... · Our Mothers’ War: American Women...

352 World War II

CHA

PTER 1111

Teach With TechnologyPresentationEXPRESSTM PREMIUM CD-ROM

� Teach this chapter’s core content by using PresentationExpress, which includes Witness History audio, interactivities, video, lecture outlines, and the ExamView® QuickTake assessment tool.

� To introduce this chapter by using PresentationExpress, ask stu-dents with which of the following statements they most agree: A) The United States should never become involved in for-eign wars under any circum-stances. B) The United States should become involved in for-eign wars whenever an ally is attacked. C) The United States should fight in wars only after it has been directly attacked. D) The United States should go to war any time people are being threatened or mis-treated by their own or another nation’s government. Take a class poll or record stu-dents’ answers by using the Quick-Take feature, and discuss their responses. Point out that in this chapter, students will read about the role of the United States in the major conflict known as World War II. Continue introducing the chapter by using the chapter opener slide show and Witness History audio.

Technology Resources� StudentEXPRESS CD-ROM

� TeacherEXPRESS CD-ROM

� PresentationEXPRESS PREMIUM CD-ROM

� WITNESS HISTORY Audio

� ExamView® Test Bank CD-ROM English and Spanish

� Guided Reading Audio, Spanish

� Student Edition on Audio

� Witness History DVD, Women in World War II

� Experience It! Multimedia Pack

For the TeacherDear, I.C.B. and M.R.D. Foot. The Oxford Companion

to World War II. Oxford University Press, USA, 2005.Kirk, Tim and Anthony McElligott, eds. Opposing

Fascism: Community, Authority, and Resistance in Europe. Cambridge University Press, 1999.

Yellin, Emily. Our Mothers’ War: American Women at Home and at the Front During World War II. Free Press, 2005.

For the StudentL2

Gottfried, Ted. Children of the Slaughter: Young People of the Holocaust. Twenty-First Century Books, 2001.

L3

Bernstein, Mark, et al. World War II on the Air: Edward R. Morrow and the Broadcasts That Riveted a Nation. Sourcebooks Mediafusion, 2005.

L4

Hersey, John. Hiroshima. Vintage, 1989. First published in 1946.

CH

AP

TER

World War II1941–1945

hsus_te_ch11_co_s.fm Page 352 Wednesday, December 3, 2008 5:49 PM

Chapter 11 353

Chapter-Level ResourcesLetter Home (English and

Spanish), Preread the Chapter, Vocabulary Builder, Reading Strategy, Social Studies Skills Practice, Enrichment, Issues Connector, Chapter Tests� Test Prep With Document-Based

Assessment� AYP Monitoring Assessments� ExamView® Test Bank CD-ROM� Guided Reading Audio (Spanish)� Student Edition Audio

Previewing the Chapter� WITNESS HISTORY Read the

Witness History selection aloud, or play the accompanying audio. Ask What do you think the invasion was like for those who took part in it? (Sample response: It must have been fright-ening, although the soldiers may also have felt proud to be fighting to push the Germans out of France.) Why did the French people greet U.S. soldiers with cider? (The French people wanted to celebrate and thank the Ameri-cans.) Tell students that in the chapter they will learn more about the U.S. role in the war and its growing power.

Witness History Audio CD, The Slow March to Victory

� Analyzing the Visuals Ask stu-dents to study the images on these two pages. Explain that often peo-ple refer to World War II as the last “good war.” Discuss what this expression means. Ask students to predict how each image relates to the war and the U.S. role in it.

� Focus Write the Chapter Focus Question on the board. Tell stu-dents to keep this question in mind as they read the chapter. Then, have students preview the section titles in this chapter.

� Preread Have students complete the chapter’s Preread the Chapter Worksheet. Teaching Resources, pp. 9–10

The following Teacher’s Edition strategies are suit-able for students of varying abilities.

L1

Special Needs Students, pp. 355, 356, 362, 364, 371, 373, 376, 381, 382, 389 SN

L2

English Language Learners, pp. 355, 356, 362, 364, 371, 373, 376, 381, 382, 389 ELL

L2

Less Proficient Readers, pp. 355, 356, 362, 364, 371, 373, 376, 381, 382, 389 LPR

L4

Advanced Readers, pp. 357, 364, 374, 375, 378, 381, 388 AR

L4

Gifted and Talented Students, pp. 357, 364, 374, 378, 381, 388 GT

Have students access Web Code nee-8401 for the Note Taking Study Guide Online, as an alternative to the Reading and Note Taking Study Guide booklet.

WITNESS HISTORYWITNESS HISTORY AUDIO

The Slow March to VictoryIn June 1944, Allied troops landed in German-held France and began their push toward the defeat of Hitler. An American soldier later described his memories:

“Trying to stay clean, trying to rest when possible, eating when possible. . . . Feeling very thankful that one of the guys just looking upwards into a tree observed a German and without hesitation fired his rifle from the hip—Hollywood fashion—killing the German, who no doubt was waiting for the last GI in the platoon to pass by and would then open fire from the rear. . . . On the move constantly, pushing inland, small villages with buildings burning.”

—Dick Biehl, quoted in June 6, 1944:

The Voices of D-Day

Listen to the Witness History audio to hear more

about American soldiers in France.

Chapter PreviewChapter Focus Question: What impact did World War II have on America and the world?

Section 1 The Allies Turn the Tide

Section 2 The Home Front

Section 3 Victory in Europe and the Pacific

Section 4 The Holocaust

Section 5 Effects of the War

Patch commemorating the Battle of Guadalcanal

American tank

Use the at the end of this chapter to preview chapter events.

Note Taking Study Guide OnlineFor: Note Taking and American Issues ConnectorWeb Code: nee-8401

� Near a French village, an American soldier fires a cannon at retreating German soldiers in 1944.

Navajos in the United States Marines sent coded messages in their native language.

hsus_te_ch11_co_s.fm Page 353 Monday, January 12, 2009 5:41 PM

352 World War II

CHA

PTER 1111

Teach With TechnologyPresentationEXPRESSTM PREMIUM CD-ROM

� Teach this chapter’s core content by using PresentationExpress, which includes Witness History audio, interactivities, video, lecture outlines, and the ExamView® QuickTake assessment tool.

� To introduce this chapter by using PresentationExpress, ask stu-dents with which of the following statements they most agree: A) The United States should never become involved in for-eign wars under any circum-stances. B) The United States should become involved in for-eign wars whenever an ally is attacked. C) The United States should fight in wars only after it has been directly attacked. D) The United States should go to war any time people are being threatened or mis-treated by their own or another nation’s government. Take a class poll or record stu-dents’ answers by using the Quick-Take feature, and discuss their responses. Point out that in this chapter, students will read about the role of the United States in the major conflict known as World War II. Continue introducing the chapter by using the chapter opener slide show and Witness History audio.

Technology Resources� StudentEXPRESS CD-ROM

� TeacherEXPRESS CD-ROM

� PresentationEXPRESS PREMIUM CD-ROM

� WITNESS HISTORY Audio

� ExamView® Test Bank CD-ROM English and Spanish

� Guided Reading Audio, Spanish

� Student Edition on Audio

� Witness History DVD, Women in World War II

� Experience It! Multimedia Pack

For the TeacherDear, I.C.B. and M.R.D. Foot. The Oxford Companion

to World War II. Oxford University Press, USA, 2005.Kirk, Tim and Anthony McElligott, eds. Opposing

Fascism: Community, Authority, and Resistance in Europe. Cambridge University Press, 1999.

Yellin, Emily. Our Mothers’ War: American Women at Home and at the Front During World War II. Free Press, 2005.

For the StudentL2

Gottfried, Ted. Children of the Slaughter: Young People of the Holocaust. Twenty-First Century Books, 2001.

L3

Bernstein, Mark, et al. World War II on the Air: Edward R. Morrow and the Broadcasts That Riveted a Nation. Sourcebooks Mediafusion, 2005.

L4

Hersey, John. Hiroshima. Vintage, 1989. First published in 1946.

CH

AP

TER

World War II1941–1945

hsus_te_ch11_co_s.fm 52 Wednesday, December 3, 2008 5:49 PM

Chapter 11 353

Chapter-Level ResourcesLetter Home (English and

Spanish), Preread the Chapter, Vocabulary Builder, Reading Strategy, Social Studies Skills Practice, Enrichment, Issues Connector, Chapter Tests� Test Prep With Document-Based

Assessment� AYP Monitoring Assessments� ExamView® Test Bank CD-ROM� Guided Reading Audio (Spanish)� Student Edition Audio

Previewing the Chapter� WITNESS HISTORY Read the

Witness History selection aloud, or play the accompanying audio. Ask What do you think the invasion was like for those who took part in it? (Sample response: It must have been fright-ening, although the soldiers may also have felt proud to be fighting to push the Germans out of France.) Why did the French people greet U.S. soldiers with cider? (The French people wanted to celebrate and thank the Ameri-cans.) Tell students that in the chapter they will learn more about the U.S. role in the war and its growing power.

Witness History Audio CD, The Slow March to Victory

� Analyzing the Visuals Ask stu-dents to study the images on these two pages. Explain that often peo-ple refer to World War II as the last “good war.” Discuss what this expression means. Ask students to predict how each image relates to the war and the U.S. role in it.

� Focus Write the Chapter Focus Question on the board. Tell stu-dents to keep this question in mind as they read the chapter. Then, have students preview the section titles in this chapter.

� Preread Have students complete the chapter’s Preread the Chapter Worksheet. Teaching Resources, pp. 9–10

The following Teacher’s Edition strategies are suit-able for students of varying abilities.

L1

Special Needs Students, pp. 355, 356, 362, 364, 371, 373, 376, 381, 382, 389 SN

L2

English Language Learners, pp. 355, 356, 362, 364, 371, 373, 376, 381, 382, 389 ELL

L2

Less Proficient Readers, pp. 355, 356, 362, 364, 371, 373, 376, 381, 382, 389 LPR

L4

Advanced Readers, pp. 357, 364, 374, 375, 378, 381, 388 AR

L4

Gifted and Talented Students, pp. 357, 364, 374, 378, 381, 388 GT

Have students access Web Code nee-8401 for the Note Taking Study Guide Online, as an alternative to the Reading and Note Taking Study Guide booklet.

WITNESS HISTORYWITNESS HISTORY AUDIO

The Slow March to VictoryIn June 1944, Allied troops landed in German-held France and began their push toward the defeat of Hitler. An American soldier later described his memories:

“Trying to stay clean, trying to rest when possible, eating when possible. . . . Feeling very thankful that one of the guys just looking upwards into a tree observed a German and without hesitation fired his rifle from the hip—Hollywood fashion—killing the German, who no doubt was waiting for the last GI in the platoon to pass by and would then open fire from the rear. . . . On the move constantly, pushing inland, small villages with buildings burning.”

—Dick Biehl, quoted in June 6, 1944:

The Voices of D-Day

Listen to the Witness History audio to hear more

about American soldiers in France.

Chapter PreviewChapter Focus Question: What impact did World War II have on America and the world?

Section 1 The Allies Turn the Tide

Section 2 The Home Front

Section 3 Victory in Europe and the Pacific

Section 4 The Holocaust

Section 5 Effects of the War

Patch commemorating the Battle of Guadalcanal

American tank

Use the at the end of this chapter to preview chapter events.

Note Taking Study Guide OnlineFor: Note Taking and American Issues ConnectorWeb Code: nee-8401

� Near a French village, an American soldier fires a cannon at retreating German soldiers in 1944.

Navajos in the United States Marines sent coded messages in their native language.

hsus_te_ch11_co_s.fm Page 353 Monday, January 12, 2009 5:41 PM

354 World War II

11

Step-by-Step InstructionSE

CTIO

N

ObjectivesAs you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

• Analyze the reasons for and impact of the Allies’ “Europe First” strategy.

• Explain why the battles of Stalingrad and Midway were major turning points in the war.

• Discuss how the Allies put increasing pressure on the Axis in North Africa and Europe.

Prepare to Read

Background KnowledgeHave students recall the situation in Europe and the Pacific when the United States entered World War II. Using a world map, point out the areas of fighting at this stage of the war. Ask students to predict how the United States would change the course of the war.

Set a Purpose� WITNESS HISTORY Read the selec-

tion aloud, or play the audio.

Witness History Audio CD, Spiders as Big as Your Fist

Ask According to Robert Leckie, what dangers did soldiers in the Pacific face? (mud, muck, and bad air; crocodiles, scorpions, and other dangerous creatures)

� Focus Point out the Section Focus Question, and write it on the board. Tell students to refer to this ques-tion as they read. (Answer appears with Section 1 Assessment answers.)

� Preview Have students preview the Section Objectives and the list of Terms and People.

�

Using the Guided Questioning strategy (TE, p. T20), have students read this section. As they read, have students list the steps in which the Allies turned back the Axis advance. Reading and Note Taking Study Guide

Use the information below and the following resource to teach students the high-use words from this section. Teaching Resources, Vocabulary Builder, p. 12

High-Use Word Definition and Sample Sentence

ultimate adj. final; most advancedThe ultimate goal of Roosevelt’s New Deal was to end the Great Depression in the United States.

momentum n. strength, speed, or force that keeps increasingThe Allied forces gained momentum after the United States entered World War II.

L3

L3

11SECTIONWITNESS HISTORYWITNESS HISTORY AUDIO

The Allies Turn the TideObjectives• Analyze the reasons for and impact of the

Allies’ “Europe First” strategy.

• Explain why the battles of Stalingrad and Midway were major turning points in the war.

• Discuss how the Allies put increasing pres-sure on the Axis in North Africa and Europe.

Terms and PeopleDwight EisenhowerGeorge S. Patton, Jr.unconditional surrendersaturation bombing

strategic bombingTuskegee AirmenChester NimitzBattle of Midway

Reading Skill: Summarize List the ways in which the Allies turned back the Axis advance.

Why It Matters The attack on Pearl Harbor brought Americainto World War II on the Allied side. In 1942, the Allies began to stopthe seemingly unstoppable Axis onslaught. Though years of fightinglay ahead, the most aggressive threat to world peace and democracy inmodern times had been halted. Section Focus Question: How did theAllies turn the tide against the Axis?

Axis and Allies Plan StrategyBy June 1942, the Allies were battered but still fighting. As you

have read, British pilots had fought off a Nazi invasion of theirisland, while at the Battle of Coral Sea, the U.S. Navy had frustratedJapanese plans to extend their domination in the Pacific. Althoughthe war was not close to being over, the Allies spied signs of hope.

The Axis Powers never had a coordinated strategy to defeat theAllies. Germany, Italy, and Japan shared common enemies but nur-tured individual dreams. Hitler wanted to dominate Europe and elim-inate “inferior” peoples. Mussolini harbored dreams of an Italianempire stretching from the eastern Adriatic to East Africa. Tojo soughtJapanese control of the Western Pacific and Asia.

The Allies shared more unified goals. Roosevelt, Churchill, andStalin considered Germany the most dangerous enemy. None feltJapan or Italy posed a serious long-term threat. Only Germany hadthe resources to bomb Britain, fight U.S. and British navies on the

� American marines on Guadalcanal

Spiders as Big as Your FistWorld War II placed U.S. soldiers in a dazzling variety of settings, from mountains to deserts to forests to tropical isles. One marine described the ordeal of fighting on a Pacific island:

“It was beautiful, but beneath the loveliness . . . Guadalcanal was a mass of slops and stinks and pestilence; of scum-crusted lagoons and vile swamps inhabited by giant crocodiles; a place of spiders as big as your fist and wasps as long as your finger . . . of ants that bite like fire, of tree leeches that fall, fasten and suck; of scorpions, of centipedes whose foul scurrying across human skin leaves a track of inflamed flesh, of snakes and land crabs, rats and bats and carrion birds and of a myriad of stinging insects.”

—Robert Leckie, Delivered From Evil: The Sagaof World War II

In Europe

Turning Back the Axis

In the Pacific

• Battle against U-boats in Atlantic•

•

•

Guadalcanal patch �

hsus_te_ch11_s01_s.fm Page 354 Monday, January 12, 2009 5:56 PM

Chapter 11 Section 1 355

Teach

Axis and Allies Plan Strategy

Instruct� Introduce Ask students to find the

term “Europe First” strategy in the text. Have students predict reasons that explain why the Allies would want to concentrate their first efforts in Europe over other fronts in the war.

� Teach Have students compare and contrast the strategies of the Axis Powers and the Allies for winning World War II. Ask How was strat-egy of the Axis Powers flawed? (The Axis Powers did not have a coordinated strategy to win the war. They shared a common enemy but had different goals for after the war.) Have students predict how the strat-egies of the Axis and the Allies might affect the outcome of the World War II.

� Quick Activity Ask students to debate how the outcome of World War II might have been different had the Allies decided to divide their focus of their war effort equally between Europe and the Pacific.

Independent PracticeHave students begin filling in their tables by listing the ways in which the Allies planned to turn back the Axis advance.

Monitor ProgressAs students fill in their tables, circu-late to make sure that they summarize the steps by which Allies turned back the Axis advance. For a completed ver-sion of the table, see Note Taking Transparencies, B-114.

Answer

The Allies believed that Germany posed the greater long-term threat than did Japan in the Pacific.

L1

Special Needs Students L2

English Language Learners L2

Less Proficient Readers

Remind students that the battles of Stalingrad and Midway were two key turning points in World War II. Work with students to help them find reliable Inter-net resources and grade-level reference sources about these two significant battles. Then, challenge students to describe or illustrate one aspect of one of the battles—for example, the military movements or daily life in Stalingrad or attacks and carrier positions at Midway.

Write each blue head in this section on the board, one at a time. After you write each heading, say it aloud, and ask students to say it with you or repeat it. Then, have students write details from the text under each heading on the board. As an alternative, have students suggest details for you to record. When students finish recording details, help them write paragraphs summarizing the information for each heading.

L3

Atlantic, and invade the Soviet Union across a 1,200-mile front. Thus, althoughtheir ultimate goal was to fight and win a two-front war, the Allies agreed to pur-sue a “Europe First” strategy. Until Hitler was defeated, the Pacific would be asecondary theater of war.

Why did the Allies decide to concentrate first on the war in Europe?

Surrender at StalingradThe long Battle of Stalingrad ended in January 1943 with the surrender of German troops like these. Of the 91,000 prisoners taken by the Soviets, only about 5,000 eventually survived and returned to Germany.

Vocabulary Builderultimate–(UHL tuh miht) adj.final; most advanced

Turning the Tide in EuropeThe first blow America struck against the Axis was by fulfilling FDR’s prom-

ise to be the “arsenal of democracy.” American industries turned out millions oftons of guns, tanks, and other supplies—enough to keep the Soviets and Britishbattling Germany for years. The problem was delivering the supplies.

Allies Battle U-Boats in the Atlantic Hitler was determined to cut the sealines between the United States and Europe before American aid could make adifference. “Wolf packs” of German U-boats patrolled the Atlantic and Carib-bean, sinking more than 3,500 merchant ships and killing tens of thousands ofAllied seamen. “The only thing that ever really frightened me during the warwas the U-boat peril,” Churchill later wrote.

Finally, in mid-1943, the Allies began to win the war in the North Atlantic. Asin World War I, convoys of escort carriers protected Allied shipping. A newinvention, radar, helped Allied vessels locate U-boats on the surface at night.Long-range aerial bombers and underwater depth charges allowed Allied forcesto sink U-boats faster than Germany could manufacture them.

Soviets Turn Back Nazis at Stalingrad Germany had attacked Russia inJune 1941, sending one army north toward Leningrad, a second east toward Mos-cow, and a third south toward Stalingrad. Although Hitler’s forces penetrateddeep into Soviet territory, killing or capturing millions of soldiers and civilians,they did not achieve their main objective of conquering the Soviet Union. Sovietresistance and a brutal Russia winter stopped the German advance.

In 1942, Hitler narrowed his sights and concentrated his armies in southernRussia. His goal this time was to control the rich Caucasus oil fields. To achievethis objective, he would have to capture the city of Stalingrad.

The struggle for Stalingrad was especially ferocious. German troops advancedslowly, fighting bitter block-by-block,house-by-house battles in thebombed-out buildings and rubble.Soviet troops then counterattacked,trapping the German forces. YetHitler refused to allow his army toretreat. Starving, sick, and suffer-ing from frostbite, the survivingGerman troops finally surrenderedon January 31, 1943.

The battle of Stalingrad was thetrue turning point of the war inEurope. It ended any realistic plansHitler had of dominating Europe.Nazi armies were forced to retreatwestward back toward Germany.Instead, it was the Soviet Union thatnow went on the offensive.

hsus_te_ch11_s01_s.fm Page 355 Wednesday, December 3, 2008 6:04 PM

356 World War II

Turning the Tide in Europe

Instruct� Introduce Have students find the

names Dwight Eisenhower and George S. Patton, Jr., (in bold) in the text. Ask students to discuss each man’s role in defeating the Germans in North Africa.

� Teach Discuss with students the steps the Allies took to contain or push back Hitler in Europe and in North Africa. Ask Why was the Battle of Stalingrad a major turn-ing point in the war in Europe? (The Soviet victory ended Hitler’s plans for dominating Europe.) How might the outcome of World War II have been different had the Germans captured Stalin-grad? (Hitler might have gained con-trol of Europe because his army would have had to fight only on the western front.) Direct students’ attention to the Focus on Geography feature on the next page. Ask What about North Africa’s location made con-trol of the region so strategically important in the war? (Whoever controlled North Africa could control much of the Mediterranean Sea; the region was also a launching area for the invasion of Italy.)

� Quick Activity Direct students to read the Primary Source quotation on the next page. Have students paraphrase Patton’s remarks. Ask How does this quotation illus-trate Patton’s nickname “Blood and Guts”? (Patton was focused on winning at all costs and suggests that even relatively “minor” injuries should not stop the advance.)

Independent PracticeHelp students understand the geogra-phy of North Africa and the battles fought there by having them complete Geography and History: North Africa and answer the questions on the work-sheet. Teaching Resources, p. 16

Monitor ProgressAs students complete their work-sheets, circulate to make sure that they understand the importance of the Allies’ winning control of North Africa from the Germans.

Answer

Geography and HistoryThe Allied ships had to travel near areas that were controlled by the Axis in order to reach the Allied troops.

L1




To help students understand the sequence of events in the Allied strategy early in the war, have students create flowcharts to record the steps taken by the Allies to stop the Axis offensives in Europe and the Pacific. Have students begin by writing a title for the flowchart and write a sentence about the Allied offensive against the U-boats in the Atlantic. Tell

students that they will end their flowcharts with the battle on Guadalcanal discussed at the end of the section. Students may either annotate or illustrate their flowcharts. Have each student use the com-pleted flowchart to explain the sequence of events to a partner.

L3Desert Warfare Americansoldiers had to fight in many unfamiliar types of terrain. But the Sahara of North Africa—the world’s largest desert—presented special challenges:

• In hot, dry weather, sandstorms choked and blinded troops.

• In wet weather, mud halted machinery.

• The high visibility of the desert terrain made it difficult for troops to move without being seen.

• Poisonous reptiles, ants, and scorpions added to the problems.

Brilliant tank strategists like Patton and Rommel were able to overcomesuch challenges. But the tanks themselves caused other problems, such as kicking up enormous dust clouds that could be seen miles away.

Geography and History Mostsupplies for Allied troops in North Africa had to be brought by sea. According to the map, why would this have posed a problem?

Allies Drive Germans Out of North Africa Meanwhile, another importantcampaign was taking place in the deserts and mountains of North Africa, wherethe British had been fighting the Germans and Italians since 1940. Severalgoals motivated the Allied campaign in North Africa. Stalin had wanted Amer-ica and Britain to relieve the Soviet Union by establishing a second front inFrance. However, FDR and Churchill felt they needed more time to prepare foran invasion across the English Channel. An invasion of North Africa, however,required less planning and fewer supplies. In addition, forcing Germany out ofNorth Africa would pave the way for an invasion of Italy.

In October 1942, the British won a major victory at El Alamein (ehl al uhMAYN) in Egypt and began to push westward. The next month, Allied troopslanded in Morocco and Algeria and began to move east toward key Germanpositions. An energetic American officer, General Dwight Eisenhower—knownas Ike—commanded the Allied invasion of North Africa.

In February 1943, German general Erwin Rommel (known as the Desert Fox)led his Afrika Korps against the Americans at the Kasserine Pass in Tunisia.Rommel broke through the American lines in an attempt to reach the Alliedsupply base at Tebessa in Algeria. Finally, American soldiers stopped theassault. Lack of supplies then forced Rommel to retreat.



Increasing the Pressure on Germany

Instruct� Introduce: Key Terms Ask stu-

dents to find the key terms satura-tion bombing and strategic bombing (in bold) in the text. Then, write the terms on the board and provide the definitions. Ensure that students understand the difference between these two types of attacks. Have students discuss how the Allies used such attacks to damage the German war machine.

� Teach Ask Why was Sicily an obvious target for the Allied invasion of Italy? (There was little risk of U-boat attacks, and the Allies had the superior air force.) Why did Stalin insist that Roosevelt and Churchill open a second front in France? (to relieve the pressure that German forces were applying on the Soviet Union and to make the Ger-man forces fight armies on the east and the west) Have students discuss the effectiveness of the Allies’ satu-ration and strategic bombings of Germany.

Independent PracticeHave students analyze the Infographic and answer the questions in the text. Ask students to analyze the illustra-tion of the B-24 Liberator Heavy Bomber. Ask students to use the illus-tration and its caption to write a short paragraph describing the main fea-tures of the B-24 Liberator Heavy Bomber and how it was used.

Monitor ProgressAs students write their paragraphs, circulate to make sure that students understand the role of the U.S. air war in World War II.

Answer

The defeat of the Germans by the Soviets ended Hitler’s plans to dominate Europe.

L4

Advanced Readers L4

Gifted and Talented Students

Have students review the information about the sat-uration and strategic bombing of Germany on the next page. Point out that the war saw heavy use of air attacks on civilian targets outside Germany as well—notably in English cities such as London. Explain that cities often held key military targets, such as bridges, railroad depots, factories, and oil refineries and storage facilities, but also contained millions of people. Organize the class into two groups. Assign one group to be “Axis Powers” and

the other to be “Allies.” Have the groups investigate each side’s goals and the bombing strategies each side developed to achieve those goals. Students should research the technology that each group used, including secret government technology such as the U.S. Norden bombsight, to achieve their goals. Each side should make visuals including photographs of planes, diagrams of important technology, flow-charts showing technological developments, or maps of bombing locations to present to the class.

L3

The fighting at the Kasserine Pass taught American leaders valuable lessons.They needed aggressive officers and troops better trained for desert fighting. Tothat end, Eisenhower put American forces in North Africa under the commandof George S. Patton, Jr., an innovative tank commander. A single-minded gen-eral known as Blood and Guts, Patton told his junior officers:

On the Beach at SicilyUsing only a small foldable shovel, an American soldier digs himself a foxhole on the beach at Sicily.

“You usually will know where the front is by the sound of gunfire, and that’s the direction you should proceed. Now, suppose you lose a hand or an ear is shot off, or perhaps a piece of your nose, and you think you should walk back to get first aid. If I see you, it will be the last . . . walk you’ll ever take.”

—George S. Patton, Jr., 1943

Patton’s forces advanced east with heightened confidence. Simultaneously,the British pressed westward from Egypt, trapping Axis forces in a continuallyshrinking pocket in Tunisia. Rommel escaped, but his army did not. In May1943, German and Italian forces—some 240,000 troops—surrendered.

Why was the Battle of Stalingrad a turning point in World War II?

Increasing the Pressure on GermanyGermany was now on the defensive, and the Allies planned to keep it that

way. In January 1943, Roosevelt and Churchill met in Casablanca, Morocco, toplan their next move. The conference resulted in two important decisions. First,the Allies decided to increase bombing of Germany and invade Italy. Second,FDR announced that the Allies would accept only unconditional surrender, orgiving up completely without any concessions. Hitler, Mussolini, and Tojo couldnot hope to stay in power through a negotiated peace.

Allies Invade Italy The Allies next eyed Italy. Situated across the Mediter-ranean from Tunisia and 2 miles from the Italian mainland, Sicily was the obvi-ous target for an invasion. The Allies couldinvade Sicily without great risk from U-boatsand under the protection of air superiority. InJuly 1943, British and American armies madeseparate landings in Sicily and began toadvance across the island before joining forcesin the north. Once again, Eisenhower com-manded the joint American-British forces.

Ike hoped to trap Axis forces on Sicily, butthey escaped to the Italian mainland. Still, the38-day campaign achieved important results:It gave the Allies complete control of the west-ern Mediterranean, paved the way for an inva-sion of Italy, and ended the rule of BenitoMussolini. On September 3, 1943, Italy surren-dered to the Allies and five weeks laterdeclared war on Germany.

But Hitler was not through with Italy. Aftera small German airborne force rescued Musso-lini from a mountaintop fortress, Hitlerinstalled him as head of a puppet state innorthern Italy. In the south, German militaryforces continued the fight against the Allies.


358 World War II

Turning the Tide in the Pacific

Instruct� Introduce: Vocabulary Builder

Ask students to find the vocabulary term momentum in the text. Have students read the first paragraph under this heading. Ask Who had momentum in the Pacific at this time? (Japan)

� Teach Using the Think-Write-Pair-Share strategy (TE, p. T23) and the Color Transparency: The Battle of Midway, have students discuss the significance of the Battle of Midway. Ask How did the U.S. victory at the Battle of Midway change the course of the war in the Pacific? (Victory at the Battle of Midway halted the Japanese advance in the Pacific, prevented Japan from threatening Hawaii and attaining Pacific domination, and provided the United States with a launching point for their own Pacific offensive.) Why did the United States want to force Japan to fight a two-front war? (The United States wanted to split Japanese forces to make them easier to defeat.) Have students predict the ways that U.S. victory in the Pacific might affect the war in Europe. Color Transparencies A-104

� Analyzing the Visuals Direct students’ attention to the photo-graph taken during the Battle of Midway on the next spread. Discuss the innovation of the aircraft carrier. Ask How was Midway a new type of naval battle? (Instead of direct ship-to-ship attacks, the Battle of Midway featured attacks by planes stationed on aircraft carriers.)

The United States Air Force The United States Air Force has developed steadily in each conflict involving the nation since World War I. At the end of World War I, the U.S. Air Service consisted of only a few hundred squadrons. By World War II, planes were used for spying, combat, strategic bombing missions, as cargo and paratrooper transporters, and as sup-port for ground operations. The National Security Act of 1947 made the United States Air Force an indepen-dent service with its own Cabinet secretary. During the

Cold War, the Air Force was central to America’s nuclear defense. In the last two decades, Air Force jet fighters have been instrumental in both conflicts in Iraq. During the attacks on September 11, 2001, F-15 fighter jets stayed on patrol for weeks. Aeronautic technology has put the Air Force at the center of major modern U.S. offensive action, and its units continue to fly patrol, transport, and combat missions around the world.

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INFOGRAPHIC

During World War II, the B-24 Liberator was the king of American bombers, faster than previous planes and with a greater long-range flight capacity. The B-24s and the men who flew them played a critical and demanding role in the air war over Europe.

� Hollywood hero Jimmy Stewart (seated) became a real hero: He emerged from the Air Force as a Brigadier General.

AUDIO

� Silver Air ForceGunner Wings pin

U.S. Air War in Europe30,09913,360

1,693,5651,554,463

18,41829,916

Flight crew members killedFlight crew members woundedCombat missionsTons of bombs droppedPlanes lost in combatEnemy aircraft destroyed

SOURCE: Army Air Force Statistical Digests

The invasion of Italy was a slow, grinding slog. Italy was crisscrossed withmountains and rivers. Heavy rains and mountain snows made combat difficultand painful. Men fought in ankle-deep mud. In the mountains, where tanks andheavy artillery were useless, Allied forces depended on mules to haul suppliesup slippery and steep roads. To make matters worse, the Germans occupied thebest defensive positions. Fighting continued into 1945. The Allies won battles,but none were important enough to alter the basic German defensive policy.

Bombers Batter Germany Stalin continued his demand that Roosevelt andChurchill open a second front in France. While the Allies did not launch a mas-sive invasion of France until 1944, they did open a second front of another kindin early 1942. From bases in England, Allied bombers launched nonstop attacksagainst Germany. Flying by night in order to avoid being shot down in largenumbers, British planes dropped massive amounts of bombs on German cities.The goal of this saturation bombing was to inflict maximum damage.

By day, American bombers targeted Germany’s key political and industrial cen-ters. The goal of this campaign of strategic bombing was to destroy Germany’scapacity to make war. A Nazi official later commented that “the fleets of bombersmight appear at any time over any large German city or important factory.”

An African American fighter squadron known as the Tuskegee Airmen playeda key role in the campaign, escorting bombers and protecting them from enemyfighter pilots. In more than 1,500 missions over enemy territory in Europe, theTuskegee Airmen did not lose a single bomber.

Overall, though, the bombing missions cost the Allies dearly. Bomber crewssuffered an incredibly high 20 percent casualty rate. But they successfully



Independent PracticeAsk students to suppose that they are newspaper reporters living in 1942. Have students write news articles describing the Battle of Midway, its outcome, and how it changed the U.S. war in the Pacific.

Monitor ProgressAs students write their news articles, circulate to make sure that students understand the significance of the Bat-tle of Midway to the U.S. war in the Pacific.

Answers

to destroy Germany’s capacity to make war

Thinking Critically1. All crew members were important, but

for bombing missions, the bombardier dropped the bombs while gunners defended the plane. The flight engineer addressed mechanical problems, the radio operator handled communication, the pilot and copilot flew the plane, and the naviga-tor plotted the plane’s course. Some crew members handled two roles.

2. The Tuskegee Airmen protected U.S. bombers from enemy fighter planes so that the bombers could attack their targets; their efforts helped keep casualty numbers low.

The Enigma Code The intelligence work that helped produce the American victory at Midway owed part of its success to a Polish mathematician. In the 1930s, the Germans developed a machine called Enigma that allowed them to put military communi-cations into code. Polish mathematician Marian Rejewski led a team that cracked that code. The Polish team gave the information to the British, who developed a new device that decoded messages

created by an updated version of Enigma. The Germans had given an Enigma machine to the Japanese, and the United States created its own machine to decode Japanese messages. As a result, U.S. naval intelli-gence officers were able to intercept the Japanese plans to attack Midway. Knowing the Japanese plans, Admiral Nimitz positioned U.S. aircraft carriers to beat back the Japanese attack and achieved an important victory.

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Tuskegee Airmen Rather than carrying bombs, some planes escorted and protected the planes that did. The most celebrated of these escortcrews were the Tuskegee Airmen, a special unit of African American pilots. In more than 1,500

missions over Europe, the Tuskegee Airmen did not lose a single bomber.The B-24 took more crew members to operate than

any flying machine ever built. Each member of the 10-man crew had a vital job. 1, 2, 3, 4, 5, 10Gunners: defend the B-24 from attacking enemy planes coming from any direction 5 Flight Engineer:handles any mechanical problems; doubles as gunner 6 Radio Operator: communicates with ground, other planes 7 Pilot: responsible for entire mission8 Co-pilot: assists pilot in flying plane 9 Navigator:plots course of plane; also doubles as Bombardier in charge of aiming and dropping bomb

carried the war into Germany, day after day and night after night. This secondfront in the sky did indeed relieve some of the pressure on the Soviet armies onthe Eastern Front and helped pave the way for an all-out Allied offensive.

What were the goals of British and American bombing runs over Germany?

Turning the Tide in the PacificWhile the Allies pursued their “Europe First” strategy, they did not ignore

the Pacific. Through May 1942, Japanese forces continued to advance withseemingly unstoppable momentum. They had attacked American, British, andDutch colonies, winning control of the Philippines, Malaya, Dutch East Indies,Hong Kong, Wake Island, Guam, and Burma. Then, the United States struckback. As you have read in the last chapter, the Battle of Coral Sea served as awarning that America might be down in the Pacific, but it was not out.

Turning Point: Americans Triumph at Midway Admiral Yamamoto, com-mander of Japanese forces in the Pacific, knew that the United States Navy wasstill a powerful threat. Before the Americans could retaliate for Pearl Harbor,Yamamoto sought to destroy American aircraft carriers in the Pacific. He turnedhis attention to Midway, an American naval base in the Central Pacific that wasvital to the defense of Hawaii. Losing Midway would force American defensesback to the California coast. Yamamoto’s ambitious plan entailedtaking Midway and establishing a military presence in the Aleu-tians, a string of islands off the coast of Alaska.

Thinking Critically1. Draw Inferences Which members

of the flight crew carried out the main objective of the mission? What was the chief job of the other members?

2. Synthesize Information How did the Tuskegee Airmen affect the casualty figures listed in the chart at left?

Vocabulary Buildermomentum–(moh MEHN tuhm) n. forward motion; push


360 World War II

Assess and Reteach

Assess Progress� Have students complete the Section

Assessment.

� Administer the Section Quiz. Teaching Resources, p. 23

� To further assess student under-standing, use Progress Monitoring Transparencies, 110.

ReteachIf students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide

Adapted Reading and Note Taking Study Guide

Spanish Reading and Note Taking Study Guide

ExtendHave students research one of the major Allied victories discussed in this section. Ask students to present their findings in reports that describe the specific role of the U.S. forces in the battle, explain the overall significance of the victory to the war effort, and consider what might have happened had the Allies lost the battle.

Answer

The Battle of Midway halted the Japa-nese from expanding their control in the Pacific, and prevented their ever domi-nating the region again.

Section 1 Assessment

1. Sentences should reflect an understand-ing of each term, person, or group listed.

2. In Europe, the Allies stopped German progress at Stalingrad, in the Atlantic, and in North Africa, and put Germany on the defensive. In the Pacific, the Americans defeated the Japanese at the Battle of Midway, putting Japan on the defensive.

3. Sample answer: The dispirited German troops withdrew from Stalingrad across the frozen ground. In these miserable

conditions, the prisoners watched many of their countrymen die from starvation and frostbite.

4. Roosevelt believed that Hitler and Ger-many were the more dangerous enemy and so had to be defeated first.

5. The invasion of Italy was a mixed success. The initial drive into Sicily gave the Allies complete control of the western Mediter-ranean and ended the rule of Mussolini. However, the invasion of the mainland was not a success. German troops occu-pied the best positions and forced the fighting to continue as late as 1945.

6. U.S. Navy code breakers intercepted and decoded messages about Japan’s inten-tion to take Midway. Because the U.S. Navy was forewarned by these messages, it was able to win the Battle of Midway and halt the Japanese offensive.

For additional assessment, have students access Progress Monitoring Online at Web Code nea-1102.

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11SECTION

Assessment

What Yamamoto did not realize was that Admiral ChesterNimitz, commander of the United States Navy in the Pacific,knew the Japanese plans. Navy code breakers had interceptedJapanese messages. To meet the expected assault, Nimitz senthis only available aircraft carriers to Midway. The Japanesenavy was stretched out across more than a thousand miles, fromthe Aleutians to well west of Midway. American forces were allconcentrated near Midway.

The Japanese commenced their attack on June 4, 1942. Inthe most important naval battle of World War II, the UnitedStates dealt Japan a decisive defeat. Torpedo planes and divebombers sank 4 Japanese aircraft carriers, along with all 250aircraft on board and many of Japan’s most experienced pilots.America lost only one aircraft carrier.

The Battle of Midway was the turning point of the war in thePacific, ending the seemingly unstoppable Japanese advance.Japan still had a powerful navy, committed troops, and fortifiedpositions. But it would never again threaten Hawaii or Pacificdomination. Japan was now on the defensive end of the war.

Americans Take the Offensive The first American offensivein the Pacific took place in August 1942, with an assault on

Guadalcanal in the Solomon Islands. (See the Witness History at the beginning ofthis section.) After three months of intense fighting, the United States Marinesdrove the Japanese off the island.

Guadalcanal was the first leg in a strategy to approach Japan from both thesouthwest Pacific and the central Pacific, using combined U.S. Marine, Navy, andArmy forces. The logic behind the dual offensives was to force Japan to fight a two-front war and to capture bases from which to bomb the Japanese home islands. Injungles and coral reefs, under torrential monsoons and the blistering sun, fightingfor every new piece of territory, American servicemen began their slow, painfultrek toward Japan.

What impact did the Battle of Midway have on Japanese expansion in the Pacific?

Progress Monitoring OnlineFor: Self-test with vocabulary practiceWeb Code: nea-1102

Comprehension1. Terms and People Write a sentence

explaining how each of the following was connected with the Allied effort to turn back the Axis offensive.• Dwight Eisenhower• George S. Patton, Jr.• unconditional surrender• saturation bombing• strategic bombing• Tuskegee Airmen• Chester Nimitz• Battle of Midway

2. Reading Skill: Summarize Use your table to answer the Section Focus Question: How did the Allies turn the tide against the Axis?

Writing About History3. Quick Write: Describe a

Photograph Look at the photograph from Stalingrad in this section. Write a two-sentence factual description of what is happening in the picture. Use at least one descriptive adjective and one action verb.

Critical Thinking4. Analyze Causes Why did Roosevelt

support a “Europe First” strategy even though it was Japan that had first attacked the United States?

5. Evaluate Information Was the Allied invasion of Italy a success? Give reasons for your answer.

6. Apply Information How does the Battle of Midway illustrate the impor-tance of intelligence gathering and espionage in modern warfare?

The Battle of MidwayMidway was a new kind of naval battle. Instead of armed ships facing each other directly, the fighting was carried on by swift airplanes that took off from the decks of aircraft carriers to bomb vessels many miles away.


SECT

ION 22

Step-by-Step Instruction


Prepare to Read

Background KnowledgeRemind students of the ways that U.S. citizens on the home front contributed to the war effort during World War I. Ask students to predict the ways in which the U.S. citizens at home would respond during World War II.



Witness History Audio CD, Rosie the Riveter

Ask students to explain the meaning of “It’s Our Fight Too!” Ask How were women making history? (Women were taking jobs that tradi-tionally were held by men and were changing the way that they were per-ceived in the workplace.)



�

Using the Paragraph Shrinking strategy (TE, p. T20), have students read this section. As they read, have students complete the outline identifying the major effects of World War II on the home front. Reading and Note Taking Study Guide



initiate v. to begin or originateThe United States initiated strategic bombings of key political and industrial centers in Germany to limit the nation’s capacity to make war.

comprise v. to include; to make upDuring World War II, women would comprise a surprisingly high percentage of the industrial workforce.

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• Explain how World War II increased opportunities for women and minorities.

• Analyze the effects of the war on civil lib-erties for Japanese Americans and others.

• Examine how the need to support the war effort changed American lives.

22SECTION WITNESS HISTORYWITNESS HISTORY AUDIO

The Home Front, World War II

Economy Effects onWomen

Effects onMinorities

• War bonds• Wage controls

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••

The Home FrontObjectives• Explain how World War II increased

opportunities for women and minorities.

• Analyze the effects of the war on civil liberties for Japanese Americans and others.

• Examine how the need to support the war effort changed American lives.

Terms and PeopleA. Philip RandolphExecutive Order 8802bracero programinternment

442nd Regimental Combat Team

rationingOWI

Reading Skill: Identify Main Ideas As you read, identify the major effects of World War II on the home front.

Why It Matters World War II engaged the peoples and resourcesof the countries involved. The war effort stirred patriotism and pro-moted economic recovery. And, while wartime fears and tensionstested civil liberties, new opportunities for women and minoritieswould spur stronger efforts to ensure equal rights after the war wasover. Section Focus Question: How did the war change America at home?

New Economic OpportunitiesAmerican industry quickly converted to war production to meet the

nation’s military needs. Once industry exhausted the available men,women found more jobs for the taking. Government and industrylaunched an all-out publicity campaign urging women to do theirpart to meet wartime production quotas. In time, women made up onethird of the wartime workforce.

Women Work for Victory A woman working outside the homewas nothing new, but wartime pressures created two sharp breaksfrom the past. Many women found jobs, especially in heavy industry,that fell outside the traditional realm of women’s work. The need forlabor also weakened the common practice that a woman quit her jobonce she married. Three fourths of women working in war industrieswere married, and 60 percent were older than 35 years.

The image of Rosie the Riveter’s rolled up sleeves, red kerchief,and rivet gun gave Americans an enduring image of women inwartime production. Still, women labored in both blue-collar andwhite-collar jobs. Most factory owners expected women to step aside

� Workers in an aircraft plant

Rosie the RiveterWho was Rosie the Riveter? The image of a muscular, determined worker, hair tucked under a kerchief, graced countless magazines and posters. And several real-life Rosies won nationwide publicity, including Rose Hicker, a worker in a Tarrytown, New York, aircraft plant, who set a record for driving rivets into the wing of a bomber. But, in fact, Rosie was not based on one woman. The name was first used in a 1942 song:

“All the day long, whether rain or shine,She’s a part of the assembly line.She’s making history,Working for victory,Rosie the Riveter.”

—Redd Evans and John Jacob Loeb,“Rosie the Riveter”� “Rosie the Riveter” poster


362 World War II

Teach

New Economic Opportunities

Instruct� Introduce: Key Term Ask stu-

dents to find the key term Executive Order 8802 (in bold) in the text. Explain that an executive order is a proclamation from the President, not a law passed by Congress. Ask stu-dents to discuss why a President would issue an executive order.

� Teach Show students Women in World War II from the Witness His-tory DVD. Ask How did the entry of women into the workforce in such large numbers and in jobs traditionally held by men change their ideas about their own roles in society? (Women now realized that they could earn a pay-check by working at tough jobs; they forged new relationships and gained management skills.) Refer students to the HISTORY MAKERS feature on this page. Ask How did Randolph achieve economic improvements for African Americans during the war? (He forced the Pullman Company to sign a contract with the Brotherhood of Sleeping Car Porters, and he pressured FDR to issue Exec-utive Order 8802, which guaranteed fair hiring practices in any job funded by the government.) Have students predict the challenges that women and African Americans would face after the war ended.

Independent PracticeHave each student write a summary statement explaining why FDR issued Executive Order 8802 and the short- and long-term results of this law.

Monitor ProgressAs students fill in their outlines, circu-late to make sure that they identify the major effects of World War II on the home front. For a completed version of the outline, see Note Taking Transparencies, B-115.

Answer

African American leaders initiated the “Double V” campaign to defeat fascism abroad and discrimination at home; labor leaders such as A. Philip Randolph fought for fair treatment; and FDR issued Executive Order 8802, which assured fair hiring practices in government-funded jobs.

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English Language Learners

Discuss with students the meaning of the term irony. Explain that it means using words to convey a mean-ing that is the opposite of the literal meaning. Use an example such as saying “Beautiful weather, isn’t it?” on a stormy day. Then, work with students to be sure they understand the central irony of the situation facing minority groups during World War II. Point out

the explanation of the “Double V” campaign on this page, and clarify for students how ironic it was that America was fighting for freedom and justice in Europe when freedom and justice were still not avail-able to everyone at home. To check comprehension, have students write a one- or two-sentence summary of this ironic situation.

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once men returned home at war’s end. In white-collar settings, however, the waraccelerated long-term trends toward increased employment. During the 1940s,the number of women employed in secretarial and clerical work increased five-fold.

The benefits that women gained from wartime work cannot be underesti-mated. They earned paychecks, formed new and different relationships, andgained organizational experience. “I decided that if I could learn to weld like aman,” noted one laborer, “I could do anything it took to make a living.” The con-fidence and knowledge women developed enriched their postwar experiencesand helped create opportunities for their daughters in the years ahead.

With fathers in the military and mothers in the workplace, children’s livesbegan to change. The federal government spent $50 million building day-carecenters for children of working mothers. Still, only about 130,000 kids ended upin day-care centers. Many women preferred to leave their children in the care ofneighbors or relatives.

African Americans Demand Fair Employment Many African Americanleaders hoped the war might provide jobs and alleviate their dismal economicsituations. However, few found meaningful employment with national defenseemployers. Out of 100,000 Americans working in the aircraft industry in 1940,for example, only 240 were African Americans. Even jobs provided by the gov-ernment and military remained segregated.

African American leaders stressed the need for a “Double V” campaign—victory against fascism abroad and victory against discrimination at home.The charismatic and savvy labor leader A. Philip Randolph asserted that AfricanAmericans would no longer accept second-class citizenship. “We loyal NegroAmerican citizens demand the right to work and fight for our country,” he pro-claimed. Randolph presented President Roosevelt a list of demands, includingthe end of discriminatory practices in government-funded training, employment,

and the armed services. He also took steps to organ-ize a massive protest march on Washington, D.C.

FDR had hoped to put civil rights reform on the backburner while fighting the Axis Powers. But Randolphpersisted in his plans. Roosevelt feared that the sightof a huge protest march on the nation’s capital wouldundermine wartime unity and provide ammunitionfor enemy propaganda. So, under pressure, he issuedExecutive Order 8802. This measure assured fair hir-ing practices in any job funded with government moneyand established the Fair Employment Practices Com-mittee to enforce these requirements.

Such victories encouraged African Americans tojoin organizations dedicated to promoting equal rights.The NAACP grew to 500,000 members. In 1942, civilrights leaders founded the Congress of Racial Equal-ity (CORE), an organization that sought to apply non-violent protest as a means of fighting segregation.Although segregation still prevailed in the military,the South, and other parts of the nation, wartimedevelopments helped set the agenda for the civil rightsstruggles of the coming decades.

How did the war create new opportunities for African Americans?

A. Philip Randolph (1889–1979)In 1925, A. Philip Randolph became head of the

Brotherhood of Sleeping Car Porters. At the time, virtually all the nation’s porters were African American. The Pullman Corporation, which employed them, refused to deal with labor unions. In fact, the Brotherhood had to be organized in secret. For 12 years, the company fired or threatened union members and attacked Randolph as a dangerous radical. But Randolph refused to give up. Finally, in 1937, the Pullman company gave in and signed the first contract in

history between a major company and an African American labor union.

WITNESS HISTORY DVDWITNESS HISTORY DVD

Watch Women in World War II on the United States Witness History DVD to explore the varied contributions of American women to the Allied victory in World War II.



Workers on the Move


dents to find the key term bracero program (in bold) in the text. Then write the term on the board, say it aloud, have the students say it with you, and provide the definition. Tell students that bracero is Spanish for “laborer.” Ask students to discuss why the United States and Mexico operated this program.

� Teach Have students discuss how wartime production needs created racial tensions on the U.S. home front. Tell students to create Venn diagrams comparing and contrast-ing the racial tensions in Detroit and Los Angeles during the war. Using the Idea Wave strategy (TE, p. T22), have students discuss the causes of the riots in Detroit and Los Angeles. Ask students to propose ways that these riots could have been avoided.

� Analyzing the Visuals Have stu-dents study the photograph on this page. Ask students to draw conclu-sions as to why only zoot-suited victims were arrested and write paragraphs explaining their conclusions.

Independent PracticeHave students outline information under the blue heading “Workers on the Move.” Then, ask students to use their outlines to write paragraphs summarizing how World War II caused the U.S. population to shift.

Monitor ProgressAs students fill in their outlines, circu-late to make sure that they understand how the availability of jobs during World War II caused a shift in the U.S. population.

1943 Detroit Race Riots Because of its impor-tance to war production, Detroit was known as the “Arsenal of Democracy”—it was also an area of racial tension and a bastion of the Ku Klux Klan. In order to fill defense jobs, recruiters had encouraged Southern African Americans and whites to migrate north to the Michigan city. The large influx of people created a shortage of services and housing, adding to the existing racial friction. By 1943, there were inci-dents involving white workers angry at having to share workspace and restrooms with black workers. In addition, discontent spread due to exhaustion from

long working hours and general war anxiety to create a volatile atmosphere in the city. On June 20, 1943, a series of skirmishes exploded into a race riot, with groups of African Americans and whites burning and overturning cars, looting, and fighting as they went. City police were overwhelmed, but federal troops finally restored peace. The riot lasted for 36 hours, during which 9 whites and 25 African Americans were killed—17 of the latter by white police officers. More than 1,800 people—mostly blacks—were arrested.

L3Workers on the Move

Wartime needs encouraged migration as people moved in search of work.California alone gained 2 million new residents seeking work in the state’s manyshipyards and other wartime industries. Although the South lost residents in itsrural areas, it grew by a million new people as a whole. Older industrial cities inthe North, such as Detroit, Gary, Chicago, and Cleveland, also boomed.

The Population Starts to Shift The ebb and flow of people fostered long-term changes. After receiving billions of dollars to fund industry, the South andSouthwest became a growing cultural, social, economic, and political force. Thistrend continues to this day.

To alleviate the rural population drain, especially in the West, the UnitedStates partnered with Mexico to operate the bracero program, bringing labor-ers from Mexico to work on American farms. During the war years, several hun-dred thousand braceros migrated to the United States. Although they oftenfaced discrimination, they contributed greatly to the war effort. In the longterm, the bracero program initiated decades of migratory labor in the West.

Migration Triggers Conflict In the summer of 1943, wartime migration ledto racial violence in a number of cities. The worst occurred in Detroit, Michigan,where conflict erupted over the construction of housing for black workers drawnnorth to defense plants. Finally, some 100,000 whites and blacks broke intoscattered fights at a city park. By the next morning, full-scale riots erupted inwhich 34 people were killed. Federal troops ended the violence, but nobodyfound a real resolution to the city’s problems.

Mexican Americans had long dealt with similar tensions. Few had masteredthe English language, and many languished in slums while struggling to findwork. A violent incident highlighted the problems. In the Los Angeles area,many Mexican and Mexican American youths dressed in stylish “zoot suits”with baggy pants and long jackets. In June 1943, mobs of off-duty sailorsroamed through the Mexican sections of Los Angeles, attacking “zooters.” Oncethe fighting ended, police arrested the zoot-suited victims, not their attackers.

Vocabulary Builderinitiate–(ih NIHSH ee ayt) v. to begin or originate

After the Zoot Suit RiotsLos Angeles police arrest a group of young Mexican Americans after a spate of violence in June 1943. Some, like the second prisoner from the right, wear the flashy, baggy zoot suits that gave the incident its name.


364 World War II

A Challenge to Civil Liberties

Instruct� Introduce: Key Term Have stu-

dents find the key term internment camps (in bold) in the text. Have students discuss why the U.S. gov-ernment built internment camps during World War II.

� Teach Remind students that in the United States during World War I, some groups were targets of discrim-ination. Ask Whose civil liberties did the U.S. government violate during World War II, and in what ways? (German and Italian immigrants and citizens were held in camps or faced curfews and travel restrictions, and they had to leave the West Coast temporarily. Japa-nese immigrants and Japanese Americans were forced to sell their property and were relocated to internment camps for the duration of the war.) Explore the justifications for Executive Order 9066, and read the Primary Source quotation on the next page. Ask students to debate whether the government is ever jus-tified in incarcerating an entire group of people on the basis of national security concerns. Then, ask students to discuss the contribu-tions of the 442nd Regimental Combat Team to the war effort.

� Analyzing the Visuals Have stu-dents examine the photographs from Japanese internment camps. Ask students to discuss the conditions under which many Japanese Ameri-cans lived in these camps.

Independent PracticeTo help them learn more about the con-tributions of minority groups during World War II, assign students Biography: Navaho Code Talkers, and have them answer the questions on the worksheet. Teaching Resources, p. 17

Monitor ProgressAs students complete the worksheet, circulate to ensure that they are able to answer the questions.

Answers

People flocked to cities that offered industrial jobs and had built up indus-tries for war production. The South and Southwest, in particular, saw a huge growth in population.

Caption California, Arizona, Idaho, Wyoming, Utah, Colorado

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To support comprehension of the section, have stu-dents review the text and list unfamiliar or challeng-ing terms, such as discriminatory, aliens, evacuees, and stereotypical. Then, have students work in pairs and use context clues to determine the meanings of the words on their lists. Ask students to write a sen-tence for each word in their lists.

As students have learned in this section, many minority groups who were denied equal rights or experienced a loss of civil liberties at home, including women, made important contributions to the war effort. Have students select a group mentioned in this section and do research to prepare an oral report that describes the challenges, experiences, and con-tributions of that group during World War II.

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After the riots, an indignant Governor Earl Warren formed a committee toinvestigate the causes of the outbreak and demanded that the guilty parties bepunished. Although the committee blamed the lack of sufficient recreation forthe violence, long-brewing racial tensions acted as the true spark.

How did the war affect the location of industries and workers in the United States?

A Challenge to Civil LibertiesThe attack on Pearl Harbor spread fear across America. The federal government

began drafting policies toward immigrants and aliens from the Axis nations. Allresident “enemy aliens” were required to register with the government, submit tofingerprinting, and list their organizational affiliations.

Aliens Face Restrictions Originally, laws made no distinction among nation-alities. German, Italian, and Japanese aliens were subject to arrest or deporta-tion if deemed dangerous to national security. Some 11,000 German immigrantsand hundreds of Italian immigrants were held in camps; others faced curfews ortravel restrictions. Federal orders also forced all three groups to vacate theWest Coast temporarily in the winter of 1942. Once public fears subsided, FDRremoved Germans and Italians from the enemy aliens list.

Japanese aliens and Japanese American citizens received no such respite.Believing Japanese Americans to be inherently disloyal, West Coast leaderspressed FDR to address the “threat.” In February 1942, the President issuedExecutive Order 9066, designating certain areas as war zones from which anyonemight be removed for any reason. By September, the government evacuated morethan 100,000 Japanese Americans on the West Coast. Evacuees—including bothIssei, Japanese immigrants, and Nisei, native-born American citizens of Japa-nese descent—were forced to sell their property at a loss and allowed to take onlynecessary items.

Why did Japanese Americans generally face harsher treatment than Italianor German Americans? Several factors help explain the difference: racism, thesmaller numbers of Japanese Americans, their lack of political clout, and their

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Gila RiverPoston

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Japanese internment camp

Manzanar Internment CampAt the Manzanar internment camp in California’s Owens Valley (above, right), Japanese Americans lived in bleak barracks, subject to heat and dust storms. Above, a mother and her children await relocation. Which western states housed internment camps?



Supporting the War Effort


dents find the key term rationing (in bold) in the text, and provide the definition. Have students discuss how rationing helped the U.S. war effort.

� Teach Ask Why did the United States ration consumer goods during World War II? (to ensure a continuing supply of certain materi-als for war production) In what other way did the U.S. govern-ment control the economy dur-ing the war? (Through the Office of Price Administration, the govern-ment controlled wages and set maximum prices.) Display Color Transparency: Victory Gardens. Have students discuss how planting victory gardens contributed to the war efforts. Color Transparencies A-105

� Analyzing the Visuals Have stu-dents study the two graphs on this page. Ask What effect do you think the end of the war, which concluded in 1945, had on the U.S. economy? Why? (The end of the war had a negative effect on the U.S. economy because of the enor-mous drop in federal spending on war production.)

Independent PracticeHave students choose one aspect of home-front support during World War II and write a government radio promotion encouraging Americans to support that effort. Example topics include working in war production, buying war bonds, rationing, reducing waste, recycling, or planting a victory garden.

Monitor ProgressAs students write their radio promo-tions, circulate to make sure they under-stand the different ways that Americans contributed to the war effort.

Answers

Graph Skills almost 85 billion dollars

Some political and military leaders believed that Japanese immigrants or Japanese Americans would be disloyal to the United States. The internment was based on factors of war hysteria, racism, the Japanese people’s lack of political power, and their isolation from other Americans.

Association of Patriotic Arab AmericansToday, Muslim or Arab immigrants and citizens are in a situation similar to that of German, Italian, and Japanese Americans during World War II. Although Muslims and Arabs in America have not experienced a widespread abridgment of their civil rights since September 11, 2001, they sometimes have been the undeserving targets of attacks and suspicion, as well as possible racial profiling. Currently, however, some are proving their loyalty to the United States by serving in the military, just as the Japanese American 442nd Regimental Combat Team did in

World War II. Four-star U.S. General John Abizaid is head of Central Command, which is responsible for conducting the U.S. military operations in Iraq and elsewhere in Southwest and Central Asia, North Africa, and the Seychelles. Marine Gunnery Sergeant Jamal Baadani emigrated from Egypt to the United States when he was a child and joined the Marine Corps at age 17. Shortly after September 11, he established the Association of Patriotic Arab Ameri-cans (APAAM) to give voice to the approximately 3,500 people of Arab descent and 10,000 Muslims serving in the U.S. military.

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relative isolation from other Americans. In Hawaii, where Japanese Americanscomprised one third of a multiracial society, they escaped a similar fate.

Japanese Americans Are Interned The first orders stipulated only thatJapanese Americans must leave designated military zones, but leaders in inte-rior states objected. The governor of Arizona insisted his state did not want tobecome a “dumping ground for enemy aliens.” The War Department then initi-ated a policy of internment, or temporary imprisonment of members of a specificgroup. Japanese American men, women, and children were transported tocamps in isolated locations such as Poston, Arizona, and the Gila River IndianReservation. With few exceptions, Nisei and Issei remained in the camps for theduration of the war.

Families huddled into stark one-room shacks, while single people wereherded into drafty bunkhouses. Camp schools were hopelessly underfunded.Internees often suffered from food shortages and substandard medical care. Thepsychological effects could be just as severe. One internee reported:

“The resettlement center is actually a jail—armed guards in towers with spotlights and deadly tommy guns, fifteen feet of barbed-wire fences, everyone confined to quarters at nine. . . . What really hurts [is being called] ‘Japs.’ ‘Japs’ are the guys we are fighting.”

—Ted Nakashima, The New Republic, June 5, 1942

Some Japanese Americans went to court to seek their rights.In the 1944 case of Korematsu v. United States, the SupremeCourt upheld the government’s wartime internment policy.(See Landmark Decisions of the Supreme Court at the end ofthis section.) Not until 1988 did the government offer an apol-ogy and $20,000 payments to surviving internees.

Japanese Americans also faced another form of discrimina-tion. At first, they were not accepted into the armed forces. Butafter the government lifted the ban in early 1943, many eagerlyenlisted. The all-Nisei 442nd Regimental Combat Team foughtin the Italian campaign and became the most decorated mili-tary unit in American history. The 442nd helped counter thenotion that Japanese Americans were not loyal citizens.

Why were Japanese Americans interned during World War II?

Supporting the War EffortThe war eventually cost Americans $330 billion, which was

double the total amount of federal expenditures since thefounding of the nation. In six years, the national debt skyrock-eted from $42 billion to $269 billion. To help raise funds, Con-gress levied a 5 percent tax on all working Americans. Inaddition, millions of Americans bought war bonds to saveincome and invest in the war effort. The government remindedAmericans that every dollar spent on war bonds meant anotherbullet or bomb and another step closer to victory. (See the Amer-ican Experience feature at the end of this section.)

The Government Manages the Economy Increased pro-duction of war goods created a scarcity of consumer products.As shortages led to price increases, many feared that inflation

Vocabulary Buildercomprise–(kuhm PRìZ) v. to include; to make up

4.6%

89.5%

4.2%1.7%

Federal Spending, 1945

National defense

Transportation

Agriculture

Other

SOURCE: Budget of the United States Government,Historical Tables

Federal Spending, 1940–1946

100

80

60

40

20

01940 1941 1942 1943 1944

Dol

lars

spe

nt (i

n bi

llion

s)

SOURCE: Budget of the United States Government,Historical Tables

1945 1946

The Cost of Waging WarThe cost of building arms and paying and equipping military personnel caused the federal budget to skyrocket. Based on the combined information on the two graphs, approximately how much was spent on national defense in 1945?

Sherman tank �


366 World War II

Assess and Reteach


Assessment.







ExtendTo enrich the lesson content, have stu-dents complete Enrichment Work-sheet: Role of Children: Children During World War II to learn how young people contributed to the war effort in the United States and in Germany during World War II. Teaching Resources, pp. 14–15

Answer

FDR set up the Office of Price Adminis-tration, which controlled prices and wages and the government instituted a system of rationing essential resources.


1. Sentences should reflect an understand-ing of each person or item listed.

2. Women and minorities found new oppor-tunities in the workplace. African Ameri-cans achieved some improvements in civil rights. However, injustices, such as Japanese internment, occurred. The U.S. government also helped manage the economy.

3. Sample answer: People sobbed and clutched the few valuables they were allowed to take with them. If not

streaked with tears, their faces were blank, as if they were stunned to find this happening to them.

4. Sample answer: Many women will not want to give up their jobs, and conflict may occur between women workers and the men returning from the war who need jobs. Women might give up their jobs, but then feel resentful at being forced to do so.

5. Both riots were caused by tensions cre-ated when large numbers of people from a minority group migrated or immi-grated to a city during the war.

6. Sample answer: Yes; to win the war, it was necessary to conserve essential resources and assure fair distribution of goods.


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22SECTION

Assessment

would run wild. To manage this problem, FDR created the Office of PriceAdministration, which had the authority to control wages and set maximumprices. Another form of economic control was rationing. Americans wereissued coupon books that limited the amount of certain goods, such as butterand tires, that they could buy. Rationing ensured that raw materials such asrubber and oil found their way into war production.

Although most Americans accepted the need for wartime controls, othersresented the restrictions. Unscrupulous profiteers manipulated the rationcoupon system to create a “black market,” an illegal underground networkfor the sale of restricted goods. Because the government restricted job mobil-ity to ensure constant production and because wages lagged behind risingprices and profits, some workers accused their employers of unfair practices.Still, Americans created a powerful industrial network that contributed tovictory and carried long-term consequences.

Media Boosts Morale Sacrifices on the home front took a toll on morale.The federal Office of War Information (OWI) worked closely with the mediato encourage support of the war effort. The OWI tried to spotlight commonneeds, minimize racial and economic divisions, and downplay problems ofpoverty and crime. The radio, print, and film industries reminded Ameri-cans that they were in a struggle between dictatorship and democracy.

Hollywood proved a capable and willing ally in this cause. Documentarieslike Frank Capra’s Why We Fight series highlighted the need to defeat fascism.Fiction films showed patriotic Americans pitching in overseas or on the homefront and stirred hatred of the enemy with stereotypical portrayals of treacher-ous Japanese and brutal Germans. Movie stars and popular singers volun-teered their time to sell war bonds and entertain the troops.

Encouraged by government and media, Americans voluntarily contributed tothe war effort in dozens of large and small ways. They planted victory gardensand collected paper, scrap metal, and fat. Instead of buying new, many peoplefollowed the motto “Use it up, wear it out, make it do, and do without.”

How did the federal government control resources needed for the war effort?



explaining how each of the following was connected with the American home front during World War II.• A. Philip Randolph• Executive Order 8802• bracero program• internment• 442nd Regimental Combat Team• rationing• Office of War Information

2. Reading Skill: Identify Main Ideas Use your table to answer the Section Focus Question: How did the war change America at home?

Writing About History3. Quick Write: Describe a Scene

Review the text relating to Japanese American internment during World War II. Write a two-sentence factual description of what you might witness as a family is being sent to a camp. Use at least one descriptive adjective and one action verb.

Critical Thinking4. Predict Consequences Predict two

possible consequences for wartime women factory workers when men began to return from overseas after the war.

5. Compare How were the causes of the Detroit race riots and the Los Angeles Zoot Suit Riots similar?

6. Draw Conclusions Do you think the federal government was justified in limiting individual freedom by imposing wage and price controls and by rationing during wartime? Why or why not?

Hollywood Goes to WarThe two films above dealt with the fall of the Philippines. Back to Bataan(1945) told the story of anti-Japanese guerrilla fighters. So Proudly We Hail(1943) paid tribute to the courage of army nurses.


Landmark Decisions of the Supreme Court

Chapter 11 367

conduct phone taps and other surveillance. Civil liberties advocates argued that fighting terrorism did not justify eroding the rights of American citizens, although some of these concerns were addressed in a revised version of the act that passed in 2006. Propo-nents of the law countered that the government needs expanded powers to protect the nation. They argue that wiretaps in the United States are neces-sary to prevent terrorist activity and monitor sus-pected terrorists.

Can government limit a group’s liberties during wartime?

Objectives� Understand the ways in which the

balance between national security and civil rights may be adjusted during national emergencies.

� Examine past and current examples of government limits on civil liber-ties during wartime.

� Analyze a Supreme Court decision regarding wartime curtailment of civil liberties.

Background KnowledgeRemind students that the U.S. govern-ment curtailed the civil liberties of some citizens in the interest of national security during both the War of 1812 and the U.S. Civil War. Then, examine why the U.S. government cur-tailed the civil liberties of Japanese Americans during World War II.

Instruct� Have students discuss recent civil

liberties issues such as racial profil-ing or possibly illegal wire-tapping. Ask students to debate whether lim-iting the civil liberties of a specific group makes the country safer. Have students offer reasons for or against the curtailment of civil liberties in wartime.

� For further analysis of this Supreme Court case and the resulting deci-sion, have students complete the worksheet Landmark Decisions: Can government limit a group’s lib-erties during wartime? Teaching Resources, p. 18

� Connect to Your World Refer students to the Key Supreme Court Cases section. You may also want students to do additional research. Responses should show a clear understanding of Korematsu’s state-ment and offer specific reasons why students agree or disagree with it.

Monitor ProgressConduct a class discussion about the question posed in the lesson title.

Civil Liberties and the War on Terrorism Less than two months after the September 11 attacks in 2001, Congress rushed to pass the Patriot Act, reflecting an urgent desire to protect the nation, but at the cost of certain freedoms. Among the act’s most hotly debated provisions were new laws allowing the federal government easier access to private records, including personal financial, library, travel, telephone, and medical records that had previously been inac-cessible to the government without a court-issued warrant. It also became easier for the government to

The Facts The Issue The Decision

Can Government Limit a Group’s Liberties During Wartime?Because some leaders feared that some Japanese Americans might be disloyal,the government took action against the whole group. How should nationalsecurity be balanced against civil rights?

Korematsu v. United States (1944)

• In 1942, President Roosevelt ordered that select people could be banned from war zones.

• The army relocated Japanese Ameri-cans on the West Coast to internment camps.

• Fred Korematsu was arrested for resisting the army’s order.

Korematsu argued that he was denied equal protection under the law sim-ply because he was a Japanese American.

The Court held that the military order was jus-tified for security rea-sons. Three judges dissented. Justice Frank Murphy wrote that internment “falls into the ugly abyss of racism.”

Why It MattersMost experts today agree with Murphy that the Korematsu case was atriumph of prejudice over justice. In recent years, the war on terrorismhas revived talk of Korematsu in discussions of “racial profiling.” Racialprofiling is a law enforcement technique in which police or federalinvestigators single out members of a particular racial or ethnic groupfor questioning. Defenders of profiling argue that, because severaldeadly terrorist attacks were carried out by radical Muslims, it is onlylogical for law enforcement officials to pay special attention to Mus-lims. Critics insist that racial profiling is a form of prejudice that vio-lates the civil rights of individuals.

Connect to Your WorldDiscussing racial profiling in 2004, Fred Korematsu warned, “No one should ever be locked away simply because they share the same race, ethnicity, or religion as a spy or terrorist. If that principle was not learned from the internment of Japanese Americans, then these are very dangerous times for our democracy.” Write an editorial agreeing or disagreeing with Fred Korematsu’s position. For: Supreme Court casesWeb Code: neh-1115

� A Japanese American is arrested in 1943.

� Americans today protest against racial profiling by law enforcement officials.

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368 World War II

Objectives• Examine the contributions and sacrifices

that Americans on the home front made during World War II.

• Understand how the efforts of Americans on the home front helped the Allies win the war.

Background KnowledgeRemind students of the situation on the American home front during World War II. Because of the needs of war production, all Americans had to do without many common items and materials. Food, gasoline, and other goods were strictly rationed. However, Americans did not view this rationing as a hardship because it supported the war effort.

Instruct� Have students read the introduction

and review the pictures and captions in the feature. Point out that the vic-tory garden in the picture is being planted in an empty city lot. Ask Why did Americans grow “vic-tory gardens”? (to grow produce for personal use on the home front) Why do you think people called these personal gardens “victory gardens”? (When Americans grew their own produce, they needed to buy less, which helped redirect food to American troops and aid the Allies in winning the war.)

� Tell students that the USO still exists today. Ask How did Holly-wood and the USO contribute to the war effort? (They kept up sol-diers’ morale by providing entertain-ment and moments of fun and glamor.)

� Ask students to study the rationing system poster and make a flowchart to summarize the steps in using the stamps. Tell students to analyze the photograph of children collecting scrap for the war. Using the Idea Wave strategy (TE, p. T22), have students identify the types of scrap items collected for the war effort.

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� Victory Gardens With so much farm produce going to feed the troops, people planted “victory gardens” in vacant lots (below) or intheir backyards.

� Collecting ScrapHere, children collect junk

metal that might be turned into bullets or old clothes that could be

recycled into blankets and uniforms.

� Rationing Households were issued ration books and stamps,

which told them how much of certain items, such as sugar or butter, they were allowed to buy. The above poster explains how the rationing system worked.

While fathers, sons, husbands, and brothers were serving overseas, their families served on the home front. Every American was expected to help boost morale and make sacrifices to shoulder the cost of the war.

Since World War II, the United States has not experienced a war that required so much of Americans on the home front. However, soldiers today continue to face combat, homesickness, and occasional boredom. That is why the USO and ordinary citizens still work to provide support for America’s troops.

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Chapter 11 369

L3Independent PracticeTo enrich and extend the lesson, have students access the History Interactive at Web Code nep-1115. After students experience the History Interactive, ask them to share their reactions by posing questions such as these: How would you feel if the government started a program of gasoline rationing? How would that program affect you or your family’s daily life? How is recy-cling today different from recy-cling during World War II? What types of materials do you recycle? What materials does your family or school recycle?

Monitor ProgressHave students complete the Thinking Critically questions. Then, have them share their answers with the class.

Answers

Thinking Critically1. Sample answer: The war bonds poster is

designed to encourage people to keep buying war bonds, even if they have already purchased bonds. The soldiers on the poster are meant to remind civilians that buying bonds helps American soldiers.

2. Sample answer: Yes; it helped because it freed materials for the war effort. If people had refused to recycle or had resisted in the rationing system, it would have been much more difficult to supply war machin-ery and food to the troops. The result would have been great difficulty in fighting the war.

Connect to Today Have students share their responses, which may include these: USO shows in which celebrities entertain the troops, pen-pal programs in which Ameri-cans at home volunteer to write to a U.S. sol-dier, displaying American flags or patriotic bumper stickers, hanging yellow ribbons, and posting supportive signs on bridges or in other public places.

� USO Through the United Service Organizations (USO), volunteers

boosted the morale of those who were fighting the war. At the USO’s Hollywood Canteen in Los Angeles, a soldier could get a hot meal served by a celebrity or dance with their favorite movie star. Here, servicemen pose with glamorous actress Hedy Lamarr.

War BondsPoster

Thinking Critically1. Analyze Visuals Choose one of the

posters shown on this spread and describe what message it gave to people.

2. Draw Conclusions Do you think the effort on the home front helped to win the war? Explain.

Connect to Today How do Americans today give support and encouragement to people serving in the military?

For: More about the home front in World War IIWeb Code: nep-1115

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370 World War II

33


CTIO

N

Prepare to Read

Background KnowledgeRemind students that Allied victories in Stalingrad, North Africa, Sicily, and Midway put the Axis Powers on the defensive. Have students predict the steps Allied forces would take to win the war.



Witness History Audio CD, Audie Murphy, American Hero

Ask According to the Medal of Honor Citation, what was heroic about Murphy’s actions? (Despite being injured, Murphy bravely held off German troops until he could organize a counterattack.)



� Reading Skill Have students use the Reading Strategy: Recognize Sequence worksheet. Teaching Resources, p. 13



scenario n. outline for a proposed series of events; scriptBy following the proposed scenario, the United States could not possibly lose the war.

priority n. degree of importance or urgencyFor the Big Three, winning the war against Hitler became the highest priority.

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• Analyze the planning and impact of the D-Day invasion of France.

• Understand how the Allies achieved final victory in Europe.

• Explore the reasons President Truman decided to use the atomic bomb against Japan.

33SECTION WITNESS HISTORYWITNESS HISTORY AUDIO

Victory in Europe and the PacificObjectives• Analyze the planning and impact of the D-Day

invasion of France.

• Understand how the Allies achieved final vic-tory in Europe.

• Explore the reasons that President Truman decided to use the atomic bomb against Japan.

Terms and PeopleD-DayBattle of the BulgeHarry S. Trumanisland hopping

kamikazeAlbert EinsteinManhattan ProjectJ. Robert Oppenheimer

Reading Skill: Recognize SequenceIdentify the steps that led to the Allied victory.

Why It Matters In 1942 and 1943, the Allies turned back the Axisadvances. In the last two years of the war, 1944 and 1945, they deliv-ered the final, crushing blow. They attacked Germany from the west andeast, and the United States advanced across the Pacific to the doorstepof Japan. In the process, Americans created a new form of weapon thatwould change both warfare and global politics. Section Focus Question:How did the Allies defeat the Axis Powers?

Lieutenant Audie Murphy �

Audie Murphy, American HeroAudie Murphy received more medals than any other American in World War II. In January 1945, his squad was set upon by German troops near Holtzwihr, France. Ordering his men to withdraw, Murphy climbed atop a burning tank that was in danger of exploding. For an hour, the young lieu-tenant used the tank’s machine gun to hold off the enemy on three sides:

“Germans reached as close as 10 yards, only to be mowed down by his fire. He received a leg wound, but ignored it and continued the single-handed fight until his ammunition was exhausted. He then made his way to his company, refused medical attention, and organized the company in a counterattack.”

—Medal of Honor Citation for Audie Murphy

Europe

Allies Win World War II

The Pacific• Allies land at Normandy on D-Day•

•

•

Medal of Honor �

Planning Germany’s DefeatThroughout 1943, Roosevelt, Churchill, and Stalin squabbled

over when they would start a second front in France. Up to thatpoint, Soviet troops had done most of the fighting in Europe. Stalininsisted that Britain and the United States carry more of themilitary burden by attacking Germany in the west, thereby forcingGermany to divide its troops.

Roosevelt sympathized with Stalin’s position, but Churchill hesi-tated and delayed. Recalling the slaughter of British troops on theWestern Front in World War I, he was not anxious to see historyrepeat itself. He argued that the German U-boat presence was toogreat in the English Channel and that the Allies needed more land-ing craft, more equipment, and better-trained soldiers.

In November 1943, Roosevelt and Churchill traveled to Teheran,Iran, for their first face-to-face meeting with Stalin. Churchill con-tinued to voice reservations about a cross-channel invasion, but



Teach

Planning Germany’s Defeat/D-Day Invasion of Normandy


dents to find the phrase Operation Overlord and key term D-Day (in bold) in the text. Tell students that although the Allies had agreed to a “Europe First” plan, by 1943 only the Soviet Union had actively engaged the Germans. Have students discuss how these two terms are related to the Allied victory in Europe.

� Teach Have students discuss why Stalin wanted the United States and Britain to attack Germany from the west. Using the Think-Write-Pair-Share strategy (TE, p. T23), have stu-dents discuss the events surrounding the D-Day invasion of France. Ask Why did the Americans and British wait until 1944 to invade France? (They believed that they were not ready; Churchill was con-cerned about the high casualties if the Allies did not wait until they had more equipment and landing craft and better-trained soldiers.) Where did the D-Day invasion take place? (on the beaches of Normandy, in northwestern France) What made the invasion at Omaha beach so dangerous and difficult? (Germans with heavy artillery were stationed on cliffs overlooking the beaches.) Why was it important for Operation Overlord to succeed? (If U.S. and British forces failed to reclaim France, Germany would have had to fight on only one front and could have won the war.)

� Quick Activity Have students read the HISTORY MAKERS feature about Dwight Eisenhower. Then, ask students to write paragraphs explaining why the ability to work with others was an important char-acter trait, and may have helped the Allies win the conflict.

Answer

They disagreed on when to start a second European front in France.

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To help students master vocabulary, have them list this section’s key terms and people and high-use words. Encourage students to list additional terms that may be new to them, such as anxious, casualties, occu-pants, plundered, demoralizing, ferocious, and ethi-cal. Then, have students create flashcards with a term

on one side and its definition—or in the case of a key person, a sentence identifying the person—on the other. You may wish to have English Language Learn-ers add explanations in their first language along with the English definitions. Pair students, and have them use the flashcards to quiz each other.

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Using the Structured Read Aloud strategy (TE, p. T20), have students read this section. As they read, have students identify the steps that led to victory in Europe and the Pacific. Reading and Note Taking Study Guide

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FDR sided with Stalin. Reluctantly, Churchill agreed. After years of war, Brit-ish and American soldiers would invade France and begin their march towardGermany. At the end of the Teheran Conference, the Big Three issued a jointstatement that gave no hint of their earlier disagreements:

“We have reached complete agreement as to the scope and timing of the operations to be undertaken from the east, west and south. The common understanding which we have here reached guarantees that victory will be ours. . . . No power on earth can prevent our destroying the German armies by land, their U Boats by sea, and their war planes from the air.”

—Declaration of the Three Powers, December 1, 1943

Six months after the Teheran Conference, the plan to open a second frontin France became reality. The massive Allied invasion of France was given thecode name Operation Overlord.

On what issues did Stalin, Roosevelt, and Churchill disagree?

D-Day Invasion of NormandyOverlord involved the most experienced Allied officers in Europe. American

General Dwight D. Eisenhower again served as Supreme Commander. BritishGeneral Bernard Montgomery served as commander of the ground forces,while General Omar Bradley led the United States First Army.

Eisenhower Plans the Invasion Overlord involved landing 21 Americandivisions and 26 British, Canadian, and Polish divisions on a 50-mile stretch ofbeaches in Normandy. The fleet was the largest ever assembled, comprisingmore than 4,400 ships and landing crafts.

The plan dictated striking five beaches in Normandy (code-named Utah,Omaha, Gold, Juno, and Sword), but it also involved an elaborate deception.The Allies created a fictional army under General Pat-ton. Although the army existed only on paper, the Alliesset up fake headquarters in southeast England acrossthe English Channel from Calais, equipped with woodand cardboard tanks, useless ships, and detectableradio traffic. The Allies hoped to convince the Germansthat the Allied attack would come at Calais, not fartherwest in Normandy. In the end, the deception worked.Hitler ordered his top tank division to Calais.

Heroes Storm the Beaches On June 6, 1944—known as D-Day—the Allies hit Germany in force.More than 11,000 planes prepared the way, attemptingto destroy German communication and transportationnetworks and soften Nazi beach defenses. At 6:30 A.M.,after a rough crossing of the English Channel, the firsttroops landed.

On four of the beaches, the landings were only lightlyopposed and casualties relatively low. But at Omaha,one of the two beaches assigned to American forces, theGermans offered stiff opposition. On the cliffs overlook-ing the beach, the Germans had dug trenches and builtsmall concrete pillbox structures from which heavyartillery could be fired. They had the beach covered with

Dwight D. Eisenhower (1890–1969)As a young man, Dwight Eisenhower had not been considered a brilliant student at the U.S. Military Academy at West Point. During the 1930s, though, his career rose due to his organizational skill and ability to work with others. In 1942, Ike was given command of all American forces in Europe—even though more than 350 other generals had more seniority. After strong performances in North Africa and Italy, he was made Supreme Commander of Allied Forces. His skillful handling of the D-Day invasion and the drive to Germany won wide respect. Eisenhower went on to serve two terms as President before retiring.


372 World War II

Independent PracticeHave students access Web Code nep-1105 to complete the History Inter-active, and then answer the Thinking Critically question in the text. Then, ask students to write paragraphs that answer one of the following questions: What actions have you seen and heard about that required impres-sive courage and sacrifice from the Allied soldiers on D-Day? What might it have been like to be part of the force invading France?

Monitor ProgressAs students fill in their sequence charts, circulate to make sure that they identify the steps that led to vic-tory in Europe and the Pacific. For a completed version of the sequence chart, see Note Taking Transparencies, B-116.

Answer

to gain a strong position in France and begin pushing back the Germans

World War II Memorial It was not until 2004 that those Americans who served and sacrificed during World War II were honored with a national memorial. (The statue of the Marines raising the flag on Iwo Jima was dedicated in 1954; however, it is specifically a Marine Corps memorial.) Perhaps it was character-istic of the “Greatest Generation” that its members did not build a monument to themselves; but in 1993, a veteran did ask Ohio Representative Marcy Kaptur why a memorial did not exist, and the idea took root. Kaptur sponsored a bill that was signed into law by

President Bill Clinton in 1993, authorizing a commis-sion to plan, fund, and build a national World War II memorial. The commission was chaired by World War II veteran Senator Robert Dole and Federal Express Cor-poration founder, and former U.S. Marine Frederick Smith. Ground breaking took place in 2001. The memo-rial, which was dedicated in May 2004, the sixtieth anniversary of D-Day, not only honors the Americans who died in the war, but also those who served and sur-vived, as well as the many millions of Americans who worked for the war effort on the home front.

� The invasion of Normandy was truly a massive international effort. U.S., Canadian, and British forces were assigned to different beaches. Members of the French Underground were waiting to offer aid and support.

a wide variety of deadly guns. They had also heavily mined the beaches. Whenthe first American soldiers landed, they stepped out of their landing crafts intoa rainstorm of bullets, shells, and death. Some crafts dumped their occupantstoo far from the beach; soldiers, weighted down by heavy packs, drowned.

One writer called D-Day “the longest day.” For many Americans, it was a veryshort day—and their last on Earth. Some fought bravely and died. Others foughtbravely and survived. By the end of the day, the Allies had gained a toehold inFrance. Within a month, more than one million Allied troops had landed atNormandy. Berlin, the capital of Germany, was still a long road ahead, but theAllies had taken the first, and most important, step on that road.

What was the primary objective of the D-Day invasion at Normandy?

“You are about to embark upon the Great Crusade, toward which we have striventhese many months.” General Eisenhower gave this message to Allied troops on themorning of June 6, 1944. “You will bring about the destruction of the German warmachine, the elimination of Nazi tyranny over oppressed peoples of Europe, andsecurity for ourselves in a free world.” That day, Allied troops stormed the beachesof Normandy, paving the way for the liberation of France and the final defeat of theNazis. But victory came at a tremendous cost. Wave after wave of soldiers weremowed down by German fire. One American later recalled, “As our boat touched sandand the ramp went down, I became a visitor to hell.”



Liberation of Europe

Instruct� Introduce: Vocabulary Builder

Have students find the vocabulary term scenario and its definition in the text. Tell students that the Allied success in Normandy changed the scenario of the war in Europe. Have students look at the map labeled “World War II in Europe, 1942–1945.” Ask How did the scenario change for Germany in 1944 and 1945? (In 1944 and 1945, Germany lost much of the land it had con-quered, and Allied forces were advancing toward Germany from the east, west, and south.)

� Teach Remind students that the Germans had feared a two-front war, which after D-Day, they were forced to fight. Discuss the events that ended the war in Europe. Ask What was significant about the Battle of the Bulge? (It was the last German offensive. With enormous difficulty, American forces held the Germans in place long enough to enable Allied air attacks. After this battle, German forces were steadily pushed back into Germany.) How did Germany’s location contrib-ute to its defeat? (Germany lay between the Soviet Union and the invading Allies in the West, so was surrounded.)

� Quick Activity Have students write a series of three to five news-paper headlines that summarize the course of the war after D-Day. Remind students that newspaper headlines should be short but informative.

Answer

Thinking CriticallySample answer: Often, people want to return to the scene of a dramatic happening to relive the event. In the case of Normandy, a veteran might return there to celebrate having sur-vived, to pay tribute to fallen friends, or to celebrate what the invasion accomplished.

L1




To help students understand what happened in World War II Europe after D-Day, pair an L1 or L2 stu-dent with an advanced student to research and make an illustrated timeline covering the German counter-attacks and the Allied push for victory. Images could include small maps, photographs of important areas,

or photographs of soldiers. Have each pair exchange their timeline with another pair and add any missing information. Then, ask partners to use their timelines to write paragraphs summarizing the events that led to the Allied victory in Europe.

L3

� Sixty years after D-Day, an American veteran revisits the cemetery in Normandy where so many of his comrades are buried.

Liberation of EuropeAfter D-Day, Germany faced a hopeless two-front war. Soviet soldiers were

advancing steadily from the east, forcing German armies out of Latvia, Roma-nia, Slovakia, and Hungary. Mile by mile, Germany lost the lands it had oncedominated and the natural resources it had once plundered.

Allies Advance Allied armies were also on the move in the west. InAugust 1944, the Allies liberated Paris. Hitler had ordered his generals todestroy the French capital, but they disobeyed him, leaving the “City of Lights”as beautiful as ever. As Parisians celebrated, Allied troops kept advancing.

As a mood of hopelessness fell over Germany, Rommel and other leading gen-erals plotted to overthrow Hitler. On July 20, 1944, an officer planted a bomb atHitler’s headquarters. The explosion killed or wounded 20 people, but Hitler

Why It MattersSix decades later, Americans still take pride in the young heroes who secured Omaha Beach. Whether they died on the blood-soaked sands or survived against impossible odds, the D-Day invaders helped create an enduring standard of courage, sacrifice, and patriotism. Books like Tom Brokaw’s The Greatest Generation and movies like Steven Spielberg’s Saving Private Ryan honor their memory.

Thinking CriticallyWhy do you think a veteran of D-Day would choose to return to a place where so many people died?

For: Eyewitness accounts of D-DayWeb Code: nep-1105


374 World War II

Independent PracticeHave students access Web Code nep-1106 to use the Geography Inter-active map, and then answer the map skills questions in the text.

Monitor ProgressAs students answer the map skills questions, circulate to make sure that they are interpreting the map key correctly.

Answers

Map Skills

1. Review locations with students.2. In late 1944, German forces punched

through the front line of the U.S. forces, forming a “bulge” that reached into Bel-gium. Bad weather prevented Allied air at-tacks. However, Allied forces held the lines around the bulge for weeks until the skies cleared and bombers could attack the Ger-man positions. Then, with reinforcements and air support, the Allies steadily pushed the Germans back into Germany.

3. Possible answer: Because it was winter, the conditions in the seas north of Ger-many would have made it difficult to land there. Also, Sweden was a neutral nation and might not have supported an invasion from its shores.

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Advanced Readers L4


Challenge students to interview a family member, neighbor, or community member who was alive during World War II. Students may interview someone who fought in the war or who experienced the war at home. Have students list questions that they would like to ask. Tell students to bring a tape or video recorder to the interview or be prepared to take good notes. Remind students using recording devices to obtain the interviewee’s permission to do so. Have stu-

dents write their interviews in a question-and-answer format. Remind them to quote their subjects exactly because they are creating a primary source document. Point out that, as a courtesy, students should give the finished interview to the subject for approval. Then, have students make any necessary revisions. Collect and bind the interviews to create a World War II pri-mary source volume for the classroom or for the school library.

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For: Interactive mapWeb Code: nep-1106

Winston Churchill gave U.S. forces full credit for the Allied victory at the Battle of the Bulge:

“The United States troops have done almost all the fighting and have suffered almost all the losses. They have suffered losses almost equal to those of both sides at the Battle of Gettysburg. . . . [The Battle of the Bulge] will, I believe, be regarded as an ever-famous American victory.”

—Winston Churchill, Address to the Houseof Commons, January 18, 1945

Battle of the Bulge �The Battle of the Bulge was the last Nazi offensive of the war. After its failure, the German armies were in constant retreat.

World War II in Europe, 1942–1945

Map Skills In the final phases of the war in Europe, the Allies hemmed in Germany from the east, west, and south.1. Locate: (a) Stalingrad, (b) Sicily, (c) Normandy,

(d) Berlin

2. Movement Describe American and German troop movements at the Battle of the Bulge.

3. Draw Conclusions Why do you think there was no Allied attempt to approach Germany from the north?



Advancing in the Pacific


dents to find the key term island-hopping (in bold) in the text. Then, write the term on the board and pro-vide the definition. Have students predict reasons that explain why island-hopping would be an impor-tant part of the U.S. strategy to defeat Japan.

� Teach Remind students that vic-tory at the Battle of Midway allowed the United States to take the offen-sive in the Pacific war. Ask What strategy did the Japanese use to fight U.S. forces? (The Japanese fought to the last man, and kami-kaze pilots deliberately crashed their planes into U.S. ships.) Why was it important for the United States to control Okinawa and other Pacific islands? (From these islands, U.S. pilots could bomb the Japanese home islands.) Ask stu-dents to evaluate the effectiveness of the Japanese and U.S. strategies in the Pacific.

� Quick Activity To help students learn more about the sacrifices made in the battle for Iwo Jima, have them read Biography: The Marines at Iwo Jima, and complete the worksheet. Teaching Resources, p. 20

Answers

Caption Examples include the Japanese American 442nd Regimental Combat Team and the African American Tuskegee Airmen.

It crippled Germany and demoralized its troops; they were pushed back into Ger-many and never went on the offensive again.

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Advanced Readers

Have students do research on a member of one of the minority or female American military units active during World War II. Students may choose members of the Navajo code talkers, the Tuskegee Airmen, the 442nd Regimental Combat Team, the Women’s Army Corps (WACs), or the Women Air Force Service Pilots (WASPs). Have each student use the findings to write

a narrative essay about the selected individual. Tell students to explain the origins of the group, how the selected individual joined the group, and the particu-lar challenges that the individual faced. Students should also list any special achievements of the sub-ject individual.

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survived. Rommel took poison to escape being put on trial. Claiming that fatewas on his side, Hitler refused to surrender to the advancing troops.

Germany Counterattacks In December 1944, Hitler ordered a counter-attack. With Allied troops strung out between the English Channel and the Alps,German forces massed near the Ardennes. Hitler’s scenario called for English-speaking German soldiers in U.S. uniforms to cut telephone lines, change roadsigns, and spread confusion. German tanks would then secure communicationand transportation hubs.

The counterattack, known as the Battle of the Bulge, almost succeeded. TheGermans caught the Allies by surprise, created a bulge in the American line,and captured several key towns. Snowy, cloudy skies prevented the Allies fromexploiting their air superiority. But at the Belgian town of Bastogne (bas TOHN),American forces held despite frostbite and brutal German assaults. Then, onDecember 23, the skies cleared and Allied bombers attacked German positions.After reinforcements arrived, the Allies went back on the offensive, steadilypushing the Germans out of France.

The Battle of the Bulge was a desperate attempt to drive a wedge betweenAmerican and British forces. Instead, it crippled Germany by using its reservesand demoralizing its troops. Ultimately, it shortened the time Hitler had left.

Allies Push to Victory By January, the Soviet Army had reached the OderRiver outside Berlin. The Allies also advanced northward in Italy. In April 1945,Mussolini tried to flee to Switzerland but was captured and executed. By thistime, American and British troops had crossed the Rhine River into Germany. InApril, a U.S. army reached the Elbe River, 50 miles west of Berlin. Allied forceswere now in position for an all-out assault against Hitler’s capital.

Hitler was by now a physical wreck: shaken by tremors, paranoid from drugs,and kept alive by mad dreams of a final victory. He gave orders that no one fol-lowed and planned campaigns that no one would ever fight. Finally, on April 30,he and a few of his closest associates committed suicide. His “Thousand YearReich” had lasted only a dozen years.

On May 7, in a little French schoolhouse that had served as Eisenhower’s head-quarters, Germany surrendered. Americans celebrated V-E (Victory in Europe)Day. Sadly, FDR did not see the momentous day. He had died afew weeks earlier. It would be up to the new President, HarryS. Truman, to see the nation through to final victory.

What were the results of the Battle of the Bulge?

Advancing in the PacificWhile war still raged in Europe, American forces in the

Pacific had been advancing in giant leaps. They followed anisland-hopping strategy, capturing some Japanese-heldislands and ignoring others in a steady path toward Japan.From Tarawa and Makin in the Gilbert Islands, Americanforces jumped ahead to Eniwetok and Kwajalein in the Mar-shall Islands. Then, they took another leap to Saipan, Tin-ian, and Guam in the Mariana Islands.

Japanese Troops Fight to the Death American forcestook each island only after a nearly unbelievable life-and-death struggle. Time and again, Japanese defenders fought

Vocabulary Builderscenario–(suh NAIR ee oh) n.outline for a proposed series of events; script

Navajo Code TalkersNavajo troops played a vital role in the Pacific island-hopping campaign. Using a code based on their own language—which was a mystery to the Japanese—Navajo radio opera-tors sent critical messages from island to island. What other special ethnic units played a role in the American war effort?


376 World War II

Independent PracticeHave students access Web Code nep-1107 to use the Geography Interactive map and then answer the map skills questions in the text.

Monitor ProgressAs students answer the map skills questions, circulate to make sure that they are able to locate the places listed in Question 1.

Answers

Map Skills

1. Review locations with students.2. One group of U.S. Marines traveled from

Hawaii to the Marshall Islands, then to Saipan and Guam, and then toward the Japanese home islands. The second group of Marines traveled from the Coral Sea to Guadalcanal, then to the Solomon Islands, then to New Guinea and the Philippines, and finally to the Japanese home islands.

3. The United States would have had no launching point for the island-hopping strategy, and Japan might have conquered and held the entire Pacific area, creating a constant threat to the U.S. west coast.

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To help students track Allied advances, have them turn the information from the map on this page into a chart. Tell students to create four-column charts with the following headings: China and Korea, Southeast Asia, Pacific Islands, and Japan. Then, have students use the information from the map and text to fill in the chart with the dates of Allied advances in each region and the areas taken in those

attacks. Ask students to use the information in their charts to write paragraphs summarizing the events that took place as the United States battled Japan in the Pacific.

Then, have students read and complete the work-sheet Biography: Ira Hayes. Teaching Resources, p. 19

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Philippine Sea(June 1944)

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World War II in the Pacific, 1942–1945For: Interactive mapWeb Code: nep-1107

Map Skills The island-hopping strategy brought U.S. forces closer and closer to the Japanese home islands, but it took even more drastic measures to bring the war in the Pacific to an end.1. Locate: (a) Guadalcanal, (b) Okinawa,

(c) Iwo Jima, (d) Hiroshima, (e) Nagasaki

2. Movement Describe the two separate island-hopping paths that brought American marines to Okinawa.

3. Predict Consequences What might have happened in the Pacific if Japan had been able to take Midway and Hawaii early in the war?



The Atomic Bomb Ends the War

Instruct� Introduce: Key Term and Vocab-

ulary Builder Ask students to find the key term Manhattan Project (in bold) and the vocabulary term priority in the text. Then, write the terms on the board, and provide the definitions. Using the Idea Wave strategy (TE, p. T22), have students predict why the reasons that explain why the Manhattan Project would be a priority for the United States.

� Teach Ask Why did Manhattan Project scientists need to work quickly to develop an atomic bomb? (Axis Powers scientists were also working on developing an atomic bomb.) How did the way that the Japanese fought in the Pacific affect the decision to use the atomic bomb against Japan? (Truman’s military advisors were sure that the number of American casualties resulting from an inva-sion of the Japanese home islands would be very high.) Why did the United States drop a second atomic bomb on Japan? (Japan refused to surrender after the bomb-ing of Hiroshima and the Soviet invasion of Manchuria.)

� Quick Activity Display Color Transparency: The Manhattan Project. Use the lesson suggested in the transparency book to lead a discussion about the making of the atomic bomb. Color Transparencies A-106

Answer

American forces took control of islands only after life-and-death struggles against Japanese troops who fought fiercely to the last man; kamikaze pilots also crashed into American ships.

The Brain Drain Among the thousands of people who escaped Nazi control before and during World War II were gifted artists, scholars, and scientists, many of whom were Jewish. Among the scientists were specialists who played a vital role in the Man-hattan Project. After learning that Germans might develop an atomic weapon, Albert Einstein wrote a letter to President Roosevelt, which led to the Ameri-can development of atomic weapons. Einstein’s leftist political views caused the government to regard him as a potential security risk and to ban him from working on the Manhattan Project. In 1945, Einstein again

wrote to Roosevelt urging him to meet with fellow escapee and Manhattan Project scientist, Leo Szilard, about their opposition to the bomb. One Jewish sci-entist who left Nazi Germany, Edward Teller, sup-ported the U.S. creation of atomic weapons and worked with other scientists to continue developing atomic weapons. Hitler showed little concern about the negative effect that the departure of these bril-liant minds would have on German science. He once said, “If the dismissal of Jewish scientists means the annihilation of contemporary German science, then we shall do without science for a few years.”

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Science and Technology of World War II

Radar

Calculatingmachines

Jet engines

Penicillin

Advance Military Use in WWII Civilian Applications

Detected objects such as bombs,incoming gunfire, or enemy ships

Allowed cryptographers to breakenemy codes by detecting letterpatterns and frequencies

Enabled planes to fly much fasterthan non-jet-powered planes

Cured soldiers’ infected wounds,saving many lives

Used to track weather systemsand monitor automobile speed

Developed into smallpersonal computers

Used in commercial airplanes

Used to treat bacterial infections

virtually to the last man. Rather than surrender, many Japanese troops readilykilled themselves. At the same time, Japanese kamikaze (kah muh KAH zee)pilots deliberately crashed their planes into American ships. By the end of thewar, more than 3,000 Japanese pilots had died in kamikaze missions. Theirdeaths, however, did not prevent General Douglas MacArthur from retaking thePhilippines or the United States Navy from sinking Japanese ships.

American Forces Near Japan One of the fiercest battles in the island-hopping campaign took place in February and March 1945. On Iwo Jima(EE woh JEE muh), a 5-mile-long island 650 miles southeast of Tokyo, UnitedStates Marines faced a dug-in, determined enemy. In 36 days of fighting, more than23,000 marines became casualties. But they took the island. The famousphotograph of six marines (including Native American Ira Hayes) planting theAmerican flag on Iwo Jima symbolized the heroic sacrifice of American soldiers.

The fight for Okinawa (oh kuh NAH wuh) in April 1945 was even deadlier.Only 340 miles from Japan, Okinawa contained a vital air base, necessary forthe planned invasion of Japan. Taking Okinawa was the most complex and costlyoperation in the Pacific campaign, involving half a million troops and 1,213 war-ships. U.S. forces finally took Okinawa but at a cost of roughly 50,000 casualties.

From Okinawa and other Pacific bases, American pilots could bomb the Jap-anese home islands. Short on pilots and aircraft, low on fuel and ammunition,Japan was virtually defenseless. American bombers hit factories, militarybases, and cities. In a single night in March 1945, B-29 bombers destroyed16 square miles of Tokyo. The raid killed over 83,000 Japanese—more thaneither of the later atomic bombs—and injured 100,000 more.

Why was the island-hopping campaign in the Pacific so deadly to both sides?

The Atomic Bomb Ends the WarAdvances in technology, as well as the troops, helped determine the outcome

of World War II. (See the Quick Study chart.) Allied and Axis scientists laboredto make planes faster, bombs deadlier, and weapons more accurate. The mostcrucial scientific development of all was the atomic bomb.

The Manhattan Project Develops the A-Bomb The atomic bombbegan with an idea. In the early 1930s, scientists learned how to split thenuclei of certain elements. They also discovered that this process ofnuclear fission released tremendous energy. Over the next decade,they learned more about the nature of the atom, the effect of a chainreaction, and the military uses of uranium.

� A soldier reading a radar screen


378 World War II

Independent Practice� Have students examine the Quick

Study chart on the previous page. Ask them to write paragraphs iden-tifying the technology that they think has been most valuable since World War II and explaining their reasoning.

� Have students read the Decision Point feature and answer the ques-tions in the text.

� Display Color Transparency: The Allies Win the War. Have students use the headline on the front page of the newspaper to write articles describing the Allied victory. Color Transparencies A-107

Monitor ProgressCirculate to make sure that students understand the types of technology that were developed during World War II and how they are used today. Also, ensure that students understand the ethical dilemma caused by the creation and the use of the atomic bomb.

Answers

You Decide1. He believed that it would save about a

quarter of a million American lives.2. He thought that the terms for Japan’s

surrender should be made public and that Japan should be told about the bomb and given the chance to surrender.

3. Answers will vary, but should demonstrate an understanding of the facets of the issue and be supported by logical reasoning.

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Advanced Readers L4


Have students research the long-term social, political, and economic effects of the atomic bomb on the cities of Hiroshima and Nagasaki and on the country of Japan as a whole. Students also may research present-day articles that describe how Japanese peo-ple and other members of the international commu-

nity feel about the bombings today. Ask students to use their findings to prepare oral presentations describing the long-term effects of the atomic bomb on Japan and explaining how world leaders are work-ing together to avoid the use of nuclear weapons.

Early in the war, Albert Einstein, the world’s most famous scientist, signed aletter that alerted President Roosevelt about the need to proceed with atomicdevelopment. In 1942, FDR gave the highest national priority to the develop-ment of an atomic bomb. The program, code-named the Manhattan Project, costseveral billion dollars and employed tens of thousands of people.

The two primary leaders of the project were General Leslie Groves and phys-icist J. Robert Oppenheimer. Groves was responsible for building facilities,acquiring the necessary materials, recruiting scientists, and providing security.Oppenheimer ran the scientific aspect of the project from the construction sitein Los Alamos, New Mexico. Scientists working on the project included manyrefugees from Europe, including Enrico Fermi, developer of the first atomicreactor. Security on the Manhattan Project was tight. People worked on smallparts of the puzzle, little realizing the whole picture.

On the morning of July 16, 1945, in a barren area outside of Alamogordo, NewMexico, the first atomic bomb was tested. The flash of light was clearly visible180 miles away, and the sound was heard at a distance of 100 miles. Watchingthe blast, Oppenheimer recalled the following line from a Hindu poem: “Now Iam become Death, the destroyer of Worlds.”

The general’s thoughts were less poetic. Turning to an aide, Groves said, “Thewar’s over. One or two of those things and Japan will be finished.”

Truman Makes His Decision The decision to use the bomb fell directly onthe narrow shoulders of Harry Truman. The new President fully understood theethical issues presented by using the bomb, especially against civilians. At thesame time, he also knew that the Axis Powers had nuclear scientists, and therewas no way to tell how close they were to developing their own bomb. Ultimately,Truman’s chief priority was to save American lives. His military advisers pre-dicted that, in light of the ferocious defense waged by Japanese soldiers during

Truman Favors Using the Bomb

“I asked Gen. Marshall what it would cost in lives to land . . . in Japan. It was his opinion that 1/4 million casualties would be the minimum cost. . . . I asked Sec. Stimson which cities in Japan were devoted exclusively to war production. He . . . named Hiroshima and Nagasaki. We sent an ultimatum to Japan. It was ignored. I ordered atomic bombs dropped on the two cities. . . . Dropping the bombs ended the war, saved lives and gave the free nations a chance to face the facts.”

—President Harry S. Truman

Scientists Advise Caution

“We the undersigned scientists . . . believe that the United States ought not resort to the use of atomic bombs in the present phase of the war, at

least not unless . . . Japan is given an opportunity to surrender. . . . A nation

which sets the precedent of using these newly liberated forces of nature for purposes

of destruction may have to bear the responsibility of opening the door to an era of devastation on an unimaginable scale.”

—Scientist Leo Szilard

Should the United States Drop the Atomic Bomb?

Vocabulary Builderpriority–(prì AHR uh tee) n.degree of importance or urgency

President Truman had to decide whether to drop the bomb on Japan. Read the options below. Then, you decide.

You Decide1. Why did Truman decide to drop the bomb?2. What course of action did Szilard favor?3. What decision would you have made? Why?



Assess and Reteach


Assessment.







ExtendSee this Chapter’s Professional Devel-opment pages for the Extend Online activity on the events that led to Tru-man’s decision to drop atomic bombs on Hiroshima and Nagasaki.

Answer

Ninety-five thousand Japanese residents of Hiroshima and Nagasaki were instantly killed or missing, but Japan surrendered, ending the war.


1. Sentences should reflect an understand-ing of each term or person listed.

2. In Europe, the Germans were defeated by Allied armies pushing from both the west and the east. In the Pacific, the United States dropped two atomic bombs on Japan, an act that forced the Japa-nese to surrender.

3. Sights: 11,000 planes, casualties, cliffs, pillbox structures, rainstorm of bullets, carnage, ricochets hitting the water, blood-soaked; Sounds: wounded men cry-

ing for help, bullets, shells; Smells: surf, blood, gun powder

4. For: The Soviet Union needed support in its fight against Hitler. Against: Churchill remembered the slaughter on the western front during World War I and did not want it repeated.

5. Same: Both Japan and Germany were pushed back to their homelands. Differ-ent: Hitler committed suicide and Ger-many surrendered. Japanese leaders would not give up until the United States destroyed two Japanese cities with atomic bombs.

6. Sample answer: Possession of the atomic bomb will make the United States pow-erful in the postwar world, but it will cause other countries to work hard to acquire the same capability, launching an atomic arms race.


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33SECTION

Assessment

the island-hopping campaign, an invasion of Japanmight cost as many as 1,000,000 American casualties.

In truth, Truman did not agonize over the decision touse the atomic bomb against Japan. For the President,abstract ethical issues did not outweigh very real Amer-ican lives and an opportunity to end the war. Later, somecritics would condemn Truman’s decision. But in thelate summer of 1945, no one close to him did so.

Hiroshima and Nagasaki Are Destroyed OnAugust 6, 1945, U.S. pilots dropped an atomic bombon Hiroshima. It exploded at 9:14 A.M. One survivor ofthe blast later recalled the first moments:

“After I noticed the flash, white clouds spread over the blue sky. It was amazing. It was as if blue morning-glories had suddenly bloomed up in the sky. . . . Then came the heat wave. It was very, very hot. Even though there was a window glass in front of me, I felt really hot. It was as if I was looking directly into a kitchen oven.”

—Isao Kita, Hiroshima Witness

Within two minutes, more than 60,000 of Hiroshima’s344,000 residents were dead or missing.

Over the next three days, Japanese leaders debated whether to surrender orcontinue to fight. Then, on August 9, two events rocked Japan. First, the SovietUnion declared war against Japan and invaded Manchuria. Next, the UnitedStates dropped a second atomic bomb on Nagasaki, killing 35,000 residents.

Debate continued at the highest levels of Japanese government. Finally,Emperor Hirohito made the decision to surrender. On August 15, the Allies cele-brated V-J (Victory in Japan) Day. Japan officially surrendered on September 2aboard the USS Missouri. The most costly war in history was over. As many as60,000,000 people, mostly civilians, had died in the conflict.

What were the consequences of the decision to bomb Hiroshima and Nagasaki?



explaining how each of the following was connected with the Allies’ final push toward victory in World War II.• D-Day• Battle of the Bulge• Harry S. Truman• island hopping• kamikaze• Manhattan Project• J. Robert Oppenheimer

2. Reading Skill: Recognize Sequence Use your table to answer the Section Focus Question: How did the Allies defeat the Axis Powers?

Writing About History3. Quick Write: Identify Impressions

Review the text description of the D-Day landings, including the Events That Changed America feature. Then, make a list of sights, sounds, and smells associated with the event.

Critical Thinking4. Summarize Summarize the

arguments for and against an Allied invasion of France before 1944.

5. Compare and Contrast How were the final phases of the war in Europe similar to the final phases of the war in the Pacific? How were they different?

6. Predict Consequences What effect do you think possession of the atomic bomb will have on the role of the United States in the postwar world?

HiroshimaThis 1945 photograph shows the effects of just one atomic bomb on the city of Hiroshima. The heat was so intense that it melted this bottle (right).


380 World War II

44


CTIO

N


• Trace the roots and progress of Hitler’s campaign against the Jews.

• Explore the goals of Hitler’s “final solu-tion” and the nature of the Nazi death camps.

• Examine how the United States responded to the Holocaust.

Prepare to Read

Background KnowledgeRemind students that after Hitler was appointed chancellor in 1933, he became increasingly aggressive. Finally, in 1939, he attacked Poland, starting World War II. Also remind students that Hitler was virulently anti-Semitic. Ask students to predict how Hitler’s hatred would affect European Jews during the war.



Witness History Audio CD, “I Have No Words”

Ask Why does Murrow call the survivors at Buchenwald “the living dead”? (They were so abused, starved, and sick that they were essen-tially dead while still breathing.)



�

Using the Guided Questioning strategy (TE, p. T20), have students read this section. As they read, have students list the steps that led to Hitler’s attempt to exterminate European Jews. Reading and Note Taking Study Guide



restraint n. control; something that holds someone back from actionThe veteran showed great dignity and restraint, holding back tears as he visited the cemetery in Normandy where many of his friends are buried.

arbitrary adj. not following any fixed rule or plan; randomThe success of the D-Day invasion was due to its extensive planning and organization—nothing about its execution was arbitrary.

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The HolocaustObjectives• Trace the roots and progress of Hitler’s

campaign against the Jews.

• Explore the goals of Hitler’s “final solution” and the nature of the Nazi death camps.

• Examine how the United States responded to the Holocaust.

Terms and PeopleHolocaustanti-SemitismNuremberg LawsKristallnacht

genocideconcentration campdeath campWar Refugee Board

Reading Skill: Recognize Sequence As you read, identify the steps that led to Hitler’s attempt to exterminate European Jews.

Why It Matters From the time he came to power, Adolf Hitler hadtargeted Jews for persecution. By the end of the war, the Nazishad murdered 6 million Jews and 5 million other people they consideredinferior. Today, we continue to remember this tragedy and seek waysto prevent anything like it from ever happening again. Section FocusQuestion: How did the Holocaust develop and what were its results?

Roots of the HolocaustWhat Edward R. Murrow saw at Buchenwald was just a fragment

of the most horrific chapter of the Nazi era. In 1945, there was noword for it. Today, it is called the Holocaust, the Nazi attempt to killall Jews under their control. The mass murders of Jews, as well asother “undesirables,” were a direct result of a racist Nazi ideologythat considered Aryans (white gentiles, especially those of Ger-manic, Nordic, and Anglo-Saxon blood) superior to other people.

Hitler Preaches Hate From the start, the Nazi movement traf-ficked in hatred and anti-Semitism. Hitler blamed Jews for all the ills ofGermany, from communism to inflation to abstract painting—and,especially, for the defeat of Germany in World War I.

Other extremists influenced Hitler’s ideas and shared his preju-dices. In the 1920s, his was just another angry voice in the WeimarRepublic, advancing simplistic answers for the nation’s grave eco-nomic, political, and social troubles. In 1933, however, Hitlerbecame chancellor of Germany.

� These starving prisoners at the Ebensee death camp in Austria were liberated by American soldiers.

“I Have No Words”On April 15, 1945, American radio listeners sat stunned as newsman Edward R. Murrow told of a horror beyond belief. Murrow was reporting about his visit to the Nazi concentration camp at Buchenwald. He described the emaciated, hollow-eyed prisoners, the stink which was “beyond all description,” the children with identification numbers tattooed on their arms, and the hundreds of “bodies stacked up like cordwood.” Toward the end of his report, Murrow said:

“I pray you to believe what I have said about Buchenwald. I have reported what I saw and heard, but only part of it. For most of it I have no words. Dead men are plentiful in war, but the living dead, more than twenty thousand of them in one camp. . . . If I’ve offended you by this rather mild account of Buchenwald, I’m not in the least sorry.”

—Edward R. Murrow, CBS Radio Broadcast, April15, 1945

1933: Hitler becomes dictator of Germany;begins persecution of Jews



Teach

Roots of the Holocaust

Instruct� Introduce: Key Terms Ask

students to find the key terms Holocaust, Nuremberg Laws, and Kristallnacht (in bold) in the text. Then, write the terms on the board and provide the definitions. Ask stu-dents to discuss how these terms are related to the Nazi persecution of the Jews.

� Teach Remind students that anti-Semitism had been alive in Europe for centuries before Hitler came to power. Ask What problems in Ger-many did Hitler blame on the Jews? (Examples: communism, inflation, the defeat of Germany in World War I) What were the pro-visions of the Nuremberg Laws? (They denied German citizenship to Jews, made it illegal for Jews to marry non-Jews, and segregated Jews throughout society.) What was significant about Kristallnacht? (The government officially and pub-licly ordered attacks on Jewish peo-ple.) Why did more Jews not escape Germany? (Anti-Semitism and fear of economic competition made Jews unwelcome in other coun-tries.) Using the Idea Wave strategy (TE, p. T22), have students predict how the Nazi discrimination of the Jews escalated into genocide and the Holocaust.

� Analyzing the Visuals Have stu-dents examine the photographs at the bottom of this page. Ask stu-dents to discuss why the Nazis forced Jews to wear the yellow star.

Answer

He passed the Nuremberg Laws, used newspapers and schools to spread pro-paganda against Jewish people, and forced Jews to wear yellow star badges.

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Advanced ReadersL4


To reinforce the steps in the development of the Holocaust in Nazi Germany, have students record events in a timeline. Ask students to begin their time-lines with events from 1933, when Hitler became chancellor of Germany, and end their timelines with the liberation of the concentration camps in 1945.

Tell students to research one example of resistance to the Nazi treatment of Jews. Have students write for the major historical figures involved in the event a dia-logue that describes the conditions under which the resistance took place, that indicates what led to the resistance, and that explains the outcome.

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Nazis Begin the Persecution Hitler’s persecution of the Jews began as soonas he came to power. At first, his focus was economic. He urged Germans to boy-cott Jewish-owned businesses, and he barred Jews from jobs in civil service,banking, the stock exchange, law, journalism, and medicine. In 1935, Hitlermoved to a broader legal persecution. The Nuremberg Laws, named for the citythat served as the spiritual center of Nazism, denied German citizenship toJews, banned marriage between Jews and non-Jews, and segregated Jews atevery level of society. Yet even these measures were not enough for Hitler. Hehinted that, in the future, there might be what he called the “Final Solution tothe Jewish question.”

Hitler employed the full power of the state in his anti-Semitic campaigns.Newspapers printed scandalous attacks against Jews. Children in schools andthe Hitler Youth movement were taught that Jews were “polluting” Germansociety and culture. Comic books contained vile caricatures of Jews.

Violence Erupts on Kristallnacht Acts of violence against Jews were com-mon. The most serious attack occurred on November 9, 1938, and is known asKristallnacht (KRIHS tahl nahkt), or the “Night of the Broken Glass.” After aJewish refugee killed a German diplomat in Paris, Nazi officials ordered attackson Jews in Germany, Austria and the Sudetenland. Secret police and militaryunits destroyed more than 1,500 synagogues and 7,500 Jewish-owned busi-nesses, killed more than 200 Jews, and injured more than 600 others. The Nazisarrested thousands of Jews.

Jewish Refugees Face Obstacles Between 1933 and 1937, about 129,000 Jewsfled Germany and Nazi-controlled Austria. They included some of the most notablefigures in the scientific and artistic world, including physicist Albert Einstein.

More Jews would have left, but they were not generally welcomed into othercountries. During the Great Depression, with jobs scarce, the United States andother countries barred their doors to many Jews. In 1939, the ocean linerSt. Louis departed Germany for Cuba with more than 900 Jewish refugees onboard. Only 22 of the passengers received permission to stay in Cuba. U.S. officialsrefused to accept any of the refugees. The ship returned to Germany. Almost 600of the Jews aboard the St. Louis later died in Nazi concentration camps.

How did Hitler enforce anti-Semitism as chancellor of Germany?

German Jews Face PersecutionIn Nazi Germany, Jews were forced to wear yellow stars (below right) with the word Jude (“Jew”). By the time of Kristallnacht (below left), Hitler’s policy of anti-Semitism had progressed from discrimination to organized violence—but there was even worse to come.


382 World War II

Independent PracticeAsk students to analyze the Info-graphic and answer the questions in the text. Have students reread the motto that appeared above the gate at Auschwitz. Ask them to write a paragraph explaining what the motto implies and describing what really occurred at the death camp.

Monitor ProgressAs students fill in their flowcharts, cir-culate to make sure that they identify the steps that led to Hitler’s attempt to exterminate European Jews. For a com-pleted version of the flowchart, see Note Taking Transparencies, B-117a.

Answers

Thinking Critically1. The annihilation began when Jews were

rounded up and transported like animals to the camps. If they survived transport, they were starved or worked to death in the camps. Those not working were gassed and burned in the camp crematoria.

2. After the war, when the full horror of the Holocaust emerged, there would be inves-tigations and some of those responsible tried and punished.

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To help students interpret and understand the Info-graphic, have them read the introductory paragraph and discuss its meaning. Ask What is the main idea of the paragraph? (Concentration camps were places of dehumanization and horror.) Ask students to analyze each image and its caption. Have students consider how each image relates to the introductory

paragraph. How does the chart of patches relate to the introductory paragraph? (The chart shows the system that was used to categorize people in the concentration camps. The patches were based on the different types of people brought to concentration camps. These patches dehumanize prisoners because their names were erased in favor of symbols.)

Auschwitz . . . Buchenwald . . . Dachau . . . The names of these and other concentration camps are a roll call of horror. Above, the motto over the gate at Auschwitz reads "Work makes you free." It gave no hint of what prisoners faced inside. Whether they died of disease or starvation, survived, or were murdered, all were dehumanized by a regime that treated them as less than human. Prisoners are shipped to a

camp in railroad cattle cars.The youngest “enemies of the state”

Inside the barracks, jammed onto bunks

Wedding rings stolen

from Holocaust victimsThe crematorium, where

human bodies were burned

Prisoners wore triangular, color-coded patches like these (left) from Dachau.Yellow: JewPurple: Jehovah’s WitnessPink: homosexualRed: political prisonerBlue: immigrantGreen: criminalBlack: “antisocial”

Thinking Critically1. Identify Central Issues

How did Nazi Germany use concentration camps to carry out genocide?

2. Predict Consequences After the war, what do you think will happen to the Nazi officials who ran the camps?



Nazis Adopt the “Final Solution”

Instruct� Introduce: Key Terms Have stu-

dents find the key terms genocide, concentration camps, and death camps (in bold). Ask students to discuss how these terms are related to the Nazis’ “Final Solution.”

� Teach Ask How did the Nazis originally intend to use the con-centration camps? (as prisons for political opponents, anyone who spoke out against Hitler, and people who belonged to “undesirable” groups) Have students discuss why Nazi leaders chose to move toward Hitler’s “Final Solution” and how the Nazis implemented this deci-sion. How do you think measures such as the Nuremberg Laws and Kristallnacht contributed to the Nazis’ ability to implement the “Final Solution”? (Sample answer: These measures created a sense of “otherness” about Jewish people in the minds of non-Jewish Germans. When people feel that a group is alien to themselves, it becomes easier to persecute that group.)

� Analyzing the Visuals Have stu-dents examine the map showing the locations of concentration camps in Europe. Ask students to note the locations of the death camps and dis-cuss why they think all of the death camps were located east of Germany.

Independent PracticeTo help students develop a deeper understanding of the gruesome reality of the Holocaust, have them read the excerpt from Link to Literature: Night, and answer the questions on the work-sheet. Teaching Resources, p. 21

Monitor ProgressAs students complete the worksheet, circulate to discuss issues or questions that students have and to make sure that they are able to answer the questions.Resisting the Final Solution Across Europe,

ordinary citizens resisted Nazi control by hiding Jew-ish people or helping them escape. In Denmark, where few German troops were stationed, Danish people successfully smuggled almost all of the coun-try’s Jews to neutral Sweden. Another pocket of resis-tance was found in Le Chambon, in Vichy, France. There, villagers provided a safe haven for 5,000 Jews.Even in the death camps, some Jews fought back. In the summer of 1944, a young Jewish Polish woman, Rosa

Robota, was approached by a member of the Jewish underground to help in a plot to smuggle gunpowder into Auschwitz. She and her group succeeded in exploding Crematorium IV in October 1944. Rosa was captured and tortured horribly, but she would not give her interrogators any information. Just before she and three of her collaborators were hanged, she smuggled out of her prison cell a note that read “Be strong and brave.”

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Nazis Adopt the “Final Solution”Since 1933, the Nazis had denied Jews the rights of citizenship and commit-

ted acts of brutality against them. These acts of persecution were steps towardHitler’s “Final Solution to the Jewish question”: nothing short of the systematicextermination of all Jews living in the regions controlled by the ThirdReich. Today, we call such willful annihilation of a racial, political, or culturalgroup genocide.

Nazis Build Concentration Camps In 1933, the yearhe became chancellor, Hitler opened the first Nazi concen-tration camps, where members of specially designatedgroups were confined. The earliest camps included Dachau,Sachsenhausen, and Buchenwald. Later, Ravensbruck, notfar from Berlin, was opened for female prisoners.

In theory, the camps were designed not to kill prisoners,but to turn them into “useful members” of the Third Reich.The Nazis imprisoned political opponents such as laborleaders, socialists, and communists, as well as anyone—journalists or novelists, ministers or priests—who spoke outagainst Hitler. Many Jews as well as Aryans who had intimaterelations with Jews were sent to camps. Other groupstargeted as “undesirable” included Gypsies, Jehovah’s Wit-nesses, homosexuals, beggars, drunkards, conscientious objec-tors, the physically disabled, and people with mental illness.

Camp administrators tattooed numbers on the arms ofprisoners and dressed them in vertically striped uniformswith triangular insignias. For example, political prisonerswore red insignias, homosexuals pink, Jews yellow, andJehovah’s Witnesses purple. Inside the walls of the concentration camps, therewere no real restraints on sadistic guards. They tortured and even killed pris-oners with no fear of reprisals from their superiors.

Death by starvation and disease was an everyday occurrence. In addition,doctors at camps such as Dachau conducted horrible medical experiments thateither killed inmates or left them deformed. Prisoners were made subjects ofbogus experiments on oxygen deprivation, hypothermia, and the effects of alti-tude. Bodies were mutilated without anesthesia. Thousands of prisoners died inagonizing pain, including some 5,000 mentally or physically disabled children.

Millions Are Murdered in Death Camps When Germany invaded Polandand the Soviet Union, the Nazis gained control of large territories that werehome to millions of Jews. Under Nazi rule, Jews in Warsaw, Lodz, and other Pol-ish cities were forced to live in crowded, walled ghettos. Nazis also constructedadditional concentration camps in Poland and Eastern Europe.

At first, the murder of Jews and other prisoners tended to be more arbitrarythan systematic. But at the Wannsee Conference in January 1942, Nazi leadersmade the decision to move toward Hitler’s “Final Solution.” Reinhard Heydrich,an SS leader known as “the man with an iron heart,” outlined a plan to extermi-nate about 11,000,000 Jews. Although the minutes of the meeting do not use theword “kill,” everyone there understood that killing was their goal.

Many concentration camps, especially in Poland, were designated as deathcamps, where prisoners were systematically exterminated. The largest deathcamp was Auschwitz in southern Poland. Others included Treblinka, Maid-enek, Sobibor, Belsec, and Chelmno. Prisoners from various parts of the Reichwere transported by trains to the death camps and murdered. Nazis forced

Vocabulary Builderrestraint–(rih STRAYNT) n.control; something that holds someone back from action

Vocabulary Builderarbitrary–(AR buh trer ee) adj.not following any fixed rule or plan; random

Nazi Concentration Camps The Nazi system of concentration and slave labor camps extended over several countries. The six death camps in Poland were designed specifically for the extermination of Jewish prisoners.

Adriatic Sea

NorthSea Baltic Sea

Auschwitz-Birkenau

ChelmnoTreblinka

Majdanek

Sobibor

Belzec

Sachsenhausen

Natzweiler-Struthof

Buchenwald

Dora-Nordhausen

Flossenburg

Ravensbruck

MauthausenDachau

Gross-Rosen

Theresienstadt

StutthofNeuengammeBergen-Belsen

DENMARK

GERMANYNETH.

BELG.

FRANCESWITZ.

ITALY

AUSTRIA

CZECHOSLOVAKIA

HUNGARY

POLAND

ROMANIA

Death campMajor concentration orforced-labor camp

Concentration Camps in Europe

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384 World War II

The Allies and the Holocaust

Instruct� Introduce Remind students about

the ways in which the United States and the other Allies responded to the early persecution of the Jews. Ask students to discuss whether the Holocaust could have been avoided, and, if so, to consider what measures could have been taken to prevent it.

� Teach Ask What limited the Roosevelt administration’s response to reports of mass kill-ings of Jews in Germany? (an underestimation of Germany’s geno-cidal plans, a fear of job competition, the concentration of American Jews on the founding of a Jewish home-land) How did the U.S. govern-ment eventually respond to the Nazi persecution of the Jews? (FDR established the War Refugee Board. Working with the Red Cross, the board saved thousands of East-ern European Jews.) Discuss the issue of who bears the greatest responsibility for the Holocaust—Hitler and the top officials at the Wannssee Conference, who devel-oped the plan to build the camps to execute people; the Nazi soldiers who ran the camps under orders; those people who never raised objections to what was happening; or those people who did nothing in this situation.

Independent PracticeHave students complete concept webs that identify different ways in which the United States and other nations responded to the treatment of Jews in Nazi Germany before, during, and after the war. Reading and Note Taking Study Guide

Monitor ProgressAs students complete their concept webs, circulate to make sure that they identify different ways in which the United States and other nations responded to the treatment of Jews in Nazi Germany before, during, and after the war. For a completed version of the concept web, see Note Taking Transparencies, B-117b.

Answer

They built death camps to murder Jews and gathered Jewish people in all lands under German control and sent them to the camps to be killed.

Yom HaShoah The term Holocaust was not the first one used to describe the genocide of the Jews in Nazi Germany during World War II. Although the common noun holocaust, which comes from the Greek for “wholly burnt,” was used to describe those events in a general sense, the term was not used as a proper noun until the late 1950s. After World War II, Jews referred to the genocide as Shoah, Hebrew for “catastrophe.” In 1951, after the State of Israel was established as a homeland for the Jews, the Israeli parliament declared an annual day of remembrance to commemorate those

who died or who resisted during the Shoah. Yom HaShoah, or Holocaust Remembrance Day, is held each spring, on the twenty-seventh day of the Jewish month of Nissan. The commemoration also coincides with the anniversary of the Warsaw Ghetto Uprising of 1943. Today, Yom HaShoah is observed in Israel, the United States, and elsewhere around the world with prayer, the lighting of candles or torches to signify the 6 million Jews killed, and by the reading of the names of the victims.

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prisoners into death chambers and pumped in carbon monoxide or crammed theprisoners into showerlike facilities and released the insecticide Zyklon B.

Some concentration camps that the Nazis converted into death camps did nothave gassing equipment. In these camps, Nazi guards shot hundreds of thou-sands of prisoners. Nazi “Action Groups” that followed the army into EasternEurope also shot several million Jews and buried them in ditches.

In fully functioning death camps, the bodies of murdered prisoners were fur-ther desecrated. Human fat was turned into soap; human hair was woven intowigs, slippers, and mattresses; cash, gold fillings, wedding rings, and othervaluables were stripped off the victims. After the Nazis had taken what theywanted, they burned the bodies in crematoriums.

By 1945, about 6 million European Jews had been murdered. But Jews werenot the only victims. As many as 5 million others lay dead, including nearly2 million non-Jewish Poles. While many survivors lived with constant night-mares of the experience, or with the sorrow and guilt of being the last membersof their families, many others determined to rebuild their lives and families inthe United States, Israel, or elsewhere and continue to be productive citizens.

What actions did the Nazis take to carry out Hitler’s “Final Solution”?

The Allies and the HolocaustThe inevitable question about the Holocaust is: Could it have been prevented?

Could the nations in the democratic West—especially Britain, France, and theUnited States—have intervened at some point and stopped the slaughter of mil-lions of innocent people? There are no simple answers to these questions. How-ever, many people today believe that the West could have done more than it did.

Early Response Was Weak Before the war, the United States (as well asother countries) could have done more if it had relaxed its immigration policy. Itcould have accepted more Jewish refugees and saved the lives of many Germanand Austrian Jews. However, the State Department at first made a consciouseffort to block Jewish immigration. Later commentators have blamed this fail-ure to help European Jews on a variety of factors: anti-Semitism, apathy, preoc-cupation with the problems of the Great Depression, and a tendency tounderestimate Hitler’s genocidal plans.

American Government Takes Action Once the war started, news of themass killings had filtered to the West. By the end of 1942, the allies issued astatement acknowledging that Jews were being taken to Poland and killedthere. In April 1943, British and American officials hosted the Bermuda Confer-ence to discuss the possibility of rescuing the surviving Jewish refugees fromEurope. However, no concrete action was taken.

By early 1944, however, FDR began to respond to the reports. He establishedthe War Refugee Board, which worked with the Red Cross to save thousands ofEastern European Jews, especially in Romania and Hungary.

Tragically, too few were saved. Of the Allies, the Soviet Union was closest tothe death camps, but Stalin showed no concern. Britain and the United Statesexpressed sympathy, but their resources and strategy were focused on defeatingHitler not on stopping his genocidal campaign. They might have bombed rail-way lines to the death camps, but the camps were not military targets. A WarDepartment official told the Refugee Board that bombing the railway lines“could be executed only by the diversion of considerable air support essential to

Responseto the

Holocaust

United Statesrecognizes

Israel.

Reading Skill: Summarize As you read, identify different ways in which the United States and other nations responded to the treatment of Jews in Nazi Germany before, during, and after the war.



Assess and Reteach


Assessment.







ExtendHave students select a nonfiction book on some aspect of the Holocaust, such as Primo Levi’s Survival in Auschwitz. Ask them to present an oral report on their chosen book, outlining general themes and events or issues.

Answer

At first, the response was very weak, and the U.S. government even refused entry to many Jewish refugees. By 1942, when governments around the world knew of the mass murder, the U.S. gov-ernment still did not act. Finally, in 1944 FDR established the War Refugee Relief Board, which worked with the Red Cross to save thousands of Eastern European Jews. Unfortunately, millions of Jews and other Nazi victims were already dead.


1. Sentences should reflect an understand-ing of how each term was connected to the Nazi campaign against the Jews or to the U.S. reaction to that campaign.

2. The Holocaust started with Hitler’s hatred of Jews, as well as other “undesir-ables,” and progressed to a campaign against Jews as scapegoats for Ger-many’s problems. Denied their rights and citizenship, Jews were confined in camps. In 1942, Nazi leaders began the

systematic annihilation of Jews. Eventu-ally, 6 million Jews, and 5 million others, were killed.

3. Students’ sentences should use vivid adjectives and concrete nouns to express the emotions of an American soldier.

4. Hitler believed in the superiority of Ger-many’s Aryan race, and thought that Jews and other groups polluted the nation’s “Aryan purity.” To fulfill Ger-many’s destiny, anyone who did not exemplify the Aryan ideal had to be removed.

5. When a group of people is treated differ-ently from the main group, it becomes easier to target them as scapegoats and de-sensitize the general population from caring about what happens to them.

6. Sample answer: No, attacking nonmili-tary targets might have led to a longer war with more casualties; yes; bombings would have saved the lives of millions.


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44SECTION

Assessment

the success of our forces now engaged in decisive operations elsewhere.” TheAllies also refused to pressure countries within the Nazi sphere of influence tostop the transportation of Jews to Germany.

Allied Soldiers Liberate the Camps For most Americans, the enormity ofthe Nazi crime became real only when soldiers began to liberate the concentra-tion camps that dotted the map of Germany. When they saw it all—the piles ofdead bodies, the warehouses full of human hair and jewelry, the ashes in crema-toriums, the half-dead emaciated survivors—they realized as never before thatevil was more than an abstraction.

Hardened by war, accustomed to the sight and smell of death, the soldiers wholiberated the camps were nevertheless unprepared for what they saw. MajorRichard Winters—who had parachuted behind enemy lines on D-Day, defendedBastogne at the Battle of the Bulge, and risked his life in a number of otherengagements—was stunned almost beyond belief:

“The memory of starved, dazed men, who dropped their eyes and heads when we looked at them through the chain-link fence, in the same manner that a beaten, mistreated dog would cringe, leaves feelings that cannot be described and will never be forgotten. The impact of seeing those people behind that fence left me saying, only to myself, ‘Now I know why I’m here.’”

—Richard Winters, quoted in Band of Brothers (Ambrose)

The liberation of the camps led to an outpouring of American sympathy and sin-cere longing to aid the victims. Many survivors found temporary or permanenthomes in the United States.

The revelation of the Holocaust also increased demand and support for an inde-pendent Jewish homeland. In 1948, when the Jewish community in Palestineproclaimed the State of Israel, President Truman immediately recognized thenew nation. The United States became perhaps the staunchest ally of the newJewish State.

How did the U.S. government respond to the German campaign against European Jews?


Comprehension1. Terms and People For each term

below, write a sentence explaining how it was connected with the Nazi cam-paign against the Jews and the U.S. reaction.• Holocaust• anti-Semitism• Nuremberg Laws• Kristallnacht• genocide• concentration camp• death camp• War Refugee Board

2. Reading Skill: Recognize Sequence Use your flowchart to answer the Section Focus Question: How did the Holocaust develop and what were its results?

Writing About History3. Quick Write: Describe Emotions

Write three sentences describing the emotions of an American soldier liberating a concentration camp in Germany. Be sure to use adjectives and nouns that express specific inner feelings.

Critical Thinking4. Identify Ideologies How were Hit-

ler’s racial ideas and policies connected to his concept of extreme nationalism?

5. Analyze Information One historian has said that the Holocaust began on “the day that the Jews started to be treated differently.” Explain what this statement means and what evidence supports it.

6. Make Decisions Do you think that the U.S. military should have decided to bomb railway lines leading to the death camps? Why or why not?

A Survivor Bears WitnessThis 90-year-old Holocaust survivor continues to speak to young Germans about his time in the Auschwitz death camp. He still bears a physical reminder of his suffering: the identifi-cation number tattooed on his arm.


386 World War II

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Prepare to Read

Background KnowledgeDiscuss the relationship between the United States and the Soviet Union during World War II. Have students predict how the relationship might change after the war, and both nations emerge as world powers.



Witness History Audio CD, Nazism on Trial

Ask According to Robert Jack-son, what might happen if peo-ple do not learn from the cruelties of the Holocaust? (If the atrocities and inhumanities of the Holocaust are repeated, human civi-lization is doomed.)



�

Using the Paragraph Shrinking strategy (TE, p. T20), have students read this section. As they read, have students record various developments in the postwar world that resulted from World War II. Reading and Note Taking Study Guide

Use the information below and the following resource to teach students the high-use word from this section. Teaching Resources, Vocabulary Builder, p. 12


predominant adj. having the greatest amount of authority or dominanceThe predominant struggle during World War II was between the Allies and the Axis Powers.


• Evaluate the goals that Allied leaders set for the postwar world.

• Describe the steps that the United States and other nations took toward interna-tional cooperation.

• Explain the impact of World War II on the postwar United States.

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Effects of the War

Reading Skill: Understand Effects As you read, look for various developments in the postwar world that resulted from World War II.

Why It Matters World War II changed the nation in profoundways. Many Americans came home determined to extend the idealsof democracy and freedom at home as well as abroad. In addition,the United States emerged from the war prepared to take onthe complex and vital role in world affairs that it still holds today.Section Focus Question: What were the major immediate and long-termeffects of World War II?

Allies Set Postwar GoalsWorld War II differed from World War I in several ways. One major

difference was that it was fought to the bitter end. In 1918, the Kaiserhad surrendered before the Allies could invade Germany. By con-trast, in World War II, Japan and Germany kept fighting long aftertheir defeat was certain. In the last year of the war, they lost battleafter battle, retreated from the lands they had conquered, and sawthe slow destruction of their military forces. Allied bombing devas-tated their cities and industries. Yet Germany fought on until Hitlercommitted suicide, and Japan refused to surrender until after thebombing of Hiroshima and Nagasaki.

Allies Make Plans at Yalta The protracted fighting gave theAllies time to make plans for a postwar world. Roosevelt, Churchill,and Stalin met at Yalta on the Black Sea in February 1945 to discussfinal strategy and crucial questions concerning postwar Germany,Eastern Europe, and Asia. At the Yalta Conference, the Big Threeagreed that Poland, Bulgaria, and Romania would hold free elections.However, Stalin later reneged on this promise.

Nazism on TrialIn October 1945, a historic trial unlike any other began. The 21 defendants were the cream of the Third Reich, leaders of Hitler’s war machine and architects of the Holo-caust. Robert Jackson, the American prosecutor, scoffed as men like Hermann Goring, Hitler’s handpicked successor, claimed to be tools of Hitler, unaware of his true plans. In his closing speech, Jackson turned the spotlight not on the defendants alone, but on the future of humanity:

“No half-century ever witnessed slaughter on such a scale, such cruelties and inhumanities. . . . If we cannot eliminate the causes and prevent the repetition of these barbaric events, it is not an irresponsible prophecy to say that this twentieth century may yet succeed in bringing the doom of civilization.”

—Robert Jackson, closing speech, NurembergWar Crimes Trials, 1946

Aftermath ofWorld War II

UnitedNations

� Defendant Hermann Goring (right) at the Nuremberg Trials

Objectives• Evaluate the goals that Allied leaders set for

the postwar world.

• Describe the steps that the United States and other nations took toward international cooperation.

• Explain the impact of World War II on the postwar United States.

Terms and PeopleYalta ConferencesuperpowerGATTUnited Nations

Universal Declaration of Human Rights

Geneva ConventionNuremberg Trials



Teach

Allies Set Postwar Goals/A New World Takes Shape


dents find the key term superpowers (in bold) in the text. Then, write the word on the board and provide the definition. Ask What two super-powers emerged after World War II? (the United States and the Soviet Union)

� Teach Ask What did the Big Three decide at the Yalta Con-ference? (At the Yalta Conference, the Big Three discussed war strategy in Europe and decided that Poland, Bulgaria, and Romania would hold free elections.) What did the Big Three decide at their meeting in Potsdam? (At Potsdam, the Big Three decided to divide Germany into four sectors, agreed to new bor-ders and free elections for Poland, and acknowledged the Soviet Union’s right to claim reparations from the German zone it controlled.) Display Color Transparency: Divid-ing Germany. Have students con-sider the different ideologies of the United States and the Soviet Union and predict ways in which the divi-sion of Germany would be symbolic of further divisions between the two countries. Using the Think-Write-Pair-Share strategy (TE, p. T23), have students discuss new conflicts that arose after World War II ended, the decline of imperialism, and the shift in power from Western Europe to the United States and the Soviet Union. Color Transparencies A-108

� Analyzing the Visuals Point out the photograph of the Big Three at Yalta. Ask How can you tell from the photograph that discussions between the Big Three during the Yalta Conference were dis-appointing? (Although FDR and Stalin are looking at the camera, nei-ther is smiling. Both appear to be trying to hide their disappointment. Churchill seems distracted as he stares to his left.)

Answer

The Allies decided that Poland, Romania, and Bulgaria would have free elections.

Winston Churchill Churchill was a powerful and beloved leader. During World War II, he motivated the British people and lobbied the U.S. government for support. When the war ended, the coalition gov-ernment he had held together throughout the conflict crumbled. In the summer of 1945, Churchill lost his job as Prime Minister to Clement Atlee.

Churchill remained a world figure with close ties to the United States. In 1946, Churchill delivered his famous speech at Fulton, Missouri, warning of the need for the United States and Britain to unite

against the Soviet Union, which had created an “iron curtain” that split Europe. In 1951, Churchill again campaigned for Parliament and became Prime Minis-ter once again. In 1953, he was made a Knight of the Garter by the new Queen Elizabeth II, and he received the Nobel Prize for Literature for his history writing and brilliant speeches. In 1963, he was made an honorary American citizen by an act of Congress. Churchill resigned as Prime Minister in 1955, but held his seat in Parliament until 1964. He died in 1965 at age 90.

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Roosevelt and Churchill were not in a good position to press Stalin too hard.The Red Army already occupied much of Eastern Europe, and Roosevelt wantedSoviet help in the war against Japan. Vague promises were about as much asStalin would give.

Truman Faces Stalin at Potsdam A dramatically altered Big Three met inJuly 1945 in the Berlin suburb of Potsdam. Although Stalin remained in powerin the Soviet Union, Harry S. Truman had become U.S. President upon thedeath of FDR. After the start of the conference, Clement Atlee replaced Churchillas prime minister of Britain.

While in Potsdam, Truman learned of the successful test of the atomic bomb.But he was more focused on Europe and the Soviet Union than on Asia. At themeeting, the Big Three formalized the decision to divide Germany into fourzones of occupation: Soviet, American, British, and French. They agreed to newborders and free elections for Poland, and they recognized the Soviets’ right toclaim reparations for war damages from the German sector they controlled. Sta-lin also reaffirmed his Yalta pledge to enter the war against Japan.

What goals did the Allies set for Eastern Europe at the Yalta Conference?

The Big Three at YaltaThis famous photo shows (left to right) Churchill, Roosevelt, and Stalin at the Yalta Conference. Their glum looks seem to say: Here are not victors, but potential enemies. In addition, FDR looks ill and tired—he died only months after this picture was taken.

A New World Takes ShapeAfter the war ended in August 1945, plans for the postwar world had to be

turned into realities. However, the changes that took place were not often whatthe Allies had envisioned at Yalta and Potsdam.

The World Map Changes World War II altered the political realities of theworld. The borders of Poland, for example, shifted slightly to the west. In time,as you will read in the next chapter, differences between the Soviet Union andits former Allies led to the division ofGermany into two countries: commu-nist East Germany and noncommunistWest Germany. Nearly all the nationsof Eastern Europe became communiststates under Soviet control.

Other countries experienced profoundpolitical changes. Communist and non-communist interests clashed in EasternEurope. In China, a long-standing civilwar between Nationalists and commu-nists resumed.

In Japan, General Douglas Mac-Arthur headed an American militaryoccupation and supervised the writingof a new constitution. It abolished thearmed forces except for purposes ofdefense, gave women the right to vote,enacted democratic reforms, and estab-lished the groundwork for full economicrecovery.

Imperialism Goes Into DeclineThe war also marked the end of West-ern European domination of the world.

hsus_te_ch11_s05_s.fm 7 Wednesday, December 3, 2008 7:35 PM

388 World War II

Independent Practice� To help students understand what

occurred at the Yalta Conference, have them complete the worksheet History Comics: Postwar Goals. Teaching Resources, p. 22

� Have students access Web Code nep-1110 to use the Geography Interactive map and answer the map skills questions in the text. Then, have students write a sum-mary of the information presented in the map.

Monitor ProgressAs students complete their concept webs, circulate to make sure that they identify various developments that resulted from World War II. For a com-pleted version of the concept web, see Note Taking Transparencies, B-118.

Answers

Map Skills

1. Review locations with students.2. Africa3. Possible answer: Former colonial powers

would become weaker, and new nations could form blocs of their own or ally with either of the superpowers.

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Advanced Readers L4


Have each student select one of the men who repre-sented the Big Three at Yalta or Potsdam—FDR, Truman, Churchill, Atlee, or Stalin—and do research to learn more about the political and diplomatic role of the chosen leader during those meetings. Have students use their findings to write three to five journal entries from the perspective of their chosen

leaders. Students’ journal entries may describe what their chosen leaders hoped to accomplish at each meeting, how their chosen leaders may have responded to the decisions made at each of the meetings, why their chosen leaders supported or opposed these decisions, and so on.

A t l a n t i cO c e a n



I n d i a nO c e a n

120°W150°W60°W

30°W90°W 0°

0°

30°S

60°S

60°N

30°N

60°E 90°E30° E 120°E 150°E

Gained independence, 1945–1949Gained independence, 1950–1959Gained independence, 1960–1969Gained independence, 1970–1989

0 2,000 mi

0 2,000 km

Robinson Projection

N

S

EW

Since the 1500s, nations such as Britain, France, and Spain had exerted para-mount influence on global developments. They colonized much of Africa, the Mid-dle East, Asia, and the Americas. They had controlled world trade and finance,led the industrial revolution, and stood at the forefront of world military power.

The aggressive acquisition of territories by Japan and Germany underscoredthe abuses of imperialism. After World War II, colonial peoples renewed theirdrive for independence from European powers. Freed from Japanese domina-tion, the East Indies had no interest in returning to Dutch colonial status. Nordid Indochina want to see the return of French rule. India, Burma, colonies inthe Middle East and Africa—all had their sights set on independence.

By the end of the war, it was clear that the Age of Imperialism was in the twi-light of its existence. The British Empire, the predominant power of the nine-teenth century, came out of the war suffering severe economic shortages and,within decades, would see the loss of most of its colonies.

The Balance of Power Shifts Into the power vacuum stepped the UnitedStates and the Soviet Union. They had played the most decisive roles in defeatingthe Axis Powers, and they emerged from the war confident and strong. Indeed,they so dominated the postwar world that they became known as superpowers.

Of the two superpowers, the United States was clearly the stronger. Exceptfor the attack on Pearl Harbor, no major battle had been fought on U.S. soil. Inaddition, American industry had boomed during the war. By 1945, America waswealthy, militarily powerful, and confident. By contrast, much of the war had

The Decline of Imperialism, 1945–1989For: Interactive mapWeb Code: nep-1110

Map Skills In the decades following World War II, the Age of Imperialism ended as colony after colony won independence.

1. Locate: (a) Europe, (b) Africa,(c) Asia, (d) the Soviet Union

2. Regions On what continent did the largest number of nations win independence?

3. Predict Consequences Howmight the appearance of so many new nations affect the balance of power in the postwar world?

Vocabulary Builderpredominant–(pree DAHM uh nuhnt) adj. having the greatest amount of authority or dominance



International Cooperation

Instruct� Introduce: Key Terms Have stu-

dents locate the key terms General Agreement on Tariffs and Trade, United Nations, and Universal Declaration of Human Rights (in bold) in the text and state how each of these promoted international coopera-tion. Ask students to predict the ways in which World War II could cause the formation of these new expressions of international cooperation.

� Teach Ask What international economic agreements or organi-zations did the United States sponsor after World War II? (the International Monetary Fund, World Bank, and GATT) What was the original aim of the UN? (to foster cooperation among the “Great Pow-ers” and to mediate conflicts in order to prevent war) Why did the Allies punish war criminals in the Nuremberg Trials and in trials in Japan? (The Nazis and the Japa-nese military leaders violated the Geneva Convention with their treat-ment of the Jews and the Chinese.)

� Analyzing the Visuals Have stu-dents study the cause-and-effect table on the next page. Ask Which effect of World War II signaled the end of imperialism? (Euro-pean colonies gradually won their independence.)

Independent PracticeHave students read the HISTORY MAKERS biography of Eleanor Roosevelt. Then, have students create concept webs that list the special qual-ities and experiences that Roosevelt brought to her new position in the UN.

Monitor ProgressAs students complete their concept webs, circulate to make sure that they recall Roosevelt’s work and experi-ences as First Lady. Students may review the material about Roosevelt in previous chapters before starting the activity.

Answer

The power of the United States increased because the country had survived the war in better shape than other nations and its economy had grown. At the same time, Britain’s power declined sharply, and much of its empire was lost.

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phorical rather than to a literal burden, in this case Truman’s decision to drop the atomic bomb. To clar-ify, use an idiom in a sample sentence, such as, “Everyone laughed when Mrs. Smith began class by saying ‘let’s get down to brass tacks.’” Then, ask stu-dents to review magazines, newspapers, or online articles to find examples of idioms. Have them share their findings with the class.

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Remind students that an idiom is a word or phrase that does not mean exactly what it says. Point out the sentence from section 3 of this chapter “The decision to use the bomb fell directly on the narrow shoulders of Harry Truman.” Explain that the “deci-sion” is not an actual object and could not have fallen directly on anyone’s shoulders. The idiomatic phrase “to fall on one’s shoulders” refers to a meta-

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been fought on Soviet soil. Its industries, cities, and peoples had suffered terri-bly. Still, the Red Army controlled most of Eastern Europe and threatened tomove farther west. Militarily, although the Americans had the atomic bomb, theSoviets had the Red Army, the world’s largest military force.

What impact did World War II have on the relative roles of the United States and Britain in the world?

Eleanor Roosevelt (1884–1962)As First Lady, Eleanor Roosevelt had been a valuable, if unofficial, part of her husband’s presidential administration. After FDR’s death, President Truman named her to represent the United States at the United Nations. As elected chair of the Commission on Human Rights, she guided the drafting of the Universal Declaration of Human Rights, which she hoped would “become the international Magna Carta for all men everywhere.” Her work on behalf of human rights won Roosevelt the nickname First Lady of the World. Shortly before her death, President John F. Kennedy named Roosevelt to head his Commission on the Status of Women.

International CooperationAmericans were quick to recognize that their nation had taken on a new posi-

tion in the world. After World War I, the Senate had rejected the Treaty of Ver-sailles and refused to join the League of Nations. Many Americans now viewedthese decisions as mistakes that contributed to the rise of fascism and the out-break of another war. As World War II drew to a close, Americans were ready toembrace the idea of world organizations.

A New World Economy Takes Shape The United States took on majorresponsibilities in shaping the postwar world economy. After meeting in 1944with the Allies in Bretton Woods, New Hampshire, the U.S. government pushedfor establishment of the International Monetary Fund and the World Bank. TheUnited States provided most of the working capital for these new organizations,which worked to foster global economic and financial stability. The UnitedStates also signed the General Agreement on Tariffs and Trade (GATT), a 1948treaty designed to expand world trade by reducing tariffs.

The United Nations Is Formed Even more importantly, the United Statesled the charge for the establishment of the United Nations (UN), an organizationthat, many hoped, would succeed where the League of Nations had failed. InApril 1945, delegates from 50 nations met in San Francisco to write the charterfor the UN. The Senate overwhelmingly ratified the charter, and the UN laterset up its permanent home in New York City.

The United Nations was organized on the basisof cooperation between the Great Powers, not on theabsolute equality of all nations. All member nationssat on the General Assembly. However, the five majorWorld War II Allies—the United States, the SovietUnion, Britain, France, and China—were assignedpermanent seats on the most powerful arm of the UN,the Security Council.

Over the next decades, the UN aided the moveaway from colonialism, helped to create the Jewishstate of Israel, mediated regional conflicts, and pro-vided food and other aid to much of the world. TheUN also issued the Universal Declaration of HumanRights in 1948. This idealistic document states:

“Recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world. . . . All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act toward one another in a spirit of brother-hood.”

—Universal Declaration of Human Rights


390 World War II

A New American Identity

Instruct� Introduce Remind students that

before the United States entered World War II, the country followed a policy of isolationism. Ask students to predict ways in which World War II would change the U.S. policy toward the rest of the world.

� Teach Ask How did World War II create a new world iden-tity for the United States? (It enhanced the U.S. role in the world, caused the United States to become a major world power, and ended isola-tionism.) Have students read the Primary Source quotation. Ask Why does Langston Hughes compare Hitler to the Ku Klux Klan? (Both discriminated against and harmed other people because of prejudice.)

� Analyzing the Visuals Have stu-dents study the photograph on the next page. Ask How do you think many veterans felt when they returned home from the war? (relieved to have come home safely, happy to see family and friends, opti-mistic for the future of the United States, determined to help maintain democracy in other countries)

Independent PracticeHave students draw cause-and-effect charts outlining the changes that World War II brought to the United States and indicating why these changes occurred.

Monitor ProgressCirculate to make sure that students understand the ways in which World War II changed the United States.

Answers

Analyze Cause and Effect The United States became a global leader because of its major role in World War II. The U.S. govern-ment played a large role in the economy to marshal resources and manage war produc-tion; after the war, it retained some of this new control.

The United States took a major leader-ship role in establishing international agreements and organizations and in punishing war criminals.

Genocide, Then and Now The Nuremberg Trials marked the first time in history that individuals were put on trial for genocide. After the trials, the United Nations approved a convention that defined genocide as actions taken to kill, injure, or harm a particular group of people or to prevent them from having or rearing children. Such actions are considered an international crime, whether they take place in a period of war or peace, and are punishable even if

the actions are directed by a country’s government against its own citizens. In recent years, international courts have tried people, including leaders, from Ser-bia and Rwanda for their role in organizing and carry-ing out genocide. In 2005 and 2006, former Iraqi dictator Saddam Hussein was tried for crimes against humanity, including charges of genocide against the Kurds of Northern Iraq. Hussein was found guilty and executed in December 2006.

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The Declaration condemns slavery and torture, upholdsfreedom of speech and religion, and affirms that “everyonehas the right to a standard of living adequate for the healthand well-being of himself and his family.” Though the docu-ment sets lofty goals it has proved difficult to enforce.

War Criminals Go on Trial In the effort to create a betterworld, the Allies did not forget to punish the people who hadcaused so much destruction and death. During the war, theAxis Powers had repeatedly violated the Geneva Convention,an international agreement governing the humane treatmentof wounded soldiers and prisoners of war.

The Allies tried more than a thousand Japanese citizensfor committing atrocities in China, Korea, and SoutheastAsia and brutally mistreating prisoners of war. Hundredswere condemned to death, including Prime Minister HidekiTojo and the general responsible for the Bataan Death March.

Americans more closely followed the Nuremberg Trials, inwhich the Allies prosecuted Nazis for war crimes. The trialsturned a glaring spotlight on the evils of the Third Reich. Thefirst of the Nuremberg Trials involved key leaders of NaziGermany, such as Hermann Goring. Day by day, prosecutorsdescribed their crimes, detailing especially the horrors of theHolocaust. Most of the defendants pleaded that they were justfollowing orders, that Hitler was the source of all the crimes. Thejudges at Nuremberg did not accept their excuses. Some of theNazis were hanged; others received long prison terms.

In the following decades, Allied or Israeli authorities cap-tured and tried such other Nazis as Adolf Eichmann, a lead-ing architect of the “Final Solution.” The periodic trials keptalive the memory of the Nazi crimes against humanity.

What steps did the United States take to increase its role in the postwar world?

A New American IdentityA new American identity rose from the ashes of World War II, one formed as the

antithesis of the Nazi ideal. Americans regarded the Nazis as totalitarian, racist,and warlike. They defined themselves as democratic, tolerant, and peaceful. Dur-ing the war, U.S. leaders and American popular culture had emphasized thesepositive themes, repeating constantly that the Allies were fighting a “people’swar” for tolerance, freedom, democracy, and peace. Although many Americansfelt that their country had not always lived up to that ideal, they hoped that thepostwar period would usher in significant changes.

The United States Assumes Global Leadership Millions of Americanshad spent several years closely following the war. They had attached worldmaps to their walls and traced the paths of U.S. troops in the deserts of NorthAfrica, the forests of Europe, and the coral islands of the Pacific. For this gener-ation of Americans, the world had somehow become a smaller, more intercon-nected place. They had learned to think in global terms.

Few Americans called for a return to a policy of isolationism or retreat fromtheir global responsibilities. They recognized that what happened in the farreaches of the globe affected them, that the economic and political health of

Connections to Today

Causes

Effects

• United States remains a global superpower• U.S. government plays a large role in guiding the nation’s economy

World War II

Cause and Effect

• Europe suffers massive destruction in World War I• Germans and Italians resent Versailles Treaty• Great Depression leads to rise of fascist dictators• European appeasement fails to end Axis aggression • Japanese attack on Pearl Harbor

• Europe and Japan lay in ruins• European colonies gradually gain independence• Soviets dominate Eastern Europe• Cold War between United States and Soviet Union begins• America becomes a world power• African Americans gain momentum to pursue civil rights

Analyze Cause and Effect In its overall impact, World War II is often considered the single most important event of the twentieth century. How did World War II contribute to the two effects listed above under Connections to Today?



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Assess and Reteach


Assessment.







ExtendHave each student conduct research and write a short essay about the achievements of a UN-sponsored pro-gram during the last five years.

Answer

During the war, the Allies fought to uphold the ideals of justice and free-dom. The postwar push for civil rights was a reaction to the irony that although the United States had fought for freedom and democracy abroad, it did not extend those rights to all of its own citizens.


1. Sentences should reflect an understand-ing of how each listed term relates to developments in the postwar world.

2. Europe and Japan lay in ruins; the United States was now a world power; the Soviets dominated Eastern Europe; the UN and other international agree-ments and organizations were formed; African Americans gained momentum to pursue their civil rights; the Cold War began.

3. Students’ paragraphs should describe how the Nuremberg Trials looked and felt through the use of descriptive lan-guage and supporting details.

4. Possible answer: Germany would stay divided with a western-controlled sector and an eastern controlled sector, and eventually split into two countries.

5. American leaders had noted the rise of fas-cism and the opening of World War II and realized they could no longer pursue isola-tionism. Also, the United States was now a major power and had a greater responsi-bility to participate in world affairs.

6. During the war, the Allies had fought to uphold the ideals of justice and freedom. The Declaration puts these ideals into words. The postwar push for civil rights was a reaction to the realization that while the United States had fought for freedom and democracy abroad, it did not extend those rights to all of its own citizens.


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55SECTION

Assessment

America was tied to world peace and economic development. Theyknew that America’s national security involved world security.

Commitment to Civil Rights Grows African American sol-diers in World War II had clearly believed they were fighting twofoes: dictatorship overseas and racism in the United States. As thegreat African American poet Langston Hughes put it:

“You tell me that HitlerIs a mighty bad man.I guess he took lessonsFrom the Ku Klux Klan.”

—Langston Hughes, quoted in The Fight of the Century (Hietala)

World War II gave renewed vigor to the fight for civil rights. Inthis battle, African Americans were not alone. A growing numberof white Americans also called for the nation to fully live up to itspromise as a beacon of freedom, democracy, and justice.

The Nation Prospers World War II ended the Great Depressionand ushered in decades of economic growth. It also redistributedwealth across the country. Defense industries and military basesin the South and West spurred people to move to these regions, which in turncreated more wealth and encouraged further migration.

The driving force for all the jobs and prosperity was the federal government.Like other wars, World War II led to a greater governmental influence in eco-nomic affairs. From the collection of raw materials to attempts to control infla-tion, the government had made the important decisions to guide the economy.In the process, it established the expanded economic role that governmentwould play in postwar America.

How did World War II foster support for civil rights?


Comprehension1. Terms and People For each term

below, write a sentence explaining how it was connected with the building of the postwar world.• Yalta Conference• superpower• GATT• United Nations• Universal Declaration of Human

Rights• Geneva Convention• Nuremberg Trials

2. Reading Skill: Understand Effects Use your concept web to answer the Section Focus Ques-tion: What were the major immediate and long-term effects of World War II?

Writing About History3. Quick Write: Write a Descriptive

Paragraph Write a paragraph describing the look and feel of the Nuremberg Trials. Describe both what you might see and the emotional mood in the room.

Critical Thinking4. Predict Consequences Identify one

possible postwar consequence of the Allied disagreements at Yalta and Potsdam.

5. Recognize Causes and EffectsWhy do you think Americans supported participation in the UN after World War II when they had opposed participation in the League of Nations after World War I?

6. Compare In what way were both the Universal Declaration of Human Rights and the postwar push for civil rights reactions to the war?

A Hero Comes HomeFor millions of Americans, World War II was not truly over until their loved ones came home from overseas. Here, a wounded G.I. embraces his parents.


392 World War II

CH

APT

ER1111Quick Study Guide� Have students use the Quick Study

Guide to prepare for the chapter test. Students may wish to refer to the following sections as they review:

Allied Leaders, World War IISection 1Section 3Section 5

World War II Home FrontSection 2

Five Turning Points of World War IISection 1Section 3

World War II Deaths, Selected NationsSection 1Section 3Section 4

Key Events of World War IISection 1Section 2Section 3Section 4Section 5

� For additional review, remind students to refer to the Reading and Note Taking Study Guide.Section Note TakingSection Summaries

� Have students access Web Code nep-1114 for this chapter’s History Interactive timeline, which includes expanded entries and additional events.

� If students need more instruction on analyzing graphic data, have them read the Skills Handbook, p. SH21.

For Progress Monitoring Online, refer students to the Self-test with vocabulary practice at Web Code nea-1112.

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Use the following study guide resources to help stu-dents acquiring basic skills:Adapted Reading and Note Taking Study Guide• Section Note Taking• Section Summaries

Use the following study guide resources to help Spanish-speaking students:Spanish Reading and Note Taking Study Guide• Section Note Taking• Section Summaries

Quick Study Guide1111CH

AP

TE

R Quick Study GuideProgress Monitoring OnlineFor: Self-test with vocabulary practiceWeb Code: nea-1112

� Allied Leaders, World War II

� World War II Home Front � World War II Deaths, Selected Nations

World Political

• Winston Churchill, Britain

• Joseph Stalin, Soviet Union

• Franklin D. Roosevelt, United States

• Harry S. Truman, United States

U.S. Military

In Europe • Dwight Eisenhower

• George S. Patton

• Omar Bradley

In the Pacific • Douglas MacArthur

• Chester Nimitz

1942

1942–1943

1942

1944

1945

Battle of Midway halts Japanese expansion in Pacific.

Battle of Stalingrad ends Nazi advances in Europe.

Battle of El Alamein begins Allied offensive against AxisPowers in North Africa.

D-Day invasion opens second front in Europe, paving way forfinal defeat of Germany.

Manhattan Project develops atomic bomb, used to end warin Pacific.

World War IIHome Front

More womenwork in industry

and offices.

German andItalian Americansregister as enemy

aliens.

Mexicanworkers move

north.

Governmentworks to boostmorale, controlwar economy.

Many JapaneseAmericans

are interned.

AfricanAmericansseek fairer

employment.

Country

Axis

Germany

Italy

Japan

Allies

France

Britain

China

Soviet Union

United States

Military Deaths

3,500,000

242,000

1,300,000

213,000

264,000

1,310,000

7,500,000

292,000

Civilian Deaths

780,000

153,000

672,000

350,000

93,000

1,000,000

15,000,000

6,000

SOURCES: Henri Michel, Encyclopaedia Britannica; HarperEncyclopedia of Military HistoryAll figures are estimates.

1941United States enters World War II

1942Internmentof Japanese Americansbegins

1943Alliedforces invade

Italy

1941Germany invades Soviet Union

1942Battleof Midway

1943 Germans

surrender at Stalingrad

19431941 1942

In America

Presidential Terms

Around the World

Franklin D. Roosevelt 1933–1945

� Five Turning Points of World War II

Quick Study Timeline

hsus_te_ch11_rev_s.fm Page 392 Tuesday, January 13, 2009 9:47 AM

Chapter 11 393

Tell students that the main issues for this chapter are Protecting and Expanding Civil Rights, Civil Liberties and National Security, and Technology and Society. Then, ask them to answer the Issues You Learned About questions on this page. Discuss the Connect to Your World topic and ask students to complete the project that follows.

American Issues Connector1. FDR feared that marches would

undermine national unity.

2. an organization founded in 1909 to fight segregation; victories such as Executive Order 8802 encouraged African Americans to join the NAACP.

3. African American leaders argued that while the United States was fighting fascism abroad, it also should fight discrimination at home. After the war, many fought for equality by demon-strating and using the courts to dis-pute discrimination.

4. Socialists, political radicals, pacifists, and those against the war were treated harshly. Yes; by passing and enforcing the Espionage Act and the Sedition Act.

5. Some leaders believed that they were inherently disloyal. Some went to court to demand their rights.

6. No; the all-Nisei 442nd Regimental Combat Team fought with distinction in Europe and became the most deco-rated military unit in U.S. history.

7. the machine gun, the submarine, and poison gases, such as mustard gas

8. a device that uses a fission reaction to produce an explosion; it was strong enough to be seen 180 miles away and heard 100 miles away.

9. Japan surrendered and ended World War II.

Connect to Your WorldSummaries should express a clear point of view about the U.S. involve-ment in the UN and make reasoned arguments of support.

For additional review of this chapter’s enduring issues, remind students to refer to the Reading and Note Taking Study Guide American Issues Journal.

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Use the following study guide resource to help stu-dents acquiring basic skills:Adapted Reading and Note Taking Study Guide• American Issues Journal

Use the following study guide resource to help Spanish-speaking students:Spanish Reading and Note Taking Study Guide• American Issues Journal

American IssuesConnector

1944D-Day landingin France

1945World War II ends

1945Nazi death camps liberated

1946Nuremberg war crimes trials

19461944 1945Harry S. Truman 1945–1953

By connecting prior knowledge with what you have learned in this chapter, you can gradually build your understanding of enduring questions that still affect America today. Answer the questions below. Then, use your American Issues Connector study guide (or go online: www.PHSchool.com Web Code: neh-8402).

Issues You Learned About

• Protecting and Expanding Civil Rights Americans may organize to demand fair treatment and civil rights.

1. Why did Roosevelt decide to issue an executive order assuring fair hiring practices in any job funded by the government?

2. What was the NAACP, when was it founded, and why did its membership grow during the war years?

3. How did World War II motivate African Americans’ fight for civil rights? What do you think African Americans did after the war ended to win more civil rights?

• Civil Liberties and National Security During wartime, the government has often taken steps to suspend civil liberties.

4. During World War I, which groups of people suffered from persecution? Did the U.S. government violate these groups’ civil liberties? Explain.

5. How did the United States defend its internment of Japanese Americans? How did some Japanese Americans respond?

6. Was there any evidence that Japanese Americans threatened national security? Present evidence that supports or weakens this claim.

• Technology and Society New technological developments can hurt society as well as help it.

7. What new technology contributed to the high casualties of World War I?

8. What was the atomic bomb? How powerful was the first one that was tested?

9. What effect did the dropping of atomic bombs on Hiroshima and Nagasaki have on the progress of World War II?

Connect to Your World Activity

Global Interdependence What role should the United States play in the United Nations? In recent years, the relationship between the United States and the UN has sometimes been tense. Some Americans believe that the UN should provide more backing to the United States, which is the organization’s largest financial contributor. Other Americans believe that the United States does not pay enough attention to the opinions of the UN when taking steps that affect world security. What do you think? Go online or to your local library to research current American involvement with the UN. Pay special attention to differences of opinion between the United States and the global organization. Then, write a summary sharing what you learned and expressing your own thoughts about American involvement in the UN.

For: Interactive timelineWeb Code: nep-1114

Connect to Your World Activity

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394 World War II

Chapter Assessment

Chapter AssessmentTerms and People

1. Who were Dwight D. Eisenhower and George S. Patton, Jr.? How were the two men linked?

2. What Americans were sent to internment camps? What were conditions like in these camps?

3. Define D-Day. What was the result of this strategy?

4. What was the goal of the Manhattan Project?

5. Define genocide. How did Hitler attempt to accomplish genocide?

6. What was the purpose of the Nuremberg Trials?

Focus QuestionsThe focus question for this chapter is What impact did World War II have on America and the world? Build an answer to this big question by answering the focus questions for Sections 1 through 5 and the Critical Thinking questions that follow.

Section 17. How did the Allies turn the tide against the Axis?

Section 28. How did the war change America at home?

Section 39. How did the Allies defeat the Axis Powers?

Section 410. How did the Holocaust develop and what were its results?

Section 511. What were the major immediate and long-term effects of

World War II?

Critical Thinking12. Recognize Effects Explain the significance of Allied

victories at Stalingrad and in North Africa.

13. Evaluate Information The Americans who fought in World War II have been called the “Greatest Generation.” What do you think this means? What evidence supports this claim?

14. Summarize Summarize the contributions of two of these groups to the war effort: women, Mexican Americans, African Americans, Navajos.

15. Interpreting a Political Cartoon What is the main point of the cartoon below? How do you think American soldiers reacted to this cartoon?

Writing About History

16. Make Decisions Do you think Truman’s decision to drop the atomic bomb was justified at the time? Was it justified in light of future events?

17. Recognize Propaganda How did Hitler use propaganda in his campaign against German Jews?

18. Synthesize Information (a) How do the meetings at Yalta and Potsdam reflect a new balance of global power? (b) What type of relationship do you think the United States and the Soviet Union will have in the post–World War II years?

Drafting• Make an outline identifying what aspects of your topic you

want to describe.

• Write an opening paragraph in which you introduce the topic and identify the setting.

• Write descriptions using precise adjectives and specific action verbs. Avoid generalizations that are too broad or too vague.

Revising• Use the guidelines on

page SH8 of the Writing Handbook to revise your writing.

Writing a Descriptive Essay In a descriptive essay, you try to convey in words the look, sound, and mood of an event. Write a three-paragraph descriptive essay on one of the following topics: an American flight crew making a bombing run over Germany; women going to work in defense industries during World War II; soldiers walking on Omaha Beach after D-Day; American soldiers liberating a concentration camp.

Prewriting• Look at the pictures and read the text in this chapter relating to

the topic you have chosen.

• Use Internet or library sources to find additional pictures and descriptions relating to your topic.

• Make a list of sights, sounds, impressions, and connections to your topic.

Terms and People1. Eisenhower and Patton were U.S.

generals during World War II. Both were involved in the Allied invasion of North Africa.

2. Japanese Americans; families in one-room shacks; single people in drafty bunkhouses; food short-ages; substandard medical care

3. Operation Overlord was the code name for the Allied invasion of France. D-Day was the first day of the invasion, June 6, 1944. The successful invasion gave the Allies a foothold in France.

4. to develop an atomic bomb

5. the willful annihilation of a racial, political, or cultural group; Hitler’s “Final Solution” involved the sys-tematic gathering and imprisoning of Jewish people in concentration camps where they were tortured, experimented on, worked to death, starved, or gassed.

6. to prosecute Nazi leaders for war crimes

Focus Questions7. In Europe, the Allies stopped Ger-

man progress at Stalingrad, in the Atlantic, and in North Africa, and put Germany on the defensive. In the Pacific, the Americans defeated the Japanese at the Battle of Mid-way, putting Japan on the defensive.

8. Women and minorities found new opportunities in the workplace. African Americans achieved some improvements in civil rights. How-ever, injustices occurred. The U.S. government also helped manage the economy.

9. In Europe, the Germans were defeated by Allied armies pushing from both the west and the east. In the Pacific, the U.S. atomic bombs and Russia’s declaration of war persuaded the Japanese emperor to surrender.

10. When Hitler became chancellor of Germany, he institutionalized anti-Semitism. In 1935, the Nuremberg Laws denied Jews their German citizenship. Many Jews were put into concentration camps. Later, Nazi leaders adopted Hitler’s

“Final Solution,” which resulted in mil-lions of murders.

11. The United States became a prosperous world power. Americans viewed the world in global terms and stopped favoring isolationism.

Critical Thinking12. Both victories put Germany on the defensive.

13. Sample answer: Through their hard work, courage, and selflessness, Americans sur-vived the depression, fought World War II, and made the United States a global

leader. The fact that Americans worked hard and made sacrifices is evidence that supports the claim.

14. Sample answer: Women worked in factories, fed and clothed their families on war rations, and kept up morale. Through the bracero program, Mexicans worked on farms while American men were fighting overseas.

15. The cartoon depicts the German view that America’s military reputation is false; however, the giant Uncle Sam says other-wise. American soldiers may have been proud and scoffed at Germany’s delusion.

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Chapter 11 395

Document-Based Assessment

16. Sample answer: Yes; Truman’s decision was practical because dropping the bomb saved countless American lives and ended the war quickly. Despite the ethical issues surrounding it, Truman’s duty was to the United States, not to Japan. His decision also was justified in light of future events because the United States led the Soviet Union in the nuclear arms race, and so maintained a military balance against the power of the Red Army.

17. Hitler used newspapers to print scandal-ous attacks on Jewish people, schools taught children that Jews were polluting

German society and culture, and comic books contained vile caricatures of Jews.

18. (a) The main struggles were between Roosevelt and Stalin at Yalta and between Truman and Stalin at Potsdam indicating that the United States and the Soviet Union were now the most powerful nations. (b) The Soviet Union and the United States will probably experience a great deal of tension and competition.

� To help students understand the documents, give them the following TIP Consider how each docu-ment relates to the others. Ask yourself whether these docu-ments tell aspects or different views of one topic.

� To provide students with further practice in answering document-based questions, go to Test Prep With Document-Based Assessment.

� If students need more instruction on analyzing primary sources, have them read the Skills Handbook, p. SH24.

Answers

1. B 2. A 3. C4. Responses should show a clear

understanding of the significance of the U.S. victory at the Battle of Midway and predict how the U.S. strategy in Europe and in the Pacific would have been different had the Japanese won the battle.

Writing About HistoryAs students begin the assignment, refer them to page SH9 of the Writing Handbook for help on writing a descriptive essay. Remind students of the steps they should take to complete their assignment, including pre-writing, drafting, and revising.

Students’ descriptive essays should use sensory words and action verbs to describe their chosen topic vividly. Essays should also have an introductory paragraph and a con-clusion. For scoring rubrics, see Assessment Rubrics.

Document-Based AssessmentDocument-Based Assessment

December 7, 1941

December 23, 1941

December 25, 1941

February 15, 1942

April 8, 1942

May 4, 1942

May 20, 1942

June 4–7, 1942

August 7, 1942

Japan bombs Pearl Harbor.

Japan captures Wake Island.

Japan captures Hong Kong.

Japan captures Singapore.

Japan captures Bataan, Philippines.

Japanese offensive stalls at Battle of the Coral Sea.

Japan drives British out of Burma.

United States Navy wins Battle of Midway.

Americans begin assault on Guadalcanal.

War in Asia and the Pacific, December 1941–August 1942

The Battle of MidwayThe Battle of Midway is considered a major turning point of World War II. But why was it so important? How was it viewed by the participants? Use your knowledge of the chapter material and Documents A, B, C, and D to answer questions 1 through 4.

Document A

Document C“Had Yamamoto fulfilled his projects of taking Midway and

destroying Nimitz’s carriers, the next program on his agenda was to turn to the Australian campaign. And with the aerial striking power of the U.S. Pacific Fleet out of the running, there would have been precious little to stop him. . . . And in the meantime, possession of Midway would have given Japan the means to harass at least the Hawaiian Islands and even the West Coast. . . . At Midway, the United States laid aside the shield and picked up the sword, and through all the engage-ments to follow, never again yielded the strategic offensive.”

—Gordon W. Prange, Miracle at Midway, 1982

Document D“It was Japan that had attacked the United States, and it was

Japan on which the anger of the American people had focused.. . . Had it not been for Midway, Roosevelt could not have per-severed with a Europe-first policy. Public opinion would not have allowed it. . . . Through an extraordinary combination of the skill and courage of our pilots, splendid intelligence, prudent risk-taking by our commanders that paid off, and sheer good luck,the apparently inferior American forces were victorious. This vic-tory occurred despite the inferiority of our aircraft, the ineffec-tiveness of our torpedoes, the substantial absence of backupsurface ships, and our overall numerical inferiority. You know the rest! Four Japanese carriers had been sunk. . . . The Japa-nese offensive had now been blunted. The Japanese fleet turned back toward the Home Islands and the opportunity for victory had been lost forever. . . . After Midway, the United States could, to the chagrin of Douglas MacArthur, turn its primary attention back to the European theatre.”

—Former Secretary of Defense James R. Schlesinger,June 5, 2003

Document B“In numerous and widespread engagements lasting from the

3rd to 6th of June, with carrier based planes as the spearhead of the attack, combined forces of the Navy, Marine Corps and Army in the Hawaiian Area defeated a large part of the Japa-nese fleet and frustrated the enemy’s powerful move against Midway that was undoubtedly the keystone of larger plans. All participating personnel, without exception, displayed unhesi-tating devotion to duty, loyalty and courage. This superb spirit in all three services made possible the application of the destructive power that routed the enemy. . . . These results were achieved at the cost of the Yorktown and Hamman sunk and about 150 planes lost in action or damaged beyond repair. Our total personnel losses were about ninety-two (92) officersand two hundred and fifteen (215) men.”

—Admiral Chester A. Nimitz, official reportof the Battle of Midway, filed June 28, 1942

1. Which conclusion is best supported by Document A?A Japan lost the war as a direct result of the Battle of

Midway.B Before the Battle of Midway, Japan had been on the

offensive.C The Japanese invasion of Burma led to the Battle of

Bataan.D The Battle of Midway was the last Japanese victory in

the Pacific.

2. On what point do Document B and Document C agree?A The Battle of Midway was a setback for Japan.B The Battle of Midway was a setback for the United States.C The Battle of Midway was equally damaging to both sides.D U.S. forces were undamaged at the Battle of Midway.

3. According to Document D, how did the Battle of Midway make it easier for Roosevelt to pursue a “Europe First” strategy?A It convinced Americans that Japan was no longer a

threat.B It roused public anger against Germany.C It satisfied immediate public demand for action against

Japan.D It showed that the United States could not win in the

Pacific unless it conquered Germany first.

4. Writing Task What might have happened if Japanese forces had won the Battle of Midway? Use your knowledge of the chapter content and specific evidence from the primary sources above to support your opinion.

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