US History and Geography 2015 Houston High School Interactive Curriculum Framework

Transcription

1 ( ) Chapter 11.1 US.56 Analyze the reasons for and consequences of the rise of fascism and totalitarianism in Europe during the 1930 s, including the actions of Hitler, Mussolini, and Stalin. (H, P) US.57 Examine President Roosevelt s response to the rise of totalitarianism, including the Quarantine Speech, the Four Freedoms Speech, the Atlantic Charter, and Lend-Lease. (E, P) US. 62 Identify the roles played and significant actions of the following individuals in World War II: (H,P) Franklin Roosevelt Winston Churchill Joseph Stalin Harry Truman Adolph Hitler Benito Mussolini Hideki Tōjō Dwight Eisenhower George C. Marshall Douglas MacArthur Several events of the 1920s and 1930s directly led to the rise of totalitarian governments in Europe and Asia. The rise of these totalitarian regimes initiated the debates between American isolationists and interventionists, but the attack at Pearl Harbor effectively ended American neutrality. Relevance: Japanese imperialist desires, the rise of Hitler in Germany, Mussolini in Italy and Stalin in the Soviet Union are directly responsible for the start of WWII, and the start of the American debate as to whether the US should get involved in the European and Asia conflicts or maintain an isolationist foreign policy. FDR leans toward intervention while much of America maintains the belief in isolation. The US enters the war on the side of the Allies after the Japanese attacks the US at Pearl Harbor. TNSS: US.56, US.57, US. 62 Who were the significant world leaders during WWII, and how did their actions steer the outcomes of the war? The Rise of European Dictators Using the graphic organizer provided below, have students read about the rise of Hitler, Stalin, and Mussolini in their textbook during the 1930s. They are to answer the following questions about each of the dictators on their graphic organizer. Where did this dictator take control? When did this dictator come to power? What form of government did he implement? What was one of the first actions once in power? Once students have completed the assignment open up a class discussion asking, which do they believe to be the most dangerous? They must use information from the textbook to explain why their choice is correct. RESOURCES 1. Click on the following link to get to the PDFs versions of Rise of European Dictators, Foreign Policies of the 1920s vs. the 1930s, and WWII Military Units

2 ( ) Chapter 11.2 US.54 Examine the impact of American actions in foreign policy in the 1920 s, including the refusal to join the League of Nations, the Washington Disarmament Conference, and the Kellogg-Briand Pact. (H, P) US.55 Gather relevant information from multiple sources to explain the reasons for and consequences of American actions in foreign policy during the 1930 s, including the Hoover-Stimson Note, the Johnson Debt Default Act, and the Neutrality Acts of 1935, 1937, and (H, P) US.57 Examine President Roosevelt s response to the rise of totalitarianism, including the Quarantine Speech, the Four Freedoms Speech, the Atlantic Charter, and Lend-Lease. (E, P) US.58 Explain the reasons for American entry into World War II, including the attack on Pearl Harbor. (H, P) Several different foreign policies were put in place during the 1920s and 1930s, and many directly affected decisions made by the US government on intervention in WWII. Relevance: After US involvement in WWI many American political leaders wanted to ensure the country s ability to choose whether to remain neutral or get involved in international affairs economically, politically, and militarily. The US also acted, along with several European and Asian nations, as peacekeepers in an attempt to prevent another war despite Japanese aggression and Germany s refusal to follow the restrictions of the Treaty of Versailles. TNSS: US.54, US.55 Several events of the 1920s and 1930s directly led to the rise of totalitarian governments in Europe and Asia. The rise of these totalitarian regimes initiated the debates between American isolationists and interventionists, but the attack at Pearl Harbor effectively ended American neutrality. Relevance: Japanese imperialist desires, the rise of Hitler in Germany, Mussolini in Italy and Stalin in the Soviet Union are directly responsible for the start of WWII, and the start of the American debate as to whether the US should get involved in the European and Asia conflicts or maintain an isolationist foreign policy. FDR leans toward intervention while much of America maintains the belief in isolation. The US enters the war on the side of the Allies after the Japanese attacks the US at Pearl Harbor. TNSS: US.57, US. 58 What foreign policies were adopted by America during the 1920s and 1930s, and how did they shape future international relations? How did the aftermath of WWI, the failure of the League of Nations, and the Great Depression provide the political and economic climate for the rise of totalitarian dictators? How did FDR respond to the political changes in Europe? Foreign Policies of the 1920s vs. the 1930s Students are going to compare and contrast the foreign policy decisions of the 1920s to those of the 1930s. The graphic organizer below will help students organize their notes and thoughts. Start with a short power point explaining the refusal of US to enter the League of Nations, the Washington Disarmament Conference, Kellogg-Briand Pact. Students will take notes and then compare and contrast the 1920s decisions. Then show a second power point covering the Hoover Stimson Note, Johnson Debt Default Act, and Neutrality Acts of 1935, 1937, and Students will then compare and contrast the decisions of the 1930s. Once that is completed they should use the notes taken to compare and contrast the decisions made in each decade. Then ask students to explain why there are differences in US involvement. This activity would best be completed after students have learned about the rise of the dictators in Europe so that they can use that information. History Channel Students will watch the short videos (Japanese Attack on Pearl Harbor, America Enters WWII, and Franklin D. Roosevelt

3 and Pearl Harbor), They will take notes while watching the videos, writing down the significant information. They will then compare what they wrote with a partner to confirm or add to the notes taken. The teacher will call on individual students to write one piece of info they believed to be significant on the board, and from there the teacher can add to, clarify, or correct the content being shared. RESOURCES 1. Foreign Policies of the 1920s vs. the 1930s 2. History Channel

4 ( ) Chapter 11.3 US.70 Examine the American reaction and response to the Holocaust. (C, H, P) With WWII coming to a close, world leaders had to decide what to do with Germany and the Axis powers, as well as the displaced Jews, and those responsible for the Holocaust. Relevance: TNSS: US.70 How did Americans react to the Holocaust and growing number of Jewish refugees fleeing Europe throughout WWII? US Immigration Policy and Hitler s Holocaust This lesson examines the struggles within the Roosevelt administration and the reasons behind its policies toward Jewish refugees fleeing the Holocaust. It tells the story of the St. Louis, an ill-fated passenger ship full of Jewish refugees that was not permitted to land in the United States. It looks at the work of the War Refugee Board. In the activity, students role play members of a United Nations conference meeting after World War II and create an international treaty on refugees. **Utilizing the website below, and the dropbox printable worksheets have students read the short article on US immigration policy, and the St. Louis. Then place students into small groups and ask that they imagine that it is 1951, six years after the end of World War II. The tragic experience of Jewish and other refugees in the war is well known. The United Nations is having a conference on refugees. The goal of the conference is to draft a treaty on how nations should treat refugees. Once it is drafted, nations will sign the treaty and it will become international law. RESOURCES 1. US Immigration Policy and Hitler s Holocaust 2. US Immigration Policy and Hitler s Holocaust Dropbox with website resources in printable format

5 ( ) Chapter 12.1 US.63 Describe the constitutional issues and impact of events on the United States home front, including the internment of Japanese Americans (Fred Korematsu v. United States of America). (C, P) US.64 Examine and explain the entry of large numbers of women into the workforce during World War II and its subsequent impact on American society (such as at Avco in Tennessee), as well as the service of women in the armed forces, including Cornelia Fort. (C, E, P, TN) US.65 Examine the impact of World War II on economic and social conditions for African Americans, including the Fair Employment Practices Committee, the service of African Americans in the armed forces and the work force, and the eventual integration of the armed forces by President Truman. (C, E, H, P) US.66 Describe the war s impact on the home front, including rationing, bond drives, movement to cities and industrial centers, and the Bracero program. (C, E, G, H) US.67 Describe the major developments in aviation, weaponry, communication, and medicine (penicillin), and the war s impact on the location of American industry and use of resources. (E, G) The impact of WWII on the home front was different depending upon the citizen s gender, race, ethnicity or nationality. Some of the decisions made were morally questionable, but more importantly constitutionally questionable. Every American was called upon to do their part to help the war effort. Relevance: During the tumultuous time of industrial growth and urbanization throughout WWII African-Americans, Hispanics, and women made gains towards improving their social status through gains in their civil liberties while Japanese-Americans, due to circumstances of the war, had many, if not most, of their civil liberties taken from them and were placed in internment camps away from the rest of society. African Americans and women benefitted from WWII in the same way that they benefitted in WWI. There was an exorbitant amount work available due to the large numbers of soldiers overseas fighting, and the US economy shifting from a peacetime economy to one of war. Women were given jobs that had previously only ever been held by men, which for some continued even after the men returned home at the end of the war. African Americans fought in segregated units in the armed forces with limited training and professional growth until the rise of elite units such as the 99 th Squadron of the Tuskegee Airmen. While many African American at home were working in segregated factories making ammunition for the war. Due to the efforts and determination of A. Phillip Randolph, who led a march on Washington, Truman desegregated the munitions plants leading to the desegregation of the armed forces at the end of WWII. Hispanics, specifically Mexicans, also benefitted from the loss of labor within the US. Many Mexicans were asked to come to America to farm for the duration of the war. These Mexican farm workers were known as braceros, and were expected to return to Mexico once the war ended, but most remained in the US. Most resources within the US were being used to benefit the war effort, which similarly to WWI required Americans to ration the goods that they bought and used. TNSS: US.63, US. 64, US. 65, US. 66, US. 67 How did segregated minority units contribute to WWII? How did WWII affect women and minorities within the United States, and how did WWII change the lives of all other Americans? Japanese Internment Students investigate a series of primary source documents to address the questions: Why were Japanese-Americans interned during the Second World War. Zoot Suit Riots In this lesson, students discuss conflicted newspaper articles to answer the question: What cause the Zoot Suit Riots? In 1943, racial tension between white Marines and sailors and Mexican-American youths erupted into a series of riots in Los Angeles. This violence was known as the Zoot Suit Riots names for the fashion then popular among young Mexican-Americans. The Working Women of WWII: Analyzing Editorial Cartoons - Students will learn about the social tensions brought about by women entering

6 the workforce during WWII by analyzing portrayals of women in editorial cartoons. RESOURCES 1. Japanese Internment (You must sign up and register on the website in order to have access to the activities. Sign in and then click the link to get you directly to the desired activity.) 2. Zoot Suit Riots. (You must sign up and register on the website in order to have access to the activities. Sign in and then click the link to get you directly to the desired activity.) 3. The Working Women of WWII: Analyzing Editorial Cartoons Online lesson plan and PDF version on Dropbox

7 ( ) Chapter 12.2 and 12.3 US.59 Identify and locate on a map the Allied and Axis countries and the major theatres of the war. (G) US.60 Explain United States and Allied wartime strategy and major events of the war, including the Bataan Death March, Midway, island hopping, Iwo Jima, Okinawa, invasion of North Africa and Italy, D-Day, and the Battle of the Bulge. (C, G, H, P) US.61 Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of special fighting forces such as the Tuskegee Airmen, the 442nd Regimental Combat team, the 101 st Airborne, and the Navajo Code Talkers. (C, H) US. 62 Identify the roles played and significant actions of the following individuals in World War II: (H,P) Franklin Roosevelt Winston Churchill Joseph Stalin Harry Truman Adolph Hitler Benito Mussolini Hideki Tōjō Dwight Eisenhower George C. Marshall Douglas MacArthur The US fights WWII on two fronts, the Pacific/Asian and the Atlantic/European, and each front requires specific war strategies to ensure success due to the different landscapes of each area. Relevance: In order to fully understand the progression of WWII students must explore the key watershed events and battles of the war, and how each front required different fighting strategies. The German army was a well-oiled machine, which pushed allied forces out of Europe, and forced an allied invasion of North Africa in order to reach Italy. However, the full force of the allied invasion was focused on France. This invasion is known as D-Day and occurred on June 6, By the end of the war the Germans were fighting the allied forces on three fronts, and in turn led to their defeat. The war in the Pacific was fought very differently due to the different geography of the region as well as the different fighting styles of the Japanese. The first hurdle the American military had to face was the rebuilding of the US Navy due to the attack on Pearl Harbor. The majority of the war in the Pacific was a series of battles in which both sides were attempting to island hop their military to the other s mainland. The Japanese fighting styles were different from those of the European in that they refused to surrender, and would fight until the last man was standing. Many were even willing to give their lives as dive-bombers called Kamikazes. As US troops advanced toward Japan, military leaders came to the conclusion that an invasion of Japan would result in a catastrophic loss of life. As a result President Truman made the executive decision to drop the atomic bombs in Hiroshima and Nagasaki. In Different elements of different American cultures are utilized by the US such as the Navajo Code talkers. TNSS: US. 59, US.60, US. 61 Which battles of WW II changed the course of the war and how? How did segregated minority units contribute to WWII? Who were the significant world leaders during WWII, and how did their actions steer the outcomes of the war? Blank Maps of Europe Using the link below, ask students to locate the Allied and Axis countries by coloring the Allied countries blue, the Axis countries red, the occupied countries orange, and the neutral countries green. Once they have done this they will pinpoint the major battles and theatres of war: D-Day, Battle of the Bulge, Battle for North Africa and Italy, Bataan Death March, Midway Island, Iwo Jima, and Okinawa. WWII Military Units Using the graphic organizer below, have students define and explain the significance of each of the following segregated units: Tuskegee Airmen, 442 nd Regimental Combat team, the 101 st Airborne, and the Navajo Code Talkers.

8 Interactive Map of WWII Using the PowerPoint provided below, talk students through the battles, invasions, nations, key military units in order to understand the progression of the war. RESOURCES 1. Blank maps of Europe, North America, and Asia 2. WWII Military Units 3. Interactive Map of WWII 4. World War II in Photos

9 ( ) Chapter 12.4 US.68 Explain the importance of the establishment and the impact of the Fort Campbell base, Oak Ridge nuclear facilities, TVA, Alcoa influences, and Camp Forrest as a POW center. (E, G, P, TN) US.69 Write an opinion piece evaluating the Manhattan Project, including the rationale for using the atomic bomb to end the war. (H) US.70 Examine the American reaction and response to the Holocaust. (C, H, P) US.71 Explain major outcomes of the Yalta and Potsdam Conferences. (G, H, P) US.72 Identify and explain the reasons for the founding of the United Nations, including the role of Cordell Hull. (P, H, TN) Tennessee and the resources within the state directly influenced WWII. Relevance: The TVA and its control over the flooding of the Tennessee river and hydroelectric power made Oakridge TN the ideal location for one of the Manhattan Project sites in order to build the atomic bomb. Although, once the bomb was discovered many questioned the morality in owning and using such a weapon of destruction. TNSS: US.68, US. 69 With WWII coming to a close, world leaders had to decide what to do with Germany and the Axis powers, as well as the displaced Jews, and those responsible for the Holocaust. Relevance: The future of the world depended upon its leaders learning from the mistakes of the Treaty of Versailles and the League of Nations. The respective leaders of the US, Great Britain, and the Soviet Union held conferences at Yalta and Potsdam in order to discuss the fate of Germany, the creation of UN, and the organization of Nuremberg Trials to decide who and how to punish the Nazi war criminals for their acts in the Holocaust. TNSS: US. 70, US. 71, US. 72 Who were the significant world leaders during WWII, and how did their actions steer the outcomes of the war? What role did Tennessee play in WWII? What did the leaders of the Allied powers decide at the Yalta and Potsdam conferences in ending WWII? The TVA and the War Effort Students will watch the video provided in the link below, and respond to questions while viewing. The teacher will then lead a class discussion by asking students to respond to the following questions: 1) Why was Oak Ridge the ideal location for a nuclear research laboratory during WWII? 2) How did the propaganda and war-time mindset of America lend to the maintenance of the secret of Oak Ridge? 3) How did Douglas Dam fuel the war effort? Atomic Bomb Students will read four different accounts of the atomic bombings of Hiroshima and Nagasaki, and must decide for themselves how we should remember the dropping of the atomic bomb using the link below. Using Cornell style notes discuss as a class the impact of each of the following world leaders: FDR, Churchill, Stalin, Truman, Hitler, Mussolini, Tojo, Eisenhower, Marshall, and MacArthur. Students will write the names of each of the individuals on the left side of their paper, and then using short hand they will take notes on each of the leaders. At the end of class have each student chose one of the world leaders that was discussed and explain how they personally affected WWII and world policy.

10 RESOURCES 1. The TVA and the War Effort Web version and video, and PDF version provided via dropbox Atomic Bombs. (You must sign up and register on the website in order to have access to the activities. Sign in and then click the link to get you directly to the desired activity.) 3. World War II in Photos General Resources for Everyday Use These excellent resources may be used throughout the instruction of this course although they may not always be listed specifically in the resource section of the frameworks. Worksheet Works This resource allows teachers to generate their own graphic organizers in several different styles such as Venn diagrams, fishbone diagrams, T-Charts, Y-Charts, and several more. Document Analysis Worksheets This resource was created by the National Archives for educators to utilize in helping students to analyze different forms of primary sources. Powerpoint Palooza/American History These resources have hundreds of powerpoints broken down by era or subject matter. Crash Course: US History This resource is a series of informational videos covering the span on US history narrated by YA author John Green. He is the author of The Fault in our Stars, which was just made into a movie, and so he is relevant to high school students. This excellent resource can be used many ways inside and outside the classroom. Online Jeopardy This resource allows teachers to create subject specific games of jeopardy, which could be played in class or students can access and play at home. It is a good study tool. Quizlet/Study Blue These resources allow you to create decks of flashcards, which can be downloaded any studied and shared on a computer, smart phone, or tablet. Both provide several different ways to study the material.