Multiple Pathways To Success Quarter 3 Learning Module US History Prince George s County Public Schools Board of Education of Prince George s County, Maryland
US History- 3 rd Quarter QLM Maryland State Standards http://mdk12.msde.maryland.gov/instruction/hsvsc/us_history/standard5.html EXPECTATION 3. Students will demonstrate understanding of the cultural, economic, political, social and technological developments from 1929-1945. TOPIC A. THE UNITED STATES IN A TIME OF CRISIS (1929-1945) INDICATOR 1. Analyze the consequences and government responses to the Great Depression (5.3.1) OBJECTIVES a. Evaluate the hardships of the Great Depression on various groups in American society, including families, farmers, African Americans, and industrial workers (PNW, G, E) b. Describe the responses of the Hoover administration to the Great Depression (PS, G, E) c. Describe the responses of the Roosevelt administration to the Great Depression (PS, G, E) d. Analyze the effectiveness of New Deal programs, such as Social Security Administration (SSA), Federal Deposit Insurance Corporation (FDIC), Tennessee Valley Authority (TVA,) Securities and Exchange Commission (SEC) (PS, E) e. Describe the arguments of New Deal critics such as Huey Long, Father Charles Coughlin, and Dr. Charles Townshend (PS, PNW, E) f. Describe the influence of the arts, film, and the popularity of radio in helping Americans deal with the trials of the Great Depression (PNW) g. Analyze the lasting legacy of the New Deal, including economic stability and the increased involvement of the government in the lives of citizens (PS, PNW, E) INDICATOR 2. Analyze the causes of World War II in Europe and the Pacific and the involvement of the United States in the war (5.3.2).
OBJECTIVES a. Explain the events that led to the beginning of the Second World War including the failure of the Treaty of Versailles, the rise of totalitarian regimes in Europe and Asia and the worldwide recession of the 1920s and 1930s. (PS, E) b. Explain the United States gradual involvement in the war in Europe through legislative and executive measures, such as Cash and Carry, Lend Lease, and the Atlantic Charter (PS, PNW, E) c. Describe how the economic and political conflicts between Japan and the United States led to the attack on Pearl Harbor (PS, E) d. Examine military strategies and technologies employed by the United States in WWII including D- Day, island hopping and the development and use of atomic weapons (PS, PNW, G, E) e. Investigate the response of the United States government to the discovery of the Holocaust and immigration policies with respect to refugees (PS, PNW) f. Analyze how the events, such as the Yalta and Potsdam conferences and creation of the United Nations shaped the post war world (PS, PNW) g. Analyze the long- term consequences of the United States involvement in WWII and the emergence of America as a economic and military force (PS, PNW, G, E) INDICATOR 3. Evaluate the economic, political and social impact of World War II on America s home front (5.3.3). OBJECTIVES a. Describe how American citizens supported the war effort through rationing and purchasing of war bonds (PS, E) b. Evaluate the government s use of propaganda in gaining support and cooperation for war efforts (PS, PNW, E) c. Evaluate the decision of the government to limit civil liberties during World War II (PS, PNW) d. Evaluate the decision of the government to relocate American citizens and aliens to internment camps during the war (PS, PNW, G) e. Describe the changing roles of women, African- Americans and other minority groups during the war years, such as access to education and jobs (PS, PNW, G)
Name: Review: WWII Directions: Use textbook pages to complete the review below. Due Date: ACTIVITY 1: CONTENT REVIEW Complete the chart. Cultural Aspects Social Aspects FASCISM: Economic Aspects PoliWcal Aspects Write where each of the following leaders ruled and give TWO examples that demonstrate how they were fascist leaders. Hitler Leader of: 1. 2. Mussolini Leader of: 1. 2. Appeasement: Give TWO examples of German aggression, which were appeased before WW2. 1. 2. In what month AND year did WW2 begin? Describe/define the following terms. Blitzkrieg 1
Allied Powers Axis Powers Holocaust Anti- Semitism Scapegoat Nuremberg Laws Concentration Camps Genocide Final Solution Deniers In the corresponding boxes, describe the events that led America to join WW2. IsolaWonists: AtlanWc Charter: German U- Boats: QuaranWne Speech: Lend- Lease Act: December 7, 1941: Cash & Carry: ElecWon of 1940: December 8, 1941: Explain the significance/define the following. Propaganda: Japanese Internment: Rosie the Riveter: Comics/Superheroes: 2
Zoot Suits: Tuskegee Airmen: US in the War: Answer the following questions. 1. What was the effect of the US joining the Allied Powers on the fighting in Europe? 2. What happened on June 6, 1944? Why was this event significant? 3. Explain the importance of the following battles in the Pacific: Battle of Midway: Iwo Jima/Okinawa: 4. Who was at the Yalta Conference? What was discussed at this conference? 5. What is the United Nations? What happened at the Potsdam Conference? Name the event that took place on the following dates. April 12, 1945: April 30, 1945: May 8, 1945: August 6, 1945: August 9, 1945: August 15, 1945: 3
ACTIVITY 2: CONTENT CHALLENGE Directions: Use the clues to complete the crossword puzzle in order to review what you ve learned about World War Two. 4
ACROSS 5. This president died on April 12, 1945. 6. This act allowed the nation to send weapons to Great Britain regardless of their ability to pay. 9. The mass killing of a certain group of people. 11. Someone to blame for Germany's problems after WW1. 12. The land between France and Germany that was supposed to be disarmed according to the Treaty of Versailles. 14. of Nations: An international group whose purpose was to solve international problems and maintain international peace. 16. This was the president after Franklin Delano Roosevelt in the United States. 17. This treaty ended WW1 and forced Germany to take complete blame for starting the war. 18. Britain, France & later the United States. 20. Germany, Italy & Japan. 21. The leader of Italy during WW2. 22. The second Japanese city bombed by the US to end the war in 1945. 25. Giving in to aggressive demands or actions to maintain peace. 30. "The Night of Broken Glass" when Germans destroyed the storefronts of many Jewish businesses and temples. 31. Prejudice against Jews. 33. These laws stripped Jews of German citizenship and certain rights. 34. Jews were forced into these confined neighborhoods with little food, fear, disease. 35. This invasion involved land, sea and air attacks and caused many Allied deaths, but was also a major success in ending the war. DOWN 1. German military tactic of lightning war that consisted of air, tank & foot attacks. 2. A scientific program during WW2 where scientists raced to design a top- secret atomic bomb. 3. These airmen were a famous African American segregated unit who successfully fought in Italy. 4. Biased information used to promote a political agenda. 7. These fictitious figures were created as hope for Americans who were looking for a hero to save them from WW2. 8. The genocidal campaign of the Nazis against the Jews during WW2. 10. camps were places that Jews were sent who were considered "enemies of the state." 13. The leader of the German Nazi Party. 15. A policy of staying out of other country's affairs. 19. The communist leader of the Soviet Union during WW2. 23. This conference included Roosevelt, Churchill and Stalin- it was where they created a plan for what they would do with Germany after the war. 24. An international group meant to encourage cooperation among nations and prevent future wars. 26. This navy base was bombed by the Japanese on December 7, 1941 and caused the US to join WW2 on the side of the Allies. 27. This battle was a major loss for the Germans in Russia and was also when Hitler broke is non- aggression act with the Soviet Union. 28. A militant political movement that emphasized loyalty to the state and obedience to the leader (a dictator). 29. Rosie the was a form of propaganda used to promote women's involvement in WW2. 32. This battle was a major Allied victory in the war against Japan. 5
ACTIVITY 3: ARGUMENTATIVE WRITING Should the United States have dropped the atomic bombs on Japan? Directions: Read the following document and complete the actions. o Underline THREE pieces of evidence that support the claim that the United States should have dropped the bombs on Japan o **Star THREE pieces of evidence that support the claim that the United States should not have dropped the bombs on Japan The Decision to Drop the Bomb http://www.ushistory.org/us/51g.asp When Harry Truman learned of the success of the Manhattan Project, he knew he was faced with a decision of unprecedented gravity. The capacity to end the war with Japan was in his hands, but it would involve unleashing the most terrible weapon ever known. American soldiers and civilians were weary from four years of war, yet the Japanese military was refusing to give up their fight. American forces occupied Okinawa and Iwo Jima and were intensely fire bombing Japanese cities. But Japan had an army of 2 million strong stationed in the home islands guarding against invasion. For Truman, the choice whether or not to use the atomic bomb was the most difficult decision of his life. First, an Allied demand for an immediate unconditional surrender was made to the leadership in Japan. Although the demand stated that refusal would result in total destruction, no mention of any new weapons of mass destruction was made. The Japanese military command rejected the request for unconditional surrender, but there were indications that a conditional surrender was possible. Regardless, on August 6, 1945, a plane called the Enola Gay dropped an atomic bomb on the city of Hiroshima. Instantly, 80,000 Japanese citizens were vaporized. In the months and years that followed, an additional 100,000 perished from burns and radiation sickness. 6
Two days later, the Soviet Union declared war on Japan. Japanese dictator, Hirohito, wanted to give in, but his military leaders did not. On August 9, a second atomic bomb was dropped on Nagasaki, where 80,000 Japanese people perished. On August 14, 1945, the Japanese surrendered. Critics have charged that Truman's decision was a barbaric act that brought negative long- term consequences to the United States. A new age of nuclear terror led to a dangerous arms race in the years following WW2. Some insist that Japan was on its knees and the bombings were simply unnecessary. The American government was accused of racism on the grounds that such a device would never have been used against white civilians. Other critics argued that American diplomats had ulterior motives. The Soviet Union had entered the war against Japan, and the atomic bomb could be read as a strong message for the Soviets to tread lightly. In this respect, Hiroshima and Nagasaki may have been the first shots of the Cold War as well as the final shots of World War II. Regardless, the United States remains the only nation in the world to have used a nuclear weapon on another nation. Truman stated that his decision to drop the bomb was purely military. A Normandy- type amphibious landing would have cost an estimated million casualties. Truman believed that the bombs saved Japanese lives as well. Prolonging the war was not an option for the President. Over 3,500 Japanese kamikaze raids had already wrought great destruction and loss of American lives. 7
The President rejected a demonstration of the atomic bomb to the Japanese leadership. He knew there was no guarantee the Japanese would surrender if the test succeeded, and he felt that a failed demonstration would be worse than none at all. Even the scientific community failed to foresee the awful effects of radiation sickness that thousands of Japanese felt after the bombings. The ethical debate over the decision to drop the atomic bomb will never be resolved. The bombs did, however, bring an end to the most destructive war in history. The Manhattan Project that produced it demonstrated the possibility of how a nation's resources could be mobilized. 8
Directions: Complete the graphic organizer below in preparation to complete a ERC in which you answer the following question: Should the US have dropped the atomic bombs on Japan? Develop a claim What are you going to argue? 1. 2. 3. Add supporting evidence from the texts What evidence proves your claim? Give an argument for the other side. Reject an argument from the other side Why is the other side wrong? Why is that argument wrong? Use evidence to explain why your argument is better. End with a concluding statement Restate your claim. 9
Transition Words Develop a claim. This quotation by In the year This question has been discussed by Reject an argument from the other side. Add supporting evidence from the texts. The evidence shows that This is also supported by For example Another reason is End with a concluding statement. Yet some people argue Ultimately, On the other hand, In conclusion, It is true that but. In summary, Granted Other Transition words: However, Hence, Thus, Moreover, Furthermore, Therefore, Also, Additionally Directions: After completing the DARE organizer, tie your thoughts together and write an ECR (extended constructive response). Be sure to use transition words and successfully answer the question: Should the US have dropped the atomic bombs on Japan? Your response should be a minimum of 6 paragraphs (an introduction, 3 body paragraphs, a rejection and a conclusion. 10
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ECR Rubric 3 2 1 0 Claim- introduction paragraph contains an appropriate and obvious claim sentence. Claim tells the reader exactly what will be argued in the ECR. Claim- introduction paragraph contains an appropriate claim sentence. Claim suggests what will be argued in the ECR but is not perfectly clear. Claim- introduction paragraph contains an irrelevant claim sentence. Claim sends a convoluted message to the reader as to what will be argued in the ECR. Claim- there is no claim in the introduction paragraph. Evidence- student uses three specific pieces of evidence from the text that explicitly defend the given claim. The evidence is explained, accurate & relevant. Evidence- student uses less than three specific pieces of evidence from the text that moderately defend the given claim. The evidence is sometimes explained, accurate and/or relevant. Evidence- student uses less than 2 specific pieces of evidence from the text that hardly defend the given claim. The evidence is rarely explained, accurate and/or relevant. Evidence- student gives no evidence from the text to defend the given claim. The evidence is not explained, accurate and/or relevant. Rejection- student sufficiently acknowledges an opposing argument using relevant evidence or facts. Student defends given claim and proved it to be more right, by use of specific evidence from the text. Rejection- student somewhat acknowledges an opposing argument using relevant evidence or facts. Student defends given claim and moderately proved it to be more right, by use of specific evidence from the text. Rejection- student minimally acknowledges an opposing argument using relevant evidence or facts. Student defends given claim, but failed to prove it to be more right, by lacking use of specific evidence from the text. Rejection- student does not acknowledge an opposing argument. Conclusion- student s conclusion ties together the ECR & reminds the reader of the stated claim. Conclusion- student s conclusion briefly mentions the stated claim. Conclusion- student s conclusion does not tie together the ECR nor does it reiterate the stated claim. Conclusion- ECR lacks a conclusion. Length/Effort- student s ECR is the appropriate length and demonstrates a high level of effort. Length/Effort- student s ECR is just short of the appropriate length and demonstrates a good level of effort. Length/Effort- student s ECR is less than 2 paragraphs and demonstrates minimal effort. Length/Effort- student s ECR is less than 1 paragraph and demonstrates no effort. 14