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What If? Project How do the actions of individuals impact the historical record? How do systemic changes impact the historical record? How influential is one decision in the historical landscape? Alternate history opens up the world of history for inquiry, investigation and creativity. Project Explanation Identify 2 events in which you want to change the outcome Options include: The Boxer Rebellion, the Boer War, the Assassination of Archduke Franz Ferdinand, the Treaty of Versailles, the Russian Revolution, the Armenian Genocide, the Election of the Nazi Party Read background info on your chosen historical event including background information leading up to your event and immediately following Create 2 historical journal entries from the perspective of someone living at that time period Each journal entry will recreate the event as if it did not happen in its place, the entry will describe an alternative event that took place instead and its new impact on WWII To guide you along and organize your thoughts, fill out the Point of Divergence Worksheet When done, feel free to share your What If? projects as the class Engage in a Q & A session on your newly changed historical record BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 3

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Czar Alexander II was assassinated in 1881 by a left-wing terrorist group known as the People s Will. This group came to believe that terrorist acts were the best way to force political reform and bring about the overthrow of the czarist autocracy. The czar was killed by a bomb thrown by a member of the People s Will as he drove through the streets of St. Petersburg. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 42

The socialist philosophy of the Russian Social Democratic Workers Party was based on the ideas of the 19th century thinkers Karl Marx and Friedrich Engels. In 1903, a dispute over how to best apply Marxist ideas in Russia split the party into two factions. Lenin led the Bolshevik faction. Here Lenin speaks at an unveiling of a sculpture of Marx and Engels in 1918. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 43

In 1905, Russian troops opened fire into a crowd of peaceful protesters in St. Petersburg, killing more than 100 people. The massacre came to be known as Bloody Sunday. This event, along with news of Russia s defeat in the Russo- Japanese war, sparked the Revolution of 1905. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 44

The demonstrations in Petrograd that began the February Revolution were sparked by female factory workers protesting bread shortages. Male workers, students, teachers, soldiers, and members of the middle class soon took to the streets as well. Here, demonstrators burn a portrait of the czar. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 45

In September 1917, Bolsheviks gained control of the Petrograd Soviet. In October, they succeeded in overthrowing the Provisional Government. This is a painting of the meeting on October 26, 1917, in which the Bolshevik-dominated Soviet government installed Lenin as chairman. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 46

This Bolshevik propaganda poster from 1919 is entitled Beat the Whites with the Red Wedge. It uses the visual language of avant-garde modernism to convey a simple but powerful message about the Russian Civil War. In the poster, the red wedge symbolizes the Bolsheviks, who are penetrating and defeating their opponents, the Whites, during the Russian Civil War. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 47

As part of Lenin s War Communism policy, peasants were forced to provide food to the Red Army. The government also took charge of all food distribution. This resulted in severe food shortages. This 1919 image shows a starving woman collapsing on the street. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 48

Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the International Fascist Art Exhibition in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn secret information about these societies by talking to your classmates to find out what additional knowledge not approved by the government they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps: 1. Carefully read the secret information below. It relates to Placard A in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard A. Say yes and secretly give them the information below without letting the government (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, I know nothing! 2. When instructed, choose one of the placards hanging on the walls of the International Fascist Art Exhibition. On the appropriate row of Student Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this secret information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing unsanctioned information. 4. Show your teacher your completed row on Student Handout I, but not the secret information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped. Secret Information for Placard A Fascist philosophy held that because Mussolini himself was the embodiment of the will of the people, individual rights and freedoms were no longer necessary. Under fascism, individuals were valued only as members of the state. Following this philosophy, Mussolini created a police state. He outlawed freedom of speech and the right to assemble, and tightly censored the media. He publicized slogans such as Mussolini is always right! and Believe! Obey! Fight! throughout Italy. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 49

Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the International Fascist Art Exhibition in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn secret information about these societies by talking to your classmates to find out what additional knowledge not approved by the government they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps: 1. Carefully read the secret information below. It relates to Placard B in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard B. Say yes and secretly give them the information below without letting the government (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, I know nothing! 2. When instructed, choose one of the placards hanging on the walls of the International Fascist Art Exhibition. On the appropriate row of Student Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this secret information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing unsanctioned information. 4. Show your teacher your completed row on Student Handout I, but not the secret information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped. Secret Information for Placard B During Italy s invasion of Ethiopia, a country with a poorly trained and poorly equipped army, the Italian army acted with great brutality. The army used poison gas, despite the fact that Italy has signed the 1925 Geneva Conventions which outlawed its use. Italy tried to keep its use of mustard gas a secret, but it was exposed by members of the Red Cross and other international observers. Italy s actions in Ethiopia horrified the rest of Europe. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 50

Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the International Fascist Art Exhibition in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn secret information about these societies by talking to your classmates to find out what additional knowledge not approved by the government they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps: 1. Carefully read the secret information below. It relates to Placard C in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard C. Say yes and secretly give them the information below without letting the government (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, I know nothing! 2. When instructed, choose one of the placards hanging on the walls of the International Fascist Art Exhibition. On the appropriate row of Student Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this secret information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing unsanctioned information. 4. Show your teacher your completed row on Student Handout I, but not the secret information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped. Secret Information for Placard C Hitler and the Nazis established absolute power over Nazi Germany through terror, torture, and brutality. Upon taking office in 1933, Hitler quickly outlawed all political parties except the National Socialists, or Nazis. Hitler developed his own private army to terrorize and murder his political opponents. In 1934, during what became known as the Night of the Long Knives, Hitler had several Nazi leaders murdered to purge the party of all members who disagreed with him. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 51

Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the International Fascist Art Exhibition in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn secret information about these societies by talking to your classmates to find out what additional knowledge not approved by the government they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps: 1. Carefully read the secret information below. It relates to Placard D in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard D. Say yes and secretly give them the information below without letting the government (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, I know nothing! 2. When instructed, choose one of the placards hanging on the walls of the International Fascist Art Exhibition. On the appropriate row of Student Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this secret information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing unsanctioned information. 4. Show your teacher your completed row on Student Handout I, but not the secret information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped. Secret Information for Placard D The Nazis pursued a program of racial hygiene, based on the pseudoscientific movement known as eugenics. They sought to purify the so-called German race through selective breeding. They forcibly sterilized as many as 2 million people they deemed unfit to reproduce. The groups targeted included the mentally and physically disabled, Jews, Gypsies, and homosexuals. The Nazi sterilization campaign began as soon as the Nazis took power in 1933. The Nazis went further by carrying out a systematic plan to persecute and murder Jews. They murdered 6 million Jews in what became known as the Holocaust. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 52

Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the International Fascist Art Exhibition in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn secret information about these societies by talking to your classmates to find out what additional knowledge not approved by the government they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps: 1. Carefully read the secret information below. It relates to Placard E in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard E. Say yes and secretly give them the information below without letting the government (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, I know nothing! 2. When instructed, choose one of the placards hanging on the walls of the International Fascist Art Exhibition. On the appropriate row of Student Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this secret information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing unsanctioned information. 4. Show your teacher your completed row on Student Handout I, but not the secret information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped Secret Information for Placard E Spanish Nationalist forces targeted population centers and terrorized and killed innocent Spanish civilians. The most infamous incident occurred on April 26, 1937, when 48 German bombers under the command of the Spanish general Francisco Franco attacked the Spanish city of Guernica. They destroyed the city and killed hundreds of civilians. People around the world were shocked by the senseless killing. Franco also used the German air force to bomb Madrid, Spain s capital and largest city. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 53

Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the International Fascist Art Exhibition in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn secret information about these societies by talking to your classmates to find out what additional knowledge not approved by the government they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps: 1. Carefully read the secret information below. It relates to Placard F in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard F. Say yes and secretly give them the information below without letting the government (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, I know nothing! 2. When instructed, choose one of the placards hanging on the walls of the International Fascist Art Exhibition. On the appropriate row of Student Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this secret information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing unsanctioned information. 4. Show your teacher your completed row on Student Handout I, but not the secret information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped Secret Information for Placard F Franco saved Spain from political chaos, but only by establishing a brutal dictatorship. Franco s peacetime government continued the terrorist tactics the Nationalists had used during the Civil War, and executed thousands of political enemies. Franco did not return Spain to normal peacetime government, and continued to rule like a wartime military commander. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 54

Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the International Fascist Art Exhibition in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn secret information about these societies by talking to your classmates to find out what additional knowledge not approved by the government they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps: 1. Carefully read the secret information below. It relates to Placard G in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard G. Say yes and secretly give them the information below without letting the government (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, I know nothing! 2. When instructed, choose one of the placards hanging on the walls of the International Fascist Art Exhibition. On the appropriate row of Student Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this secret information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing unsanctioned information. 4. Show your teacher your completed row on Student Handout I, but not the secret information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped Secret Information for Placard G Soviet agriculture was collectivized by force. If rural peasants resisted merging their lands into state-owned collective farms, they could be assaulted by Russian troops. Although Stalin declared his Five-Year Plan a success, in reality, agricultural production went down over those years. In the Ukraine, government agents seized farmers crops to meet unrealistic government quotas. The result was tragic mass starvation. Five million Ukrainians died of starvation between 1932 and 1933. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 55

Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the International Fascist Art Exhibition in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn secret information about these societies by talking to your classmates to find out what additional knowledge not approved by the government they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps: 1. Carefully read the secret information below. It relates to Placard H in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard H. Say yes and secretly give them the information below without letting the government (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, I know nothing! 2. When instructed, choose one of the placards hanging on the walls of the International Fascist Art Exhibition. On the appropriate row of Student Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this secret information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing unsanctioned information. 4. Show your teacher your completed row on Student Handout I, but not the secret information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped Secret Information for Placard H After Stalin took control of the government in 1928, women s rights were slowly taken away. Divorces were made much harder to obtain and were subject to a high tax. Official party publications said collective farms would provide equal rights for women in rural areas. In fact, when collectivization began in 1930 and 1931, the number of women in leadership positions declined. Female participation in the party and rural soviets (councils) continued to be low, partly due to the heavy amount of household work for which the women alone were responsible. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 56

Notes on Totalitarian States in Europe Carefully follow the instructions on the handout entitled Obtaining Information About Totalitarian States in Europe to complete the matrix. Write the secret information that you obtain from other pairs on the back of this page or on a separate sheet of paper. A Propaganda Poster Country Identify two elements of fascist or totalitarian art that you see in the poster. What message is the poster trying to convey? B C D BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 57

E F G H Propaganda Poster Country Identify two elements of fascist or totalitarian art that you see in the poster. What message is the poster trying to convey? BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 58

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Graphic Novel Copyright The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce this page for classroom use. A VICTORY FOR GENERAL WINTER BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 93

Copyright The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce this page for classroom use. A VICTORY FOR GENERAL WINTER BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 94

GRAPHIC NOVEL A Victory for General Winter Background Summary West of the Ural Mountains, where most of Russia s people live, the climate offers warm and rainy summers, but the winters are snowy and brutally cold. Adolph Hitler and his German army set out to invade and conquer the Soviet Union in June 1941. They were not the first to try. Napoleon and his army tried to conquer Russia in 1812 and failed miserably. The cold Russian winter forced the French to retreat. Few of Napoleon s troops made it home to tell their story. Copyright The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce this page for classroom use. Using a personal diary as a means of expression, this graphic novel follows the footsteps of a young German officer, a geography teacher in his civilian life, as he and his troops march through the European countryside on the way to Moscow. The German soldiers expected to surprise the Soviet army, win a quick victory, and be home by Christmas. The summer months passed easily. As the Germans approached Russia s major cities, the fall weather turned cold and rainy. Supplies got bogged down in the muddy terrain. Soldiers became sick and hungry. To make matters even worse for the Germans, the Soviet people pursued a scorched earth policy by killing their livestock and burning everything that could be of value to the Germans. Winter came early with heavy snow and the coldest temperatures in years, dropping to 40ºF. Many German troops were still in summer uniforms and died from cold and frostbite. Others starved to death. The severe cold froze trucks, tanks, and airplanes, rendering them useless. Meanwhile, well-fed and warmly dressed Soviet troops took the offensive. Accustomed to the cold, and with reinforcements from Siberia, they stopped the Germans outside of Moscow and forced them to retreat. Once again, the cold Russian winter helped repel foreign attackers and sent them home haggard and defeated. Activities Charting Have students make a list of the countries that the German army would have passed through on the way to Moscow. Have them name the capital of each country and briefly explain the terrain the army would have passed through and any major rivers they would have crossed. Approximately how many miles did the German army travel if they started in Berlin? Writing In the graphic novel, ask students to find instances in which the German soldier mentions supplies. Then have each student write a paragraph addressing the following questions: Why do you think the Soviet people killed their livestock and burned their houses and crops? How does Russia s geography lend itself to such a strategy? What would you have done if you were in their situation? BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 100

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WORLD WAR II Preparing an Illustrated Timeline Work with your group to create a memorable illustrated timeline to teach the key events and complexity of World War II. Have your teacher initial each step as you complete it. Step 1: Assign roles. Everyone in your group will take part in preparing the illustrated timeline. Review the roles below and divide them among the members of your group. Make sure everyone understands his or her responsibilities. Historian: You will make sure that all key events from World War II are included. Geographer: You will make sure that maps are included that show key events. Biographer: You will make sure that the key personalities involved in World War II are accurately and memorably portrayed. Artist: You will come up with creative ways to display key content. Step 2: Learn about key events and personalities. Read each section of the Student Text. Review the images on Student Handout B: World War II Resources, and figure out which image goes with each subsection of the Student Text. Record your answers in your notebook using your Notebook Guide. Step 3: Select visuals. Using the Internet or other print sources, collect additional images or documents that you can add to your timeline. Cut out the images from Student Handout B: World War II Resources. Think creatively about how you can present your illustrated timeline in a unique way. Step 4: Assemble your timeline. Assemble your illustrated timeline on a desktop or tabletop. Add additional images you found in Step 3. As your teacher instructs, paste or tape your illustrated timeline onto wall or cardboard. Step 5: Give a gallery tour. The class will split into two groups for gallery tours. One group will act as museum visitors. The other group will act as museum docents knowledgeable guides who conduct visitors through a museum and deliver a commentary on the exhibitions. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 140

World War II Resources: Events A. B. The United States dropped atomic bombs on the Japanese cities of and Japan surrendered after the United States dropped the bomb on. As part of the Nazi plan to exterminate the, millions of people were sent to be killed or worked to death in camps. C. D. INDIA CHINA BURMA MONGOLIA Chongqing Burma Road THAILAND FRENCH INDOCHINA MALAYA Singapore 1945 MANCHURIA Beijing KOREA Hiroshima Tokyo Nagasaki Shanghai Okinawa & & Iwo Jima Hong Kong Manila PHILIPPINE ISLANDS Leyte Gulf & JAPAN & CAROLINE ISLANDS PACIFIC OCEAN Saipan Tarawa 45 N 30 N & Midway & 1943 W Pearl Harbor N E S 15 N Equator 0 Japan s sphere of influence was in, a region in northeastern China that was rich in natural resources. In 1931, Japan s army seized the entire region. DUTCH EAST INDIES INDIAN OCEAN Areas under Japanese control, 1942 Greatest extent of Japanese naval power, 1942 Major battles Guadalcanal Coral Sea 15 S 0 1,000 2,000 mi. & 0 1,000 2,000 km The Allies began their offensive in the Pacific in August 1942 with the invasion of Guadalcanal. Draw arrows on this map to show how the Allies approached Japan. & & E. F. Germany s last offensive of the war was the Battle of the in Belgium. The United States began sending arms to Great Britain under the Act. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 141

G. The Nazi invasion H. of the Soviet Union was successful at first, as the Germans used brutal In their 1939 non-aggression treaty, tactics to drive Hitler promised Stalin a part of into Russia., and guaranteed However, they were a sphere of influence in stopped by the Eastern Europe. In return,. pledged not to attack Germany. I. J. To protect Australia from Japan, the United States fought the Battle of the, which was fought entirely by carrier-based aircraft. It was the first naval battle in which the enemies warships never. U.S. President Harry S had the difficult decision about whether to drop an on Japan or to launch an. K. MONGOLIA L. Manchuria Kuril Is. CHINA Beijing JAPAN KOREA Tokyo PA CIFIC OCEAN Nanjing 0 500 1,000 mi. N W E S A AILAND PHILIPPINES FRENCH (U.S.) INDOCHINA MALAYA (BR.) Hong Kong (BR.) Formosa 0 500 1,000 km Japanese Empire, 1930 Japanese invasion of Manchurian region of China, 1931 1933 Japanese invasion of China, 1937 Japanese invasion of French Indochina, 1940 Between 1931 and 1940, Japan invaded as well as a substantial portion of further south. They also seized. The defensive perimeter the Japanese had established around Japan disappeared after captured the key islands of and Okinawa in early 1945. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 142

M. N. 60 N 50 N ATLANTIC OCEAN 40 N W S PORTUGAL N ICELAND 20 W 10 W 0 10 E 20 E 30 E E IRELAND SPAIN GREAT BRITAIN FRANCE VICHY FRANCE (Occupied Nov. 1942) North Sea DENMARK Pas de Calais NETH. BEL. SWITZ. CZECH. N O R W A Y GERMANY AUSTRIA ITALY S W E D E N Baltic Sea HUNGARY YUGOSLAVIA East Prussia (GER.) ALBANIA (IT.) F I N L A N D POLAND ROMANIA GREECE BULGARIA Extent of Axis control early Nov. 1942 Allies Neutral nations SOVIET UNION Ukraine Black Sea TURKEY Caucasus SYRIA With the, Hitler took control of Austria and furthered his goal of uniting all ethnic Germans in the German Reich. 30 N ALGERIA MOROCCO TUNISIA FRENCH NORTH AFRICA 0 200 400 mi. 0 200 400 km Mediterranean Sea LIBYA (IT.) LEBANON PALESTINE (BR.) To hasten the end of the war in Europe,the Allies focused on an invasion of France in 1944. On the map, show the beginning and end points of the D-Day landings. EGYPT SAUDI ARABIA O. P. forces launched a final offensive in North Africa in, forcing Axis resistance to collapse. During the Battle of, RAF pilots defended the nation against German bombing attacks. When Germany began targeting cities, Londoners called this period the. Q. R. The U.S. Congress passed several Acts in the 1930s. These acts were designed to keep the country out of conflicts brewing in Europe. As many as people died in World War II about half of them civilians. More than Europeans were made homeless by the fighting. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 143

CZECHOSLOVAKIA S. T. The British bombed German to try to weaken civilian morale. The German city of was firebombed into absolute ruin. The Battle of involved firebombs, fierce street-by-street battles, and a fight to the death in the bitter winter cold. It was a victory that forced the to retreat. U. V. Upon returning to England after signing the Agreement, Neville spoke triumphantly. He claimed to have achieved for our time. The U.S. government established a top-secret program to develop an weapon. Physicist J. Robert directed the Los Alamos laboratory in New Mexico where it was developed. W. X. NORWAY GREAT BRITAIN North Sea DENMARK NETHERLANDS Baltic Sea BELGIUM GERMANY Rhineland POLAND LUXEMBOURG FRANCE Sudetenland AUSTRIA Black Sea ITALY The U.S. victory at the Battle of stopped Japanese expansion in the Central and South Pacific. SPAIN Germany had great military success in the first year and a half of the war. Color in all of the countries that quickly fell under German control during that time. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 144

Y. Z. The United States entered the war after bombed the naval base at. U.S. President Franklin D Roosevelt and British Prime Minister Winston met in Washington in December 1941 to plan how to win the war in. AA. ITALY ALBANIA BB. N W 0 500 1,000 mi. S 0 500 1,000 km ETHIOPIA Italy invaded in 1935 as part of a quest to construct a New Roman Empire under. The murdered 6 million Jews, or one-third of the world s Jewish population. This terrible slaughter was called the. CC. After the end of the war, the Americans put General in charge of Japan. BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 145

Leaders and Nations Allied Leaders Axis Leaders United States President Franklin D. Roosevelt German Chancellor Adolf Hitler British Prime Minister Winston Churchill Italian Prime Minister Benito Mussolini Soviet Premier Josef Stalin Japanese Prime Minister Hideki Tojo BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 146

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