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    Brian ChildersBZ-4137

    Brian ChildersWorld War II

  • Teachers ToolbookImaginative hands-on World History lessons designed for individual students, cooperative groups, and whole-class learning.

    World War II

    World History, Culture & Geography: The Modern World

    Practice TestThere are 656 multiple-choice questions in this Teachers Toolbook.

    SkillsDiscover how major events are related to one other in time.Develop a mental timeline of key events, people, and historical eras.Using maps, identify physical and cultural features and trace the routes of people.Distinguish relevant from irrelevant information.Explain the central issues and problems of the past.Distinguish cause and effect, sequence and correlation in historical events.Examine the sources of historical continuity.Discover how a combination of ideas and events explains the emergence of new patterns.Recognize the role of chance, oversight, and error in history.Discover how our interpretation of history changes as new information is uncovered.

    LessonsPerfect for either the block schedule or for the 45-minute class.Lessons include maps, timelines, graphic organizers, mini-lectures, speeches, brain games, memory games, role-playing, roundtable discussions, debates and issues to research.

    Performance Education copyright 2003

  • page 2

    Users Guide to reproducingPerformance Educations workbooks

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    Using primary sourcesBefore you begin, examine this website:

    www.proteacher.com/cgi-bin/outsidesite.cgi?external=http://sunsite.berkeley.edu/calheritage/k12/primary.htm&original=http://www.proteacher.com/090093.shtml&title=Using Primary Sources

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    Table of Contents

    The Causes page 5

    The War in Europe page 21

    The War in the Pacific page 51

    The Leaders page 67

    The Holocaust page 85

    The Results page 93

    Student Projects page 105

    The Test page 111There are 656 questions.

  • page 67

    The Leaders

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    Can you think of a person from A to Z?

    Who were the people of World War II?Before you begin studying the war, take a quick trip to the library! Using the encyclopedia, define these terms. When you get back to class, go around the room alphabetically. Try the game without using this worksheet. Try the game giving only the identification - Can you guess the famous person?

    A is for Adolf Hitler - B is for Bradley (Omar) -C is for Churchill (Winston) -D is for DeGaulle (Charles) -E is for Eisenhower (Dwight) -F is for FDR (Franklin Delano Roosevelt) -G is for Goering (Hermann) -H is for Halsey (William) -I is for "Il Duce" (the nickname of Benito Mussolini) -J is for the Japanese Emperor (Hirohito) -K is for Chiang Kai-shek -L is for the people of Lidice -M is for MacArthur (Douglas) - N is for Nimitz (Chester) - O is for Okinawa - P is for Patton (George S.) -Q is for Quisling (Vidkun) - R is for Rommel (Erwin) - S is for Stalin (Joseph) -T is for Truman (Harry), Tojo (Hideki) and Tokyo Rose -U is for the Underground Resistance -V is for the veterans - W is for Wainwright (Jonathan) - X is marks the spot (the city where Hitler lived) -Y is for Yamamoto (Isoroku) Z

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    Once upon a time, my students took the annual end-of-the year state test. "How did you do?" I asked the class. "Not so hot," said Preston. "They don't write the questions the way you do, Mrs. Brown." From that day forward, my students created their own multiple-choice tests.

    I am Franklin Delano Roosevelt . . .

    The goalIdentify famous people. Appreciate the logic of a multiple-choice test.The day beforeGo to the school library. Break into teams of five. Create five answers for each famous person!

    Using the dictionary or encyclopedia, write the correct definition.Using a book of antonyms, find the opposite definition. Invent a plausible answer. It sounds true, but it is untrue.Invent a plausible answer. It sounds true, but it is untrue.Invent a truly stupid answer. (Hey, this is why the class listens.)

    How to playPlace a table in the front of the class. Five students sit behind the table. One at a time, each student stands up and reads his/her definition. Do this with a straight face. The class: Guess the correct definition.The teacher: "Will the real FDR please stand."The student: I am FDR. I was President of the United States during World War II.

    Identify these People

    The Big ThreeBormann, Martin Bradley, OmarChurchill, WinstonDeGaulle, CharlesEichmann, Adolf Eisenhower, Dwight (Ike)Frank, AnneHess, Rudolf Goebbels, Joseph Goering, HermannHimmler, Heinrich Hirohito, EmperorHitler, AdolfMacArthur, DouglasMontgomery, BernardMussolini, BenitoNimitz, ChesterPatton, GeorgePetain, Henri Quisling, VidkunRommel, ErwinRoosevelt, Franklin Speer, Albert Stalin, Josef Tojo, HidekiYamamoto, IsorokuZhukov, Georgi

    a. General Pattonwas the American tank commander who led the Allied invasion ofGermany.(You betcha. This is the correct definition.)

    b. General Pattonwas the Nazi tank commander who led the Axis invasion of NortherAfrica. His nickname was Desert Fox.(Nope. This is the opposite. This is General Rommel.)

    c. General Pattonwas the American commander of the D-Day landing at NormandyBeach.(Sounds plausible, but its wrong. This is the definition of GeneralEisenhower.)

    d. General Pattonwas the American commander who leapfrogged his way to Tokyo.(Sounds plausible, but its wrong. This is the definition of GeneralMacArthur.)

    e. General Pattonis the guy who invented patton-leather shoes.(Gotcha. Its patent-leather shoes!)

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    People of World War II

    Match the profile with the famous person.

    1. The head of Nazi Germany. The man who started World War II.He invaded nearly every country in Europe.

    2. The Prime Minister of England. After France surrendered, heand his people were all alone fighting the Nazis.

    3. The Prime Minister of Japan. He planned the surprise attack onPearl Harbor. He invaded Asia and sought to remove the U.S. fromthe Pacific Ocean.

    4. The President of the United States during World War II. He ledus to victory and died of a heart attack at the end of the war.

    5. The Commander of the U.S. forces in the Pacific. When theJapanese ran him out of the Philippines, he fought his way back.And then fought his way to Tokyo.

    6. The communist dictator of Russia. When the Nazis invadedRussia in June 1942, he became our ally.

    7. Commander of the Russian Red Army, he won the Battle ofStalingrad, the turning point in the war.

    8. The Commander of all Allied Forces in Europe. He led theAmerican and British soldiers from D-Day to Berlin.

    9. The British commander in North Africa and Europe. The Britishloved him more than the King.

    10. The American tank commander who invaded Nazi Germanyand won the Battle of the Bulge.

    11. The head of the Gestapo. Being in charge of the Nazi concen-tration camps, he was directly responsible for the murder of 6 million Jews.

    12. The President of the United States at the end of the war. Heordered the atomic bomb to be dropped on Hiroshima, Japan.

    a. Franklin Roosevelt (FDR)

    b. Joseph Stalin

    c. Winston Churchill

    d. General Eisenhower

    e. General Montgomery

    f. Adolf Hitler

    g. General Tojo

    h. Heinrich Himmler

    i. General MacArthur

    j. General Patton

    k. Harry Truman

    l. Marshal Zhukov

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    Compare & Contrast: What do they have in common? How are they different?

    Compare & Contrast: Two Presidents

    The Similarities

    List 10 ways they are similar:

    1. _________________________________________

    2. _________________________________________

    3. _________________________________________

    4. _________________________________________

    5. _________________________________________

    6. _________________________________________

    7. _________________________________________

    8. _________________________________________

    9. _________________________________________

    10. _