teacher toolbook -...

WORLD HISTORY SERIESTEACHER TOOLBOOK

Brian Childers

BZ-4137

Brian Childers

World War II

Teacher’s 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 Teacher’s 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

User’s Guide to reproducingPerformance Education’s workbooks

We grant individual purchasers of this workbook the right to make sufficient copies of reproducible pages for allstudents of a single teacher. This permission is limited to a single teacher, and does not apply to entire schoolsor school system. Institutions purchasing the workbook shall pass on the permission to a single teacher.Copying this document in whole or in part for re-sale is strictly prohibited.

Questions regarding this policy should be directed to: Permissions Editor

Performance EducationPO Box 3878

Mooresville, NC [email protected]

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

Due to the ever-changing environment of the Internet, Performance Education does not guarantee the availability of websites. While every effort is made to ensure the validity of the addresses listed within the workbooks, errors may occasionally occur. After several attempts, you find a link that is no longer available,please notify us at [email protected].

The content as well as any links included with said website does not necessarily represent the views ofPerformance Education or any of its employees and associates. Educational institutions and news agencies,which may be under governmental jurisdiction supply some of the content of the web links listed within, andtherefore, may be representative of the government's official policy, and not necessarily an objective representation of the facts. Generally, possible cultural and political biases should be taken into considerationwhen using any articles from any source for research purposes.

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.

The Leaders

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

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 it’s wrong. This is the definition of GeneralEisenhower.)

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

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

Matching

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

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. ________________________________________

The Differences

List 10 ways that they are different:

1. _________________________________________

2. _________________________________________

3. _________________________________________

4. _________________________________________

5. _________________________________________

6. _________________________________________

7. _________________________________________

8. _________________________________________

9. _________________________________________

10. ________________________________________

Franklin DelanoRoosevelt

(FDR)

TheodoreRoosevelt

(Teddy)

"History involves applying lessons of the past . . . to the present."

Apply the facts A brief lecture. To understand the next exercise.

What does it mean to apply? How does a garage mechanic apply an auto manual? (When he follows the rules, he can fix a car.) How does a cook apply a recipe? (When she follows the rules, she can bake a cake.) How does an architect apply a blueprint? (When she follows the rules, she can build a building.)

Where do the rules come from?Trial and error. Over time, people discover what works and what doesn't work. Every generation should not re-invent the wheel. A car mechanic remembers the past: He uses an auto repair manual = the trial-and-error experiences of past mechanics! A cook remembers the past:She uses a cookbook = the trial-and-error experiences of past cooks!

We must learn from the past. Why? Over time, people have discovered what succeeds and what fails. If we ignore what they have learned, we are doomed to repeat their mistakes. Others have gone before you - so you can benefit from their experience. If people in the past were successful, you try to repeat that success. If people in the past failed miserably, you try to avoid repeating their mistakes!

What great mistakes have been made in the past? The American novelist F. Scott Fitzgerald once wrote: “Show me a hero and I’ll write you a tragedy.”The giants in World History have made giant errors.Julius Caesar: Never let the military take over your civilian government. They become tyrants.Napoleon: Never invade Russia. They burn their cities and their crops. You will starve and freeze to death. Nazi Germany: Never stir up racial hatred. It leads to genocide. America in Vietnam: Never go into a war without the support of the people. You will not win that war.

"To understand history, you must personalize it." Today you are reading: How the Europeans ran roughshod over Africa in the 19th century. If your school were run the way the Europeans ran Africa, how would your life change? (This allows you to see the consequences of a policy.)

Today you are reading: How Stalin ran Russia in the 1930s.If your school were run the way Stalin ran Russia, how would your life change?(This allows you to see the consequences of a policy.)

We are pleased to bring you a sampling of our World History Series: The Modern World

World War II BZ-4137

for information or to place an order:

www.performance-education.com 1-800-539-1607

Our Teacher Toolbooks are designed for individual students, cooperative groups, and whole-class learning. Other titles in the series include: * The Cold War Across the Globe * The Rise of Dictators * Imperialism * The Industrial Revolution * Medieval Japan * Islam in the Middle Ages * …and many more! Regular List Price: $29.95 This Week: $19.95 (click here to save today!)

http://www.performance-education.com/product_info.php?products_id=364

Apply the past to the present . . .What if your school were run by the bad guys of World History?Goals: To personalize history. To see the consequences of a person’s actions.

What if your school were run . . .the way Hitler ran Germany?

Pairs: Break into pairs.Research: Using the World Book Encyclopedia, read about each person.Examine the facts: What kind of guy is this? Imagine: If he ran your school, what would be different?

1. Hitler

____________________________________________________________________________

____________________________________________________________________________

2. Mussolini

____________________________________________________________________________

____________________________________________________________________________

3. Stalin

____________________________________________________________________________

____________________________________________________________________________

"History involves making judgments about people and events."

How do you take the measure of a man? A brief lecture.

Who are YOU to judge? You already make judgments about people. About whom?(Friends, relatives, teachers, strangers.)

During the course of your life, you'll have to make judgments about people. About whom?(Friends, relatives, employers/employees, your children!)

As a citizen, you will make judgments about your fellow citizens. About whom?(You will vote. You will serve on a jury.)

"Let history be the judge." What is meant by that phrase? (People of the past have always assumed that future generations would judge them!)

JUDGE whether the person measures up to a HIGH STANDARD. In U.S. History, there are winners and losers. Winning is not the highest standard of success. By what means did he win? Fair or foul?

By what right do we set standards? Whether you recognize it or not, we are always setting standards for others. When others don't live up to our expectations, we are the first to express unhappiness.

What high standards have we, as a nation, set for ourselves? Hint: What documents set our standards? (Declaration of Independence, Constitution, Bill of Rights.)

What high standards are accepted world-wide? (The Golden Rule, U.N. Declaration of Human Rights, Geneva Convention for treatment of prisoners of war.)

"History involves making judgments about people." (Blank worksheet for students)

Evaluate Franklin Delano RooseveltHow do you take the measure of a man or woman?Well, it depends upon the yardstick.

Step #1: HIS SITUATIONDescribe FDR’s situation at the beginning of the war. (In 5 lines or less!)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Step #2: HIS GOALDescribe FDR’s goal. (In one word or sentence.)

______________________________________________________________________

Step #3: HIS YARDSTICKTo what extent did FDR measure up to his own goal?

_____________________________________________________________________

Step #4: YOUR YARDSTICKDefine another yardstick: ________________________________________________________To what extent did FDR measure up to this high standard?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Writing for World HistoryThe Expressive Essay: Writing to Describe (Blank worksheet for students)

"I am FDR . . . " The Goal Describe the person.The Research Use the World Book Encyclopedia. Translate it in your own words!The Writing Style Use colorful and expressive language. The Outline This is a five-paragraph essay.

1. Introduce yourself“I am . . . “You made history. You shook the world. You inspired fear and awe. Take charge. Make yourself memorable.

2. Describe yourselfBreak it down Describe your appearance, behavior, what others thought of you using . . . Adjectives that are vivid:Verbs that are powerful: Nouns that are unusual:

3. Express yourselfBreak it down Feelings and emotions: What do you love, hate, fear? What disgusts you?Word pictures you can see:Word pictures you can hear:Word pictures you can smell:Word pictures that shock:

4. Explain yourselfAdd it up What makes you tick?“What make me tick? I am . . .

FDR

Writing for World HistoryThe Narrative Essay: Writing to Tell a Story (Blank worksheet for students)

"I am FDR . . . "

The Goal Tell one fascinating story from the life of this person.The Research Take one idea from the World Book Encyclopedia. Expand upon it!The Writing Style Be Brief: Cut out the extras.

Be Lively: Include colorful details. Create a Mood: What is your story’s mood?

1. The Introduction

2. The Action

3. The Turning-point

4. A Little More Action

5. The Moral The moral of the story: A logical conclusion that teaches a lesson. “What is the moral of my story? If I could live my life all over again, I would . . . “

Writing for World HistoryThe Informative Essay: Writing to Inform (Blank worksheet for students)The Goal: The full picture of this historical person.Research: What do the history books say about this person?

"I am FDR . . . "

The Goal Tell us everything we need to know about this person.The Research Use the World Book Encyclopedia. Translate it in your own words!The Writing Style Be clear. Present the facts. Give no opinions.The Outline This is a five-paragraph essay.

1. WhoGeneralSpecificEarly LifeAs an Adult

2. WhenThe CenturyExact YearsBig Event of the DaySpirit of the Times

3. WhereWhat the Country Was Like

What the City Was Like

4. WhatPositive Achievements

Negative Achievements

5. WhyPredecessors

Contemporaries

Writing for World HistoryThe Persuasive Essay: Writing to Persuade (Blank worksheet for students)

"I am FDR"

The Goal Persuade us! What should the history books say about this person?The Research Use the World Book EncyclopediaThe Writing Style Use Advertising TricksThe Outline This is a four-paragraph essay.

1. Open with a Positive TonePut on a happy face. Present yourself in the most positive light.

2. Crush the CriticsIn a polite, matter-of-fact manner . . .

State what the critics say Respond to each criticism

______________________________________ ______________________________________

______________________________________ ______________________________________

______________________________________ ______________________________________

3. Persuade with EmotionOpening Sentence“You cannot ignore the positive side. Let me tell you my side of the story.“

Loaded LanguageMake people sympathetic to him . . .Tell of his hardships . . . Compare him to someone everybody likes . . . Choose words that make people happy . . .

Invite People to Jump on the BandwagonEverybody loves an underdog . . .Everybody loves a winner . . . Everybody likes to be modern . . . Nobody wants to be backward . . .

4. Persuade with FactsHow does he compare to others?

Break into 5 groups. Read your essay to the class. Each group gives a response to your essay.

How to edit the essays

Group #1: The BoomersThese are the sunniest students in the class. When it comesto your essay, these optimists are ready to tell you all thepositive aspects. On paper, they make a detailed list of thepositive aspects.

Group #2: The BustersThese are the gloomiest students.When it comes to youressay, these pessimists are ready to tell you all the negativeaspects. On paper, they make a detailed list of all thenegative aspects.

Group #3: The FactoidsThese are the no-nonsense students in the classroom. Whenit comes to your essay, they care only about the facts.On paper, they decide whether your facts make sense.

Group #4: The EmotionalsThese are the social butterflies. When it comes to youressay, they care only about their emotional reactions.On paper, they express their emotional reactions to youressay.

Group #5: The Outrageous OnesThese free spirits are divergent thinkers. When it comes toyour essay, they see it in a new light. On paper, they giveyou fresh ideas on how to improve it.

teacher toolbook -...

Documents