| USII.1 |
The student will demonstrate skills for historical and geographical analysis, and responsible citizenship,, including the ability to |
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make connections between past and present; |
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sequence events in United States history from 1877 to the present; |
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interpret ideas and events from different historical perspectives; |
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analyze and interpret maps that include major physical features. |
| USII.6 |
The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by |
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identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor; |
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locating and describing the major events and turning points of the war in Europe and the Pacific; |
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describing the impact of World War II on the homefront. |
NOTE: The Virginia Board of Education adopted the revised 2008 History and Social Science Standards of Learning at the January 10, 2008, meeting. Full implementation of these documents is scheduled for the 2010-2011 school year, as outlined in Superintendent’s Memorandum Informational Number 49. In the revised SOL, United States History I will be taught through 1865 and U.S. History II will encompass 1865 to the present.
Skills (to be incorporated into instruction throughout the academic year)
Make connections between past and present.
Sequence events in United States history from 1877 to the present.
Interpret ideas and events from different historical perspectives.
Analyze and interpret maps that include major physical features.
Explain how the following political and economic conditions in Europe following World War I led to the rise of fascism and to World War II:
• Political instability and economic devastation in Europe resulting from World War I
- Worldwide depression
- High war debt owed by Germany
- High inflation
- Massive unemployment.
Explain how the rise of fascism threatened peace in Europe and Asia. Include the following:
• Fascism is a political philosophy in which total power is given to a dictator and individual freedoms are denied.
• Fascist dictators included Adolf Hitler (Germany), Benito Mussolini (Italy), and Hideki Tojo (Japan).
• These dictators led the countries that became known as the Axis Powers.
Describe the evolution of American foreign policy from neutrality to direct involvement as conflict grew in Europe and Asia. Include the following:
• Isolationism (Great Depression, legacy of World War I)
• Economic aid to Allies
• Direct involvement in the war.
Identify the countries and their leaders that became the Allied Powers. Include the following:
• Democratic nations (the United States, Great Britain, Canada) were known as the Allies. The Soviet Union joined the Allies after being invaded by Germany.
• Allied leaders included Franklin D. Roosevelt and later Harry S. Truman (United States), Winston Churchill (Great Britain), Joseph Stalin (Soviet Union).
Describe the following key events of World War II in the Pacific:
• Rising tension developed between the United States and Japan because of Japanese aggression in East Asia.
• On December 7, 1941, Japan attacked the United States at Pearl Harbor without warning.
• The United States declared war on Japan.
• Germany declared war on the United States.
Identify the following major events and turning points of World War II:
• Germany invaded Poland, setting off war in Europe. The Soviet Union also invaded Poland and the Baltic nations.
• Germany invaded France, capturing Paris.
• Germany bombed London and the Battle of Britain began.
• The United States gave Britain war supplies and old naval warships in return for military bases in Bermuda and the Caribbean.
• Japan bombed Pearl Harbor.
• After Japan bombed Pearl Harbor, Germany declared war on the United States.
• The United States declared war on Japan and Germany.
• The United States was victorious over Japan in the Battle of Midway. This victory was the turning point of the war in the Pacific.
• Germany invaded the Soviet Union. The Soviet Union defeated Germany at Stalingrad, marking the turning point of the war in Eastern Europe.
• American and Allied troops landed in Normandy, France, on D-Day to begin the liberation of Western Europe.
• The United States dropped two atomic bombs on Japan (Hiroshima and Nagasaki) in 1945, forcing Japan to surrender and ending World War II.
Summarize that, despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately defeated Germany and Japan.
Define the Holocaust as an example of prejudice and discrimination taken to the extreme.
Summarize the following viewpoints and tactics of Holocaust leaders and their followers:
• Viewpoints
- Anti-Semitism
- Aryan supremacy
- Systematic attempt to rid Europe of all Jews.
• Tactics
- Boycott of Jewish stores
- Threats
- Segregation
- Imprisonment and killing of Jews and others in concentration camps.
Describe the liberation by Allied forces of Jews and others in concentration camps.
Describe the impact World War II had on American life on the home front. Emphasize that every aspect of American life was affected. Identify the sacrifices Americans were asked to make to support the war effort. Include the following:
• American involvement in World War II brought an end to the Great Depression. Factories and workers were needed to produce goods to win the war.
• Thousands of American women took jobs in defense plants during the war (e.g., Rosie the Riveter).
• Americans at home supported the war by conserving and rationing resources.
Describe the effect World War II had on race relations in America. Include the following:
• The need for workers temporarily broke down some racial barriers (e.g., hiring in defense plants) although discrimination against African Americans continued.
While many Japanese Americans served in the armed forces, others were treated with distrust and prejudice, and many were forced into internment camps.
Below is an annotated list of Internet resources for this organizing topic. Copyright restrictions may exist for the material on some Web sites. Please note and abide by any such restrictions.
A-Bomb WWW Museum. <http://www.csi.ad.jp/ABOMB/>. This site provides information concerning the impact the first atomic bomb had on Hiroshima, as well as the context for a constructive discussion of what the world can learn from this event.
“Antisemitism.” The United States Holocaust Memorial Museum. <http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005175>. This site explains the history of anti-Semitism in Germany and the issue as a part of the Nazi’s agenda.
Carnes, Jim. “Home Was a Horse Stall.” Tolerance.org. <http://www.tolerance.org/teach/activities/activity.jsp?p=0&ar=248&pa=3>. This site offers a short story about a young Japanese American woman in 1942 pondering the meaning of freedom behind barbed wire in an internment camp in California.
“‘A Date That Will Live in Infamy’: FDR Asks for a Declaration of War.” History Matters. <http://historymatters.gmu.edu/d/5166/>. This site offers the text of the speech.
“Human Needs Analysis: An Introductory Activity to the Holocaust.” Educator’s Reference Desk <http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/World_History/Holocaust/HOL0200.html>. This site provides a lesson that is intended to help students understand the emotional and psychological effects that occurred through the dehumanization of individuals.
The Japanese-American Internment. <http://www.asianamericanmedia.org/jainternment>. This Web site is devoted to information about and pictures of this topic.
Nazi and East German Propaganda Guide Page: German Propaganda Archive. Calvin College. <http://www.calvin.edu/academic/cas/gpa/index.htm>. This Web site offers access to various materials used by the enemy as propaganda.
Pearl Harbor: Remembered. <http://my.execpc.com/~dschaaf/mainmenu.html>. This Web site gives access to a numbers of resources.
“Suffering Under a Great Injustice.” Ansel Adams’s Photograph’s of Japanese-American Internment at Manzanar. American Memory Collection, Library of Congress. <http://memory.loc.gov/ammem/aamhtml/>. This site provides access to Adams’s superb and moving images.
“Teaching Tolerance: Pioneering Anti-Bias Education.” Southern Poverty Law Center. <http://www.splcenter.org/center/tt/teach.jsp>. This site provides teachers with various materials that promote respect for differences and an appreciation of diversity.
“Teaching with Documents Lesson Plan: ‘A Date Which Will Live in Infamy’ — The First Typed Draft of Franklin D. Roosevelt’s War Address.” U.S. National Archives and Records Administration — Digital Classroom. <http://www.archives.gov/digital_classroom/lessons/day_of_infamy/day_of_infamy.html>. This site provides the background of this speech, the full text, and various classroom activities incorporated into a full lesson plan.
“Teaching with Documents Lesson Plan: Powers of Persuasion — Poster Art of World War II.” U.S. National Archives and Records Administration — Digital Classroom. <http://www.archives.gov/education/lessons/wwii-posters/>. This site features an entire lesson plan on this topic.
The United States Holocaust Memorial Museum. <http://www.ushmm.org>. This Web site offers numerous materials concerning the Holocaust.
Virginia Standards of Learning Assessments for the 2001 History and Social Science Standards of Learning. United States History: 1877 to the Present. Test Blueprint. Virginia Department of Education, 2003/04. <http://www.pen.k12.va.us/VDOE/Assessment/HistoryBlueprints03/2002Blueprint4USII.pdf>. This site provides assessment information for the course in United States History: 1877 to the Present.
Women Come to the Front: Journalists, Photographers, and Broadcasters during World War II — Dorothea Lange. <http://www.loc.gov/exhibits/wcf/wcf0013.html>. This site provides information about and examples of the work of the famous wartime photojournalist.
World War II Poster Collection. Northwestern University Library. <http://www.library.northwestern.edu/govpub/collections/wwii-posters/>. This site offers images of about 300 posters.
Zimbalist, Alison. “Daily Lesson Plan: ‘I’ Witness to History.” New York Times of the Web Learning Network. <http://www.nytimes.com/learning/teachers/lessons/19981207monday.html?searchpv=learning_lessons>. In this lesson, students read a first-hand account of the Japanese attack on Pearl Harbor as a springboard for researching a significant historic event and writing a set of diary entries from the perspective of a person involved in that event.
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