The 

United States

in 

World War II

The United States in World War II

$120 for 4 weeks

Teacher

Allison Bruning

Textbook

We will be using "The Americans" by McDougal Littell. ISBN: 0-395-85182-3. This textbook is available on Thriftbooks.

Homework

Homework assignments are given through Classcraft. Students will have 4 - 8 assignments per week that build from simple to complex. The homework listed below is the final assignment (complex one) for that week in Classcraft. 

Project

Create a board game about World War II based on what you learn in this courses and on additional research. Design the board and playing pieces. Write the objectives and rules for your game. Include the following elements:

  • key countries and alliances

  • important military and political leaders

  • major battles and battle strategies

  • armaments

Students should be ready to present their project to the class in the last session. 

Subjects

History

Ages

13 - 18  years old

   

Sessions

 

Session 1: Mobilization on the Home Front

LESSON OBJECTIVES: 

Students will identify George Marshall, A. Philip Randolph, Nisei, Office of Price Administration (OPA), War Production Board (WPB) and rationing. 

Students will contrast how the Americans' response to the Japanese raid on Pearl Harbor differed from Japanese expectations. 

Students will analyze the creation of the Selective Service System. 

Students will explain why some congressmen opposed admitting women to the military. 

Students will identify the reasons minority Americans gave for joining the armed forces. 

Students will examine how the nation's industries and workers mobilized for the war effort. 

Students will explain why President Roosevelt created OSRD and what it did. 

Students will explain why President Roosevelt ordered the internment of Japanese and German Americans. 

Students will examine how the government took control of the economy from 1942 to 1945.

Students will examine how Americans at home helped the war efforts.

Students will summarize the basic problems that OPA and WPB were created to solve. 

HOMEWORK

1) Complete Section 1 Assessment on page 737.

2) Read pages 738 - 745 in course textbook.

3) Start your course project. 

Session 2: The War for Europe and North Africa

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Dwight D. Eisenhower, D-Day, George Patton, Harry S. Truman, Battle of the Bulge and V-E Day. 

Students will explain why the defeat of Germany was the Allies' top priority.  

Students will explain why had the tide turned in the Battle of the Atlantic by mid-1943. 

Students will identify what two key decisions determined the final outcome at Stalingrad. 

Students will summarize the outcome of the North African campaign. 

Students will summarize the results of the Italian campaign.

Students will analyze the Normandy Invasion. 

Students will examine the important contributions of Dwight D. Eisenhower to the American war efforts. 

Students will analyze why the German offensive in the Battle of the Bulge initially successful. 

Students will summarize why the Allies were finally able to win the war in Europe. 

HOMEWORK

1) Complete Section 2 Assessment on page 745.

2) Read pages 746 - 755 in course textbook.

3) Complete the Interact with History projects on page 755.

4) Continue working on your course project.

Session 3: The War in the Pacific 

LESSON OBJECTIVES: 

Students will review their homework and present their Interact with History projects.

Students will identify Douglas MacArthur, Chester Nimitz, kamikaze, Manhattan Project, J. Robert Oppenheimer, Hiroshima, Nagasaki, Yalta Conference, United Nations (UN), Nuremberg trials. 

Students will examine the contributions of the Navajo Code Talkers to the American war effort. 

Students will compare the ways the American victory at Midway and the Japanese triumph at Pearl Harbor were alike. 

Students will explain why taking Leyte was so crucial to the Allies. 

Students will examine the contributions Douglas MacArthur made to the American war effort. 

Students will contrast the main arguments that were for and against dropping the atomic bomb on Japanese cities in 1945.

Students will summarize the decisions Roosevelt, Churchill and Stalin made at the Yalta Conference. 

Students will explain why the Allies held war crimes trials after World War II.

Students will analyze the war crimes trials from 1945-1949.

Students will summarize the most significant results of the US occupation of Japan. 

Students will analyze how science and technology helped the war efforts. 

HOMEWORK

1) Complete Section 3 Assessment on page 753.

2) Read pages 756 - 761 in course textbook.

3) Complete the Interact with History projects on page 760.

4) Continue working on your course project. You will present your project in the next session. 

Session 4: The Impact of the War 

LESSON OBJECTIVES: 

Students will review their homework, present their Interact with History projects and their course project. 

Students will identify GI Bill of Rights, James Farmer, Congress of Racial Equality (CORE) and Japanese American Citizens League (JACL)

Students will summarize how the war affected working Americans. 

Students will analyze the African-American Migration from 1940 to 1950.

Students will summarize the provisions the GI bill made for returning veterans.

Students will analyze what caused the race riots during the 1940s.

Students will evaluate why Congress awarded compensation to Japanese Americans more than 40 years after the war ended. 

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