World War Looms
$120 for 4 weeks
We will be using "The Americans" by McDougal Littell. ISBN: 0-395-85182-3. This textbook is available on Thriftbooks.
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.
13 - 18 years old
Session 1: Dictators Threaten World Peace
Students will identify Joseph Stalin, totalitarian, Benito Mussolini, fascism, Adolf Hitler, Nazism, and Neutrality Acts.
Students will analyze the rise of Nationalism between 1922 and 1941.
Students will identify the problems European countries faced after World War I.
Students will summarize the characteristics of a totalitarian state.
Students will contrast Fascist Italy, Nazi Germany and Communist Soviet Union.
Students will clarify the basic beliefs of Nazism.
Students will explain why Japan invaded Manchuria.
Students will examine why African Americans stood by Ethiopians.
Students will summarize the factors that contributed to American's growing isolationism.
Students will analyze the events that caused Roosevelt to take a strong stand against isolationism.
1) Complete Section 1 Assessment on page 707.
2) Read pages 708 - 713 in course textbook.
Session 2: War in Europe
Students will review their homework.
Students will identify Neville Chamberlain, Winston Churchill, appeasement, nonaggression pact, blitzkrieg, and Charles de Gaulle.
Students will analyze the life and leadership of Adolf Hitler and Winston Churchill.
Students will summarize the moves Germany made in their quest for lebensraum.
Students will define appeasement and explain why Winston Churchill opposed it so strongly.
Students will analyze the tactics of the Blitzkrieg.
Students will compare Joseph Stalin and Adolf Hitler.
Students will explain how Hitler rationalized his invasion of Denmark and Norway.
Students will analyze German advances from 1939 to 1941.
Students will contrast the situations of France and Britain by the fall of 1940.
1) Complete Section 2 Assessment on page 713.
2) Read pages 714 - 718 in course textbook.
Session 3: The Holocaust
Students will review their homework.
Students will identify Holocaust, Kristallnacht, genocide, and concentration camp.
Students will identify the problems German Jews faced in Nazi Germany from 1935 to 1938.
Students will analyze how Dutch Jews resisted the Nazis.
Students will summarize the goal of the Nazis' "final solution" and how that goal was nearly achieved.
Students will analyze how genocide or "ethnic cleansing" is still a problem in the world.
1) Complete Section 3 Assessment on page 718.
2) Complete "Interact with History" projects on page 721.
3) Read pages 719 - 725 in course textbook.
Session 4: America Moves Toward War
Students will review their homework and present their Interact with History projects.
Students will identify Axis powers, Land-Lease Act, Atlantic Charter, Allies and Hideki Tojo.
Students will analyze why some Americans objected to the cash-and-carry policy.
Students will examine the election of 1940.
Students will summarize the impact the outbreak of war in Europe had upon U. S. foreign and defense policies.
Students will contrast why and why not Americans should enter the war.
Students will analyze why Roosevelt took one "unneutral" step after another to assist Britain and the Society Union in 1940.
Students will summarize why the Atlantic Charter was important.
Students will explain the United States entered into an undelcared shooting war with Germany in the fall of 1941.
Students will analyze the life and leadership of Hideki Tojo.
Students will examine how oil was a source of conflict between Japan and the United States.
Students will analyze the attack on Pearl Harbor.
Students will summarize the problem created by Japan's attack on Pearl Harbor for Roosevelt and the new problems it had caused.
Students will analyze the connection between war and economic depression.