World War II
US History
Mrs. Johnson
(6) History. The student understands the impact of significant national and international decisions and
conflicts from World War II and the Cold War to the present on the United States. The student is
expected to:
(A) identify reasons for U.S. involvement in World War II, including the growth of dictatorships
and the attack on Pearl Harbor;
(B) analyze major issues and events of World War II such as fighting the war on multiple fronts,
the internment of Japanese-Americans, the Holocaust, the battle of Midway, the invasion of
Normandy, and the development of and Harry Truman's decision to use the atomic bomb;
(C) explain the roles played by significant military leaders during World War II, including Omar
Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall, and George Patton;
(8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is
expected to:
(A) create thematic maps, graphs, charts, models, and databases representing various aspects of
the United States; and
(B) pose and answer questions about geographic distributions and patterns shown on maps,
graphs, charts, models, and databases.
(14) Economics. The student understands the economic effects of World War II, the Cold War, and
increased worldwide competition on contemporary society. The student is expected to:
(A) describe the economic effects of World War II on the home front, including rationing,
female employment, and the end of the Great Depression;
Day 1
January 31-February 1, 2011
Bellwork: Answer the question “How can the US use its resources to achieve victory?” p 561
Lecture over ETO Take Notes using Guided Reading 17.2
Complete Crisis in Europe
Watch Normandy Scene of Saving Private Ryan
Homework: Ch 17 Section 3 Questions
Day 2
February 2-3, 2011
Bellwork: Rationing Worksheet
Activity: Grade Chapter 17.3 Questions Lecture over the Pacific Theater
Divide into 6 groups
Read Dear Mr. President.
Answer: What are the explicit things you learn from this letter and what are the implicit?
Propaganda
Homework: Guided Reading 17.4
Day 3
February 4-7, 2011
Bellwork TAKS 96
1. Divide class into groups of four students, which will constitute a Japanese family—parents and two children
of ages specified by the group. They have just received orders that they will be "evacuated." They have no idea
where they will be going, what type of weather they can expect, or how long they will be staying.
2. Have students carefully read the "Civilian Exclusion Order," the "Instructions to All Persons of Japanese
Ancestry" and the Public Proclamations.
3. Carefully following instructions (especially the prohibitions) on the Order, each group will make a list of the
items they will carry. They will be allowed 15 minutes.
4. One person in each "family" will share the list with the rest of the class. They must justify their choices,
based on the needs of the members relative to their ages, gender.
Divide into 3 groups. Read the advice to the president
Homework: Chapter 17 Review
February 8-9, 2011
Bellwork: TAKS 97
Review Ch 17
World War II Test
Homework: Postwar World Map Activity