S3 History: Unit VI The Second World War

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Assessment Plan for the Unit of: History 30-S: Canada A Social and Political History (1988) Unit VI Canadas External Relations Theme: Canadas Involvement in International Affairs The Second World War Megan Collison C., I., & A. Senior Years History Methods Linda McDowell August 1, 2006

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Assessment Plan

Length of Theme: One Month (15 classes)

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Class Work:

Daily Work: 85% Includes: Document Co-operative groups: Political Cartoon Document Co-operative groups: Japanese Evacuation Its all relative! Russian vs. American School History Remembrance Day: Year of the Ghost Reflection Participation: 10% Co-op groups, class activities, discussions, attendance, effort /60 Study Guide: 5% May include: vocabulary, timeline, diagrams, thoughts, daily notes

Unit Project:

Product 75% Collect Oral History: Interview with Witness to Second World War Presentation 20% Students will present their finished work to the class. The presentation is a chance for the student to share what they have found out and how it relates to the unit (draw specific connections). How was what they learned or experienced important or interesting to know. At sign-up, students will submit their proposal and choose a presentation date. /20 Self-Evaluation 5%

Unit Test:

Map Question: 16.7% 10 x 1 marks ea. Short Answer Questions: 8.3% Fill in the Blank.5 x 1 mark ea. Short Answer Questions: 8.3% Multiple Choice 5 x 1 mark ea. Definitions 33.3% 10 x 2 marks ea. Long Answer: 33.3% 1 x 20 marks ea.

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S3 History: Unit VI The Second World War Rationale

Collison 3 Length of Theme: One Month (15 classes)

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Themes:

Essential Learning: My overall goals of course: Understanding of interconnectedness of people, places events and ideas. Sense of where and when of history. Evoke student interest and familiarity with content areas. Student exposure to skills and practices in history (conducting research, using documents, looking for themes, cause and effect, sharing findings) Big Questions (year/lifelong big picture questions): Do we learn from our mistakes? Can we learn from our mistakes? How did we get to the world we have now? What does it mean to live through history (history: yesterdays current events)?

Theme Rationale:

This is a very important topic with which students to be familiar. The second world war changed Canada, Canadas relations with the world, and the international community. The nature of war itself changed. The second world war was global and total war, requiring a total war effort, this changed the fabric of Canadian society. Canada became more industrialized, urbanized; women had to take over many formerly male roles in society. A change in the balance of power conclusively switched to a US-Soviet dominant focus and Canada became a truly important ally of Britain. By the end of the conflict Canada became a middle power, in charge of the 4th largest military in the world, and a founding nation in the United Nations. 1. What was the Second World War (major participants, causes, events, locations)? 2. What was Canadas involvement (who, what contributions)? 3. How and why did life change for Canadians during this period (what was it like, what impact did it have, what changes were permanent)? 4. How did the world change during this time, how did Canadas role in the world change during this time?

Specific Objectives:

Objectives Rationale:

I would like students to walk away with a general familiarity with the basics of this momentous event - what happened, why it happened, how were things connected, caused and affected. It also serves as an example in recent memory of how small and large issues can combine to create or avoid huge events. I would also like for students to be aware of how much an event of this

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scale can change everyday life, and how much it did change Canada and still affects their daily lives (how many play computer games where Germany is the enemy? How many have heard the term Axis of evil? How many think that genocides only happen in war-torn developing nations? Assessment Rationale: - Teaching of content, skills and big questions - Co-operative learning, peer support, peer responsibility - Student awareness of objectives and criteria (accessibility of success) - Exposure to a variety of materials and products (reports, RAFT, presentation, discussion groups, etc.)

S3 History: Unit VI The Second World War Daily Assignment #1: Document Co-operative Groups: Political Cartoon

Collison 5 Allotted Time: 1 class

Task: To prepare for the co-operative group discussion, use the guide to analyse the following editorial cartoons. Jot down answers in point form only. Everyone is expected to actively participate in the discussion even though only member number one will complete an assignment. At the end of the discussion, members will complete a copy of the peer evaluation forms.

GENERAL SUGGESTIONS FOR ANALYZING A CARTOON Step One: 1. Note the objects or people you see in the cartoon. Which are symbols? 2. What do you think each of the symbols means? 3. Which words or phrases in the cartoon appear to be significant? Why do you think so? Step Two: 1. Describe the action taking place in the cartoon. 2. What techniques or devices does the cartoonist use? Symbolism? Ridicule? Caricature? Metaphor? Satire? Puns? Other? (describe) 3. In your own words, explain the message of the cartoon. 4. What special interest groups would agree/disagree with the cartoon's message? Why? 6. What are some arguments for and against the cartoons position?

Co-op Assignment (Member One): Op-Ed Piece Write an editorial article that could have appeared next to the cartoon in a newspapers op-ed section. You may be for or against the cartoons stance. You may use your own opinion or be a devils advocate if youre feeling creative. Remember that editorials are about an opinion on an issue, including specific arguments are important. Your goal is to convince the reader your stance is the correct one, use your powers of persuasion! Your assignment is due at the beginning of next class. Use your co-op group members to help you break down the articles and generate ideas for your assignment. You are the leader of the discussion your fellow members are there to assist you! Marking Guide: Your piece should be a minimum page typed, or 1 page neatly handwritten. Your work will be marked out of 5. Style: 2 marks ( mark each) Is your piece approximately the required length? Is your editorial piece coherent? Did you have an introduction, body, and conclusion?

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Is your work in the style of an editorial? (argument of a position on an issue) Content 3 marks (1 mark each) Did you correctly and clearly identify the issue and your position? Did you use specific arguments to support your position? Were your arguments historically sound (is that something that happened or that people thought could happen).

S3 History: Unit VI The Second World War Daily Assignment #2: Document Co-operative Groups: Japanese Evacuation Co-op

Collison 7 Allotted Time: 1 class

Task: To prepare for the co-operative group discussion, read both articles on the Japanese Evacuation. On a separate sheet, jot down your notes in response to these questions and any thoughts you think could be helpful or interesting to your group. At the end of the discussion, members will complete a copy of the peer evaluation forms. Discussion questions: 1. What was the issue? What were the proposed solutions? Who was involved in the dispute? Who was affected? How? 2. What were the arguments for and against the evacuation in the articles? Who do you think the authors were (race, class, age, etc.)? 3. Can you think of any other arguments people on both sides would have? 4. Why do you think that the argument for won? Co-op Assignment (member two): Letter to a friend in Ottawa You are either a Japanese, or non-Japanese Canadian living in British Colombia in 1941. You are writing to a friend in Ottawa who works with the government to try and convince them of what should be done about this issue. You may use your own opinion or be a devils advocate if youre feeling creative. You may be of any age, gender, or class. Argue what you think must be done and why. Provide specific arguments to back up your position. Your goal is to get your friend to understand how individual people over in B.C. feel and are affected by this issue and why its so important that your side of the issue wins. Your assignment is due at the beginning of next class. Use your co-op group members to help you break down the articles and generate ideas for your assignment. You are the leader of the discussion your fellow members are there to assist you! Marking Guide for Member One: Your piece should be a minimum page typed, or 1 page neatly handwritten. Your work will be marked out of 5. Style: 2 marks ( mark each) Is your piece approximately the required length? Is your editorial piece coherent? Did you have an introduction, body, and conclusion? Is your work in the style of an editorial? (argument of a position on an issue) Content 3 marks (1 mark each) Did you correctly and clearly identify yourself and your position? Did you use specific arguments to support your position? Were your arguments historically sound (is that something that happened, or that people thought could happen).

S3 History: Unit VI The Second World War My Group: My Name:

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Participation Mark: Document Co-operative Groups: Peer Evaluation

Peer Evaluation for All Co-op Group Members: Each group member will be evaluated by other group members on two aspects of the co-operative learning experience reading and discussion. Each session will be marked out of a possible 5 marks. The marks from all co-operative activities will be included in your participation mark (an easy 10%). Reading Mark: (2.5) Demonstrates she/he has done the preparation/reading and is familiar with its content. She/he has notes prepared. Discussion Mark: (2.5) Takes part in the discussion, states opinions, critiques ideas, works well with others, listens and respects the views of others.

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Group Members*
*do not include yourself

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Discussion Mark /2.5 /2.5 /2.5 Total Mark /5 /5 /5

Reading Mark /2.5 /2.5 /2.5

1. 2. 3.

S3 History: Unit VI The Second World War Daily Assignment #3: Its all relative!

Collison 9 Allotted Time: 1 class

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Task:

Read the introduction to the Russian version of the Second World War, the American account and the Russian account. Individually answer the questions using complete sentences. Hand in your work at the beginning of next class. Please ensure your responses are legible! 1. What is the thesis of the Russian analysis?

2. What is the thesis of the American analysis?

3. If both the Russians and Americans were our Allies, why do their accounts conflict?

4. Why do you think your textbook Our Canada omits Russia entirely from its account of the Second World War?

5. Should a textbook on Canadian history have to present a broader more balanced history of the Second World War, or is it only responsible for reporting specific Canadian contributions? Is that a bias? Is it a bad thing? Choose a clear position and back it up!

6. What is one strategy you can use to check for bias in a history?

Marking Guide: Your work will be marked out of 6. Content 6 marks ( mark each) Did you respond to the question clearly stating your position? Did you use specific points to support your position?

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Answer Key/ Marking Guide:

Answers should be close to the following responses, or well supported. Half and quarter marks for partially correct responses are available. Responses to questions 4-6 may vary greatly. There is no right answer, the marker is looking for insight, and supported stances. 1. The thesis of the American account is that the Russians were wary allies demanding, unpredictable, unreciprocating They are accused of advancing too quickly in their warfront in order to try to gain an unfair advantage at the Yalta Conference where the Americans tried to maintain balance in a post-war vision of Europe, without undue influence by the Russians. 2. The thesis of the Russian account is that Russia had acted in good faith, by agreeing to enter the war on the pacific front against Japan after Germanys surrender. The allies had shown a united front at the conference with the focus being the defeat of Germany and the fair division of post-war Europe. They accuse the Western Allies, specifically Churchill, of underhandedly trying to weigh the power balance of postwar Europe shortly thereafter in the favor of the West, by ordering the stockpiling German arms in readiness to use German soldiers against the USSR. 3. The two allies were very different and both had their own agendas. This was exacerbated by the Cold War which made them suspicious of one another. 4. The student can offer any reasonable hypothesis. 5. The student must choose a position and support it with at least one point. 6. Some strategies may include looking for clues in the choice of words (superlatives, loaded words, etc.) the use of absolutes, suspiciously onesided accounts, appeals to emotion, etc.

S3 History: Unit VI The Second World War Daily Assignment #4: Year of the Ghost Reflection

Collison 11 Allotted Time: 2 days

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Task:

In one page neatly handwritten (or page typed), individually reflect upon your experience with The Year of the Ghost activity. This reflection is due the first class after Remembrance day. What role did you play and why did you choose that role? Give examples of experiences you had while performing your role? What effect did the activity have upon other students? What effect did the experience have on you? Some other points you may wish to include are: What was the most interesting thing that happened? What was your biggest challenge? Was your role what you expected? Was it a positive experience? Did anything surprise you? Do you think this was a worthwhile activity? Is there anything about the activity you would add or change? Your reflection will be marked out of 10 Examples: A 10 has: a clear introduction and conclusion, organized thoughts, clear identification of your role, depth of thought and reflection, responds to main questions and expands on additional questions, cites specific examples to support your conclusions, gives references to experiences, evaluates activity, offers constructive feedback. A 6 has: a rough explanation of your role, very basic answers to most questions, only some examples, conclusions without specific experiences, evaluation of activity not very constructive.

S3 History: Unit VI The Second World War Unit Project WWII Interview: Collecting Oral History

Collison 12 Allotted Time: 2 weeks

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Assignment:

In pairs or individually, interview someone who lived through the Second World War (preferably was a teenager or older). The interview should address your subjects life during this period, major event during this period in order to address one of our courses big questions (What big events and themes of a period mean at an individual level?) Draw connections between their lives and issues directly related to our unit on WWII. Include: What was their life like between 1938 and 1946? What significant events in their lives happened between those years? How did the war affect them, Canada, the world? What did they think at the time, did that change? You will write a minimum 2 page report about your interview. Your report should also include Your own reflections on what you learned during this assignment. Is there anything that you were told that was different than what textbooks etc. told you?

1. Find someone you could interview in person. You may find someone by asking
around your family and neighbours, or by calling a local legion, seniors centre, or the War Amps. Arrange for a good time to talk with the person you will be interviewing. To record the interview, arrange to borrow a tape recorder or mp3 recorder from the library or a friend. Ensure that it works before the interview.

2. You will need to do some background research - this will prepare you and help you
generate a list of questions for your interview. What can you find out about others like them (e.g. warfront: army, navy, air force, medical corps, women in the armed forces etc. home front: workers, youth, conscientious objectors, homemakers, etc.) did/experienced during the war. Try looking at more of the thememoryproject.com site, or more stories from Barry Broadfoots book Six War Years for more examples of oral history of this era.

3. By the end of this week (October 26th), submit your interview proposal for
comments and feedback. This includes some brief information about your interviewee and the date of your interview. Your proposal also includes a list of 20 questions you want to ask. Make sure you have at least 15 thick questions. Organise your questions; try to group questions that go together.

4. After revising your questions, pass on a typed copy of them to your interviewee
before the interview.

5. Interview your subject on or before November 3rd. Thank them for their time. 6. Write up a report on your interview. Reflect upon what you learned, your interview
experience, and oral history. What does oral history contribute? Is it important? Should we bother? Hand in your final copy first ting in class on November 8th.

S3 History: Unit VI The Second World War Your interview will be marked according to the following criteria:

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Content (marked out of 10) Did you introduce your reader to your interviewee? Did you connect big themes and issues of the era to an individual level? Did you draw specific connections between their lives and issues directly related to our unit on the Second World War? Did you include quotes? Did you reflect on the difference between the history one learns from a textbook and the sense of history oral history can provide? Did you find the experience valuable? Why? Did you explore the experiences of the interviewee in depth? Style & Mechanics: (marked out of 2) Is the spelling and grammar correct? Are sentences and paragraphs cohesive? Organization: (marked out of 5) Does the essay have a clear structure or organization in which the main points develop logically and are drawn together by an effective conclusion? Where the ideas arranged in a logical order? Is your thesis clearly stated? Presentation: (out of 5) Did you speak clearly, loudly and slowly? Was your presentation organized? Did you briefly introduce your interviewee? Did you make a clear and concise summary of your interview? Did you include any anecdotes and did you explain why you found your interview interesting?

S3 History: Unit VI The Second World War Test Rationales Length of Test: 70 minutes

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Test Time:

I budgeted for 10 minutes for free study, or clarification of questions, as well as five minutes to distribute the test and to move any students if necessary before the test begins. The dyslexic student is able to come in to write the test over a lunch hour or during a spare if she needs to have a fair amount of help, or just more time. I would also go over her test with her orally before she hands in the final copy. I have tried to differentiate lines of questions and responses (e.g. shading, bold numbers and separating lines, etc.) to avoid confusion. Here the students have an opportunity to acquire partial marks incase either the name or the significance of a location escapes them. I set aside 10 marks for this question because a strong sense of geography is important for the study of this topic, although I do not think it is as crucial as being able to identify and relate terms and concepts. I started the questions off with some fairly common knowledge of the era, and finished the section with names of leaders which may not come as easily to students. I made the questions worth mark each because many of them a re very basic in nature. The multiple choice section may be mildly challenging because I have tried to offer choices that could appear to be the answer (e.g. in a question that asks for a port, there are two options labeled as harbours). All options are ordered alphabetically, and the correct letters are varied. I thought that an ability to identify and explain the significance of terms was a fairly important part of the subject. The Second World War is still a part of recent history and so student are quite likely to run into these terms at some point. As such, I have made this section as important as the long answer question (20 marks), because students likely need to know what terms mean as much or slightly more than how they relate. I like this kind of essay question because the student is able to play up his or her strengths by selecting the key terms his or herself. The student is given an opportunity to demonstrate what he or she has understood best during the unit. It is also a great opportunity for students to be creative and original. These good points more than justify the greater effort required in marking this type of question.

Special Needs Adaptation:

I. Map Questions:

II. Fill-in the Blank Questions:

III. Multiple Choice Questions:

IV. Identify Questions:

V. Long Answer Questions:

S3 History: Unit VI The Second World War Name: Unit Test

Collison 15 Date: Allotted Time: 70 min.

History 30S: Canada A Social and Political History (1988) Unit VI Canadas External Relations Theme: Canadas Involvement in International Affairs The Second World War

Directions: - Keep the test closed until the signal to start is given. - You will have 70 minutes. Warning will be given when thirty, fifteen and five minutes remain. - When you have completed sections I, II, III, and IV, hand-in those sections of your test. - You are only permitted to use notes for the long-answer question after you have handed in sections I to IV. - There is no talking or communicating to other students for the rest of the period. When finished, hand in your long-answer response and leave as quietly as possible.

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I. Map Location Questions: on Map: [10 x 1 mk] 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. /10

Name ( mark)

Significance / Role in WWII ( mark)

S3 History: Unit VI The Second World War II. Fill in the Blanks: [10x mk]

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1. What are the names of four Allied Countries: _______________________________________________________ 2. Who were the three main Axis Powers? ___________________________ 3. What was the most common method of murdering people in German concentration camps during WWII? _________________________ 4. Which little German girl became become famous after her death for her detailed account of hiding during the Holocaust? ______________________ 5. Which group of people was evacuated and interned (1942-1945) by the federal governments of the U.S. and Canada due to racism and fears of wartime disloyalty? _________________________ 6. What was the name of one of the Japanese cities where an atomic bomb was dropped? _________________________ 7. Who was Canada's Prime Minister during WWII? _____________________________________ 8. What are the names of four countries invaded by Germany in WWII? ___________________________________________________________ 9. What was the name of the British Prime Minster during WWII? _________________________

/5 10. Who was the leader of the Soviet Union during WWII? _____________ III. Multiple Choice: [5 x 1 mark] Circle the correct answer to each question. 1. The policy of pacifying an aggressive nation in the hopes of avoiding further conflict: a. Appeasement b. Chamberlainism c. Occupation d. Partitioning 2. Hitler said, "it doesn't mean they will fight" when these two countries declared war on Germany after the invasion of Poland. a. Belgium and Great Britain b. Great Britain and France c. Netherlands and France d. Norway and Sweden 3. Winnipeg soldiers were part of a inadequately supported Canadian mission sent to defend this Pacific British colony where they were overrun and taken prisoner by the Japanese: a. Guadalcanal b. Hong Kong c. Midway Island d. Pearl Harbour

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4. Pacific port whose destruction led to an American declaration of war: a. Guadalcanal b. Hong Kong c. Midway Island d. Pearl Harbour 5. The Canadian First Army met fierce resistance from German troops while liberating this country during the final month of combat in Europe. a. Austria /5 b. Czechoslovakia c. Netherlands d. Poland IV. Identify Terms: Identify any 10 (ten) of the 13 following terms. Include: what, approximately when (e.g. pre-war/ beginning/ middle/ end/ throughout/ etc.), where and the significance to WWII. If more than ten are answered, only the first ten will be marked.

[10 x 2 mks] Battle of the Atlantic(What = When = Where = Significanc Battle of Britaine = ) Conscription-

Czechoslovakia-

D-Day-

The Depression-

Fascism-

Genocide-

S3 History: Unit VI The Second World War The Home Front-

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Manhattan project-

Poland-

Rosie the Riveter-

/20 Treaty of Versailles-

S3 History: Unit VI The Second World War V. Long Answer Question:

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Your response should be approximately 1 pages long, double-spaced and on a sheet of loose-leaf paper. Write one cohesive essay about WWII using at least 15 words from this units word bank. Demonstrate comprehension and understanding by linking key ideas and concepts by synthesis.

Word Bank: /20 Allies, Axis, appeasement, atomic bomb, aboriginal soldier, army, air force, Austria, Battle of the Atlantic, Battle of Britain, bomb, Belgium, Britain, Berlin, Blitzkrieg, Churchill, Czechoslovakia, concentration camp, civilian, conscription, commonwealth, conscientious objector, Dieppe, DDay, Europe, Expansion, Fascism/fascist, France, Germany, genocide, global war, Hitler, Holocaust, home front, Hong Kong, Italy, industrialization, invasion, Japanese evacuation, Juno Beach, Japan, Jews, W.L.M. King, Merchant Marine, Mussolini, Nationalism, Nazi, the Netherlands, Occupation (as in occupation of/by a group), Ortona, Poland, Pearl Harbor, propaganda, peace, racism, remembrance, rationing, Stalin, Soviet Union, sacrifice, total war, Treaty of Versailles, United States, V-E day, V-J day, warfront, women.

Content (marked out of 13) Did you use terms from this unit (courtesy of the word bank)? Did you demonstrate comprehension of those terms (in the context of WWII) by use in the essay? Did you refer to the significance of identified terms? Did you connect big themes and issues of the era to the terms? Did you draw specific connections between related terms? Did you address the theme of the interconnectedness of history? Did you try to be creative or original? Style & Mechanics: (marked out of 2) Is the spelling and grammar correct? Are sentences and paragraphs cohesive? Organization: (marked out of 5) Does the essay have a clear structure or organization in which the main points develop logically and are drawn together by an effective conclusion? Where the ideas arranged in a logical order? Is your thesis clearly stated?

S3 History: Unit VI The Second World War Name: K e y Unit Test

Collison 21 Date: Allotted Time: 70 min.

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Location on Map: I. Map Questions: [10 x 1 mk] 1. 2. 3. 4. 5. 6. 7. 8. /10 9. 10. II. Fill in the blanks: [10x mk] Name ( mark)

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Involvement ( mark) Battle of the Atlantic Site / Shipping Route Allied Country / Battle of Britain Site Allied Country / Occupied by Germany Occupied by Germany Occupied by Germany Axis Power Occupied by Germany Invaded By Germany / Occupied by Germany Occupied by Germany Axis Power

Atlantic Ocean United Kingdom/ Great Britain France Belgium The Netherlands Germany Poland Soviet Union Czechoslovakia Italy

1. What are the names of four Allied Countries: Britain, France, Canada, USSR, USA 2. Who were the three main Axis Powers? Germany, Italy & Japan 3. What was the most common method of murdering people in German concentration camps during WWII? gas chamber 4. Which little German girl became become famous after her death for her detailed account of hiding during the Holocaust? Anne Frank 5. Which group of people was evacuated and interned (1942-1945) by the federal governments of the U.S. and Canada due to racism and fears of wartime disloyalty? The Japanese 6. What was the name of one of the Japanese cities where an atomic bomb was dropped? Hiroshima or Nagasaki 7. Who was Canada's Prime Minister during WWII? William Lyon Mackenzie King 8. What are the names of four countries invaded and occupied by Germany in WWII? Poland, Czechoslovakia, Belgium, Netherlands 9. Who was the British Prime Minster during WWII? Winston Churchill

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10. Who was the leader of the Soviet Union during WWII? Josef Stalin III. Multiple Choice: [5 x 1 mrk] Circle the correct answer to each question. 1. The policy of pacifying an aggressive nation in the hopes of avoiding further conflict: a. Appeasement 2. Hitler said, "it doesn't mean they will fight" when these two countries declared war on Germany after the invasion of Poland. b. Great Britain and France 3. Winnipeg soldiers were part of a inadequately supported Canadian mission sent to defend this Pacific British colony where they were overrun and taken prisoner by the Japanese: b. Hong Kong 4. Pacific port whose destruction led to an American declaration of war: d. Pearl Harbour 5. The Canadian First Army met fierce resistance from German troops while liberating this country during the final month of combat in Europe. /5 c. Netherlands IV. Identify Terms: [10 x 2 mks] (What = When = Where = Significanc e = ) Identify any 10 (ten) of the 13 following terms. Include: what, approximately when (e.g. pre-war/ beginning/ middle/ end/ throughout/ etc.), where and the significance to WWII. If more than ten are answered, only the first ten will be marked. Battle of the Atlantic- The ongoing battle to protect the TransAtlantic convoys from attack by Nazi Germany's U-boats. Convoys crossed from North America to the United Kingdom protected mainly by the British and Canadian navies and air forces. The battle lasted for the first half of the war (specifically 1939 to 1943). Battle of Britain- An aerial battle fought during period within the first years of the war (specifically July-September 1940). The German Luftwaffe carried out extensive bombing (blitzkrieg) in Britain to pave the way for an invasion, while the British Royal Air Force and anti-aircraft crews managed to offer sufficient resistance and staved off invasion. Conscription- The compulsory enrollment of citizens for national armed forces service. This was an extremely divisive issue between pro-Empire English-Canadians and isolationist French-Canadians in Quebec where they were opposed to compulsory service for reasons other than home defense. Czechoslovakia - A former country in eastern Europe and victim to Europes pre-war attempts to appease Hitlers

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expansionism. First, Germany took ownership of the Sudetenland in 1938 in exchange for German assurances of non-aggression. In 1939, Germany seized the remainder of Czechoslovakia. Alarmed by Germanys aggression and threats to Poland, Britain pledged to go to war if Poland were attacked. France already had a pact with Poland. D-Day June 6, 1944, the day on which Allied forces landed in northern France to begin the liberation of occupied Europe in World War II. It is often cited as the beginning of the end of Germanys war. The Depression Period of extreme international economic hardship during the 1930s. It created ripe conditions for political radicalism (e.g. fascist) in attempts to end the hard times. German Nazis and Italian Fascists were examples of regimes whose rise was assisted by the political and economic desperation. Fascism- A system of government that promotes extreme nationalism, repression, anticommunism, and is ruled by a dictator. Hitlers Germany and Mussolinis Italy were two fascist countries in the Axis powers. Genocide An attempt to, or the act of, eliminating an entire national, ethnic, or religious group. Genocide was perpetrated by the Germans during WWII. The principal target was Jews; it is referred to as the Holocaust, the worst genocide in history. The Home Front - The civilian domestic effort and activity during wartime (specifically 1939 to 1945) in support of a war waged overseas. The vitality of the home front was pressed during WWII due to the total nature of the war necessitated the entire nation (on the frontlines and domestically) to assist in the war effort. The reference to the home being a second front underscores this. Manhattan project Referring to the secret name given to the top-secret Allied research and development project that led to the successful construction and detonation of the first atomic bombs. This weapon was used against Japan to /20 bring an end to WWII without a bitter and costly battle (to both sides) to invade the home islands. Poland A country in eastern Europe (neighbour to Germany) allied with Britain and France in the event of a likely invasion by Germany. When Nazi Germany did invade in 1939, Britain and France declared war on Germany. Poland remained under Nazi occupation until the Soviet Union defeated the Germans and took-over the occupation.

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Ironically, made part of the boundary agreements between the Allies on post-war Europe, this new occupation was approved by the same allies (Britain and France) who had sworn to protect Poland before the start of the war. Rosie the Riveter A cultural icon representing the women who manned the vital manufacturing plants during World War II while the men were at the warfront. Employees were desperately needed to ensure levels of production for the war effort. Women had not been encouraged to work in many of the suddenly vacant male fields of work, so the Rosie the Riveter propaganda campaign was created. Treaty of Versailles - Treaty ending World War I. It was extremely unfair to Germany, forcing them to accept all of the blame for the war. It was a major cause of World War II.

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V. Long Answer Question:

Your response should be approximately 1 pages long, double-spaced and on a sheet of loose-leaf paper. Write one cohesive essay about WWII using at least 15 terms from this units word bank. Demonstrate comprehension and understanding by linking key ideas and concepts by synthesis.

Word Bank: Allies, Axis, appeasement, atomic bomb, aboriginal soldier, army, air /20 force, Austria, Battle of the Atlantic, Battle of Britain, bomb, Belgium, Britain, Berlin, Blitzkrieg, Churchill, Czechoslovakia, concentration camp, civilian, conscription, commonwealth, conscientious objector, Dieppe, DDay, Europe, Expansion, Fascism/fascist, France, Germany, genocide, global war, Hitler, Holocaust, home front, Hong Kong, Italy, industrialization, invasion, Japanese evacuation, Juno Beach, Japan, Jews, W.L.M. King, Merchant Marine, Mussolini, Nationalism, Nazi, the Netherlands, Occupation (as in occupation of/by a group), Ortona, Poland, Pearl Harbor, propaganda, peace, racism, remembrance, rationing, Stalin, Soviet Union, sacrifice, total war, Treaty of Versailles, United States, V-E day, V-J day, warfront, women.

Content (marked out of 13) Did you use terms from this unit (courtesy of the word bank)? Did you demonstrate comprehension of those terms (in the context of WWII) by use in the essay? Did you refer to the significance of identified terms? Did you connect big themes and issues of the era to the terms? Did you draw specific connections between related terms? Did you address the theme of the interconnectedness of history? Did you try to be creative or original? Style & Mechanics: (marked out of 2) Is the spelling and grammar correct? Are sentences and paragraphs cohesive? Organization: (marked out of 5) Does the essay have a clear structure or organization in which the main points develop logically and are drawn together by an effective conclusion? Where the ideas arranged in a logical order? Is your thesis clearly stated?