Transcript cont.

Chapter Introduction
Section 1 America and the World
Section 2 World War II Begins
Section 3 The Holocaust
Section 4 America Enters the War
Chapter Summary
Chapter Assessment
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Chapter Objectives
Section 1: America and the World
• Describe how postwar conditions contributed
to the rise of antidemocratic governments in
Europe.
• Explain why many Americans supported a
policy of isolationism in the 1930s.
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Chapter Objectives
Section 2: World War II Begins
• Explain why Hitler was able to take over
Austria and Czechoslovakia.
• Describe the early events of the war and why
Britain was able to resist the Nazis.
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Chapter Objectives
Section 3: The Holocaust
• Describe Nazi prejudices against Jews and
early persecution of German Jews.
• Explain the methods Hitler used to try to
exterminate Europe’s Jewish population.
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Chapter Objectives
Section 4: America Enters the War
• Explain how Roosevelt helped Britain while
maintaining official neutrality.
• Trace the events that led to increasing
tensions, and ultimately war, between
the United States and Japan.
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Why It Matters
After World War I, Europe was unstable.
Fascists led by Benito Mussolini seized
power in Italy, and Adolf Hitler and the
Nazis took control of Germany. Meanwhile,
Japan expanded its territory in Asia. As the
Nazis gained power, they began a
campaign of violence against Jews. When
Germany attacked Poland, World War II
began. The United States clung to neutrality
until Japan attacked Pearl Harbor.
The Impact Today
European events of this time serve as
lessons for American leaders.
• The danger of ethnic and religious
prejudice is more readily recognized
than it was before.
• Many American leaders believe that
international aggression cannot be
ignored.
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continued
on next slide
Guide to Reading
Main Idea
In the years following World War I, aggressive and
expansionist governments took power in both
Europe and Asia.
Key Terms and Names
• Benito Mussolini
• Adolf Hitler
• fascism
• Manchuria
• Vladimir Lenin
• Neutrality Act
of 1935
• Joseph Stalin
• internationalism
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Guide to Reading (cont.)
Reading Strategy
Taking Notes As you read about the events in
Europe and Asia after World War I, use the
major headings of the section to create an
outline similar to the one on page 584 of
your textbook.
Reading Objectives
• Describe how postwar conditions contributed
to the rise of antidemocratic governments in
Europe.
• Explain why many Americans supported a
policy of isolationism in the 1930s.
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Guide to Reading (cont.)
Section Theme
Global Connections German and Japanese
actions in the 1930s led President Roosevelt
to work to prevent aggression.
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The Rise of Dictators
• The treaty that ended World War I and
the economic depression that followed
contributed to the rise of dictatorships in
Europe and Asia.
• Italy developed the first major dictatorship
in Europe.
(pages 584–586)
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The Rise of Dictators (cont.)
• In 1919 Benito Mussolini founded Italy’s
Fascist Party.
• Fascism was a kind of aggressive
nationalism.
• Fascists believed that the nation was
more important than the individual, and
that a nation became great by expanding
its territory and building its military.
• Facists were anti-Communist.
• Backed by the militia known as
Blackshirts, Mussolini became the
premier of Italy and set up a dictatorship.
(pages 584–586)
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The Rise of Dictators (cont.)
• In 1917 the Bolshevik Party, led by
Vladimir Lenin, set up Communist
governments throughout the Russian
empire.
• The Russian territories were renamed
the Union of Soviet Socialist Republics
in 1922.
• The Communists set up a one-party rule.
(pages 584–586)
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The Rise of Dictators (cont.)
• By 1926 Joseph Stalin had become the
new Soviet dictator.
• In 1927 he began a massive effort to
industrialize the country.
• Millions of peasants who resisted the
Communist policies were killed.
(pages 584–586)
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The Rise of Dictators (cont.)
• After World War I, the political and
economic chaos in Germany led to the
rise of new political parties.
• The Nazi Party was nationalistic and
anti-Communist.
• Adolf Hitler, a member of the Nazi
Party, called for the unification of all
Germans under one government.
• He believed certain Germans were
part of a “master race” destined to rule
the world.
(pages 584–586)
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The Rise of Dictators (cont.)
• He wanted Eastern Europeans enslaved.
• He felt Jews were responsible for
many of the world’s problems.
• In 1933 Hitler was appointed prime
minister of Germany.
• Storm troopers intimidated voters into
giving Hitler dictatorial powers.
(pages 584–586)
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The Rise of Dictators (cont.)
• Difficult economic times in Japan after
World War I undermined the country’s
political system.
• Many Japanese officers and civilians
wanted to seize territory to gain
needed resources.
• In 1931 the Japanese army, without
the government’s permission, invaded
the resource-rich Chinese province of
Manchuria.
• The military took control of Japan.
(pages 584–586)
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The Rise of Dictators (cont.)
What dictatorships were established in
Europe and Asia after World War I?
(pages 584–586)
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The Rise of Dictators (cont.)
Italy developed the first major dictatorship in Europe,
with Benito Mussolini as its leader. In 1917 the
Bolshevik Party, led by Vladimir Lenin, set up
Communist governments throughout the Russian
empire. The Russian territories were renamed the
Union of Soviet Socialist Republics in 1922. The
Communists set up a one-party rule. By 1926 Joseph
Stalin had become the new Soviet dictator. In 1933
Adolf Hitler was appointed prime minister of Germany.
Storm troopers intimidated voters into giving Hitler
dictatorial powers. In 1931 the Japanese army, without
the government’s permission, invaded the resource-rich
Chinese province of Manchuria. The military took
control of Japan.
(pages 584–586)
America Turns to Neutrality
• The rise of dictatorships in Europe and
Asia after World War I, the refusal of
European countries to repay war debts
owed to the United States, and the Nye
Committee findings that arms factories
made huge profits caused Americans to
support isolationism.
(pages 587–588)
America Turns to Neutrality (cont.)
• Many Americans wanted to avoid
international commitments.
• Congress passed the Neutrality Act
of 1935 making it illegal for Americans
to sell arms to any country at war.
• Congress passed the Neutrality Act
of 1937, which continued the ban of
selling arms to countries at war and
required warring countries to buy
nonmilitary supplies from the United
States on a “cash and carry” basis.
(pages 587–588)
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America Turns to Neutrality (cont.)
• President Franklin D. Roosevelt
supported internationalism.
• Internationalists believe that trade
between nations creates prosperity
and helps to prevent war.
(pages 587–588)
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America Turns to Neutrality (cont.)
• Japan aligned itself with Germany and
Italy, and these three countries became
known as the Axis Powers.
• After Japan launched a full-scale
attack on China in 1937, Roosevelt
authorized the sale of weapons to
China, saying that the Neutrality Act of
1937 did not apply, since neither China
nor Japan had actually declared war.
(pages 587–588)
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America Turns to Neutrality (cont.)
What factors led many Americans to support
isolationism after World War I?
The rise of dictatorships in Europe and Asia
after World War I caused Americans to support
isolationism. Isolationist ideas increased when
most debtor nations stopped paying their war
debts during the Great Depression. The Nye
Committee found evidence that arms factories
made huge profits, creating the impression that
these businesses influenced the United States
to enter World War I.
(pages 587–588)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. a national policy of actively
trading with foreign countries
to foster peace and prosperity
__
A 2. a political system headed by a
dictator that calls for extreme
nationalism and racism and
no tolerance of opposition
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A. fascism
B. internationalism
Checking for Understanding (cont.)
Explain why isolationism was strong in
the United States in the early 1930s.
Isolationism was strong because of
unpaid European war debts and the
belief that arms manufacturers
influenced the United States to enter
World War I.
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Reviewing Themes
Global Connections What events
caused President Roosevelt to become
more of an internationalist?
The Japanese invasion of China caused
Roosevelt to become more of an
internationalist.
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Critical Thinking
Interpreting Why did antidemocratic
governments rise to power in postwar
Europe and Asia?
Antidemocratic governments rose to
power because of unhappiness with
the terms of the Treaty of Versailles
and worldwide economic depression.
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Analyzing Visuals
Analyzing Art Study the Spanish Civil
War era propaganda poster reproduced
on page 587 of your textbook. Without
being told the phrase, how would you be
able to discover the poster’s meaning?
A cruel claw-like hand is trying to grasp
the country. The colors of the Italian flag
are superimposed on the hand.
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Close
Draw a political cartoon that expresses the
feelings of internationalists or isolationists.
Guide to Reading
Main Idea
World War II officially began with the Nazi invasion
of Poland and the French and British declaration of
war on Germany in September 1939.
Key Terms and Names
• Anschluss
• Maginot Line
• appeasement
• Winston Churchill
• blitzkrieg
• Battle of Britain
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Guide to Reading (cont.)
Reading Strategy
Sequencing As you read about the events leading
up to the beginning of World War II, record them
by completing a time line similar to the one on
page 589 of your textbook.
Reading Objectives
• Explain why Hitler was able to take over Austria
and Czechoslovakia.
• Describe the early events of the war and why
Britain was able to resist the Nazis.
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Guide to Reading (cont.)
Section Theme
Continuity and Change The desire of the French
and British to avoid another war helped
encourage Hitler’s aggression in Europe.
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to listen to the audio again.
“Peace in Our Time”
• In February 1938, Adolf Hitler threatened
to invade Austria unless Austrian Nazis
were given important government posts.
• In March 1938, Hitler announced the
Anschluss, or unification, of Austria
and Germany.
(pages 589–591)
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“Peace in Our Time” (cont.)
• Hitler claimed the Sudetenland, an
area of Czechoslovakia with a large
German-speaking population.
• Czechs strongly resisted Germany’s
demand for the Sudetenland.
• France, the Soviet Union, and Britain
threatened to fight Germany if it
attacked Czechoslovakia.
(pages 589–591)
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“Peace in Our Time” (cont.)
• At the Munich Conference on September
29, 1938, Britain and France, hoping to
prevent another war, agreed to Hitler’s
demands in a policy known as
appeasement.
• In March 1939, Germany sent troops
into Czechoslovakia, bringing the Czech
lands under German control.
(pages 589–591)
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“Peace in Our Time” (cont.)
• Hitler demanded the return of
Danzig–Poland’s Baltic Sea port.
• He also wanted a highway and railroad
across the Polish Corridor.
• These demands convinced the British and
French that appeasement had failed.
(pages 589–591)
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“Peace in Our Time” (cont.)
• In May 1939, Hitler ordered the invasion
of Poland by the German army.
• On August 23, 1939, Germany and the
USSR signed a nonaggression treaty,
with a secret agreement to divide
Poland.
(pages 589–591)
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“Peace in Our Time” (cont.)
Why did Britain and France agree to Hitler’s
demands for the Sudetenland?
They hoped that they could give Hitler the
Sudetenland in exchange for peace. Also,
this bought Britain time to get ready for war.
Some thought Hitler’s demand that all
German-speaking regions of Europe be
united with Germany was reasonable.
(pages 589–591)
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The War Begins
• On September 1, 1939, Germany and the
USSR invaded Poland.
• On September 3, Britain and France
declared war on Germany–starting
World War II.
• The Germans used a blitzkrieg, or
lightening war, to attack Poland.
• The Polish army was defeated by
October 5.
(pages 591–593)
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The War Begins (cont.)
• On April 9, 1940, the German army
attacked Norway and Denmark.
• Within a month, Germany overtook
both countries.
(pages 591–593)
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The War Begins (cont.)
• After World War I, the French built a line
of concrete bunkers and fortifications
called the Maginot Line along the
German border.
• When Hitler decided to attack France,
he went around the Maginot Line by
invading the Netherlands, Belgium,
and Luxembourg.
• The French and British forces quickly
went into Belgium, becoming trapped
there by German forces.
(pages 591–593)
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The War Begins (cont.)
• By June 4, about 338,000 British and
French troops had evacuated Belgium
through the French port of Dunkirk and
across the English Channel, using ships
of all sizes.
• On June 22, 1940, France surrendered
to the Germans.
• Germany installed a puppet government
in France.
(pages 591–593)
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The War Begins (cont.)
Why did France fall to the Germans?
When Hitler decided to attack France, he
went around the Maginot Line by invading
the Netherlands, Belgium, and Luxembourg.
The French and British forces quickly went
into Belgium, becoming trapped there by
German forces. These forces escaped to
Britain through the French port of Dunkirk
and across the English Channel.
(pages 591–593)
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Britain Remains Defiant
• Hitler thought that Britain would negotiate
peace after France surrendered.
• He did not anticipate the bravery of the
British people and their prime minister,
Winston Churchill.
• On June 4, 1940, Churchill delivered a
defiant speech that rallied the British
people and alerted the United States
to Britain’s plight.
(pages 593–594)
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Britain Remains Defiant (cont.)
• To invade Britain, Germany had to defeat
the British air force.
• In the Battle of Britain, the German
air force, the Luftwaffe, launched an
all-out air battle to destroy the British
Royal Air Force.
• After German bombers bombed
London, the British responded by
bombing Berlin, Germany.
(pages 593–594)
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Britain Remains Defiant (cont.)
• The Royal Air Force was greatly
outnumbered by the Luftwaffe, but the
British had radar stations and were able
to detect incoming German aircraft and
direct British fighters to intercept them.
(pages 593–594)
Britain Remains Defiant (cont.)
How did the British stop the German forces from
invading Britain?
Winston Churchill delivered a defiant speech,
which rallied the British people. The British air force
bombed Berlin, Germany, after the Germans
bombed London. The British hid in subway tunnels
when the German’s bombed London. Although the
Royal Air Force was greatly outnumbered by the
Luftwaffe, the British had radar stations that were
able to detect incoming German aircraft and direct
British fighters to intercept them.
(pages 593–594)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A 1. accepting demands in order
to avoid conflict
__
B 2. name given to sudden violent
offensive attacks the
Germans used during World
War II; “lightning war”
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A. appeasement
B. blitzkrieg
Checking for Understanding (cont.)
Explain why Hitler was able to take over
Austria and Czechoslovakia.
Britain and France gave in to Hitler’s
demands.
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Reviewing Themes
Continuity and Change How did the
policy of appeasement affect France and
Great Britain?
France was not prepared for a German
attack, and Britain was left to fight alone.
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Critical Thinking
Evaluating Why were the British able to
prevent the Germans from invading their
country?
Britain was an island, with a strong air
force, navy, and radar stations.
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Analyzing Visuals
Analyzing Photographs Study the
photographs on pages 593 and 594 of
your textbook. How do they reflect the
British resolve to “never surrender”?
The photographs show British desire to
continue with their daily routines and
activities in spite of devastation.
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Close
Summarize with the class the content of
the section by creating a time line of the
major events.
Guide to Reading
Main Idea
The Nazis believed Jews to be subhuman. They
steadily increased their persecution of Jews and
eventually set up death camps and tried to kill all
the Jews in Europe.
Key Terms and Names
• Holocaust
• Wannsee Conference
• Shoah
• concentration camp
• Nuremberg Laws
• extermination camp
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the Holocaust,
complete a graphic organizer similar to the one
on page 595 of your textbook by listing examples
of Nazi persecution of German Jews.
Reading Objectives
• Describe Nazi prejudices against Jews and
early persecution of German Jews.
• Explain the methods Hitler used to try to
exterminate Europe’s Jewish population.
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Guide to Reading (cont.)
Section Theme
Civic Rights and Responsibilities The Nazis
systematically deprived Jews of their rights,
while other nations refused to accept many
Jewish refugees.
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to listen to the audio again.
Nazi Persecution of the Jews
• The Nazis killed nearly 6 million Jews
and millions of other people during the
Holocaust.
• The Hebrew term for the Nazi campaign
to exterminate the Jews before and
during World War II is Shoah.
• The Nazis persecuted anyone who
opposed them, as well as the disabled,
Gypsies, homosexuals, and Slavic
peoples.
• The Nazis’ strongest hatred was aimed
at all Jews.
(pages 595–598)
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Nazi Persecution of the Jews (cont.)
• In September 1935, the Nuremberg
Laws took citizenship away from Jewish
Germans and banned marriage between
Jews and other Germans.
• German Jews were deprived of many
rights that citizens of Germany had
long held.
• By 1936 at least half of Germany’s
Jews were jobless.
(pages 595–598)
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Nazi Persecution of the Jews (cont.)
• Anti-Jewish violence erupted throughout
Germany and Austria on November 9,
1938, known as Kristallnacht, or “night
of broken glass.”
• Ninety Jews died, hundreds were
badly injured, thousands of Jewish
businesses were destroyed, and over
180 synagogues were wrecked.
(pages 595–598)
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Nazi Persecution of the Jews (cont.)
• Between 1933 and the beginning of World
War II in 1939, about 350,000 Jews
escaped Nazi-controlled Germany.
• Many of them emigrated to the United
States.
• Millions of Jews remained trapped in
Nazi-dominated Europe because they
could not get visas to the United
States or to other countries.
(pages 595–598)
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Nazi Persecution of the Jews (cont.)
What factors limited Jewish immigration to the
United States?
Nazi orders limited Jews from taking more than
four dollars out of Germany. The United States had
laws restricting a visa to any one “likely to become
a public charge,” which many assumed the Jews
would become because they would have almost no
money if they left Germany. Immigration was
unpopular in the U.S. because unemployment was
high during the 1930s. The U.S. immigration policy
allowed only 150,000 immigrants annually.
(pages 595–598)
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The Final Solution
• On January 20, 1942, Nazi leaders met at
the Wannsee Conference to decide the
“final solution” of the Jews and other
“undesirables.”
• The plan was to round up Jews and other
“undesirables” from Nazi-controlled
Europe and take them to concentration
camps–detention centers where healthy
individuals worked as slave laborers.
• The elderly, the sick, and young children
were sent to extermination camps to be
killed in large gas chambers.
(pages 599–600)
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The Final Solution (cont.)
• After World War II began, Nazis built
concentration camps throughout Europe.
• Extermination camps were built in
many concentration camps, mostly in
Poland.
• Thousands of people were killed each
day at these camps.
• In only a few years, Jewish culture had
been virtually obliterated by the Nazis
in the lands they conquered.
(pages 599–600)
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The Final Solution (cont.)
What factors led to the Holocaust?
The German people’s sense of injury after
World War I; severe economic problems;
Hitler’s grip on the German nation; the lack
of strong tradition of representative
government in Germany; German fear of
Hitler’s secret police; and a long history of
anti-Jewish prejudice and discrimination
in Europe.
(pages 599–600)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
C 1. a camp where prisoners were
sent to be executed
__
A 2. name given to the mass
slaughter of Jews and other
groups by the Nazis during
World War II
B 3. a camp where persons are
__
detained or confined
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A. Holocaust
B. concentration
camp
C. extermination
camp
Checking for Understanding (cont.)
List the groups of people who were
persecuted by the Nazis.
Jews, the disabled, Gypsies,
homosexuals, and Slavic peoples
were persecuted by the Nazis.
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Reviewing Themes
Civic Rights and Responsibilities
Do you think the German people or
other nations could have prevented
the Holocaust? Why or why not?
Answers will vary.
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Critical Thinking
Analyzing What are some factors that
attempt to explain the Holocaust?
Hitler’s dictatorship, European antiSemitism, propaganda, and fear are
some factors that explain the Holocaust.
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Analyzing Visuals
Analyzing Photographs Study the
photographs of the Final Solution on
pages 597–599 of your textbook. How
do the photographs show the systematic
destruction of Jewish life?
The photographs show stages of Hitler’s
campaign, from civil discrimination and
violence to deportation to camps.
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Close
Summarize the gradually intensifying steps
of Hitler’s campaign against the Jews.
Guide to Reading
Main Idea
After World War II began, the United States
attempted to continue its prewar policy of
neutrality.
Key Terms and Names
• America First
Committee
• Lend-Lease Act
• Atlantic Charter
• strategic materials
• hemispheric
defense zone
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the efforts of the
United States to stay neutral in the war,
complete a graphic organizer similar to the one
on page 601 of your textbook by naming two
events that shifted American opinion toward
helping the Allies.
Reading Objectives
• Explain how Roosevelt helped Britain while
maintaining official neutrality.
• Trace the events that led to increasing tensions,
and ultimately war, between the United States
and Japan.
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Guide to Reading (cont.)
Section Theme
Individual Action Even while the United States
was officially neutral, President Roosevelt
found ways to help the British fight Germany.
Click the Speaker button
to listen to the audio again.
FDR Supports England
• Two days after Britain and France
declared war against Germany, President
Roosevelt declared the United States
neutral.
• The Neutrality Act of 1939 allowed
warring countries to buy weapons from
the United States as long as they paid
cash and carried the arms away on
their own ships.
(pages 601–602)
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FDR Supports England (cont.)
• President Roosevelt used a loophole in
the Neutrality Act of 1939 and sent 50 old
American destroyers to Britain in
exchange for the right to build American
bases on British-controlled Newfoundland,
Bermuda, and Caribbean islands.
(pages 601–602)
FDR Supports England (cont.)
How did President Roosevelt support
Britain in the war effort?
President Roosevelt used a loophole in the
Neutrality Act of 1939 and sent 50 old
American destroyers to Britain in exchange
for the right to build American bases on
British-controlled Newfoundland, Bermuda,
and Caribbean islands.
(pages 601–602)
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The Isolationist Debate
• After the German invasion of France and
the rescue of Allied forces at Dunkirk,
American public opinion changed to favor
limited aid to the Allies.
• The America First Committee
opposed any American intervention or
aid to the Allies.
(pages 602–603)
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The Isolationist Debate (cont.)
• President Roosevelt ran for an
unprecedented third term as president in
the election of 1940.
• Both Roosevelt and the Republican
candidate, Wendell Willkie, said they
would keep the United States neutral
but assist the Allied forces.
• Roosevelt won by a large margin.
(pages 602–603)
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The Isolationist Debate (cont.)
What caused many Americans to change
their opinion about United States
neutrality?
After the German invasion of France and
the rescue of Allied forces at Dunkirk,
American public opinion changed to favor
limited aid to the Allies.
(pages 602–603)
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Edging Toward War
• President Roosevelt proposed the LendLease Act, which stated that the United
States could lend or lease arms to any
country considered “vital to the defense
of the United States.”
• Congress passed the act by a wide
margin.
(pages 603–604)
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Edging Toward War (cont.)
• In June 1941, in violation of the NaziSoviet Pact, Hitler began a massive
invasion of the Soviet Union.
(pages 603–604)
Edging Toward War (cont.)
• President Roosevelt developed the
hemispheric defense zone, which
declared the entire western half of the
Atlantic as part of the Western
Hemisphere and therefore neutral.
• This allowed Roosevelt to order the
U.S. Navy to patrol the western
Atlantic Ocean and reveal the location
of German submarines to the British.
(pages 603–604)
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Edging Toward War (cont.)
• In August 1941, President Roosevelt and
Prime Minister Winston Churchill agreed
to the Atlantic Charter.
• This agreement committed the two
leaders to a postwar world of
democracy, nonaggression, free trade,
economic advancement, and freedom
of the seas.
(pages 603–604)
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Edging Toward War (cont.)
• After a German U-boat fired on the
American destroyer Greer, Roosevelt
ordered American ships to follow a
“shoot-on-sight” policy toward German
submarines.
• Germans torpedoed and sank the
American destroyer Reuben James
in the North Atlantic.
(pages 603–604)
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Edging Toward War (cont.)
How did President Roosevelt get
around American neutrality in order to
aid the British?
(pages 603–604)
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Edging Toward War (cont.)
President Roosevelt proposed the Lend-Lease
Act, which stated that the United States could
lend or lease arms to any country considered
“vital to the defense of the United States.”
President Roosevelt developed the hemispheric
defense zone, which declared the entire western
half of the Atlantic as part of the Western
Hemisphere and therefore neutral. This allowed
Roosevelt to order the U.S. Navy to patrol the
western Atlantic Ocean and reveal the location
of German submarines to the British.
(pages 603–604)
Japan Attacks the United States
• Roosevelt’s primary goal between August
1939 and December 1941 was to help
Britain and its allies defeat Germany.
• When Britain began moving its
warships from Southeast Asia to the
Atlantic, Roosevelt introduced policies
to discourage the Japanese from
attacking the British Empire.
(pages 604–606)
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Japan Attacks the United States
(cont.)
• In July 1940, Congress passed the
Export Control Act, giving Roosevelt the
power to restrict the sale of strategic
materials–materials important for fighting
a war–to other countries.
• Roosevelt immediately blocked the sale
of airplane fuel and scrap iron to Japan.
• The Japanese signed an alliance with
Germany and Italy.
(pages 604–606)
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Japan Attacks the United States
• By July 1941, Japanese aircraft
posed a direct threat to the British
Empire.
(cont.)
• Roosevelt responded to the threat by
freezing all Japanese assets in the
United States and reducing the
amount of oil shipped to Japan.
• He also sent General MacArthur to
the Philippines to build up American
defenses there.
(pages 604–606)
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Japan Attacks the United States
(cont.)
• The Japanese decided to attack
resource-rich British and Dutch colonies
in Southeast Asia, seize the Philippines,
and attack Pearl Harbor.
• Japan attacked Pearl Harbor on
December 7, 1941, sinking or damaging
21 ships of the U.S. Pacific Fleet, killing
2,403 Americans, and injuring hundreds
more.
• The next day, President Roosevelt asked
Congress to declare war on Japan.
(pages 604–606)
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Japan Attacks the United States
(cont.)
• On December 11, 1941, Japan’s
allies–Germany and Italy–declared war
on the United States.
(pages 604–606)
Japan Attacks the United States
(cont.)
What series of events led to the Japanese
attack on Pearl Harbor?
(pages 604–606)
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Japan Attacks the United States
(cont.)
The United States Congress passed the Export Control
Act that restricted the sale of strategic materials to other
nations. Roosevelt immediately blocked the sale of
airplane fuel and scrap iron to Japan. This angered
Japan, which then signed an alliance with Germany
and Italy. The Japanese invasion of southern Indochina
caused Roosevelt to freeze all Japanese assets in the
United States and reduce the amount of oil shipped to
Japan. He also sent General MacArthur to the
Philippines to build up American defenses there.
The Japanese military, lacking oil and other resources,
decided to attack the resource-rich British and Dutch
colonies in Southeast Asia, seize the Philippines, and
(pages 604–606)
attack Pearl Harbor.
Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. materials needed for fighting
a war
A. hemispheric
defense zone
__
A 2. national policy during World
War II that declared the
Western Hemisphere to be
neutral and that the United
States would patrol this region
against German submarines
B. strategic
materials
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Reviewing Themes
Individual Action After Roosevelt made
the destroyer-for-bases deal with Britain,
some Americans called him a dictator.
Do you think Roosevelt was right or
wrong in his actions? Explain your
answer.
Answers will vary.
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Critical Thinking
Interpreting Why was the United States
unprepared for Japan’s attack on Pearl
Harbor?
The United States was still negotiating
with Japan and had failed to collect
sufficient information. The U.S. military
had not shared information among the
various branches.
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Analyzing Visuals
Analyzing Maps Study the map on
pages 604–605 of your textbook. Based
on the geography of Oahu, why was the
location of Pearl Harbor perfect for a
naval base?
It was sheltered and provided easy
access to the ocean.
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Close
Create a relative chronology explaining
the events that eventually led to war
between the United States and Japan.
Reviewing Key Terms
Define Match the terms on the right with their definitions on
the left.
__
F 1. a camp where persons are
detained or confined
A.
fascism
B.
internationalism
__
B 2. a national policy of actively C.
trading with foreign countries
D.
to foster peace and
prosperity
E.
H 3. national policy during World F.
__
War II that declared the
G.
Western Hemisphere to be
neutral and that the United
H.
States would patrol this
region against German
I.
submarines
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appeasement
blitzkrieg
Holocaust
concentration camp
extermination camp
hemispheric
defense zone
strategic materials
Reviewing Key Terms (cont.)
Define Match the terms on the right with their definitions on
the left.
__
A 4. a political system headed by
a dictator that calls for
extreme nationalism and
racism and no tolerance of
opposition
A.
fascism
B.
internationalism
C.
appeasement
D.
blitzkrieg
__
I 5. materials needed for fighting E.
a war
F.
E 6. name given to the mass
__
slaughter of Jews and other G.
groups by the Nazis during
H.
World War II
Holocaust
__
G 7. a camp where prisoners
were sent to be executed
strategic materials
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I.
concentration camp
extermination camp
hemispheric
defense zone
Reviewing Key Terms (cont.)
Define Match the terms on the right with their definitions on
the left.
__
C 8. accepting demands in order
to avoid conflict
__
D 9. name given to sudden
violent offensive attacks the
Germans used during World
War II; “lightning war”
Click the mouse button or press the
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A.
fascism
B.
internationalism
C.
appeasement
D.
blitzkrieg
E.
Holocaust
F.
concentration camp
G.
extermination camp
H.
hemispheric
defense zone
I.
strategic materials
Reviewing Key Facts
Where did antidemocratic governments
arise in Europe and Asia after World War
I?
Antidemocratic governments arose in
Germany, Italy, and Japan.
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Reviewing Key Facts (cont.)
Why was Austria easier for Hitler to
annex than Czechoslovakia?
The Austrians spoke German and
had an authoritarian government.
The Czechoslovakians spoke
several languages and had a
democratic government and allies.
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Reviewing Key Facts (cont.)
What were four ways that Nazis
persecuted Jews?
Nazis took away their civil liberties,
seized their property, imprisoned them,
and killed them.
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Reviewing Key Facts (cont.)
In what three ways did Roosevelt help
Britain while maintaining an American
policy of neutrality?
Roosevelt made a destroyers-for-bases
deal, got Congress to pass the LendLease Act, and developed the
hemispheric defense zone strategy.
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Critical Thinking
Analyzing Themes: Global
Connections If Roosevelt’s
internationalist policy had been fully
pursued, do you think it could have
prevented World War II?
Possible answers: Yes, because the
attack on Pearl Harbor was the result of
the United States’s efforts to help Britain
in the war against Germany. No, because
Hitler seemed bent on world domination
so that U.S. interests would eventually
have needed protection.
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Critical Thinking (cont.)
Evaluating Why were the British able
to stop the German invasion of their
country?
The British used radar and had a skilled
air force.
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Geography and History
The map below shows Nazi concentration and extermination
camps. Study the map and answer the questions on the
following slides.
Geography and History (cont.)
Interpreting
Maps In which
two countries were
most of the
concentration and
extermination
camps located?
Most of the
concentration and
extermination camps
were located in
Germany and
Poland.
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Geography and History (cont.)
Applying
Geography
Skills What can
you conclude
about the extent of
the Nazis’ “final
solution”?
The Nazis applied
the “Final Solution”
in Germany and in
all the countries
they conquered.
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Directions: Choose the phrase that best completes the
following statement.
When Roosevelt signed the Lend-Lease Act in 1941, he
said that the United States must become the “arsenal of
democracy” in order to
A
end the Depression.
B
help the Axis powers.
C
remain neutral.
D
help Great Britain.
Test-Taking Tip An arsenal is a stockpile or storehouse of
weapons. Eliminate any answer that does not relate to using
weapons to protect democracy.
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What is the name of the German-born
Nobel Prize-winning physicist whose
scientific theories revolutionized modern
physics?
The name of the physicist is Albert
Einstein.
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World History In addition to the Jews, millions
of others were exterminated by the Nazis. To
learn more about how the Poles were treated
by the Nazis, read Forgotten Holocaust: The
Poles Under German Occupation, 1934-1944,
by R. C. Lukas (Lexington, Kentucky, 1986).
Geography To gain direct access to natural
resources, Japanese military leaders aimed to
build an empire in the Pacific. The U.S. Pacific
Fleet was headquartered at Oahu island in
Hawaii–approximately 70 warships, including 8
battleships and 24 auxiliary vessels, were
stationed at Pearl Harbor on the island. Thus,
Japanese military leaders saw the fleet as an
obstacle that had to be destroyed if they were
to achieve their goals.
The Battle of Dunkirk Hitler’s invasion of Poland fueled the fears of
Americans who preferred not to become involved in Europe’s conflict.
In contrast, the evacuation from Dunkirk less than a year later
generated very different reactions. For example, soon after the
evacuation, the New York Times wrote:
“So long as the English tongue survives, the word Dunkirk will be
spoken with reverence. For in that harbor, in such a hell as never
blazed on earth before, at the end of a lost battle, the rages and
blemishes that have hidden the soul of democracy fell away. There,
beaten but unconquered, in shining splendor, she faced the enemy.”
Indeed, the Battle of Dunkirk would soon help to lift the United States
out of its isolationism.
Despite the success of the evacuation of Dunkirk, Churchill warned
Parliament, “Wars are not won by evacuations.”
The Joy Luck Club
The Rape of Nanking
A section of Amy Tan’s popular novel The Joy
Luck Club was set during the troubles between
China and Japan during the 1930s.
During their invasion of China, the Japanese
used extreme violence in the capital of
Nanking. This incident, which became known
as the “Rape of Nanking,” helped prompt
President Roosevelt to sell weapons to China.
Gdansk
Polish Military
The Bombing of Great Britain
Click on a hyperlink to view the corresponding slide.
The Baltic city of Gdansk (Danzig in German)
has alternated through its history between
being a politically free city, or part of Poland or
German-speaking Prussia. It was a part of
Prussia until the Treaty of Versailles, when it
became a free city again. Identification with
Germany has been strong, however. In the
1930s, Nazi officials were voted into the
majority of the city assembly. Gunter Grass
writes of this era in his book The Tin Drum.
At the time of the invasion, the Polish military
consisted of outdated infantry and horse cavalry.
They were ineffectual against the 1,500 planes,
including Stuka dive bombers, and the panzers,
or German tanks. Also, they were not prepared
for their invaders, whom Hitler had instructed to
“close their hearts to pity.”
During the bombing of Great Britain from
August 1940 to May 1941, large areas of
London and the entire city of Coventry were
reduced to rubble.
Isolationist sentiment in the United States arose
in part from the fact that the nation was an ocean
away from the conflict in Europe and Asia.
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to listen to the audio again.
Political Symbols The word fascist comes
from the Latin word fasces, or the rods and
axes that Roman officials carried in ancient
times to represent their authority.
Complete Destruction Holocaust means a
sacrifice consumed by fire, especially a
complete or thorough sacrifice or destruction.
Making Generalizations
Have you heard statements such as “Only tall
people play basketball well,” or “Dogs make
better pets than cats”? Do you accept these
statements at face value, or do you stop and
consider whether or not they are valid?
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to listen to the audio again.
Making Generalizations
Learning the Skill
The statements listed above are called generalizations,
which are broad statements about a topic. To be valid, a
generalization must be based on accurate information.
Let’s examine the generalization, “Only tall people play
basketball well.” We can find many examples of tall
basketball players, but there are also many shorter
players who excel at this sport.
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Making Generalizations
Learning the Skill (cont.)
In this case, we began with a generalization and looked
for facts to support or disprove it. In other cases, you will
start with a group of facts about a topic and then make a
generalization from these facts. To make a valid
generalization, first collect information relevant to the
topic. This information must consist of accurate facts,
not opinions.
Making Generalizations
Learning the Skill (cont.)
Suppose that you want to make a generalization about the
relative danger of airplane travel compared to automobile
travel. First, you would collect accident statistics involving
airplanes and cars. Your next step would be to classify the
information into categories. Then you would look for
relationships between these categories. For example, you
might put the airplane and automobile statistics in separate
categories. You might also categorize the number of
accidents and the number of fatalities. Finally, you should
make a generalization that is consistent with most of the
facts you gathered.
Making Generalizations
Practicing the Skill
Reread the passage about the Austrian Anschluss
on page 590 of your textbook, and then answer the
following questions.
Making Generalizations
Practicing the Skill (cont.)
1. What facts about the Anschluss are presented?
Hitler demanded Anschluss on the basis of common
language. He wanted to expand German territory and
resources. He used threats and force to achieve it.
2. Organize these facts into categories.
Two possible categories are Hitler’s actions and
Austria’s response.
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Making Generalizations
Practicing the Skill (cont.)
3. How does the vote held in Austria relate to the
other facts?
The vote was held after Hitler’s troops were
already in Austria.
4. What generalization can you make about Austria
regarding the Anschluss?
Possible answers: Austrians could not have
prevented the Anschluss; Austrians shared
language and culture with Germans.
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