World War II, 1939–1945 TOPICSUMMARY Identifying ... · Geography skills provide the tools and methods for ... Lesson 1European Exploration and Expansion ... conquistador a leader

World War II, 1939–1945

TOPIC SUMMARYThe actions and ambitions of Germany and Japan paved the way for another major war.

Germany’s invasion of Poland in 1939 ignited war in Europe. The United States was drawninto the war in 1941 when the Japanese attacked Pearl Harbor, Hawaii. The United States,Great Britain, France, and the Soviet Union (the Allied powers) fought Germany, Italy, andJapan (the Axis powers). In 1945 the Axis powers were defeated.

Two-Tab BookHave students create this Two-Tab Book to examine the

effects World War II had on the victors and on the defeated.As students read the related text and conduct research, havethem write notes about the effects of World War II on theUnited States, Britain, and the Soviet Union (the Allied pow-ers) under one tab and on Germany, Italy, and Japan (the Axispowers) under the other.Materials Needed: one sheet of 8.5" x 11" paper and scissors

Three-Tab BookHave students create a Three-Tab Book to com-

pare the paths that Germany and Japan took towar. Students should list the factors that con-tributed to warlike governments in Germany andJapan. Factors that are found in both Germany andJapan should be listed in the overlapping space ofthe Venn diagram.Materials Needed: one sheet of 8.5" x 11" paper and scissors

Trifold BookAsk students to make and use this Trifold Book

to write facts about Europe, Japan, and the UnitedStates during World War II. Students should focuson significant battles and their results. Have stu-dents conduct research to add information to theFoldable, including information about significantmilitary and political leaders during the war.Materials Needed: one sheet of 8.5" x 11" paper

The NewOrder inEurope

The NewOrder in

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Europe at War

Japan at War

United States at War

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AlliedPowers

Identifying

Explaining

Anal yzing Causes

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Geography Skills HandbookGeography skills provide the tools and methods for us to understand the relationships between people, places, and environments. We use geographic skills when we make daily personal decisions — where to buy a home; where to get a job; how to get to the shopping mall; where to go on vacation. Community decisions, such as where to locate a new school or how to solve problems of air and water pollution, also require the skillful use of geographic information.

Geographers use a wide array of tools and technologies — from basic globes to high-tech global positioning systems — to understand the Earth. These help us collect and analyze a great deal of information. However, the study of geography is more than knowing a lot of facts about places. Rather, it has more to do with asking questions about the Earth, pursuing their answers, and solving problems. Thus, one of the most important geographic tools is inside

.yllacihpargoeg kniht ot ytiliba eht :daeh ruoy

— Dr. Richard Boehm, September 2006

Globes and Maps• From 3-D to 2-D• Great Circle Routes

Projections• Planar Projection• Cylindrical Projection• Conic Projection• Common Map Projections

Determining Location• Latitude• Longitude• The Global Grid• Northern and Southern

Hemispheres

• Eastern and Western Hemispheres

Reading a Map• Using Scale• Absolute and Relative Location

Physical Maps

Political Maps

Thematic Maps• Qualitative Maps• Flow-Line Maps

World Geography and Cultures author Dr. Richard Boehm

1 Geograpahy Skills Handbook

Contents

A Social Studies Learning System

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use.

Name _______________________________________ Date _______________ CLaSS _________

netw rksThe Age of Exploration

Reading Essentials and Study Guide

Reading HELPDESK

Lesson 1 European Exploration and Expansion

Content Vocabularycaravel a small, fast, maneuverable ship that had a large cargo hold and usually three masts with lateen sails

conquistador a leader in the Spanish conquest of america

colony a settlement of people living in a new territory, linked with the parent company by trade and direct government control

Academic Vocabularyoverseas beyond or across the sea

ESSENTIAL QUESTIONWhat are the effects of political and economic expansion?

NAME ______________________________________ DATE _______________ CLASS _________

The Age of Exploration

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Understanding Concepts

1. Describing If you were to set sail from the southern coast of Africa for a trip to the Bahamas, in which direction would the trade winds take your ship if you didn’t have a caravel with a lateen sail?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Explaining Fill in the chart to explain how wind patterns over the Atlantic Ocean affected Portuguese trade routes.

3. Making Inferences Given the name trade winds, who might have been the first people to encounter these winds?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Applying Concepts

4. Drawing Conclusions What would have happened to Portugal's trade if they had not found a way to sail around the tip of Africa?

______________________________________________________________________

______________________________________________________________________

5. Making Connections Suppose you were in a sailboat race around a lake. How could the lateen sail help you win the race?

______________________________________________________________________

______________________________________________________________________

Cause Effect

Atlantic trade winds north of the equator blow clockwise. ➮

Directions: Answer the questions below in the space provided.

Geography and History Activity Cont.

WHG_TC_C17_L1_wsgh.indd 2 1/20/12 12:52 PM

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Name _______________________________________ Date _______________ CLaSS _________

Write several sentences about what you know about american involvement in World War II, including how the United States prepared for the war both in the military and at home, the course of the war, and the events that led to allied victory.

_______________________________________________________________

_______________________________________________________________

Activating Background Knowledge

America and World War II, 1941–1945

Background Knowledge

Know Want to Know LearnedHow America raised and supplied its army.

Japanese internment

The Bataan Death March

Island-hopping in the Pacific

World War II in Northern Africa

The invasion of Normandy

The Battle of the Bulge

The bombings of Hiroshima and Nagasaki

V-E and V-J days

K-W-L Chart Before reading about american involvement in World War II, write what you know about each topic in the Know column. then, think about what you would like to learn about the topic and write it in the “Want to Know” column. after reading, fill in the “Learned” column with important information from the chapter.

939–1945

for another majorUnited States was

Hawaii. The United Statesfought Germany,y,y Italy

Europe at WarWarW

Japan at WarWarW

Identifying Anal yzing Causes

939–

wayThe United

Harbor,r,r Hawaii.powers) fought

Japan (the Axis powers). In 1945 the Axis powers were defeated.

DIGITAL RESOURCES OVERVIEW

resource LIBrArY

onLIne teAcHer center

• Access all your student and teacher resources

• Plan your classes, teach, and di� erentiate instruction with ready-to-go lesson plans

• Create lessons, tests and assignments

• Customize digital worksheets and assign online

• Upload your favorite resources for instant online access

ConnectED is a one-stop online center for all your social studies needs.

DIGItAL WorKsHeets

Assessments

InterActIve feAtures

fPo_______________________________________


Reading Essentialsand Study Guide

Reading HELPDESK

European Exploration and Expansion

Content Vocabularya small, fast, maneuverable ship that had a large cargo hold

and usually three masts with lateen sails

a leader in the Spanish conquest of

a settlement of people living in a new territory, linked with the parent company by trade and direct government control

Academic Vocabularybeyond or across the sea


DIGItAL WorKsHeets

Name _______________________________________


Reading Essentialsand Study Guide

Reading HELPDESK



conquistador a leader in the Spanish conquest of




DIGItAL WorKsHeets

fPoonLIne stuDent center


McGraw-Hill Networks™ is packed with activities for the varied needs of all your students. Resources are designed to enrich and expand content in order to help students gain a deeper understanding of the social studies. Print or assign online or customize to suit the needs of your students.

WorKsHeets, ActIvItIes, AnD ProJects

McGraw-Hill Networks™ unit and chapter resources are packed with activities for the varied needs of all of your students. Print or assign online or customize.

• Accessing Background Knowledge • Vocabulary Activities• Hands-On Chapter Projects• Hands-On Chapter Projects Technology Extensions• Reading and Study Skills Foldables™ Graphic Organizers• Graphic Novel • Chapter Summary

Lesson Level resources are designed to enrich and expand content to help students gain a deeper understanding. Abundant resources o� er choices to suit any teaching or learning style.

• Lesson Video Worksheets • Guided Reading Activities• Reading Essentials and Study Guide• Geography and History Activities• Economics of History Activities• Visual Literacy Activity• Primary and Secondary Sources Activities• Simulations• Biography

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Name _______________________________________ Date _______________ CLaSS _________

Write several sentences about what you know about american involvement in World War II, including how the United States prepared for the war both in the military and at home, the course of the war, and the events that led to allied victory.

_______________________________________________________________

_______________________________________________________________

Activating Background Knowledge


Background Knowledge

Know Want to Know LearnedHow America raised and supplied its army.

Japanese internment

The Bataan Death March

Island-hopping in the Pacific

World War II in Northern Africa

The invasion of Normandy

The Battle of the Bulge

The bombings of Hiroshima and Nagasaki

V-E and V-J days

K-W-L Chart Before reading about american involvement in World War II, write what you know about each topic in the Know column. then, think about what you would like to learn about the topic and write it in the “Want to Know” column. after reading, fill in the “Learned” column with important information from the chapter.

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Name _______________________________________ Date _______________ CLaSS _________

Civilian Efforts What it was How it helpedVictory Suit

Rationing

Victory garden

Directions: answer each of the following questions about the chapter with a complete sentence. Include the listed vocabulary word or words in your answer.

1. Why did african americans feel disenfranchised during World War II? (disenfranchised) __________________________________________________________________________________________________________________________________________________________________________

2. What role did the convoy system play in helping the allies win the war? (convoy system) ______________________________________________________________________________________________________________________________________________________________________

3. How effective were kamikaze pilots in attacking U.S. battleships? (kamikaze)_______________________________________________________________________________________________________________________________________________________________________________________

4. Directions: Use this graphic organizer to describe how these civilian actions helped the war effort.

Academic VocabularyDirections: Use your textbook to find these academic vocabulary words for the chapter. Write the sentence in which each word is found (context). then, write a definition of each term in your own words.

5. draft Context __________________________________________ Definition _________________________________________

6. code Context __________________________________________ Definition _________________________________________

7. coordinate Context __________________________________________ Definition _________________________________________


Vocabulary Activity

Content Vocabulary

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Name _______________________________________ Date _______________ CLaSS _________

An Interview with a Veteran

Step 1: Finding a Veteran to Interview and Shaping the QuestionsEssential QuestionAsk: What kind of sacrifices does war require?

Directions: explain to students that they will document an interview with a veteran (using a CD or DVD). Students should begin by thinking about what they might learn from a veteran. For example, students could learn american attitudes in that person’s community toward the war they were involved in, where he or she served, what he or she knew at the time about the country they served in, or how service affected his or her political views. the next and crucial task is to find a veteran to interview. a local Veterans of Foreign Wars group can be helpful (asking other community organizations or churches is also a possibility). Students may write a letter or phone the veteran to ask for his or her participation.

Putting It Together Once students know the basics about their interviewee (such as the branch of the military and the war involved), they should write out the questions they will ask in a question-and-answer format, organizing the questions in a logical fashion (the person’s life before the war, mission during the war, and so on).


Step 2: Practicing the InterviewGuiding QuestionAsk: What is the most important information to get?

Directions: Students should use the list of questions that they created in Step 1 to conduct mock interviews to get practice in interviewing (especially in being alert to follow up a question when a discussion gets off the script) and to help decide on the interviewing team. One to two students should be present at the interview. Students should select a location that is informal, yet quiet enough to conduct the interview without disturbances.

Putting It Together as students practice, they should refine their list of questions. Students should note the content of their questions. (are they getting the information they want?) they should also note the length of their questions and question list. (are there enough questions? are there too many questions?) the interview should not take longer than one hour.


Step 3: Conducting the InterviewGuiding QuestionAsk: What is the goal of this interview? What information am I trying to get?

Directions explain to students that only one or at most two people can actually meet with the subject (the second person may want to take notes). It is also a good idea to record the interview. Students should obtain permission from the subject to record. No more than one


Hands–on History Chapter Project

1

Technology Extension: Wiki Oral History Collection

With the development of various online platforms that allow users to publish original material in an assortment of formats, teachers and students have an incredible opportunity to collaborate and present content and opinion on the World Wide Web. Information can be conveyed through text, audio, video, art, images, or in any combination thereof. Teachers can present content in nearly countless formats, and students have an exciting and dynamic publishing opportunity for work of their own.

One such publishing method is a wiki. Wikis are terrific platforms for collecting and publishing a collection of oral history interviews. A wiki is a Web site where students can collaboratively create Web pages through an interface similar to a word processing program, an interface that does not require any special programming skills. In addition to text, wiki users can include images, audio, video, and embedded tools from other Web 2.0 platforms.

In this EdTechTeacher Technology Extension, we’ll provide the resources that help you learn how to use a wiki to help your students create and compile an online collection of veterans’ oral history.

Publishing Online

There are several wiki hosting services that allow K-12 teachers to set up wikis and subscribe their students as editors entirely for free. To learn more about creating and setting up wikis, visit the Wiki page at EdTechTeacher’s Teaching History with Technology site: http://thwt.org/historywikis.html. On this page you’ll find an overview of using wikis, examples of wikis created by other classroom history teachers, links to wiki hosting platforms, and a series of video tutorials for creating and managing wikis.

Since creating wikis can be done freely, create a test wiki and play around with the features and settings before your create your “real” classroom museum project wiki.

Creating an Online Collection of Veterans’ Oral History

Students should follow the Hands-On Chapter Project in order to research, develop, and conduct an interview with a veteran. Students can use online resources to locate local veterans’ groups if necessary. They should think of the essential question for the chapter, “What kind of sacrifices does war require?”, as they shape their questions and practice the interview.

Before conducting the interview, students should determine the eventual format of publishing the interview. They can easily chronicle the interview by using text, with the questions and responses written in longhand and transferred to text online or directly typed into the wiki or a word processing document. If audio or video are preferred, students will need to acquire the necessary hardware to successfully capture the interview. For audio

World War II, 1939–1945

TOPIC SUMMARYThe actions and ambitions of Germany and Japan paved the way for another major war.

Germany’s invasion of Poland in 1939 ignited war in Europe. The United States was drawninto the war in 1941 when the Japanese attacked Pearl Harbor, Hawaii. The United States,Great Britain, France, and the Soviet Union (the Allied powers) fought Germany, Italy, andJapan (the Axis powers). In 1945 the Axis powers were defeated.

Two-Tab BookHave students create this Two-Tab Book to examine the

effects World War II had on the victors and on the defeated.As students read the related text and conduct research, havethem write notes about the effects of World War II on theUnited States, Britain, and the Soviet Union (the Allied pow-ers) under one tab and on Germany, Italy, and Japan (the Axispowers) under the other.Materials Needed: one sheet of 8.5" x 11" paper and scissors

Three-Tab BookHave students create a Three-Tab Book to com-

pare the paths that Germany and Japan took towar. Students should list the factors that con-tributed to warlike governments in Germany andJapan. Factors that are found in both Germany andJapan should be listed in the overlapping space ofthe Venn diagram.Materials Needed: one sheet of 8.5" x 11" paper and scissors

Trifold BookAsk students to make and use this Trifold Book

to write facts about Europe, Japan, and the UnitedStates during World War II. Students should focuson significant battles and their results. Have stu-dents conduct research to add information to theFoldable, including information about significantmilitary and political leaders during the war.Materials Needed: one sheet of 8.5" x 11" paper

The NewOrder inEurope

The NewOrder in

AsiaBoth

Europe at War

Japan at War

United States at War

AxisPowers

AlliedPowers

Identifying

Explaining

Anal yzing Causes

Copyright ©

The M

cGraw

-Hill C

ompanies, Inc. A

ll rights reserved. P

ermission is granted

to reprodu

ce this page for classroom u

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netw rks

NAME ______________________________________ DATE _______________ CLASS _________

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European Exploration and Expansion • At the end of the fifteenth century,

Europeans began a series of overseas journeys, seeking trade opportunities with the East.

• Spain and Portugal took the lead in these explorations, with Portugal sailing along the West African coast, and Spain sailing westward across the Atlantic.

• Spanish conquistadors quickly subdued the Aztec and Inca Empires and set up Spanish colonies in what is now Central and South America.

• By the end of the sixteenth century, the Dutch, the French, and the English began to compete with the Spanish and the Portuguese in the Americas. They established colonies on the North American continent.

• By 1660, the Dutch commercial empire in the Americas failed, and the English and the French colonies continued to flourish.

The First Global Economic Systems• In the seventeenth century, the theory of

mercantilism dominated economic thought. Under mercantilism, governments encouraged exports and discouraged imports in order to build their supplies of gold and silver.

• The exchange of plants and animals between Europe and the Americas—the Columbian Exchange—improved living standards on both sides.

• Other aspects of the Columbian Exchange, such as epidemics of smallpox, measles, and typhus, were very harmful to Native Americans. Forced labor and starvation also devastated their populations.

• A triangular trade route connected the Americas, Europe, and Africa. European merchant ships carried European goods to Africa, where they were traded for enslaved people, who were then shipped to the Americas and sold. The European merchants then brought American agricultural products back to Europe.

• Native African regimes were left mostly intact, but European expansion increased the slave trade and heavily influenced local societies along with regional trade patterns.

Colonial Latin America • In the 1500s, a new civilization known as

Latin America arose in the lands of Central and South America.

• Social classes were based on privilege, with peninsulares (Spanish and Portuguese officials born in Europe) at the top. Below them were creoles, mestizos, and mulattoes.

• The Spanish made use of the encomienda system, whereby Native Americans were required to work for Spanish landowners who were supposed to (but rarely did) protect them and provide religious instruction in the Catholic faith.

• The Catholic Church set up missions and built cathedrals, hospitals and schools, all of which greatly influenced Latin American culture.


Motivated by the desire for wealth, religious concerns, political ambition, and a sense of adventure, Europeans ventured east and west, discovering regions that were new to them. As Europeans encountered new cultures, all sides were changed in permanent ways.


Chapter Summary

The Sea of Possibilities

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The Columbian Exchange

Lesson 2 The First Global Economic Systems

1. How did the Columbian exchange affect Europe?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. How did European expansion affect Africa and the Americas?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. How did the course of history change as a result of the Columbian exchange?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Directions: Review the questions below and think about these questions as you watch the video. Take notes that answer these questions as the video plays.

Video WorksheetThe Age of Exploration

NAME ______________________________________ DATE _______________ CLASS _________


Guided Reading Activity

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Review QuestionsDirections: Locate each heading below in your textbook. Then use the information under the correct heading and subheading to help you write each answer.

I. Motives and Means

A. Who was Marco Polo, and why was he important?

______________________________________________________________________

______________________________________________________________________

B. What did Europeans hope to accomplish on their voyages?

______________________________________________________________________

______________________________________________________________________

C. How were the explorers able to travel such great distances?

______________________________________________________________________

______________________________________________________________________

II. A Race for Riches

A. Who were two important explorers for Portugal, and what did they accomplish?

______________________________________________________________________

______________________________________________________________________

B. Who were two important explorers for Spain, and what did they accomplish?

______________________________________________________________________

______________________________________________________________________

III. The Spanish Empire

A. What factors helped Cortés defeat the Aztec?

______________________________________________________________________

______________________________________________________________________

B. Who was Francisco Pizarro, and what did he do?

______________________________________________________________________

______________________________________________________________________

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Name _______________________________________ Date _______________ CLaSS _________



Reading HELPDESK



conquistador a leader in the Spanish conquest of america




NAME ______________________________________ DATE _______________ CLASS _________


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Understanding Concepts

1. Describing If you were to set sail from the southern coast of Africa for a trip to the Bahamas, in which direction would the trade winds take your ship if you didn’t have a caravel with a lateen sail?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Explaining Fill in the chart to explain how wind patterns over the Atlantic Ocean affected Portuguese trade routes.

3. Making Inferences Given the name trade winds, who might have been the first people to encounter these winds?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Applying Concepts

4. Drawing Conclusions What would have happened to Portugal's trade if they had not found a way to sail around the tip of Africa?

______________________________________________________________________

______________________________________________________________________

5. Making Connections Suppose you were in a sailboat race around a lake. How could the lateen sail help you win the race?

______________________________________________________________________

______________________________________________________________________

Cause Effect

Atlantic trade winds north of the equator blow clockwise. ➮

Directions: Answer the questions below in the space provided.

Geography and History Activity Cont.

WHG_TC_C17_L1_wsgh.indd 2 1/20/12 12:52 PM

NAME ______________________________________ DATE _______________ CLASS _________


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Mercantilism: The Gold Standard

For thousands of years, trade was based on the barter system—the exchanging of goods or services. As nations became powerfully wealthy, new ideas took shape about exactly what wealth meant.

By the eighteenth century, mercantilism had become a popular economic theory across Europe. According to mercantilism, the amount of wealth in the world was fixed, and a nation could only increase its wealth by reducing the wealth of another nation. Wealth was measured by a nation's supply of gold. If a nation did not have its own mines, it had to acquire its gold and other precious metals through trade. A country traded its raw materials for gold or silver, thereby strengthening its economy.

Colonies became farms and factories for raw materials that the home country sold to other countries. To maintain a balance of trade, nations tried to buy less than they sold, or export more than they imported. Governments paid their colonists subsidies to encourage them to produce more raw materials and to reduce their need to import goods from other countries.

Raw materials from around the world found new markets, creating new demand and increasing trade. Eventually, however, people began to view mercantilism as an illusion. Critics said that restricting imports only hurt the economy and that free trade—open imports and exports between nations—would create a healthy economy for everyone.

Applying Economics to History

1. Using Context Clues Using information from the passage, explain the meanings of the three boldfaced words:

mercantilism:

________________________________________________________

balance of trade:

________________________________________________________

subsidies:

________________________________________________________

2. Analyzing How did the concept of mercantilism influence the spread of new foods, plants, and animals around the world?

________________________________________________________

________________________________________________________

Economics Terms to Know

mercantilism an economy based on gold or money

balance of trade the difference between the value of exports and imports

subsidy money paid by a government to an industry to keep the price of a product competitive

Economics of History Activity

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Physical artifacts and documents can tell us a great deal about technologies of the past, but we can also learn much about the science and technology of previous eras by studying paintings, illustrations, and other historical images. As a critical viewer, you can determine much about early technologies and the contexts in which they were used by analyzing images.

Directions: The images below depict some of the most important technological inventions of the Age of Exploration—inventions that made European overseas trade and exploration possible. Look closely at the images, analyze them, and answer the questions that follow.

BackgroundHow did early European explorers make their way across the Atlantic Ocean in the fifteenth and sixteenth centuries? They relied on several new and improved inventions relating to travel and navigation: the caravel, cartography, the astrolabe, and the magnetic compass. Some of these technologies were of European origin, while others were borrowed from foreign cultures and adapted.

The caravel, shown on the left, was a ship design perfected by the Portuguese. The caravel represented a technological breakthrough because it was a lighter, faster, and

Science and Technology: Sailing Technology

Visual Literacy Activity

Caption: Portuguese caravel Caption: Illustration depicting Amerigo Vespucci (1451–1512) using the astrolabe to find the Southern Cross. Colored copper engraving after Stradanus.

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Farewell to Manzanar, by Jeanne Wakatsuki Houston

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Primary Source Activity

Backgroundas wartime hysteria mounted, the U.S. government rounded up 120,000 people of Japanese ancestry—77,000 of whom were U.S. citizens—and forced them into interment camps in early 1942. Given just days to sell their homes, businesses, and personal property, whole families were marched under military guards to rail depots, then sent to remote, inhospitable sites where they lived in cramped barracks surrounded by barbed wire and watchtowers.

Jeanne Wakatsuki Houston was born in Inglewood, California. In 1942 when she was seven years old, her family was uprooted from their home and sent to live at the manzanar internment camp in California. Farewell to Manzanar is the story of the Wakatsuki family’s attempt to survive the indignities of forced detention and living behind barbed wire in the United States.

Directions: Read the primary source excerpt below. then answer the questions that follow.

from Farewell to Manzanar

We drove past a barbed-wire fence, through a gate, and into an open space where trunks and sacks and packages had been dumped from the baggage trucks that drove out ahead of us. I could see a few tents set up, the first rows of black barracks, and beyond them…rows of barracks that seemed to spread for miles across this plain. People were sitting on cartons or milling around…waiting to see which friends or relatives might be on this bus…We had pulled up just in time for dinner. the mess halls weren’t completed yet.…they issued us army mess kits, the round metal kind that fold over, and plopped in scoops of canned Vienna sausage, canned string beans, steamed rice that had been cooked too long, and on top of the rice a serving of canned apricots. the caucasian servers were thinking that the fruit poured over rice would make a good dessert. among the Japanese, of course, rice is never eaten with sweet foods, only with salty or savory foods…after dinner we were taken to Block 16, a cluster of fifteen barracks.…the shacks were built of one thickness of pine planking covered with tarpaper.…We were assigned two of these for the twelve people in our family group; and our official family “number” was enlarged by three digits—16 plus the number of this barracks. We were issued steel army cots, two brown army blankets each, and some mattress covers, which my brothers stuffed with straw.

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Chapter Simulation

Code-Breakers and Code Talkers – Teacher Instruction

OverviewCommunication is crucial in war, and the need to communicate without messages being

intercepted and understood by the opposing army has led military forces to use codes and ciphers for centuries. In the 1920s telegraphy, radio, and other technology made possible the development of very sophisticated encryption devices. When the United States entered World War II, it had a significant lead in the new technology, but Germany and Japan were formidable opponents. U.S. code-breaking capabilities were the reason that admiral Chester Nimitz was able to foil two major Japanese attacks, one on New Guinea and one on the island of midway. Historians believe the Battle of midway was a turning point in the war and that U.S. code-breaking in the Pacific may have shortened the war by as much as two years. In europe, Germany was using an encoding machine called enigma. the enigma code was first broken by Polish mathematician marian Rejewski in 1930. In 1939 the Poles turned their information over to the British because they were afraid of a German invasion. mathematician alan turing headed a team called Ultra, which used the Polish information to break later, more advanced versions of the enigma. this was also a major factor in the allied victory. But perhaps the most interesting of the World War II code operations was the Navajo code talkers. Navajo marines were able to use unprotected radio lines to transmit vital information. Because Navajo language was known only to tribal members and a handful of outsiders, the Japanese had virtually no possibility of “breaking” their code.

ObjectivesStudents will be able to:• explain the significance of codes and ciphers in World War II.• understand the importance of the code-breakers and code talkers to the Allied victory

in World War II.

Essential Questions What kind of sacrifices does war require?

Time Required: 25–30 minutes in class for simulation.

Simulation Scenario the goal of the simulation will be to understand how codes and code-breaking played a role in the winning of World War II. the students will use a simple but effective book code in a competition between two groups. this book code, more accurately called a cipher, is one of the simplest to create and one of the hardest to break because it uses a secret key. In intelligence gathering, it has an advantage over a specially created code book because an agent who is caught carrying it is not immediately incriminated. He or she is simply reading a story. the simulation also demonstrates the value of code-breaking and the Navajo code talkers to the success of the allied forces.

Materials and Props• Student Learning Center Online or the printed Student Edition, Lesson 2 The War in

the Pacific.

Pre-ReadingNo pre-reading is necessary for this simulation. If you feel pre-reading would benefit some or all of your students, assign Lesson 2 the War in the Pacific.

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Juana Inés de la Cruz (1651–1695)

Juana Inés de la Cruz was a Mexican poet and scholar. In 1664, she was invited to court and later had her knowledge tested by scholars. She became a nun in 1667, largely in order to focus on her studies. At the Convent of Santa Paula in Mexico, in addition to reading and writing poetry, she served as an archivist and accountant. She became the unofficial poet of the court in the 1680s and was renowned in Mexico and Spain. In 1690, church officials criticized her decision to study worldly topics rather than religion. In her famous response, Reply to Sister Filotea of the Cross, de la Cruz defended a woman’s right to knowledge.

More About the Image: Miguel Cabrera painted this portrait c. 1715–1768. It belongs to the National Museum of History at Chapultepec Castle in Mexico City.

1. Identifying What freedoms did becoming a nun afford Juana Inés de la Cruz?

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2. Inferring Why did church officials want Juana Inés de la Cruz to focus on religious studies?

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