* CURRICULUM STUDY CHAPTER moav QUESTIONS

What were the What were the How did the war What were the major
There are three depth studies for this historical period. causes, features causes, features affect life in India at consequences of the
For each depth study, there are up to three electives and outcomes of the and outcomes of the time? war for the twentieth¬
conflict in Europe? the conflict in century world?
that focus on a particular society, event, movement or Asia-Pacific?
development. It is expected that ONE elective will be
studied in detail. A depth study will constitute
approximately 30% of the total teaching time for the
year. The content in each depth study is designed to
By the end of this chapter, students will be able to:
allow detailed study of specific aspects of this
historical period. As part of a teaching and learning * Describe the impacts of World War II
program, depth study content can be integrated with * Describe some sequence of events of World War II
overview content and/or with other depth study
* Explain the role of Indians in World War II
electives. Outline some of the details of the cold war and why it began
*
Overview 10% * Enlist the basic functions of the United Nations and its main
bodies
Depth Study 1 30%
» Describe the factors responsible for Cold War and rise of a
Depth Study 2 30% bipolar world.

Depth Study 3 30%

Total 100%

KEY INQUIRY QUESTIONS

• How did the nature of global conflict change during
the twentieth century? Twenty years after the Treaty of Versailles, the world was at war
• What were the consequences of World War II? How
once more. Again, nationalism and imperialism were at the heart of
did these consequences shape the modem world?
its causes. World War II, which lasted from 1939 to 1945, took place
• How was Indian society affected by other significant
global events and changes in this period? in Europe, North Africa and the Asia-Pacific. It unleashed terrors
that could not have been previously imagined. This was the period
of fascism, the Holocaust and the nightmare of nuclear destruction.
More technologically advanced weaponry destroyed whole civilian
populations as well as military targets, resulting in casualties on an
unprecedented scale.

DEPTH STUDY 2: WORLD WARS AND

INDIA’
To complete the requirements for Depth Study 2,
teachers study World War II.

CHAPTER CONTENT
Unit 1, ‘Snapshot’, provides a detailed timeline of
World War II events. The timeline identifies major
global events. Unit 2, ’The World on the Brink of War’,
outlines the events that led up to the war, including
the Treaty of Versailles, the Great Depression and the
rise of fascism and imperialism. In Unit 3, ‘War in
Europe’, students are introduced to events at the
outbreak of the war in Europe that include Germany’s imperialism— policy of extending a country’s control over other territories by force
expansion westward and eastward, into Europe and the
fascism— set of political ideas involving obedience to a strong leader, not democracy, and
Soviet Union, respectively. The American entry into
associated with strong nationalism
the war is discussed as well as the liberation of Europe.
Unit 4, ‘War in the Asia-Pacific’, details the course of Holocaust— name given to the systematic annihilation of Jews by Nazi Germany
the Pacific theatre of the war from its outbreak in 1941
until the Japanese surrender in 1945. In Unit 5, ‘Impact
of the War on India and the World’, political and social
developments in India and the world are discussed,
including the stance of Muslim League and Congress
and the changing concepts of the world.

78 PEARSON history Book3

 PRE-pREPARATinN *

SUGGESTIONS FOR INTRODUCING

WORLD WAR II
1 In 2023, people commemorated the 80th anniversa¬
ry of Indian soldiers fighting in Burma during
World War II. Refer students to the internet to find
an image of Indian soldiers in Burma and use it to
discuss the experiences of Indian soldiers fighting
in the Burma Campaign. You may choose to direct
students’ attention to these questions:
• When was the photo taken?
• What are the soldiers doing?
• Use evidence to describe the physical hardships
the soldiers faced.
• Explain why fighting in Burma was so difficult.
2 Brainstorming Exercise: As a class, brainstorm
words and images that come to mind when
discussing "Indian soldiers fighting in Burma." This
could be done using the Think-Pair-Share method.
Afterward, collate ideas and use them for the "What
I Know" section of a KWL (What I Know, What I
Want to Know, What I Have Learned) chart
3 Comparing Theaters of War: Analyse how many of
the students' impressions relate to the Burma
Campaign compared to other World War II
campaigns. Discuss why this theatre of war might
be less familiar and how it might relate to their
cultural or historical understanding.
4 KWL Chart Activity: Have students complete the
KWL chart either individually or in groups. The first
two sections should be done before the unit, and
the final section completed after, to assess how
their learning progressed.

IN A NUTSHELL
In the late 1930s the German leader, Adolf Hitler, seized neighbouring territory in Europe. By 1939
Europe was at war. The Allied powers, headed by Britain and France, fought the Axis powers,
Germany and Italy, who were supported by Japan. Within a short period of time, the Axis powers
invaded and took control of large parts of Europe. By May 1941, the war front was at the western
border of the Soviet Union and the English Channel. In Europe, Germany also embarked on a
systematic extermination of Jewish people in what they called the ‘Final Solution’. In 1941, Japan
launched a full-scale war in the Asia-Pacific region. As Japan moved south occupying many British
colonies, there was growing alarm in Australia. The Australian government declared war on Japan
and began sending troops into the Pacific region to act as a defence. The tide turned when the United
States joined the war. A closer connection with the United States began in the Asia-Pacific theatre of
war and has since developed into a strong international alliance. By May 1945, the Axis forces in
Europe had been defeated; Japan surrendered later that year. The world was launched into a new
age-a nuclear age.
* CURRICULUM STUDY

HISTORICAL KNOWLEDGE AND

UNDERSTANDING
Timeline of some
CONTENT DESCRIPTORS significant events of
World War II (1939-45)
• An overview of the causes and course of World War 11
• An examination of significant events of World War 11,
including the Holocaust and use of the atomic bomb
3 September Britain, July-October Battle 7 December Japan attacks
23 August German-
HISTORICAL SKILLS Soviet Non-Aggression
France and Australia
declare war on Germany
of Britain takes place,
including Australian
Pearl Harbor, USA
Pact is signed pilots 8 December Britain, the United
1 September Germany States and Australia declare
CHRONOLOGY, TERMS AND CONCEPTS invades Poland war on Japan
26 May Allied 22 June Germany
• Use chronological sequencing to demonstrate the soldiers are
evacuated from
attacks Russia:
Operation Barbarossa May Battle of the Coral Sea takes place
relationship between events and developments in Dunkirk, France
June Battle of Midway occurs
different periods and places August Battle of Stalingrad begins
• Use historical terms and concepts

THE WORLD AT WAR,

AGAIN
The end of World War I (1914-18) did not
provide solid foundations for future peace.
• teaching and The peace treaties punished countries
that lost the war, particularly Germany.
I learning strategies Resentment over its harsh treatment, plus
episodes of severe economic problems,
caused Germany to turn to extreme
political parties, such as the Nazi Party,
extension activity because they offered solutions to the
countiy’s problems.
WHAT COMES FIRST?
Ml: bodily-kinaesthetic, visual-spatial, logical- Italy and Japan both fought with the
Allies in World War I but did not receive
mathematical the rewards to which they believed they
Teachers need to copy the dates shown on the timeline were entitled. These two countries, plus
Germany, pursued aggressive foreign
and the events they mark onto separate sheets of policies to develop their empires during
paper. Preferably use different colours for dates and for the 1930s, and other great powers did little
events. Leave out some dates/events, so that the to stop them.
number corresponds to the number of students in the Germany’s invasion of Poland in 1939
marked the beginning of World War II in
class. (For instance, all the Australian events are above Europe, and the Japanese attack on Pearl
the timeline and in brown, and could be added as a Harbor in 1941 resulted in the beginning
later exercise.) of the Pacific war. There was now a fear
that even British India could be invaded
Distribute the sheets randomly to students. Students the Japanese forces.
move around the class and find the other person whose
date matches their event. Students place themselves in
order so that the pair with the earliest date/event
stands first in line and the pair with the most recent
80 PEARSON hlStoryBook3
date/event is last in line. The students could then stick
the dates and events to the wall in a frieze. The frieze
could be kept as a timeline on the wall during the
course of this depth study. Simply add the year
markers and adjust the spacing of the events to scale.
Materials needed: sheets with events/dates; sticky- tape KEY terms key concepts
or other means to stick paper to the wall. Resentment: A feeling of anger or The causes and major events of World War II,
bitterness due to being treated unfairly or
EXTENSION ACTIVITY feeling wronged.
highlighting how unresolved issues from World
War I, particularly the punitive measures
KEY DATES CHANT Evacuated: The process of moving people against Germany, led to political extremism and
Ml: bodily-kinaesthetic, visual-spatial, from a dangerous place to safety, often in aggressive expansionist policies by Germany,
verbal-linguistic, musical-rhythmic, interpersonal response to an emergency such as war, Italy, and Japan. These actions, combined with
As a class or in small groups, students identify what natural disaster, or a threat. the lack of decisive response from other powers,
they consider to be the four to six key dates that they Invasion: The act of entering a country or culminated in the outbreak of World War II. It
will need to remember concerning World War II. The region with an armed force to conquer, also touches on significant milestones in the
class could decide which aspect of World War II this occupy, or take control, often by force. war, emphasizing its global impact and the
activity will encompass. For example, they may decide involvement of multiple nations.
Treaties: Formal agreements between two
to select the key events of countries involvement in the or more countries or states, often made to
war, significant battles, the war in Europe or another resolve conflicts, establish peace, or
aspect of the war. Then in pairs or small groups they outline specific terms for cooperation,
develop a chant or song to help them remember those trade, or other diplomatic relations.
dates.

80 PEARSON history Book3

 TEACHING and
SOURCE Recruits queuing learning strategies
1.2 to enlist with
the 5th Mahratta
Light Infantry,
1943. Held at
the National SKILLS ACTIVITIES
Army Museum,
London ANALYSIS AND USE OF SOURCES
Ml: visual-spatial, verbal-linguistic, logical-
1943 1945 mathematical
Students refer to Source.1.1 and examine it carefully.
3 September Italy is December Battle 24 October United Nations Students decide whether the following statements are
12 May Axis powers
invaded by the Allies of the Bulge begins (UN) comes into existence true or false. This can be completed as an oral activity
surrender North Africa
2 September US General
July Allies invade
October US General Douglas MacArthur accepts or the statements may be copied, reproduced and
Douglas MacArthur Japan's surrender
Sicily. Italy June Rome returns to the Philippines provided to students.
6 June D-Day: the
23 October Second Battle is captured by August Atomic bombs are dropped
of El Alamein begins the Allies
allied invasion of
Fortress Europe
25 August Paris
is liberated
on Hiroshima and Nagasaki in Japa • World War II began on 23 August 1939.
April Russian 8 May VE (Victory in Europe) Day False
forces reach
Berlin, Germany • Australia declared war on Germany on 3 September
1939, on the same date as the United States and
Britain declared war.
False
• The Battles of the Coral Sea, Midway and Stalingrad
all occurred within a three-month period in 1942.
True
• The Allies captured Rome about eleven months after
An example of they captured Sicily.
women's changing
roles in India during True
the war years: these
women were part • Japan entered the war in September 1941.
of the Women's False
Royal Indian Naval
Service (WRINS) at • Russian forces reached Berlin, Germany, in April
GHQ Delhi, India. 1945.
Photograph taken in
June 1945 True
• Atomic bombs were dropped on Hiroshima and
Nagasaki in Japan in August 1945.
True
• Rome was captured from Germany after Paris was
liberated.
False

81
 * study
curriculum
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
CONTENT DESCRIPTOR THE WORLD ON
• An overview of the causes and course of World War II
HISTORICAL SKILLS THE TREATY OF VERSAILLES IMPACTON GERMANY
At the end of World War I, the Treaty of Versailles was Germany lost most of its territories in Europe after World
CHRONOLOGY, TERMS AND CONCEPTS signed in 1919 between the victorious Allies and the War I, and large numbers of German-speaking people were
now located in such new countries as Poland, Romania and
• Use chronological sequencing to demonstrate the defeated Germany. The treaty negotiations were dominated
by the leaders of Britain, France and the United States, with Czechoslovakia. Germany’s colonies were given as League
relationship between events and developments in those from Italy and Japan having less influence. Germany of Nations mandates to other countries to administer.
different periods and places was not included in these negotiations. As well as imposing Strict limits were put on its army, naval and air force
power. Germany had to accept the blame for World War I.
• Use historical terms and concepts harsh conditions on Germany, the Treaty of Versailles
included the move to establish the League of Nations, an
Therefore, it was required to pay huge amounts to the
international organisation with the goal of maintaining victorious countries as reparations for the loss of life,
HISTORICAL QUESTIONS AND RESEARCH peace. Historians have argued that the Treaty of Versailles damage and debts incurred during the war. Germany was
• Identify and select different kinds of questions about did not achieve conciliation in Europe. As a consequence, not allowed to unite with Austria. In addition, it was not
initially allowed to join the League of Nations.
the past to inform historical inquiry Evaluate and some of the problems that led to World War II were due to
the terms of the Treaty of Versailles. As a result of the Treaty of Versailles, Germany had not
enhance these questions only lost 1 5 per cent of its territory, it also lost 10 per cent
Although they had been on opposing sides during World
War I, two powerful nations— Germany and Japan—felt of its coal reserves, 1 5 per cent of its agricultural land,
ANALYSIS AND USE OF SOURCES 48 per cent of its iron reserves and 10 per cent of
unfairly treated by, and bitter about, the terms of the Treaty
• Process and synthesise information from a range of of Versailles. Italy also felt it had lost out. We will look its industry. So it faced great difficulties recovering
sources for use as evidence in an historical argument later at the significance of the treaty for Italy and Japan, economically from the war and trying to pay the war
and now focus on what it meant for Germany. reparations. Most Germans strongly resented these harsh
conditions. Even before the Treaty of Versailles had been
PERSPECTIVES AND INTERPRETATIONS Europe, 1919 to 1929 drawn up, a new democratic system of government, known
• Identify and analyse the perspectives of people from as the Weimar Republic, had been established in Germany.
the past
• Identify and analyse different historical interpretations FINLAt

(including their own)

EXPLANATION AND COMMUNICATION GREA1
Copenhagen^
• Develop texts, particularly descriptions and
discussions that use evidence from a range of sources tNDS Hamburg
that are referenced English, Channel

• Select and use a range of communication forms (oral,

graphic, written) and digital technologies
Biscay

Belgrade
PORTUGAL
Lisbon • /
Sophia

GREECE

MALTA |GB|
• The Treaty of Versailles is seen as a cause of 82 PEARSON hiStoryBook3
World War II.
• The difficult economic and social climate of
the 1930s created conditions in Europe and
in Japan that promoted the rise of militaristic
and nationalistic political movements. KEY TERMS
• In Germany, Italy and Japan, imperialist
governments set about expanding their Anschluss— German word for the annexation of used to justify German expansion into nearby
territories. Austria in 1938 territories
• These expansionist policies led to war, first in appeasement-policy where one power gives in League of Nations-international organisation
Europe and then in the Asia-Pacific. to another’s demands to avoid conflict with the goal of maintaining peace
• Nazi Party policies included a belief in their
Axis alliance-alliance of Germany, Italy and master race-German Nazi belief that the German
racial superiority and eradication of impure
races in Germany, such as the Jewish people. Japan people should be a pure, superior race
• Hitler instigated agreements with Italy and concentration camps— prison work camps Nazi youth groups-state-sponsored associations
Japan in the late 1930s that were understand¬ established to hold groups targeted by the Nazis in Nazi Germany to which all young people were
ings of military support, hence forming the extreme nationalism-belief in the superiority of expected to belong
Axis alliance. one’s country over all others Nazi Party-short for the National Socialist
• Britain and France responded to the Axis fascism-set of political ideas involving German Workers' Party
alliance with an appeasement policy, offering obedience to a strong leader, not democracy, and one-party state— state where only one political
land concessions to Germany in order to associated with strong nationalism party is allowed
avoid war. Fuhrer-German word for ‘leader’; title used for propaganda-information designed to lead
Hitler people to support a policy
German-Soviet Non-Aggression Pact-treaty Reich-German word for empire
signed by Germany and the Soviet Union in Treaty of Versailles- 1919 treaty between the
1939, agreeing not to attack one another
victorious allies and the defeated Germany (US)
Great Depression-worldwide economic crisis isolationist policy— view that the United States
from 1929 should not become involved in the war in Europe
imperialism— policy of extending a country’s Weimar Republic-German government
control over other territories by force
82 PEARSON history Book3 Lebensraum-German word for ‘living space’;
established in 1919
 TEACHING AND
The new Republic felt it was being punished for decisions took up fascist ideas were: Italy, led by Benito Mussolini; LEARNING STRATEGIES
made by the previous German leadership. It met with Germany, led by Hitler; and Spain, led by General Franco.
enormous challenges. The German population was deeply Fascism took different forms in each country but there SKILLS ACTIVITY
divided, as evidenced by the many different political parties were certain common elements.
of the time, some of which actively opposed democratic Fascist thinking was based on extreme nationalism. ANALYSIS AND USE OF SOURCES
ideals. Over the years, no single party was able to form That is, it emphasised rebuilding the nation and
government in its own right, so the Weimar Republic was Ml: visual-spatial, verbal-linguistic
restoring it to greatness as a world power; it included
often politically unstable. This made it even harder for
Germany to deal with its social and economic problems.
belief in the superiority of one's own country Students refer to Source 2. 1 and the section ‘Impact on
over others. Germany’ to answer the questions that describe the
In addition, many Germans actually blamed the Republic
Fascism needed a one-party state. It rejected the idea
for agreeing to the humiliating Treaty of Versailles.
of competing political parties for which people voted;
political map of Europe after World War I.
In the elections of 1932, the National Socialist German hence, it rejected democracy.
Workers’ Party (the Nazi Party) led by Adolf Hitler, became
1 How many years after the end of World War I does
The state needed to be headed by a very strong leader the map represent?
the largest single party in the government. It opposed a
able to attract and then demand the people's loyalty.
democratic form of government and hence the existence One year after the end of World War I.
of the Weimar Republic itself. Based on deals then made A fascist government organised and controlled most
between President Hindenburg and other anti-republic aspects of people’s lives, and it closely regulated the 2 Which countries were formally parts of Germany
politicians, Hitler was appointed Chancellor of Germany in countiy’s economy to avoid dependence on before World War I?
January 1933. He quickly moved to strengthen his position other countries.
of power and impose Nazi rule.
Czechoslovakia, Poland and Romania had been German
A fascist government maintained its grip on power
through military strength and calculated violence, territory.
THE GREAT DEPRESSION including against its own people. 3 Explain two reasons why Germany might have
The Great Depression was a worldwide economic crisis The three fascist governments were strongly opposed to resented the redrawn political map of Europe after
that began in the United States in 1929 and lasted socialism and communism. So they suppressed groups
well into the mid- 1930s. In most Western countries, within their own countries that stood for these economic the war.
its features included a collapse in the construction, and political ideas, and they were therefore openly hostile Germany might have resented the very large loss of
agricultural and manufacturing industries, dramatic rises towards the newly formed Soviet Union. territory, the fact that German-speaking people were
in unemployment, and a decline in exports. Germany
was severely hit by the Great Depression. Foreign ITALY now outside of and alienated from Germany and that,
loans, that had enabled the Weimar Republic to make Although it had sided with the Allies during World War I, with the loss of territory, there were losses of natural
war reparations and propped up German industry, Italy was dissatisfied with the Treaty of Versailles, which resources. All this made it more difficult for Germany to
were withdrawn. The now grave economic problems in did not give it the number of territories it had expected.
Germany strengthened the position of those who rejected repay war reparations.
Then, following the war, Italy experienced major economic
a democratic form of government. This led to growth problems and social unrest that the existing government 4 Do you think that Germany could be considered a
in support for the Nazi Party, which promised economic could not adequately deal with. Under these conditions, for
recovery and to make Germany great again. threat on the basis of its size in Europe?
many Italians, fascism seemed to be the solution. Led by
Other Depression-related developments contributed to Mussolini, the National Fascist Party (later the Republican Although German territory had been reduced, it was still
the likelihood of war. Due to financial pressures, Britain Fascist Party) gained increasing support. In 1922, Mussolini among the larger European countries, after the Soviet
and France limited their production of armaments; this was invited by the king to form a government. By 1924, Union, France and Spain, so could still be considered a
reduced their ability to take stands against aggression by Mussolini had established Italy as Europe’s first fascist state
other countries during the 1930s. Meanwhile, from the with himself as dictator.
threat.
mid- 1930s, both Germany under Hitler and Japan under 5 If Germany were to attempt another territorial
For several years, Mussolini was successful in addressing
its military leaders increased expenditure on weapons
some of Italy’s problems and had the people’s support. expansion, which countries would be the first to be
and their armed forces. This strategy helped improve their
However, problems that were not resolved became worse
countries’ economies as it reduced unemployment. But its
during the Great Depression years. Then, with Italy
threatened?
main aim was to increase their militaiy power as they each They would be the countries bordering Germany: Poland,
ill-equipped to do so, Mussolini sided with Nazi Germany
sought to conquer new territories that would provide them
with land and raw materials for economic growth. and entered World War II in 1940. Mussolini's own Czechoslovakia, Austria, Switzerland, France, Belgium,
government officials turned against him after Italian troops the Netherlands and Luxembourg.
were defeated by the Allies in 1943. He was dismissed by
RISE OF FASCISM IN EUROPE the king and fascism soon declined in Italy.
Fascism is a broad term that refers to a group of political INQUIRY ACTIVITY
ideas that emerged in Europe following World War I. NAZI GERMANY
Fascism grew as a particular response to the social and By mid- 1933, Hitler was both Chancellor and President HITLER BECOMES CHANCELLOR:
economic crises in Europe after the war, and its appeal of Germany and had abolished democratic elections.
to influential groups in society was strengthened by the DEMOCRATICALLY OR NOT?
He was now the all-powerful dictator of a one-party state
effects of the Great Depression. The main countries that Ml: verbal-linguistic
83
Students explore the story of Hitler’s rise to the
position of German chancellor through research in the
library or on the internet. They can then use their
research to answer this question:
EXTENSION ACTIVITY
‘To what extent can Hitler’s rise to the position of
GERMANY’S LOSSES: RATE THEIR IMPORTANCE chancellor be said to have been achieved
Ml: verbal-linguistic, intrapersonal democratically as a result of the will of the German
Students read the section ‘Impact on Germany’. In pairs, they evaluate the conditions imposed on people?’
the German people by the Treaty of Versailles. The task could be presented as an essay or as a digital
The task is to decide which of the conditions imposed would have been the most severe from an presentation. In both cases it should be accompanied
economic point of view and which would have been most severe from the point of view of by a bibliography
German pride. Once student pairs have decided on the top one or top two items in each category,
the class can compile a list with ratings on the board and make a final vote on the aspects that
they, as a class, consider to have been the most severe.
A basic list of the conditions imposed on Germany is contained in the answer to question 3 in the
Learning Activities at the end of unit

83
* TEACHING AND
LEARNING STRATEGIES and used the title Fuhrer. Hitler then set out to put Nazi The Nazis developed a system of repression and terror
Party policies into practice. For example: to deal with opponents and spy on the population.
EXTENSION ACTIVITY Hitler believed that Germany would only become a
This included an increasingly powerful paramilitary
organisation known as the Schutzstaffel (SS); the Nazi
great power again if it was racially pure, populated
private army, known as SA or Storm Troopers; and a
FASCISM: AN EVALUATION only by the 'master race'. This was the ‘Aryans’—
new secret police force, known as the Gestapo.
Ml: verbal-linguistic, intrapersonal typically tall, blond and blue-eyed like many
Concentration camps were established to hold people
Germans— who, it was argued, were the only breed of
This task allows students to evaluate fascism as a political deemed racially impure such as Jews, political
people capable of providing Germany with the best
‘enemies’ such as communists, and other groups that
philosophy by using a PMI (Plus, Minus, Interesting) in culture, art and technology. People of other ‘races’
did not fit into the Nazi view of society.
found in Germany and beyond were thought of as
chart. Students begin by listing the aspects of fascism
inferior and new laws discriminated against them. SPAIN
given in the text. They then discuss the advantages and Jewish people were a major target of Nazi racial policy: After years of economic difficulties and political turmoil,
disadvantages of these views. Hitler made it clear that he wanted to brutally get in 1936, civil war broke out in Spain. It was fought
rid of them. between the socialist government of the recently formed
A list of aspects of fascism in Europe is given in the table in Hitler’s determination to get back territories that Spanish Republic and the rebel Spanish Nationalist forces
the Legacies and Connections comparison exercise. Germany had lost through the Treaty of Versailles was led by General Franco. The war ended in 1939 and resulted
linked to the racial policy just outlined. Using the term in another fascist government gaining power in Europe.
Student discussion of the advantages and disadvantages Lebensraum (meaning ‘living space’), he argued that The Spanish Civil War played significant role in starting
of each will vary. the German ‘master race’ was entitled to a much wider World War II. Firstly, Germany and Italy saw the civil war
area of land. This meant that, using force as needed, as a common fascist cause and an opportunity to test their
INQUIRY ACTIVITY Germany began to take over whole or parts of new weapons: both countries provided Franco’s forces with
nearby countries. arms, men and supplies. The German planes bombed a
THE BERLIN OLYMPICS IN PICTURES Hitler set out to secure the unquestioning obedience Spanish town, deliberately killing hundreds of defenceless
and service to the nation of the younger generation. civilians. This new ‘terror bombing’ became a tactic used
Ml: visual-spatial, verbal-linguistic, intrapersonal
The Nazi Party controlled the employment of teachers
The 1936 Berlin Olympics were the first Olympics to be in schools and universities and made sure that
textbooks and courses followed Nazi content.
shown on television and were widely covered by the press. From December 1936, it became
Different media— radio, cinema, newspapers, painting compulsory for all German youth
In small groups, students conduct a short internet and sculpture— as well as sporting events and mass classified as Aryan to take part in
research task to find images and video of the Olympics rallies were controlled and cleverly used to popularise Nazi youth groups.
and reinforce Nazi messages. This sort of activity is
that demonstrate the political situation in Nazi Germany called propaganda. A HitlerYouth rally conducted
at the time. They incorporate this into a digital in 1933 at Nuremberg Stadium,
Germany
presentation. One presentation from each group could
then be shown to the class.

EXTENSION ACTIVITY
NAZI GERMANY: WHAT WAS IT LIKE? Y CHART
Ml: visual-spatial, verbal-linguistic, intrapersonal,
interpersonal
In small groups or as a class, students develop a Y chart
(Looks Like, Sounds Like, Feels Like) responding to the
information given in the text and their own knowledge
about life in Fascist Germany.
Some possible Y-chart responses
Looks like:
• military parades
• goose-stepping soldiers
• conformity PEARSON hlStoryBook3
• SS uniforms
• Nazi salute
Sounds like:
• thousands cheering ANSWERS TO SOURCE QUESTIONS
• cries of ‘Sieg Heil’ (Hail to Victory)
• sounds of violence such as breaking glass, gunshots source! Both leaders are pictured in military uniform, complete with medals. Hitler is wearing the
Feels like: 2.5
swastika armband of the Nazis and the Iron Cross, the most prestigious German medal of
• menace, potential violence honour. Mussolini is wearing a whole host of medals and insignia. They are both looking
• no freedom of thought or action very serious, staring ahead.
• nationalistic pride
• unity, order 2 The image that is presented is that of military men. They look resolute and decisive. They
are depicted as serious men who have their people's interests at heart.
LEGACIES AND CONNECTIONS 3 The photograph could well have been used for propaganda purposes. It would have been
COMPARING FASCISM WITH THE POLITICAL used in both Italy and Germany to reinforce the message that their leader had the support
of other important leaders.
SYSTEM OF MODERN PAKISTAN
Ml: verbal-linguistic, logical-mathematical,
interpersonal
Students use their knowledge of fascism gained from
reading ‘Rise of Fascism in Europe' and their
understanding of the Pakistani political system to create
a compare and contrast chart. The charts are headed
‘Characteristics of European fascism in the thirties' and
‘Characteristics of modern Pakistani democracy'.
Answers will vary, particularly concerning the Pakistan
political system.

84 PEARSON history Book3

 teaching and
by both sides in World War II. The Soviet Union, on
learning strategies
the other hand, supported the republican war effort by
providing aircraft, arms and equipment. This showed their
open hostility and opposition to Germany in particular.
KEY CONCEPTS OF HISTORICAL
MILITANT NATIONALISM IN JAPAN
By the early twentieth century, Japan had rapidly become
UNDERSTANDING: PERSPECTIVES JAPAN IN
a modern industrialised country with growing military and THE 1930s: PMI
naval power. Its empire included Formosa (now Taiwan) Ml: verbal-linguistic, interpersonal
and Korea, and it controlled large parts of resource-rich
Manchuria in northern China. Its position in the world was Students read ‘Militant Nationalism in Japan’ and
comparable with that of major European powers such as analyse the information provided using a PMI chart. In
Britain, France and Germany, as well as the United States.
SOURCEEmperor Hirohito photographed in 1935. As Japan's making their analysis, students consider the events
Japan had a limited form of democratic government 2.3 emperor from 1926, he controlled the military right
through its parliament, but its army and navy remained through to Japan's surrender at the end of from the Japanese point of view at the time. Student
World War II in 1945. Held at the Library of Congress, PMI charts will vary. An example of appropriate
under the control of the emperor. Washington, D.C., USA
Japan had sided with the Allies in World War I and its content is:
economy had grown through increased trade. However, in the ITALY
Treaty of Versailles negotiations, it believed it had been denied Plus
Italian dictator Mussolini spoke increasingly of his imperial
equal status with Britain, France and the United States. It was ambitions in the 1930s: a new ‘Roman Empire’ and control • Japan’s empire included Formosa (Taiwan) and
then disappointed at not gaining as much territory as the of the Mediterranean Sea. To add to its existing colonies Korea.
Allies had; Japan particularly wanted to expand into China.
The Great Depression brought a major decline in Japanese
in North and East Africa, Italy invaded Abyssinia (now
Ethiopia) in October 1935, claiming victory in May 1936.
• Japan controlled large parts of Manchuria.
trade, with resultant problems of widespread poverty and Economic sanctions imposed by the League of Nations • Japan was a large, modern, industrialised country.
unemployment. The Japanese people increasingly blamed proved ineffective. Mussolini intervened in the Spanish Minus
their parliament for these problems. This weakened Japan’s Civil War with the hope of making Spain dependent on
already fragile commitment to democratic government. Italy in the future. Although Italy already had a close • Japan lacked natural resources such as coal and oil.
The military, particularly the army, was seen now as the alliance with Albania, in 1939, Italian forces invaded the • Japan believed it was not given equal status with
organisation that could restore Japan’s national pride and territory to bring it under direct Italian control. the other Allied powers in the Treaty of Versailles
economic prosperity.
JAPAN negotiations.
By the mid- 1930s, those in power in Japan regarded Nazi
Germany as the model for success, thus setting Japan on In its quest for raw materials as well as new markets, Japan • Japan was not given the territories it wanted,
a similar path of extreme nationalism closely linked to invaded Manchuria in northern China in 1931. Criticised particularly in China.
by the League of Nations for this, Japan withdrew from the
military might.
organisation in 1933. Japan invaded parts of eastern China • Japan was offended that the ‘racial equality’ clause
in 1937, beginning a long period of savage conflict marked it wanted was not included in the League of Nations
IMPERIALIST AGGRESSION by mass killing, violence and destruction, known as the Covenant.
In this chapter, imperialism refers to the policy adopted by Second Sino-Japanese War.
countries to extend their control or authority over foreign • The Great Depression caused great poverty and
territory, for economic and other reasons, particularly THE AXIS POWERS unemployment in Japan.
through the creation of an empire. In the 1930s, the
imperialist actions of Germany, Italy and Japan pushed the In the late 1930s, a number of agreements instigated Interesting
by Hitler brought Germany, Italy and Japan together in
world closer to war again, in Europe and in the Pacific.
common purpose. • Japan had a limited democracy with the military
GERMANY
under the command of the emperor.
In 1936, in an agreement known as the Rome-Berlin
Defying the terms of the Treaty of Versailles, Hitler pursued Axis, Hitler established a political understanding with • Japan had sided with the Allies in World War I.
a policy of returning all German-speaking peoples to the
Reich, or German empire. The coal-rich Saar territory was
Mussolini. This was strengthened in August 1939 with • Japan’s military leaders were a powerful influence
the Pact of Steel, when Germany and Italy agreed on a in the government.
returned in 1935; the Rhineland (the border region between military alliance.
German and France) was reoccupied in 1936. Again In 1936, Germany made the Anti-Comintern Pact with
or • Extreme nationalist ideas grew in Japan including
defying the Treaty of Versailles, in an agreement between Japan whereby both countries agreed to support each I prejudice against other races.
the two countries known as Anschluss, Germany annexed
Austria in 1938. Then, in 1938-39, Germany managed
other in the event of an attack by the Soviet Union
and consented not to enter into treaties with the
• The military were increasingly seen as the
through legal and illegal means to take over Czechoslovakia. organisation that could restore Japan’s pride and
Soviet Union. Italy joined the pact in 1937, thus
Hitler now looked eastward towards Poland and the creating what was then known as the Axis alliance economic prosperit
Soviet Union for more German ‘living space’. between Germany, Italy and Japan.

REMEMBERING AND UNDERSTANDING Hitler 'master race'— German Nazi belief that the
1 Anschluss— German word for the annexation of German-Soviet Non-Aggression Pact— treaty German people should be a pure, superior race
Austria in 1938 signed by Germany and the Soviet Union in Nazi Party— short for the National Socialist
appeasement— policy where one power gives in 1939, agreeing not to attack one another German Workers' Party
to another's demands to avoid conflict Great Depression— worldwide economic crisis Nazi youth groups— state-sponsored associations
Axis alliance—alliance of Germany, Italy and from 1929 in Nazi Germany to which all young people were
Japan imperialism— policy of extending a country's expected to belong
concentration camps— prison work camps control over other territories by force one-party state—state where only one political
established to hold groups targeted by the Nazis (US) isolationist policy— view that the United party is allowed
extreme nationalism— belief in the superiority of States should not become involved in the war in propaganda— information designed to lead
one's country over all others Europe people to support a particular policy
fascism— set of political ideas involving League of Nations—international organisation Reich— German word for empire
obedience to a strong leader, no democracy and with the goal of maintaining peace Treaty of Versailles— 1919 treaty between the
strong nationalism Lebensraum— German word for 'living space’; victorious allies and the defeated Germany
Fuhrer—German word for 'leader'; title used for used to justify German expansion into nearby Weimar Republic— German government
territories established in 1919

85
 2 This table will need to be continued in later
chapters.
RESPONSES TO HITLER'S
Who was who in the context of World War II EXPANSION
Other BRITAIN AND FRANCE
Name Nationality Position Role in WWII details Appeasement occurs when one power offers concessions
to an aggressive power in order to avoid conflict. This was
Adolf German Chancellor Led Known as the position taken by Britain and France during the late
Hitler of Germany the 1930s: they were prepared to allow Germany to acquire
European territory, in particular the Rhineland, Austria and
Germany into the Tuhrer’ Czechoslovakia, in order to prevent a return to the horrors
territorial or leader of World War I. Some British leaders also believed that
Germany had been unfairly disadvantaged by the terms
expansion of the Treaty of Versailles and its actions were justified.
that set off However, by August 1939, Britain and France agreed to
defend Polish territory if it was invaded by Germany.
WWII
Prime Took Italy Known as THE SOVIET UNION
Benito Italian The Soviet Union was concerned about Germany’s clear
Mussolini Minister into the war 'll Duce' intentions to expand eastward, anticipating an attack
then in 1940 or leader on its territory. The Soviet leader, Joseph Stalin, lacked
confidence in the ability of Britain and France to stand up
totalitarian on the Axis to Hitler and so did not see them as strong allies. Against
leader side this background and with little trust between them, in
August 1939, Stalin and Hitler signed the German-Soviet
General Spanish Military Ruled Spain Took Non-Aggression Pact. It stipulated that the two countries
would not attack each other and that when Germany
Franco leader and during WWII power in invaded Poland, the Soviet Union would remain neutral.
dictator when it was a coup in The pact included a secret agreement: Germany left the SOURCEBenito Mussolini and Adolf Hitler, leaders of two
officially 1936 and Baltic States (Estonia, Latvia and Lithuania) and the eastern 2.5 countries of the Fascist Axis alliance
part of Poland to Soviet control. This gave the Soviet
neutral but ruled till Union a buffer zone against any attack from its west. Describe the appearance of each of the two leaders
who have been photographed in profile. Consider
supported 1975 their clothing, insignia on their clothing, and facial
expressions.
the Axis 2 What image is presented of each of the leaders?
3 Do you think this photograph would have been used
Emperor Japanese Emperor Head of the Regarded for propaganda purposes? If so, at what audiences
Hirohito Japanese as having do you think it would have been aimed?

nation god-like
before, status in
THE UNITED STATES
during and Japan After its active role in World War I, the United States
after WWII decided not to join the League of Nations. This reflected a
return to its traditional isolationist policy of not becoming
Josef German Propaganda Developed Took over involved in the affairs of European countries. Although
it had strong economic ties with European countries, the
Goebbels Minister in the Nazi as United States stayed out of European politics for most of the
the Nazi anti-Jewish Chancellor inter-war period and so did not take any action regarding
Hitler’s rise to power and Germany’s expansionist moves.
government campaigns; after Japan’s invasion of Manchuria and its attack on China was
used modern Hitler's of more immediate concern to the United States at the time.
propaganda suicide
techniques towards Britain's Prime Minister Neville Chamberlain and
SOURCE
to prepare the end of 2.4 Germany's Chancellor Adolf Hitler meet in Munich,
Germany, October 1938 to discuss Hitler's plans for
the German the war expansion within Europe
people for 86 PEARSON hlStoryBook3

all-out war
3 Conditions imposed on Germany by the Treaty of
Versailles include:
• Germany lost many of its territories in
Europe (and their German-speaking peoples
terror to spy on the population
and resources)
• by developing concentration camps to imprison those seen as enemies of the state.
• its colonies were given to other countries to 5 Mind map— the rise of fascism While a mind map should include mainly visual images, the ideas that
administer should be summarised in the mind map are shown below.
• strict limits were placed on its military Elements of fascism:
forces.
• it had to accept the blame for WWI and pay • extreme nationalism

huge reparations to the victors.

• one-party state, anti-democratic

• it could not re-unite with Austria. • need for strong leader

• initially it was not allowed to join the League • close control over people's lives and the economy
of Nations.
• retaining power through military strength and the intimidation of opposition.
Countries and leaders:
4 Ways the Nazis gained and maintained control:
• by using twisted theories of race to appeal to • Italy—Benito Mussolini
some German people's nationalism
• Germany— Adolf Hitler
• by indoctrinating young people with Nazi • Spain— General Franco.
Other factors:
ideas
• by using different propaganda media, • fascism arose in response to high levels of social unrest
including rallies, cinema, radio, newspapers
• fascism was associated with racist policies, particularly antisemitism in Germany.
6 Japan was unhappy with the Treaty of Versailles because it was denied equal status with the other Allies
and art, to influence people at the conference. Also it had hoped to increase its colonies, in particular to have its interests in China
• by developing a system of repression and formally recognised. It was also offended by the treaty's failure to include a 'racial equality' clause.

86 PEARSON history Book3

 1936 Anti-Comintern Pact
Germany-Japan
Remembering and understanding Understanding In 1937 Italy joined the pact thus forming the
1 Define the terms below and applying ACTIVITIES
a Create a timeline of events of the 1930s,
Axis alliance
To protect one another in the event of attack by
• Anschluss
• appeasement combining the Soviet Union
information about Germany, Italy and Japan in
• Axis alliance 1936 Rome-Berlin
chronological order.
• concentration camps
b On an outline map of Europe and North Africa, mark
Axis
• extreme nationalism
the location of Germany and Italy. Draw arrows on
Germany-Italy To provide support for territorial
• fascism
this map from Germany and Italy to places where expansion in the face of criticism from the
• Fuhrer they acquired territory during the 1930s. League of Nations
• German-Soviet Non-Aggression Pact c On an outline map of north-east Asia, complete the 1939 German-Soviet Non-Aggression Pact
• Great Depression same exercise for Japan. Germany-Soviet Union
• imperialism 8 In graphic form, using arrows linking the countries, The two countries would not attack each other,
• (US) isolationist policy represent the agreements made between the Axis
• League of Nations powers (Germany, Italy and Japan) from 1936 to
that the Soviet Union would allow Germany to
• Lebensraum 1939. Make sure you include the name of each invade Poland and Germany would leave Estonia,
• 'master race' agreement, the countries that made it, its date and its Lithuania and Latvia under Soviet control
• Nazi Party purpose for each country. 9 Responses to Hitler's expansion
• Nazi youth groups 9 Using subheadings and dot points, summarise a Britain and France:
• one-party state the responses of the following countries to Hitler's
expansion in the 1930s:
• initially policy of appeasement
• propaganda
• Reich a Britain and France
• allowed Germany to acquire Rhineland,
Austria and Czechoslovakia rather than
• Treaty of Versailles b the Soviet Union
start a war with Germany
• Weimar Republic c the United States.
2 Begin a 'Who was who in the context of World War II' Analysing and evaluating
• agreed to defend Poland.
b The Soviet Union:
table in your workbook or, preferably, in Microsoft’ Word IO In point form, list the evidence presented throughout
or a similar program. Divide your table into five columns this unit that supports the argument that some of the
• feared Germany's intention to expand
headed: 'Person's name', 'Nationality', 'Position', 'Role problems that led to another world war were due to the east
in the context of World War II' and 'Other details'. Begin
your chart with the people named in this unit. As you
terms of theTreaty of Versailles. Compare your list with • in 1939, signed German-Soviet Non¬
a classmate's. Aggression Pact agreeing not to attack
work through other units in this chapter, you may need
to add more information about these people, and you
11 In point form, list the evidence presented throughout one another
will find many more people to include in your table. this unit that shows how the effects of the Great • included secret agreement leaving the
Depression in different countries contributed to the Baltic States and eastern Poland to
3 List five conditions imposed on Germany by theTreaty of likelihood of war. Compare your list with a classmate's.
Versailles. Soviet control.
4 List four or more ways the Nazis gained control and c The United States:
maintained power within Germany. • after WWI returned to its isolationist
5 Construct a detailed mind map entitled 'Rise of fascism policy
in Europe' that shows: the five common elements • stayed out of European politics.
of fascism, the main countries that had fascist ANALYSING AND EVALUATING
governments and their leaders, and any other relevant
10 Students' answers will vary
information.
11 Students' answers will vary
6 Explain why Japan was unhappy with theTreaty of
Versailles.

87

UNDERSTANDING AND APPLYING

7 Timelines of events will vary but should include the following:
a
1931: Japan invades Manchuria
1933: Hitler withdraws Germany from the League of Nations
1935: Germany takes control of the Saar
1935: Italy invades Abyssinia (Ethiopia)
1936: Germany takes control of the Rhineland
1937: Japan invades China beginning Second Sino-Japanese War
1938: Germany annexes Austria
1938-39: Germany takes over Czechoslovakia
1939: Italy invades Albania
b Map of Europe
Germany— arrows should go to the Saar area, the Rhineland, Austria, Czechoslovakia and Poland
Italy— arrows should go to Abyssinia (Ethiopia) and Albania
c Map of North-East Asia
Japan— arrows should go to Manchuria and Eastern China
8 Agreements between Axis powers Graphic representations will vary but should include the following
details.
Date Name of agreement
Countries involved
Purpose for each country

87
 * study
curriculum
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
CONTENT DESCRIPTORS
• An overview of the causes and course of World War II WAR IN EUROPE
• An examination of significant events of World War II, Britain, France and Australia declared war on Germany
including the Holocaust and use of the atomic bomb DECLARATIONS OF WAR
on 3 September 1939. However, the period from October
Germany invaded Poland on 1 September 1939 and 1939 to March 1940 was known as the Phoney War.
HISTORICAL SKILLS achieved victory in five weeks largely through Blitzkrieg
or ‘lightning war’. This was a combination of air power,
Despite having committed to assisting Poland, Britain
and France were still preparing for war and did not take
artillery, armour and infantry. The main agents of Blitzkrieg
CHRONOLOGY, TERMS AND CONCEPTS major, effective military action, even when German forces
were the Panzer divisions, led by tanks but also containing invaded and occupied Norway and Denmark, and when the
• Use chronological sequencing to demonstrate the artillery and infantry. The German air force terrorised Soviet Union took control of the eastern part of Poland and
relationship between events and developments in Polish civilians by bombing their cities, something that attacked Finland.
they had practised in the Spanish Civil War. For the
different periods and places
invasion of Poland, Hitler set up mobile killing squads to
• Use historical terms and concepts follow the advancing army. Their aim was to kill people
The European theatre, World War II. The countries that
made up the Allied powers changed during the war.
regarded as racially or politically unacceptable to the Nazi Great Britain and France were the main Allies at the
HISTORICAL QUESTIONS AND RESEARCH regime, to pave the way for German colonisation. beginning of the war; they were joined by the Soviet
Union and the United States in 1941
• Identify and select different kinds of questions about Outline the locations of the major advances of both
the past to inform historical inquiry Allied and Axis forces.
• Identify and locate relevant sources, using ICT and 2 Where and when were the major battles fought?
other methods

ANALYSIS AND USE OF SOURCES

• Identify the origin, purpose and context of primary
and secondary sources
• Process and synthesise information from a range of
sources for use as evidence in an historical argument
PERSPECTIVES AND INTERPRETATIONS
• Identify and analyse the perspectives of people from
the past

EXPLANATION AND COMMUNICATION

• Develop texts, particularly descriptions and
discussions that use evidence from a range of sources
that are referenced
• Select and use a range of communication forms (oral,
graphic, written) and digital technologies

88 pearson historyBook3
• The war in Europe began in 1939 with Hitler’s
invasion of Poland.
• The Germans and the Italians enjoyed initial rapid
successes, conquering much of Europe.
• The first six months after the declaration of war, from
key TERMS
October 1939, were called the Phoney War as the
Allies focused on war preparations rather than active
warfare. Armistice-peace agreement
• The Axis powers consolidated and reaffirmed their Blitz— name given to the German bombing campaign on Britain, in particular, London
commitment to each other in the Tripartite Pact of Blitzkrieg— German for ‘lightning war’, a combination of air power, artilleiy and soldiers
1940.
D-Day— code name used for the day of the invasion of Europe by the Allies
• Germany launched attacks both to the east and west
to gain control of the Soviet Union and Britain Luftwaffe-German air force
respectively. Maginot Line-series of concrete fortifications along the French eastern border with
• In the south of Europe, Italy launched attacks to gain Germany that stretched some 240 kilometres
Greece and North Africa.
Phoney War— first part of the war, the period from October 1939 to March 1940, when
• The United States and the Soviet Union entered the
Britain and France were still preparing for war and did not take major, effective military
war in 1941.
action
• Gradually the tide turned, and from the time of the
Battle of Stalingrad and the Allied invasion of France, Potsdam Conference-conference between the leaders of Britain, the United States and
the Germans were in retreat. The Germans the Soviet Union in July 1945 at which Germany was divided into four zones
surrendered in May 1945. Royal Air Force (RAF)-the British air force
Tehran Conference-Allied leaders’ conference in 1943 at which it was decided to launch
the Allied landings in France
Tripartite Pact— alliance signed by Germany, Italy and Japan in 1940

88 PEARSON history Book3

 teaching and
I learning strategies
INVASION AND OCCUPATION OF
WESTERN EUROPE
FRANCE
In the 1930s, the French had built the Maginot
EXTENSION ACTIVITY
Line, a series of concrete fortifications along Ml: visual-spatial, verbal-linguistic, interpersonal
its eastern border with Germany that stretched
some 240 kilometres, and counted this as the key
In groups of three or four, students search the internet
defence against German invasion. However, on for images of German troops parade near the Arc de
10 May 1940, German tanks smashed through Triomphe
the French and British defences further north
of the strongest part of the Maginot Line. The Each group should have several images to show one
French army had not developed tactics to counter another.
Blitzkrieg. The Panzers raced through France.
Nearly 2 million French soldiers were taken They look closely at the images to discover aspects of
prisoner, and it looked like the remnants of the the German troops parade near the Arc de Triomphe
French army, as well as the British forces in
France, would be destroyed. However, while the
after the fall of Paris, 1940. Tell the class about: living
German forces halted to consolidate captured uniforms, other equipment, attitude displayed by the
French territory, the British command organised troops etc.
for 338226 British and French troops to be
evacuated from Dunkirk, on France’s northern
coast, to England. France surrendered and INQUIRY ACTIVITY
an armistice was signed on 22 June between
Germany and France. THE RESISTANCE
From 1940 to late 1942, only the northern part of Ml: visual-spatial, verbal-linguistic
France was occupied by German forces. However,
towards the end of 1942, after the Allies invaded
This task allows students to deepen their understanding
North Africa, German troops occupied the whole of the various European resistance movements that
of France. undermined the occupying Germans.
During the period of occupation, many French
people either collaborated with the Germans or
Students undertake research into the resistance
went about their lives as best they could while movement in one of the European countries, for
being neutral to the German presence. French example France, Norway, Denmark, Netherlands,
Jews, however, were rounded up for deportation. German troops parade near the Arc deTriomphe after
the fall of Paris, 1940 Belgium, Czechoslovakia. In Germany itself there were
BELGIUM AND THE NETHERLANDS anti-Nazi elements and even a plot amongst
1 Find out about the importance of the Arc de high-ranking military officers to assassinate Hitler.
Both Belgium and the Netherlands (Holland) had remained Triomphe for the French people. Why do you think
neutral at the outbreak of war. But for Hitler they were in the German command in Paris would have ordered
a strategic position. Both bordered Germany, and Belgium troop parades there?
Research findings could be presented as a digital
also bordered France. Once occupied, they could also be 2 How do you think Parisians would have felt when presentation or a poster for peer assessment in class.
used as bases for Hitler’s planned invasion of Britain and they observed these parades?
Bibliographies are to be provided.
could act as a barrier between Germany and Britain.
On 10 May 1940, the same day as the Nazi invasion of invasions of Egypt and Greece. On T1 September 1940,
France, German forces—spearheaded by the Luftwaffe, a Tripartite Pact was signed between Germany, Italy and EXTENSION ACTIVITY
the German air force— invaded both Belgium and the Japan to reaffirm their previous agreements in support of Q_

Netherlands. Both countries were forced to surrender to each other. In later months, Hungary, Romania, Slovakia, cr BIOGRAPHY OF A GENERAL: ROMMEL OR
Nazi occupation by the end of the month. Bulgaria, Yugoslavia and Croatia also signed this pact. m MONTGOMERY
Ml: visual-spatial, verbal-linguistic
AXIS POWERS CONSOLIDATE BATTLE OF BRITAIN
Following Hitler’s successful invasions of Poland and In his plan to invade Britain, Hitler wanted first to gain Both the German Field Marshal Erwin Rommel and the
countries in Western Europe, Mussolini declared war on air supremacy because the British navy was far more British Field Marshal Bernard ‘Monty’ Montgomety
Britain and France on 10 June 1940, despite the fact that powerful than the German navy. From July to early August were outstanding leaders and had very interesting life
the majority of Italians opposed his decision. He hoped 1940, the German Luftwaffe and the British Royal Air
to gain French territory and was also planning Italian Force (RAF) fought over the English Channel and English stories.
89 This task allows students to find out more about one of
these famous generals and present the information in
one of several ways. Some possibilities would be an
annotated cartoon, a digital presentation, a newspaper
‘interview’ in question and answer form, a song.
ANSWERS TO SOURCE QUESTIONS Information to be provided in the presentation includes
career highlights, contributions to the success of his
Major advances of Allied and Axis forces
country’s war efforts, special talents as a commander,
• 1939: Germany invades Poland shortcomings and any other interesting aspects of the
• 1940: German Blitzkrieg overwhelms Belgium, Holland and Northern France; Germany general’s life.
attacks the Soviet Union: Operation Barbarossa; Italy invades Greece Student presentations could be peer reviewed using he
• 1941 : Allies take Tobruk in North Africa and resist German attacks; Germans advance criteria of quality and quantity of information
on Moscow provided, and quality of presentation. Bibliographies
are to be included.
• 1942: Second Battle of El Alamein begins; Germans advance on the Black Sea
The information chosen by students and the
• 1943: Allied victory in North Africa enables invasion of Italy to be launched presentation will vary
• 1944: The Allies capture Rome; D-Day: the allied invasion of Europe; Paris is liberated;
Soviet forces reach Berlin, Germany
2 Major battles
• Battle of Britain—July to October 1940
• Leningrad— September 1941 to January 1943
• Stalingrad— August 1942 to January 1943
• El Alamein— October to November 1943
• D-Day—Normandy-June 1944
• Battle of the Bulge— December 1944

89
-y

‘ANSWERS TO SOURCE ]
i questions^^^^ southern coast. From early August to early
September, the Germans attempted to destroy
the RAF Fighter Command on the ground and
in the air in South-East England. Then, from
SOURCE
1 The Arc de Triomphe honours those who fought early September to early October, the Germans
3.2 bombed major English cities, including London.
and died for France in the French Revolutionary This last phase was known as the Blitz.
and the Napoleonic Wars, with the names of all Thousands of civilians were killed and large
French victories and generals inscribed on its inner parts of cities were devastated. Hitler hoped to
destroy British morale and force Britain
and outer surfaces. Beneath its vault lies the Tomb to surrender.
of the Unknown Soldier from World War I. By the end of October, the Battle of Britain
2 It would be particularly vexing for the Parisians to was over. Night-time bombings continued,
but German losses were increasing and the
see German troops marching at this site given poor visibility due to the autumn weather
that is dedicated to fallen French soldiers. made bombing raids more difficult. Britain
had won the battle due to the heroism shown
SOURCE
The photograph shows smoking, ruined buildings by the pilots and the RAF’s use of new radar
3.3
and great piles of rubble. In the background are technology, which could locate approaching
some large structures; presumably these are German planes early enough for the British
planes to intercept them. In Britain, it was
significant-sized buildings that missed being seen as a moral as well as a strategic victory:
bombed. The milkman is delivering a small crate of its population had stood firm, supported by
milk by hand. the determination of Winston Churchill not to
surrender (their new prime minister). Hitler in
the meantime turned his focus to expanding the
German empire in the East. SOURCELife goes on: in the 1940s, households regularly
SOURCE
Major problems experienced by the German troops 3.3 had milk delivered in bottles to their homes.This
3.5 photograph shows a milkman on the job during the
were caused by the exceedingly low temperatures. INVASION OF THE SOVIET UNION Blitz in London
Snow was 1 metre deep, the mechanism of tanks Being an important source of oil and grain for Germany, Carefully examine the photograph. Describe what you
see in the street, including in the background.
and guns froze, hot food froze before it could be in Hitler’s eyes the Soviet Union was seen as valuable
eaten, and men who dropped their trousers froze ‘living space’ to be occupied by Germans. Having control
of the Soviet Union was also seen as important for strategic Marshal Georgy Zhukov led the Red Army. His tactics were
and died. reasons in Germany's conduct of the war. The German simple but brilliant. During the late summer and autumn
invasion of tire Soviet Union, called Operation Barbarossa, of 1941, he ordered his troops to retreat quickly, drawing
was launched on 22 June 1941. It negated the 1939 the Germans deeper and deeper into Russia. As they
German-Soviet Non-Aggression Pact. For the Soviet Union, retreated, the army followed Stalin’s scorched earth policy.
Germany was now a feared enemy. Operation Barbarossa Everything of value to the enemy was to be destroyed;
therefore brought the Soviet Union into the war on the side homes, factories, animals, and crops-making it difficult for
of the Allies. the Germans to live off the land. Railway lines were lifted,

WgsANSWERS From September 1941, German forces had Leningrad

surrounded and the city was not relieved by Soviet troops
bridges were blown up, and airfields were destroyed.

until October 1944. The invading army reached the suburbs

of Moscow, but was stopped by a combination of the harsh ...In case of a forced retreat of Red Army units, all
winter and the newly arrived Soviet reinforcements rolling stock must be evacuated, the enemy must not
REMEMBERING AND UNDERSTANDING from Siberia. be left a single engine, a single railway car, not a
single pound of grain or gallon of fuel. The collective
1 armistice— peace agreement STALIN’S RESPONSE farmers must drive off all their cattle and turn over
The Blitz— name given to the German bombing The German advance was so fast that Stalin was their grain to the safe keeping of the state authorities
overwhelmed. His initial reaction was to shut himself in the for transportation to the rear. All valuable property,
campaign on Britain, in particular London Kremlin for three days. Once he overcame his depression,
including non-ferrous metals, grain and fuel that cannot
Blitzkrieg— German for 'lightning war’, a he provided the leadership that Russia needed to overcome
the invasion. be withdrawn must be destroyed without fail...
combination of airpower, artillery and soldiers
D-Day— code name for the day of the invasion of SOURCE Radio broadcast by Joseph Stalin on July 3, 1941
3.4
Europe by the Allies 90 PEARSON historyBook3
Luftwaffe— German air force
Maginot Line— series of concrete fortifications
along the French eastern border with Germany
that stretched some 240 kilometres /
i
Phoney War—first part of the war, the period
from October 1939 to March 1940, when Britain Who was who in the context of World War II
and France were still preparing for war and did
not take major, effective military action Name Nationality Position
Potsdam Conference—conference between the Josef Stalin Soviet General Secretary of the Communist Party of
leaders of Britain, the United States and the the Soviet Union; Leader of the Soviet Union
Soviet Union in July 1945 at which Germany was >
divided into four zones i
i Franklin D. Roosevelt American President
Royal Air Force (RAF)— the British air force
Tehran conference— Allied leaders' conference in
1943 at which it was decided to launch the Winston Churchill British Prime Minister
Allied landings in France
Tripartite Pact— alliance signed by Germany, Italy । Robert Menzies Australian Prime Minister
and Japan in 1940
General Erwin Rommel German Field Marshal

General Bernard Montgomery British Field Marshal

90 PEARSON history Book 3

 learning
...on Friday 5 December [1941] ...the snow was a metre
NORTH AFRICA
With his desire for Egypt to be part of Italy's empire, in
activities answers
deep [near Moscow] ... [German] tanks were abandoned September 1940, Mussolini positioned Italian naval power
in the Mediterranean Sea and Italian troops in its colony
as engines failed to run in temperatures that had now
of Libya in preparation for an invasion of Egypt. This 3 Strategies used by Germany to overcome Poland
dropped to [46 degrees Celsius] below zero. Light and threatened Britain's control of Egypt and of the Suez Canal । included:
heavy guns, their recoil mechanisms frozen solid, would and hence British oil supplies from the Middle East (that i
not fire. Fingers that touched cold metal [stuck] to it... were vital for its European war effort), as well as Britain’s
trade links with India, South-East Asia and the Pacific
• Blitzkrieg or 'lightning war’. This was a
On 10 December [German Senior General Heinz]
region. Therefore, when Italian forces invaded Egypt, the
combination of air power, artillery, armour
Guderian recorded a temperature of [-53] degrees and infantry.
ensuing battle became part of the war in Europe between
[Celsius]. Soldiers lucky enough to find a soup kitchen the Allies and the Axis powers. British forces reinforced by
discovered that boiling hot soup froze solid before they Australian, Indian and later US troops fought Italian forces • The German air force terrorised Polish
could finish it, while those who dropped their trousers reinforced by German troops. civilians by bombing their cities, something
to excrete in the open, died as their bowels froze solid. In the early stages, the British forces managed to push the that they had practised in the Spanish Civil
Italians back into Libya. But the arrival in February 1941 i War.
From Blood, Tears and Folly: An Objective Look at World of German troops, commanded by General Erwin Rommel, i
War II, by Len Deighton, Pimlico, London, 1995 sent the British into retreat as Rommel's forces moved deep • Their aim was to kill people regarded as
into Egypt by July 1941. Over the following year, in the racially or politically unacceptable to the
List the major problems the German troops combat between the Allies, led by Britain's General Bernard
Nazi regime.
experienced due to the extremely harsh weather
conditions in the Soviet Union.
Montgomery, and the Axis army, led by Rommel, each
side faced partial successes and defeats. Rommel’s army
'
was finally defeated at the second Battle of El Alamein
[4 a The Tripartite Pact was signed originally by
BATTLE OF STALINGRAD Germany, Italy and Japan and later by
in October-November 1942. The Axis army retreated to
The German army resumed its invasion with the onset
of warmer weather in 1942 but did not attempt to take
Tunisia where most of the troops escaped back to Europe. Hungary, Romania, Slovakia, Bulgaria,
However, it left behind some 275000 prisoners, caught
Moscow. Instead, the main German thrust was towards Yugoslavia and Croatia. Its purpose was to
between the British forces from the east and US and British
the city of Stalingrad, which occupied a strategic position provide support to one another, including
forces from the west.
on the Volga River. The result was one of the most savage
battles of the whole war, most of it fought within the military support, in case of attack by another
city itself from August 1942 to February 1943. Following THE UNITED STATES ENTERS THE country.
massive bombing raids, German troops attempted to WAR IN EUROPE i
। b Maps should show the Tripartite signatories
occupy the largely ruined city. But Stalin, the Soviet leader,
With the Japanese air strike on the US naval base at Pearl
ordered the Soviet Red Army troops there to fight to the
Harbor on 7 December 1941, the United States declared
(known as the Axis Powers) listed below in
death. Then, in a counterattack from different angles, the
Red Army surrounded the German troops and relief for the war on Japan. On 11 December, Italy and then Germany one colour and the Allied countries should be
Germans could not get through. It was a crushing defeat declared war on the United States, supporting their Axis another colour. The Allied countries
partner. That same day, the United States became part of
for the German army. The brutal Battle of Stalingrad is
the European war: it declared war on both Germany and
mentioned in the unit are Great Britain,
considered to be the turning point of the war in Europe.
From early 1943, the German army was in retreat, pursued Italy. Although the United States had to deal with the France, Australia, Poland and (from 1941) the
by the Red Army. immediate threat of Japanese aggression closer to home, Soviet Union and the United States.
it made an agreement with its European allies to defeat
Germany first. It sent a large air force to bomb Germany
MUSSOLINI S GRAB FOR EMPIRE from Britain, as well as thousands of troops in preparation
GREECE for an Allied invasion of Europe.
From its stronghold of Albania, Italy invaded Greece on
28 October 1940 but experienced strong resistance from ALLIED VICTORY IN EUROPE
Greece's military forces and its people. This led to Germany
providing military support for Italy in April 1940. By May ITALY AND GREECE g
1941, all of Greece was under Axis control; it was divided With North Africa secured, an Allied invasion of Italy g
into three zones managed by Germany, Italy and Bulgaria. could now begin. US and British troops landed on the
However, as the Soviet Red Army was advancing from the Italian island of Sicily in July 1943 and Sicily was in Allied ex
Ukraine in late 1944, the German forces began to withdraw hands in a little over a month. The Italian mainland was 5
and Bulgaria switched sides from the Axis powers to the invaded in early September 1943. German forces in Italy 5 09

Soviet Union. So Italy's hold on Greece was now shaky and defended strongly and Rome was not captured by the Allies q
further weakened by the successes of the communist Greek until June 1944. The Allied armies did not achieve final 5
resistance movement that had gradually liberated parts of victory in Italy until the spring of 1945. Meanwhile, British,
the country. Australian and New Zealand forces landed in Greece in
91

Role in WWII Other details

Signed non-aggression treaty with Hitler in 1939; led Soviet Union to war against Germany when Authoritarian and harsh leader
it attacked in 1941; represented Soviet Union at Allied conferences that determined course of the
war and post-war boundaries in Europe
Supplied armaments to Britain prior to American entry to the war; led the United States after Died just before the end of the war
Japanese attack; took part in Allied Conferences that determined course of the war and post-war
boundaries in Europe
Took part in Allied conferences that determined course of the war and post-war boundaries Inspiring leader who made speeches that helped maintain British
in Europe morale through the worst days of the war
Led Australia in first part of war; committed troops to fight in Europe; lost government to Labor Spent months of the war in London with British war leaders
Party
Commanded German and Italian forces in North Africa Known as the ‘Desert Fox'; committed suicide after having been
caught in a plot to assassinate Hitler
Commanded Allied forces in many fields of war including North Africa and the invasion of Europe

91
 ^^^answers October 1944 and eventually liberated the remaining parts
of the devastated country from Italian control.
Mussolini's poor handling of the Italian invasions of
north by US troops and more Free French forces from the
south. On 25 August, the Germans surrendered Paris.
In the following months, the Allies pushed north-east into
Greece and Egypt, plus the Allied invasion of Sicily, occupied Belgium and the Netherlands and forged east
saw him stripped of his power. Against a background towards Germany.
The Allies Axis powers of war-imposed economic hardships and growing social
GERMANY
unrest, Mussolini’s own government officials turned
against him and he was dismissed by the king in From mid- 1944, the Red Army recaptured Soviet territory
Britain Germany
July 1943. A new Italian Government signed an armistice that had been occupied by Germans and moved through
with the Allies in early September. However, it still the Axis satellite countries of Romania, Bulgaria, Slovakia,
France Italy controlled the media which, for propaganda purposes, Yugoslavia and Hungary. By early 1945, it had advanced
continued to portray Mussolini as a hero. into Poland and East Prussia and then fought its way through
Poland Japan Germany itself. On 21 April, the Red Army finally entered
TEHRAN CONFERENCE Berlin where it had to overcome the fierce resistance of
Canada Hungary Partly due to the urging of US President Franklin local troops. Following ferocious battles, many thousands
Roosevelt, who wanted the Soviet Union to act in closer of captured prisoners were killed by both sides.
Australia Romania cooperation with Britain and the United States to defeat From the west, the Allies had advanced slowly, confronted
Germany, a conference of the Allied leaders was held in by resistance from retreating German forces. By March
New Zealand Slovakia late 1943. The Red Army had begun to drive the Germans 1945, the Allies had crossed the Rhine River in eastern
out of the Soviet Union and to advance slowly towards Germany, then pushed closer to Berlin. But the Allied
India Bulgaria Germany from the east. At the Tehran Conference it was command decided that the British-American allies would
agreed that Britain and the United States would spearhead not be the first to enter Berlin itself, leaving the capture
Norway Yugoslavia a second front; they would advance on German-occupied of the city to their Soviet ally. In his Berlin bunker, Hitler,
Western Europe, beginning in northern France. together with some of his followers committed suicide on
China Croatia 30 April. The Berlin troops gave up the city on 2 May.
D-DAY AND THE LIBERATION OF FRANCE Then, on 7 May, Germany unconditionally surrendered
Greece After months of secret planning, the Allies were finally ready to the Allies. The following day, 8 May, was declared VE
to invade north-east France by air and sea from bases in (Victory in Europe) Day. The war in Europe had come to an
United States Britain. D-Day was 6 June 1944. British, US and Canadian end. Germany was a devastated country, its cities heavily
troops landed on vast stretches of beach in the province of bombed and its population desperately short of food.
Soviet Union Normandy. As the Allied forces landed and drove south into
Normandy and beyond, German resistance was fierce.
Following the Potsdam Conference between the leaders of
Britain, the United States and the Soviet Union in July 1945,
Huge numbers on both sides were killed. So were thousands
5 a Radar technology allowed the British to of French civilians, mainly as a result of Allied bombing. Germany was divided into four zones to be controlled by
know when the German bombers were Britain, France, the United States and the Soviet Union. Berlin,
Meanwhile in Paris, by August 1944, the population although within the Soviet zone, was similarly divided.
coming and to get their fighter planes into rose up against their German occupiers through a series
the air in time to intercept them. of civilian strikes and battles fought by the Free French SOURCEOmaha Beach, two weeks after
forces. This paved the way for entry into the city from the 3.6 the D-Day landings in 1944
b The British victory in the Battle of Britain
was important in that it was the first major
setback that the Germans suffered in their
conquest of Europe. It gave renewed
confidence to the people of Britain and
encouraged those in German-occupied
countries who were resisting the Germans
UNDERSTANDING, APPLYING AND
ANALYSING
6 a Events to be included on a timeline of
German invasion of the Soviet Union:
22 June 1941 : launch of Operation
Barbarossa
September 1941 : Germans surround
Leningrad
Winter 1942: Germans reach Moscow but
forced to retreat due to the freezing
conditions
August 1942 to February 1943: fighting in
the streets of Stalingrad
Early 1943: turning point in the invasion, 7 a Examples of the support Germany gave to its Axis partner as Italy invaded Greece and Egypt:
Germans in retreat • Germany provided military support to Italy in April 1940 in the invasion of Greece
October 1944: Leningrad relieved by Soviet • Germany sent troops under the command of General Rommel to Egypt in July 1941. Rommel took
forces command of Axis troops in the campaign.
7 May 1945: Germany makes unconditional
b The relationship between Italy and Germany can be described as one of non-equal conspirators, each
surrender
with their own agenda of territorial expansion. Mussolini was following his own agenda of seizing
b The term 'turning point' means a time at territory for Italy but needed German support to carry out his campaigns successfully.
which a decisive change in a situation
occurs, especially one with beneficial results.
8 The sequence of events leading to United States' involvement in the war:

c The Battle of Stalingrad is described as the • 7 December 1941 : Japan bombs US navy base at Pearl Harbor; United States declares war on Japan
turning point of the war in Europe because • 1 1 December 1942: Italy and Germany declare war on the United States under their Tripartite Pact
up until that time the Germans and their obligations; the United States declares war on them the same day.
allies had experienced few defeats in their 9 Timeline of events relating to Allied victories in Italy, Greece, France and Germany from 1943 to 1945
sweep across Europe, both to the East and should include:
the West. From this time onwards they were
in retreat.

92 PEARSON history Book 3

 SOURCEThe first meeting of the three major Allied leaders held
3.7 inTehran, Iran, 28 November to 1 December 1943.
Left to right: Joseph Stalin (Soviet Union), Franklin
Roosevelt (USA) and Winston Churchill (Great Britain)

Remembering and understanding Understanding,

1 Define the terms below. applying and
• armistice • Blitzkrieg analysing
• D-Day • Luftwaffe 6 a Create a detailed
• Maginot Line • Phoney War timeline of events relating to Hitler's
invasion of the Soviet Union in the early 1940s.
• Potsdam Conference • Royal Air Force (RAF)
b Referring to a dictionary, write a definition for the
• Tehran Conference • the Blitz
term 'turning point'.
• Tripartite Pact
c Explain why the Battle of Stalingrad is described
2 Continue to develop your 'Who was who in the context
as the turning point of the war in Europe, giving
of WorldWar II' table. Include new people and also add to
evidence to support your answer.
your information about those mentioned in the last unit.
a List two or more examples of the support Germany
3 List three or more strategies used by Germany to
gave to its Axis partner as Italy invaded Greece and
overcome Poland in 1939. Egypt.
4 a Explain the purpose of theTripartite Pact and list the b How would you define the relationship between Italy
countries that signed it. and Germany?
b On an outline map of the world: 8 In point form, summarise the sequence of events
i mark the location of the countries that signed the leading to US involvement in the war in Europe. LU
Tripartite Pact =Z
9 Create a detailed timeline of events relating to Allied
ii in a different colour, mark the location of the Allied victories in Italy, Greece, France and Germany from
countries mentioned in this unit. 1943 to 1945.
5 a Describe the role that radar technology played in the
battle. oz
b Discuss the importance of victory for the British in the
Battle of Britain.

93

July 1943: United States and Britain invade Sicily

September 1943: Italian mainland invaded
September 1943: New Italian government appointed, makes armistice with Allies, but fighting
continues in places
June 1944: Rome captured
October 1944: Allied troops invade Greece
August 1944: French in Paris rise up against German occupiers
25 August 1944: Germans surrender Paris
September 1944: Belgium, Netherlands
liberated; Allies push into Germany
Spring 1945: Final victory in Italy
8 May 1945:VE Day (Victory in Europe)

93
 * study
curriculum
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
CONTENT DESCRIPTORS
• An overview of the causes and course of World War II
• An examination of significant events of World War II,
including the Holocaust and use of the atomic bomb REACTIONS TO JAPAN'S THE MOVE TO WAR
AGGRESSION By mid-1941, with European powers such as France and
HISTORICAL SKILLS While still at war with China, in late 1938, Japan declared the Netherlands now occupied by Germany and, mindful
that Britain was focused on the war in Europe, Japan
a ‘New Order in East Asia’ claiming Japan, China and
CHRONOLOGY, TERMS AND CONCEPTS Manchukuo to be an economic and political bloc controlled wanted to take possession of the Allied countries’ colonies
by Japan. This heightened the United States’ concerns in South-East Asia. However, Japan’s military leaders
• Use chronological sequencing to demonstrate the about Japan’s imperialist aims, particularly as they knew that the United States and Britain would oppose
relationship between events and developments in affected US commercial dealings with China. But President this, making war with them veiy likely. To be able to
Roosevelt’s ability to respond was limited by his countiy’s successfully wage war, Japan needed to move quickly to
different periods and places
isolationist policy. take over the oil fields in the Dutch East Indies. It would
• Use historical terms and concepts Britain was also concerned about the possible impact on
also need to neutralise the United States’ naval power in
the Asia-Pacific and, by September, planning had begun
HISTORICAL QUESTIONS AND RESEARCH its interests in South-East Asia. However, already faced for this. In October, Japan’s former war minister, General
with Nazi Germany’s aggression in Europe, Britain took a
• Identify and select different kinds of questions about similar appeasing attitude towards Japan’s actions in order
Hideki Tojo, became prime minister, giving the military
even greater control of the Japanese Government.
the past to inform historical inquiry to avoid war.
Negotiations between Japan and the United States to reach
• Evaluate and enhance these questions Both the United States and Britain sold vital raw materials a settlement to avoid war took place in the latter months of
• Identify and locate relevant sources using ICT and such as oil, nickel and iron to Japan; in fact, 80 per cent
of Japan’s fuel supplies came from the United States.
1941, but they could not agree on conditions for this. Even
other methods as those negotiations continued, a Japanese strike force set
However, neither country imposed economic sanctions off for Pearl Harbor on 26 November 1941.
against Japan until 1940. During that year: Germany
ANALYSIS AND USE OF SOURCES invaded France and France’s now Nazi-backed Vichy
ATTACK ON PEARL HARBOR
• Identify the origin, purpose and context of primary Government allowed Japan to station troops in the
Without declaring war, Japan made its surprise attack on
and secondary sources French colonies in Indochina; Japan put pressure on the
early Sunday morning, 7 December 1941 (see Source 4.2).
Netherlands (Dutch) East Indies for greater access to raw
• Process and synthesise information from a range of materials; Japan’s top-ranking military officers became
The air strike destroyed or badly damaged seventeen
sources for use in an historical argument vessels, eight of which were battleships, and nearly
war minister and foreign minister; and Japan signed the
180 planes, causing more than 2300 US deaths. It was
• Evaluate the reliability and usefulness of primary and Tripartite Pact with Germany and Italy.
fortunate for the United States that its aircraft carriers were
secondary sources In 1940, the United States increasingly withdrew supply of not in port. The Japanese lost just twenty-nine aircraft and
key raw materials to Japan, except for oil. It also moved fifty-five men.
PERSPECTIVESAND INTERPRETATIONS its Pacific Fleet from its mainland to Pearl Harbor on the
island of Oahu, Hawaii, because of the increasing tensions DECLARATIONS OF WAR
• Identify and analyse the perspectives of people from with Japan. By early 1941, Britain, the United States and Japan’s leaders hoped that this major blow to US naval
the past the Dutch government-in-exile cooperated in imposing power would make the United States reluctant to fight a
• Identify and analyse different historical interpretations further economic sanctions on Japan and would not let
Japan use their tankers to transport oil. Then, in July 1941,
long war and agree on a settlement favourable to Japan.
(including their own) with the agreement of the British and the Dutch, the
However, the attack on Pearl Harbor created a unity of
purpose within the US people, which enabled President
United States banned oil exports to Japan and froze Roosevelt to revoke the countiy’s isolationist policy.
EXPLANATION AND COMMUNICATION Japanese assets in the United States.
• Develop texts, particularly descriptions and Japan declared war on the United States and the British
Empire on 7 December 1941. The United States in turn
discussions that use evidence from a range of sources declared war on Japan on 8 December, as did Britain and
that are referenced Australia. Three days later, in line with the Tripartite Pact,
• Select and use a range of communication forms (oral, Italy and Germany declared war on the United States. This
brought the United States into the European war, as the
graphic, written) and digital technologies United States then declared war on Germany and Italy.

94 PEARSON hiStOryBook 3

key concepts
’
5^ TERMS •
• After the war in Europe broke out Japan launched a strike against the United States navy
bloc— combination of countries with a common purpose base at Pearl Harbor, hoping to cripple American naval strength in the Pacific.
Liberals— Advocates for political and social reform, • Japan followed up this attack by rapid advances into most of South-East Asia and the South
Pacific.
emphasizing individual rights, democracy, and free
markets. • By the end of 1941 there were two major theatres of war: Europe and Asia-Pacific.
• Japan was a signatory of the Tripartite Pact, along with Germany and Italy.
Potsdam Conference—A 1945 meeting of Allied leaders • Japan’s imperialist policy sought to greatly expand the country’s economic and territorial
to discuss post-WWII arrangements, including power in the south Asian region.
Germany's division and Japan's surrender. • US troops fought in both Europe and the Asia-Pacific region.
Manhattan Project—A secret U.S. program during WWII • In 1943, the United States replaced its defensive strategy by one of offensive attack and
that developed the first atomic bombs. began to gradually capture Japanese- won territory.
• US forces successfully counter-attacked and by 1945 had pushed Japan back across the
Pacific.
• The death toll amongst the Japanese and US forces was very high as were the deaths of
civilians.

94 PEARSON history Book3

 teaching AND
I learning strategies

SOURCEUS battleship USS Arizona

4.1 sinks shortly after being blown
KEY CONCEPTS OF HISTORICAL
a up on 7 December 1941.
Approximately 1000 men were UNDERSTANDING: SIGNIFICANCE
killed on this one vessel during
the air attack. Held at the US
National Archives DID THE JAPANESE REALLY INTEND TO INVADE
AUSTRALIA?
Ml: verbal-linguistic
Map of the Asia-Pacific theatre,
World War II Students investigate the significance of the threat of
What is the approximate
the Japanese to Australia. Did the Japanese really
distance from Tokyo to Pearl intend to invade?
Harbor?
What was the maximum Following internet research on this issue, students
extent, north to south and prepare a series of dot-point answers, summarising
east to west, of the area
under Japanese control in what we know of Japan’s wartime intentions towards
World War II?
Australia.
Some possible answers:
• an invasion of Australia was considered by the
Japanese Imperial General Headquarters in early
1942
• the army was in favour but the navy believed it was
beyond Japan’s capabilities
• no detailed planning or other preparations were
undertaken
• in March 1942, the Japanese military adopted a
strategy of isolating Australia from the United States
by capturing Port Moresby in New Guinea and the
Solomon Islands, Fiji, Samoa, and New Caledonia.

PRIMARY SOURCE STUDY

USS ARIZONA
Ml: visual-spatial, verbal-linguistic
Students look closely at Source 4.1 and answer the
following questions.
1 Explain what impact the publication of photos of
this type would have had on the population of the
United States?
The vividness of the image of the sinking ship would
have made people furious, particularly in the context
that war had not been officially declared at the time of
the attack.
2 How was the ‘isolationist’ view of many Americans
affected?
The strong 'isolationist' view that had prevailed amongst
the American people up until this time was virtually
completely abandoned.
ANSWERS TO SOURCE QUESTIONS *

east to west approximately 9500 kilometres

north to south approximately 9000 kilometres.

The scene on the USS Missouri shows the Japanese Foreign Minister in formal attire signing
papers. He is sitting at a table well away from anyone else except for an official showing him
where to sign. There are many men in uniform and photographers, but all at a distance. General
MacArthur towers in the foreground.
2 The situation would have been exceptionally humiliating for the Japanese. It may have been
made more so by isolating him from his other countrymen and having MacArthur looking very
much as if he is dominating proceedings.
 TEACHING AND
LEARNING STRATEGIES JAPAN DRIVES SOUTH JAPANESE SURRENDER
At the same time as, or not long after, the attack on Following the Potsdam Conference, on 26 July 1945, the
LEGACIES AND CONNECTIONS Pearl Harbor, Japanese troops, supported by airpower, US, British and Soviet leaders demanded that the Japanese
launched attacks on colonies held by Western powers Government make its armed forces surrender, with the
A VETERAN’S STORY in South-East Asia. At first, the Japanese invasions were threat that ‘the alternative for Japan is prompt and utter
welcomed by much of the local populations: they were destruction’. By then, US President Harry Truman knew
Ml: visual-spatial, verbal-linguistic, interpersonal, pleased to see an Asian power ‘liberate’ them from that the United States could use its newly developed atomic
intrapersonal their colonial masters. These colonies were: Malaya and bomb. Japan’s leaders delayed responding, hoping that the
Singapore, the Philippines, Dutch East Indies (present-day Soviet Union would intervene on its behalf. Then, in what
While it is difficult to find World War II veterans to come Indonesia) and Burma (Myanmar). was a world-changing event, the United States dropped
to class because of their age, it may be possible for atomic bombs on the cities of Hiroshima (6 August) and
students to find an account online. Groups undertake the ALLIED ADVANCES Nagasaki (9 August), causing horrific loss of life and
devastation, both immediate and in the long term.
task of finding first hand accounts of World War II After the United States entered the war in Europe in
online, share their stories and then the most interesting December 1941, an agreement was made between the Even after the attacks on Hiroshima and Nagasaki, Japan’s
Allied leaders that defeat of Germany (not Japan) was the leaders did not immediately surrender. At that time, the
from each group could be presented to the class. Soviet Union moved to fulfil an earlier agreement made
first priority in strategies to win the war. This agreement was
altered at a conference in May 1943, which decided that the with Britain and the United States to declare war on Japan
PRIMARY SOURCE STUDY United States should now pursue an offensive strategy in the three months after Germany's defeat. On 9 August 1945,
Soviet forces invaded Japanese-occupied Manchukuo
Asia-Pacific war, rather than a defensive one.
A BATTLE IN PHOTOS (Manchuria). On 14 August, US planes bombed a number of
BOMBING THE JAPANESE MAINLAND Japanese cities. The next day, Emperor Hirohito broadcast
Ml: visual-spatial, verbal-linguistic, interpersonal a surrender speech on Japanese radio. The formal Japanese
The last months of the war saw US bombing raids on
surrender to the Allies took place in Tokyo Bay
As a member of a small group, students each choose a Japanese cities, killing approximately 200 000 people who
on 2 September 1945.
battle of the Asia-Pacific theatre of World War II. They were mostly civilians. Japan still did not surrender despite
the huge loss of life and damage caused.
collect three to four photos from this battle to bring back
to show the members of their group. Between them the The Japanese Minister of
Foreign Affairs signing
group decides which photos are most interesting and the surrender of Japan
in front of US General
historically informative and why. What do they reveal Douglas MacArthur
about the campaign and its participants? The photos that (standing near the
microphone) aboard
they find most interesting can then be shown and the USS Missouri
explained to the class. on 2 September 1945
Describe the scene on
the USS Missouri.
2 Do you think there
was an attempt
to humiliate the
Japanese? Give
reasons for your
answer.

96 PEARSON hiStoryBook3

^^gsANSWERS
2 a I The United States was concerned about
1 Who was who in the context of World War II the effect on its trade with China.
ii Britain was concerned about the effect on
its interests in South-East Asia.
Name Nationality Position Role in WWII Other details
b The United States was hampered in
responding by its 'isolationist' policy of not
General Douglas American General Supreme Commander of the Allied Accepted the surrender of the getting involved in the conflicts between
MacArthur Powers in South Pacific Japanese emperor other nations. Britain was distracted by the
threat from Nazi Germany.
c The United States and Britain finally imposed
General Hideki Japanese General Directly responsible for the attack Hanged as a war criminal at the economic sanctions on Japan in 1940
Tojo and Prime on Pearl Harbor end of the war
because the Vichy Government allowed
Minister
Japan to station troops in the French
colonies in Indochina; Japan put pressure on
the Netherlands (Dutch) East Indies for
Harry Truman American President Became president at the very end Became president at the very greater access to raw materials; Japan's
of the war; took the decision to end of the war, after the death of top-ranking military officers became war
use the atomic bomb. Roosevelt minister and foreign minister; Japan signed
the Tripartite Pact with Germany and Italy.

96 PEARSON history Book3

 LEARNING (v) I
THE MANHATTAN PROJECT
The Manhattan Project, set up in 1942, was a top secret
V^^^ACTIVITIESANSWFffq W
joint operation between the United States, Britain and 5 The timeline and map should include the
Canada to build the first atomic bomb. US General
following dates, countries and events:
Leslie Groves was in charge and US physicist J. Robert
Oppenheimer was the technical director. The main centre 1941:
for the project was near Los Alamos in the US state of
New Mexico where approximately thirty scientists, 7 December: Japan attacks Pearl Harbor
including Einstein, worked long shifts for two years to
produce bomb designs. A test device was successfully fired 7 December: Japan attacks the Philippines
in the New Mexico desert on 16 July 1945. It was the first 8 December: Japan attacks Malaya
ever nuclear explosion and showed itself to be the most
powerful weapon ever seen. 1942:

HIROSHIMA AND NAGASAKI January: Japan attacks Burma

The US B-29 aircraft Enola Gay took off from the island 31 January: all British forces retreat from
of Tinian in the early morning of 6 August 1945. At Malaysia to Singapore
seventeen seconds after 8. 1 5 a.m., it dropped a single bomb
on the Japanese city of Hiroshima. The uranium bomb was February: Britain surrenders Singapore to Japan
nicknamed ‘Little Boy’ and it exploded at a predetermined
height of 550 metres. Heat, light and nuclear radiation was
February: Japan invades Sumatra
released, as well as the impact on the ground of the blast 12 March: loss of all islands of Dutch East
itself. Three days later, a plutonium bomb, nicknamed
‘Fat Man’, exploded in the air over Nagasaki. Indies (Indonesia) by Dutch, US and British
Figures vary as to how many people died due to the dropping
forces
of the two atomic bombs. One source estimates the number 6 May: surrender of Philippines, US General
killed at Hiroshima as 80 000 on the day of the bombing,
followed by another 100 000 over the next five years.
MacArthur retreats to Australia
At Nagasaki, the number of deaths by 1950 was estimated May: defeat of British and Chinese forces in
to be 140 000.
Burma.
6 Timeline events and dates should include:
Remembering and understanding Understanding, 1 IES ij
Continue to develop your 'Who was who in the context applying and analysing 26 July 1945: Potsdam Conference— United
of World War II' table. Include new people and add to 4 Construct a timeline of events relating to Japan's States, British and Soviet leaders demand that
your information about those mentioned in previous aggression between 8 December 1941 and May 1942. the Japanese Government surrender
units.
5 a On an outline map of Asia, locate and label Japan.
2 a Describe the reasons why Japan's declaration of a
6 August 1945: United States drops an atomic
Using a different colour for each month, draw arrows
'New Order in East Asia' in 1938 was of concern to: on this map from Japan to places where the bomb on the city of Hiroshima
i the United States Japanese attacked between 8 December 1941 and
9 August 1945: United States drops an atomic
ii Britain. May 1942.
b Annotate your map including country names,
bombs on the city of Nagasaki
b Explain why the United States and Britain were slow
to respond to Japan's aggression in the late 1930s. relevant dates and important details relating to 9 August 1945: Soviet forces invade Japanese
c Outline four reasons why the United States and attacks, surrenders and alliances.
occupied Manchukuo (Manchuria)
Britain finally imposed economic sanctions on Japan 6 Construct a detailed timeline of events relating to
in 1940. Japan's surrender between 26 July and 2 September 14 August 1945: US planes bomb a number of
3 a Describe Japan's strategy for avoiding a long war with 1945. Japanese cities
the United States. *7 Think of two or three possible reasons why Japan
b Explain how Japan's attack on Pearl Harbor on was reluctant to surrender. Share your ideas with a 1 5 August 1 945: Japanese Emperor Hirohito
7 December 1941 led to the United States becoming classmate. broadcasts a surrender speech on Japanese radio
involved in war in the Asia-Pacific
and Europe.
2 September 1945: Formal Japanese surrender to
the Allies takes place in Tokyo Bay.
97 7 Reasons why the Japanese were reluctant to
surrender include:
• they believed that surrender was
dishonourable and that fighting to the death
was a more honourable course of action

3 a Japan's strategy for avoiding a long war with UNDERSTANDING, APPLYING AND • they feared that they would be treated
cruelly by the conquering Allied forces
the United States was to neutralise the ANALYSING
United States' naval power in the • they feared that the Japanese emperor, who
4 The timeline and map should include the had a semi-divine status, would be executed
Asia-Pacific. Japan’s leaders hoped that a
following dates, countries and events: by the Allie
major blow to United States naval power
would make the United States reluctant to 1941:
fight a long war and agree on a settlement 7 December: Japan attacks Pearl Harbor
favourable to Japan. Thus Japan attacked
7 DecemberJapan attacks the Philippines
Pearl Harbor where the United States had
positioned its Pacific naval fleet. 8 December: Japan attacks Malaya
b Just after the attack on Pearl Harbor, Japan 1942:
declared war on the United States and the January: Japan attacks Burma
British Empire, on 7 December 1941. The
31 January: all British forces retreat from
United States in turn declared war on Japan
Malaya to Singapore
on 8 December, as did Britain and Australia.
In accordance with the Tripartite Pact, Italy February: Britain surrenders Singapore to Japan
and Germany declared war on the United February: Japan invades Sumatra
States. This brought the United States into 12 March: loss of all islands of Dutch East
the European war, as the United States then Indies (Indonesia) by Dutch, US and British
declared war on Germany and Italy. forces
 * CURRICULUM STUDY
HISTORICAL KNOWLEDGE AND
UNDERSTANDINDG
CONTENT DESCRIPTOR IMPACT OF THE WAR ON
• The impact of World War II, with a particular
emphasis on India, including the stance of Muslim
League and Congress, the changing concepts of the THE STANCE OF MUSLIM LEAGUE In addition to the Indian Army, Indian labourers played a
crucial part in supporting the war effort. They worked in
world, the spread of democracy and capitalism, the AND CONGRESS munitions factories, on transportation networks, and in
curbing of communism and the arms race During World War II, the Indian National Congress and various logistical roles, ensuring the smooth functioning of
the Muslim League, two influential political parties in wartime industries and supply lines.
India, adopted contrasting stances and responses to the
HISTORICAL SKILLS global conflict. Under the leadership of Mahatma Gandhi
This substantial involvement of Indians in World War II
not only highlighted their contribution to the global
and Jawaharlal Nehru, the Indian National Congress, also
CHRONOLOGY, TERMS AND CONCEPTS conflict but also had a profound impact on India's quest
known as the Congress Party, initially opposed India’s
for independence. The experiences and sacrifices of Indian
• Use chronological sequencing to demonstrate the involvement in the war. Their resistance stemmed from
the fact that Britain had not made significant promises
soldiers and labourers during the war influenced the
relationship between events and developments in regarding India’s independence. In a notable move, the
political landscape of post-war India.
different periods and places Congress launched the "Quit India" movement in August
• Use historical terms and concepts 1942, which stood as a prominent protest against British CHANGING CONCEPTS OF THE
colonial rule during the war. The Congress demanded WORLD
HISTORICAL QUESTIONS AND RESEARCH an immediate end to British dominion over India. While
the Congress did not directly endorse the war effort, it’s THE EMERGENCE OF SUPERPOWERS AND
• Identify and select different kinds of questions about worth noting that many Indians, including members of COLD WARS
the past to inform historical inquiry the Congress, contributed to the British war endeavours
After World War II, the United States and the
• Evaluate and enhance these questions by enlisting in the armed forces, participating in the war
industry, and volunteering for civil defence.
Soviet Union emerged as superpowers with significant
• Identify and locate relevant sources using ICT and
On the other hand, the Muslim League, led by Muhammad
military, economic, and political influence. This marked
the beginning of the Cold War, a period of intense rivalry
other methods Ali Jinnah adopted a more cautious approach during between the two superpowers with competing ideologies,
the early years of the war. They were particularly concerned or sets of ideas.
ANALYSIS AND USE OF SOURCES about the future of Muslims in a post-war India. However,
The Cold War dominated world politics between 1945 and
• Identify the origin, purpose and context of primary as the war progressed, the leadership of the Muslim League
recognised an opportunity to advance their demand for
1991. The Soviet Union had been a communist country
and secondary sources
a separate Muslim state, which eventually culminated in
• Process and synthesise information from a range of
B
the creation of Pakistan. The Lahore Resolution of 1940, Astamp sheet dedicated to the 75th anniversary of
sources for use in an historical argument famously known as the Pakistan Resolution, marked a the "Quit India" Movement. It features the Martyr's
Memorial statue (bottom-left), Gandhi delivering his
significant milestone in the Muslim League’s pursuit of a
• Evaluate the reliability and usefulness of primary and
distinct Muslim homeland. In the later stages of the war,
"Do or Die" speech on 8 August 1942 (3rd stamp), and
a part of it: "The mantra is 'Do or Die'. We shall either
secondary sources the Muslim League chose to cooperate with the British free India or die in the attempt; we shall not live to see
government, in part due to the assurance of support for the perpetuation of our slavery." (1st stamp)
PERSPECTIVES AND INTERPRETATIONS their vision of Pakistan. These differing approaches of the
• Identify and analyse the perspectives of people from Congress Party and the Muslim League during World War II
became a turning point for the course of Indian history and
the past eventually led to the partition of India.
• Identify and analyse different historical interpretations
(including their own) INDIAN CONTRIBUTION
During World War II, millions of Indians played a
EXPLANATION AND COMMUNICATION significant role in the war effort. Indian troops, known as
• Develop texts, particularly descriptions and the “Indian Army,” served alongside the British in various
theatres of the war, including North Africa, the Middle
discussions that use evidence from a range of sources East, and Southeast Asia. Their contributions as soldiers
1942 Wfftftll 31F^R

that are referenced were invaluable, and they made many sacrifices during the
• Select and use a range of communication forms (oral, conflict.
graphic, written) and digital technologies 98 PEARSON hiStoryBook3

CQNCFPre ‘ KEY TERMS

• The arms race between the United States and the Soviet Union, Stances-Positions or attitudes on a particular issue or matter, especially in a debate or
intensified by the development of nuclear weapons and the discussion.
launch of Sputnik I, led to the doctrine of Mutually Assured
Destruction (MAD), where both superpowers possessed the Endorse-To publicly or officially support or approve of something, such as a product, policy,
capacity for catastrophic retaliatory strikes. or candidate.
• The government assumed new powers during the war years to Endeavours-Serious attempts or efforts to achieve a goal; activities undertaken with a
allow it to manage the war effort. purpose in mind.
• The contrasting positions of the Indian National Congress And Quest-A long or arduous search for something, often associated with a pursuit of
the All-India Muslim League during World War 11 played a knowledge, adventure, or a specific goal.
crucial role in shaping India’s historical trajectory, ultimately Emergence— The process of becoming visible or coming into existence, often used to
resulting in the partition of the country. describe the rise of new phenomena, trends, or entities.
• The contributions of Indian Army soldiers were Indispensable, Cold War-A period of political tension and military rivalry between nations, particularly
and they made numerous sacrifices during the conflict. between the United States and the Soviet Union after World War II, that stopped short of
• Factory production increased in the World during the World full-scale war.
War 11.
Perpetuation-The act of causing something to continue indefinitely, often used in the context
• The Cold War significantly influenced global politics by of maintaining a situation, condition, or practice over time.
Establishing a prolonged ideological and strategic rivalry
Hostility-A state of opposition, conflict, or antagonism, characterized by ill will or enmity.
Between the United States and the Soviet Union.
• The United States advocated for democracy and capitalism as Proxy-A person or entity authorized to act on behalf of another; in geopolitical terms, it
The favoured systems of governance and economic can refer to a conflict or action carried out by a third party on behalf of other powers.
Organization. Stockpile-A large accumulated reserve of goods or materials, often kept for future use,
especially in the context of resources or military supplies.

98 PEARSON history Book3

 two or more opposing sides would cause the
complete annihilation of both the attacker and the
since 1917. The United States was the dominant example of defender, thereby deterring the use of such
democratic capitalism in the Western world. Although they weapons.
had been allies against the common enemies of Germany and Quit India Movement: A mass civil disobedience
Japan during World War II, both sides distrusted the other.
Immediately after the war the distrust soon turned into long¬ campaign launched by the Indian National
term hostility. This was called the ‘Cold War’ because the two Congress in August 1942, during British rule,
competing powers never clashed directly in a traditional ‘hot’ demanding an end to British authority in India. Led
war, where the two powers were in armed conflict with each
other. Rather it was fought through propaganda, by proxy by Mahatma Gandhi, it called for immediate
(when the actual battle was fought by two less powerful independence and encouraged nonviolent
countries), and threats that forewarned of possible major resistance.
confrontations. The Cold War led to various proxy conflicts
around the world, including the Korean War, the Vietnam Truman Doctrine: A U.S. foreign policy established
War, and conflicts in Central America and Africa. in 1947 by President Harry S. Truman, aimed at
containing the spread of communism. It involved
THE SPREAD OF DEMOCRACY AND THE ARMS RACE providing political, military, and economic
CAPITALISM The arms race is the term used to describe the competition
between the two superpowers to develop and stockpile
assistance to countries threatened by communist
Today, a democracy is a political system in which adult increasingly sophisticated weapons. Initially, the United expansion, notably Greece and Turkey.
citizens have the right to vote and to stand for election, States believed it had a monopoly on nuclear weapons that 2 World War II had significant and far-reaching
and the political party or coalition of parties with the most would last well into the 1950s. However, that complacency
votes forms the government. Capitalism is a economic was shattered when the Soviet Union successfully tested impacts on India, influencing its political
system in which private people, or private companies, an atomic bomb in August 1949. This was the event that landscape, economy, and society. Here are some
own the factories, farms, transport systems, banks, shops really launched the nuclear arms race. key aspects of that impact:
and so on that produce the country’s goods and services.
In modern democratic capitalist systems, the elected By the 1950s, both superpowers had the capacity to not Economic Strain: The war caused severe resource
only destroy the other, but launch a retaliatory strike after exploitation, leading to inflation and the
government takes responsibility for some ownership or
regulation of the economy. they had been attacked. This resulted in what was called
Mutually Assured Destruction (MAD), an almost certain devastating Bengal Famine of 1943.
The United States promoted democracy and capitalism as guarantee that if one side launched a nuclear attack, the Political Unrest: The Indian National Congress
the preferred systems of governance and economics. The destruction of both superpowers and most of the planet
Marshall Plan provided economic aid to Western European
launched the Quit India Movement in 1942,
would follow.
countries to rebuild their economies and resist communism. demanding an end to British rule, which intensified
The Soviet Union took a major step forward in 1957
when it launched the world’s first satellite, Sputnik I.
the push for independence.
THE CURBING OF COMMUNISM The implication was that nuclear weapons could now be Military Contribution: Over 2.5 million Indian
Communism is both a political system and an economic launched into space, greatly increasing their range. Already
system that was first put into practice in the Soviet Union. soldiers fought for the Allies, exposing them to
missiles had replaced bomber aircraft as the preferred
The political system, and hence the government, is based means of delivery. But the start of the ‘space race’ raised
ideas of freedom and self-determination.
on only one political party; only some of the people are the stakes even higher. Social Changes: The war increased political
accepted as members of that party. The economy is based
on government ownership and regulation of the different
awareness and communal tensions, setting the
means of producing the country’s goods and services. This stage for India's partition in 1947.
political/economic system is based on the theory that it is
the best way to ensure equality for the people.
Remembering and UV/fjEs Post-War Developments: Britain's weakened state
understanding after the war made it difficult to maintain control,
The United States, along with its allies, implemented 1 Define the terms below. leading to India's independence in 1947.
policies to contain the spread of communism. This policy was
often referred to as the "Truman Doctrine", or “containment
• arms race 3 After World War II, the world changed in several
doctrine,” as articulated by George F. Kennan. The • Capitalism
key ways:
Truman Doctrine and the Marshall Plan were providing • Cold War
Power Shift: The U.S. and Soviet Union emerged as
economic and military assistance to countries threatened • Communism
by communist expansion, particularly in Europe. The North • democracy superpowers, leading to the Cold War, while European
Atlantic Treaty Organisation (NATO) was formed in 1949, • Mutually Assured Destruction (MAD) powers declined.
primarily as a defence alliance against the perceived threat • Quit India movement Decolonization: The war accelerated the independence
of the Soviet Union.
• Truman Doctrine of many Asian and African nations.
2 Explain how did the World War II impact India. United Nations: The UN was established to promote
3 In what ways did the world change after the War? global peace and human rights.
99 Economic Recovery: The Marshall Plan rebuilt Europe,
and wartime innovations spurred technological
progress.
Geopolitical Realignments: The world divided into
Eastern and Western blocs, sparking the Cold War and
regional conflicts.
Social Changes: Civil rights movements gained
momentum, and women's roles in society expanded
due to wartime contributions.
REMEMBERING AND UNDERSATANDING including the arms race and space race, without
1 Arms Race: A competition between nations to direct large-scale military conflict between the
build up superior military capabilities, particular¬ superpowers.
ly in the development and accumulation of Communism: A political and economic ideology
weapons, often escalating tensions and fostering advocating for a classless society in which the
fear of conflict. means of production are owned and controlled
Capitalism: An economic system where private collectively by the state or the community. It
individuals or businesses own and operate the aims to eliminate private ownership and provide
means of production, such as factories, farms, equal access to resources and opportunities.
and services, with the aim of generating profit. Democracy: A system of government in which
The market largely determines the production power is vested in the people, who rule either
and pricing of goods and services. directly or through freely elected representa¬
Cold War: A period of geopolitical tension and tives. It typically includes free and fair elections,
ideological conflict between the Western bloc, the protection of human rights, and the rule of
led by the United States, and the Eastern bloc, law.
led by the Soviet Union, from the end of World Mutually Assured Destruction (MAD): A doctrine
War II until the early 1990s. It was characterized of military strategy and national security policy
by political, military, and economic rivalry, in which a full-scale use of nuclear weapons by

99
 inquiry TAbiy>
INQUIRY TASKS ‘
Implement all the inquiry tasks as projects at the end of
the study of World War II. Alternatively, Task 1: ‘Life
profile’ could be undertaken after unit 5, because the
majority of the people involved have been introduced by
that point.
#1 Life profile
Look back at your 'Who was who in the context of World War II' table. Choose
one person whose life you would like to find out more about. Using the
• Take into account the degree of difficulty, complexity internet and library resources, research:
and time required before assigning inquiry tasks to • the person's family background and early life
students. Additional support may be needed for some • their teenage and young adult years
tasks. Further information is provided in relation to • their education and occupation(s)
each individual inquiry task. • their personality and interests
• Provide rubric evaluation criteria to students at the • how and why they became involved in the war
start of the research process • what their life was like during the war
• if they lived on, what their life was like after the war.
In your research, gather and examine as much primary source evidence as
you can. Then construct a well-organised, carefully written profile of that
person that includes primary sources with helpful captions. Present your
profile in a format approved by your teacher.

* TEACHER NOTES #2 Design a war memorial

As part of the seventieth anniversary of the end of World War II, the major
combatants have each decided to erect a new memorial to mark the end of
the war in a central place in their country's capital city.
Memorials are to be erected in the capital cities of the following countries:
Life profile
• Great Britain (including British India)
This task is a straightforward research and • Russia (the major part of the former Soviet Union)
reporting task, suitable for a broad range of
• France
• Germany
students. It is designed for individual • Italy
completion, although the task could be • United States of America
completed in pairs. • Japan
The profiles could be presented as digital Each country will be allocated to a group in the class, which has won the
tender for the design of the memorial in that particular country.
presentations or posters, and could be
Prepare a multimedia presentation to present to the government of your
supplemented with oral reports. The group's allocated country. This presentation will show aspects of the final
presentations could have an element of peer design of your memorial, including the reasons for the design. Your memorial
assessment. Criteria for assessment would must address at least two of the following:
a your country's part in causing the war, or in some part of the war's
include completeness of information provided,
expansion
depth of information, accuracy of information, b some major features of the war that affected your country, or in which your
quality of presentation, correctness and level country was involved
of language used, and correct citing of sources c your country's part in the end of the war, or the way it has been influenced
in bibliography. by the outcome of the war
d a reference to the major wartime leader of your country.

100 PEARSON hiStoryBook3

Design a war
memorial
This is a complex task involving research and very high order
thinking. It requires creativity, sound understanding and critical
evaluation of each country's involvement in World War II.
Students may need support to manage their time and establish a
structure for the task. It would be easy for students to devote too
much time to the design of the memorial and leave insufficient
time to research the country's war involvement. It should also be
made clear that the design of the memorial is not as important as
the justification provided for that design. It may assist students to
conduct an internet search and look at images of existing war
memorials. Criteria for assessment would include depth and
accuracy of information, quality of writing, level of language used,
well explained reasons given for the design, and correct citing of
sources in the bibliography.

100 PEARSON history Book3

 teaching and
learning strategies

primary source study

Ml: visual-spatial, verbal-linguistic
Students look closely at the source and describe what
they see.
There is a huge and intimidating room with a gold emblem
representing the globe with a wreath of leaves around it, the
UN symbol. The delegates all appear to be men, at least the
ones visible. Presumably there must be hundreds of other
delegates there, too.

HELPFUL HINTS
Students could use the internet to find other images or
video clips concerning the United Nations and its
activities, and share them with the class.

101