​World War II Test

1. ___ German for “lightning war”, was a rapid and intense military attack carried out with tanks
and air support.
2. ___ Decrease in the value of a nation’s currency.
3. ___ Type of government with extreme nationalism lead by a dictator.
4. ___ An economic system where a totalitarian government owns and controls the means of
production (factories).
5. ___ A government that has total control over every aspect of life in a society.

6. The cartoon above depicts appeasement. Which statement best describes appeasement
A. When two countries compromise to reach an agreement.
B. When a country gives into the aggressive demands of another country.
C. When a country forms alliance with other nations to outnumber their opponent.
D. When one country becomes the dominant power in a region.

7. What was the Lend-Lease Act?

A. A statement of war goals by Roosevelt and Churchill.
B. An alliance between Germany and the Soviet Union.
C. A policy that allowed the United States to provide supplies to Great Britain and the Soviet Union.
D. An order to sink German u-boats on sight.

8. What event finally forced the United States to enter World War II?
A. D-Day (Battle of Normandy)
B. Attack on Pearl Harbor
C. Tripartite Pact
D. Neutrality Acts
 ​World War II Test
9. How did the US government respond to people of Japanese descent living in the US?
A. It sent them to internment camps
B. It forced them to leave the country
C. It placed them in death camps
D. It forced the men to serve in the military against Germany.

10. What is the significance of the D-Day invasion?

A. To create a foothold in Nazi controlled France
B. To create protective seal around the Suez canal
C. To destroy Mussolini’s armies in Italy
D. To defeat Erwin Rommel’s Afrika Korps in North Africa

11. What was the name of the US military plan/strategy against the Japanese?
A. Marshall plan
B. Lend-Lease plan
C. Blitzkrieg
D. Island hopping

Directions​: For questions 12-15, you are given a quote regarding the use of the atomic bombs on Japan. Your
answer is the statement that best applies to the quote.

12. “Truman believed it was his duty as president to use every weapon available to save American lives.”
A. This statement supports the opinion that the U.S. was ​right​ to use the bomb.
B. This statement supports the opinion that the U.S. was ​wrong​ to use the bomb.

13. “Japan was arming every man woman and child as well as preparing Kamikaze pilots.”
A. This statement supports the opinion that the U.S. was ​right​ to use the bomb.
B. This statement supports the opinion that the U.S. was ​wrong​ to use the bomb.

14. "The Japanese were already defeated and ready to surrender because of the effective sea blockade
and the successful bombing with conventional weapons."
A. This statement supports the opinion that the U.S. was ​right​ to use the bomb.
B. This statement supports the opinion that the U.S. was ​wrong​ to use the bomb.

15. “We adopted an ethical standard common to the barbarians of the Dark Ages...wars cannot be won
by destroying women and children”
A. This statement supports the opinion that the U.S. was ​right​ to use the bomb.
B. This statement supports the opinion that the U.S. was ​wrong​ to use the bomb.
 ​World War II Test
Directions​:​ Determine whether the statements below apply to Cartoon #1, Cartoon #2, Both, or Neither. To do
this read each statement and circle which source(s) the statement applies to.
Cartoon 1 Cartoon 2

16. Nazi Germany is aggressively attacking and defeating European

Nations.

A. Cartoon 1 B. Cartoon 2 C. Both D. Neither

17. U.S. involvement did not affect the outcome of the war.

A. Cartoon 1 B. Cartoon 2 C. Both D. Neither

18. The US is practicing a policy of neutrality.

A. Cartoon 1 B. Cartoon 2 C. Both D. Neither

19. The United States is not involved in WWII because it does not impact us directly.

A. Cartoon 1 B. Cartoon 2 C. Both D. Neither

 ​World War II Test

Document A (Holocaust) Document B (Holocaust)

Document C: The Nuremberg Laws (Holocaust)

Article 1
1. Marriages between Jews and subjects of the state of German or related blood are forbidden.
Article 4
1. Jews are forbidden to fly the Reich or national flag or display Reich colors.
Article 5
1. Any person who violates the prohibition under Article 1 will be punished with a prison sentence.

Document D: (Japanese Internment) Document E: (Japanese Internment)

Document F: Western Defense Command Instructions for Exclusion Order 33 (Japanese Internment)
Civilian Exclusion Order No. 33, May 3, 1942, all persons of Japanese ancestry, both alien and non-alien, will be evacuated…The
Civil Control Station is equipped to assist the Japanese Population affected by this evacuation in the following ways:

1.​ ​Give advice and instructions on the evacuation.

2. Provide services with respect to the management, leasing, sale, storage or other disposition of most kinds of property, such as real
estate… household goods, boats, automobiles and livestock.
3. Provide temporary residence elsewhere for all Japanese in family groups.
 ​World War II Test

Directions:​ ​In order to receive FULL credit on this question you must ​cite your sources​. To do this, do as we
did in class by saying “In Document A…” or “Document A shows...” You may also write the document letter in
parentheses at the end of your sentence. Like so (Doc B).

1.​ C
​ iting documents A-F provided on the previous page, please answer the question below:

Citing at least two documents​, ​compare ​and​ contrast​ how the Holocaust in Germany and Japanese Internment
in the United States were both similar and different. ​4 pts similarities / 4 pts differences = 8 pts total

Ways they were similar​:

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Ways they were different​:

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2.​ ​Under the circumstances of Global War, should governments be able to limit the rights and freedoms
of citizens for national security reasons?​ (​Examples include​: The United States imprisoning Japanese or Nazi
Germany forced removal of the Jewish people’s of Europe OR should the United States accept Syrian refugees
but force them into camps until we are sure they are not terrorists). Your response must have 3 parts: Your
POINT​ (1 pt), Use ​EVIDENCE​ (2 pts), ​EXPLAIN​ how your evidence supports the point (2 pts). ​5 points
total

Circle your response and defend below:

Circles one: YES NO

Defend​:___________________________________________________________________________________
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 ​World War II Test

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Directions​: Read the documents and respond to the writing prompt by answering the question in the spaces
provided.

Short Response Prompt​:

Did the Bracero program represent an ​opportunity​ for Mexican migrant workers OR an unfair ​exploitation​ of
Mexican laborers? Defend your position with ​one​ piece of evidence ​cited​ from one of the documents. Your
response must have 3 parts: Your ​POINT​ (1 pt), Use ​EVIDENCE​ (2 pts), ​EXPLAIN​ how your evidence
supports the point (2 pts). ​5 points total

Document A​ - ​Alberto Perez, "The Perez Family from Jalisco, Mexico," in Bracero History Archive, Item #3232,
http://braceroarchive.org/items/show/3232 (accessed January 29, 2019).
“My father, Refugio Villalobos Perez came to the US via the Bracero Program in 1943. He left five of my brothers/sisters and
my mother in Jalisco for the opportunity to get to 'El Norte' via the Bracero Program. Once established, my father brought my
brothers/sisters and mother to the US. Three siblings were born in the US. My father worked many different jobs to support
his nine children. He ended up working in the SF laborers union until his retirement. He and my mother spend his retirement
between his ranch in Mexico and his home in northern CA. I am proud of my jefe and the sacrifices he made to make a better
life for his famila. Four of his children attended UC Berkeley and the other five children took on union trades/careers. His
oldest daughter, born in Mexico, is a year away from obtaining her PhD. He is the proud grandfather of over 20 grandchildren
and recently welcomed great grandchildren to the familia. Several of his grandchildren are in college and a grandchild recently
graduated from UC Berkeley. I carry my fathers bracero card in my wallet as a reminder that I can never give up on bettering
what my jefe started. I am proud of my father and mother and what they did for their familia.”

Document B​ - ​Source​: Susan Ferris and Ricardo Sandoval​,​ ​of​ ​The Fight in the Fields, Cesar Chavez and the Farmworkers
Movement,​ companion book for the PBS documentary. Susan Ferris is the Fox News Service bureau chief in Mexico City, and
Ricardo Sandoval reports from Mexico City for the​ ​Dallas Morning News.
[When asked by lawyers how they could best help Mexican-American farmworkers, they replied] “If you really want to help the
campesino, get rid of​ ​el cortito​ ​— the short-handled hoe.”

El Cortito, “the short one,” was a hoe that was only twenty-four inches long, forcing the farmworkers who used it to bend and
stoop all day long—a position that often led to lifelong, debilitating back injuries. .. In the late 1960s and 1970s,​ ​el cortito​ w
​ as
the most potent symbol of all that was wrong with farm work in California: The tool was unnecessary, and farmers in most other
states had long switched to longer hoes. Growers argued that without the control the short hoe offered, thinning and weeding
would be mishandled, crop losses would mount, and some farmers would go bankrupt.”
 ​World War II Test

Defend​:___________________________________________________________________________________
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*​Bonus Question​: ​What is the name of the elite group of African-American pilots who served during WWII?
(2 pts)
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