1. What was the name given to the underground bands of French and foreign men and women who fought against the German occupation government? a) French Alliance b) French Resistance c) French Fighters d) French Coalition 2. Which of the following was NOT true of the Selective Service Act of 1940? a) The president could authorize deferments as he deemed necessary for the maintenance of public health, safety, or interest. b) The act required every male from age 21 to 36 years old to register. c) Registered men could volunteer before called and pick their branch of service. d) Limited service to three years. 3. Which of the following were the three phases of World War II? a) 1939 41, when Axis victory seemed imminent, 1941 43, when Axis conquests reached their high point even as the tide turned with the U.S. and Soviet entry into the war, 1943 45, as the Allies beat back and ultimately defeated the Axis b) 1939 41, when Axis victory seemed imminent, 1941 43, when Allie conquests reached their high point even as the tide turned with the U.S. and Soviet entry into the war, 1943 45, as the Axis beat back and ultimately defeated the Allies c) 1939 41, when Axis victory seemed hopeless, 1941 43, when Allie conquests reached their low point even as the tide turned with the U.S. and Soviet entry into the war,1943 45, as the Allies beat back and ultimately defeated the Axis d) 1939 41, when Axis victory seemed hopeless, 1941 43, when Axis conquests reached their high point even as the tide turned with the U.S. and Soviet entry into the war,1943 45, as the Axis beat back and ultimately defeated the Allies PAGE 1
4. American strategy in the Pacific was termed Island Hopping and the first American offensive operation of the war was where? a) New Guinea b) Philippines c) Marianas d) Guadalcanal 5. Which of the following did NOT occur prior to the Japanese attack on Pearl Harbor? a) On November 19, 1941, American codebreakers intercepted a message from Tokyo to diplomatic posts in Washington, D.C., and several West Coast cities instructing these offices to destroy all codes, coding machines, papers, and the like if they heard the words "East Wind Rain" (Higashi No Kazeame) in the daily weather forecast. b) On the morning of December 7, 1941 Army Chief of Staff General George C. Marshall sent an urgent warning to commanders in the Pacific that intercepted Japanese diplomatic messages strongly suggested an attack was imminent. c) On December 6, 1941 American codebreakers intercepted a message from Takeo Yoshikawa to Japanese warships regarding the location of battleships on base in Battleship Row in Pearl Harbor. d) In January of 1941 Joseph Grew, the U.S. ambassador in Japan, reported to Secretary of State Hull that the embassy had learned from Japanese sources that a mass attack on Pearl Harbor was planned. 6. Military historians consider the Battle of one of the most important naval battles in history and one of the turning points of the War in the Pacific during World War II? a) Coral Sea b) Burma c) Midway d) Manila PAGE 2
7. Which of the following was NOT a battle in the war in the Pacific? a) Battle of the Bulge b) Battle of Iwo Jima c) Battle on Okinawa d) Battle of Leyte Gulf 8. One of the most significant battles of World War II, the Battle of Stalingrad, between Soviet and German troops was? a) A quick and easy win for the German army b) Originally not an important military target c) A battle Hitler decided to retreat from d) Long but not deadly for either side 9. On what dates did the United States drop the Atomic Bombs on Hiroshima and Nagasaki? a) August 6th and 9th of 1945 b) August 6th and 9th of 1944 c) October 16th and 19th 1943 d) December 16th and 19th 1945 10. Which of the following was NOT part of the United States expanding American involvement prior to the United States joining in World War II? a) The United States expansion of the "American Security Zone" b) The United States participating in the Lend-Lease agreement c) The United States involvement in the Battle of the Atlantic d) The United States involvement in Operation Barbarossa PAGE 3
ANSWER KEY 1. b 3. a 5. c 7. c 9. a 2. d 4. d 6. a 8. b 10. d COMMON CORE STATE STANDARDS Grades 9-10 CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9 10 text complexity band independently and proficiently. CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently. Grades 11-12 CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. PAGE 4
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11 CCR text complexity band independently and proficiently. CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-Literacy.RH.11-12.5 Analyze, in detail, how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11 CCR text complexity band independently and proficiently. Standard Source: Common Core State Standards Initiative (2010) PAGE 5