World War II Tales - Chester Comix

TeacherʼsGuide

* The Battle ofBritain

* Pearl Harbor* D-Day* Pacific Island-

hopping

TABLE OF CONTENTSp. 1 How to use Chester Comixp. 3 THE BATTLE OF BRITAIN reading strategies, activities, testp. 8 PEARL HARBOR reading strategies, activities, testp. 13 DETERMINED D-DAY reading strategies, activities, testp. 18 THE PACIFIC ISLAND HOP reading strategies, activities, testp. 23 Details Umbrellap. 24 Predictions sheetback Question answers; other titles in this series

Dear Teacher:

Chester the Crabʼs “World War 2 Tales” comic book brings tested content terms toan easier reading level. Chesterʼs colorful images and practical examples will helpyou teach more effectively and help your students learn and remember these hardconcepts at test time.

Each Chester comic has several themed chapters, usually five pages long. Thesechapters can be easily used in small guided reading groups, in shared readingacross a whole classroom, or for independent work. This teacherʼs guide isspecific to “World War 2 Tales,” with reading strategies, reproducible classroomactivities, lists of additional resources, and NEWsample questions for student practice.

I hope you and your studentsenjoy Chester the Crab!

OBJECTIVESAfter reading “World War 2 Tales” and performing the activities in thisguide, students will be able to:

define social studies termsplace ancient civilization events on a timelineuse a non-fiction reading selection to practice reading skills

Teacher’s Guide forWORLDWAR 2TALESChester’s Comix With Content series

READING SKILLS FROM COMICSMain idea Noting details Predicting outcomesSequencing Authorʼs purpose Fact vs. opinionVocabulary Cause/Effect Figurative language

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COMIX IN THE CLASSROOMComic books are a lively way to teach reading to both low-skill and high-skillreaders. In an era of endless electronic stimulation, comics pull students back to theprinted word.

Comix are a unique American art form. They are not a chapter book (all text) and not amovie or TV show (usually all visual) but a careful mix of text and visuals. This is whythey do not deserve their reputation as simple, “dumbed down” material. The picturesillustrate vocabulary that is on par with adult books and just belowmagazines and newspapers (American Educator, Spring/Summer 1998).Low-skill readers enjoy the way color and action make the pictures part of the story.These readers can use the visual clues to find the meaning of the story and learn thecomplicated vocabulary and concepts on which they will be tested. For example,Chester uses pictures of aliens to teach “inalienable rights.” An image of GeorgeWashington on a surfboard reinforces the idea that as president he had to carefullybalance between the first two political parties in America. A 1988 study found that 70percent of fifth-graders spend fewer than 10 minutes a day reading outside of school.Comix help these students cross the “reading to learn” barrier, giving them somethingfun they will choose to pick up and read.High-skill readers are also engaged bycomix. Predicting is a key component ofcomix; it happens between each panel. Thewhite “gutter” between panels creates unde-fined space. This space makes a comic storyinteractive: Its plot will not move forwardwithout the reader providing their own detailsand predictions in the jump from one panel tothe next. “In the limbo of the gutter, humanimagination takes two separate images and transforms them into a single idea” (ScottMcCloud, Understanding Comics, 1993). There are also fun details inside the panelsthemselves. Will readers catch the joke behind the name of the colonial coffee shop?What about the song Chester sings at the end of an episode? Hey, Nathaniel Baconʼsgravestone has a frying pan on it!Chesterʼs stories are usually told in five pages. Each page makes a substantial dailylesson and leaves students room to predict the next part of the story for the next day.

PARTS OF A CHESTER COMIX PAGETake a picture walk through each page before you read a Chester story. Point to the elements of each pageand ask students why some repeat. Note what is different. This prepares students for successful reading.

LOGOChesterʼs name repeats on eachpage. We see many logos in ourdaily lives, from the lettering onfast food restaurants to pictureson highway signs.

TIMELINEJohn Paul Jonesʼ time long, long ago was verydifferent from our lives today. Readers begin topicture this difference by seeing a timeline withother major events just before and after thispageʼs action. The triangle pointing down showsthe year this page begins.

TITLEEach Chester pagehas a title, giving thepage a theme. Thetitles are questions toprovoke a readerʼscuriosity. The answerto the question issomewhere on thatpage. The questionsare useful in guidedreading exercisesabout predicting orfinding the mainidea of a story.

NEXT!Each page has ateaser about thenext page in thestory. Ask studentsto predict what thisteaser might mean!

FRIENDSOften Chesterbrings friends on hisadventures. He hasa friend in eachgrade. They wearshirts with differentcolors and thenumber of theirgrade in a circle onthe front. This is aloose guide to thegrade level of thecontent in thisChester story.

PANELPanels divide acomic page intoseparate places ormoments in time.Panels are usuallyread from left to right,top to bottom. Whenin doubt, follow theflow of the text.(Make sure to readall text inside a panelbefore moving to thenext panel!)

WORD BALLOONSBalloons surround the words a character speaks orthinks. The point coming out from the balloon aims atthe person who is speaking those words. Thinking isshown inside a cloud-like balloon, with circles leadingtoward the person doing the thinking. Sometimes wordsgrow larger or more decorative to show excitement.Content vocabulary is usually shown in bold type.

GUTTERSGutters of whitespace divide panelsinto separate placesor moments of time.

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1. INTRODUCE THE STORYRead the title and describe the cover.

Have a “cover conversation.” Point to theparts that repeat from book to book. Notethings that are different about this book.What is happening?

SAY: “This is a comic book narratedby Chester the Crab. It is about World

War II. Can you name any of the nationsthat fought in this big war?”

Take a picture walk through the firststory, “The Battle of Britain,” to see whatChester is learning. Point out the parts of acomic: title, timeline, panels, word balloons,and characters.

READING STRATEGY SUGGESTIONS

SKILLSHomonyms Main IdeaPredicting Outcomes Noting Details

Story Vocabulary

Write the story vocabulary and content phrases (presented below) on a classroomboard. (These words and their definitions can also be written on separate cards andplaced face down on a table for students to play a matching or memory game.)

Tell students on which page to find each word. Have students read the sentence thathas a given vocabulary word and use context and picture clues to form a definition.VOCABULARY DEFINITIONS (in order of appearance)Depression (p. 2) – 1930ʼs economic trouble that cost millions of people their jobsisolationists (p. 2) – people who donʼt want America fighting in other nationʼs warsAdolph Hitler (p. 3) – dictator leader of Nazi Germany from 1933 to 1945democracies (p. 3) – governments in which citizens vote to make their own lawsblitzkrieg (p. 3) – German for “lightning war”; a sudden, overwhelming attackWinston Churchill (p. 4) – longtime British politician and author; was twice prime ministerempire (p. 4) – a large area or group of nations controlled by one government or rulerinvasion (p. 5) – an armyʼs hostile entrance into an area controlled by another armyRADAR (p. 6) – device that bounces radio waves off objects to find them and their speed

2. INTRODUCE THE STORY VOCABULARY

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3. WORD STUDYRead a page in the story. Point out

the words that are homonyms in the story.SAY: “A homonym is a word with thesame pronounciation as another wordbut with a different meaning. Can youfind some in this story?ʼ”

Point to examples in the story: (p. 2)hear, here / when, win (p. 3) piece, peace(p. 4) our, hour (p. 5) for, four / plain, plane(p. 6) their, there

4. READ THE STORY FORWRITING PROMPTSGive students a copy of The Details

Umbrella from p. 23 of this teacherʼs guide.They may fill it out for each page of thestory or the entire story.

SAY: “As we read the story, we willlook for the main, or most important,idea and supporting details. Supportingdetails are small pieces of informationthat tell more about a main idea andanswer: Who? What? Why? When?Where? We will write these on anumbrella chart.”

Read a page. ASK: “What is themost important idea on this page? Whatdetails support this main idea? Letʼswrite them on the umbrella.”

Give students a copy of thepredictions sheet from p. 24 of thisteacherʼs guide. At the beginning or end ofeach page in the story, ask students topredict what will happen next and/or writethe prediction on their sheet.

SAY: “A prediction is a guess aboutwhat happens next, based on what youhave already learned from picture cluesand text.” Point to the phrase in the lowercorner by the word “Next.” ASK: “Howdoes this clue help your prediction?”

Based on studentsʼ abilities, continuewith guided or shared reading, or let higherreaders finish the story themselves and fillin their chart.

5. RESPOND/ASSESSAfter reading the story, have students retell the information, either orally or with a writingprompt. They can refer to their umbrella chart if necessary. For further assessment orsupport, have students answer the questions on p. 7 of this guide.

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GEOGRAPHYACTIVITY

Answer :

World War 2 Tales, Chester Comix. Teachers have permission to photocopy this page for classroom use only.

KNOW YOUR ENEMY

TEACHERS!Cover this cornerwhen you copythis page for yourstudents!

5

Chester takes us back 65 years to the eve of World War II in this week's episode. Letʼs take alook at why it was a world war.Fascist dictators ruled Germany, Italy, and Japan. These countries became known inWorld War II as the Axis Powers.Democratic leaders ruled Great Britain, France, Canada, and the United States. Thesecountries became known in World War II as the Allies. The Soviet Union joined the Allies afterbeing invaded by Germany.DIRECTIONSOn the map provided:

Locate Germany andItaly on this map andcolor them red.Locate Great Britain,France, and theSoviet Union on thismap and colorthem green.Identify these cities:London, Paris, Berlin,Warsaw, Moscow

SOCIAL STUDIES ACTIVITY


WHO’S THE BOSS?

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Think about how different types oforganizations are run. Who makes the finaldecision for the group? Most organizations,from playgroups to countries, have somesort of leadership. There are different typesof leadership. Draw a line from the title ofthe leader to the description of that style ofleadership.

1.C,2.A,3.B

Answers :

A. The head of the government, thehighest executive officer. In manycountries the people elect this person toserve an established, limited amount oftime.

B. The power to rule rests with a singleperson whose right to rule is generallyhereditary. This person remains in office forhis or her entire life.

C. A ruler with absolute power andauthority. This person usually rules untilforced out by another governing body.

Writing PromptHow is your school governed? How is your club or sportsgroup governed? What type of government do we have inthe United States?Write a paragraph about how you think your life would bedifferent if you lived in a country ruled by a dictator.

Franklin D. Roosevelt,President, United States

George VI, monarch, GreatBritain

1.

2.

3.

Adolf Hitler, dictator,Germany


BATTLE OF BRITAIN QUESTIONS1. The meaning of isolationist is ––A person in a dictatorial governmentB person who opposes getting involved in other nations’ wars or politicsC people that have common characteristicsD person who supported sending ships and tanks to Britain’s fight against Germany

2. Hitler’s German army won many early victories with a strategy called ––F shock and aweG appeasementH blitzkriegJ hieroglyphics

3. The English Channel is ––A the narrow waterway between Britain and FranceB the TV station that plays music videos in EnglandC a key component of the RADAR systemD a French perfume

4. The following are leaders in the Battle of Britain except ––F Winston ChurchillG Adolph HitlerH Hermann GoeringJ Joseph Stalin

5. “Let us brace ourselves to our duties.” Which word below has the same meaningas the word “brace?”A prepareB speedC releaseD praise

6. Which word is a homonym for the word bear?F cubG beerH berryJ bare


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after Japan attacked U.S. bases inHawaii. Do you know where Hawaii is?”

Take a picture walk through thesecond story, “Pearl Harbor,” to see whatChester is learning. Point out the parts of acomic: title, timeline, panels, word balloons,and characters.



SAY: “This is a comic booknarrated by Chester the Crab. It is aboutWorld War II. America entered the war

READING STRATEGY SUGGESTIONSSKILLS

Compare and Contrast Main IdeaPredicting Outcomes Noting Details

Story Vocabulary

Write the story vocabulary and content phrases (presented below) on a classroomboard. (These words and their definitions can also be written on separate cards and placedface down on a table for students to play a matching or memory game.)

Tell students on which page to find each word. Have students read the sentence thathas a given vocabulary word and use context and picture clues to form a definition.VOCABULARY DEFINITIONS (in order of appearance)RADAR (p. 9) – device that bounces radio waves off objects to find them and their speedbattleship (p. 10) – large, armored warship with big guns; often used to bombard enemyland positions in World War II, but made less important in naval battles after aircraftcarriers proved timely air power could sink any shipinfamy (p. 12) – of very bad reputation, disgraceempire (p. 12) – large area or group of nations controlled by one government or leaderdeliberately (p. 12) – having been carefully thought out; plannedisolationists (p. 12) – people who donʼt want America fighting in other nationsʼ wars


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3. WORD STUDYRead a page in the story. Ask students

to describe the way things are relatedthrough comparing and contrasting partsof a story. SAY: “Comparing andcontrasting is finding similarities anddifferences between events, characters,or other parts of a story.”

For example, ASK: “What is thedifference in the way President FranklinRoosevelt thought about Japan and theway American isolationists thoughtabout Japan?” Or ASK: “How would youcompare the way the battleships areparked on page 10 and the way planesare parked on page 11?” On p. 11, havestudents compare the preparedness of theJapanese planes to the American planes.On p. 12 ASK: “Compare the Japaneseattack on Pearl Harbor to the Japaneseattacks on California. If they weredifferent, WHY do you think theywere different?”





Give students a copy of thepredictions sheet from p. 24 of thisteacherʼs guide. At the beginning or end ofeach page in the story, ask students topredict what will happen next.


Based on studentsʼ abilities, continuewith guided or shared reading, or let higherreaders finish the story themselves and fillin their chart


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ENGLISH ACTIVITY


AT DAWN WE FOUGHT

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Pretend that you are an eyewitness to the attack onPearl Harbor. Create a newspaper article or a radiobroadcast about the events during the attack. Eacharticle or broadcast should start with a topicsentence, have several supporting details, andfinish with a closing sentence (or summary).

United States battleships are hit from the air during the Japanese attack on Pearl Harbor in this Dec. 7,1941, photo. Japanʼs bombing of U.S. military bases at Pearl Harbor brought the U.S. into World War II.

DID YOU KNOW?Petty Officer 2nd Class Doris “Dorie” Miller was thefirst black sailor to be awarded a Navy Cross, theNavyʼs second highest honor for heroism.As Japanese bombers zeroed in on his battleship,the West Virginia, at Pearl Harbor, Miller jumped toan anti-aircraft gun and shot down four enemy planesbefore he was ordered to abandon ship.Miller was serving on the carrier escort Liscome Baywhen an enemy submarine destroyed the ship, killingthe crew, in 1943.

HISTORYACTIVITY


CODEBREAKERS

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These letters have “fallen” out of their boxes. Each letter appears somewhere in thesame column below where it should be. Put the letters back in the grid and rebuild themessage from Chester.

Each letter in this puzzle is assigned a number. Find the phrase by figuring out whatnumber stands for the letters in the alphabet. This phrase is related to todayʼs puzzle.

10 14 23 14 15 7 11 7 23 2 14 15 7 11

14 17 7 14 23 23 17 16 14 19 13 25 15 20

23 7 14 17 2 13 14 17 9 16 17

P E E P E

R E P P R

P E R R R

N O P Q R S T U V W X Y Z23 17

A B C D E F G H I J K L M7

1.ChestertheCrabisgoingtoPearlHarbor,Hawaii!2.JapaneseplanesareapproachingPearlHarbor.Answers :


PEARL HARBOR QUESTIONS1. The Japanese carried their airplanes on ships to the Pearl Harbor attack.__________ is the word for the way people and things move from one place toanother.A PopulationB CivilizationC TransportationD Plantation

2. The following are geographic features around the Pacific Ocean except ––F GermanyG HawaiiH CaliforniaJ Philippines

3. Which one of the following is not a part of a map?A compass roseB titleC legendD timeline

4. “Yesterday, Dec. 7, 1941 - a date which will live in infamy - the United States ofAmerica was suddenly and deliberately attacked.” Which word below has thesame meaning as the word “infamy?”F debilityG historyH disgraceJ decree

5. If you place these events from the story in chronological order, which comes first?A A Japanese two-man sub is sunk in Pearl HarborB The United States cuts oil supplies to JapanC Japan launches a fleet to attack Pearl HarborD The United States declares war on Japan

6. What is this story mainly about?F Admiral Yamamoto’s battle plan for Pearl HarborG The bad preparation of America’s fighter airplanesH The wreck of the Edmund FitzgeraldJ The way the United States entered World War II


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SAY: “This is a comic book narratedby Chester the Crab. It is about WorldWar II. D-Day was the largest invasion

from sea onto land. What things wouldan army need to bring with it into a landcontrolled by enemy forces?”

Take a picture walk through the thirdstory, “Determined D-Day,” to see whatChester is learning. Point out the parts of acomic: title, timeline, panels, word balloons,and characters.


SKILLSCause and Effect Main IdeaPredicting Outcomes Noting Details

Story Vocabulary


Tell students on which page to find each word. Have students read the sentencethat has a vocabulary word and use context and picture clues to form a definition.

VOCABULARY DEFINITIONS (in order of appearance)battlefront (p. 14) – the line between two opposing armies facing each otherinvasion (p. 14) – a move to intrude upon or enter another area with hostile purposeJoseph Stalin (p. 14) – dictator of Communist Soviet Russia from 1941 to 1953democracies (p. 15) – governments in which people vote to make their own lawsEnglish Channel (p. 15) – narrow water passage between Britain and Francelow tide (p. 16) – lowest level reached by the retreating ocean tide pulled down by gravityparatroopers (p. 16) – soldiers who jump out of planes behind enemy lines to aid attacksbluffs (p. 18) – high, steep banks or cliffshedgerows (p. 18) – high vegetation barriers grown by French farmers to divide fields


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3. WORD STUDYRead a page in the story Ask students to

describe the way events are related throughcause and effect.

For example, Joseph Stalinʼs request forthe Allies to fight Germany in Europe on p. 14causes the Allies to do what? What is theeffect (result) of the Allied attack on the portof Dieppe in France? Do the Allies give uptheir plans to land troops in Europe? Do theycompromise on their plans – find a way toattack the fascist armies without going at theirstrongest points? The Germanexpectation that the Allies would attack acrossthe narrow part of the English Channelcauses the Allies to decide what on p. 15?Is that good military strategy?









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HISTORYACTIVITY


IT’S TIME

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Find the dates that these major events and turning points of WorldWar II happened. Make a poster putting these events in chronologicalorder. Save room for photos or illustrations showing some of thepeople and events that shaped this war.A. American and Allied troops land in Normandy, France.B. In the Battle of Britain, Germany bombs London.C. Japan bombs Pearl Harbor.D. Germany invades Poland.E. The United States beats Japan in the Battle of Midway.F. The United States declares war on Japan and Germany.G. Germany invades the Soviet Union.H. The United States drops two atomic bombs on Japan.I. The Soviet Union defeats German troops at Stalingrad.J. Germany invades France, capturing Paris.D,J,B,G,C,F,E,I,A,H

Answer :

Troops prepare to land on the beach in Normandy, France.

TEACHERS!Cover this corner when copyingthis page for your students!

LANGUAGE ACTIVITY


GIVE THE ORDER

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Use your imagination and research to write your own words in this Chester adventure of D-Day.

DETERMINED D-DAY QUESTIONS1. __________ was the site of Allied troops returning to the European continent forgood in the summer of 1943.A ParisB DieppeC CairoD Italy

2. The soldiers who jumped out of planes behind enemy lines to secure keylocations and aid the rest of the attacking force were called ––F MarinesG RangersH paratroopersJ Private Ryans

3. Which of the following was not an Allied requirement for the D-Day invasion?A full moonB short distance across the English ChannelC low tideD clear skies

4. “D-Day puts Germany on the defensive.” Which word means the same as“defensive?”F surpriseG retreatH businessJ surrender

5. What is this story mainly about?A Russia’s resistance to an invasion by Nazi GermanyB Weather patterns over the English ChannelC Dwight Eisenhower, cunning generalD The Allies’ efforts to open a second battlefront against the Nazis in Europe

6. What would be another good source of information about D-Day?F thesaurusG FOX newsH encyclopediaJ CD liner notes


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SAY: “This is a comic book narratedby Chester the Crab. It is about WorldWar II. The war in the Pacific was fought

on many islands. Can you name someislands? What are some land featuresof islands?”

Take a picture walk through the fourthstory, “The Pacific Island Hop,” to seewhat Chester is learning. Point out theparts of a comic: title, timeline, panels,word balloons, and characters.


SKILLSPronouns Main IdeaPredicting Outcomes Noting Details

Story Vocabulary


Tell students on which page to find the words. Have them read the sentence with agiven vocabulary word and use context and picture clues to form a definition.

VOCABULARY DEFINITIONS (in order of appearance)tropical (p. 20) – regions of the globe near the Equator; a very hot, sultry, torrid climateAustralia (p. 20) – island continent between the South Pacific and Indian oceansMarines (p. 20) – soldiers trained for service at sea; good at land-sea invasionscoral reef (p. 21) – large grouping of the hard skeletons secreted by marine organismsatoll (p. 22) – ring-shaped coral island surrounding a lagoon (shallow lake or pond)territories (p. 22) – areas protected by the United States but not fully U.S. political stateskamikaze (p. 23) – Japanese for “divine wind”; name for Japanese suicide pilots thatflew their one-bomb planes into Allied ships advancing toward Japanatomic bomb (p. 24) – bomb that gets its energery from nuclear fission (splitting atoms)


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3. WORD STUDYRead a page in the story. Point out

the pronouns in the story. SAY: “Apronoun is a word used in place ofanother noun, often the proper name ofsomething or someone. Can you findsome in the story?”

Point to examples in the story: (p. 20)I, you, weʼre, they, our, me, this. ASK: “Towhom are these words referring?”(p. 21) Iʼll, we, you, this, their, our, him(p. 22) we, their, they, this, them, it(p. 23) weʼre, their, they, this, it(p. 24) their, we, they, them, it




Read a page. ASK: “Whatimportant idea is on this page? Whatdetails support this main idea? Letʼswrite them on the umbrella.”





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LANGUAGE ACTIVITY


THE WAR DOWN UNDER

20

1.C;2.J;3.A;4.G

Answers :

In 1939, Germany threatened toinvade Poland. Britain and Francewarned that if Germany invaded theywould oppose the action.Germany did invade on Sept. 1,

and two days later Britain and Francedeclared war.People in Australia were closely

tied to Britain, and they were alsoagainst the German occupation ofPoland. But with their country beingcloser to Japan, Australians had toconsider their home defenses. IfJapan tried to expand its power, Aus-tralia would be in danger of invasion.Japan pledged its neutrality, and

England assured Australia that theBritish naval base at Singapore wouldstop any Japanese advance towardAustralia. So Australians committedthemselves to help the Allies fightGermany.Australians played an important

role in battles in North Africa, theMediterranean area and the MiddleEast between 1940 and 1942.Then Japan began a campaign to

expand its empire in Asia. It launchedinvasions of Thailand and Malaya andattacked the naval base at Pearl Har-bor, Hawaii. The forces of Japan soonfought their way down the MalayanPeninsula to Singapore, the sup-posedly mighty British fortress thatwould stop them. Singapore fell inFebruary 1942, and thousands ofAustralians became prisoners of war.The Japanese advance toward

Australia was eventually stopped inNew Guinea through efforts by theAustralian and United States forces.

1. What would be a good title forthis essay?A. The Economics of WorldWar II in Australia

B. Causes of World War IIC. Australiaʼs Role in WorldWar II

D. Allied Invasion!2. How many days after Germany

invaded Poland did Britain andFrance declare war?F. 1939G. 1H. 7J. 2

3. In the third paragraph, whatdoes “Japan pledged itsneutrality” mean?A. Japan promised to not takesides.

B. Japan promised to aidGermany.

C. Japan vowed to helpEngland against Germany.

D. Japan would not say badthings about Australia.

4. Which of these statements istrue?F. The British didnʼt think theirnaval base in Singapore wasvery strong.

G. The British thought theirnaval base in Singaporewas strong, but Japandefeated it.

H. Japanese forces didnʼtthink they could defeat thenaval base in Singapore, sothey didnʼt try.

J. American forces helpeddefeat the naval base atSingapore.

Read this essay about Australia in World War II to answer the questions.

TEACHERS!Cover this corner whencopying this page foryour students!

LANGUAGE ACTIVITY


WORTH 1,000 WORDS

21

Sometimes pictures capture the feeling of a moment better than words. Look at these famousphotos. How does the image make you feel? What is the importance of what is happening in these?

An atomic bombʼs mushroom cloud over Nagasaki.

JFK Jr. salutes at his fatherʼs funeral.

Firemen raise the flag after the Sept. 11, 2001, attacks.

ACTIVITYLook through a newspaper and find a photothat captures an important moment. Share yourpicture and the thoughts that go with the imagewith your class. Be prepared to explain yourchoice. Why did you select this image?With the class, mount the chosen images onconstruction paper for display in the classroom.Invite other classes to see what has beenselected.TAKE IT FURTHERCreate your own photographic record. Take fivephotographs around your school or home thatwould show people 50 years from now whatwas important in your life now. Try to capture afeeling with the images.

THE PACIFIC ISLAND HOP QUESTIONS1. The Japanese island defenders were known for ––A their deadly boomerangsB guerrilla warfare - pretending to accept American invaders, then attacking themC choosing to die fighting rather than to surrenderD retreating to the next island, keeping one step ahead of the American forces

2. Which of the following islands did Allies not attack in World War II?F TarawaG OkinawaH Iwo JimaJ Australia

3. One of the keys to the Allied victory in the Pacific Ocean war was ––A faster factory production of ships and planesB RADARC tanks that could drive through island surfD better medical care

4. “Now we have overwhelming power. We outnumber the Japanese 6-to-1.”Which word means the same as “overwhelming?”F restingG equalizingH crushingJ military

5. A ______________ is a word used in place of another noun.A homonymB antonymC contractionD pronoun

6. What would be another good title for this story?F The Growing Japanese EmpireG Victory at Sea: The Allied Plan in the PacificH Chester Nimitz, PirateJ Killing the Kamikazes


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23

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AFTER READING THE FIRST PAGE OF THECHESTER STORY, WHAT DO YOU THINKWILL HAPPEN ON THE SECOND PAGE?

WHAT REALLY HAPPENS ON THESECOND PAGE?

AFTER READING THE SECOND PAGE, WHATDO YOU THINK WILL HAPPEN ON THETHIRD PAGE?

WHAT DO YOU THINK WILL HAPPEN ONTHE FOURTH PAGE?

HOW DO YOU THINK THE STORY ENDS?

WHAT REALLY HAPPENS ON THETHIRD PAGE?

WHAT REALLY HAPPENS ON THEFOURTH PAGE?

HOW DOES IT REALLY END?


BATTLE OF BRITAINp. 7

1. B2. H3. A4. J5. A6. J

ANSWERS TO QUESTIONS FORWORLDWAR 2 TALES

OTHER TITLES IN THIS SERIES:American SymbolsUSA symbolsAmerican FlagWashington, D.C.Statue of Liberty

Comix EconomixVideosTax HunterMoney in the MallCareer Resources

The First AmericansOverviewNorthwest IndiansPueblo RevoltPocahontas

Wonder WomenClara BartonHarriet TubmanSusan AnthonyHelen Keller

Revolutionary RumblingsFrench & Indian WarBoston Tea PartyPaul Revere, RiderDeclaration

War for IndependenceJohn Paul JonesRevolutionary WomenBattle of SaratogaSouth to Yorktown

Slaveryʼs StormNat TurnerMexican WarDred Scottʼs CaseJohn Brownʼs Raid

ConstitutionConstructionLockeʼs IdeasZengerʼs Free PressReligious FreedomConstitution

Go West, Young CrabGold Rush HourOregon TrailTranscontinental RailsBattle at Little Bighorn

PEARL HARBORp. 12

1. C2. F3. D4. H5. B6. J

D-DAYp. 17

1. D2. H3. B4. G5. D6. H

PACIFIC ISLANDSp. 22

1. C2. J3. A4. H5. D6. G

Chester artwork and selected activities © 1995-2005 The Daily Press, Inc. All rights reserved. Usedby permission. Chester Comix LLC grants teachers permission to photocopy the activity pages inthis book for classroom use, where specifically noted. No other part of this publication may bereproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by anymeans, electronic, mechanical, photocopying, recording, or otherwise, without written permission ofthe publisher. For information regarding permission, write to Chester Comix, PO Box 5653,Williamsburg, VA 23185.

World War II Tales Teacherʼs Guide Copyright © 2005 The Daily Press, Inc. Printed by ChesterComix, LLC. All rights reserved. 1st Edition.Printed in the United States of America.

TO ORDER MORE COPIES:visit WWW.CHESTERCOMIX.COMor call toll free: 1-866-386-2722

National Council for History in the SchoolsNational Curriculum StandardsGrades 5-12 – Standard 1C, 3B / Era 1: 2B /Era 2: 1A, 3C

CaliforniaHistory-Social Science – 5.2, 5.4, 6.2, 7.4,7.11, 8.2

Florida Sunshine State Standards (SSS)Social Studies – Grades 3-5: SS.A.2.2 /Grades 9-12: SS.A.2.4

Georgia Quality Core Curriculum (QCC)Social Studies – Grade 4: History 10

Maryland Voluntary State CurriculumSocial Studies – History: Grades 5: Outcome3; Grade 6: Outcomes 2b, 7; Grade 8:Outcomes 6a, 8; Geography: Grade 6:Outcomes 1a, 3a; Economics: Grade 6:Outcomes 1, 6; Peoples: Grade 6: Outcome 2;Grade 8: Outcomes 1, 2

MassachusettsSocial Science – Grade 4: 4.15b / Grade 5:5.12 / Grade 6: A.4 / Grade 7: 7.12-7.18

WORLDWAR 2 TALESStandards correlation

Missouri School Improvement ProgramGrade-level ExpectationsSocial Studies – Grade 6: Standard 2bGrade 8: Standard 2a

New York Learning StandardsSocial Studies – Elementary Standards 2.1, 2.2Intermediate Standards: 2.1, 2.2

North CarolinaSocial Studies – Grade 5: Goal 4, Goal 6; Grade6: Goal 7; Grade 7: Goal 7

Ohio Academic Content StandardsHistory – Grade 6: 4 / Grade 7: 6, 7

PennsylvaniaSocial Studies - HistoryGrade 12: US History 8.3.12A, C, D; WorldHistory 8.4.12B, D

Virginia Standards of Learning (SOL)History-Social Science – USII.6a, USII6b, USII6c

Your comics are fantastic, and I plan to distribute afew of them to my history students today

when we discuss the Great Depression (and theNew Deal). Thank you for doing something that willappeal to my ʻvisual learnersʼ - as well as to any of

my students with a sense of humor!- Teacher Owen Miller

World War II Tales - Chester Comix

Documents

Transcript of World War II Tales - Chester Comix