World War II SSUSH 19 The student will

World War II SSUSH 19: The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. How can the United States use its resources to achieve victory?

The World goes to war… n n n War breaks out in Europe in 1939 after Germany invaded Poland—both Britain & France declared war. Hitler imposes his “Final Solution” on the Jewish population in Europe More alliances are made— Tripartite Pact: Germany, Italy, & Japan

America Moves Toward War n President Roosevelt gave aid in the way of supplies to the Allied countries (Britain, China – later Soviet Union) using the Lend-Lease Act in 1941. n n Allied countries could be loaned, sold, traded, or leased supplies to be repaid “in kind or property” FDR helped gain public support by offering the analogy of a neighbor’s house being on fire: “If your neighbor’s house is on fire, you don’t sell him a hose, you give it to him. Then you take it back after the fire is out. This helps your neighbor & makes sure that the fire doesn’t spread to your own house. ”

Lend Lease Program n n n Supplied UK, Soviet Union, China, France and other allied nations with a vast amounts of war material In place from 1941 -1945 Signed into law on March 11 th, 1941 This act ended American neutrality Hitler recognized this and in response ordered German submarines to attack U. S vessels

Pearl Harbor b. Explain the Japanese attack on Pearl Harbor and the internment of Japanese. Americans, German-Americans, and Italian-Americans. n December 7, 1941 n n n Japanese attack on American naval base at Pearl Harbor in Hawaii More than 2, 300 people were killed “A date which will live in infamy” U. S. declared war on Japan on Dec. 8, 1941 n n Complete surprise! Officially brings the US into WWII The cause of isolationism was gone; former isolationists now supported an all -out American effort. n “The only thing now to do is to lick the hell out of them. ” (US Senator)

Main Goals of the Japanese for the Attack 1. Destroy the Aircraft Carriers n 2. Destroy as many of the other ships as possible (Mainly Battleships)- USS Arizona completely sunk killing 1177 crew members. n 3. They were out at sea, away from the Harbor. Cripple the US Navy in attempt to immobilize them for a target of 6 months Destroy the Oil Supply n Would potentially immobilize the Pacific Fleet for a estimated span of 2 years.

Reactions to War n n The Japanese attack on Pearl Harbor fueled suspicion & fear among Americans Many supported that the Japanese, German, & Italian Americans would end up supporting the Axis Powers n As a result, thousands of such citizens were forced to relocate to internment camps. n They tended to be located in remote areas and were meant to keep potentially threatening citizens in an isolated location where the government could keep an eye on them.

Japanese Internment n n n Relocation and Internment of approx. 110, 000 Japanese American citizens. Japanese Americans who were too close to the Pacific Coast. Government afraid of spies. Referred to as “War Relocation Camps” FDR authorized the Internment with Executive order 9066 on February 19 th, 1942 n Allowed Military commanders to designate exclusion areas for Japanese American “terrorist”.

Discrimination during War time n n n FDR ordered the evacuation of more than 100, 000 Japanese-Americans from their homes—even though many were US citizens whose families had lived in the US for generations In 1944, the US Supreme Court ruled that the internment was lawful and justified due to “…the military urgency of the situation. ” 1983: the US government formally recognized the injustice and authorized payments of $20, 000 to each Japanese American who had suffered.

d. Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries.

War Mobilization n n To prepare the country for war Roosevelt created the War Production Board to help regulate the switch to war time production The automobile industry switched to almost exclusively making tanks, jeeps, trucks, and airplanes

On the Homefront n n Many young men left home to fight the war in Europe—once again, women were left to take their place in the workforce Over 6 million women took factory jobs for men 3 million volunteered for the Red Cross More women joined the military; some 350, 000 served in WWII n n WAC (Women’s Army Corps) Women Accepted for Volunteer Emergency Service (WAVES)

Homefront Sacrifices n n As industry tooled for war, Americans experienced shortages in consumer goods. Government-issued ration books limited the amount of sugar, meat, gasoline, & other goods that people could purchase. Americans were encouraged to purchase war bonds to help finance the war. Victory Gardens became very popular

Fight for Civil Rights Continues… a. Explain A. Philip Randolph’s proposed march on Washington, D. C. , and President Franklin D. Roosevelt’s response. n n n Throughout the war, the US remained segregated in both civilian & military life. Once again, blacks moved from the South to the industrialized North to find employment. To fight discrimination against African Americans in the military & in the workplace, A. Philip Randolph, the nation’s most respected African American labor leader, organized a march to occur at the capital to fight for equal rights. n n “We Loyal Colored Americans Demand the Right to Work and Fight for Our Country” “If it cost money to finance a march on Washington, let Negroes pay for it. If any sacrifices are made for Negro rights in National Defense, let Negroes make them. ”

FDR’s Response Tried to persuade Randolph out of it…and failed. n Fearing a protest of 100, 000+ people, FDR backed down & reluctantly signed the Executive Order 8802 in 1941 which called on all employers & labor unions “to provide for the full and equitable participation of all workers in defense industries, without discrimination because of race, creed, color, or national origin. ” n

e. Describe Los Alamos and the scientific, economic, and military implications of developing the atomic bomb. Los Alamos and the Atom Bomb n n Also known as “Site Y” and the Los Alamos National Laboratory. Los Alamos, New Mexico Largest science and technology institution in the world. One of the places the atomic bomb was created.

The Atomic Bomb the Manhattan Project n The US wanted to beat the Germans. n Develop the bomb and create enriched Uranium before the Nazis did. n n n President Harry Truman knew the battle against Japan would be very difficult, thus he approved the use of the atomic bomb. Manhattan Project n $2 billion ($22 billion today) n Over 30 different sites. 10 on Manhattan Island (Project Name) n Started in the early 1940 s as a secret Made it for intimidation…. . Turned into a weapon of Mass Destruction. n US dropped 2 on Japan in the cities Hiroshima and Nagasaki n This totally devastated their country.

Manhattan Project

Fat Man and Little Boy (The bombs dropped on Japan by the Enola Gay) Hit Nagasaki Hit Hiroshima

Practice Questions n In what way did the Lend-Lease Act provide a compromise between the will of the president and the belief of many in Congress? n n A) It allowed assistance to friendly nations without the US directly participating in war B) it limited American involvement in European affairs by only providing advisors to friendly nations C) it curtailed the sale of supplies to all nations involved in conflict D) It assisted Great Britain’s efforts against Germany but did not offer help to other nations

n n n 1) What persuasive images & slogans are featured in this poster? 2) To what emotions does this poster appeal? 3) Before the attack on Pearl Harbor, the US was determined to stay out of the war & remain neutral. In what ways does this poster attempt to change public opinion?

n 4) Is there any difference between the Pearl Harbor poster and this cartoon that came out after the attacks on September 11 th?