Chapter 14 Opener

Chapter Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners

Levels Resources Chapter Section Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 5 Assess FOCUS

BL OL AL ELL Daily Focus Skills Transparencies 14-1 14-2 14-3 14-4 14-5 TEACH OL AL Geography and History Activity, URB p. 3 OL AL American Literature Reading, URB p. 13 p. 15 Reading Essentials and Note-Taking BL OL ELL p. 146 p. 149 p. 152 p. 155 p. 158 Guide* OL Historical Analysis Skills Activity, URB p. 56 BL OL ELL Guided Reading Activities, URB* p. 82 p. 83 p. 84 p. 85 p. 86 BL OL AL ELL Content Vocabulary Activity, URB* p. 61 BL OL AL ELL Academic Vocabulary Activity, URB p. 63 OL AL Critical Thinking Skills Activity, URB p. 66 BL OL ELL Reading Skills Activity, URB p. 55 BL ELL English Learner Activity, URB p. 59 OL AL Reinforcing Skills Activity, URB p. 65 BL OL AL ELL Differentiated Instruction Activity, URB p. 57 BL OL ELL Time Line Activity, URB p. 67 OL Linking Past and Present Activity, URB p. 68 BL OL AL ELL American Art and Music Activity, URB p. 73 Interpreting Political Cartoons Activity, BL OL AL ELL p. 75 URB AL Enrichment Activity, URB p. 79 BL OL AL ELL American Biographies ✓✓ BL OL AL ELL Primary Source Reading, URB p. 69 p. 71 BL OL AL ELL Supreme Court Case Studies p. 61 BL OL AL ELL The Living Constitution* ✓ ✓✓✓✓✓✓ American History Primary Source OL AL ✓ ✓✓✓✓✓✓ Documents Library

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓✓✓✓✓✓

Differentiated Instruction for the BL OL AL ELL ✓ ✓✓✓✓✓✓ American History Classroom Note: Please refer to the Unit 5 Resource Book for this chapter’s URB materials. * Also available in Spanish

484A Planning Guide Chapter

Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 5 Assess TEACH (continued) BL OL AL ELL StudentWorks™ Plus ✓ ✓✓✓✓✓✓ American Music Hits Through History BL OL AL ELL ✓ ✓✓✓✓✓✓ CD Unit Time Line Transparencies and BL OL AL ELL ✓ ✓✓✓✓✓✓ Activities Cause and Effect Transparencies, BL OL AL ELL ✓ ✓✓✓✓✓✓ Strategies, and Activities Why It Matters Transparencies, BL OL AL ELL ✓ ✓✓✓✓✓✓ Strategies, and Activities BL OL AL ELL American Issues ✓ ✓✓✓✓✓✓ American Art and Architecture OL AL ELL Transparencies, Strategies, and ✓ ✓✓✓✓✓✓ Activities High School American History BL OL AL ✓ ✓✓✓✓✓✓ Literature Library The American Vision: Modern Times BL OL AL ELL ✓ ✓✓✓✓✓✓ Video Program Strategies for Success ✓ ✓✓✓✓✓✓ ✓ ✓✓✓✓✓✓ Teacher Success with English Learners Reading Strategies and Activities for ✓ ✓✓✓✓✓✓ Resources the Social Studies Classroom Presentation Plus! with MindJogger ✓ ✓✓✓✓✓✓ CheckPoint ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 197 p. 198 p. 199 p. 200 p. 201 p. 203 BL OL AL ELL Authentic Assessment With Rubrics p. 33 BL OL AL ELL Standardized Test Practice Workbook p. 31 BL OL AL ELL ExamView® Assessment Suite 14-1 14-2 14-3 14-4 14-5 Ch. 14 CLOSE BL ELL Reteaching Activity, URB p. 77 BL OL ELL Reading and Study Skills Foldables™ p. 74 ✓ Chapter- or unit-based activities applicable to all sections in this chapter.

484B Chapter Integrating Technology

Using PresentationPlus! Teach With Technology

What is PresentationPlus! with MindJogger CheckPoint? Glencoe’s PresentationPlus! with MindJogger CheckPoint offers ready-made presentations and review activities for each chapter or section in the textbook. How can PresentationPlus! help me? PresentationPlus! allows you to create your presentations quickly and includes links to glencoe.com, In Motion Animations (maps, graphs, and charts), and a selection of transparencies that enhance the classroom discussion. Additionally, MindJogger CheckPoint offers entertaining ask-the-audience games that review content and generate student interest. PresentationPlus! with MindJogger CheckPoint is one of Glencoe’s technology resources available for teachers.

You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill TAVMT5154c14T for Chapter 14 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ●● • Spanish Audio Summaries ●● • Section Spotlight Videos ●●● The American Vision: Modern Times Online Learning Center (Web Site) • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In Motion Animations ●●● • Study Central™ ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ●●● • Historical Thinking Activities ● • Beyond the Textbook ●●●

484C Additional Chapter Resources Chapter

• Timed Readings Plus in Social Studies helps The following videotape programs are available from students increase their reading rate and fluency while Glencoe as supplements to this Modern Times chapter: maintaining comprehension. The 400-word passages are similar to those found on state and national • The Last Days of World War II (ISBN 1-56-501536-3) assessments. • D-Day: The Total Story (ISBN 0-76-700606-2) • Reading in the Content Area: Social Studies To order, call Glencoe at 1-800-334-7344. To find classroom concentrates on six essential reading skills that help resources to accompany many of these videos, check the students better comprehend what they read. The following home pages: book includes 75 high-interest nonfiction passages A&E Television: www.aetv.com written at increasing levels of difficulty. The History Channel: www.historychannel.com • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English. www.jamestowneducation.com

Reading List Generator CD-ROM

Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest. • The database provides Degrees of Reading Power™ Index to National Geographic Magazine: (DRP) and Lexile™ readability scores for all selections. • A brief summary of each selection is included. The following articles relate to this chapter: • “The Wings of War: How the Yanks of the Eighth Leveled reading suggestions for this chapter: Air Force Helped Turn the Tide in World War II,” by For students at a Grade 8 reading level: Thomas B. Allen, March 1994. • Summer of My German Soldier, by Bette Greene • “Remembering the Blitz,” by Cameron Thomas, July For students at a Grade 9 reading level: 1991. • The Winds of War, by Herman Wouk National Geographic Society Products To order the For students at a Grade 10 reading level: following, call National Geographic at 1-800-368-2728: • Flags of Our Fathers, by James Bradley and Ron Powers • World War II Era CD-ROM (CD-ROM) For students at a Grade 11 reading level: Access National Geographic’s new, dynamic MapMachine • Never to Forget: The Jews of the Holocaust, by Web site and other geography resources at: Milton Meltzer www.nationalgeographic.com For students at a Grade 12 reading level: www.nationalgeographic.com/maps • America in World War II: 1945, by Edward F. Dolan

484D Introducing Chapter Chapter Focus AAmericamerica aandnd MAKING CONNECTIONS World War II What Kind of Sacrifices Does War Require? 1941–1945 Ask students what kind of sacrifices they would be willing to SECTION 1 Mobilizing for War make for their country. Lead a dis- SECTION 2 The Early Battles cussion regarding citizens’ roles SECTION 3 Life on the Home Front at home during wartime. Discuss SECTION 4 Pushing Back the Axis different attitudes people have about supporting war. Encourage SECTION 5 The War Ends students to state why World War II inspired patriotism throughout the country. BL OL Teach The Big Ideas As students study the chapter, remind them to consider the section-based Big Ideas included in each section’s Guide to Reading. Allied troops land in Normandy on D-Day, 1944. The Essential Questions in the activities below tie in to the Big 1941 Ideas and help students think • United States 1942 enters World War II Franklin D. • Women’s Army about and understand important • Roosevelt bans Roosevelt Auxiliary Corps 1943 1933–1945 chapter concepts. In addition, the discrimination in established • Detroit race riots defense industries • Japanese American • Zoot-suit riots in Hands-on Chapter Projects with relocation ordered Los Angeles the culminating activities relate U.S. PRESIDENTS U.S. EVENTS the content from each section to 1941 1942 1943 the Big Ideas. These activities WORLD EVENTS build on each other as students 1941 1942 1943 progress through the chapter. • Japan attacks • Japan captures the Philippines • Germans defeated at Pearl Harbor • Americans win Battle of Stalingrad Section activities culminate in the Midway • Allied forces land in Italy wrap-up activity on the Visual Summary page. 484 Chapter 14 America and World War II Section 1 Section 2 Section 3 Mobilizing for War The Early Battles Life on the Home Front Essential Question: How could the Essential Question: What unique deci- Essential Question: How do you think United States increase its productivity in sions did the United States face as a women and African Americans a short period of time? (Workers must be result of fighting a war on two fronts? responded to the war? (They took factory motivated to work long hours. Materials (whether to fight both wars with equal jobs typically held by white men. Some may must be readily available to allow for faster strength or to emphasize one front and one have protested the war.) Explain that in production.) Tell students that Section 1 enemy over the other) Inform students that Section 3, students will learn about how describes how Roosevelt and business Section 2 will highlight how the U.S. bal- these groups responded to new opportu- leaders rapidly mobilized the economy to anced operations against Japan and nities, prejudices, and restrictions. OL ensure success in the war. OL Germany. OL

484 Introducing Chapter Audio MAKING CONNECTIONS Chapter What Kinds of Sacrifices Does War Require? During World War II, millions of Americans enlisted in the armed forces, risking their lives in the struggle. On the home More About the front, Americans also helped the war effort by giving up goods Photo needed by the military and buying war bonds. • Why do you think so many Americans volunteered to Visual Literacy On June 6, ﬁ ght in World War II? 1944, American, British, and • Should civilians have to make sacriﬁ ces in wartime? Canadian troops assaulted five different beach heads in Normandy, France. Known as D-Day, the invasion included nearly 7,000 ships, including battleships and landing craft. Allied troops stormed the beaches in the early morning. Though they suffered heavy losses, with the heaviest casualties at Omaha Beach, they succeeded at pushing the German troops inland.

Dinah Zike’s Foldables Dinah Zike’s Foldables are three-dimensional, interactive graphic organizers that help students practice basic writing skills, review vocabu- Summarizing American Life During lary terms, and identify main World War II Make a Pocket Book Foldable 1944 1945 to summarize various aspects of daily life that ideas. Instructions for creat- Harry Truman • Supreme Court rules in • Franklin Roosevelt World War II affected. Korematsu v. United States that 1945–1953 dies in office; ing and using Foldables can Label the two pockets as Japanese American relocation is Harry S. Truman Economic and Social. be found in the Appendix at constitutional becomes president Include general effects as the end of this book and in Economic Social well as specific programs the Dinah Zike’s Reading and under each pocket. 1944 1945 Study Skills Foldables booklet.

1944 1945 • Eisenhower leads • U.S. Marines capture Visit glencoe.com

D-Day invasion Iwo Jima and enter code TAVMT5147c14 for • MacArthur’s forces • United States drops Chapter 14 resources. land in the Philippines atomic bomb on Japan Chapter 14 America and World War II 485 Visit glencoe.com and enter code TAVMT5154c14T for Chapter 14 Section 4 Section 5 resources, including a Chapter Pushing Back the Axis The War Ends Overview, Study Central™, Essential Question: Why were Essential Question: Why do you think Study-to-Go, Student Web Americans still willing to fight a war with America used atomic weapons against Activity, Self-Check Quiz, and so many American casualties? (Responses Japan? (Responses may include to bring other materials. may include the desire to protect America about the end of the war with Japan; save from Hitler, stop the Holocaust, seek revenge the lives of American soldiers fighting in for Pearl Harbor.) Tell students that in Pacific.) As you lead a discussion, remind Section 4, they will learn about the strate- students that this question continues to gic battles of the war and the large num- be debated. Section 5 will cover some of ber of casualties. OL the debate. OL

485 Chapter 14 • Section 1 Section 1 Section Audio Spotlight Video Focus Mobilizing for War

Bellringer fter World War I, America returned to isolationism. Guide to Reading When the nation entered World War II in 1941, Daily Focus Transparency 14-1 A

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: C Big Ideas its armed forces ranked nineteenth in might, behind Teacher Tip: Students should read the text carefully and UNIT base the answer they choose on available facts. 5 DAILY FOCUS SKILLS Chapter 14 TRANSPARENCY 14-1 Economics and Society Americans Analyzing Information the tiny European nation of Belgium. Three years later,

Directions: Answer the following LIBERTY SHIPS question based on the information at left. quickly converted to a wartime econ- What made Liberty ships the United States was producing 40 percent of the important contributors to American success in World omy to support the war effort. War II?

A Liberty ships were small and maneuverable. world’s arms. B Liberty ships were built to last a long time. Content Vocabulary C Liberty ships were cheap to build and easy to repair. D Liberty ships were not built (p. 488) until after the end of World • cost-plus War II.

The Jeremiah O’Brien was built in South Portland, Maine, and launched in June 1943 as a cheap and expendable cargo ship called a Liberty ship. • (p. 491) Liberty ships were actually hard to sink and easy to repair because their disenfranchised hulls were welded together instead of riveted. Converting the Economy Academic Vocabulary • vehicle (p. 489) MAIN Idea The United States quickly mobilized the economy to fight Guide to Reading • draft (p. 490) the war. HISTORY AND YOU Have you ever changed the way you performed a task Answers: People and Events to Identify in order to do it faster or more efficiently? What steps did you take to speed Government Agencies Created to • War Production Board (p. 489) things up? Read on to learn how the United States changed the way factories (p. 489) produced goods during World War II. Mobilize the Economy: • Office of War Mobilization • “Double V” campaign (p. 492) National Defense Advisory • Tuskegee Airmen (p. 492) Shortly after 1:30 P.M. on December 7, 1941, Secretary of the Committee • Oveta Culp Hobby (p. 493) Navy Frank Knox phoned President Roosevelt at the White House. Reconstruction Finance • Women’s Army Corps (p. 493) “Mr. President,” Knox said, “it looks like the Japanese have attacked Pearl Harbor.” A few minutes later, Admiral Harold Stark, chief of Corporation Reading Strategy naval operations, phoned and confirmed the attack. Organizing Complete a graphic orga- War Production Board Although President Roosevelt remained calm when he heard the nizer similar to the one below by filling Office of War Mobilization news, he later expressed his concerns to his wife Eleanor: “I never in the agencies that the U.S. govern- wanted to have to fight this war on two fronts. We haven’t got the ment created to mobilize the nation Navy to fight in both the Atlantic and Pacific. . . . We will have to for war. build up the Navy and the Air Force and that will mean we will have to take a good many defeats before we can have a victory.” Government Agencies Although the difficulties of fighting a global war troubled the pres- Created to Mobilize To generate student interest and the Economy ident, British prime minister Winston Churchill was not worried. Churchill knew that victory in modern war depended on a nation’s provide a springboard for class industrial power. He compared the American economy to a gigantic discussion, access the Chapter 14, boiler: “Once the fire is lighted under it there is no limit to the power Section 1 video at glencoe.com or it can generate.” on the video DVD. Churchill was right. The industrial output of the United States during the war astounded the rest of the world. American workers were twice as productive as German workers and five times more productive than Japanese workers. In 1943 the Soviet leader Joseph Stalin toasted “American production, without which this war would have been lost.” American war production turned the tide in favor of the Allies. In less than four years, the United States and its allies achieved what no other group of nations had ever done—they fought and won a two-front war against two powerful military empires, forcing each Resource Manager to surrender.

486 Chapter 14 America and World War II

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Inferring, pp. 487, 490 • Det. Cause/Effect, p. 487 • Visual/Spatial, pp. 488, • Persuasive Writing, • Interpreting a Chart, • Academic Vocab., • Hypothesizing, p. 489 489 p. 482 p. 490 p. 490 • Evaluating, p. 491 • Paraphrasing, p. 493 • Making Inf., p. 492 Additional Resources Additional Resources Additional Resources • Acad. Vocab. Act., URB • Content Vocab. Act., • Read. Essen., p. 146 Additional Resources Additional Resources p. 63 URB p. 61 • Guide. Reading, URB • Historical Analysis Skills • Foldables, p. 74 p. 82 Act, URB p. 56 • Reading Skills Act., URB • Quizzes and Tests, p. 55 p. 197 • Linking Past and Present, URB p. 68 Chapter 14 • Section 1 The Arsenal of Democracy Teach

R Reading Strategy Inferring Ask: Why were Americans eager to increase production? (Answers may include shock at German success; national pride; a desire to build up U.S. defenses.) OL

C Critical Thinking Determining Cause and Effect Ask: Why did Roosevelt U.S. Output of Military Products provide incentives to businesses 80,000 that would aid in the war? (He 60,000 knew that businesses were better 40,000 equipped than the government. If

Products 20,000 they made money, they would work Analyzing VISUALS harder.) OL 1. Determining Cause and Effect When did tank pro- 1941 1942 1943 1944 1945 duction begin to drop? Why might this be so? Year 2. Making Connections How do you think the workers Combat aircraft Ships Tanks felt as they watched the tanks rolling out of the factory? Source: The Big ‘L’: American Logistics in World War II. Analyzing VISUALS

Answers: The United States rapidly increased its war charge of buying equipment—began signing 1. after 1943; Answers may production after the attack on Pearl Harbor. contracts with American companies for new include steady growth in The expansion was possible in part because aircraft, ships, and equipment. the government had already begun mobilizing Roosevelt believed that government and tank production over 2 years the economy before the country entered the business had to work together to prepare for lessened the need for war. When the German blitzkrieg swept into war. He created the National Defense Advisory production France in May 1940, President Roosevelt Committee to help mobilize the economy and 2. proud to be helping with the declared a national emergency and announced asked several business leaders to serve on the a plan to build 50,000 warplanes a year. Two committee. The president and his advisers war effort months later he asked Congress for $4 billion believed that giving industry an incentive to to build a “Two-Ocean” Navy. move quickly was the best way to rapidly C Shocked by the success of the German mobilize the economy. As Henry Stimson, the attack, many Americans were willing to build new secretary of war, wrote in his diary: “If up the country’s defenses. By October 1940, you are going to try and go to war, or to R Congress had increased the defense budget prepare for war, in a capitalist country, you to more than $17 billion. The Army-Navy have got to let business make money out of Munitions Board—the military agency in the process or business won’t work.” Additional

Chapter 14 America and World War II 487 Support

Activity: Technology Connection

Analyzing Technology Assign students to ing for utilizing the new technology, about pro- small groups and have them research new tech- duction information, and about how the tanks nology that was being used in American tanks and planes fared in actual warfare. Students and fighter planes in the 1940s (for example, should write a short report and include photos Sherman tanks, Wildcat, Hellcat, and Mustang or other visuals to support their findings. OL fighters). Direct them to read about the reason-

487 Chapter 14 • Section 1 Normally when the government needed military equipment, it would ask companies to American Industry bid for the contract, but that system was too Gets the Job Done slow in wartime. Instead of asking for bids, the D Differentiated government signed cost-plus contracts. The MAIN Idea Factories built tanks, airplanes, government agreed to pay a company what- trucks, and jeeps for military use, as well as safer Instruction ever it cost to make a product plus a guaran- ships. Visual/Spatial Have students teed percentage of the costs as profit. HISTORY AND YOU Has a coach or an instructor Under the cost-plus system, the more a ever challenged you to improve your speed or effi- work in pairs to create posters ciency at a task? Read on to learn how American company produced and the faster it did the industry helped the war effort. that illustrate information about work, the more money it would make. The sys- unemployment, production fig- tem was not cheap, but it did get war materials By the fall of 1941, much had already been produced quickly and in quantity. ures for several industries, and done to prepare the economy for war, but it Cost-plus convinced many companies to con- was still only partially mobilized. Although other economic indications from vert to war production. Other firms, however, many companies were producing military D before the war and then again could not afford to reequip their factories to make equipment, most still preferred to make con- military goods. To convince more companies to after mobilization. OL sumer goods. The Great Depression was end- convert, Congress gave new authority to the ing, demand was up, and sales were rising. Reconstruction Finance Corporation (RFC). That The Japanese attack on Pearl Harbor, however, government agency, set up during the Depres- changed everything. A flood of orders by the sion, could make loans to companies wanting to government for war materials began, and by convert their factories to war production. Answer: the summer of 1942, almost all major indus- The cost-plus program encour- Analyzing What government tries and some 200,000 companies had con- aged companies to make many policies helped American industry to produce large verted to war production. Together they made quantities of war materials? the nation’s wartime “miracle” possible. products quickly. The RFC made loans to help companies convert to war production. Building the Liberty Ships

PRIMARY SOURCE “I took classes on how to weld. I had leather gloves, leather pants, a big hood, goggles and a leather jacket. . . . Answers: They put me forty feet down in the bottom of the ship to be a tacker. I filled the long seams of the cracks in the ship cor- 1. to protect herself from get- ners full of hot lead and then brushed them good and you ting burned could see how pretty it was. The welders would come along 2. She had to fill in the seams of and weld it so it would take the strong waves and deep water and heavy weight.” the ship with hot lead before —Katie Grant, World War II riveter at the welders came in. Kaiser Richmond Shipyard, California

1. Interpreting Why would Katie Grant have had to ▲ In this 1942 photograph, wear leather clothing? workers construct a Liberty 2. Summarizing What was her job? Hands-On ship in San Francisco. Chapter Project Step 1 An Interview with a World students could learn American attitudes in Putting It Together Once students know War II Veteran that person’s community toward the war, the basics about their interviewee (such as where he or she served, what he or she the branch of the military and theater of the Step 1: Finding a Veteran to Inter- knew at the time about Europe, how service war involved), they should write out the view and Shaping the Questions affected his or her political views. The next questions they will ask in a question-and- Essential Question: What can we learn and crucial task is to find a veteran to inter- answer format, organizing the questions from a World War II veteran? view. A local VFW group can be helpful (ask- in a logical fashion (the person’s life before ing other community organizations or the war, mission during the war, and so Directions Explain to students that they churches is also a possibility.) Students may on). OL will document an interview with a World write a letter or phone the veteran to ask for (Chapter Project continued on page 496) War II veteran (using a CD or DVD). Students his/her participation. should begin by thinking about what they might learn from a veteran. For example, 488 Chapter 14 • Section 1 Tanks Replace Cars keel up, parts were prefabricated and brought to the shipyard for assembly. The automobile industry was uniquely Kaiser’s shipyards built many different kinds suited to the mass production of military of ships, but they were best known for Liberty equipment. Automobile factories began pro- ships. The Liberty ship was the basic cargo ship D Differentiated ducing trucks, jeeps, and tanks. Mass produc- used during the war. Liberty ships were welded Instruction tion was critical in modern warfare, because instead of riveted. Although welded ships the country that could move troops and sup- tended to crack, Vice Admiral Emory Land, Visual/Spatial Tell students plies most quickly usually won the battle. As head of the U.S. Maritime Commission, pre- they are on a committee to design General George C. Marshall, chief of staff for ferred the Liberty ships: the United States Army, observed: a stamp commemorating the

RIMARY OURCE World War II mobilization effort. PRIMARY SOURCE P S They must choose between Henry “The greatest advantage . . . the United States “Every time a riveted ship goes into dock you have enjoyed on the ground in the fighting was . . . the a lot of repairs to do. You do not have them in Ford and Henry Kaiser. Have each jeep and the two-and-a-half ton truck. These are welded ships. . . . On combat damage, comparing student draw a picture of their the welded Liberty ships and others, everything is the instruments that moved and supplied United stamp and explain their design. States troops in battle, while the German army . . . in favor of the Liberty. . . . riveted ships are apt to depended heavily on animal transport. . . . The go to the bottom if they are bombed or mined or BL United States, profiting from the mass production torpedoed. . . . Never mind about the fractures or achievements of its automotive industry . . . had the cracks—[the Liberty ships] get into port.” mobility that completely outclassed the enemy.” —quoted in Miracle of World War II C Critical Thinking Miracle of World War II —quoted in Have students When the war began, it took 244 days to Hypothesizing Automobile factories did not just produce build the first Liberty ship. After Kaiser ship- theorize why government agen- vehicles. They also built artillery, rifles, mines, yards applied their mass-production tech- cies and private businesses helmets, pontoon bridges, and dozens of other niques, average production time dropped to argued over supplies. (Students pieces of military equipment. Henry Ford cre- 41 days. Kaiser’s shipyards built 30 percent of ated an assembly line for the enormous B-24 all American ships constructed during the may suggest that government offi- bomber known as the “Liberator” at Willow war, including nearly 3,000 Liberty ships. cials may have had previous busi- Run Airport near Detroit. By the end of the ness relations with companies that war, the factory had built more than 8,600 air- they did not want to offend.) OL craft. Overall, the auto industry produced The War Production Board nearly one-third of all military equipment As American companies converted to war D manufactured during the war. production, many business leaders became frustrated with the mobilization process. Building the Liberty Ships Government agencies argued constantly about Answer: supplies and contracts and whose orders had The Germans had been sinking Ford’s remarkable achievement in aircraft the highest priority. production was more than matched by Henry After Pearl Harbor, President Roosevelt tried cargo ships regularly, keeping Kaiser’s shipyards. Henry Kaiser started in the to improve the system by creating the War C important cargo from reaching construction industry, but when World War II Production Board (WPB). He gave the WPB U.S. ports. New ships that were began, Kaiser shifted from the construction the authority to set priorities and production cheap, easy to build, and fast industry to shipbuilding. goals and to control the distribution of raw German submarines were sinking American materials and supplies. Almost immediately, were in great demand. cargo ships at a terrifying rate. The United the WPB clashed with the military. Military States had to find a way to build cargo ships as agencies continued to sign contracts without quickly as possible. Kaiser believed that speed consulting with the WPB. Finally, in 1943, was more important than quality and that cost Roosevelt established the Office of War was less important than results. He spent Mobilization (OWM) to settle arguments whatever it took to get the job done quickly. To among the different agencies. save time, he applied techniques from the construction industry to shipbuilding. Instead of Explaining What military need building an entire ship in one place from the led to the production of Liberty ships? Additional

Chapter 14 America and World War II 489 Support

Activity: Collaborative Learning

This answer the question. Have groups present Collaborative Learning Identifying Central Issues Assign students to small groups. Students will work their reports and photographs to the class. activity requires students to together to research the Liberty ships. Discuss students’ findings following the research, write, and illustrate. As presentations. OL you form groups, allow students Encourage them to use the Internet to find with different levels of academic information as well as photographs of the skills to work together. Assist ships. Ask: How important were the ships groups by assigning tasks based to the Allied victory in World War II? on each student’s strengths. (Students may suggest that ships were important in supplying and transporting troops.) Each group should prepare a report to 489 Chapter 14 • Section 1 the first peacetime draft in American history. Building an Army In September, Congress approved the draft by MAIN Idea Minorities and women played an a wide margin. important role in the United States armed forces R1 Reading Strategy during World War II. HISTORY AND YOU Do you think the United States You’re in the Army Now Academic Vocabulary Have should have a military draft? Read to learn about More than 60,000 men enlisted in the month students use context clues and the first peacetime draft in American history. after the attack on Pearl Harbor. At first, the prior knowledge to define the flood of recruits overwhelmed the army’s train- word draft. (choosing individuals Converting factories to war production was ing facilities. Many recruits had to live in tents only part of the mobilization process. To fight rather than barracks. The army also experi- for compulsory military service) OL and win the war, the United States also needed enced equipment shortages. Troops carried to build up its armed forces. sticks representing guns, threw stones simu- lating grenades, and practiced maneuvers with Reading Strategy trucks labeled “TANK.” R2 Creating an Army Inferring Lead students in a dis- New recruits were initially sent to a recep- R Within days of Germany’s attack on Poland tion center, where they were given physical 2 cussion about current U.S. policy in 1939, President Roosevelt expanded the exams and injections against smallpox and regarding military preparedness army to 227,000 soldiers. Before the spring of typhoid. The draftees were then issued uni- and reinstating the draft. Ask: 1940, college students, unions, isolationists, forms, boots, and whatever equipment was and most members of Congress had opposed available. The clothing bore the label “G.I.,” Under what circumstances, if R1 a peacetime draft. Opinions changed after meaning “Government Issue,” which is why any, do you think the United France surrendered to Germany in June 1940. American soldiers were called GIs. States should reinstate the Two members of Congress introduced the After taking aptitude tests, recruits went to draft? (Answers may include a Selective Service and Training Act, a plan for basic training for eight weeks. They learned need for more soldiers in time of war; for national defense in time of war.) Write a list of pros and cons Creating an American Army of reinstating the draft on the board. OL U.S. Armed Forces, 1939–1946 10 8 Army S Skill Practice 6 Navy 4 Marines

Interpreting a Chart Have (millions) 2 S students look at the chart. Military personnel 0 2 Ask: In which year were the 1939 194 1941 194 1943 1944 1945 1946 armed forces at a peak? (1945) Year at a low? (1939–40) BL Source: Historical Statistics of the United States.

PRIMARY SOURCE For many Americans, entering the army changed their perspective, as historian Carl Degler recalls: “Entrance into the Army in August, 1942, widened my horizons literally as well as experientially: for the first time I travelled beyond a 200 mile radius from Newark. I marvelled at the flatness of the prairie in Illinois . . . . Stops at posts in Miami Beach, Florida, and Richmond, ▲ Soldiers from a Mexican-American platoon train at Fort Benning Virginia, were my introduction to the American South.” Additional in 1943. —from The History Teacher, vol. 23, 1990

Support 490 Chapter 14 America and World War II

Activity: Collaborative Learning

Diagramming the Draft From 1948 until draft? Where did they sign up? What hap- 1973, during both peacetimes and periods of pened when they went to sign up? When was conflict, men were drafted to fill vacancies in the lottery introduced? How were numbers the armed forces that could not be filled through picked? Have students use the Internet and voluntary means. The draft ended in 1973, interview people who were drafted to get toward the close of the Vietnam War, and the answers to these questions. Have students work United States converted to an all-volunteer together to create a flow chart that illustrates military. Ask: Who had to sign up for the the draft process. OL

490 how to handle weapons, load backpacks, read assigned them to construction and supply Chapter 14 • Section 1 maps, pitch tents, and dig trenches. Trainees units. drilled and exercised constantly and learned Some African Americans did not want to how to work as a team. support the war. As one student at a black Basic training helped to break down barriers college noted: “The Army Jim Crows us. . . . C Critical Thinking between soldiers. Recruits came from all over Employers and labor unions shut us out. the country, and training together created a Lynchings continue. We are disenfranchised Evaluating Point out to stu- “special sense of kinship,” as one soldier noted. . . . and spat upon. What more could Hitler dents that segregation was a com- “The reason you storm the beaches is not do to us than that?” Despite the bitterness, mon practice during the 1940s. patriotism or bravery. It’s that sense of not most African Americans agreed with African Ask: Do you agree with Redding wanting to fail your buddies.” American writer Saunders Redding that they should support their country: that African Americans had a A Segregated Army duty to support their country PRIMARY SOURCE despite the discrimination they Although basic training promoted unity, “There are many things about this war that I do not faced at home? Why or why most recruits did not encounter Americans like . . . yet I believe in the war. . . . [W]e know that from every part of society. At the start of the whatever the mad logic of [Hitler’s] New Order there not? (Answers will vary.) Write war, the U.S. military was segregated. White is no hope for us under it. The ethnic theories of the major points on the board. OL recruits did not train alongside African Hitler ‘master folk’ admit of no chance of freedom. . . . Americans. African Americans had separate This is a war to keep [people] free. The struggle to C barracks, latrines, mess halls, and recreational broaden and lengthen the road of freedom—our facilities. Once trained, African Americans own private and important war to enlarge freedom Analyzing VISUALS were organized into their own military units, here in America—will come later. . . . I believe in this war because I believe in America. I believe in but white officers generally commanded them. Answers: Most military leaders also wanted to keep what America professes to stand for.” African American soldiers out of combat and —from “A Negro Looks at This War” 1. 1942; because it was the first year of the war and the period following the December 7, 1941, Japanese attack. 2. bravery, devotion to the A Segregated Army cause, seriousness Although the U.S. armed forces were segregated, discrimination did not prevent minority groups from performing with courage. Two of the best-known examples are the Tuskegee Airmen (right), comprised of African American volunteers, and the 442nd Regimental Combat Team (below), made up of Japanese American volunteers. The 450 Tuskegee Airmen fought in North Africa, Sicily, and Italy. The 442nd Regimental Combat Team became the most decorated unit in U.S. history.

Analyzing VISUALS 1. Identifying In what year did the army experience the most rapid growth? Why do you think that is the case? 2. Evaluating What do the expressions on the faces of the Tuskegee Airmen convey? Additional

Chapter 14 America and World War II 491 Support

Activity: Collaborative Learning

Making Connections Assign students to the Tuskegee Airmen with short answer ques- small groups. Have them read about the tions, a crossword puzzle, a trivia game, and so Tuskegee Airmen. The Tuskegee Airmen were on. Have groups exchange and complete each the fighter pilots who opened the door for other’s worksheets. Then have a class discussion African American pilots and helped integrate about what students have learned. Encourage the army. After students have completed their volunteers to share worksheet elements they reading, have them create a worksheet about found creative or interesting. OL

491 Chapter 14 • Section 1 Pushing for “Double V” Many African In early 1941 the air force created its first African American unit, the 99th Pursuit Student Skill American leaders combined patriotism with Activity To learn protest. In 1941 the National Urban League Squadron. The pilots trained in Tuskegee, how to conduct an asked its members to encourage African Alabama, and became known as the Tuskegee W C Critical Thinking interview, visit Americans to join the war effort. It also asked Airmen. In April 1943, after General Davis glencoe.com them to make plans for building a better soci- urged the military to put African Americans Making Inferences Partly in and complete the into combat as soon as possible, the squadron Skill activity. ety in the United States after the war. The response to the Double V cam- Pittsburgh Courier, a leading African American was sent to the Mediterranean. Lieutenant paign, President Roosevelt newspaper, launched the “Double V” cam- Colonel Benjamin O. Davis, Jr., General Davis’s ordered recruitment of African paign. The campaign urged African Americans son, commanded the squadron and helped to support the war to achieve a double vic- win the battle of Anzio in Italy. Americans for combat. tory—over both Hitler’s racism abroad and the In late 1943 Colonel Davis took command Ask: How do you think both racism at home. of three new squadrons that had trained at Tuskegee. Known as the 332nd Fighter Group, whites and African Americans C African Americans in Combat Under these squadrons were ordered to protect responded to Roosevelt’s new pressure from African American leaders, American bombers as they flew to their tar- policies toward African American President Roosevelt ordered the army, air force, gets. The 332nd Fighter Group flew 200 such soldiers? (Answers will vary, but navy, and marines to recruit African Americans, missions and did not lose a single member to students should note the racial dis- and he told the army to put African Americans enemy aircraft. into combat. He also promoted Colonel African Americans also performed well in crimination of the 1940s.) OL Benjamin O. Davis, Sr., the highest-ranking the army. The all–African American 761st Tank African American officer, to the rank of briga- Battalion was commended for its service W Writing Support dier general. during the Battle of the Bulge. Although the Persuasive Writing Direct students to write letters to the editor supporting racial integration of Women in World War II the U.S. armed forces during About 400,000 American women played a major role in World War II. Have students share the military side of the war effort, if not in direct combat. their letters with the class. OL Sixteen American women were awarded the Purple Heart for being injured as a result of enemy action. More than 400 American military women lost their lives.

Analyzing VISUALS ▲ In this 1943 photo, Nancy Nesbit checks Answers: with the control tower from 1. Answers may include that her plane at they felt women lacked nec- Avenger Field in Sweetwater, essary skills and physical Texas, where the Women’s strength Auxiliary 2. lacked necessary supplies; Ferrying Squadron of ▲ overcrowded the U.S. Army A doctor and an army nurse tend to a patient at a trained. U.S. Army hospital in Leyte in the Philippines.

Analyzing VISUALS 1. Inferring Why might the military have been reluctant to allow women in combat? 2. Evaluating What does the photo above suggest Differentiated about conditions in military hospitals?

Instruction 492 Chapter 14 America and World War II

Name Date Class

and Present Ac Linking Past tivity 14

Women With Wings

Jackie Cochran was deter- After the WASPs disbanded, T H E N mined. World War II raged, and N O W women were not allowed to fly the military needed as many again for the U.S. military for Women With Wings combat pilots as it could get. more than 30 years. In 1977 the Who would ferry aircraft from factories and airfields WASPs finally received full military status when to their overseas departure points? Why not female President Carter signed a law declaring that they had pilots? Cochran convinced Army Air Forces Chief Hap served on active duty. CHAPTER Arnold to start a training program. The call went out Today some 35,000 American women hold a pilot’s for experienced women pilots, and 25,000 women license, roughly 6 percent of all U.S. pilots. In 1973 applied. The first all-women air corps, later called the Emily Howell Warner became the first woman Women Airforce Service Pilots (WASPs), was born. to be hired as a pilot for a regularly scheduled U.S.

14 From 1942 to 1944, more than 1,000 women pilots airline, Frontier Airlines. Now slightly more than 5 trained to fly all kinds of aircraft. Cochran, holder of percent of commercial pilots are women. Objective: Compare the roles of women in the military in Differentiated Instruction Strategies 17 world aviation records by 1941, led the group. In 1991 the law excluding women from flying com- These women were civilians, not officially part of the bat aircraft was repealed. By 1998, 21 women were military. They ferried aircraft, tested planes, and flying fighter jets for the Air Force and 27 for the instructed male pilots. Although not allowed to fly Navy. Women were also flying attack helicopters for combat missions, the WASPs freed male pilots for the Army and Marines. World War II with the roles of women in the combat. Women pilots longed to fly spacecraft as well. In

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Write a short letter as Jackie Cochran Still, their job entailed significant risk. The planes 1960 and 1961, NASA quietly trained women as astro- BL coming off the assembly lines had not been tested. nauts for the Mercury space program. Thirteen Some WASPs towed targets for artillery practice, a women passed the same grueling physical trials as the task nearly as dangerous as combat. Thirty-eight men, yet none took part in a mission. NASA abruptly WASPs died in the line of duty. Some may have died canceled the program. military today. from sabotage by resentful male pilots. At one fatal NASA finally opened its doors to women astronauts attempting to convince the army chief crash, Cochran said she found sugar in the plane’s gas in 1978. In 1995 Lieutenant Colonel Eileen Collins tank. She did not report it, fearing the publicity might became the first woman to pilot an American space- harm the program. craft, the shuttle Discovery. When Collins became the Despite the WASPs’ success, Congress refused first woman to command a U.S. shuttle in 1999, eight them military status, denying them veterans’ benefits. former WASPs were there at Cape Canaveral, Florida, Focus: Determine how the necessities of war granted to start a female pilot training The group was disbanded in 1944, as the war in to watch and cheer. Europe ended and male pilots began to return.

CRITICAL THINKING female pilots an opportunity to participate. program. Directions: Answer the questions below on a separate sheet of paper. 1. Synthesizing Information Why do you think the WASPs were disbanded in 1944 rather than made a permanent part of the military? 2. Making Inferences Why do you think military status was important to the WASPs? 3. Distinguishing Fact from Opinion Write one fact and one opinion about women flying Teach: In a bulleted list, describe the risks that female AL Find other instances of women’s combat missions. 68 pilots faced during World War II. accounts of their actions in World War Linking Past and Assess: Use a graphic organizer to compare female II. Share what you find with the class. Present Activity, pilots then and now. ELL Create a list of unfamiliar terms in the URB p. 68 Close: Have students read ahead and list other ways reading. Then define the terms. 492 the war enabled women to progress. military did not end all segregation during the war, it did inte- Chapter 14 • Section 1 grate military bases in 1943 and steadily expanded the role of REVIEW African Americans within the armed forces. These successes Section 1 paved the way for President Truman’s decision to fully integrate the military in 1948. R Reading Strategy Vocabulary Have students Other Minorities in the Military Japanese Americans were 1. Explain the significance of: cost-plus, Paraphrasing not allowed to serve in the military at first. As the war progressed, War Production Board, Office of War reread the quote by Director however, second-generation Japanese Americans served in the Mobilization, disenfranchised, “Double V” Hobby. Ask: What did Oveta 100th Infantry Battalion and the 442nd Regimental Combat campaign, Tuskegee Airmen, Oveta Culp Culp Hobby mean when she said Team. Almost half had been in internment camps in the American Hobby, Women’s Army Corps. Southwest. Together these units became the most decorated in that women had a date with the history of the United States military. Many Mexican Americans Main Ideas destiny? (By serving, they had joined the National Guard during the 1930s and served on 2. Describing How did Congress sup- expanded women’s equality.) OL the front lines. Most minorities were allowed only in noncombat port factories that converted to war positions, such as kitchen workers. Native Americans, who were production? regarded as fierce warriors, were an exception to that policy. One- third of all healthy Native American men aged 18–50 served dur- 3. Analyzing What role did the OWM play in the war production effort? ing the war. Answer: 4. Explaining How were minorities dis- Each received more and new criminated against in the military? Women Join the Armed Forces roles. Women joined the armed forces, as they had done during Critical Thinking World War I. The army enlisted women for the first time, although 5. Big Ideas How did American industry they were barred from combat. Many jobs in the army were rally behind the war effort? administrative and clerical. Assigning women to these jobs made more men available for combat. 6. Organizing Use a graphic organizer like Assess Congress first allowed women in the military in May 1942, the one below to list the challenges facing when it established the Women’s Army Auxiliary Corps (WAAC) the United States as it mobilized for war. and appointed Oveta Culp Hobby, an official with the War Department, to serve as its first director. Although pleased about Challenges to the establishment of the WAAC, many women were unhappy Mobilization Study Central™ provides that it was an auxiliary corps and not part of the regular army. A little over a year later, the army replaced the WAAC with the summaries, interactive games, Women’s Army Corps (WAC). Director Hobby was assigned the 7. Analyzing Visuals Look again at the and online graphic organizers to photograph on page 488. What do you R rank of colonel. “You have a debt and a date,” Hobby explained to help students review content. those training to be the nation’s first women officers. “A debt to observe about the construction process? democracy, a date with destiny.” As early as 1939, pilot Jackie Cochran had written to Eleanor Writing About History Roosevelt suggesting that women pilots could aid the war effort. 8. Expository Writing Interview a World Close The following year, Nancy Love wrote to army officials to suggest War II veteran or research your community that women be allowed to deliver planes. (The air force was not during the war. How did industry rally Summarizing Have students yet a separate branch of the military.) Training programs began in behind the war effort? Write a one-page create two columns: businesses 1942; the Women Airforce Service Pilots (WASPs) began the next report to summarize your findings. and minorities. Have them make a year. Although the WASPs were no longer needed after 1944, bulleted list of how these groups about 300 women pilots made more than 12,000 deliveries of 77 different kinds of planes. assisted in war mobilization. OL The Coast Guard, the navy, and the marines quickly followed the army and set up their own women’s units. In addition to serving in these new organizations, another 68,000 women served as nurses in the army and navy. Study Central™ To review this section, go Summarizing How did the status of women and to glencoe.com and click on Study Central. African Americans in the armed forces change during the war? Section 1 REVIEW 493

Answers

1. All definitions can be found in the section were often assigned to non-combat duties 7. The construction appears to take place in and in the Glossary. such as construction and supply units. stages, like an assembly line. It took a lot of 2. It supported them financially by allowing the 5. Major industries started to rapidly produce workers to get the job done. Reconstruction Finance Corporation to make trucks, jeeps, tanks, and ships. 8. Students’ reports will vary but should pro- loans to companies who wanted to covert vide factual information about industry’s 6. Increasing Converting to a their factories to war production. industrial support of the war effort. wartime economy 3. The OWM served as a mediator between production different government agencies. Challenges to 4. Minorities were placed in segregated units, Mobilization with segregated barracks, mess halls, latrines, and recreational facilities. They Training troops Building an army 493 Chapter 14 • Section 2 Section 2 Section Audio Spotlight Video Focus The Early Battles

Bellringer he early battles of the war on both fronts required Guide to Reading changes in strategy from all sides. In the Pacific, the Daily Focus Transparency 14-2 T

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: H Big Ideas Battle of Midway was a major turning point against the Teacher Tip: Tell students to beware words like always UNIT and never in selecting accurate generalizations. 5 DAILY FOCUS SKILLS Chapter 14 TRANSPARENCY 14-2 Individual Action Several key people Making Generalizations Japanese, while the Battle of the Atlantic and the Battle

Directions: Answer the following TECHNOLOGY IN WAR question based on the information at left. made decisions that changed the course

Echo pulse from target Which of the following of Stalingrad made it clear that Germany would not win RADAR Antenna Target statements about the use of beamwidth Device used for detecting, locating, technology in warfare is the of the war. tracking, and identifying objects at Transmitted pulse most accurate? considerable distances through the air. Radar antenna F Radar can track a plane anywhere it goes during its flight. the war. SONAR G Sonar is never used unless an Device used underwater for attack on an object is planned. Content Vocabulary locating submerged objects and for submarine communication. H Both sonar and depth charges are usually used in attacks on submarines. (p. 497) DEPTH CHARGE RACK DEPTH CHARGES • periphery A canister-shaped weapon J Radar and sonar would never dropped from the back of be used in the same battle. surface ships to attack Stern (p. 499) submerged submarines. • convoy system Holding the Line Against Japan Academic Vocabulary MAIN Idea The Japanese continued to win victories in the Pacific until the (p. 496) • code Battle of Midway. Guide to Reading • target (p. 498) HISTORY AND YOU Have you ever continued toward a goal even though Answers: People and Events to Identify the odds were against you? Read on to learn about the early battles in the Pacific. April 1942 Doolittle Raid, Allies • Chester Nimitz (p. 494) (p. 494) April 1942 Philippines, Axis • Douglas MacArthur • Bataan Death March (p. 495) Admiral Chester Nimitz, the commander of the United States May 1942 Coral Sea, Allies • Corregidor (p. 495) Navy in the Pacific, began planning operations against the Japanese June 1942 Midway, Allies • James Doolittle (p. 495) Navy. Although the Japanese had badly damaged the American fleet February 1943 Stalingrad, Allies at Pearl Harbor, the American aircraft carriers, which were on a mis- Reading Strategy sion at sea, were safe. The United States had several carriers in the May 1943 North Africa, Allies Organizing Complete a time line simi- Pacific, and Nimitz was determined to use them. In the days just after lar to the one below to record the major Pearl Harbor, however, he could do little to stop Japan’s advance into battles discussed and the victor in each. Southeast Asia.

1942 1943 The Fall of the Philippines To generate student interest and A few hours after bombing Pearl Harbor, the Japanese attacked provide a springboard for class American airfields in the Philippines. Two days later, they landed discussion, access the Chapter 14, troops. The American and Filipino forces defending the Philippines Section 2 video at glencoe.com or were badly outnumbered. Their commander, General Douglas MacArthur, retreated to the Bataan Peninsula. Using the peninsula’s on the video DVD. rugged terrain, the troops held out for more than three months. By March, in desperation, the troops ate cavalry horses and mules. The lack of food and supplies, along with diseases such as malaria, scurvy, and dysentery, took their toll. The women of the Army Nurse Corps worked on Bataan in primitive conditions. Patients slept in the open air. One nurse, Rose Meier, reported, “If we needed more room, we got our axes and chopped some bamboo trees down.” Realizing MacArthur’s capture would demoralize the American people, President Roosevelt ordered the general to evacuate to Australia. MacArthur promised, “I came through, and I shall return.” On April 9, 1942, the weary defenders of the Bataan Peninsula Resource Manager finally surrendered. Nearly 78,000 prisoners of war were forced

494 Chapter 14 America and World War II

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Additional Resources Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Primary Source • Problem-Solving, p. 495 • Gifted and Talented, • Expository Writing, • Visual Literacy, p. 496 Reading, URB p. 69 • Contrasting, p. 497 p. 496 p. 495 • Guide. Reading, URB • Drawing Con., p. 499 • Visual/Spatial, p. 498 • Descriptive Writing, Additional Resources p. 83 p. 498 • Time Line Act., URB Additional Resources p. 67 • Quizzes and Tests, • Read. Essen., p. 149 p. 198 • Interpreting Pol. Cartoons, URB p. 75 120°E 120°30’E LUZON Camp Chapter 14 • Section 2 Private Leon Beck O’Donnell The Bataan Death March, April 1942 was taken pris- oner when Bataan 15 surrendered and took part in the Teach Bataan Bataan Death South Peninsula China Sea Man March for 13 days Bay before escaping: Bataan Death 14°30 March route C Critical Thinking PRIMARY SOURCE Problem-Solving Have stu- “They’d halt us in front of these big dents create a graphic, stating the artesian wells . . . so we could see the water and they wouldn’t let us have any. problem the military had attack- Anyone who would make a break for ing Japan in one box and their water would be shot or bayoneted. Then solution in another box. (Problem: they were left there. Finally, it got so bad further along the road that you never could not get planes over Japan for got away from the stench of death. air attack; Solution: used long There were bodies laying all along the road in various degrees of decomposi- range bombers (B-25s) instead of tion—swollen, burst open, maggots short-range bombers; B-25’s could crawling by the thousands. . . .” reach target) OL —from Death March: 1. Making Inferences Why did the Japanese captors The Survivors of Bataan stop at the wells? 2. Hypothesizing Why might the captors treat the cap- W Writing Support tives as they did on this march? Expository Writing Have students prepare a one-page report about Lieutenant Colonel James to march—sick, exhausted, and starving— In early 1942, a military planner suggested Doolittle. The reports should 65 miles (105 km) to a Japanese prison camp. replacing the carrier’s usual short-range bomb- Almost ten thousand troops died on this ers with long-range B-25 bombers that could address how Doolittle contributed march, which was later called the Bataan attack from farther away. The only problem C to the war effort, the events of the Death March. Sixty-six women nurses were was that, although B-25s could take off from a Doolittle Raid, and what he did also captured and sent to the University of carrier, the bombers could not land on its short Santo Tomas in Manila. They remained there— deck. After attacking Japan, they would have to later in his career. OL with 11 navy nurses and some 3,000 Allied land in China. civilians—until early in 1945. President Roosevelt put Lieutenant Colonel Although the troops in the Bataan Peninsula James Doolittle in command of the mission surrendered, a small force held out on the to bomb Tokyo. At the end of March, a crane island of Corregidor in Manila Bay. Finally, loaded sixteen B-25s onto the aircraft carrier W Answers: in May 1942, Corregidor surrendered. The Hornet. The next day, the Hornet headed west 1. It was a form of torture. Pri- Philippines had fallen to the Japanese. across the Pacific. On April 18, American bombs fell on Japan for the first time. soners could see the water, but The Doolittle Raid on Tokyo were not allowed to have any. 2. to demoralize the troops and Even before the Philippines fell, President Roosevelt was searching for a way to raise the Japan Changes Strategy the civilians back home morale of the American people. He wanted to While Americans rejoiced in the air force’s bomb Tokyo, but American planes could reach success, Japanese leaders were aghast at Tokyo only if an aircraft carrier brought them the raid. Those bombs could have killed the close enough. Unfortunately, Japanese ships in emperor, who was revered as a god. The the North Pacific prevented carriers from get- Doolittle raid convinced Japanese leaders to ting near Japan. change their strategy. Additional

Chapter 14 America and World War II 495 Support

Extending the Content

Bataan Death March Of the 78,000 Allied forced to sit in the sun. Those who asked for prisoners of war who began the six-day march water were executed. Survivors of the March from Bataan, only 54,000 survived. The Bataan faced starvation and disease as they were trans- Death March began on April 10, 1942. Any ported on “hell ships” to Japan. Prisoners were troops who fell behind were executed. Soldiers released after Japan’s formal surrender. were beaten, denied food and water, and were

495 Chapter 14 • Section 2 Before the raid, the Japanese navy had dis- team of code breakers based in Hawaii had agreed about the next step. The officers in already broken the Japanese navy’s secret code charge of the navy’s planning wanted to cut for conducting operations. American supply lines to Australia by captur- In March 1942, decoded Japanese messages D Differentiated ing the south coast of New Guinea. The alerted the United States to the Japanese attack commander of the fleet, Admiral Yamamoto, on New Guinea. In response, Admiral Nimitz Instruction wanted to attack Midway Island—the last sent two carriers, the Yorktown and the Gifted and Talented Have American base in the North Pacific west of Lexington, to intercept the Japanese in the students research how the Hawaii. Yamamoto believed that attacking Coral Sea. There, in early May, carriers from Midway would lure the American fleet into both sides launched all-out airstrikes against Japanese code was broken. Ask battle and enable his fleet to destroy it. each other. Although the Japanese sank the students to discuss the impor- After Doolittle’s raid, the Japanese war plan- Lexington and badly damaged the Yorktown, the tance of using codes during war, ners dropped their opposition to Yamamoto’s American attacks prevented the Japanese from idea. The American fleet had to be destroyed to landing on New Guinea’s south coast and kept the job code-breakers have, and protect Tokyo from bombing. The attack on the supply lines to Australia open. how code is deciphered in present New Guinea would still go ahead, but only times. AL three aircraft carriers were assigned to the mis- The Battle of Midway sion. All of the other carriers were ordered to assault Midway. Back at Pearl Harbor, the code-breaking Skill Practice team now learned of the plan to attack Midway. S With so many ships at sea, Admiral Yamamoto Visual Literacy Have students The Battle of the Coral Sea transmitted the plans for the Midway attack by organize the information from the The Japanese believed that they could safely radio, using the same code the Americans had D proceed with two attacks at once because they already cracked. map into a time line. Based on thought their operations were secret. What the Admiral Nimitz had been waiting for the their time lines, ask them to iden- Japanese did not know was that an American opportunity to ambush the Japanese fleet. He tify the point in which the battle seemed to shift toward an Allied victory. (Answers will vary. The Battle of Midway, 1942 Students should note the sinking of three Japanese ships as a signifi- Course of Enterprise and Hornet cant event.) OL Course of Yorktown 9 June 6, 1:31 P.M. 8 June 4, 5:01 P.M. Yorktown Japanese submarine fliers join Enterprise attack on I-168 torpedoes the the Hiryu, setting Yorktown, which sinks it ablaze. the next morning. Hiryu sinks Course of Japanese fleet 7 Yorktown sinks June 4, noon. Akagi sinks Soryu sinks Planes from the Hiryu Kaga sinks attack U.S. carriers. June 4, Yorktown hit. 6 10:22-10:28 A.M. The ship is abandoned U.S. Dive-bombers but remains afloat. score direct hits on 1 June 4, 4:30 A.M. Kaga, Akagi, and Soryu. U.S. Dauntless Japanese carriers launch dive-bomber S 108 warplanes to strike 2 June 4, 6:16 A.M. U.S. base at Midway. U.S. fighters clash with attackers. 5 June 4, 9:17 A.M. Japanese planes return. 4 June 4, 7:08 A.M. Fleet turns to engage U.S. fliers from Midway begin U.S. carriers. attacking Japanese fleet.

Line of U.S. submarines 3 June 4, stationed 170 miles 6:30 A.M. from Midway. Japanese begin bombing Midway. N

E W S U.S. actions Hands-On Japanese actions

Chapter Project 496 Chapter 14 Step 2 An Interview with a World follow up a question when a discussion gets questions. (Are they getting the informa- War II Veteran off the script) and to help decide on the tion they want?) They should also note the interviewing team. One to two students length of their questions and question list. Step 2: Practicing the Interview should be present at the interview. Students (Are there enough questions? Are there too Essential Question: What is the most should select a location that is informal, yet many questions?) The interview should not important information to get? quiet enough to conduct the interview take longer than one hour. OL Directions Students should use the list of without disturbances. (Chapter Project continued on page 502) questions that they created in Step 1 to Putting It Together As students practice, conduct mock interviews to get practice in they should refine their list of questions. interviewing (especially in being alert to Students should note the content of their

496 immediately ordered carriers to take up posi- Chapter 14 • Section 2 tions near Midway. Unaware that they were Stopping the Germans heading into an ambush, the Japanese launched MAIN Idea The Allies defeated Germany in their aircraft against Midway on June 4, 1942. Africa and in the Atlantic. The Soviet victory at The Americans were ready. The Japanese ran Stalingrad was a turning point of the war. C Critical Thinking into a blizzard of antiaircraft fire, and 38 planes HISTORY AND YOU Have you ever tried some- Contrasting Discuss the oppos- were shot down. As the Japanese prepared a thing simple before attempting a more challenging second wave to attack Midway, aircraft from problem? Read on to learn about the Allied strategy ing views of Roosevelt and the American carriers Hornet, Yorktown, and for attacking the Germans. Churchill regarding a European Enterprise then launched a counterattack. The invasion. Ask: Why might American planes caught the Japanese carriers In 1942 Allied forces began to win victories with fuel, bombs, and aircraft exposed on their in Europe as well. Almost from the moment Roosevelt have decided to sup- flight decks. Within minutes, three Japanese the United States declared war in 1941, Joseph port Churchill’s cautious carriers were reduced to burning wrecks. A Stalin, the leader of the Soviet Union, urged approach? (Students may suggest fourth was sunk a few hours later, and Admiral President Roosevelt to open a second front in that Roosevelt did not want to con- Yamamoto ordered his remaining ships to Europe. Stalin appreciated the lend-lease retreat. supplies that the United States had sent, but front Churchill or perhaps he real- The Battle of Midway was a turning point in the Soviets were doing most of the fighting. If ized fighting two fronts called for a the war. The Japanese navy lost four large car- British and American troops opened a second more guarded approach.) OL riers—the heart of its fleet. Just six months front against Germany, it would take pressure after Pearl Harbor, the United States had off the Soviet Union. stopped the Japanese advance. The victory was Since 1940, U.S. military strategists had dis- not without cost, however. The battle killed cussed with President Roosevelt the pressures Analyzing VISUALS 362 Americans and 3,057 Japanese. of a two-front war. “Plan Dog” argued that the Explaining Why was the United European theater must be the main focus Answers: States able to ambush the Japanese at Midway? because losing Great Britain would severely weaken any chance of regaining lost European 1. June 4, 1942, 4:30 A.M. territory. The shocking reality of Pearl Harbor 2. reduced distance planes had put an end to theory. The United States carried to fly; reduced amount of fuel out a two-front war, fighting both in the Pacific they consumed; supplied fuel and in Europe. Roosevelt wanted to get U.S. troops into

▲ Japanese aircraft battle in Europe, but Prime Minister Churchill bomb the USS Yorktown did not believe the United States and Great near Midway, June 1942. Britain were ready to invade Europe. Instead, Churchill wanted to attack the periphery, or C edges, of the German empire. Roosevelt agreed, and in July 1942, he ordered the inva- Answer: sion of Morocco and Algeria—two French ter- The U.S. had broken the ritories indirectly under German control. Japanese code and knew their attack plans. The Battle for North Africa Roosevelt decided to invade Morocco and Analyzing VISUALS Algeria for two reasons. The invasion would give the army some experience without requir- 1. Interpreting When did Japan launch the ing a lot of troops. More important, it would attack on Midway? help the British troops fight the Germans in Student Web 2. Drawing Conclusions Why were aircraft Egypt. Great Britain needed Egypt because the Activity Visit carriers so vital to the war in the Pacific? Suez Canal was located there. Most of Britain’s glencoe.com and complete the See StudentWorksTM empire, including India, Hong Kong, Singa- pore, Malaya, and Australia, sent supplies activity on America Plus or glencoe.com. and World War II. to Britain through the canal. Additional

Chapter 14 America and World War II 497 Support

Activity: Collaborative Learning

Contrasting Assign half the class to research students should provide a statement of each Fleet Admiral Chester W. Nimitz. The other half man’s philosophy. Encourage students to find will research Admiral Isoroku Yamamoto. Have visuals to use in their reports. Have volunteers students research details of their education, share their reports with the class. Then create a their commands, major victories in battle, and Venn diagram for the class to compare the two an overview of their military careers. In addition, men. OL

497 Chapter 14 • Section 2 El Alamein and Stalingrad, November 1942

Just as the Battle of Midway was a turn- D Differentiated ing point in the war in the Pacific, so too were the battles of El Alamein in North Instruction Africa and Stalingrad in Europe. The British Visual/Spatial Have students victory over German General Rommel at El Alamein secured the Suez Canal and draw a map of Africa and use col- kept the Germans away from the oil ored pens to show the direction resources of the Middle East. Germany’s defeat at the Battle of Stalingrad was a of the separate American forces major turning point by ending Hitler’s who tried to trap Rommel. OL plans to dominate Europe.

W Writing Support Descriptive Writing Have students imagine they had to dim ▲ A Soviet gun crew fights their lights every evening to pro- ▲ A British tank successfully against Nazi forces in navigates a wide ditch outside Stalingrad. Only one day tect American ships. Ask students a town in North Africa. after the Nazis publicly to write how they might feel if boasted that the city would fall to them, the Red Army they lived in an area that was turned the tide of battle. close to enemy submarines. Ask students to reflect on what they Analyzing VISUALS would be willing to give up in 1. Assessing How do you think the environment made order to protect the United combat at El Alamein and Stalingrad challenging? States. OL 2. Evaluating Why were the battles shown so important to the Allies?

Analyzing VISUALS General Erwin Rommel, whose success the attack and put Patton in command. earned him the nickname “Desert Fox,” com- Together, the American and British forces manded the “Afrika Korps.” Although the finally pushed the Germans back. On May 13, Answers: British forced him to retreat in November 1942, 1943, the last German troops in North Africa 1. El Alamein was a desert. The after a 12-day battle against the coastal city of surrendered. terrain was rough, and there El Alamein, German forces remained a serious D threat. Later that month, Americans com- was no cover for soldiers. manded by General Dwight D. Eisenhower The Battle of the Atlantic Stalingrad was brutally cold. invaded North Africa. American general As American and British troops fought the 2. These two battles were major George Patton’s forces in Morocco captured German army in North Africa, the war against the city of Casablanca, while those in Algeria German submarines in the Atlantic Ocean defeats for the Germans. They seized the cities of Oran and Algiers. The intensified. After Germany declared war on the also gave confidence to Allied Americans then headed east into Tunisia, while United States, German submarines entered forces. British forces headed west into Libya. American coastal waters. American cargo ships When the American troops advanced into were easy targets, especially at night when the the mountains of western Tunisia, they had to glow from the cities in the night sky silhouetted fight the German army for the first time. At the the vessels. To protect the ships, cities on the Battle of Kasserine Pass, the Americans were East Coast dimmed their lights every evening. W outmaneuvered and outfought. They suffered People also put up special “blackout curtains” roughly 7,000 casualties and lost nearly 200 and, if they had to drive at night, did so with Additional tanks. Eisenhower fired the general who led their headlights off.

Support 498 Chapter 14 America and World War II

Activity: Collaborative Activity

Sequencing Assign students to small groups Alamein, Casablanca, Oran, and Algiers. Allied and have them research the Allied pursuit of losses such as the American defeat at the Battle Rommel and the Germans in North Africa. of Kasserine Pass in Tunisia should also be Students should use the Internet, library recorded. Using the information collected, stu- resources, and their book to make a list of sig- dents should create a time line complete with nificant events that occurred, including the photos, quotes, and other primary sources. Allied capture of cities in North Africa such as El

498 By August 1942, German submarines had sunk about Chapter 14 • Section 2 360 American ships along the East Coast. So many oil tankers REVIEW were sunk that gasoline and fuel oil had to be rationed. To Section 2 keep oil flowing, the government built the first long-distance oil pipeline, stretching some 1,250 miles (2,010 km) from Texas to C Critical Thinking Pennsylvania. Vocabulary

The loss of so many ships convinced the U.S. Navy to set up a 1. Explain the significance of: Chester Drawing Conclusions Ask: convoy system. Under this system, cargo ships traveled in groups Nimitz, Douglas MacArthur, Bataan Death Why did the Soviet army need escorted by navy warships. The convoy system improved the situ- March, Corregidor, James Doolittle, periph- to hold the city of Stalingrad? ation dramatically. It made it much more difficult for a submarine ery, convoy system. (to keep their supply lines opened.) to torpedo a cargo ship and escape without being attacked. The spring of 1942 marked the high point of the German sub- Main Ideas What was the result of the Battle marine campaign. In May and June alone, over 1.2 million tons of 2. Explaining Briefly explain the causes of Stalingrad? (It put the Germans shipping were sunk. Yet in those same two months, American and and effects of the effort to defeat the on the defensive.) OL British shipyards built more than 1.1 million tons of new shipping. Japanese in 1942. From July 1942 onward, American shipyards produced more ships than German submarines managed to sink. At the same time, 3. Analyzing Why did Churchill want to American airplanes and warships began to use new technology, defeat the Germans in Africa before stag- including radar, sonar, and depth charges, to locate and attack sub- ing a European invasion? Answer: marines. As the new technology began to take its toll on German submarines, the Battle of the Atlantic turned in favor of the Allies. Critical Thinking They started using a convoy sys- 4. Big Ideas Explain the significance of tem to protect the cargo ships, one person whose actions made a differ- and they started using new tech- The Battle of Stalingrad ence in the war. nology to locate and attack In the spring of 1942, before the Battle of the Atlantic turned 5. Organizing Use a graphic organizer like German submarines. against Germany, Adolf Hitler was very confident that he would the one below to list the reasons that the win the war. The German army was ready to launch a new offen- Battle of Midway is considered a turning sive to knock the Soviets out of the war. point of the war. Hitler was convinced that only by destroying the Soviet economy could he defeat the Soviet Union. In May 1942, he ordered Battle of Midway his army to capture strategic oil fields, factories, and farmlands in Assess southern Russia and Ukraine. The city of Stalingrad, which con- 6. Analyzing Visuals Look again at the trolled the Volga River and was a major railroad junction, was the map on page 496. How long did the Battle key to the attack. If the German army captured Stalingrad, they of Midway last? would cut off the Soviets from the resources they needed to stay in the war. Writing About History Study Central™ provides When German troops entered Stalingrad in mid-September, 7. Expository Writing Much of the course summaries, interactive games, Stalin ordered his troops to hold the city at all costs. Retreat was of wars is determined by the need for sup- and online graphic organizers to forbidden. The Germans were forced to fight from house to house, ply lines to remain open. Write a brief losing thousands of soldiers in the process. They were not help students review content. C essay explaining how this need shaped equipped to fight in the bitter cold, but Soviet troops had quilted early battles in which the United States undersuits, felt boots, fur hats, and white camouflaged oversuits. was involved. On November 23, Soviet reinforcements arrived and sur- Close rounded Stalingrad, trapping almost 250,000 German troops. When the battle ended in February 1943, some 91,000 Germans Summarizing Have students had surrendered, although only 5,000 of them survived the Soviet work in groups and review their prison camps and returned home after the war. Each side lost nearly half a million soldiers. The Battle of Stalingrad was a major battle time lines. Have each group turning point in the war. Just as the Battle of Midway put the take notes while discussing the Japanese on the defensive for the rest of the war, the Battle of importance of each battle. OL Stalingrad put the Germans on the defensive as well. Study Central™ To review this section, go Describing How did the United States begin winning to glencoe.com and click on Study Central. the Battle of the Atlantic? Section 2 REVIEW 499

Answers

1. All definitions can be found in the section 4. Student choices will vary. Students should and in the Glossary. support their choice by using specific 2. U.S. bombing of Tokyo led to Japanese details from the text. attack on Midway. The Battle of Midway 5. Japanese lost four carriers resulted in a U.S. victory that stopped the Battle of Midway Stopped Japanese advance in the Pacific Japanese advance. Ended Japanese offensive 3. Churchill did not believe the Allied forces 6. June 4 to June 6 were ready to launch a full-scale invasion of Europe. 7. Essays will vary but should explain the importance of supply lines.

499 Chapter 14 • Section 3 Section 3 Section Audio Spotlight Video Focus Life on the Home Front

lthough women and African Americans gained Bellringer Guide to Reading new work opportunities, Latinos and Japanese Daily Focus Transparency 14-3 A

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Americans faced violence in American cities. To assist ANSWER: B Big Ideas Teacher Tip: Students should read the text carefully and UNIT look at the photograph for clues to help answer the 5 DAILY FOCUS SKILLS question. Chapter 14 TRANSPARENCY 14-3 Trade, War, and Migration During Drawing Conclusions with the war effort, the government controlled wages

Directions: Answer the following INTERNMENT OF “ENEMY” ALIENS question based on the image and information at left. World War II, Americans faced demands What can be said about the and prices, rationed goods, encouraged recycling, and conditions many Japanese Americans endured at home and new challenges at home. during World War II? A These persons moved sold bonds. voluntarily. B These persons were moved to prison-like areas with high fences and guard towers. Content Vocabulary C There was no forced relocation of Americans during the war. • Sunbelt (p. 502) D The only persons interned were known spies. Tule Lake, California, was an internment camp where Japanese Americans were (p. 504) forcibly relocated and confined during World War II. These persons were denied their • zoot suit rights of due process and lost their homes, livelihoods, and good names. Women and Minorities • victory suit (p. 504) • rationing (p. 506) Gain Ground • victory garden (p. 507) Guide to Reading MAIN Idea With many men on active military duty, women and minorities Academic Vocabulary found factory and other jobs open to them. Answers: • coordinate (p. 503) HISTORY AND YOU Do you remember reading about the unequal treat- • justify (p. 504) ment of African American soldiers in World War I? Read on to learn how Women African desegregation of the military began in World War II. Americans People and Events to Identify Before few job few opportunities • A. Philip Randolph (p. 502) As American troops fought their first battles against the Germans War opportunities, • Bracero Program (p. 502) and Japanese, the war began dramatically changing American society low pay • Great Migration (p. 503) at home. In contrast to the devastation that large parts of Europe and • Office of Price Administration (p. 506) Asia experienced, American society gained some benefits from World After better job Fair Employment War II. The war finally ended the Great Depression. Mobilizing the Reading Strategy War selection Practices oversight economy created almost 19 million new jobs and nearly doubled the Organizing Complete a graphic orga- average family’s income. For Robert Montgomery, a worker at an Still Answers will Answers will vary nizer listing opportunities for women Ohio machine tool plant, “one of the most important things that Needed vary and African Americans before and after came out of World War II was the arrival of the working class at the war. Evaluate what progress was a new status level in this society. . . . The war integrated into the still needed after the war. mainstream a whole chunk of society that had been living on Opportunities the edge.” Before War After War Still Needed The improvement in the economy did not come without cost. Women American families had to move to where the defense factories were African located. Housing conditions were terrible. The pressures and preju- To generate student interest and Americans provide a springboard for class dices of the era led to strikes, race riots, and rising juvenile delinquency. Goods were rationed and taxes were higher than ever before. discussion, access the Chapter 14, Workers were earning more money, but they were also working an Section 3 video at glencoe.com average of 90 hours per week. Despite the hardships, James Covert, or on the video DVD. whose mother owned a grocery store during the war, was probably right when he said that the war “changed our lifestyle and more important, our outlook. . . . There was a feeling toward the end of the war that we were moving into a new age of prosperity.” When the war began, American defense factories wanted to hire white men. With so many men in the military, however, there simply were not enough white men to fill all of the jobs. Under pressure to Resource Manager produce, employers began to recruit women and minorities.

500 Chapter 14 America and World War II

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Additional Resources • Act. Prior Know., p. 502 • Compare/Contrast, • Interpersonal, p. 503 • Descriptive Writing, • Read. Essen., p. 152 p. 501 • Visual/Spatial, p. 504 p. 501 Additional Resources • Recognizing Bias, p. 502 • Logical/Math, p. 506 • Persuasive Writing, • Guide. Reading, URB • Det. Cause & Effect, • Differentiated Instruct. p. 504 p. 84 p. 503 Act., URB p. 57 • Prim. Source Read., URB • Defending, p. 506 • Enrichment Act., URB p. 71 p. 79 Additional Resources • Quizzes and Tests, p. 199 Chapter 14 • Section 3 Women Working in the Defense Plants

C Critical Thinking Comparing and Contrasting Draw a Venn diagram on the board. Label one circle World War II and the other Today. Have students make observations about the changes in women’s roles in

At left, a riveter the workplace since World War II. works on a bomber OL in Fort Worth, Texas. Posters such as those above and to the right encouraged Writing Support women to participate W in the war effort. Descriptive Writing Have students review the quote from Inez Women Working Sauer. Ask: Based on the pas- 20 sage, how did some women 18 spend their days before the war? 16 14 Analyzing VISUALS How did the war change that? (doing recreational tasks; they

Labor force (millions) 1. Listing During what years did women’s employment out- 6 wanted to join the workforce) 1940 1942 1944 194 side the home hit its highest levels? Source: Historical Statistics of the United States. 2. Analyzing How are the women portrayed in the posters? Have students write a descriptive paragraph on how holding a job changed many women’s self image. OL Women in the Defense Plants served in the marines. Images of Rosie appeared on posters, in newspapers, and in magazines. During the Great Depression, many people Eventually 2.5 million women worked in ship- believed married women should not work out- yards, aircraft factories, and other manufactur- Analyzing VISUALS side the home, especially if they took jobs that ing plants. Working in a factory changed the could go to men trying to support their fami- perspectives of many middle-class women like Answers: C lies. Most working women were young, single, Inez Sauer: and employed in traditional female jobs such 1. 1944–1945 as domestic work or teaching. The wartime 2. strong, capable, independent labor shortage, however, forced factories to PRIMARY SOURCE recruit married women for industrial jobs tra- “I learned that just because you’re a woman and ditionally reserved for men. have never worked is no reason you can’t learn. Although the government hired nearly The job really broadened me. . . . I had always been 4 million women, primarily for clerical jobs, in a shell; I’d always been protected. But at Boeing the women working in the factories captured I found a freedom and an independence I had W the public’s imagination. The great symbol of never known. After the war I could never go back the campaign to hire women was “Rosie the to playing bridge again, being a club woman. . . . Riveter,” a character from a popular song by when I knew there were things you could use your the Four Vagabonds. The lyrics told of Rosie, mind for. The war changed my life completely.” who worked in a factory while her boyfriend —quoted in The Homefront Additional

Chapter 14 America and World War II 501 Support

Activity: Interdisciplinary Connection

Art When millions of men took up the She was tough, loyal, efficient, and of course, song in its original version, perform a new uniform, women were recruited to work in patriotic. Rosie the Riveter was also a musical rendition of the song, write a poem factories, performing “men’s work.” Many response to Tokyo Rose and Axis Sally, based on the song lyrics, or create a new women worked in shipyards, especially enemy characters who broadcast anti-Allied Rosie poster. The poster should reflect the those owned by Henry Kaiser. This was not propaganda over the radio in the Pacific strength of the women who worked in work for the weak! Rosie the Riveter was and in Europe. Have students find the music shipyards. OL used as a propaganda technique to lure to the song, “Rosie the Riveter.” Then have women into these tough industrial jobs. students work in groups to either sing the

501 Chapter 14 • Section 3 By the end of the war, the number of working women had increased from 12.9 million A Nation on to 18.8 million. Although most women were the Move laid off or left their jobs voluntarily after R Reading Strategy the war, their success permanently changed MAIN Idea Millions of Americans relocated dur- American attitudes about women in the ing the war to take factory jobs or to settle in less Activating Prior Knowledge workplace. prejudiced areas. After students read the section HISTORY AND YOU Has someone in your family moved because of a job transfer? Read on to find out ”African Americans Demand War about relocations that resulted from the war. Work,” ask them to identify other African Americans Demand times in which a crisis has pro- War Work vided opportunity for minorities Although factories were hiring women, they The wartime economy created millions of new jobs, but the Americans who wanted these to gain social and economic resisted hiring African Americans. Frustrated by the situation, A. Philip Randolph, the jobs did not always live near the factories. To opportunities. (Students might head of the Brotherhood of Sleeping Car get to the jobs, 15 million Americans moved mention the slight gains African Porters—a major union for African American during the war. The Midwest assembly plants Americans and women made after railroad workers—decided to take action. and Northeast and Northwest shipyards attracted many workers. Most Americans, World War I and the gains industrial He informed President Roosevelt that he was organizing “from ten to fifty thousand however, headed west and south in search of workers gained during the Great [African Americans] to march on Washington jobs. Depression.) OL R in the interest of securing jobs . . . in national The growth of southern California and the defense and . . . integration into the military expansion of cities in the Deep South created and naval forces.” a new industrial region—the Sunbelt. For the C Critical Thinking In response, Roosevelt issued Executive first time since the Industrial Revolution began Order 8802, on June 25, 1941. The order Recognizing Bias Have stu- declared, “there shall be no discrimination dents gather more details about in the employment of workers in defense A Nation on the Move the Bracero Program. Have stu- industries or government because of race, creed, color, or national origin.” To enforce dents write a one-page report the order, the president created the Fair During the war, millions of Americans flocked to describing the living conditions of Employment Practices Commission—the first the cities to work in factories. Many immigrants the migrant workers, the pay they civil rights agency the federal government had stayed on after the war to become citizens. As a established since the Reconstruction Era. result, the populations of Northern cities became received, and what happened to more ethnically diverse, and these cities remained them after the war. OL more populous after the war. Mexican Farmworkers American citizens were not the only ones who gained in the wartime economy. In 1942

Answer: the federal government arranged for Mexican ▲ Workers at an Iowa arms plant lived in this trailer camp in 1942. Mobilizing the economy for farmworkers to help with the harvest in the Southwest. The laborers were part of the war production created nearly Bracero Program. Bracero is a Spanish 19 million new jobs and nearly C word meaning “worker.” More than 200,000 doubled the average income. Mexicans came to help harvest fruit and vege- tables. Many also helped to build and maintain railroads. The Bracero Program continued until 1964. Migrant farmworkers thus became an important part of the Southwest’s agricultural system.

Describing How did mobilizing Hands-On the economy help end the Depression?

Chapter Project 502 Chapter 14 America and World War II Step 3 An Interview with a World idea to record the interview. Students gaps in what the script had covered? This War II Veteran should obtain permission to record from information will prepare students for the subject. No more than one hour of the Step 4. OL Step 3: Conducting the Interview interviewee’s time should be taken. The (Chapter Project continued on page 510) Essential Question: What is the goal of interview can be conducted in a home or at this interview? What information am I try- school (wherever a computer with a micro- ing to get? phone hook-up is available). Directions Explain to students that only Putting It Together After the interview, one or at most two people can actually students should meet to review what hap- meet with the subject (the second person pened and discuss it. Was anything missed? may want to take notes). It is also a good Are any answers ambiguous? Are there

502 in the United States, the South and West led known to historians as the “Great Migration.” Chapter 14 • Section 3 the way in manufacturing and urbanization. The migration slowed during the Great Depression but resumed when jobs in war fac- The Housing Crisis tories opened up for African Americans during World War II. In the crowded cities of the North C Critical Thinking The most difficult task facing cities with war and West, however, African Americans were industries was where to put the thousands of often met with suspicion and intolerance. Determining Cause and workers arriving in their communities. Tent The worst racial violence of the war erupted D Effect Ask: Why did workers cities and parks filled with tiny trailers sprang in Detroit on Sunday, June 20, 1943. Nearly have to create tent cities? (The up. Anticipating the housing crisis, Congress 100,000 people crowded into Belle Isle, a park new locations did not have enough had passed the Lanham Act in 1940. The act on the Detroit River, to cool off. Gangs of white provided $150 million for housing. In 1942 and African American teenage girls began lodging built to house the influx C President Roosevelt created the National fighting. These fights triggered others, and a of new workers.) What was Housing Agency (NHA) to coordinate all gov- riot erupted across the city. Twenty-five African Roosevelt’s solution to this ernment housing programs. By 1943, those Americans and 9 whites were killed. programs had been allocated over $1.2 billion. problem? (He set up the National Although prefabricated public housing had The Zoot Suit Riots Housing Agency to build inexpen- tiny rooms, thin walls, poor heating, and almost sive government housing.) OL no privacy, it was better than no housing at all. Wartime prejudice boiled over elsewhere as Nearly 2 million people lived in government- well. In southern California, racial tensions built housing during the war. became entangled with juvenile delinquency. Across the nation, the number of crimes com- D Differentiated mitted by young people rose dramatically. In Instruction Racism Leads to Violence Los Angeles, racism against Mexican Americans African Americans left the South in large and the fear of juvenile crime became linked Intrapersonal Discuss how numbers during World War I in what became because of the “zoot suit.” wartime crisis can sometimes create unrest at home. Ask students Major Cities, 1940 and 1947 Migration in the United States, 1940–1950 to provide examples of racial 10 1940 1947 8.7 9.2 unrest due to present day con- 8 Seattle 73,000 flicts. Invite students to discuss NORTHEAST 6 Portland 338,000 how tensions can be avoided. OL 319,0 3.9 0 NORTH 00 4 3.3 385,00 2.7 2.9 2.8 CENTRAL Detroit 2 2.2 97,000 1.9 Chicago 2 1.4 1,188,000 New York WEST City

0 0 Population (millions) Population 0 San Francisco 0 0 0 GEOGRAPHY 0 0 0 Analyzing Denver , , Washington, 0 7 , 9 0 2 4 4 D.C. 0 4 1 4 0

, 6

3 1,24 1 1 1 Los Angeles ,000 , Memphis Detroit, MI Oakland, CA 1 Answers: New York, NY San Francisco– San Los Angeles, CA Philadelphia, PA 239 Diego ,000 SOUTH 1. the West Source: Department of Commerce, Bureau of the Census. Fort Dallas Worth Baton Rouge 2. the South Mobile Houston

Urban Population Increase, 1940–1947 400,000 and over 100,000–199,999 200,000–399,999 50,000–99,999 Population migration between regions

Analyzing GEOGRAPHY 1. Movement What region of the nation had the most total population gain? 2. Movement What region of the nation had the largest population loss? Additional

Chapter 14 America and World War II 503 Support

Activity: Technology Connection

Identifying Central Issues Assign students complete with headlines, several articles, pho- to small groups and have them research the tos, captions, editorials, and a small advertise- 1943 Detroit race riot. Remind students to use ment, perhaps something to do with the war reliable sources on the Internet and encourage effort. Invite students to present their newspa- them to find old newspapers from the library. pers to the class. OL Have students create their own newspaper,

503 Chapter 14 • Section 3 A zoot suit had very baggy, pleated pants Coast a military zone and ordered all people of and an overstuffed, knee-length jacket with Japanese ancestry to evacuate to 10 internment wide lapels, and sometimes a wide-brimmed camps further inland. D hat. In order to save fabric for the war, most Not all Japanese Americans accepted the D Differentiated men wore a “victory suit”—a suit with no relocation without protest. Fred Korematsu Instruction vest, no cuffs, a short jacket, and narrow argued that his rights had been violated and lapels. took his case to the Supreme Court. In Visual/Spatial Have students In California, Mexican American teenagers December 1944, in Korematsu v. United States, use the library or Internet to find adopted the zoot suit. In June 1943, after hear- the Supreme Court ruled that the relocation photographs of the zoot suit and ing rumors that zoot-suiters had attacked sev- was constitutional because it was based not on eral sailors, some 2,500 soldiers and sailors race, but on “military urgency.” Shortly after- victory suit. Challenge them to attacked Mexican American neighborhoods in ward, the Court did rule in Ex parte Endo that find other fashions worn during Los Angeles. The police did not intervene, and loyal American citizens could not be held World War II. Have students create the violence continued for several days. against their will. In early 1945, therefore, the Racial hostility against Mexican Americans government began to release the Japanese posters with the photos they did not deter them from joining the war effort. Americans from the camps. found and display them in the Approximately 500,000 Hispanic Americans Despite the fears and rumors, no Japanese room. Ask: Why was it patriotic served in the armed forces during the war. American was ever tried for espionage or sab- to wear a victory suit? (They Most—about 400,000—were Mexican otage. Japanese Americans served as transla- American. Another 65,000 were from Puerto tors for the army during the war in the Pacific. saved fabric for the war.) OL Rico. By the end of the war, 17 Mexican The all-Japanese 100th Battalion, later inte- Americans had received the Medal of Honor. grated into the 442nd Regimental Combat Team, was the most highly decorated unit in W Writing Support World War II. Persuasive Writing Have Japanese American After the war, the Japanese American Citizens League (JACL) tried to help Japanese students research Japanese- Relocation Americans who had lost property during the American internment camps and When Japan attacked Pearl Harbor, many relocation. In 1988 President Ronald Reagan Executive Order 9066. Encourage Americans living on the West Coast turned apologized to Japanese Americans on behalf of W their anger against Japanese immigrants and the U.S. government and signed legislation them to read personal narratives Japanese Americans. Mobs attacked their busi- granting $20,000 to each surviving Japanese during their research. Then have nesses and homes. Banks would not cash American who had been interned. students write a one-page edito- their checks, and grocers refused to sell them rial, voicing their opinions about food. Italian American and German Newspapers printed rumors about Japanese internment camps. AL spies in the Japanese American community. American Relocation Members of Congress, mayors, and many Though less well-known, hundreds of thou- business and labor leaders demanded that all sands of people of German and Italian descent people of Japanese ancestry be removed from also had their freedom restricted during the the West Coast. They did not believe that war. Two proclamations by President Roosevelt Answer: Japanese Americans would remain loyal to the on December 8, 1941, stated that all unnatu- They were looking for job oppor- United States in the war with Japan. ralized residents of German and Italian descent, tunities in factories. On February 19, 1942, President Roosevelt fourteen years of age or over, were designated signed an order allowing the War Department as enemy aliens and were subject to govern- to declare any part of the United States a mili- ment regulations such as travel restrictions, tary zone and to remove people from that being forced to carry identification cards, and zone. He must have felt justified only four the seizure of personal property. Over 5000 days later, when a Japanese submarine sur- were arrested and forced to live in military faced north of Santa Barbara, California, and internment camps, primarily in Montana and shelled an oil refinery, or in September of that North Dakota. year, when Japanese bombers twice dropped Comparing Why did millions of bombs on an Oregon forest. Secretary of War people relocate during the war? Additional Henry Stimson declared most of the West

Support 504 Chapter 14 America and World War II

Activity: Interdisciplinary Connection

Literature Have students read one of the dents work in small groups to create short plays many personal narratives about the Japanese about daily life in the internment camps during internment camps. Suggested readings include the war. Have groups present their plays to the The Cross on Castle Rock: A Childhood Memoir by rest of the class. As a class, discuss what students George Nakagawa, Looking Like the Enemy by have learned about internment camps and their Mary Matsuda Gruenewald, and Farewell to reactions to them. AL Manzanar by Jeanne Houston. Then have stu-

504 Analyzing Supreme Court Cases Supreme Court Cases Can the Government Limit Civil Liberties in Wartime?

Korematsu v. United States, 1944 Background to the Case Teach During World War II, President Roosevelt’s Executive Order In March 1942, U.S. General John 9066 and other legislation gave the military the power to DeWitt, acting under War exclude people of Japanese descent from areas that were deemed important to U.S. national defense and security. In Department orders, began the 1942, Toyosaburo Korematsu refused to leave San Leandro, evacuation of all persons of California, which had been designated as a “military area,” Japanese descent from the west- based on Executive Order 9066. Korematsu was found guilty ern parts of Washington, Oregon, in federal district court of violating Civilian Exclusion Order No. 34. Korematsu petitioned the Supreme Court to review and California and the southern the federal court’s decision. part of Arizona. Most of the evacuees had been born in the United How the Court Ruled States. DeWitt, however, explained In their decision, the majority of the Supreme Court, with three dissenting, found that, although exclusion orders based on race the evacuation by saying, “It

are constitutionally suspect, the government is justiﬁ ed in time ▲ Japanese American women and their children talk makes no difference whether a of “emergency and peril” to suspend citizens’ civil rights. A together at the Heart Mountain Relocation Camp. Japanese is theoretically a citizen. request for a rehearing of the case in 1945 was denied. He is still Japanese. . . .” PRIMARY SOURCE PRIMARY SOURCE The Court’s Opinion Dissenting View “It should be noted, to begin with, that all legal restrictions “I dissent, because I think the indisputable facts exhibit a which curtail the civil rights of a single racial group are clear violation of Constitutional rights. This is not . . . a case of Answers: immediately suspect. That is not to say that all such restrictions temporary exclusion of a citizen from an area for his own 1. The majority felt that are unconstitutional. It is to say that courts must subject them safety or that of the community, nor a case of offering him to the most rigid scrutiny. Pressing public necessity may an opportunity to go temporarily out of an area where his Korematsu was relocated not sometimes justify the existence of such restrictions; racial presence might cause danger to himself or to his fellows. On due to his race but rather that antagonism never can. . . . Korematsu was not excluded from the contrary, it is the case of convicting a citizen as a punish- the United States was in dan- the Military Area because of hostility to him or his race. He was ment for not submitting to imprisonment in a concentration excluded because . . . the properly constituted military authori- camp, based on his ancestry, and solely because of his ancestry, ger of being attacked. ties feared an invasion of our West Coast [by Japan] and felt without evidence or inquiry concerning his loyalty and good 2. He felt the confinements were constrained to take proper security measures, because they disposition towards the United States. If this be a correct unconstitutional. He believed decided that the military urgency of the situation demanded statement of the facts disclosed by this record, and facts of it was a clear case of racial that all citizens of Japanese ancestry be segregated from the which we take judicial notice, I need hardly labor the conclu- West Coast temporarily, and ﬁ nally, because Congress . . . sion that Constitutional rights have been violated.” discrimination. determined that they should have the power to do just this.” —Justice Owen J. Roberts, dissenting in 3. Answers will vary. Students —Justice Hugo Black Korematsu v. United States should support their opinions. writing for the court in Korematsu v. United States

1. Explaining Why did the Supreme Court find in favor of the government in this case, even though the justices were suspicious of exclusion based on race? 2. Contrasting Why did Justice Roberts disagree with the majority opinion? 3. Analyzing Under what circumstances, if any, do you think the government should be able to suspend civil liberties of all or specific groups of American citizens? Differentiated

Chapter 14 America and World War II 505 Instruction

Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Supreme Court Case Study 32 The Rights of People of Suspect Ethnic Backgrounds Korematsu v. United States, 1944 ★★★★★★★★★★★★★★★★ Background of the Case ★★★★★★★★★★★★★★★★ Analyzing a Supreme Court Decision After the bombing of Pearl Harbor in December 1941 by Japanese planes, anti-Japanese sentiment on the West Coast rose to almost hysterical proportions. All people of Japanese ancestry, even citizens of the United States, were suspected of being pro-Japan, or worse— saboteurs and spies for Japan. Yielding to such sentiments, President Franklin D. Roosevelt issued an executive order that authorized the military to evacuate and relocate “all or any persons” in order to provide “protection against espionage and against sabotage to national defense. . . .” The military first set curfews on the West Coast for persons of Japanese ancestry. Later the military removed all persons of Japanese ancestry to war relocation centers. The order affected approximately 112,000 persons of Japanese ancestry, of whom about 70,000 were native-born American citizens. An act of Congress later reinforced the president’s order Objective: Learn how the Supreme Court determined Differentiated Instruction Strategies by providing penalties for violations. Korematsu, a Japanese American citizen, refused to leave his home in California for a relocation camp. He was convicted in a federal court. His appeal to a United States circuit court failed, and he then brought the case before the United States Supreme Court. whether the relocation program was Explain how the Korematsu and Endo ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★ BL Constitutional Issue Since the president is commander in chief of the armed forces and Congress is given the power to declare war, was the executive order and its Congressional counterpart a constitutional exercise of the war power? constitutional. decisions are similar or different. ★★★★★★★★★★★★★★ The Supreme Court’s Decision ★★★★★★★★★★★★★★ The Court decided against Korematsu by a vote of 6 to 3. Justice Hugo Black wrote for the Court. In 1943 the Court had upheld the government’s position in a similar case, Hirabayashi v. Identify the central issue of the case. United States. That case concerned the legality of the West Coast curfew order. In Hirabayashi, Focus: AL Paraphrase the Court’s decision. Read as well as in Korematsu, the Court’s language pointed toward the necessity of giving the military the benefit of the doubt on the grounds of wartime necessity. In the earlier case, the Court had held that “we cannot reject as unfounded the judgment of the military authorities and of Congress. . . .” Likewise, in the Korematsu case, the Court declared, “We are unable to conclude that it was beyond the war power of Congress and the Executive to Copyright © by The McGraw-Hill Companies,Copyright The McGraw-Hill © by Inc. Teach: Discuss the Court’s opinion. your version to the class. exclude those of Japanese ancestry from the West Coast area at the time they did.” Justice Black cited evidence that, following internment, “approximately five thousand citizens of Japanese ancestry refused to swear unqualified allegiance to the United States and to renounce allegiance to the Japanese Emperor, and several thousand evacuees requested repatriation to Japan.” Although the Court admitted awareness of the hardships internment imposed on American citizens, it stated “hardships are part of war. . . . Citizenship has its responsibilities as well as its Assess: Explain the importance of the case (interpreta- ELL Explain what a relocation camp was. privileges, and in time of war the burden is always heavier.” (continued) Supreme Court Case Studies 63 tion of War Relocation Authority). Case Study 32: Close: Write a paragraph summarizing the case. Korematsu v. United States, p. 63 505 Chapter 14 • Section 3 Economic Stabilization (OES). The OES regu- Daily Life in Wartime lated wages and the price of farm products. MAIN Idea The federal government took steps The OPA regulated all other prices. Despite to stabilize wages and prices, as well as to prevent some problems with labor unions, the OPA D Differentiated strikes. Americans supported the war through and OES kept inflation under control. At the rationing, growing food, recycling, and buying end of the war, prices had risen only about half Instruction bonds. as much as they had during World War I. Logical/Mathematical Assign HISTORY AND YOU Have you ever given up some- While the OPA and OES worked to control thing you enjoyed for a short period of time to gain inflation, the War Labor Board (WLB) tried to students to small groups and have something greater? Read on to learn how Americans them explore the effects of infla- sacrificed during the war. prevent strikes. In support, most American unions issued a “no strike pledge.” Instead of tion on consumer prices. Have the striking, unions asked the WLB to mediate Housing shortages and racial tensions were groups research the way in which wage disputes. By the end of the war, the WLB serious difficulties during the war, but mobili- had helped to settle more than 17,000 disputes inflation is measured, in particular zation strained society in other ways as well. involving more than 12 million workers. the Consumer Price Index (CPI). Prices rose, materials were in short supply, and Ask groups to prepare displays the question of how to pay for the war loomed ominously over the war effort. showing the effects of inflation Blue Points, Red Points from 1900 to 1999. Encourage Wage and Price Controls The demand for raw materials and supplies groups to link inflation to political created shortages. The OPA began rationing, Both wages and prices began to rise quickly or limiting the purchase of, many products to and social events. AL D during the war because of the high demand for make sure enough were available for military workers and raw materials. The president wor- use. Meat and sugar were rationed. Gasoline ried about inflation. To stabilize both wages was rationed, driving distances were restricted, C Critical Thinking and prices, Roosevelt created the Office of and the speed limit was set at 35 miles per C Defending Roosevelt used the Price Administration (OPA) and the Office of hour to save gas and rubber. federal government to regulate wages and prices on certain products. Ask: Do you think the Hollywood Goes to War government should have such authority? (Students may suggest In 1942 President Roosevelt created the Office of War Information the world was different then, but (OWI). The OWI’s role was to improve the public’s understanding of the war and to act as a liaison office with the various media. now, such a move by the government The OWI established detailed guidelines for filmmakers, including would not be acceptable.) OL a set of questions to be considered before making a movie, such as, “Will this picture help win the war?” Analyzing VISUALS

Answers: 1. They encourage people to act ▲ Movies ranged from a comic Donald Duck cartoon to a serious heroically and help them portrayal of a bombing raid on believe they can win. Germany.

2. They boosted morale and ▲ Chaplin, noted as a Analyzing VISUALS made the enemy less comic and a frightening. director, made 1. Interpreting How would heroic movies like The this movie in Memphis Belle help win the war? 1940, before the United 2. Analyzing Why do you think so many movies States entered about Hitler were comedies? Additional the war.

Support 506 Chapter 14 America and World War II

Activity: Interdisciplinary Connection

Daily Life Tell students that women painted family members or community members to get seams on their legs to make it look as though first-hand accounts of rationing. Finally, have they were wearing stockings. During the war, students create a pamphlet that describes and silk was needed to make parachutes, not stock- illustrates the information they found. Ask stu- ings. Have students pair up and use Internet or dents to present their pamphlets to the library resources to research other items that class. OL were rationed. Encourage students to interview

506 A person from each household picked up a book of ration Chapter 14 • Section 3 coupons every month. Blue coupons, called blue points, con- REVIEW trolled processed foods. Red coupons, or red points, controlled Section 3 meats, fats, and oils. Other coupons controlled items such as cof- fee, shoes, and sugar. Thirteen rationing programs were in effect at the height of the program. When people bought food, they also Vocabulary had to give enough coupon points to cover their purchases. 1. Explain the significance of: A. Philip Answer: Most rationing ended before the war was over. Sugar and Randolph, Bracero Program, Sunbelt, Rationing limited access to many rubber rationing continued after the war; sugar was rationed Great Migration, zoot suit, victory suit, products allowing people to until 1947. Office of Price Administration, rationing, victory garden. buy them in limited supply. It Victory Gardens and Scrap Drives helped control inflation and Main Ideas ensure there were goods for Americans also planted gardens to produce more food for the 2. Assessing Why were jobs suddenly citizens and military. war effort. Any area of land might become a garden—backyards, available to women and minorities? school yards, city parks, and empty lots. The government encouraged victory gardens by praising them in film reels, pamphlets, 3. Evaluating For what reasons did and official statements. Americans relocate during the war? Certain raw materials were so vital to the war effort that the 4. Explaining How did the federal gov- government organized scrap drives. Volunteers collected spare ernment control the economy during Assess rubber, tin, aluminum, and steel. They donated pots, tires, tin the war? cans, car bumpers, broken radiators, and rusting bicycles. Oils and fats were so important to the production of explosives that Critical Thinking the WPB set up fat-collecting stations. Americans would exchange 5. Big Ideas What challenges did bacon grease and meat drippings for extra ration coupons. The Americans at home face during the war? Study Central™ provides scrap drives boosted morale and did contribute to the success of summaries, interactive games, American industry during the war. 6. Organizing Use a graphic organizer like the one below to list the results of and online graphic organizers to increased racial tensions during the war. help students review content. Paying for the War The federal government spent more than $300 billion during Racial Tensions World War II—more money than it had spent from Washington’s Close administration to the end of Franklin Roosevelt’s second term. To Result Result Result raise money, the government raised taxes. Because most Identifying Central Issues Americans opposed large tax increases, Congress refused to raise 7. Analyzing Visuals Look again at the Have students break into groups taxes as high as Roosevelt requested. As a result, the extra taxes photograph on pages 502–503. How does collected covered only 45 percent of the war’s cost. the photographer capture the feeling of and discuss prejudices in society, The government issued war bonds to make up the difference people settling into a new area? in the 1940s and today. Have stu- between what was needed and what taxes supplied. Buying dents create two lists: one that Writing About History bonds is a way to lend money to the government. In exchange for shows how people worked the money, the government promises to repay the bonds’ pur- 8. Persuasive Writing Write a newspaper chase price plus interest at some future date. The most common editorial urging fellow citizens to conserve together in the 1940s, the other bonds during World War II were E bonds, which sold for $18.75 resources so that those resources can be showing modern examples of and could be redeemed for $25.00 after 10 years. Individuals used in the war effort. American unity. OL bought nearly $50 billion worth of war bonds. Banks, insurance companies, and other financial institutions bought the rest— more than $100 billion worth of bonds. Despite the hardships, the overwhelming majority of Americans believed the war had to be fought. Although the war brought many changes to the United States, most Americans remained united behind one goal—winning the war. Study Central™ To review this section, go Evaluating How did rationing affect daily life in the to glencoe.com and click on Study Central. United States? How did it affect the economy? Section 3 REVIEW 507

Answers

1. All definitions can be found in the section 5. They had to accept rationing, growing their 7. The photographer captures how make-shift and in the Glossary. own gardens, living in government housing, and temporary the housing was. 2. Many of the white men had enlisted in the recycling of scrap materials, paying higher 8. Editorials will vary but should reflect posi- armed forces. They were fighting the war. taxes, and learning to work with minorities. tive, persuasive techniques. 6. 3. to find work in factories; to escape Racial Tensions prejudice 4. The government controlled the economy juvenile Japanese through wage and price controls, rationing, racial violence delinquency in internment in and the selling of bonds to pay for the war. in Detroit southern California the West

507 Chapter 14 • Section 4 Section 4 Section Audio Spotlight Video Focus Pushing Back the Axis

Bellringer fter British and American troops won victories over Guide to Reading the Axis in North Africa and Italy, Allied leaders Daily Focus Transparency 14-4 A

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: J Big Ideas made plans for an invasion of Europe. Led by Admiral Teacher Tip: Students must read each answer carefully to UNIT match a choice with the data given in the graph. 5 DAILY FOCUS SKILLS Chapter 14 TRANSPARENCY 14-4 Geography and History The Allies Interpreting Bar Graphs Nimitz and General MacArthur, American forces

Directions: Answer the following ALLIED STRATEGIC BOMBING OF GERMANY question based on the bar graph. slowly pushed back the German and In mid-1942, American army aircraft joined the steadily advanced across the Pacific. Allied forces bombing 60 Germany. What effect did Japanese forces during 1943 and 1944. American involvement have 50 on the bombing effort? F It slightly increased the 40 amount of explosives dropped on Germany. Content Vocabulary 30 G It caused a significant reduc- tion in the amount of explo- 20 sives dropped on Germany. H It made no change in the • amphtrac (p. 514) Striking Germany and Italy 10 amount of explosives

Explosives (in Thousands of Tons) dropped on Germany. 0 J It caused a dramatic Each month, Each month, January 1943 increase in the amount of • kamikaze (p. 515) 1940 through 1943 through May 1945 explosives dropped on MAIN Idea Germany. The Allies stepped up bombing of Germany and invaded Sicily Academic Vocabulary and Italy. • briefly (p. 512) HISTORY AND YOU Have you ever talked over your ideas with a good Guide to Reading • intense (p. 512) friend whose opinion you value? Read on to learn about FDR’s meetings with Churchill and Stalin. Answers: People and Events to Identify Pacific: Tarawa Atoll, Gilbert • Casablanca Conference (p. 508) The Allied invasion of North Africa in November 1942 had shown Islands, Allies • D-Day (p. 512) that a large-scale invasion from the sea was possible. The success of • Omar Bradley (p. 512) the landings convinced Roosevelt to meet again with Churchill to Kwajalein Atoll, Marshall Islands, • Guadalcanal (p. 515) plan the next stage of the war. In January 1943, FDR headed to Allies Casablanca, Morocco, to meet the prime minister. Reading Strategy At the Casablanca Conference, Roosevelt and Churchill agreed Guam, Mariana Islands, Allies Organizing Complete a graphic orga- to step up the bombing of Germany. The goal of this new campaign Europe: Sicily, Allies nizer similar to the one below by filling was “the progressive destruction of the German military, industrial, in the names and battles fought. Northern Italy, Allies and economic system, and the undermining of the morale of the Indicate whether Allied or Axis forces D-Day June 1944, Allies German people.” The Allies also agreed to attack the Axis on the won the battle. island of Sicily. Churchill called Italy the “soft underbelly” of Europe. He was convinced that the Italians would quit the war if the Allies Major Battles Pacific Europe invaded their homeland. 1943–1944 Strategic Bombing To generate student interest and The Allies had been bombing Germany even before the provide a springboard for class Casablanca Conference. Britain’s Royal Air Force had dropped an discussion, access the Chapter 14, average of 2,300 tons (2,093 t) of explosives on Germany every month Section 4 video at glencoe.com or for more than three years. The United States Eighth Army Air Force on the video DVD. had dropped an additional 1,500 tons (1,365 t) of bombs during the last six months of 1942. These numbers were small, however, compared to the massive new campaign. Between January 1943 and May 1945, the Royal Air Force and the United States Eighth Army Air Force dropped approximately 53,000 tons (48,230 t) of explosives on Germany every month. The bombing campaign did not destroy Germany’s economy or undermine German morale, but it did cause a severe oil shortage and wrecked the railroad system. It also destroyed so many aircraft facto- Resource Manager ries that Germany’s air force could not replace its losses. By the time

508 Chapter 14 America and World War II

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Identifying, p. 509 • Pred. Consequences, • Visual/Spatial, pp. 512, • Descriptive Writing, • Using Geo. Skills, p. 511 • Det. Importance, p. 510 513 p. 515 pp. 510, 514 • Making Decisions, Additional Resources • Listing, p. 511 p. 512 Additional Resources • Read. Essen., p. 155 • Explaining, p. 513 • Making Inferences, • Am. Art and Music Act., • Reinforcing Skills Act., p. 514 URB p. 73 URB p. 65 Additional Resources • Guide. Reading, URB Additional Resources p. 85 • Quizzes and Tests, p. 200 Chapter 14 • Section 4 The War in Europe and North Africa, 1942–1945

60°N 0° 20°E 40°E Y FINLAND A 4 W N Helsinki R Oslo E

NORTHERN O D Stockholm Teach Leningrad Extent of Axis control IRELAND N E before World War II 20°W a ESTONIA W e Extent of Axis control, S REPUBLIC North S c Moscow early Nov. 1942 OF IRELAND Sea i LATVIA lt Allies Dublin a N B LITHUANIA Neutral nations R Reading Strategy UNITED EAST W KINGDOM Elbe R. PRUSSIA Minsk Allied victory Identifying Ask: Why did the London NETH. (GERMANY) SOVIET Axis victory E 8 Rhine R. Warsaw Allies decide to attack Italy S English Channel Berlin UNION BELG. Volga R. POLAND Stalingrad Kiev Dn first? (They thought the Italians GERMANY iep 2 7 Paris er R 9 R . ATLANTIC ube . RUTHENIA would surrender more quickly than FRANCE Dan Vienna SLOV. OCEAN UKRAINE Caspian the Germans.) How long did it Vichy SWITZ. AUSTRIA HUNGARY Sea take Allied troops to take over VICHY Po R. ROMANIA 0 400 kilometers FRANCE 40°N PORT. Bucharest Yalta 0 400 miles Sicily? (about 1 month) OL ITALY Adriatic Sea YUGOSLAVIA Black Sea Lambert Azimuthal Madrid Corsica BULGARIA Equal-Area projection Lisbon 6 SPAIN Rome Soﬁa

Sardinia Monte Ankara Cassino Salerno Sept. 1943 TURKEY Tigris R. SPANISH Mediterranean Sea May 1944 GREECE Leaflets signed by Roosevelt MOROCCO Sicily ALBANIA Athens and Churchill were dropped Casablanca Nov. 1942 3 5 Italy Rhodes ALGERIA Cyprus SYRIA Eup MOROCCO TUNISIA hr Crete Italy at onto Rome from Allied Britain es Greece IRAQ R Important Battles of World War II LEBANON . planes on June 7, 1943. They 1 PALESTINE El Alamein, Nov. 1942. British forces defeat German forces commanded Britain read, “The time has come for LIBYA TRANSJORDAN by Rommel, preventing German control of North Africa. Italy 2 you, the Italian people, to Stalingrad, Nov. 1942. A large German force is defeated at the city of 1 Cairo Stalingrad, ending German hopes of defeating the Soviet Union. decide whether Italians 3 SAUDI Kasserine Pass, Feb.–May 1943. American troops ﬁ ght German forces EGYPT Nile R. Red should die for Mussolini and for the ﬁ rst time and are badly beaten. Sea ARABIA 4 Leningrad, Sept. 1941–Jan. 1944. The Russians hold off the Germans Hitler—or live for Italy and beseiging the city of Leningrad for 900 days. Analyzing GEOGRAPHY civilization.” 5 Sicily, July–Aug. 1943. Allies land in Sicily; begin the liberation of Italy. 1. Place Into what country did the Allies land for 6 Anzio, Jan.–May 1944. U.S. forces land near Rome behind German lines. Operation Market Garden? 7 D-Day, June 1944. Allies land at Normandy; begin liberation of France. 8 2. Region What Allied victories are shown in North Operation Market Garden, Sept. 1944. Allied troops parachute into Africa? the Netherlands to seize bridges across the Rhine, but attack fails. TM Analyzing GEOGRAPHY 9 Battle of the Bulge, Dec. 1944–Jan. 1945. Last large German counter- See StudentWorks Plus attack against American and British troops is halted. or glencoe.com. Answers: the Allies landed in France, they had control of ing the ground forces. The invasion began before 1. the Netherlands the air, ensuring that their troops would not be dawn on July 10, 1943. Despite bad weather, the 2. Casablanca, El Alamein bombed. Allied troops made it ashore with few casualties. A new amphibious truck delivered supplies and artillery to the soldiers on the beach. Striking the Soft Underbelly Eight days after the troops came ashore, As the bombing campaign against Germany American tanks smashed through enemy lines R intensified, plans to invade Sicily also moved and captured the western half of the island. ahead. General Dwight D. Eisenhower com- Patton’s troops then headed east, while the manded the invasion, with General Patton and British attacked from the south. By August 18, the British General Bernard Montgomery head- the Germans had evacuated the island. Differentiated

Chapter 14 America and World War II 509 Instruction

Leveled Activities

BL Reteaching Activity, OL Primary Source Reading, AL Interpreting Political ELL Time Line Activity, URB p. 77 URB pp. 67–72 Cartoons, URB pp. 75–76 URB p. 67

Name Date Class Name Date Class Name Date Class Name Date Class

★ Reteaching Activity 14 Primary Source Reading 14-1 ★ ★★★★★ INTERPRETING POLITICAL CARTOONS Activity 14 ★ Time Line Activity 14

America and World War II, 1941–1945

The bombing of Pearl Harbor moved Americans into action. Industries converted their Americans at War Reader’s Dictionary WORLD WAR II The Road to Victory plants to wartime production. Military recruits swamped training facilities. Americans ★ DIRECTIONS: planted victory gardens, rationed food, bought E bonds, and built the planes, ships, jeeps, About the Selection Atabrine: drug used to prevent malaria The Allies defeated the Germans and Italians in North Africa and then Use the information on the time line to fill in the blanks below. tanks, and weapons that made the Allied victory possible. In 1944 Ernie Pyle won the Pulitzer Prize convoy: protective escort invaded Italy. At this point, the war was beginning to favor the Allies, for his stories about ordinary Americans C ration: canned meal for U.S. Army soldiers and the Axis war machine no longer seemed invincible. This cartoon cap- June 6, 1944 D-Day DIRECTIONS: Identify the location for each of the following key battles or events from World fighting in World War II. The following tures that spirit of the Allies being in control. Indeed, after defeating the landings on the War II. beaches of Normandy excerpt from his book Here Is Your War Germans and Italians in North Africa, the Allies worked their way north December 1944 August 15, 1945 A. E. I. deals largely with the North African cam- GUIDED READING through Italy and entered Rome on D-Day. Antwerp Sicily Normandy August 25, 1944 Battle of April 30, 1945 Adolf Japan surrenders; B. Stalingrad F. Casablanca J. Midway Island paign. Pyle never saw “the day of final As you read, note how Pyle relates his Liberation of Paris the Bulge Hitler commits suicide. known as V-J Day. Directions: Study the cartoon, and then answer the questions that follow.

14 peace.” He was killed by enemy machine- experiences to the five senses. Then answer 14 14

C. G. K. 14 Bataan Peninsula Okinawa Mariana Islands gun fire on the island of Ie Shima in 1945. the questions that follow. D. Los Alamos H. Leyte Gulf L. Nagasaki June 1944 January 1945 June 1945 January 1946

1. Thousands of Allied prisoners of war died on a march to Japanese prison camps. ★ ★ February 1945 August 1945 Atomic CHAPTER CHAPTER March 1945 Allies April 1945 American May 1945 Unconditional CHAPTER

2. Allies captured this island in order to have a launching base for an invasion of CHAPTER U.S. Marines cross the Rhine River troops invade surrender of all German bombs dropped on Japan. land on Iwo t is hard for you at home to realize what an immense, complicated, sprawl- into Germany. Okinawa in Japan.n forces; known as V-E Hiroshima and Jima.a 3. Admiral Nimitz’s fleet ambushed and severely damaged the Japanese fleet, Iing institution a theater of war actually is. As it appears to you in the news- Day. Nagasaki in Japan. stopping the Japanese offensive in the Pacific. papers, war is a clear-cut matter of landing so many men overseas, moving them against the enemy with guns firing, and they win or lose. 4. Scientists with the Manhattan Project developed the atomic bomb in this secret To look at war that way is like seeing a trailer of a movie, and saying you’ve On (1) , a day known as (2) , the location. seen the whole picture. I actually don’t know what percentage of our troops in Allied invasion of France began with landings on the beaches of Normandy. On 5. These islands became bases for the B-29s that firebombed Japan in 1945. Africa were in the battle lines, but I believe it safe to say that only compara- 6. Hitler’s attempt to cut off Allied supplies coming through this Belgian city tively few ever saw the enemy, ever shot at him, or were shot at by him. (3) , the Allies liberated Paris from Nazi control. Another famous resulted in the Battle of the Bulge. All the rest of those hundreds of thousands of men were churning the highways for two thousand miles behind the lines with their endless supply battle, the (4) , took place just a few months later, in December 1944, 7. Despite suffering high casualties during this beach invasion, the Allies success- trucks, they were unloading the ships, cooking the meals, pounding the type- when German troops pushed west against the Allied forces, causing the German’s lines to fully carried out Operation Overlord on D-Day. writers, fixing the roads, making the maps, repairing the engines, decoding 8. General Patton led American forces to capture this city on the edge of the the messages, training the reserves, pondering the plans. . . . bulge outward. A year is a long time to be away from home, especially if a person has never German empire. In March 1945, the Allies discovered a bridge across the Rhine River that was still intact. been away before, as was true of the bulk of our troops. At first homesickness 9. “Fat Man” landed here, convincing the Japanese emperor to order Japan to can almost kill a man. But time takes care of that. It isn’t normal to moon in surrender. They crossed the bridge, pushing German forces back toward Berlin. On April 30, 1945, the the past forever. Home gradually grows less vivid; the separation from it less 10. Kamikaze pilots inflicted severe damage to American ships during the largest agonizing. There finally comes a day—not suddenly but gradually, as a sunset- Nazi leader (5) , sensing imminent defeat, committed suicide. A week naval battle in history. touched cloud changes its color—when a man is living almost wholly wherever later, in May 1945, (6) forces surrendered to the Allies. May 8, 1945, he is. His life has caught up with his body, and his days become full war days, 509 11. Seeking to destroy the Soviet economy, Hitler attempted to capture this strategic city. Soviet forces trapped the German troops, turning the momentum against instead of American days simply transplanted to Africa. . . . became known as (7) , or Victory in Europe Day. During the winter I dropped in frequently at Corps Headquarters, buried the Third Reich. Meanwhile, in the Pacific, U.S. Marines landed on the island of (8) deep in a gulch beyond Tebessa. They put up a little tent for me, and I tried to 12. After the Allies forced the Germans off this island, the king of Italy arrested work and sleep in it, but was never very successful at either because of being in February 1945. And in (9) , American troops invaded Okinawa. Mussolini and negotiated peace with the Allies. constantly, paralyzingly cold throughout the twenty-four hours of the day. We 13. Critical Thinking Why was it important that the Allies required unconditional surren- ate in a tent with a crushed-stoned floor and an iron-bellied stove in the Three months later, the United States dropped atomic bombs on the Japanese cities of Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, der from both Germany in the Atlantic theater and Japan in the Pacific theater? center. It was the only warm place I knew. . . . And then finally the Tunisian (10) and (11) . On August 15, 1945, the Japan- campaign was over, spectacularly collapsed after the bitterest fighting we had “WHO’S NEXT” known in our theater. It was only in those last days that I came to know what ese (12) . World War II was over. (continued) Courtesy of the J.N. “Ding” Darling Foundation. (continued) Chapter 14 • Section 4 The attack on Sicily created a crisis within retreated. Less than two weeks later, the Allies the Italian government. The king of Italy, Victor captured Rome. Fighting in Italy continued, Emmanuel, and a group of Italian generals however, for another year. The Italian cam- decided that it was time to depose Mussolini. paign was one of the bloodiest in the war, with C Critical Thinking On July 25, 1943, the king invited the dictator more than 300,000 Allied casualties. to his palace. “My dear Duce,” the king began, Predicting Consequences “it’s no longer any good. Italy has gone to bits. Remind students that Russia and The soldiers don’t want to fight anymore. At The Tehran Conference this moment, you are the most hated man in the United States had different Roosevelt wanted to meet with Stalin before Italy.” The king then arrested Mussolini, and the Allies invaded France. In late 1943, Stalin political and economic structures. the new Italian government began negotiating agreed, proposing that Roosevelt and Churchill Ask students to speculate on a surrender to the Allies. meet him in Tehran, Iran. Following Italy’s surrender, however, what kind of differences would The leaders reached several agreements. German troops seized control of northern Italy, Stalin promised to launch a full-scale offensive arise after the war, regardless including Rome, and returned Mussolini to against the Germans when the Allies invaded of promises. OL power. The Germans then took up positions France in 1944. Roosevelt and Stalin then near the heavily fortified town of Cassino. The agreed to divide Germany after the war so that C terrain near Cassino was steep, barren, and it would never again threaten world peace. Reading Strategy rocky. Rather than attack such difficult terrain, R Stalin promised that once Germany was the Allies landed at Anzio, behind German defeated, the Soviet Union would help the Determining Importance lines. Instead of retreating, however, as the R United States against Japan. He also accepted Have students explain the signifi- Allies had hoped, the Germans surrounded Roosevelt’s proposal of an international peace- the Allied troops near Anzio. cance of the promises Stalin made keeping organization after the war. at the Tehran Conference. (Stalin It took the Allies five months to break through the German lines at Cassino and Explaining What effect did the made two promises to Roosevelt. He Anzio. Finally, in late May 1944, the Germans Allied victory in Sicily have on Italy? promised to aid U.S. forces against Japan after Germany’s defeat and to join Roosevelt’s proposed peacekeeping organization. These worked November 28, to strengthen the relationship 1943 Stalin, Roosevelt, between the two countries.) OL and Churchill meet at the Tehran Conference January 1943 The British and American air forces begin massive strategic bombing of Answer: German industry and infrastructure It created a crisis; Mussolini was briefly deposed. The Italian July 1943 Dec. 1943 government began surrender Jan. 1943 March 1943 negotiations, but Germany July 25, 1943 December 4–6, intervened. The king of Italy 1943 puts Mussolini Roosevelt and under arrest and Churchill meet in the new Italian Cairo to plan D-Day. government nego- Roosevelt selects tiates surrender Eisenhower to com- July 10, 1943 with the Allies mand the invasion Patton and Montgomery land forces on Sicily, begin- Hands-On ning the invasion of Italy

Chapter Project 510 Chapter 14 America and World War II Step 4 An Interview with a World uct. The tasks involved can be divided Putting It Together The teams can meet War II Veteran among the students according to their to burn the final version onto a CD. Students interests and skills. Then students should do can review each other’s work to create a Step 4: Burning the CD/DVD Essential a final edit on the interview by asking final, polished product. OL Question: What is the essential core of themselves: (Chapter Project continued on page 520) the interview to be preserved and what • Did I give a good introduction? introduction and conclusion needs to be • Are the questions and answers clear to added to it? my audience? • What conclusions should be drawn from Directions Students will probably need to the information given? edit the material for the final product. They • Did I close the interview with a summary will also want to collectively write an intro- or closing statement? duction and conclusion for the final prod- 510 across from Calais. The real target was further Chapter 14 • Section 4 Landing in France south, a 60-mile stretch of five beaches along MAIN Idea The Allies landed a massive force on the Normandy coast. France’s beaches on June 6, 1944, known as D-Day. Planners also discussed who should lead HISTORY AND YOU What has been the biggest sur- France after the invasion. General Eisenhower S Skill Practice prise you ever planned? Read on to find out how the had informed Charles de Gaulle that the French Allies made a surprise landing in France. Resistance forces would assist in the liberation Using Geography Skills Have of Paris, but President Roosevelt was not sure students locate the coast of After the conference in Tehran, Roosevelt he trusted de Gaulle and refused to recognize Normandy on a map. Ask: Why headed to Cairo, Egypt, where he and Churchill him as the official French leader. did the Allies choose to land at continued planning the invasion of France. By the spring of 1944, more than 1.5 million One major decision still had to be made. The American soldiers, 12,000 airplanes, and 5 mil- Normandy rather than at Pas-de- president had to choose the commander lion tons (4.6 million t) of equipment had been Calais? (Students may note the ele- for Operation Overlord—the code name for sent to England. Only setting the invasion date ment of surprise, the geography of and giving the command to go remained. The the invasion. Roosevelt selected General the beaches, and so on.) OL Eisenhower. invasion had to begin at night to hide the ships crossing the English Channel. The ships had to arrive at low tide so that they could see the R Planning Operation Overlord beach obstacles. The low tide had to come at R Reading Strategy Hitler had fortified the French coast along dawn so that gunners bombarding the coast Listing Have students create the English Channel, but he did not know when could see their targets. Paratroopers, who would or where the Allies would land. The Germans be dropped behind enemy lines, needed a two columns: conditions and rea- believed the landing would be in moonlit night to see where to land. Perhaps sons. Have students list the condi- Pas-de-Calais—the area of France closest to most important of all, was good weather. A tions required for the invasion and S Britain. The Allies encouraged this belief by storm would ground the airplanes, and high why they were required. (begin at placing dummy equipment along the coast waves would swamp landing craft. night—to conceal ships; low tide— to see obstacles; moonlit night— paratroopers could see where to land; good weather—bad weather

June 6, 1944 could ground airplanes and high Over 130,000 waves would swamp landing American, British, March 4, 1944 and Canadian troops craft.) OL The Allies make their land in Normandy on ﬁ rst major daylight D-Day, beginning the bombing raid on Berlin liberation of France Analyzing TIME LINES

Answers: 1. June 6, 1944; D-Day 2. Mussolini was arrested, and a new government negotiated January 1944 with the Allies. American forces attack Analyzing TIME LINES Monte Cassino and land at Anzio in an attempt 1. Identifying On what date did Allied forces land at to break through Normandy to begin liberating France, and what is the German lines and date known as? capture Rome 2. Determining Cause and Effect What effect did the successful Allied invasion of Sicily have on politics in Italy? Additional

Chapter 14 America and World War II 511 Support (b)ullstein bild/The Granger Collection, New York

Activity: Technology Connection

Creating a Radio Broadcast Have students students include some synthesis of the event. work in small groups to prepare a radio broad- The broadcaster should describe what the inva- cast of the D-Day invasion. Remind students sion means for their side. Students may add that the operation was secretive, so the landing music or sound effects, if they choose. Have stu- would have been quite a shock. Tell students dents enact or perform their broadcasts in they can broadcast from the point of view of an class. OL Allied radio station or an Axis one. Make sure

511 Chapter 14 • Section 4 Given all these requirements, there were General Omar Bradley, commander of the only a few days each month to begin the inva- American forces landing at Omaha and Utah, sion. The first opportunity was from June 5 to began making plans to evacuate. Slowly, how- 7, 1944. Eisenhower’s planning staff referred to ever, the American troops began to knock out C Critical Thinking the day any operation began by the letter D. the German defenses. More landing craft The invasion date, therefore, came to be known arrived, ramming their way through the obsta- Making Decisions Eisenhower as D-Day. Heavy cloud cover, strong winds, cles to get to the beach. Nearly 2,500 Americans had a difficult decision to make: C and high waves made landing on June 5 were either killed or wounded on Omaha, but Should he launch D-Day on June 6 impossible. The weather was forecast to by early afternoon, Bradley received this mes- or wait another month? Have stu- improve briefly a day later. The Channel sage: “Troops formerly pinned down on would still be rough, but the landing ships and beaches . . . [are] advancing up heights behind dents work in pairs and make two aircraft could operate. After looking at fore- beaches.” By the end of the day, nearly 35,000 lists of reasons: one that supports casts one last time, shortly after midnight on American troops had landed at Omaha, and the launch and the other to post- June 6, 1944, Eisenhower gave the final order: another 23,000 had landed at Utah. More than “OK, we’ll go.” 75,000 British and Canadian troops were on pone it. Ask students what advice shore as well. The invasion—the largest amphib- they would give Eisenhower if The Longest Day ious operation in history—had succeeded. they were on his advisory Summarizing What conditions Nearly 7,000 ships carrying more than had to be met before Eisenhower could order D-Day committee. OL 100,000 soldiers headed for Normandy’s coast. to begin? At the same time, 23,000 paratroopers were D Differentiated dropped inland, east and west of the beaches. D Allied fighter-bombers raced up and down the Instruction coast, hitting bridges, bunkers, and radar sites. At dawn, Allied warships began a tremendous Visual/Spatial Have students barrage. Thousands of shells rained down on research and create a chart that the beaches, code-named “Utah,” “Omaha,” documents the number of ships, “Gold,” “Sword,” and “Juno.” troops, and aircraft used at each The American landing at Utah Beach went well. The German defenses were weak, and in of the five beaches. Have them less than three hours the troops had captured include number of casualties as the beach and moved inland, suffering fewer well. OL than 200 casualties. On the eastern flank, the British and Canadian landings also went well. PRIMARY SOURCE By the end of the day, British and Canadian forces were several miles inland. Omaha Beach, The United States began island-hopping across however, was a different story. Under intense the Pacific with the Battle of Tarawa in November 1943. Reporter Robert Sherrod wit- Answer: German fire, the American assault almost dis- integrated. Lieutenant John Bentz Carroll was nessed the savage hand-to-hand fighting: The invasion had to begin at in the first wave that went ashore: “A Marine jumped over the seawall and began night; the ships had to arrive at throwing blocks of fused TNT into a coconut- low tide; and the weather had to PRIMARY SOURCE log pillbox. . . . Two more Marines scaled the seawall, one of them carrying a twin-cylindered be relatively good. “Two hundred yards out, we took a direct hit. . . . tank strapped to their shoulders, the other Somehow or other, the ramp door opened up . . . holding the nozzle of the flame thrower. As and the men in front were being struck by another charge of TNT boomed inside the pill- machine-gun fire. Everyone started to jump off into box, causing smoke and dust to billow out, a the water. . . . The tide was moving us so rapidly. . . . khaki-clad figure ran out the side entrance. The We would grab out on some of those underwater flame thrower, waiting for him, caught him in obstructions and mines built on telephone poles its withering stream of intense fire. As soon as and girders, and hang on. We’d take cover, then it touched him, the [Japanese soldier] flared up make a dash through the surf to the next one, fifty like a piece of celluloid. He was dead instantly feet beyond.” . . . charred almost to nothingness.” —from D-Day: Piercing the Atlantic Wall Additional —from Tarawa: The Story of a Battle

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Activity: Interdisciplinary Connection

Art Storming the Normandy beaches was no students use the Internet and library resources small feat. Troops on the ground and in the air to find the answer to this question. Have stu- had to be prepared. They were going to be dents sketch the typical battle gear of the Allied exposed to enemy attack on open beachheads. soldiers during the D-Day invasion. Have stu- Many soldiers were laden with 70 pounds of dents write paragraphs to accompany each gear and had to jump in neck-deep water. sketch that describes each item and how they Ask: What was the typical D-Day soldier car- were used during the invasion. Display students’ rying when he landed in Normandy? Have work in class. BL

512 the north coast of New Guinea, and then Chapter 14 • Section 4 Driving Japan Back launch an invasion to retake the Philippines. MAIN Idea American troops slowly regained islands in the Pacific that the Japanese had Island-Hopping in the Pacific captured. R Reading Strategy By the fall of 1943, the navy was ready to HISTORY AND YOU Have you ever had to do Explaining Ask: What was the a project over? Read to learn about American launch its island-hopping campaign, but the forces that took back Pacific islands from the geography of the central Pacific posed a prob- purpose of “island-hopping” in Japanese. lem. Many of the islands were coral reef atolls. D the Pacific? (to take over islands in The water over the coral reef was not always the Pacific, one at a time, in order to While the buildup for invading France was deep enough to allow landing craft to get to taking place in Britain, American military lead- the shore. If the landing craft ran aground on establish bases as close as possible ers were also developing a strategy to defeat the reef, the troops would have to wade to the to Japan) BL Japan. The American plan called for a two- beach. As some 5,000 United States Marines R pronged attack. The Pacific Fleet, commanded learned at Tarawa Atoll, wading ashore could by Admiral Nimitz, would advance through cause very high casualties. Tarawa, part of the D Differentiated the central Pacific by “hopping” from one Gilbert Islands, was the navy’s first objective. Instruction island to the next, closer and closer to Japan. The Japanese base there had to be captured in Meanwhile, General MacArthur’s troops would order to put air bases in the nearby Marshall Visual/Spatial Have students advance through the Solomon Islands, capture Islands. find photos of coral reef atolls or draw them. Have them explain why these reefs proved difficult Island-Hopping in the Pacific, 1942–1945 for armed forces. OL

▲ Marines are SOVIET shown firing from Sakhalin Is. UNION Attu Aleutian behind sand bags May 11–27, 1943 Analyzing GEOGRAPHY Is. Kiska during the battle l MONGOLIA uri N of Tarawa. One MANCHURIA K Marine has just Answers: W 40°N thrown a hand Sea of E grenade. Beijing Japan 160°W 140°W 1. Tarawa, part of the Gilbert Hiroshima Tokyo S Aug. 6, 1945 PACIFIC R. low Japan surrenders Islands CHINA Yel on battleship Missouri OCEAN Chongqing Nanjing Nagasaki Sept. 2, 1945 . Aug. 9, 1945 e R Shanghai Midway 2. the Japanese tz ng Okinawa Iwo Jima June 4–7, 1942 Ya Okinawa Apr. 1– Feb. 19–March 26, 1945 INDIA June 22, 1945 Hawaiian Wake Island Islands Lashio Hong Pearl Harbor BURMA Kong Philippine Sea U.K. 20°N SIAM U.K. Luzon Saipan Manila PHILIPPINES June 15–July 9, 1944 (THAILAND) March 4, 1945 Marshall 43 Leyte Gulf Islands 9 Bangkok South . 1 Oct. 23–26, 1944 Guam Guam Feb. 1944 ov 0 1,000 kilometers China , N U.S. July 21– itz FRENCH Sea Aug. 10, 1944 im Mindanao M N 0 1,000 miles INDOCHINA a Palau Is. cA Miller projection r H th Singapore a u Tarawa ls r Sumatra U.K. ey Nov. 20–23, 1943 EQUATOR Borneo Nauru Gilbert 0° H als U.K. Is. NEW GUINEA ey Batavia S ol Ellice om Is. INDIAN Java on Guadalcanal I Aug. 7, 1942– Feb. 9, 1943 OCEAN s. Darwin Coral Sea New May 4–8, 1942 Hebrides 100°E 120°E Coral Sea Japanese Empire and conquests Analyzing GEOGRAPHY Farthest extent of Japan’s AUSTRALIA conquests, July 1942 1. Place When Nimitz left Pearl Harbor, what was Allied forces his destination? Major battle Atomic bombing 2. Place Who controlled Guam in 1942? 140°E 160°E 180° Additional

Chapter 14 America and World War II 513 Support

Activity: Collaborative Learning

Summarizing Have partners create a map to show military movement and changes. They similar to the one on page 513. Assign pairs may also include a drawing that depicts the major battles in the Pacific. Ask: Was there a battle on their island. After students have fin- change in control of an island in the battle you ished their maps, make a class list that summa- have been assigned during the war? Have rizes the changes on the Pacific islands during each pair discuss their battle and use their maps the course of the war. OL

513 Chapter 14 • Section 4

The Navajo Code Talkers C Critical Thinking When American marines stormed an enemy beach, they used Making Inferences Ask: After radios to communicate. Using radios, however, meant that the Japanese could intercept and translate the messages. In the midst receiving the shocking news of the battle, however, there was no time to use a code-machine. about Tarawa, why were so many Acting upon the suggestion of Philip Johnston, an engineer who had lived on a Navajo reservation as a child, the marines recruited Americans willing to continue to Navajos to serve as “code talkers.” support a war that had such neg- The Navajo language had no written alphabet and was known only to the Navajo and a few missionaries and anthropologists. The ative consequences? (Student Navajo recruits developed code words, using their own language, answers will vary. Have them think that stood for military terms. For example, the Navajo word jay-sho, or “buzzard,” was code for bomber; lotso, or “whale,” meant battle- about the political and social issues ship; and na-ma-si, or “potatoes,” stood for grenades. during World War II to help them Code talkers proved invaluable in combat. They could relay a message in minutes that would have taken a code-machine operator develop an answer.) AL hours to encipher and transmit. At the battle of Iwo Jima, code talkers transmitted more than 800 messages during the first 48 hours as the marines struggled to get ashore under intense bombardment. More than 400 Navajo served in the marine corps as code talkers. R Reading Strategy Sworn to secrecy, their mission was not revealed until 1971. In 2001 Congress awarded the code talkers the Congressional Gold Medal Determining Importance for their unique contribution during the war. Ask: Why was securing the ▲ These Navajo code talkers assigned to a Pacific-based What advantage did the code talkers provide over tradi- marine regiment relay orders using a field radio. Mariana Islands so important to tional forms of communication? the military? (The islands were close enough to Japan to allow bomber runs. They wanted to build airstrips on these islands.) BL When the landing craft hit the reef, at least The next assault—Kwajalein Atoll in the 20 ships ran aground. The marines had to Marshall Islands—went much more smoothly. plunge into shoulder-high water and wade This time all of the troops went ashore in several hundred yards to the beach. Raked by amphtracs. Although the Japanese resisted Japanese fire, only one marine in three made it fiercely, the marines captured Kwajalein and ashore. Once the marines reached the beach, nearby Eniwetok with far fewer casualties. the battle was still far from over. After the Marshall Islands, the navy targeted Answer: Although many troops died wading ashore, the Mariana Islands. American military plan- They could send and receive sen- one vehicle had been able to cross the reef and ners wanted to use the Marianas as a base for deliver its troops onto the beaches. The vehi- a new heavy bomber, the B-29 Superfortress. sitive information easily and cle was a boat with tank tracks, nicknamed The B-29 could fly farther than any other plane quickly without having it decoded the “Alligator.” This amphibious tractor, or in the world. From airfields in the Marianas, R by the enemy. amphtrac, had been invented in the late 1930s B-29s could bomb Japan. Admiral Nimitz to rescue people in Florida swamps. It had decided to invade three of the Mariana Islands: never been used in combat, and the navy Saipan, Tinian, and Guam. Despite strong decided to buy only 200 of them in 1941. If Japanese resistance, American troops captured more had been available at Tarawa, American all three by August 1944. A few months later, casualties probably would have been much B-29s began bombing Japan. lower. More than 1,000 marines died on Tarawa. Photos of bodies lying crumpled next to burn- MacArthur Returns C ing landing craft shocked Americans back As the forces under Admiral Nimitz hopped home. Many people began to wonder how across the central Pacific, General Douglas Additional many lives would be lost in defeating Japan. MacArthur’s troops began their own campaign

Support 514 Chapter 14 America and World War II

Activity: Interdisciplinary Connection

Art and Literature Ask: Why was Douglas about him, describing why he is admired and MacArthur so important to the war effort? considered a great leader. Have students use Have students draw a picture of MacArthur, with library or Internet sources to learn more about his famed corncob pipe. Students may either his views concerning the use of atomic weap- write a brief biography of his life or a poem ons, as well. BL

514 in the southwest Pacific. The campaign began by invading Chapter 14 • Section 4 Guadalcanal in the Solomon Islands, east of New Guinea, in REVIEW August 1942. It continued until early 1944, when MacArthur’s Section 4 troops finally captured enough islands to surround the main Japanese base in the region. In response, the Japanese withdrew W Writing Support their ships and aircraft from the base, although they left 100,000 Vocabulary Have stu- troops behind to hold the island. 1. Explain the significance of: Casablanca Descriptive Writing Worried that the navy’s advance across the central Pacific was Conference, D-Day, Omar Bradley, dents research Kamikaze pilots. leaving him behind, MacArthur ordered his forces to leap nearly amphtrac, Guadalcanal, kamikaze. Then have students write a poem 600 miles (966 km) to capture the Japanese base at Hollandia on that compares the pilots to the the north coast of New Guinea. Shortly after securing New Main Ideas Guinea, MacArthur’s troops seized the island of Morotai—the 2. Determining Cause and Effect What storm. OL last stop before the Philippines. event prompted Italy to surrender? To take back the Philippines, the United States assembled an enormous invasion force. In October 1944, more than 700 ships 3. Describing Why was D-Day’s success so carrying more than 160,000 troops sailed for Leyte Gulf in the vital to an Allied victory? Answer: Philippines. On October 20, the troops began to land on Leyte, 4. Summarizing What was the military an island on the eastern side of the Philippines. A few hours goal in the Pacific? island-hopping after the invasion began, MacArthur headed to the beach. Upon reaching the shore, he strode to a radio and spoke into the Critical Thinking microphone: “People of the Philippines, I have returned. By the 5. Big Ideas How did the geography of grace of Almighty God, our forces stand again on Philip- the Pacific affect American strategy? pine soil.” To stop the American invasion, the Japanese sent four aircraft 6. Organizing Use a graphic organizer like Assess carriers toward the Philippines from the north and secretly dis- the one below to explain the importance patched another fleet to the west. Believing the Japanese carriers of each leader listed in the text. were leading the main attack, most of the American carriers pro- tecting the invasion left Leyte Gulf and headed north to stop Leader Significance them. Seizing their chance, the Japanese warships to the west Dwight Eisenhower Study Central™ provides raced through the Philippine Islands into Leyte Gulf and George Patton summaries, interactive games, George Marshall ambushed the remaining American ships. and online graphic organizers to The Battle of Leyte Gulf was the largest naval battle in history. Omar Bradley It was also the first time that the Japanese used kamikaze attacks. Douglas MacArthur help students review content. Kamikaze means “divine wind” in Japanese. It refers to the great 7. Analyzing Visuals Look at the photo on storm that destroyed the Mongol fleet during its invasion of Japan page 511 of the D-Day landing. What do in the thirteenth century. Kamikaze pilots would deliberately Close W you observe about the manner of the crash their planes into American ships, killing themselves but landing? also inflicting severe damage. Luckily for the Americans, just as Summarizing Have groups their situation was becoming desperate, the Japanese commander, Writing About History create five posters that describe believing more American ships were on the way, ordered a retreat. 8. Persuasive Writing Imagine that you five important events that hap- Although the Japanese fleet had retreated, the campaign are living in Florida and see the potential pened between 1941–1945. to recapture the Philippines from the Japanese was long and for the amphtrac in the war. Write a letter Students should note how the to a member of Congress detailing rea- grueling. More than 80,000 Japanese were killed; fewer than events affected U.S. and foreign 1,000 surrendered. MacArthur’s troops did not capture Manila sons why it would be a good purchase for until March 1945. The battle left the city in ruins and more the marines. policy. OL than 100,000 Filipino civilians dead. The remaining Japanese retreated into the rugged terrain north of Manila; they were still fighting in August 1945 when word came that Japan had surrendered.

Study Central™ To review this section, go Describing What strategy did the United States Navy to glencoe.com and click on Study Central. use to advance across the Pacific? Section 4 REVIEW 515

Answers

1. All definitions can be found in the section 5. Coral reefs around the atolls made it diffi- 7. It looks as though a lot of men had to be and in the Glossary. cult for landing craft to land. They began landed quickly. For such a large operation, it 2. the successful Allied invasion of Sicily using amphtracs to land soldiers. had to be orchestrated very precisely. 3. It would force the Germans to fight on two 6. Leader Significance 8. Letters will vary but should be persuasive in fronts. Dwight Eisenhower commanded invasion of Italy and nature. 4. to move from island to island, recapturing D-Day operations islands that had earlier been lost to the George Patton led ground forces in Africa and Italy Japanese, to stop the Japanese offensive, George Marshall planned Operation Overlord and to slowly advance toward Japan Omar Bradley commander at Omaha and Utah beaches Douglas MacArthur took back the Philippines from the Japanese 515 Focus Once ashore they had Highlight for students the incredi- to cross 300 yards of The Battle for American BRITAIN open beach to the base ble drama and significance of British Dover er of the bluff. ov Omaha Beach Canadian Portsmouth D f D-Day, June 6, 1944. Tell them that o Shoreham s Southampton it Calais a The selection of a site for the largest GOLD r the Russians had been pressing Portland JUNO t S amphibious landing in history was one of Dartmouth OM

A SWORD their American and British allies HA the biggest decisions of World War II. UTAH Dieppe N for a second front since 1942. Allied planners considered coastlines annel h Ch glis W E from Denmark to Portugal in search of a En Cherbourg Le Havre S Se sheltered location with firm flat beaches in St.-Lo Caen e R within range of friendly fighter planes in ive NORMANDY r Teach England. There also had to be enough 0 100 kilometers FRANCE roads and paths to move jeeps and 0 100 miles trucks off the beaches and to accommo- Lambert Azimuthal Equal-Area projection Skill Practice date the hundreds of thousands of S American, Canadian, and British troops Using Geography Skills Have set to stream ashore following the invasion. An airfield students study the geography of and a seaport that the Allies could use were also needed. Most important was a reasonable expectation of achiev- western Europe. Discuss with stu- ing the element of surprise. dents why a seaborne attack on western Europe was so difficult How Did Geography Shape the Battle? and how the Nazis used geogra- Surrounded at both ends by cliffs that rose wall-like from the sea, Omaha Beach was only four miles long. The phy as a defense. AL entire beach was overlooked by a 150-foot high bluff and there were only five ravines leading from the beach to S the top of the bluff. Analyzing GEOGRAPHY The Germans made full use of the geographic advantage the 150-foot bluff gave them. They dug trenches and built concrete bunkers for machine guns at the top of the Answers: cliffs and positioned them to guard the ravines leading to the beach. The men had to jump into the 1. firm, flat beaches within water and wade ashore against range of Allied planes and a strong tide in water that was enough roads and paths to Analyzing GEOGRAPHY nearly over their heads. move troops. 1. Location Why did the Allies choose Normandy as the invasion site? 2. cliffs and bluff overlooking 2. Human-Environment Interaction How did the beach gave the Germans geography make the invasion of Omaha Beach great defense advantages difficult?

Additional

Support 516 Chapter 14 America and World War II

Extending the Content

”Ducks” on D-Day Photos of the D-Day was amphibian and had front and rear wheel landing invariably feature the DUKW, the square- drive). The DUKW was developed by General shaped vehicle the Allied troops used to land on Motors to withstand difficult amphibious opera- Omaha Beach. The nickname “duck” came from tions. It was first used in 1943 for the Allied inva- soldiers, a take-off from the technical name of sion of Sicily. DUKW (a code acronym that identified that it

516 C Critical Thinking Comparing Help students learn more about D-Day by comparing it to other military campaigns or battles. Students might choose a battle or campaign from a historic war—the Revolutionary War, the Civil War, or World War I. Once they have chosen a battle or campaign, have students make a list of points to compare it with D-Day. Students’ criteria may American troops were carried to Omaha include: How important was each Beach in landing craft. Many of the landing craft came under such intense fire that battle to each war? How did strat- they opened their front ramp doors early. C egy differ? Were a large number of troops involved? Have students discuss their findings. OL Assess/Close

Summarizing Ask: What might have happened if the Allies had attacked the Germans from the west sooner than June 1944? (Students might suggest that the Allied assault would not have been so massive and may have failed. Others might say that it would have been successful.)

Additional

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Extending the Content

Taking Pointe du Hoc Pointe du Hoc was a land. Navigational problems and tidal currents piece of land held by the Germans that allowed made them late, and once they scaled the cliffs them to observe the Omaha and Utah beaches. with ropes and grappling hooks, the Germans With huge cannons in their heavily reinforced were waiting. The fighting was fierce, and the bunkers, the Germans could hit either beach surviving rangers had to fend off further attack with artillery shells. For that reason, the Allies once they took the Pointe, but their determined bombarded the Pointe du Hoc bunkers for action played a key role in the events of D-Day. weeks before D-Day. They ceased fire when 225 men of the 2nd Ranger Battalion were due to

517 Chapter 14 • Section 5 Section 5 Section Audio Spotlight Video Focus The War Ends

Bellringer ierce fighting in both Europe and the Pacific during Guide to Reading 1945 led to the defeat of the Axis powers. The Allies Daily Focus Transparency 14-5 F

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: D Big Ideas began war crimes trials and set up a peacekeeping orga- Teacher Tip: Students need to add the number of prison UNIT sentences at the two trials to come up with the answer. 5 DAILY FOCUS SKILLS Chapter 14 TRANSPARENCY 14-5 Individual Action After fierce military Analyzing Information nization to prevent another global war.

Directions: Answer the following WAR CRIMES TRIALS question based on the information at left. campaigns, President Harry S. Truman

In 1945 the United States, Great Britain, France, and the Soviet Of the 47 officials tried, Union created the International Military Tribunal to handle the how many were given punishment of German and Japanese leaders for their war crimes. prison sentences? decided to use atomic weapons against NUREMBERG, GERMANY TOKYO, JAPAN A 3 • At the first Nuremberg trial, • 25 Japanese leaders 22 leaders of Nazi were prosecuted. B 7 Germany were prosecuted. Japan. • Acquitted – 0 C 18 • Acquitted – 3 • Prison sentences – 18 • Prison sentences – 7 D 25 • Executed – 7 The Third Reich Collapses • Executed – 12 Content Vocabulary MAIN Idea The war in Europe ended in spring 1945 after major battles, as • hedgerow (p. 518) the Allies moved west toward Germany. Nuremberg courtroom in 1945–1946 Former Prime Minister Tojo testifies, 1948 • napalm (p. 521) HISTORY AND YOU Have you ever been in a competition in which you per- (p. 525) • charter severed, despite fatigue, to win? Read to learn how the Allies fought in Europe to defeat Germany. Guide to Reading Academic Vocabulary • despite (p. 520) Answers: • nuclear (p. 523) Although D-Day had been a success, it was only the beginning. Students should complete the Surrounding many fields in Normandy were hedgerows—dirt walls, People and Events to Identify outline by including all headings several feet thick, covered in shrubbery. The hedgerows had been • Battle of the Bulge (p. 518) built to fence in cattle and crops, but they also enabled the Germans in the section. • V-E Day (p. 519) to fiercely defend their positions. The battle of the hedgerows ended • Harry S. Truman (p. 520) on July 25, 1944, when 2,500 American bombers blew a hole in the • Iwo Jima (p. 520) German lines, enabling American tanks to race through the gap. • Manhattan Project (p. 523) As the Allies broke out of Normandy, the French Resistance— • V-J Day (p. 524) French civilians who had secretly organized to resist the German • United Nations (p. 524) occupation of their country—staged a rebellion in Paris. When the To generate student interest and • Nuremberg Trials (p. 525) Allied forces liberated Paris on August 25, they found the streets filled with French citizens celebrating their victory. provide a springboard for class Reading Strategy discussion, access the Chapter 14, Create an outline of the section, using Section 5 video at glencoe.com or the major headings as the main points. The Battle of the Bulge Follow the structure shown below. on the video DVD. As the Allies advanced toward the German border, Hitler decided to stage one last desperate offensive. His goal was to cut off Allied The War Ends I. The Third Reich Collapses supplies coming through the port of Antwerp, Belgium. The attack A. B. began just before dawn on December 16, 1944. Six inches (15 cm) of II. snow covered the ground, and the weather was bitterly cold. Moving A. B. rapidly, the Germans caught the American defenders by surprise. As the German troops raced west, their lines bulged outward, and the attack became known as the Battle of the Bulge. Shortly after the Germans surrounded the Americans, Eisenhower ordered General Patton to rescue them. Three days later, faster than anyone expected in the midst of a snowstorm, Patton’s troops slammed into the German lines. As the weather cleared, Allied aircraft began hitting German fuel depots. On Christmas Eve, out of fuel and weakened by heavy losses, the German troops driving toward Antwerp were forced to halt. Two days Resource Manager later, Patton’s troops broke through to the German line. Although

518 Chapter 14 America and World War II

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Additional Resources • Paraphrasing, p. 520 • Defending, p. 521 • Gifted and Talented, • Expository Writing, • Read. Essen., p. 158 • Identifying, p. 522 • Contrasting, p. 522 p. 520 p. 519 • Time Line Act., URB • Evaluating, p. 524 • Naturalist, p. 523 • Descriptive Writing, p. 67 Additional Resources • Speculating, p. 524 p. 521 • English Learner Act., Additional Resources URB p. 59 Additional Resources • Reteach Act., URB p. 77 • Guide. Reading, URB • Crit. Think. Skills Act., • Authentic Assess., p. 31 p. 86 URB p. 66 • English Learner Act., • Supreme Court Case URB p. 59 Studies, p. 61 • Quizzes and Tests, p. 201 Chapter 14 • Section 5 The War Ends in Europe, 1945 The Axis Before the War, 1939 The Axis at its Peak, 1942 The Axis at German Surrender, 1945 Teach

W Writing Support Expository Writing Have students research the movements of the Allied and Axis forces at the Battle of the Bulge. Have them write a two-page report. The first page should identify the good and bad strategic moves related How Many People Died Axis-controlled territory in World War II? Allied advances, 1944–45 to the battle. Encourage students 0 400 kilometers to include a map that shows the Country Military Deaths Civilian Deaths 0 400 miles USSR 11,000,000 6,700,000 Lambert Azimuthal Equal-Area projection movement. The second page Germany 3,250,000 2,350,000 will highlight General Patton’s Japan 1,740,000 393,000 contribution. China 1,400,000 8,000,000 Analyzing VISUALS OL Poland 110,000 5,300,000 United States 405,000 2,000 1. Comparing Which nation had the greatest number of Great Britain 306,000 61,000 civilian casualties? Italy 227,000 60,000 2. Analyzing Why did the United States have so few civil- France 122,000 470,000 ian deaths? Answer: The Germans lost over 100,000 troops and lost many of their fighting continued for three weeks, the United Rhine River, Germany’s last major line of tanks and aircraft. They had little States had won the Battle of the Bulge. On defense in the west. On March 7, American left to keep the Allies out of January 8, the Germans began to withdraw. tanks crossed the Rhine. W They had suffered more than 100,000 casual- As German defenses crumbled, American Germany. ties and lost many tanks and aircraft. They had troops raced east to within 70 miles (113 km) very few resources left to prevent the Allies of Berlin. On April 16, Soviet troops finally from entering Germany. smashed through the German defenses and reached the outskirts of Berlin five days later. Deep in his Berlin bunker, Adolf Hitler knew Analyzing VISUALS The War Ends in Europe the end was near. On April 30, 1945, he committed suicide. Before killing himself, Hitler While American and British forces fought to chose Grand Admiral Karl Doenitz as his suc- Answers: liberate France, the Soviets began a massive cessor. Doenitz tried to surrender to the 1. China attack on German troops in Russia. By the time Americans and British while continuing to the Battle of the Bulge ended, the Soviets had 2. The war was not fought on fight the Soviets, but Eisenhower insisted on driven Hitler’s forces out of Russia and back U.S. soil. unconditional surrender. On May 7, 1945, across Poland. By February 1945, Soviet troops Germany accepted the terms. The next day— were only 35 miles (56 km) from Berlin. May 8, 1945—was proclaimed V-E Day, for As the Soviets crossed Germany’s eastern “Victory in Europe.” border, American forces attacked Germany’s western border. By the end of February 1945, Explaining Why was the Battle American troops had fought their way to the of the Bulge such a disastrous defeat for Germany? Additional

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German Surrender Germany accepted Liberty were lit the very first time since the unconditional surrender on May 7, 1945, at a bombing of Pearl Harbor. After less than a small schoolhouse in France. In Moscow, gigan- month in office, President Truman reflected on tic rays of light were projected in the air to cele- this triumph when he addressed the nation by brate. In the United States, the Washington saying, “This is a solemn but glorious hour. I Monument, the Capitol dome, and the Statue of only wish FDR had lived to witness this day.”

519 Chapter 14 • Section 5 Truman was forced to make some of the most Japan Is Defeated difficult decisions of the war during his first six MAIN Idea The United States decided to end months in office. the war with Japan by using napalm and atomic R Reading Strategy bombs. The Battle of Iwo Jima HISTORY AND YOU When was the last time you Paraphrasing Ask students to had to make a difficult decision, with no really good On November 24, 1944, bombs fell on Tokyo. offer their interpretation of choice? Read to learn about the decision President Above the city flew 80 B-29 Superfortress Truman made in 1945. bombers that had traveled more than 1,500 Truman’s words about President miles (2,414 km) from new American bases in Roosevelt. (Most students will say Unfortunately, President Roosevelt did not the Mariana Islands. that Truman was overwhelmed live to see the defeat of Germany. On April 12, At first the B-29s did little damage because with grief. It seemed as though 1945, while vacationing in Warm Springs, they kept missing their targets. By the time the Georgia, he died of a stroke. His vice president, B-29s reached Japan, they did not have enough nothing was right—everything was Harry S. Truman, became president during fuel left to fix their navigational errors or to D out of order. Truman had a great this difficult time. adjust for high winds. The pilots needed an weight (the war) to deal with.) OL The next day, Truman told reporters: “Boys, island closer to Japan so the B-29s could refuel. if you ever pray, pray for me now. . . . When American military planners decided to invade R they told me yesterday what had happened, I Iwo Jima. Differentiated felt like the moon, the stars, and all the planets Iwo Jima was perfectly located, roughly D had fallen on me.” Despite his feelings, Truman halfway between the Marianas and Japan, but Instruction began at once to make decisions about the its geography was formidable. At its southern Gifted and Talented The war. Although Germany surrendered a few tip was a dormant volcano. The terrain was Battle of Iwo Jima was a heroic weeks later, the war with Japan continued, and rugged, with rocky cliffs, jagged ravines, and victory. The famous photograph boosted American morale. A monument based on this photo was sculpted and stands in the Arlington National Cemetery. Have students research the photographer, the men in the photo- April 1, 1945 graph, and the sculptor and create March 9, American troops their own montage that symbol- 1945 land on Okinawa Firebombing izes the importance of this destroys most battle. AL of Tokyo

October 23–24, 1944 February 19, Victory in the Battle of Leyte Gulf enables 1945 MacArthur to return to the Philippines U.S. Marines land on Iwo Jima; over 6,800 marines are killed before the island is captured Hands-On

Chapter Project 520 Chapter 14 America and World War II Step 5 An Interview with a World tion. Set class time aside for students to War II Veteran present their interviews. Students may also present it to a community group and, cer- Step 5: Presenting the Interview tainly, to the veteran who was the subject. Essential Question: How should the inter- Putting It Together Presenters should be view be presented? prepared for follow-up questions from their Directions Students will determine the audience. They should be sure that they final format of the interview presentation. have researched the topics covered in the For example, should it be a video presented interview and are familiar with those men- to the class? Should it be part of a large Web tioned by the subject. OL page or presentation? Students should inte- (Chapter Project continued on the Visual grate the interview into the final presenta- Summary page) 520 dozens of caves. Volcanic ash covered the gasoline. The bombs were designed not only to Chapter 14 • Section 5 ground. Even worse, the Japanese had built a explode but also to start fires. Even if the B-29s vast network of concrete bunkers connected missed their targets, the fires they started by miles of tunnels. would spread to the intended targets. On February 19, 1945, some 60,000 Marines The use of firebombs was very controversial W Writing Support landed on Iwo Jima. As the troops leapt from because the fires would also kill civilians; the amphtracs, they sank up to their ankles in however, LeMay could think of no other way Descriptive Writing Have stu- the soft ash. Meanwhile, Japanese artillery to destroy Japan’s war production quickly. dents use the details from the text began to pound the invaders. Loaded with firebombs, B-29s attacked Tokyo and what they have seen in the W The marines crawled inland, using flame- on March 9, 1945. As strong winds fanned the movies to write a description of throwers and explosives to attack the Japanese flames, the firestorm grew so intense that it bunkers. More than 6,800 marines were killed sucked the oxygen out of the air, asphyxiating the landing at Iwo Jima from a capturing the island. Admiral Nimitz later thousands. As one survivor later recalled: news reporter’s point of view. wrote that, on Iwo Jima, “uncommon valor was PRIMARY SOURCE Allow students to work in a common virtue.” “The fires were incredible . . . with flames leaping groups. OL hundreds of feet into the air. . . . With every passing Firebombing Japan moment the air became more foul. . . the noise was a continuing crashing roar. . . . Fire-winds filled with While American engineers prepared air- burning particles rushed up and down the streets. I C Critical Thinking fields on Iwo Jima, General Curtis LeMay, watched people . . . running for their lives. . . . The Defending The military C commander of the B-29s based in the Marianas, flames raced after them like living things, striking decided to change strategy. To help the B-29s them down. . . . Wherever I turned my eyes, I saw started using weapons that hit their targets, he ordered them to drop people . . . seeking air to breathe.” were designed to destroy more bombs filled with napalm—a kind of jellied —quoted in New History of World War II than military targets. Civilians would be killed. Using napalm was controversial, both in World War II and Vietnam. Have a student read the Primary Source aloud. Then, lead a discussion about the use of September 2, such weapons. Write major ideas 1945 The Japanese on the board. OL August 9, 1945 delegation boards A second atomic the battleship USS Missouri bomb is dropped on in Tokyo Japan, destroying Bay for the ofﬁ cial Analyzing TIME LINES the city of Nagasaki surrender ceremony Answers: 1. March 9, 1945 2. three days

August 6, 1945 An atomic bomb destroys the Japanese Analyzing TIME LINES city of 1. Listing When was Tokyo destroyed? Hiroshima 2. Sequencing How many days lapsed between the dropping of the first and second atomic bombs? Additional

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Activity: Interdisciplinary Connection

Science The B-29s that attacked Tokyo gases, superheating the atmosphere, and the dropped almost 2,000 tons of incendiaries. firestorm that occurred was like a hurricane of Large portions of the city were destroyed and fire. Ten square miles of Tokyo was completely nearly 100,000 civilians died. Since many resi- destroyed. Have students write a report that dential areas were constructed from wood, the describes the physics behind this phenomenon. fires spread quickly. The air filled with lethal Encourage students to use a visual graphic. AL

521 Chapter 14 • Section 5 The Tokyo firebombing killed more than The Manhattan Project 80,000 people and destroyed more than 250,000 buildings. By the end of June 1945, Japan’s six In 1939 Leo Szilard, one of the world’s top most important industrial cities had been fire- physicists, learned that German scientists had R Reading Strategy bombed, destroying almost half of their total split the uranium atom. Szilard had been the urban area. By the end of the war, the B-29s first scientist to suggest that splitting the atom Identifying Ask: How long had firebombed 67 Japanese cities. might release enormous energy. Worried that did it take to capture Okinawa? the Nazis were working on an atomic bomb, (almost three months) Why was Szilard convinced the world’s best-known the fighting difficult? (the terrain The Invasion of Okinawa physicist, Albert Einstein, to sign a letter Szilard had drafted and send it to President Roosevelt. was rugged, Japanese troops hid in Despite the massive damage the firebombing caused, there were few signs in the spring In the letter, Einstein warned that by using caves and bunkers) BL of 1945 that Japan was ready to quit. Many uranium, “extremely powerful bombs of a new American officials believed the Japanese would type may . . . be constructed.” not surrender until Japan had been invaded. To Roosevelt responded by setting up a scien- C Critical Thinking prepare for the invasion, the United States tific committee to study the issue. The committee remained skeptical until 1941, when they Contrasting Ask: What were needed a base near Japan to stockpile supplies and build up troops. Iwo Jima was small and met with British scientists who were already the American terms for surren- still too far away. Military planners chose working on an atomic bomb. The British der in Japan? (an unconditional Okinawa—only 350 miles (563 km) from research so impressed the Americans that they surrender) What condition Japan. American troops landed on Okinawa on did the Japanese request in April 1, 1945. Instead of defending the beaches, exchange for surrender? the Japanese troops took up positions in the (to allow the emperor to stay in island’s rugged mountains. To dig the Japanese power) Why did Truman reject out of their caves and bunkers, the Americans R had to fight their way up steep slopes against this condition? (Most Americans constant machine gun and artillery fire. More blamed the emperor for the war than 12,000 American soldiers, sailors, and and wanted him removed from marines died during the fighting, but by June 22, 1945, Okinawa had finally been power.) OL Should America captured. Drop the Atomic The Terms for Surrender Bomb on Japan? Shortly after the United States captured More than 60 years later, people con- Okinawa, the Japanese emperor urged his tinue to debate what some historians government to find a way to end the war. The have called the most important event biggest problem was the American demand for of the twentieth century—President unconditional surrender. Many Japanese lead- Truman’s order to drop atomic bombs ers were willing to surrender, but on one con- on Japan. Did his momentous decision dition: the emperor had to stay in power. shorten the war and save American American officials knew that the fate of the lives, as Truman contended, or was it a barbaric and unnecessary show of supe- C emperor was the most important issue for the Japanese. Most Americans, however, blamed rior military technology designed to the emperor for the war and wanted him keep the Soviet Union out of Japan? removed from power. President Truman was reluctant to go against public opinion. Furthermore, he knew the United States was almost ready to test a new weapon that might force Japan to surrender without any conditions. The new weapon was the atomic Additional bomb.

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The Bombing of Hiroshima Historians con- On the other side, historians feel that the use tinue this debate, more than 60 years after the of the bomb was a necessary choice. They claim bombing. Some historians say the bombing was that if the Americans had to invade Japan, the avoidable and find its use similar to Nazi war number of American casualties would have been crimes. Their argument is that the U.S. could have higher than those who died at Hiroshima. Another used blockades, conventional bombing, and argument was that the second bomb wasn’t nec- waited for the Soviet Union to declare war on the essary. Truman should have waited a few days Japanese to force the Japanese to surrender. longer to allow the Japanese to surrender.

522 convinced Roosevelt to begin a program to William Leahy, chairman of the Joint Chiefs of Chapter 14 • Section 5 build an atomic bomb. Staff, opposed using the bomb because it killed The secret American program to build an civilians indiscriminately. He believed an eco- atomic bomb was code-named the Manhattan nomic blockade and conventional bombing Project and was headed by General Leslie R. would convince Japan to surrender. Secretary D Differentiated Groves. The first breakthrough came in 1942, of War Henry Stimson wanted to warn the Instruction when Szilard and Enrico Fermi, another physi- Japanese about the bomb while at the same cist, built the world’s first nuclear reactor at time telling them that they could keep the Naturalist In July, 1945, atomic the University of Chicago. Groves then orga- emperor if they surrendered. Secretary of State tests were also conducted on nized a team of engineers and scientists to James Byrnes, however, wanted to drop the Bikini Island in the Pacific Ocean. build an atomic bomb at a secret laboratory bomb without any warning to shock Japan into in Los Alamos, New Mexico. J. Robert surrendering. Have students research atomic Oppenheimer led the team. On July 16, 1945, President Truman later wrote that he testing at Bikini Island and create D they detonated the world’s first atomic bomb “regarded the bomb as a military weapon and a poster that describes the in New Mexico. never had any doubts that it should be used.” His advisers had warned him to expect mas- effects the bomb had on the sive casualties if the United States invaded environment. OL Hiroshima and Nagasaki Japan. Truman believed it was his duty as pres- Even before the bomb was tested, American ident to use every weapon available to save officials began debating how to use it. Admiral American lives.

YES NO

Harry S. Truman William Leahy Answers: President of the Chairman of the Joint 1. recompense for the Japanese United States Chiefs of Staff attacking Pearl Harbor without PRIMARY SOURCE PRIMARY SOURCE warning; starving and execut- “The world will note that the “It is my opinion that the use ing American prisoners of war; first atomic bomb was dropped of this barbarous weapon at refusing to obey international on Hiroshima, a military base. . . . Hiroshima and Nagasaki was laws of warfare. He also said it If Japan does not surrender, bombs will have to be dropped of no material assistance in our war against Japan. The on her war industries and, unfortunately, thousands of Japanese were already defeated and ready to surrender would save thousands of civilian lives will be lost. . . . because of the effective sea blockade and the successful American lives. Having found the bomb we have used it. We have used bombing with conventional weapons. . . . 2. He said the Japanese were it against those who attacked us without warning at Pearl The lethal possibilities of atomic warfare in the future already defeated and ready to Harbor, against those who have starved and beaten and are frightening. My own feeling was that in being the first executed American prisoners of war, against those who to use it, we had adopted an ethical standard common to surrender and that such a have abandoned all pretense of obeying international laws the barbarians of the Dark Ages. I was not taught to make lethal weapon is barbaric. It is of warfare. We have used it in order to shorten the agony war in that fashion, and wars cannot be won by destroying not honorable for warriors to of war, in order to save the lives of thousands and thou- women and children.” sands of young Americans.” —from I Was There use such weapons. —from Public Papers of the Presidents 3. Responses will vary.

1. Explaining What reasons does Truman offer to justify the use of the atomic bomb? 2. Summarizing Why does Leahy say he was against using the bomb? 3. Evaluating Whom do you think makes the more persuasive argument? Explain your answer. Additional

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Activity: Collaborative Learning

Summarizing Once the atomic bombs were decision the United Nations made to call for an dropped on Hiroshima and Nagasaki, it was elimination of atomic weapons and weapons of obvious that international controls on atomic mass destruction. Ask: How was the arms weapons and energy were necessary. Who control decision received by the nations, par- would be able to objectively monitor atomic ticulary the United States and Russia? Have weapons? In 1946, the United States, who at the students write a summary of the UN’s resolu- time held the secret to atomic bombs, asked the tion, and have them speculate on why no atomic United Nations to establish these controls. Have bombs have been used since Hiroshima and students work in small groups to research the Nagasaki. OL

523 Chapter 14 • Section 5 The Allies threatened Japan with “prompt and utter destruction” if the nation did not Building a New World surrender, but the Japanese did not reply. MAIN Idea The victorious Allies tried to create Truman then ordered the military to drop the an organization to prevent future wars. C1 Critical Thinking bomb. On August 6, 1945, a B-29 bomber HISTORY AND YOU What are some of your most named Enola Gay dropped an atomic bomb, noble goals? Read to learn about the goals of the Evaluating Ask students if they, code-named “Little Boy,” on Hiroshima, an Allied forces after the war. like Truman, would have threat- important industrial city. ened to use the bomb. Ask: How C1 The bomb destroyed about 63 percent of the Well before the war ended, President far would you have gone to end city. Between 80,000 and 120,000 people died Roosevelt had begun thinking about what the instantly, and thousands more died later from world would be like after the war. The presi- the war in the Pacific? OL burns and radiation sickness. Three days later, dent had wanted to ensure that war would on August 9, the Soviet Union declared war on never again engulf the world. Japan. Later that day, the United States dropped C2 Critical Thinking another atomic bomb, code-named “Fat Man,” Speculating Ask: When the on the city of Nagasaki, killing between 35,000 Creating the United Nations and 74,000 people. Japanese saw the power of the President Roosevelt believed that a new Faced with such massive destruction and international political organization could pre- atomic bomb, why do you think the shock of the Soviets joining the war, the vent another world war. In 1944, at the they did not surrender? (Students C2 Japanese emperor ordered his government to Dumbarton Oaks estate in Washington, D.C., surrender. On August 15, 1945—V-J Day— delegates from 39 countries met to discuss the may suggest that they thought it Japan surrendered. The long war was over. might be a one-time incident, or new organization, which was to be called the Analyzing What arguments did United Nations (UN). The delegates at the perhaps they were so shocked, they Truman consider when deciding whether to use the conference agreed that the UN would have a could not respond.) OL atomic bomb? General Assembly, in which every member

Plans for a Better World Answer: The Universal Declaration of Human Rights the potentially massive casual- Issued by the United Nations, December 10, 1948 ties involved in a ground inva- 1. All human beings are born free and equal in dignity and rights. 3. Everyone has the right to life, liberty, and security of person. sion of Japan and his duty to 4. No one shall be held in slavery or servitude . . . save American lives 5. No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. 7. All are equal before the law and are entitled without any discrimination to equal protection of the law. 11. Everyone charged with a penal offense has the right to be presumed inno- cent until proved guilty . . . 13. Everyone has the right to freedom of movement . . . 16. Men and women . . . are entitled to equal rights as to marriage, during Answers: marriage and at its dissolution . . . 17. Everyone has the right to own property . . . ▲ The Nuremberg trials 1. 21 18. Everyone has the right to freedom of thought, conscience and religion . . . 2. Without the basic human 19. Everyone has the right to freedom of opinion and expression . . . 20. Everyone has the right to freedom of peaceful assembly and association. rights listed earlier, an educa- 21. The will of the people . . . shall be expressed in periodic and genuine elec- tion is worthless. 1. Identifying Which right relates to free elections? tions which shall be by universal and equal suffrage . . . 2. Speculating Why do you think that the right to an 23. Everyone has the right to work . . . 3. Responses will vary. education might be so far down on the list? 25. Everyone has the right to a standard of living adequate for the health and 3. Evaluating Which five of the human rights well-being of himself and of his family, including food, clothing, housing included in the Declaration do you feel are the most and medical care and necessary social services, and the right to security in important today? Why? the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood . . . Additional 26. Everyone has the right to education . . .

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Health Assign students to small groups. Have the different kinds of radiation sickness and them use the library or Internet to research the how long the effects lasted. Students may also kind of short- and long-term heath problems include information about how food, especially the Japanese people suffered after the atomic crops and livestock, were affected and the con- bomb was dropped. Students should research sequences of eating contaminated food. OL

524 nation in the world would have one vote. The UN would also Chapter 14 • Section 5 have a Security Council with 11 members. Five countries would REVIEW be permanent members of the Security Council: Britain, France, Section 5 China, the Soviet Union, and the United States—the five big powers that had led the fight against the Axis. These five permanent members would each have veto power. Vocabulary On April 25, 1945, representatives from 50 countries came to 1. Explain the significance of: hedgerow, Answer: San Francisco to officially organize the United Nations and design Battle of the Bulge, V-E Day, Harry S. a General Assembly of all mem- its charter, or constitution. The General Assembly was given the Truman, Iwo Jima, napalm, Manhattan ber nations and an 11-member power to vote on resolutions, to choose the non-permanent Project, V-J Day, United Nations, charter, members of the Security Council, and to vote on the UN’s bud- Nuremberg Trials. Security Council with five perma- get. The Security Council was responsible for international peace nent members, each of whom and security. It could investigate any international problem and Main Ideas has veto power over UN actions propose settlements. It could also take action to preserve the 2. Explaining What was the significance of peace, including asking its members to use military force to the Battle of the Bulge? uphold a UN resolution. Soon after its founding, the UN created a Commission on 3. Identifying What was the advantage of Human Rights and chose Eleanor Roosevelt to serve as its first using napalm bombs? chair. The Commission drafted the Universal Declaration of 4. Synthesizing How was the United Nations Assess Human Rights, and the UN issued it in 1948. The document designed to prevent global wars? strongly reflects the ideas and principles that Eleanor Roosevelt espoused during her life. It lists 30 rights that are said to be uni- Critical Thinking versally applicable to all human beings in all societies. 5. Big Ideas If you had been a member of President Truman’s cabinet, what advice Study Central™ provides Putting the Enemy on Trial would you have given him about dropping summaries, interactive games, the atomic bomb? and online graphic organizers to Although the Allies had declared their intention to punish German and Japanese leaders for war crimes, they did not work 6. Organizing Using a graphic organizer help students review content. out the details until the summer of 1945. In August, the United like the one below, indicate the steps to States, Britain, France, and the Soviet Union created the victory in Europe and over Japan. Add International Military Tribunal (IMT). The Tribunal held trials in boxes as needed. Close Nuremberg, Germany, where Hitler had staged Nazi Party rallies. Twenty-two leaders of Nazi Germany were prosecuted at the Allied Victory Identifying Central Issues Nuremberg Trials. Three were acquitted and seven were given Have students work in groups to Victory in Europe Victory over Japan prison sentences. The remaining 12 were sentenced to death. create a collage that illustrates the Trials of lower-ranking officials and military officers continued until April 1949. Those trials led to the execution of 24 more major battles that ended World German leaders. Another 107 were given prison sentences. 7. Analyzing Visuals Look at the photo of War II. Then have them write sev- Similar trials were held in Tokyo. The IMT for the Far East the Japanese delegation on page 521. eral paragraphs that explain the charged 25 Japanese leaders with war crimes. Significantly, the What do you observe about the scene? Allies did not indict the Japanese emperor. They feared that any images on their collage. OL attempt to put him on trial would lead to an uprising by the Writing About History Japanese people. Eighteen Japanese defendants were sentenced 8. Descriptive Writing Imagine that you to prison. The rest were sentenced to death by hanging. are in a large American city when news of The war crimes trials punished many of the people responsible victory over Japan comes. Describe the for World War II and the Holocaust, but they were also part of the celebrations and the mood of the people. American plan for building a better world. As Robert Jackson, chief counsel for the United States at Nuremberg, observed in his opening statement to the court: “The wrongs we seek to con- demn and punish have been so calculated, so malignant and so devastating, that civilization cannot tolerate their being ignored because it cannot survive their being repeated.” Study Central™ To review this section, go to glencoe.com and click on Study Central. Describing How is the United Nations organized? Section 5 REVIEW 525

Answers

1. All definitions can be found in the section tional problems, propose settlements, and 7. The Japanese look proud but also somber and in the Glossary. send military forces to uphold a resolution. and defeated. The scene looks very formal. 2. It weakened the German military enough to 5. Answers will vary but should be defensible. 8. Descriptions will vary but should reflect the allow the Allies to enter Germany. exuberance and relief of the people. 6. Allied Victory 3. The bombs did not have to hit exact targets. The fires would spread and cause general destruction. Victory in Europe Victory over Japan 4. If all nations were under the surveillance of an international organization, a country Battle of Iwo Jima, bombing would be less likely to start a war. The Battle of the Bulge, entry of Tokyo, invasion of Security Council can investigate interna- into Germany Okinawa; atomic bomb in Hiroshima and Nagasaki 525 Chapter 14 • Visual Summary

Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com. Categorizing Have students create a cluster diagram to list the major campaigns the United The Pacific Europe and The Home Front States fought in the Pacific and in 1941 North Africa 1941 • Japan attacks Pearl Harbor, • President Roosevelt forbids 1941 Europe. OL Dec. 7 race discrimination in defense • Germany invades the Soviet industries 1942 Union • The United States defeats 1942 1942 Japan in the Battles of the • Congress establishes WAAC; • The Allies turn the tide in the Coral Sea and Midway War Department relocates Battle of the Atlantic Japanese Americans to intern- 1943 ment camps • The United States begins its 1943 • The Allies invade Italy; island-hopping campaign 1943 German forces in North Africa • Race riots occur in Detroit and 1944 and Stalingrad surrender to Los Angeles; Roosevelt estab- • The United States retakes the Allies lishes OWM Philippines 1944 1944 1945 • The Allies invade Normandy • Supreme Court hears case of • The United States drops the on June 6 Korematsu v. United States atomic bomb; Japan surren- 1945 ders on August 15 1945 • Germany surrenders uncondi- • Nearly 40 nations sign the Have stu- tionally on May 7 Cause and Effect United Nations charter dents list and describe five effects World War II had on the social

lives of Americans. Then have them list and describe three ▲ A convoy of Allied effects the war had on the M-3 tanks moves

economy. AL forward. ▲ Fire erupts on the USS Bunker Hill after a kamikaze attack, May 1945.

Hands-On

Chapter Project 526 Chapter 14 America and World War II Step 6: Wrap Up An Interview with a World • What was the most difficult part of this War II Veteran project? Why? • What was the best part of this project? Step 6: Wrap Up Students will review Why? the presentations and provide an evalua- • What could be done to improve the tion of their work. presentation? • What did I learn about World War II by Directions Students follow up their pre- completing this project? sentations with a self-evaluation of both the project and their work on it. Students Putting It Together Students should pro- should write a brief essay that answers the vide clear essays and succinct answers to questions to the right. each question above. OL

526 Chapter 14 • Assessment Chapter ASSESSMENT Answers and Analyses Reviewing Vocabulary Reviewing Main Ideas Reviewing Vocabulary Directions: Choose the word or words that best complete the Directions: Choose the best answers to the following questions. sentence. 1. D Enfranchised means “given Section 1 (pp. 486–493) the right to vote.” The prefix dis- 1. One complaint of African Americans at the beginning of 6. The Liberty ship was superior to many warships because it was means absence of, deprived of, or World War II was that they were A welded instead of riveted. not. Therefore, disenfranchised A integrated. B riveted instead of welded. means deprived of the right to B employed. C painted in camouflage colors. vote. C empowered. D painted red, white, and blue. D disenfranchised. 2. B Periphery means edges. Help 7. African Americans pushed for a victory in the students remember this by dis- 2. Winston Churchill wanted to attack the , or edges, war effort. of the German Empire. cussing or explaining peripheral A Tuskegee A eastern front vision. Make sure students read B Triple C B periphery vocabulary questions carefully, C Double V C left flank because often, as in this case, the D Carver D western front definition is given in the question.

Section 2 (pp. 494–499) 3. A C does not make sense. 3. To aid in the war effort, American citizens accepted the of some items. 8. The Japanese were determined to destroy the American fleet Students may be distracted by B, in the Pacific after A rationing by equating disappearing with A they were successful at Pearl Harbor. B disappearance scarcity. Items were not taken B the Americans surrendered at Bataan. C abundance over, they were just not available C the crew of the Enola Gay dropped an atomic bomb on D commandeering in abundance. Ration means to Hiroshima. distribute or allocate. In this case, D James Doolittle dropped bombs on Tokyo. 4. Japanese suicide pilots were known as pilots. scarce items were rationed so as A Shinto not to waste them and so every- 9. To prevent huge shipping losses in the Atlantic, Americans B Samurai used one, theoretically, could have C kamikaze A antisubmarine devices. some. D amphtrac B a convoy system. 4. C Shinto is a religion. Samurai C an air force escort. are Japanese warriors who lived 5. Germans fiercely resisted the Allied invasion of France by D minesweepers. hiding behind thick, shrubbery-covered dirt walls called by the code of Bushido. They are that surrounded the fields of Normandy. not pilots. Amphtracs were mili- A napalm TEST-TAKING TIP tary vehicles involved in Pacific B hedgerows invasions. C amphtracs Look at each question to find clues to support your answer. Try not to get confused by the wording of the question. D guadalcanals Then look for an answer that best fits the question. 5. B These earthen walls were made to fence in cattle Need Extra Help? and crops. The battle of the If You Missed Questions . . . 123456789GO ON Go to Page . . . 491 497 506 515 518 489 492 495–496 499 hedgerows lasted from early June until July 25. Chapter 14 America and World War II 527 Reviewing Main Ideas 8. D If students have trouble with this ques- 9. B In a convoy, cargo ships traveled with 6. A C and D do not make sense; tion, review “Japan Changes Strategy” on warships, which cut down on losses. It is impor- how a ship is painted would not page 495. The Japanese decided to destroy tant that students read the question carefully. make it superior to other ships. the American fleet after they realized the The key words in the question are shipping Welding is the melding of metals bombs dropped on Tokyo might have killed losses. with heat. Welded ships required the emperor. The other answer choices do not fewer repairs. make sense, chronologically. 7. C Students may be confused by choice B. An easy way for students to remember double V is to relate the two As in African American to the double (two) in double V. 527 Chapter 14 • Assessment Chapter ASSESSMENT

10. B One meaning of drive, as a noun, is a collection effort. Section 3 (pp. 500–507) Critical Thinking Students are probably familiar 10. During the war, Americans to collect materials Directions: Choose the best answers to the following questions. with clothing and food drives. that could be used for the war effort. 15. The invasion of Normandy was important because it Victory gardens, rationing, and A planted victory gardens A brought the Soviet Union into the war. war bonds were all ways that citi- B held scrap drives B forced the Germans to fight a two-front war. zens could support the war effort, C conserved energy C marked the first successful invasion by sea. but none involved collecting D sold war bonds D protected the Pacific fleet. materials. Section 4 (pp. 508–515) 11. A Study a map with students 11. Where did the Allies begin their invasion of Italy? Base your answer to question 16 on the map below and your knowledge of Chapter 14. who have trouble with this ques- A Sicily tion. Only Sicily is near Italy. Have B Casablanca Relocation Camps, 1942–1946 C Tehran students identify each answer CANADA choice on the map so they can D Normandy see that, clearly, invading Sicily Minidoka Heart Mountain 12. Planning for D-Day was complicated by concerns for the Tule would most help move troops Lake A German army. Topaz into Italy. (Central Utah) B amphtracs. Manzanar Granada N Poston 12. C The D-Day invasion C weather. (Colorado River) Rohwer Gila River Jerome W E PACIFIC involved amphibious landings on D air forces. OCEAN S the beaches of the French coast- Gulf of Mexico line. Therefore, weather was a Section 5 (pp. 518–525) Relocation camp huge concern. 13. What was the code name for the plan to build the atomic bomb? 13. A This code name is some- A Manhattan Project 16. Most of the relocation camps were located in what region of the United States? thing students must simply com- B Doolittle Raid A the West mit to memory. Thinking of the C Operation Overlord B the Southeast building of the bomb as a science D V-J Day C the Deep South project may help trigger students’ D the Midwest memories. In addition, the other 14. Which UN body has five permanent members with veto power? answer choices all describe mili- 17. What was the purpose of the Japanese American Citizens A General Assembly tary action. Only A implies a plan League? B Commision on Human Rights to build something, rather than A to fight the Japanese invasion of California C Security Council attack something. B to fight Roosevelt’s order to declare the western United D International Military Tribunal States a military zone 14. C The five permanent mem- C to help Japanese Americans recover lost property from bers of the Security Council were the relocation D to encourage Japanese Americans to join the U.S. armed Great Britain, France, China, the forces Soviet Union, and the United Need Extra Help? States. If You Missed Questions . . . 10 11 12 13 14 15 16 17 GO ON Go to Page . . . 507 509–510 511–512 522–523 525 510 R15 504

Critical Thinking 528 Chapter 14 America and World War II 15. B By process of elimination, only B can be correct. The Soviet 16. A Examine the map with students. The 17. C Hopefully, students are able to immedi- Union had already been involved. relocation camps are marked by white boxes. It ately eliminate A, which never took place. The C is too broad; it is not likely that is clear that the majority of the centers were JACL helped Japanese Americans who had this was the first successful inva- located in the West. been held at the centers get back the property sion by sea in all of history. they had owned. Geographically, D does not make sense.

528 Chapter 14 • Assessment Chapter ASSESSMENT Document-Based 18. Women were able to serve in noncombat positions in the Document-Based Questions military and in factories at home because Questions Directions: Analyze the document and answer the short-answer A there were not enough men to fill the positions. questions that follow the document. 20. The new positions and roles B no one else wanted the jobs. African Americans played in C people realized it was unfair to keep them out. Many historians believe that the civil rights movement of the 1950s and 1960s had its roots in the “Double V” campaign and industry and the military changed D women organized, as they did to win the vote. the march on Washington. Alexander Allen, a member of the attitudes about African Americans Urban League during the war, believed that World War II was a and caused the federal govern- turning point for African Americans. Analyze the cartoon and answer the question that follows. Base your ment to take a stronger position answer on the cartoon and on your knowledge of Chapter 14. “Up to that point the doors to industrial and economic on discrimination. The experi- opportunity were largely closed. Under the pressure of ences of African Americans made war, the pressures of government policy, the pressures of many unwilling to go back to life world opinion, the pressures of blacks themselves and their allies, all this began to change. . . .The war forced as it was before the war. the federal government to take a stronger position with reference to discrimination, and things began to change 21. Answers will vary. Accept any as a result. There was a tremendous attitudinal change reasonable, focused answer. that grew out of the war. There had been a new experience for blacks, and many weren’t willing to go back to the way it was before.” —quoted in Wartime America Extended Response 22. Essays must demonstrate 20. How did the war change the status of African Americans in American society? a clear, organized grasp of the 21. Why do you think the war forced the government to take a war’s progress. Essays should stronger position on discrimination in the workplace? focus on the important events and personalities listed in the Extended Response question. The roles and agree- 19. According to the cartoon, why were Americans encouraged 22. World War II was a complex historical event involving ments of each person should to turn out their lights? nations, people, and decisions from around the world. Write be clearly stated in each essay. A The British could use the lights to create a blockade. an essay that traces the progress of the war, making sure B The lights prevented American ships from seeing the to include major events and leaders. In the essay, make note British ships. of the war’s turning points and the use of the atomic bomb. Discuss major decisions of Franklin D. Roosevelt, Winston C The lights provided a silhouette for ships, making them Churchill, Joseph Stalin, and Charles de Gaulle. To assist you targets for German submarines. in organizing this essay, construct a time line that includes D The lights used too much electricity, creating city-wide the battles of Midway, Iwo Jima, Okinawa, the Normandy blackouts. Invasion, and the Battle of the Bulge. STOP

For additional test practice, use Self-Check Quizzes— Chapter 14 at glencoe.com.

Need Extra Help? If You Missed Questions . . . 18 19 20 21 22 Go to Page . . . 501 R18 529 R19 484–485

Chapter 14 America and World War II 529 Dr. Seuss Collection/Mandeville Special Collections Library/University of California, San Diego

18. A When men left for war, they left behind 19. C In the foreground, a submarine can be many open positions that needed to be filled. seen with its periscope pointed toward the New Have students visit the Web So many men were away at war, that women York skyline (it can be identified by the flag). site at glencoe.com to review had to take their places in the workforce. After The glowing lights of the city illuminate the Chapter 14 and take the Self- the war, women lost their jobs as returning American ships, so the submarine could attack Check Quiz. men took them over. the ships. The message is, “Turn out your lights to keep us safe.”

Need Extra Help? Have students refer to the pages listed if they miss any of the questions.

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