DOCSLIB.ORG

Between the Wars and World War Two Chapter Outline

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

www.ck12.org CHAPTER 5 Between the Wars and World War Two Chapter Outline 5.1 WILSON DESIRES "A JUST PEACE" 5.2 RISE OF FASCISM AND TOTALITARIANISM IN EUROPE 5.3 ISOLATIONISM 5.4 ROOSEVELT’S RESPONSE TO A TROUBLED WORLD 5.5 ATTACK ON PEARL HARBOR PROPELS THE UNITED STATES INTO WORLD WAR II 5.6 COUNTRIES INVOLVED IN WORLD WAR II AND MAJOR THEATERS OF WORLD WAR II 5.7 WARTIME STRATEGY 5.8 INDIVIDUAL SACRIFICES WERE MADE BY MANY 5.9 IMPORTANT INDIVIDUALS OF WORLD WAR II 5.10 JAPANESE AMERICANS OUTCASTED IN WAKE OF PEARL HARBOR 5.11 WOMEN ANSWER THE CALL AT HOME AND ABROAD 5.12 WORLD WAR II AND AFRICAN AMERICANS 5.13 WORLD WAR II AT HOME 5.14 MAJOR DEVELOPMENTS IN SCIENCE AND TECHNOLOGY DURING WWII 5.15 TENNESSEE’S IMPACT ON WORLD WAR II 5.16 MANHATTAN PROJECT 5.17 AMERICAN RESPONSE TO THE HOLOCAUST 5.18 YALTA AND POTSDAM CONFERENCES 5.19 FORMATION OF THE UNITED NATIONS AND CORDELL HULL 5.20 REFERENCES Students analyze the inter-war years and America’s participation in World War II. US.54 ... Examine the impact of American actions in foreign policy in the 1920’s, including the refusal to join the League of Nations, the Washington Disarmament Conference, and the Kellogg Brand Pact. (H, P) US.55 ... Gather relevant information from multiple sources to explain the reasons for and consequences of American actions in foreign policy during the 1930’s, including the Hoover Stimson Note, the Johnson Debt Default Act, and the Neutrality Acts of 1935, 1937, and 1939. (H, P) US.56 ... Analyze the reasons for and consequences of the rise of fascism and totalitarianism in Europe during the 1930’s, including the actions of Hitler, Mussolini, and Stalin. (H, P) US.57 ... Examine President Roosevelt’s response to the rise of totalitarianism, including the Quarantine Speech, 248 www.ck12.org Chapter 5. Between the Wars and World War Two the Four Freedoms Speech, the Atlantic Charter, and Lend-Lease. (E, P) US.58 ... Explain the reasons for American entry into World War II, including the attack on Pearl Harbor. (H, P) US.59 ... Identify and locate on a map the Allied and Axis countries and the major theatres of the war. (G) US.60 ... Explain United States and Allied wartime strategy and major events of the war, including the Bataan Death March, Midway, “island hopping,” Iwo Jima, Okinawa, invasion of North Africa and Italy, D-Day, and the Battle of the Bulge. (C, G, H, P) US.61 ... Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of special fighting forces such as the Tuskegee Airmen, the 442nd Regimental Combat team, the 101 st Airborne, and the Navajo Code Talkers. (C, H) US.62 ... Identify the roles played and significant actions of the following individuals in World War II: (H, P) • Franklin Roosevelt • Winston Churchill • Joseph Stalin • Harry Truman • Adolph Hitler • Benito Mussolini • Hideki Toj¯ o¯ • Dwight Eisenhower • George C. Marshall • Douglas MacArthur US.63 ... Describe the constitutional issues and impact of events on the United States home front, including the internment of Japanese Americans (Fred Korematsu v. United States of America). (C, P) US.64 ... Examine and explain the entry of large numbers of women into the workforce during World War II and its subsequent impact on American society (such as at Avco in Tennessee), as well as the service of women in the armed forces, including Cornelia Fort. (C, E, P, TN) US.65 ... Examine the impact of World War II on economic and social conditions for African Americans, including the Fair Employment Practices Committee, the service of African Americans in the armed forces and the work force, and the eventual integration of the armed forces by President Truman. (C, E, H, P) U S.66 ... Describe the war’s impact on the home front, including rationing, bond drives, movement to cities and industrial centers, and the Bracero program. (C, E, G, H) US.67 ... Describe the major developments in aviation, weaponry, communication, and medicine (penicillin), and the war’s impact on the location of American industry and use of resources. (E, G) US.68 ... Explain the importance of the establishment and the impact of the Fort Campbell base, Oak Ridge nuclear facilities, TVA, Alcoa influences, and Camp Forrest as a POW center. (E, G, P, TN) US.69 ... Write an opinion piece evaluating the Manhattan Project, including the rationale for using the atomic bomb 249 www.ck12.org to end the war. (H) US.70 ... Examine the American reaction and response to the Holocaust. (C, H, P) US.71 ... Explain major outcomes of the Yalta and Potsdam Conferences. (G, H, P) US.72 ... Identify and explain the reasons for the founding of the United Nations, including the role of Cordell Hull. (P, H, TN) Primary Documents and Supporting Texts to Read: excerpts from the Announcement of Dropping the Atomic Bomb, Harry Truman; Letter to President Franklin Roosevelt, Albert Einstein Primary Documents and Supporting Texts to Consider: excerpts from “Quarantine Speech,” Franklin Roosevelt; “Four Freedoms” speech, Franklin Roosevelt; Announcement of War with Japan, 1941, Franklin Roosevelt. 250 www.ck12.org Chapter 5. Between the Wars and World War Two 5.1 Wilson Desires "A Just Peace" Wilson Desires "A Just Peace" As the war drew to a close, Woodrow Wilson set forth his plan for a "just peace." Wilson believed that fundamental flaws in international relations created an unhealthy climate that led inexorably to the World War. His Fourteen Points outlined his vision for a safer world. Wilson called for an end to secret diplomacy, a reduction of armaments, and freedom of the seas. He claimed that reductions to trade barriers, fair adjustment of colonies, and respect for national self-determination would reduce economic and nationalist sentiments that lead to war. Finally, Wilson proposed an international organization comprising representatives of all the world’s nations that would serve as a forum against allowing any conflict to escalate. Unfortunately, Wilson could not impose his world view on the victorious Allied Powers. When they met in Paris to hammer out the terms of the peace, the European leaders had other ideas. PARIS PEACE CONFERENCE No provisions were made to end secret diplomacy or preserve freedom of the seas. Wilson did gain approval for his proposal for a League of Nations. Dismayed by the overall results, but hopeful that a strong League could prevent future wars, he returned to present the Treaty of Versailles to the United States Senate. FIGURE 5.1 Council of Four at the WWI Paris peace conference, May 27, 1919 (L - R) Prime Minister David Lloyd George (Great Britain) Premier Vittorio Orlando, Italy, French Premier Georges Clemenceau, President Woodrow Wilson LEAGUE OF NATIONS FAILS Unfortunately for Wilson, he was met with stiff opposition. The Republican leader of the Senate, Henry Cabot Lodge, was very suspicious of Wilson and his treaty. Article X of the League of Nations required the United States to respect the territorial integrity of member states. Although there was no requirement compelling an American declaration of war, the United States might be bound to impose an economic embargo or to sever diplomatic relations. 251 5.1. Wilson Desires "A Just Peace" www.ck12.org Lodge viewed the League as a supranational government that would limit the power of the American government from determining its own affairs. Others believed the League was the sort of entangling alliance the United States had avoided since George Washington’s Farewell Address. Lodge sabotaged the League covenant by declaring the United States exempt from Article X. He attached reservations, or amendments, to the treaty to this effect. Wilson, bedridden from a debilitating stroke, was unable to accept these changes. He asked Senate Democrats to vote against the Treaty of Versailles unless the Lodge reservations were dropped. Neither side budged, and the treaty went down to defeat. Why did the United States fail to ratify the Versailles Treaty and join the League of Nations? Personal enmity be- tween Wilson and Lodge played a part. Wilson might have prudently invited a prominent Republican to accompany him to Paris to help ensure its later passage. Wilson’s fading health eliminated the possibility of making a strong personal appeal on behalf of the treaty. Ethnic groups in the United States helped its defeat. German Americans felt their fatherland was being treated too harshly. Italian Americans felt more territory should have been awarded to Italy. Irish Americans criticized the treaty for failing to address the issue of Irish independence. Diehard American isolationists worried about a permanent global involvement. The stubbornness of President Wilson led him to ask his own party to scuttle the treaty. The final results of all these factors had mammoth long term consequences. Without the involvement of the world’s newest superpower, the League of Nations was doomed to failure. Over the next two decades, the United States would sit on the sidelines as the unjust Treaty of Versailles and the ineffective League of Nations would set the stage for an even bloodier, more devastating clash. FIGURE 5.2 WASHINGTON NAVAL ARMS CONFERENCE AND THE KELLOGG-BRIAND PACT On the international scene, two themes dominated American diplomacy. The first was to take steps to avoid the mistakes that led to World War I. To this end, President Harding convened the Washington Naval Arms Conference in 1921. The United States, Great Britain, and Japan agreed to a ten-year freeze on the construction of battleships and to maintain a capital ship ratio of 5:5:3.
Recommended publications
  • Women in World War II

    Women in World War II

    Women in World War II Introduction Women across the world were involved in the war effort during World War II, and the UK was no exception. The participation of women in various war related roles was more extensive than during World War I and was driven partly by the nature of World War II requiring the more complete mobilisation of the whole population. The aim of this information sheet is to outline what roles women in the UK took on during the war and the impact of this both on the war and women’s status and roles more widely. It can be used to accompany WMT’s lesson plan on women during the war and the ‘Women of World War II memorial’ information sheet, to provide background information for pupils. Women before the war In the inter-war period women’s roles were more restricted than they are now. While many women did work in a wider range of jobs and were better educated compared to the pre-World War I years, about two-thirds were not in paid employment. It was seen as acceptable for single women to have jobs but would usually have to give these up when they got married or had a child (only one-tenth of married women worked). Women were expected to look after their homes and families, and domestic work was more difficult and labour-intensive than now. Jobs women did during the war Many women began to take on a number of jobs in the months leading up to and after the outbreak of World War II.
  • The Consideration of the Yalta Conference As an Executive Agreement

    The Consideration of the Yalta Conference As an Executive Agreement

    University of Nebraska at Omaha DigitalCommons@UNO Student Work 8-1-1973 The consideration of the Yalta Conference as an executive agreement John Brayman University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Recommended Citation Brayman, John, "The consideration of the Yalta Conference as an executive agreement" (1973). Student Work. 372. https://digitalcommons.unomaha.edu/studentwork/372 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. THE CONSIDERATION OF THE YALTA CONFERENCE AS AN EXECUTIVE AGREEMENT A Thesis Presented to the Department of History and the Faculty of the Graduate College University of Nebraska at Omaha In Partial Fulfillment of the Requirements for the Degree Master of Arts John Brayman August, 1973 UMI Number: EP73010 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI EP73010 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 THESIS ACCEPTANCE Accepted for fee facility of The Graduate College of fee University of Nebraska at Omaha, in partial fulfillment of the requirements for the degree Master of Arts, Graduate Committee: Name Departmin Chairman THE CONSITERATION GP :THS YALTA CONFERENCE AS AN EXECUTIVE AGREEMENT : The story of the Yalta Conference is a complex and a difficult one.
  • The Atlantic Charter (1941). Source: Samuel Rosenman (Ed.), Public Papers and Addresses of Franklin D

    The Atlantic Charter (1941). Source: Samuel Rosenman (Ed.), Public Papers and Addresses of Franklin D

    THE ATLANTIC CHARTER (1941). SOURCE: SAMUEL ROSENMAN (ED.), PUBLIC PAPERS AND ADDRESSES OF FRANKLIN D. ROOSEVELT, VOL. 10, 1938-1950, 314 The President of the United States of America and the Prime Minister, Mr. Churchill, representing His Majesty's Government in the United Kingdom, being met together, deem it right to make known cer- tain common principles in the national policies of their respective countries on which they base their hopes for a better future for the world. First, their countries seek no aggrandizement, territorial or other; Second, they desire to see no territorial changes that do not accord with the freely expressed wishes of the peoples concerned; Third, they respect the right of all peoples to choose the form of government under which they will live; and they wish to see sovereign rights and self government restored to those who have been forci- bly deprived of them; Fourth, they will endeavor, with due respect for their existing obligations, to further the enjoyment by all States, great or small, victor or vanquished, of access, on equal terms, to the trade and to the raw materials of the world which are needed for their economic prosperity; Fifth, they desire to bring about the fullest collaboration between all nations in the economic field with the object of securing, for all, improved labor standards, economic advancement and social security; Sixth, after the final destruction of the Nazi tyranny, they hope to see established a peace which will afford to all nations the means of dwelling in safety within their own boundaries, and which will afford assurance that all the men in all the lands may live out their lives in freedom from fear and want; Seventh, such a peace should enable all men to traverse the high seas and oceans without hindrance; Eighth, they believe that all of the nations of the world, for realistic as well as spiritual reasons must come to the abandonment of the use of force.
  • African Americans in the Military

    African Americans in the Military

    African Americans in the Military While the fight for African American civil rights has been traditionally linked to the 1960s, the discriminatory experiences faced by black soldiers during World War II are often viewed by historians as the civil rights precursor to the 1960s movement. During the war America’s dedication to its democratic ideals was tested, specifically in its treatment of its black soldiers. The hypocrisy of waging a war on fascism abroad, yet failing to provide equal rights back home was not lost. The onset of the war brought into sharp contrast the rights of white and black American citizens. Although free, African Americans had yet to achieve full equality. The discriminatory practices in the military regarding black involvement made this distinction abundantly clear. There were only four U.S. Army units under which African Americans could serve. Prior to 1940, thirty thousand blacks had tried to enlist in the Army, but were turned away. In the U.S. Navy, blacks were restricted to roles as messmen. They were excluded entirely from the Air Corps and the Marines. This level of inequality gave rise to black organizations and leaders who challenged the status quo, demanding greater involvement in the U.S. military and an end to the military’s segregated racial practices. Soldiers Training, ca. 1942, William H. Johnson, oil on plywood, Smithsonian American Art Museum Onset of War The Japanese attack on Pearl Harbor on December 7, 1941 irrevocably altered the landscape of World War II for blacks and effectively marked the entry of American involvement in the conflict.
  • The United States Home Front During World War II Essential Question

    The United States Home Front During World War II Essential Question

    Topic: The United States Home Front During World War II Essential Question: “How important was the home front to the United States’ victory in World War II? National Standard for United States History: Era 8, Standard 3 The origins and course of World War II, the character of the war at home and abroad, and its reshaping of the United States role on world affairs. Instructional Objectives: Students will be able to: 1. Explain and evaluate extensive economic and military mobilization on the home front by the United States during World War II and its impact of the success of the war effort. 2. Explain how the whole country, across all economic and social levels, was involved in a unified effort to produce the goods of war and of the common sacrifice made by every citizen through rationing, victory gardens, bond drives, etc. 3. Analyze and assess the effects of World War II on culture, family, gender roles, and technology in American society. Background Description/Historical Significance: Although there were no military battles fought on the mainland of the United States, World War II had a profound effect on the nation as the Federal government mobilized its economic, financial, and human resources to defeat Axis aggression. This war returned the nation to economic prosperity after a decade of dismal depression, promoted the growth of big business, and enhanced a close relationship between industry and the military. Politically, the power of the presidency and influence of the Federal government increased, and socially and economically, the war, through common sacrifice made by all, became a vehicle for improving the status of Americans.
  • Fortress of Liberty: the Rise and Fall of the Draft and the Remaking of American Law

    Fortress of Liberty: the Rise and Fall of the Draft and the Remaking of American Law

    Fortress of Liberty: The Rise and Fall of the Draft and the Remaking of American Law Jeremy K. Kessler∗ Introduction: Civil Liberty in a Conscripted Age Between 1917 and 1973, the United States fought its wars with drafted soldiers. These conscript wars were also, however, civil libertarian wars. Waged against the “militaristic” or “totalitarian” enemies of civil liberty, each war embodied expanding notions of individual freedom in its execution. At the moment of their country’s rise to global dominance, American citizens accepted conscription as a fact of life. But they also embraced civil liberties law – the protections of freedom of speech, religion, press, assembly, and procedural due process – as the distinguishing feature of American society, and the ultimate justification for American military power. Fortress of Liberty tries to make sense of this puzzling synthesis of mass coercion and individual freedom that once defined American law and politics. It also argues that the collapse of that synthesis during the Cold War continues to haunt our contemporary legal order. Chapter 1: The World War I Draft Chapter One identifies the WWI draft as a civil libertarian institution – a legal and political apparatus that not only constrained but created new forms of expressive freedom. Several progressive War Department officials were also early civil libertarian innovators, and they built a system of conscientious objection that allowed for the expression of individual difference and dissent within the draft. These officials, including future Supreme Court Justices Felix Frankfurter and Harlan Fiske Stone, believed that a powerful, centralized government was essential to the creation of a civil libertarian nation – a nation shaped and strengthened by its diverse, engaged citizenry.
  • Harry S Truman U.S

    Harry S Truman U.S

    National Park Service Harry S Truman U.S. Department of the Interior Harry S Truman National Historic Site Truman & Civil Rights Given his background, Harry Truman was an unlikely champion of civil rights. Where he grew up—the border state of Missouri—segregation was accepted and largely unquestioned. Both his maternal and paternal grandparents had even owned slaves. Truman’s background notwithstanding, some would say it was Truman who energized the modern civil rights movement, paving the way for future legislative successes of the 1960s. Truman’s Missouri Roots Harry Truman’s civil rights views as President Truman’s experience as an officer in World War surprised many because they seemed to contradict I and post-war business dealings with a Jewish his upbringing. Truman grew up in a former slave partner also broadened his perspectives. By 1940, as state where his small-town, rural surroundings he sought reelection to the US Senate, his viewpoint included segregation and subordination for many of had matured. its citizens. In a speech in Sedalia, Missouri, he said, “I believe Black residents lived in a separate section of town, in the brotherhood of man, not merely the brother- attended a different school, and were prevented hood of white men, but the brotherhood of all men from shopping at most stores. In his early letters, before law. I believe in the Constitution and the the young Harry Truman reflected on his back- Declaration of Independence. In giving the Negroes ground by frankly admitting prejudices against the rights which are theirs, we are only acting in ac- blacks and Asians.
  • Visit to the International Museum of World War II

    Visit to the International Museum of World War II

    Visit to The International Museum of World War II Welcome to The International Museum of World War II. The artifacts and documents here are authentic. Every object played a role in World War II. Please treat everything with respect and care. This map will help you navigate the exhibitions and find documents and artifacts that will be helpful to you. Name_______________________________________ Date ________________ Lesson Plan: Black Americans and the War When WWII began, racism, discrimination and inequality were strong forces in America. In the South, Jim Crow reigned, creating a rigidly segregated and unequal society. The KKK, then in its second iteration, terrorized blacks and prevented them from voting or integrating more fully into white society. Economic inequality existed in both the North and South with many jobs and high paying positions offered exclusively to white men. The extraordinary demands of World War II on U.S. military forces and industrial production necessitated significant changes to the status quo. Americans, regardless of race and gender, were called upon to serve their country in a variety of ways. Many took advantage of the new opportunities created by the War, experienced significant personal changes, and pushed for greater and more permanent equality and opportunity. Patriotic Black Americans enlisted in the U.S. Armed Forces. Two and a half million black men registered for the draft and 1 million served as draftees or volunteers in all branches of the Armed Forces. Black women volunteered to serve in non-combat military positions and made up 10% of the WAC (Women’s Army Corps) recruits.
  • The Rise of Totalitarianism, the Start of World War II and the US Response

    The Rise of Totalitarianism, the Start of World War II and the US Response

    The Rise of Totalitarianism, the Start of World War II and the US Response Overview Students will gain an understanding of the conditions that allowed totalitarian regimes to come to power throughout the world following World War I. Through a study of four nations (Russia, Italy, Germany, and Japan) students will gain insight into how the regimes came to power and how they maintained that power. Students will then be responsible for conveying what they have learned about their assigned regime by participating in a jigsaw activity. The lesson culminates with a debate between “isolationists” and “interventionists” analyzing the United States’ responses to the rise of Totalitarian regimes. Grade 11 NC Essential Standards for American History II • AH2.H.2.2: Evaluate key turning points since the end of Reconstruction in terms of their lasting impact • AH2.H.6.2: Explain the reasons for United States involvement in global wars and the influence each involvement had on international affairs • AH2.H.7.1: Explain the impact of wars on American politics since Reconstruction Materials • Election Ballots (attached) • “Rise of Totalitarianism Jigsaw” handout (attached) • “Rise of Totalitarianism in Russia, Italy, Germany, and Japan” handouts (attached) • “Rise of Totalitarianism” Viewing Guide (attached) • “Totalitarian Aggression and the Start of World War II” Power Point, available in PDF format at the Consortium’s Database of K-12 Resources o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • “Totalitarian Aggression and the Start of World War II” Guided Notes (attached) • Isolationists v.
  • Swing the Door Wide: World War II Wrought a Profound Transformation in Seattle’S Black Community Columbia Magazine, Summer 1995: Vol

    Swing the Door Wide: World War II Wrought a Profound Transformation in Seattle’S Black Community Columbia Magazine, Summer 1995: Vol

    Swing the Door Wide: World War II Wrought a Profound Transformation in Seattle’s Black Community Columbia Magazine, Summer 1995: Vol. 9, No. 2 By Quintard Taylor World War II was a pivotal moment in history for the Pacific Northwest, particularly for Seattle. The spectacular growth of Boeing, the "discovery" of the city and the region by tens of thousands of military personnel and defense workers, and the city's emergence as a national rather than regional center for industrial production, all attested to momentous and permanent change. The migration of over 10,000 African Americans to Seattle in the 1940s also represented a profound change that made the city - for good and ill - increasingly similar to the rest of urban America. That migration permanently altered race relations in Seattle as newcomers demanded the social freedoms and political rights denied them in their former Southern homes. The migration increased black political influence as reflected in the 1949 election of State Representative Charles Stokes as the city's first black officeholder. It strengthened civil rights organizations such as the NAACP and encouraged the enactment of antidiscrimination legislation in Washington for the first time since 1890. The wartime migration also increased racial tensions as the interaction of settlers and natives, white and black, came dangerously close to precipitating Seattle's first racial violence since the anti Chinese riot of 1886. Moreover, severe overcrowding was particularly acute in the black community and accelerated the physical deterioration of the Central District into the city's most depressed area. But tensions also rose within the black community as the mostly rural African Americans from Louisiana, Arkansas, Texas and Oklahoma faced the disdain of the "old settlers" blacks who had arrived in the city before 1940.
  • America in World War Two

    America in World War Two

    AP U.S. History: Unit 13.2 HistorySage.com America in World War Two I. Declarations of war Use space below for A. U.S. declared war on Japan on December 8, 1941 notes B. December 11, Germany and Italy declared war on the U.S. 1. Fatal blunder by Hitler as Germany not obligated to declare war against U.S. since the U.S. did not attack Japan first 2. Guaranteed that the U.S. would focus most of its military might on Germany first, rather than Japan. C. Britain and U.S. decided to focus on Germany first; later concentrate on Japan D. Declaration of the United Nations 1. January 1, 1942, representatives of 26 nations met in Washington, D.C. and signed the Declaration of the United Nations 2. Pledged themselves to the principles of the Atlantic Charter. 3. Promised not to make a separate peace with their common enemies. II. Japanese Empire A. Conquests in Pacific 1. U.S. islands of Guam, Wake Island, & Gilbert Islands fell by end of December. 2. Japan controlled Singapore, Dutch East Indies, Malay peninsula, Hong Kong, and Burma by spring 1942 3. Philippines taken in March 1942 B. Resources 1. Controlled 95% of world's raw rubber; 70% of tin; 70% of rice. 2. Oil from Dutch East Indies fueled Japan’s war machine 3. Rice from Indochina fed Japanese soldiers C. Dominated population of 450 million 1. Played on Asians’ bitterness of European colonial rule 2. "Greater East Asia Co-Prosperity Sphere" --"Asia for the Asians" 3. Forced labor for construction projects; often abused the population D.
  • Women in World War II: the Home Front and Beyond

    Women in World War II: the Home Front and Beyond

    American Women in World War II On the Home Front and Beyond American women played important roles during World War II, both at home and in uniform. Not only did they give their sons, husbands, fathers, and brothers to the war effort, they gave their time, energy, and some even gave their lives. Reluctant to enter the war when it erupted in 1939, the United States quickly committed itself to total war after the Japanese attack on Pearl Harbor. That commitment included utilizing all of America’s assets—women included. The Axis powers, on the other hand, were slow to employ women in their war industries. Hitler derided Americans as degenerate for putting their women to work. The role of German women, he said, was to be good wives and mothers and to have more babies for the Third Reich. When the war began, quickie marriages became the norm, as teenagers married their sweethearts before their men went overseas. As the men fought abroad, women on the Home Front worked in defense plants and volunteered for war-related organizations, in addition to managing their households. In New Orleans, as the demand for public transportation grew, women even became streetcar “conductorettes” for the first time. When men left, women “became proficient cooks and housekeepers, managed the finances, learned to fix the car, worked in a defense plant, and wrote letters to their soldier husbands that were consistently upbeat.” (Stephen Ambrose, D-Day, 488) Rosie the Riveter helped assure that the Allies would have the war materials they needed to defeat the Axis.