Groups That Made a Difference

Name ______Class ______Date ______The United States in World War II Biography Groups That Made a Difference

WHY THEY MADE HISTORY As fighting raged around the globe, Americans did their part in the war effort. For some, this required overcoming obstacles at home before serving their country on the field of battle.

As you read the material below, think about the ways in which each group faced a challenge. Can you find similarities and Time Life Pictures/Getty Images differences in their responses? 100TH INFANTRY BATTALION/442ND REGIMENTAL COMBAT TEAM 1942–1945 In 1941 the Japanese attack on Pearl Harbor led to the “relocation” of U.S. citizens of Japanese descent from the West Coast. They were taken to internment camps in sparsely populated states in the interior of the country. Camps were surrounded by barbed wire and patrolled by the U.S. military. Some Americans feared that people with connections to Japan would spy for the enemy or try to disrupt the American war effort. Camp residents, however, considered themselves loyal Americans, and none was ever convicted of a crime against the country. In 1942 the U.S. Army announced the formation of a fighting unit composed of Japanese Americans and Hawaiians of Japanese descent. Young men from the camps rushed to enlist. Here was a chance to demonstrate their loyalty for all the world to see. Their unit, the 100th Infantry Battalion/442nd Regimental Combat Team, fought in both Europe and North Africa. In spite of continuing prejudice, it became the most highly decorated unit of any its size in American history. A monument to the soldiers of the 100th/442nd now stands in a cemetery in Rohwer, Arkansas, site of one of the internment camps.

TUSKEGEE AIRMEN 1943–1945 The armed services were segregated when the United States went to war. African Americans had little hope of advancing or receiving specialized training. But soon the pressures of the war fought in the skies led to the creation of a segregated training program for African American pilots and crews. The program used an airfield next to the campus of Tuskegee Institute, an African American college in Alabama. Charles Alfred

Anderson, the first African American to earn a pilot’s license, served as flight instructor. Pilots became known as the Tuskegee Airmen. The Airmen wanted to join the fighting, but racial prejudice was still strong. When First Lady Eleanor Roosevelt visited the airfield, she asked to fly in a plane with Charles Anderson at the controls. She carried home photographs of the event, using them to help convince President Roosevelt to send the Tuskegee Airmen and their crews into combat. The 99th Fighter Squadron, as the Tuskegee Airmen were officially known, saw action in both Europe and North Africa. Many flew pursuit, or fighter, planes. The job of the flyers in these small, light planes was to protect bombers on their way to and from a target. Bombers were built big and heavy; loaded with bombs, they were heavier still. They could not easily maneuver, or change course, to avoid an enemy plane. The Airmen set a record that remained unbroken at the end of the war. They did not lose to enemy fire a single bomber that their fighter planes were assigned to escort and protect.

WHAT DID YOU LEARN? 1. Recall What were the goals of each group?

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______2. Contrast Which group do you think had the greater obstacles to overcome? Give reasons for your choice.

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______3. Evaluate If you were to interview a member of one of these groups, which group would you pick? How do you think the person would describe his contributions? Would he say his efforts were worthwhile?

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ACTIVITY You have been chosen to design a public monument in honor of one of the groups. Describe your creation, using both words and sketches.