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Mrs. DeNeal’s U.S. History Chapter 18 - Guided Reading Worksheet 1 - Guided Reading Worksheet 2 - Guided Reading Worksheet 3 - Herbert Hoover Worksheet - FDR Worksheet

WWII - Beginning of WWII Worksheet - Pearl Harbor Stations - Japanese internment camps - American Workforce - Holocaust - Bombing of Hiroshima/Nagasaki

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Don’t have a mobile phone? Go to rmd.at/hb99b6 on a desktop computer to sign up for email notifications. Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use. netw rks Read each main idea. Use your textbook to supply the details that support to supply the details that support textbook idea. Use your each main Read In 1928 the economy was strong, but the stage was set for a crash. set for was strong, but the stage was In 1928 the economy During the fall of 1929, stock prices began to decline as investors sensed sensed began to decline as investors During the fall of 1929, stock prices There were several other causes of the Great Depression. other causes of the Great There were several The Causes of the Great Depression The Causes In the presidential election of 1928, the Republican candidate was candidate was election of 1928, the Republican In the presidential ______religion, which the candidate practiced The Democratic many a ______, convinced Rising stock prices, also called stocks had dropped about price of of 1929, the market By mid-November , and they had ______in two ways: Banks were weakened . went into a ______the economy With less credit available, items on the Americans in the 1920s bought high-cost Many Americans stopped debts, many off their Because they had to pay meant to protect American businesses, The ______Tariff, banks to encouraged Reserve set by the Federal Low interest rates

______and the Democratic candidate was ______. ______candidate was and the Democratic ______became a campaign issue. people to invest. ______. market. ______in the stock ______plan. to employees ______. Manufacturers then cut production, causing ______. caused ______American goods to be sold overseas. the economy ______and led business leaders to believe ______. Main Idea: danger. The Great Depression Begins, 1929–1932 Begins, Depression The Great 1. Detail: 2. Detail: 3. Detail: B. 1. Detail: 2. Detail: 3. Detail: C. Main Idea: 1. Detail: 2. Detail: 3. Detail: 4. Detail: or explain each main idea. or explain each A. Main Idea: Lesson 1 Details Identifying Supporting Review Questions: DIRECTIONS: Guided Reading Activity Reading Guided NAME ______NAME ______DATE ______CLASS Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use. netw rks Cont. Summarize the main ideas of this lesson by answering the question below. main ideas of this lesson by the Summarize

The Great Depression Begins, 1929–1932 Begins, Depression The Great How did the Great Depression affect the average American? Depression affect the average How did the Great ______Summary and Reflection Summary and DIRECTIONS: Guided Reading Activity Activity Reading Guided NAME ______NAME ______DATE ______CLASS Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use. netw rks

Read the lesson and complete the outline below. Refer to your textbook to to your Refer and complete the outline below. the lesson Read this lesson by answering the question below. the main ideas of Summarize Life During the Great Depression Life During Jobless people often stood in ______or lined up outside stood in ______Jobless people often for free food. ______forming communities called ______. Homeless people put up shacks They were around the country. wandered Americans Some homeless, unemployed called ______. wheat fields to on the Great Plains caused U.S. A terrible ______. become a huge ______in search of a of Great Plains farmers headed west to Many better life. went to the ______each During the 1930s, 60 million Americans week. produced the first full-length animated During this decade ______. feature called ______who was Award an Academy The first African American to win ______. appeared in the movie . listeners ______and ______gave programs Radio presented families confronting called ______dramas The first daytime problems. everyday used to show what New writing techniques such as ______were were thinking. characters literary how and other ______captured in pictures Margaret Bourke-White Americans. the Great Depression affected many A. B. C. D. E. A. B. C. D. E. F.

The Great Depression Begins, 1929–1932 Begins, Depression The Great fill in the blanks. Worsens I. The Depression II. Arts and Entertainment Summary and Reflection DIRECTIONS: the Great Depression? How did Americans cope with hunger and homelessness during ______Lesson 2 Outlining Review Questions: DIRECTIONS: Guided Reading Activity Reading Guided NAME ______NAME ______DATE ______CLASS Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use. netw rks Read each main idea and answer the questions below. Refer to your to your Refer below. idea and answer the questions each main Read President Hoover tried to promote recovery with public works projects and with tried to promote recovery President Hoover By 1931 people were protesting against economic conditions and demanding By 1931 people were protesting Hoover's Response to the Depression Hoover's Response did the Bonus Army want? did the Bonus Army did he think contributed to Europe’s slow recovery? slow recovery? did he think contributed to Europe’s organized hunger marches in 1931? hunger marches organized did Hoover hope to rescue banks? did Hoover did farmers burn their crops? did Hoover believe the government should not step in to help individuals? should the government believe did Hoover did Congress pass the Emergency Relief and Construction Act? Relief did Congress pass the Emergency

______Main Idea: not to reduce wages. urging businesses government help. government Main Idea: The Great Depression Begins, 1929–1932 Begins, Depression The Great 1. Who 2. Why 3. What textbook to write the answers. textbook to write A. 1. Why 2. What Lesson 3 Statements When, Where, Why, and How Recording Who, What, Review Questions: DIRECTIONS: 3. How 4. Why B. Guided Reading Activity Reading Guided NAME ______NAME ______DATE ______CLASS Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use. netw rks Cont. Summarize the main ideas of this lesson by answering the question below. main ideas of this lesson by the Summarize was President Hoover’s image tarnished? image President Hoover’s was

______

The Great Depression Begins, 1929–1932 Begins, Depression The Great What was the public mood concerning the economy at the beginning of the 1930s? at the beginning of the the economy the public mood concerning What was ______4. How Reflection Summary and DIRECTIONS: Guided Reading Activity Activity Reading Guided NAME ______NAME ______DATE ______CLASS Name______

Herbert Hoover

Herbert Hoover is seen by some as the president responsible for the Great Depression. Who was Herbert Hoover? Did he take any efforts to solve the economic difficulties the nation was facing?

Born in Iowa, in 1874, Herbert Hoover was the son of a blacksmith. He attended Stanford in 1891 and graduated four years later with a degree in Geology. Hoover made his financial fortune as a mining engineer. He made over $4 million mining for silver, lead, and zinc.

The course of his life changed during World War I, though. As the war began, he orchestrated an evacuation of Americans who were trying to get out of Europe and return home. He and 500 volunteers worked to distribute steamship tickets, clothing, and food to more than 120,000 people. Hoover also undertook a relief effort to provide food for the nation of Belgium, which was suffering after the German invasion.

In 1917, President Woodrow Wilson named Hoover as the head of the U.S. Food Administration. In this position, he organized wartime rationing efforts such as “Meatless Mondays” and “Wheatless Wednesdays”. When the war concluded, he shipped massive amounts of food to the starving people of central Europe, even to the defeated nation of Germany. He also sent food to the citizens of Bolshevik- controlled Russia. As the decade came to an end, The New York Times named Herbert Hoover amongst their “Ten Most Important Living Americans”.

After Warren Harding was elected president in 1920, he appointed Words to watch for: Hoover to the position of Secretary of Commerce. Hoover turned the office into an important position, encouraging “economic geology rationing modernization” and overseeing everything from air travel to the census. He also started an “own your own home” campaign, which commerce laissez-faire spurred home construction. He is often regarded as the best Secretary of Commerce in U.S. history.

In 1928 he became the 31st President of the United States. This made him one of only two presidents who had never held a previous elected office or high military rank. He had only been president for eight months when the stock market crashed in 1929, which, of course, led to the Great Depression.

He is often criticized for doing little to try and combat the Great Depression. At that time, the United States had a laissez-faire approach to economic matters. This meant that the government did not interfere with economic matters and just left the economy alone. However, Hoover started several public works projects, such as the Hoover Dam, and raised the highest tax bracket from 25% to 63%. He also established the Reconstruction Finance Corporation, which loaned $238 million to banks and railroad companies. Many of the measures Hoover took were similar to efforts Franklin Roosevelt would later make.

Despite these efforts, by 1932, unemployment was over 24%, more than 5,000 banks had failed, and tens of thousands of Americans were homeless. The shantytowns that they developed became known as Hoovervilles, in honor of the president they saw as responsible for their situation.

While Hoover is still viewed by some as “the president who caused the Great Depression”, his reputation has improved considerably over the years. He was the last president to hold a full cabinet position prior to being elected, and he also laid much of the groundwork for the New Deal programs of the 1930s.

©Reading Through History Page 1

Name______

Multiple Choice: Select the choice that completes the statement or answers the question.

1.______Which of the following best describes how Herbert Hoover became successful? a. Hoover bought and sold on the stock market, making himself a small fortune. b. Hoover patented his invention, the vacuum cleaner, which became a household item. c. Hoover mined for silver, lead, and zinc, making over $4 million. d. Hoover owned more property than anyone in New York City, making millions from rental fees.

2.______Which of the following best summarizes Herbert Hoover’s activities during World War I? a. Hoover served in the military, rising to the rank of general. He gained fame for winning several important battles. b. Hoover organized an evacuation of Americans and relief efforts in several European countries. c. Hoover was Assistant Secretary of the Navy throughout the entire war. d. Hoover was not involved in the war effort; he was too occupied running his business.

3.______Which of the following events occurred only eight months after Herbert Hoover became president? a. the stock market crash c. the use of the first atomic bomb b. the outbreak of World War II d. the conclusion of World War I

4.______Why is Herbert Hoover often criticized? a. Many felt he tried to do too much to combat the Great Depression. b. Many felt he was more concerned with preserving his own fortune than helping people. c. Many felt he was attempting to eliminate the election process so he could remain president. d. Many felt he did too little to try and combat the Great Depression.

5.______Which of the following statements is inaccurate? a. Hoover started several public works projects, such as the Hoover Dam. b. Hoover started the Federal Deposit Insurance Corporation to insure banks. c. Hoover raised the highest tax bracket from 25% to 63%. d. Hoover established the Reconstruction Finance Corporation.

A shack in a Hooverville

Page 2 ©Reading Through History

Name______

Guided Reading: Fill in the blanks below to create complete sentences.

1. Herbert Hoover attended ______in 1891 and graduated four years later with a degree in Geology. 2. Hoover also undertook a relief effort to provide food for the nation of Belgium, which was suffering after the ______invasion. 3. Hoover organized wartime rationing efforts such as “______” and “Wheatless Wednesdays”. 4. Hoover shipped massive amounts of food to the starving people of ______, even to the defeated nation of Germany. 5. The ______named Herbert Hoover amongst their “Ten Most Important Living Americans”. 6. Herbert Hoover is often regarded as the best ______in U.S. history. 7. Hoover is one of only two presidents who had never held a previous ______or high military rank. 8. At that time, the United States had a ______approach to economic matters. 9. The shantytowns that developed during the Great Depression became known as ______. 10. Hoover is still viewed by some as “the president who caused the ______”.

Vocabulary: Match each word with its correct definition. Consider how the word is used in the lesson. This might help you define each term. Use a dictionary to help if necessary. a. blacksmith d. commerce b. geology e. laissez-faire c. rationing

11.______distributing fixed amounts of certain items (food, water etc.) during times of shortage

12.______the belief that government should intervene as little as possible in economic matters

13.______the exchange of goods and services

14.______a science that deals with the physical composition of the Earth

15.______a person who makes objects out of iron

©Reading Through History Page 3

Name______

Summarize: Answer the following questions in the space provided. Attempt to respond in a complete sentence for each question. Be sure to use correct capitalization and punctuation!

1. Who appointed Herbert Hoover as the Secretary of Commerce?

2. What position did Woodrow Wilson appoint Hoover to in 1917?

3. When was Hoover elected president?

4. Where did Hoover send food during, and after, World War I? (Which nations are mentioned?)

5. Why did they call the shantytowns “Hoovervilles”?

6. How did the government approach economic matters at the time of the stock market crash?

Student Response: Write a paragraph addressing the questions raised below. A thorough response should consist of three to five complete sentences.

7. Herbert Hoover is often thought of as “the president who caused the Great Depression”. Do you feel that this label is fair? Or did he just have the misfortune of being president when it happened? Explain your answer.

Page 4 ©Reading Through History

Name______

Franklin D. Roosevelt

The president who oversaw most of the 1930s was Franklin Roosevelt. What did Franklin Roosevelt accomplish as president? Why was he so popular?

Franklin Roosevelt was born in Hyde Park, New York in 1882. His parents were both from wealthy families, and young Franklin lived a privileged life. He was an average student in school, but attended Harvard and graduated with a degree in History.

In 1921, Roosevelt contracted polio. As a result, he became permanently paralyzed from the waist down. In private, he used a wheelchair, but took great lengths to hide his disability from the public. Even while he was president, most Americans did not realize he was unable to walk. He first made a name for himself in government as the Assistant Secretary of the Navy. He then went on to be elected governor of New York in 1928 (and again in 1930). In 1932, the US was in the midst of the Great Depression, and Franklin Roosevelt ran for president. He ran on the promise of a “new deal” for the American people and won all but 6 states.

His New Deal programs radically altered the appearance of the nation. Programs such as the WPA, CCC, and TVA put thousands of people to work and helped create the infrastructure of the nation. The WPA built roads, bridges, dams, lakes, and storm drainage sewers. The CCC improved parks, built lakes, planted trees, and created terraces to help fight wind erosion, while the TVA built more than 40 dams in seven Southern states. This prevented flooding in the region and set up electrical power grids to run off of hydroelectricity.

Roosevelt increased the size and scope of government tremendously. His administration created dozens of new government agencies that assumed many different responsibilities. During his presidency, extensive labor laws (such as minimum wage and a 44 hour work week) were also passed, labor unions were strengthened, and the government became a tool to influence and govern the economy.

As the 1930s became the 1940s, Franklin Roosevelt continued serving as president during World War II. His leadership and decision-making Words to watch for: ability helped the nation navigate through the war years and become the dominant military power in the world. polio paralyzed Franklin Roosevelt is the only president to serve more than two terms navigate amendment in office. He was elected to the position four times (1932, 1936, 1940, and 1944). This had a dramatic impact on the country and led to the passage of the 22nd Amendment to the US Constitution. This amendment states that no president may serve more than two terms.

Roosevelt was not without his critics. Many of his opponents disliked the New Deal, claiming he was leading America down the path of socialism. He was also criticized heavily for his attempt to pack the Supreme Court with justices favorable to his policies. After Congress and the court system began challenging or rejecting many of his New Deal programs, he attempted to increase the number of Supreme Court justices from nine to fifteen. This would have allowed him to appoint all six of the new justices and balance the Court in his favor.

Despite these criticisms, Roosevelt was very popular throughout his presidency and remains so today. There is a monument in Washington DC dedicated in his honor. His image appears on the dime, and there are numerous parks, schools, and other buildings named after him. He is frequently listed amongst the most influential presidents the United States has ever had.

©Reading Through History Page 5

Name______

Multiple Choice: Select the choice that completes the statement or answers the question.

1.______Which of the following best describes a long term effect that polio had on Franklin Roosevelt? a. Roosevelt stuttered frequently because of his fight with the illness. b. Roosevelt was permanently paralyzed from the waist down. c. Roosevelt had great difficulty sleeping because of the illness. d. Roosevelt had several scars across his neck and face from treatments.

2.______Which of the following best summarizes Roosevelt’s early political career? a. He served as the mayor of New York City and then as a senator. b. He was a member of the House of Representatives for many years. c. He became a general in the US Army and then served as Secretary of State. d. He was the Assistant Secretary of the Navy before becoming governor of New York.

3.______Which of the following best describes the purpose of many of Roosevelt’s New Deal programs? a. The New Deal programs put thousands of people back to work and created infrastructure for the nation. b. The New Deal programs were intended to ensure that Roosevelt would win re-election several more times. c. The New Deal programs were designed to keep Americans occupied so they would not think about their problems. d. The New Deal programs were intended to keep America out of a possible war in Europe.

4.______Which of the following is an accurate statement about Franklin Roosevelt? a. Roosevelt remains the only president to travel to Europe while he was in office. b. Roosevelt was the first president to live in the White House. c. Roosevelt became the only president to serve more than two terms. d. Roosevelt is the only president to have gotten married in the White House.

5.______Which of the following has Roosevelt been criticized for? a. He attempted to eliminate the election process, wanting to declare himself president for life. b. He frequently held lavish parties in the White House, which many thought was improper during the Great Depression. c. He negotiated with enemy nations and frequently gave in to their demands. d. He attempted to raise the number of Supreme Court justices so he could appoint six new justices.

Page 6 ©Reading Through History

Name______

Guided Reading: Fill in the blanks below to create complete sentences.

1. Franklin Roosevelt was an average student in school, but attended ______and graduated with a degree in History. 2. In private, Roosevelt used a ______, but he took great lengths to hide his disability from the public. 3. Roosevelt was elected ______of New York in 1928. 4. The WPA built ______, bridges, dams, lakes, and storm drainage sewers. 5. Roosevelt’s administration created dozens of new government agencies that assumed many different ______. 6. As the 1930s became the 1940s, Franklin Roosevelt continued serving as president during ______. 7. Franklin Roosevelt was elected president ______times. 8. The ______states that no president may serve more than two terms. 9. Many of Roosevelt’s opponents criticized his New Deal programs, claiming he was leading America down the path of ______. 10. Despite these criticisms, Roosevelt was very ______throughout his presidency.

Vocabulary: Match each word with its correct definition. Consider how the word is used in the lesson. This might help you define each term. Use a dictionary to help if necessary.

a. privileged d. navigate b. polio e. amendment c. paralyzed

11.______an affliction which causes the spinal cord to become inflamed, often causing paralysis

12.______belonging to a class that enjoys special advantages

13.______an alteration or change to a document

14.______to direct or manage

15.______the inability to move

©Reading Through History Page 7

Beginning of WWII Summary

The totalitarian governments that formed during the 1920s and 1930s were intent on expanding their empires. They began advancing into surrounding territories. Many world leaders wanted to avoid war, so they did little, or nothing at all. Yet the military aggression of dictators would become impossible to ignore, leading to a new world war. Germany, Italy, Japan, and six other nations formed the Axis powers. They were opposed by the Allies, which by the end of the war, included Britain, France, the Soviet Union, the United States and 46 other countries. Japan invaded China in 1937, capturing northern and central China. Japanese troops brutally murdered thousands of Chinese troops and civilians. President Franklin Roosevelt gave a speech denouncing Japan’s actions, but the U.S. remained neutral. In 1938, Adolf Hitler and Germany seized Austria, then later that year captured the Sudetenland and the western part of Czechoslovakia. Hoping to avoid warfare, Britain and France attempted to negotiate a peaceful solution. Germany was allowed to retain the territories they had recently taken over, as long as they did not seek additional areas. This practice of giving in to aggression in order to avoid war is known as appeasement. The appeasement policy failed. Nazi Germany seized the rest of Czechoslovakia the next year. Britain and France realized that they must take a firm stance against Nazi aggression. World War II officially began on September 1, 1939, when Germany invaded Poland using blitzkrieg tactics. Blitzkrieg, or lighting war, was a new tactic that involved overwhelming the opponent with amazing speed and efficiency by concentrating superior manpower into a specific area and penetrating deeply into enemy territory. As Germany invaded western Poland, the Soviet Union attacked eastern Poland. Germany and the Soviet Union had signed the Nazi-Soviet Pact before the invasion, in which the two dictators agreed not to attack each other. Britain and France had alliances with Poland and declared war on Germany, however, Poland was unable to withstand German planes and tanks from the west and Soviet troops from the east. By early October, Poland was defeated. The country was divided between Germany and the Soviet Union. In the spring of 1940, German armies continued to advance in Europe, capturing Denmark and Norway. On May 10, 1940, the Battle of France began. German troops overran Holland and Belgium and charged into France. In support of Germany, Italy - led by Benito Mussolini - invaded southern France. British troops arrived to help France, but British and French units were overpowered by the Germans. British troops were forced to retreat to Dunkirk, a French port on the English Channel. Fleeing soldiers had to wait to be evacuated by ship back to Britain. German armies marched through France, and captured Paris, the French capital. France surrendered on June 22, 1940. It was a sudden and humiliating defeat that shocked the world. The battle was significant because after France surrendered, Great Britain was left alone to face Hitler and the Axis powers. In the summer of 1940, Germany turned its sights on Great Britain. Hitler planned a massive invasion by land and sea, but he knew that the Luftwaffe, Germany’s air force, would have to defeat Britain’s Royal Air Force (RAF) to gain air superiority first. The Battle of Britain began on July 10, 1940. It was the first battle to be fought completely in the air. Germany relentlessly bombed London and other British cities, resulting in thousands of deaths. Encouraged by their courageous Prime Minister, Winston Churchill, the British people suffered through unspeakable bombing raids. Germany bombed Great Britain for 57 days straight, however the British refused to surrender. Britain’s Royal Air Force maintained air superiority, gunning down nearly 2,000 German planes. By October 1940, Hitler gave up his planned invasion of Britain. It was the first major defeat of the war for Hitler. As most of the world rushed towards war, the United States remained reluctant to become involved in another European conflict. As a growing number of democracies became threatened by totalitarian dictators, President Roosevelt suggested America lend supplies to Britain. In March 1941, Congress approved the Lend-Lease Act, which allowed sales or loans of war materials to Allied countries. The United States sent airplanes, tanks, guns, and ammunition to Great Britain and other Allied nations. Then, in June 1941, Hitler launched a surprise invasion on his ally – the Soviet Union. The largest invasion force in history aimed to take over the Soviet Union’s land and oil reserves. The leader of the Soviet Union, Joseph Stalin, joined the Allied powers in the fight against Hitler. President Roosevelt and Congress agreed to extend the Lend-Lease aid to the Soviet Union. As Germany advanced across Europe, Japan - under the leadership of dictator Hideki Tojo - was advancing in Asia. Japan is an island nation, and did not have access to iron, rubber, and oil – supplies essential to their war efforts. As a result, Japanese forces began occupying neighboring countries in Southeast Asia and the Pacific to meet their demand for resources. The United States attempted to halt Japanese aggression by refusing to sell oil and scrap metal to Japan. Instead, U.S.-Japanese relations continued to worsen. With negotiations stalled, Japan began planning a secret attack on the United States. On the morning of December 7, 1941, Japan attacked the U.S. naval base at Pearl Harbor, Hawaii, which contained most of the American Pacific fleet. Japanese planes sank or seriously damaged 19 American ships, destroyed almost 200 planes, and killed about 2,400 people. Japanese leaders hoped the gamble would deliver a knockout blow to America, forcing the United States to ask for peace immediately. Instead, they united Americans in their determination to fight. America could no longer remain neutral. Congress approved President Roosevelt’s request for a declaration of war against Japan on December 8, 1941. Within a few days, Germany and Italy responded by declaring war on the United States. America was thrust into the largest global conflict in history. Little History Monster 2019 Beginning of WWII summary Questions

1. Complete the following charts. Name: ______Major Allied Powers Major Axis Powers Great Britain

Soviet Union Italy

Franklin D. Roosevelt Hideki Tojo

2. What is appeasement? Why did it fail?

3. Complete the following chart. Battle Date it Began Key Events and Details

Invasion of Poland

Battle of France

July 10, 1940

4. What is blitzkrieg warfare? Why do you think it was effective during World War II?

5. What was the Nazi-Soviet Pact? Why did it end?

6. Complete the following chart. What was it? When did it begin? Why did it occur?

The Lend- Lease Act

7. Circle statements that are correct. Mark an X over statements that are NOT correct. The Battle of Britain Most Americans By the end of the war The invasion of France was attacked was the first battle to opposed entering the there were 50 Allied Poland was the official by Germany and the be fought completely war after the attack on nations. beginning of WWII. Soviet Union. in the air. Pearl Harbor. 8. Why did Japan invade neighboring countries? How did America attempt to halt Japanese aggression?

Little History Monster 2019 1. Rising Tensions During the 1930s, the island nation of Japan began an aggressive campaign to expand its territory. The Japanese government believed that the only way to solve its economic and demographic problems was to expand into its neighbor’s territory and take over its resources and markets. In 1937, Japan declared war on China, resulting in numerous massacres and other reported atrocities. Emboldened by its alliance with Nazi Germany, Japan continued to expand into French Indochina and seized control of several British Pacific colonies. The American government responded to this aggression with a battery of economic sanctions and trade embargoes. The U.S. hoped that restricting access to essential supplies through embargoes – especially oil – would halt Japan’s advance. Instead, U.S.- Japanese relations continued to worsen. For months negotiations between the two sides stalled as neither country would budge from their stance. In November 1941 a secret Japanese strike force went to sea. Its target: Pearl Harbor. In the following excerpt, from Hideki Tojo’s post-war prison diary, he explains why Japan attacked Pearl Harbor: “The main American naval forces were shifted to the Pacific region and an American admiral made a strong declaration to the effect that if war were to break out between Japan and the United States, the Japanese navy could be sunk in a matter of weeks. Further, the British Prime Minister (Churchill) strongly declared his nation's intention to join the fight on the side of the United States within 24 hours should war break out between Japan and the United States. Japan therefore faced considerable military threats as well. Japan attempted to circumvent these dangerous circumstances by diplomatic negotiation, and though Japan heaped concession upon concession, in the hope of finding a solution through mutual compromise, there was no progress because the United States would not retreat from its original position. Since events had progressed as they had, it became clear that to continue in this manner was to lead the nation to disaster. With options thus foreclosed, in order to protect and defend the nation and clear the obstacles that stood in its path, a decisive appeal to arms was made.” Hours after the Pearl Harbor attack U.S. Secretary of State Cordell Hull received a message from the Japanese government detailing their grievances with the U.S. government. Below is Hull’s response to the message: “In all my fifty years of public service I have never seen a document that was more crowded with infamous falsehoods and distortions – infamous falsehoods and distortions on a scale so huge that I never imagined until today that any Government on this planet was capable of uttering them.”

Map of Japanese expansion Source: “The Path to Pearl Harbor.” The National WWII Museum | New Orleans, 5 Dec. 2018, www.nationalww2museum.org/war/articles/path-pearl-harbor. Little History Monster 2019 2. The Target Although Japan continued to negotiate with the United States up to the day of the attack, the Japanese government decided it must attack America after the United States cut off U.S. oil exports to Japan in the summer of 1941. The U.S. provided eighty percent of Japan’s oil, which they relied on to function their navy. Japan focused their plan of attack on the U.S. Pacific fleet – stationed at Pearl Harbor.

Pearl Harbor is a deep-water lagoon harbor on the island of Oahu, Hawaii. It is located near the center of the Pacific Ocean, roughly 2,000 miles from the U.S. mainland and about 4,000 miles from Japan. The naturally sheltered bay made an excellent naval harbor, which helped to convince President Roosevelt to move the U.S. Pacific fleet from southern California to Pearl Harbor in May 1940. Despite several warning signs, most American military leaders did not believe the Japanese would start a war with an attack on the distant islands of Hawaii. With no real anticipation of attack, the naval facilities at Pearl Harbor were relatively undefended. Almost the entire Pacific Fleet was moored around Ford Island in the center of Pearl Harbor. “Battleship Row” was the name given to the line of battleships along the island. In addition, the U.S. military had squeezed hundreds of airplanes together on nearby airfields.

To the Japanese, Pearl Harbor was an irresistibly easy target. By placing so many ships and planes together in one area, the U.S. was vulnerable to an attack from the air. In attacking Pearl Harbor by surprise, the Japanese hoped to cripple or destroy the U.S. Pacific fleet. Once the U.S. fleet was out of action, Japan would enjoy unhindered conquest of the Pacific.

Yuji Akamatsu, a Japanese Pilot, describes his preparation for the attack and his approach to the island: “We trained fiercely. We never had a day off…we knew that we were about to start a war with America. We were shown drawings of ships on large cards and told to learn them. [As we approached] We listened to the radio. The American stations were broadcasting normally. So it seemed they were not aware of anything. And then I knew that it was going to be a sneak attack.”

An excerpt from Joseph E. Persico’s book, Roosevelt’s Secret War (2001): “Why did Japan choose to attack Pearl Harbor in the first place? The strike was intended not to entangle Japan in a protracted war against the United States, but as a knockout punch. It was supposed to eliminate America's floating fortress, the Pacific Fleet, and thus force the United States to withdraw from Southeast Asia and leave Japan free there to work its will. The blow was analogous to having one member of a gang take out the guard so that the rest can then rob the bank unimpeded.”

Map of Pearl Harbor and the Pacific theater Source: History.com. “Pearl Harbor.” History.com, 29 Oct. 2009, www.history.com/topics/world-war-ii/pearl-harbor. Little History Monster 2019 3. The Attack

After months of planning and practice, the Japanese Imperial Navy launched their attack, sending an armada that included six aircraft carriers and 414 planes towards the Hawaiian Islands. To ensure a surprise attack, the ships maintained strict radio silence during the 3,500-mile journey to a predetermined launch sector 230 miles north of Oahu. At 6:00 a.m. on December 7th, 1941, the first wave of torpedo planes, bombers, and fighters launched from aircraft carriers.

The Japanese attacked in two waves. The first wave of nearly 200 aircraft appeared over Pearl Harbor at 7:55 a.m. For almost two hours, Japanese bullets and bombs rained down on American ships and servicemen. The attackers targeted the various airfields at the base, as well as the ships moored along Ford Island. Japanese midget submarines were also deployed during the attack, but inflicted little damage. Around 10:00 a.m. the Japanese withdrew.

Carl Carson was aboard the USS Arizona on the morning of December 7th, 1941. He recalls the attack: “I was out on deck doing the morning chores, when all of a sudden a plane came along. I didn’t pay much attention to it because planes were landing to Ford Island all the time. Then chips started flying all around me…I realized the plane was strafing me. I could look up and see the meatball on the wings. And I could see the pilot. I ran into the ship and started back to my battle station. The bomb went off…A friend of mine was crying and asking me for help. I looked at him in horror. His skin was hanging off him. There was nothing in the world I could do for him. He was dying. They gave us the word to abandon ship. I started to swim to Ford Island…There was oil and fire all around…”

Stuart Headley was aboard the USS West Virginia as the attack began: “I could hear the machine gun bullets rattling and we could feel the torpedo…we saw the Arizona when she got hit. We estimated that we saw about 32 men flying through the air from the Arizona. At the same time we were getting hit with torpedoes…about five minutes later a bomb came right through the top of our turret. And it landed on top of the glycerin cylinder. When that exploded, that was what killed all the men in the left gun…A Marine said, ‘Get over on the beach!’ We jumped in and swam underwater. Now, we were not underwater swimmers, but we swam underwater that day.”

Photograph from a Japanese plane of Ford Island during the attack Source: National Geographic Society. “Remembering Pearl Harbor.” National Geographic Society, 13 Nov. 2018, www.nationalgeographic.org/interactive/remembering-pearl-harbor/. Little History Monster 2019 4. Destruction and Heroics

As Japanese planes filled the sky over Pearl Harbor, airfields came under relentless attack. Of the 126 U.S. planes on the ground at Wheeler Field, just 43 were left fit for service. The U.S. only managed to launch 6 planes to repel the first wave of assault.

At the same time, massive action was directed against the U.S. fleet. A 1,800-pound bomb smashed into the USS Arizona causing an enormous explosion. The ship sank with more than 1,000 men trapped inside. The USS West Virginia, riddled with bombs and torpedoes, settled on the bottom of the harbor. The USS Oklahoma received four torpedoes and rolled completely over trapping 400 sailors. The onslaught continued until every battleship in Pearl Harbor had sustained significant damage.

“Dorie” Miller Clark Simmons remembers the heroism of Cook Third Class Doris “Dorie” Miller, who was awarded the Navy Cross for his actions:

“Dorie Miller was on the West Virginia. And when [it] was hit, the captain and executive officer were on the bridge and they both were injured. So, Dorie Miller went up and physically picked up the captain and brought him down to the first aid station. And then he went back and manned a .50-caliber machine gun, which he had not been trained on…the citations say he shot down three Japanese planes. You have to understand that when Franklin Delano Roosevelt…opened up the Navy to blacks, but in one area only – they were called mess attendants, stewards and cooks. And Dorie Miller, with all his abilities, with all the things he could do, the Navy was structured that if you were black, you only could be a servant.”

Madelyn Knapp Blonskey, a member of the U.S. Army Nurse Corps, recalled the morning of December 7th:

“As I stepped out of the nurses’ quarters…I smelled the odor of sulfur and burning oil. I heard buzzing above me. There were about 20 very small planes, flying low, almost touching the treetops. I hurried towards the hospital…There were about 15 to 20 stretchers with injured men lying on them. There were more bloody wounds – caused by shrapnel – than I had ever seen in my life. Nurses gave the wounded morphine, a drug that eased pain. Too much morphine would be harmful. So, to show that a man had been given morphine, a nurse put a [lipstick] M on his forehead. Caring of the wounded and dying went on for days. Schools were made into temporary emergency rooms. We were not prepared for the many hundreds of casualties. But we did the best we could with what we had to work with. There was no shortage of blood. Civilians, soldiers, sailors, and marines appeared day and night to give blood.”

Explosions at a Pearl Harbor airfield Source: National Geographic Society. “Remembering Pearl Harbor.” National Geographic Society, 13 Nov. 2018, www.nationalgeographic.org/interactive/remembering-pearl-harbor/. Little History Monster 2019 5. Impact of the Attack

The Japanese attack destroyed nearly 20 American ships, more than 300 airplanes, and killed 2,403 sailors, soldiers, and civilians. In contrast, the Japanese only lost 30 to 60 planes, five midget submarines, and fewer than 100 men.

While the attack inflicted significant destruction, the Japanese did not achieve their ultimate goal of destroying the U.S. Pacific fleet. The attack failed to destroy the base’s most vital onshore facilities – oil storage depots, repair shops, shipyards and submarine docks. As a result, the U.S. Navy was able to rebound relatively quickly. Even more significantly, no American aircraft carriers – the most important naval vessels – were at Pearl Harbor that day. Destruction on Wheeler Air Field The following is a Japanese announcement released to citizens about the attack at Pearl Harbor, 1941: “What an uproar! Japan’s Imperial Forces got things off to a quick start with one splendid strike then another in historic surprise attacks on Pearl Harbor, where the bravado of the US Asia fleet met with sudden defeat…Word has it that Roosevelt and Churchill were shaken up and went pale upon hearing of the defeats…Our barbaric enemies are already cowering in fear in the Pacific…The military gains of the glorious Imperial Forces are truly great, and the army, navy, and air force should be given our heartfelt gratitude. We should also honor our courageous men who are ready to lay down their lives when charging enemy lines, as well as those who went out to conquer but never returned… …The Hawaii air attack units, in addition to annihilating the enemy fleets, also carried out a simultaneous raid of all military bases, including Hickam Field, Wheeler Army Airfield, and Ford Island’s naval airfield (located inside the Pearl Harbor naval port), all of which secured the port. By swooping down on nearby enemy planes lying in wait on the ground or using artillery or bombs to decimate and destroy enemy forces, Japanese forces caused hangars to go up in flames and shot down enemy planes that boldly accepted their challenge. The first stage of bombing quickly caused the Wheeler Airfield to go up in a blaze, with explosions that sent the hangars up in flames beneath the black smoke. On the airfield, several enemy planes are lined up in an orderly fashion, and these are also continuously assaulted and annihilated by the second-stage naval fighters’ artillery strikes and bombing.”

Explosion of the USS Shaw Source: Trenholm, Sandra. “The Gilder Lehrman Institute.” Japanese Announcement of the Attack at Pearl Harbor, 1941 | Gilder Lehrman Institute of American History, www.gilderlehrman.org/content/japanese-announcement-attack-pearl-harbor-1941. Little History Monster 2019 6. America Responds

Across the nation, Americans were stunned, shocked and angered. The Japanese surprise attack turned U.S. public opinion in favor of entering the Second World War. On December 8, President Roosevelt addressed a joint session of Congress, his speech broadcast to the nation by radio. In his address, Roosevelt asked Congress to declare war against Japan, which it did that day. Three days later, Japan’s allies - Germany and Italy - declared war on the United States. The United States was immersed in a war it would conduct simultaneously in Europe and the Pacific.

Following the Pearl Harbor attack, and for the first time during years of discussion and debate, the American people were united in their determination to go to war. Japan had wanted to destroy the U.S. Pacific fleet, rendering America unable to fight; instead, they pushed their adversary into a global conflict that ultimately resulted in Japan’s first occupation by a foreign power.

U.S. Propoganda Poster Franklin Roosevelt’s speech, asking Congress to declare war, December 8, 1941:

“Yesterday, December 7th, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with its government and its emperor looking toward the maintenance of peace in the Pacific…It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace. The attack yesterday on the Hawaiian islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost. Japan has…undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday and today speak for themselves…No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory. I believe that I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make it very certain that this form of treachery shall never again endanger us. Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests are in grave danger. With confidence in our armed forces, with the unbounding determination of our people, we will gain the inevitable triumph...I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7th, 1941, a state of war has existed between the United States and the Japanese empire.”

FDR addressing Congress, December 8, 1941 Source: Chan, Melissa. “Franklin Roosevelt Infamy Speech.” Time, Time, 7 Dec. 2016, time.com/franklin-roosevelt-infamy-speech-attack/. Little History Monster 2019 Pearl Harbor Stations Activity Worksheet

Name: ______1. Rising Tensions 2. The Target 3. The Attack A. Why did Japan want to expand its territory? A. Why did Japan see Pearl Harbor as an easy target? A. How many ships and planes were included in the Japanese armada? How far did they travel to reach the launch sector?

B. How did America respond to Japanese aggression? What was B. How did Japan ensure a surprise attack? the result? B. How did Akamatsu know their attack was a successful surprise?

C. What was the purpose of the attack, according to Persico? C. What prevented Carson from helping his friend? C. Why did Japan attack Pearl Harbor according to Tojo?

4. Destruction and Heroics 5. Impact of the Attack 6. America Responds A. What happened to the USS Arizona? A. How many ships and planes were destroyed by Japan? How A. How did the attack on Pearl Harbor affect public opinion? many individuals were killed as a result of the attack?

B. What did Dorie Miller do to receive the Navy Cross? B. Why did the Japanese not achieve their goal of destroying the U.S. Pacific fleet? B. What occurred three days after the U.S. declared war on Japan?

C. According to Roosevelt, how did Japan deceive America? C. What did nurses do to show men had received morphine? Why C. Do you believe the Japanese announcement is accurate? Why? was there no shortage of blood for victims?

Little History Monster 2019 1. Background

During the 1930s, the island nation of Japan began an aggressive campaign to expand its territory. The American government responded to this aggression with a battery of economic sanctions and oil embargoes. Relations between the two counties continued to worsen. On December 7, 1941, Japan launched a surprise attack on Pearl Harbor, Hawaii, resulting in the deaths of 2,400 Americans. Following the attack, the U.S. War Department suspected that Japanese Americans might act as saboteurs or spies for Japan, despite a lack of hard evidence to support that view. In a panic, some politicians recommended rounding up Japanese Americans, particularly those living along the West Coast, and placing them in detention centers further inland.

At the time of the Pearl Harbor attack, approximately 125,000 Japanese Americans lived on the mainland in the United States, 112,000 of which resided on the West Coast. Some were first-generation Japanese Americans, known as Issei, who had emigrated from Japan. Issei were not eligible for U.S. citizenship. About 80,000 of Japanese Americans were Nisei – second- generation individuals born in the United States. Nisei were U.S. citizens. Many Issei retained their Japanese character and culture, while Nisei generally acted and thought of themselves as thoroughly American. In the days and weeks after Pearl Harbor, anti-Japanese hysteria continued to grow as Japanese Americans were viewed as a security threat. The U.S. government rounded-up over 1,000 Japanese community and religious leaders, arresting them without evidence and freezing the assets of their bank accounts.

The follow excerpt comes from an Atlanta Constitution editorial, dated February 20, 1942:

“The time to stop taking chances with Japanese aliens and Japanese Americans has come…While Americans have a distaste for stringent measures, every one must realize this is a total war, that there are no Americans running loose in Japan or Germany or Italy and there is absolutely no sense in this country running even the slightest risk of a major disaster from enemy groups with the nation.”

USS Shaw exploding at Pearl Harbor, December 7th, 1941

Source: “Japanese Internment.” Khan Academy, https://www.khanacademy.org/humanities/us-history/us-wwii/a/japanese-internment. Little History Monster 2019 2. Executive Order 9066

In early February 1942, the War Department created 12 restricted zones along the Pacific coast and implemented nighttime curfew for Japanese Americans within the zones. Anyone that broke curfew was arrested immediately. Then, on February 19, 1942, President Franklin D. Roosevelt signed Executive Order 9066, which gave the army the power – without warrants, indictments, or hearing – to arrest all Japanese Americans, take them from their homes, transport them to camps away from the West Coast, and keep them there under prison conditions. Under the Executive Order, 120,000 Japanese Americans – the majority of whom were American citizens – were removed from the West Coast and placed into internment camps located in remote areas. Between 1942 and 1945 a total of 10 camps held Japanese Americans for varying periods of time on the grounds of military Japanese Americans in front of internment order posters necessity. Yuri Kochiyama was a Japanese American living on the West Coast when Pearl Harbor was attacked. Her family was rounded up in a wave of anti-Japanese hysteria and sent to an internment camp. She recalls the atmosphere following the Pearl Harbor attack:

“You could see the hysteria of war. There was a sense that war could actually come to American shores. Everybody was yelling to get the ‘Japs’ out of California. In Congress, people were speaking out…so were the real estate people, who wanted to get the land from Japanese farmers. The war had whipped up such a hysteria that if there was anyone for the Japanese, you didn’t hear about it. I’m sure they were afraid to speak out, because they would be considered not only ‘Jap’ lovers, but unpatriotic.”

Propaganda cartoon by Dr. Seuss depicting Japanese Americans preparing to conduct sabotage against the U.S. Source: “Japanese Internment Camps.” History.com, 29 Oct. 2009, https://www.history.com/topics/japanese-american-relocation. Little History Monster 2019 3. Evacuations and Assembly Centers

On March 24, 1942, Army-directed evacuations began. Japanese Americans were given four days to two weeks notice before reporting for internment. They could only bring what belongings they could carry. Most had to sell their homes, businesses and possessions during the brief period of notice before reporting. Because of time limitations, many Japanese Americans were forced to sell their property for far less than it was worth, causing families to lose much of what they had accrued in the course of their lives.

After being forcibly removed from their homes, Japanese Americans were first taken to temporary assembly centers for weeks or months until being transported inland to internment camps. The assembly centers were located in remote areas, often fairgrounds and racetracks, with buildings not meant for human habitations, like horse stalls or cow sheds that were converted to accommodate people. Food shortages and substandard sanitation were prevalent in most facilities. The Mochida family awaiting an evacuation bus Japanese American, Yuri Kochiyama, recalls her family’s evacuation to an assembly center:

“We were sent to an assembly center in Arcadia, California, in April [1942]. It was the largest assembly center on the West Coast having nearly twenty thousand people. All along the West Coast – Washington, Oregon, California – there were many, many assembly centers. Most of the assembly centers were either fairgrounds, or race tracks…We were there until October.

We stayed in a horse stable…every unit would hold four to six people…We slept on army cots, and for mattresses they gave us muslin bags and told us to fill them with straw. For those who had small children or babies, it was rough. They said you could take what you could carry. Well, they could only take their babies in their arms…it was pretty limited.

I was so red, white and blue, I couldn’t believe this was happening to us. America would never do a thing like this to us. This is the greatest country in the world. So I thought this is only going to be for a short while…”

A woman showing a makeshift closet at an assembly center, Salinas, California, 1942 Source: “Japanese Internment.” Encyclopedia Britannica, 29 Oct. 2019, https://www.britannica.com/Japanese-American-internment.

Little History Monster 2019 4. Internment Camps

The internment camps, also referred to as relocation camps, were located in desolate areas. The camps were surrounded by barbed wire fences, guard towers, searchlights and machine guns. Armed guards were instructed to shoot anyone who tried to leave.

Conditions at the camps were bleak. Residents lived in uninsulated barracks furnished only with cots and coal-burning stoves. Japanese Americans living in the camp had to use common bathroom and laundry facilities. Each relocation camp was its own town, featuring schools, post offices and work facilities, as well as farmlands for growing food and keeping livestock. Despite being deprived of their homes, their Japanese Americans in front of internment order posters jobs, and their constitutional rights, residents tried to establish some sense of community in order to break-up camp idleness and misery. Map of relocation camps and exclusion area Yuri Tateishi was a Japanese American interned at Manzanar. She describes her experience in the following excerpt:

“When the evacuation came, we had four kids. It was terrible because you had to sell everything. We were just limited to what we could take with us, and so everything was just sold for whatever we could get…Of course, we got nothing for it, because we had such a limited time…

We got to Manzanar…We went to the mess hall, and I remember the first meal…it was canned [meat] and canned spinach. It was all the food we had, and then after finishing that we were taken to our barracks…What hurt most I think was seeing those hay mattresses. We were used to a regular home atmosphere, and seeing those hay mattresses- so makeshift, with hay sticking out – a barren room with nothing but those hay mattresses. It was depressing, such a primitive feeling…You felt like a prisoner…you have to stay inside and you have a certain amount of freedom within the camp I suppose, but…you’re kept inside a barbed-wire fence, and you know you can’t go out…and you don’t know what your future is…”

Internment camp barracks

Source: “Japanese Internment.” Encyclopedia Britannica, 29 Oct. 2019, https://www.britannica.com/Japanese-American-internment. Little History Monster 2019 5. Supreme Court Decisions

In 1942, Fred Korematsu was an American-born twenty-three-year-old of Japanese descent living in the San Francisco Bay area. In that same year, Executive Order 9066 gave authority to the military to force Japanese Americans into relocation camps. Fred Korematsu was arrested for refusing to relocate to a Japanese internment camp. With the help of the American Civil Liberties Union, Korematsu sued, arguing that Executive Order 9066 violated his right, as an American citizen, to live where he pleased. In the case of Korematsu v. United States the Supreme Court ruled against Korematsu, asserting that the internment of Japanese Americans during the war for purposes of “military necessity” was constitutional. Korematsu went on to become a civil rights activist and was awarded the Presidential Medal of Freedom, the nation’s highest civilian honor, in 1998.

In the case of Endo v. United States, Mitsuye Endo, the daughter of Japanese immigrants, once again challenged the internment of Japanese Americans as a violation of her constitutional rights. In 1945, the Supreme Court ruled that the process of relocation was unconstitutional. The Supreme Court, however, gave President Roosevelt the chance to close camps before announcing their decision. One day after Roosevelt made his announcement, the Supreme Court revealed its decision. Fred Korematsu with the Presidential Medal of Freedom - 1998 Judge Frank Murphy dissented with the Korematsu decision. He provided the following dissenting opinion:

"I dissent, therefore, from this legalization of racism. Racial discrimination in any form and in any degree has no justifiable part whatever in our democratic way of life. It is unattractive in any setting, but it is utterly revolting among a free people who have embraced the principles set forth in the Constitution of the United States. All residents of this nation are kin in some way by blood or culture to a foreign land. Yet they are primarily and necessarily a part of the new and distinct civilization of the United States. They must, accordingly, be treated at all times…as entitled to all the rights and freedoms guaranteed by the Constitution."

A Japanese internment camp in California, 1942 – Library of Congress

Source: Simkin, John. Spartacus Educational, https://spartacus-educational.com/USAjapanact.htm. Little History Monster 2019 6. Aftermath On December 18, 1944, the government announced that all internment camps would be closed by the end of 1945. Residents began to leave the camps to try to rebuild their lives at home. They were given $25 and a train ticket to their pre-war places of residence, but many had little or nothing to return to, having lost their homes and businesses. Some desperate Japanese Americans remained in camp for as long as possible, unable to face the prospect of rebuilding their lives from nothing. Eventually, camp services were ended and residents were forced to leave.

In 1976 President Gerald R. Ford officially repealed Executive Order 9066. In 1988, Congress passed the Civil Liberties Act, which awarded more than 80,000 Japanese Americans $20,000 each as compensation for their treatment. Dust storm at Manzanar internment camp President Gerald R. Ford gave the following speech in 1976, while announcing the repeal of Executive Order 9066:

“February 19th is the anniversary of a sad day in American history. It was on that date in 1942…that Executive Order 9066 was issued…resulting in the uprooting of loyal Americans….We now know what we should have known then—not only was that evacuation wrong, but Japanese Americans were and are loyal Americans….I call upon the American people to affirm with me this American Promise— that we have learned from the tragedy of that long ago experience forever to treasure liberty and justice for each individual American, and resolve that this kind of action shall never again be repeated.”

President Ronald Reagan signing the Japanese reparations bill, 1988

Source: “Japanese Internment.” Khan Academy, https://www.khanacademy.org/humanities/us-history/us-wwii/a/japanese-internment.

Little History Monster 2019 Japanese Internment Stations Worksheet

Name: ______1. Background 2. Executive Order 9066 3. Evacuations and Assembly Centers A. Why did the War Department view Japanese Americans as a A. What was Executive Order 9066? A. What did Japanese Americans have to do before reporting for threat? internment?

B. How many Japanese American lived in America at the time of the Pearl Harbor attack? Where did most of them reside? B. How many Japanese Americans were affected by the order? B. What were assembly centers? What were conditions like? What were those Japanese Americans forced to do?

C. What’s the difference between Issei and Nisei Japanese Americans? C. According to Yuri, why did no one speak out for the Japanese? C. Where did Yuri’s family live within the assembly center? How many people stayed in each unit?

4. Internment Camps 5. Supreme Court Decisions 6. Aftermath A. How were Internment residents prevented from leaving? A. What was the court ruling in Korematsu v. United States? What A. What were camp residents given before leaving? What did was the court’s reasoning for their decision? most Japanese Americans face after leaving camp?

B. How was each camp like its own town? B. What was the Civil Liberties Act? B. What was the court ruling in Endo v. United States?

C. What was Yuri’s first meal at Manzanar? According to her, C. Why did Judge Murphy dissent with the Korematsu decision? C. Why is Feb. 19th the anniversary of a sad day, according to what hurt most about the camp? President Ford? What does he say we’ve learned since then?

Little History Monster 2019 Name______

The American Labor Force in World War II

When the US entered World War II, defense contractors warned that the country did not have enough manpower to fulfill the needs of both the military and the nation’s wartime factories. Were they correct in this assessment?

US entry into WWII snapped the American economy into action. In 1942 alone, more than $100 billion worth of military hardware was ordered. The nation’s factories, which had been idle for the past decade, were quickly operating at full capacity.

With so many young men entering the US Armed Forces, the need for workers was desperate. Factories opened their doors to women and minorities on a scale that had never existed before.

Over 6 million women, more than half of whom had never earned wages, joined the workforce. The contribution they made to the war effort would forever change how most men viewed the role of women in American society.

Defense plants also employed more than 2 million minority workers. In 1941, around 75% of these factories refused to hire African Americans. Of the factories that would hire black workers, most assigned them to perform low paying, menial tasks.

In response to these discriminatory practices, A. Philip Randolph, the country’s most respected African American labor leader, encouraged President Franklin Roosevelt to take action. Roosevelt responded by issuing Executive Order 8802. The order called for employers to provide for the “full and equitable participation of all workers in defense industries, without discrimination because of race, creed, color, or national origin.” As a result, more than 1.5 million African Americans were able to take up jobs in industries by 1945. Another 100,000 worked in the steel and iron industries, while 200,000 found employment with the federal civil service. Nearly 1 million served in the US military.

With so many Americans employed by the military or in US factories, Words to watch for: the need for farm labor intensified. An agreement was made with Mexico to bring in thousands of Mexican agricultural workers. idle walkout Known as braceros, the farmhands became an essential part of the equitable bracero economy in California and other western states. In fact, the bracero program outlasted the war by more than twenty years.

When the US entered the conflict, most of the country’s labor unions gave no-strike pledges as a gesture of their commitment to the war effort. However, there were numerous walkouts, including several ordered by John L. Lewis, the president of the United Mine Workers. Congress, desperate to keep the country’s war machine running at full capacity, passed the Smith-Connally Anti-Strike Act, granting the US government temporary control of the coal mines.

Aside from the limited number of walkouts and strikes, the American workforce remained commendably dedicated to the war effort. Fears of not having enough workers proved to be unfounded, and by 1944, nearly 18 million people were employed in war industries.

©Reading Through History Page 1

Name______

Summarize: Answer the following questions in the space provided. Attempt to respond in a complete sentence for each question. Be sure to use correct capitalization and punctuation!

1. Who led several labor walkouts during WWII?

2. What was a bracero?

3. When did military hardware orders surpass $100 billion?

4. Where did Executive Order 8802 apply (to what industries)?

5. Why did Congress pass the Smith-Connally Anti-Strike Act?

6. How many people were employed in war industries by 1944?

Student Response: Write a paragraph addressing the questions raised below. A thorough response

should consist of three to five complete sentences.

7. In this lesson, you learned about John L. Lewis leading several labor walkouts during the war. Many other labor leaders and their union members took no-strike pledges as a gesture of their commitment to help win the war. In your opinion, was it an unpatriotic or selfish act to walk out on the job and (temporarily) refuse to work while the war was still going on? Explain!

©Reading Through History Page 4

Concentration camp life and death

Adolf Hitler and the Nazi regime imposed networks of concentration camps over conquered areas of Europe. The camps were part of the Nazi plan of genocide, in which they planed to annihilate Jews and other groups they viewed as enemies to the Aryan “master race.” Using the modern state’s organizational capacities and the instruments of modern technology, the Nazis murdered six million Jews, including one and a half million children – two- thirds of the Jewish population of Europe.

Jews not immediately selected for extermination faced a living death in concentration camps. The camps also included non-Jewish inmates, many accused as opponents of the Nazi regime. Hitler’s elite guard, the SS, ran the camps, taking every opportunity to humiliate and brutalize their helpless victims. Gripped by the deviant Nazism world-view, they believed that they were exterminating subhumans who threatened the German nation. Prisoners in a Concentration Camp line up for headcount

Y. Pfeffer was a Jewish survivor of the Majdanek concentration camp in Poland. In the following passage, he describes the daily life of a prisoner in a concentration camp, a world created by the SS and Nazi ideology:

You get up at 3 a.m. You have to dress quickly, and make the “bed.” For the slightest irregularity in bed-making the punishment was 25 lashes, after which it was impossible to lie or sit for a whole month. Everyone had to leave the barracks immediately. Outside it is still dark. People are trembling because of lack of sleep and the cold.

There was what was called a wash-room, where everyone in the camp was supposed to wash – there were only a few faucets – and we were 4,500 people. Of course there was neither soap nor towel…so that washing was theoretical rather than practical. At 5 a.m. we used to get half a liter of black, bitter coffee. That was all we got for what was called “breakfast.” At 6 a.m. – a headcount. We all had to stand at attention, in fives…until the SS men had counted us. After the headcount – work.

We went in groups – some to build railway tracks or a road, some to the quarries to carry stones or coal, some to take out manure, or for potato-digging, latrine-cleaning, barracks or sewer repairs. All this took place inside the camp enclosure. During work the SS men beat up the prisoners mercilessly, inhumanly and for no reason. They were like wild beasts and, having found their victim, ordered him to present his backside, and beat him with a stick or a whip, usually until the stick broke. The victim screamed only after the first blows, afterwards he fell unconscious and the SS man then kicked at the ribs, the face, at the most sensitive parts of a man’s body, and then, finally convinced that the victim was at the end of his strength, he ordered another Jew to pour one pail of water after the other…until he woke and got up.

A customary SS habit was to kick a Jew with a heavy boot. The Jew was forced to stand to attention, and all the while the SS man kicked him until he broke some bones. People who stood near enough often heard the breaking of the bones. There were the so- called Capos. The name was an abbreviation for “barracks police.” The Capos were German criminals who were also camp inmates. They had a special, better barracks of their own, they had better food, clothes. They were worse even than the SS men. One of them, the worst murderer of them all, once…caught a boy of 13 (in the presence of his father) and hit his head so that the poor child died instantly. This [capos] later boasted in front of his peers, with a smile on his beast’s face and with pride, that he managed to kill a Jew with one blow.

Work was actually unproductive, and its purpose was exhaustion and torture. At noon there was a break for a meal. We received half a liter of soup each. Usually it was cabbage soup, or some other watery liquid, without fats, tasteless. That was lunch. It was eaten – in all weather – under the open sky. One had to drink the soup out of the bowl and lick it like a dog…There were “days of punishment” – when lunch was given together with the evening meal, and it was cold and sour, so that our stomach was empty for the whole day.

From 1 p.m. till 6 p.m. there was work again. Afternoon work was the same: blows and blows again. Until 6 p.m. At 6 there was the evening headcount. Again we were forced to stand at attention. Usually we were left standing at attention for an hour or two, while some prisoners were called up for “punishment parade” – they were those who in the Germans’ eyes had transgressed in some way during the day. They were stripped naked publicly, laid out on specially constructed benches, and whipped with 25 or 50 lashes. The brutal beating and the heart-rendering cries – all this the prisoners had to watch and hear.

Source: Perry, Marvin, et al. Sources of the Western Tradition. Houghton Mifflin Co., 2008. Little History Monster 2019 Concentration Camp Response Questions

1. Circle statements that are correct. Mark an X over statements that Name: ______are NOT correct.

The Nazi regime placed all The Nazi regime murdered concentration camps in over 60% of the Jewish Germany. population of Europe.

Prisoners had to eat lunch Jewish prisoners served as outdoors, regardless of the camp Capos. weather (if lunch was served at all).

Prisoners working within a camp – ushm museum 2. Why did most prisoners not wash, despite the fact they had a wash-room? ______

3. What type of work were the prisoners required to complete? Why does Pfeffer say the work was unproductive? ______

4. What was the purpose of the Capos? How were they different from other prisoners? ______

5. What were prisoners served for breakfast and lunch? What happened on “days of punishment?” ______

6. What happened during the “punishment parade?” ______

Little History Monster 2019

The Bombing of Hiroshima Reading Passage

Following the defeat of Germany in Europe, America turned its focus to Japan in the Pacific theater. Although defeat for Japan seemed inevitable, they refused to surrender. An invasion of Japan appeared to be the only way to force their surrender. U.S. military leaders estimated anywhere from 500,000 to one million U.S. and allied soldiers would die in the invasion. In order to avoid such a high casualty rate, President Harry Truman decided to use a newly developed weapon – the atomic bomb – in hopes of bringing the war to a quick end. On August 6, 1945, Colonel Paul Tibbets piloted a B-29 bomber – loaded with a 9,000-pound atomic bomb referred to as “Little Boy” – towards Hiroshima, Japan. The bomb was dropped, and at 8:15 a.m. it detonated 2,000 feet above Hiroshima. The results were devastating. The bomb destroyed 5 square miles of the city. 80,000 people were killed immediately. Scientists compare the energy released by the blast to the equivalent of being dropped in the center of the sun. Blinding light and incinerating heat spread through the city. Nearby birds burst into flames in mid-air. Decimated buildings filled the air with flying glass and debris. Those that survived the initial blast often suffered from radiation poisoning, which killed victims weeks or months later. It is believed up to 200,000 total deaths can be attributed to the Hiroshima bombing. Dr. Michihiko Hachiya was at home with his wife during the bombing. We join their experience as the bomb is dropped: "The hour was early; the morning still, warm, and beautiful. Suddenly, a strong flash of light startled me. The view where a moment before had been so bright and sunny was now dark and hazy. Through swirling dust I could barely discern a wooden column that had supported one comer of my house. It was leaning crazily and the roof sagged dangerously. Moving instinctively, I tried to escape, but rubble and fallen timbers barred the way. I managed to reach my garden. A profound weakness overcame me, so I stopped to regain my strength. To my surprise I discovered that I was completely naked. How odd! Where were my drawers and undershirt? What had happened? All over the right side of my body I was cut and bleeding. A large splinter was protruding from a mangled wound in my thigh, and something warm trickled into my mouth. My check was torn, I discovered as I felt it gingerly, with the lower lip laid wide open. Embedded in my neck was a sizable fragment of glass which I dislodged. Where was my wife? Suddenly alarmed, I began to yell for her. Blood began to spurt. Had my carotid artery been cut? Would I bleed to death? Yaeko-san, pale, her clothes torn and blood stained, emerged from the ruins of our house holding her elbow. 'Let's get out of here as fast as we can.' She nodded, and I motioned for her to follow me." Dr. Hachiya and his wife make their way to the hospital, passing collapsed buildings as they advance. "We started out, but after twenty or thirty steps I had to stop. My breath became short, my heart pounded, and my legs gave way under me. An overpowering thirst seized me and I begged Yaeko-san to find me some water. But there was no water to be found. I was still naked, and although I did not feel the least bit of shame, Yaeko-san took off her apron and tied it around me. Our progress towards the hospital was slow, until finally, my legs, stiff from drying blood, refused to carry me farther. The strength, even the will, to go on deserted me, so I told my wife to go on alone. Yaeko-san looked into my face for a moment, and then, without saying a word, turned away and began running towards the hospital. A feeling of dreadful loneliness overcame me. The next thing I recall was discovering that the clot on my thigh had been dislodged and blood was again spurting from the wound. I pressed my hand to the bleeding area and after a while the bleeding stopped and I felt better. Gradually things around me came into focus. There were the shadowy forms of people, some of whom looked like walking ghosts. Others moved as though in pain, like scarecrows, their arms held out from their bodies with forearms and hands dangling. These people puzzled me until I suddenly realized that they had been burned and were holding their arms out to prevent the painful friction of raw surfaces rubbing together. A naked woman carrying a naked baby came into view. I averted my gaze. Perhaps they had been in the bath. But then I saw a naked man, and it occurred to me that, like myself, some strange thing had deprived them of their clothes. An old woman lay near me with an expression of suffering on her face; but she made no sound. Indeed, one thing was common to everyone I saw - complete silence.” Dr. Hachiya was eventually reunited with his wife at the hospital, where they were treated by medical staff who were not seriously harmed by the blast. Both survived the bomb. In fact, Dr. Hachiya began treating patients in the hospital shortly after recovering from his own wounds. In 1955, he published his diary which details his experiences following the bombing. Despite the devastating effects of the bomb on Hiroshima, Japanese leadership refused to surrender. President Truman issued another warning, stating the U.S. would continue to use its new weapon until surrender was reached. On August 9, 1945, three days after Hiroshima, America dropped a second atomic bomb on the Japanese city of Nagasaki. Once again, the devastation was horrific. Six days after the bombing of Nagasaki, Emperor Hirohito and Japan surrendered, citing the enemy use of a “new and most cruel bomb” as the cause of their surrender. World War II, the most destructive war in human history, was finally over.

Source: Hersey, John, Hiroshima (1963). Little History Monster The Bombing of Hiroshima Reading Passage Worksheet

Name: ______1. What is the estimated death total attributed to the Hiroshima bombing? A. Up to 80,000 B. Up to 200,000 C. Up to 500,000 D. Up to One million

2. What common theme did Dr. Hachiya notice among the survivors? A. Most were running away, trying to escape the city. B. Most were running to the hospital. C. Everyone was silent. D. Everyone was screaming. Hiroshima in ruins following the atomic bomb

3. According to the reading, why did President Truman decide to use the atomic bomb?

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4. Why did Dr. Hachiya and his wife struggle to reach the hospital?

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5. Why did many survivors walk like scarecrows, with their arms held away from their bodies?

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6. Japan did not surrender following the bombing of Hiroshima. When and why did Japan surrender?

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7. In your opinion, should the U.S. have dropped the atomic bombs? Please explain your answer.

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Little History Monster Name: ______- Date: ______Hour______

Top 25 Americans that have made a difference in history 1. Sit down with a piece of paper and come up with your top 25 Americans list. 2. Do not use the internet. 3. Think about presidents, inventors, authors, athletes, musicians, artists, activists, speakers, abolitionists, progressivists, and many others. 4. Make sure that the person’s contribution has stood the test of time. That means that what they have done has shown a historic impact over the decades or centuries. 5. IF you cannot come up with 25 people: a. Ask the people in your house what they think. b. Text and call friends and see what they have done. c. Send me a remind and ask me if I can help. d. Look back through your history notebooks. 6. Write your list and turn in with your packet.

15.______1. ______2. ______16.______3. ______17.______4. ______18.______5. ______19.______6. ______20.______7. ______21.______8. ______22.______9. ______23.______10.______24.______11.______25.______12.______13.______14.______