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Essential Question Essential Question: Unit Packet, Mrs. Casolare Name: Period: Vocabulary Assignment Directions Define the following terms on index cards or loose leaf. They can be found in Chapter 26. Vocabulary Totalitarianism, fascism, appeasement, Lend-Lease Act, Stalin, Mussolini, Churchill, Axis Powers, Allied Powers, Pearl Harbor, War Production Board,Tuskegee Airmen, D-Day, Battle of Midway, Island hopping, kamikaze, internment, Battle of the Bulge, genocide, Manhattan Project 1 Causes of World War II in Europe Main cause of World War I was _____________________________________________________. 1. 2. 3. 4. Impact= All the people of ________________ needed was a leader. They found one in ____________________. He promised: 1. 2. 3. To fulfill these promises, Hitler took these steps: 1. 2. 3. 4. Would you have followed this leader? Why or why not? 2 Major Players: World War II Directions: Fill in the leader’s name or country, then add facts about the leaders. Big boxes need 2 facts; little boxes need 1 fact. Name: Adolf Hitler Country: Name: Country: Italy Name: Hideki Tojo Country: Name: Country: Soviet Union Name: Franklin Delano Roosevelt Country: Name: Country: Britain 3 Europe in WWII: Map Activity Directions: KEY 1. Label the following countries on the map above : Great Britain, France, Germany, Italy, Czech Republic, Switzerland, Norway, Sweden, Poland, Spain, Portugal, Soviet Union 2. Color the countries based on what alliance they belonged to during WWII. 3. Complete the key to explain what the colors you used represent. 4. Look at the geography of Europe. How do you think these countries would fight each other? What strategies or military branches would be important? 4 Pacific in WWII: Map Activity Directions: KEY 1. Label the following places on the map above : China, Japan, Soviet Union, Hawaii, Guam, Philippines, French Indochina, Korea 2. Color the countries based on what alliance they belonged to during WWII. 3. Complete the key to explain what the colors you used represent. 4. Place a * on the locations of the following battles: Midway, Pearl Harbor, Iwo Jima 5 U.S. Involvement at the Start of WWII How did the U.S. feel about foreign affairs during the 1920s and 1930s? Based on that information, what would you expect the U.S. to do at the beginning of WWII? Movie Notes: Lend Lease Act: Summarize what we have learned about the U.S. position at the beginning of World War II. (3 sentences or less) 6 U.S. and Japan in World War II Japanese Leadership and Goals at the start of WWII : Japanese Actions and U.S. Response: A Timeline Japanese Action Date U.S. Response How would these events change how Americans felt about Japan? About World War II? Answer below. U.S. Needs during WWII 7 Notes: U.S. Homefront Reading Area of Life How it Changed How it Helped the U.S. Sacrifices Workers and Women Japanese Americans Movies Music and Radio African Americans 8 U.S. Homefront: World War II From www.history.com Directions: Read the following document. Use the table provided to take notes about WWII’s impact on the U.S.. After the December 7, 1941, Japanese attack on the U.S. naval fleet at Pearl Harbor, Hawaii, the U.S. was thrust into World War II (1939-45), and everyday life across the country was dramatically altered. Sacrifices at Home In the earliest days of America's participation in the war, panic gripped the country. If the Japanese military could successfully attack Hawaii and inflict damage on the naval fleet and casualties among innocent civilians, many people wondered what was to prevent a similar assault on the U.S. mainland, particularly along the Pacific coast. This fear of attack translated into a ready acceptance by a majority of Americans of the need to sacrifice in order to achieve victory. During the spring of 1942, a rationing program was established that set limits on the amount of gas, food and clothing consumers could purchase. Families were issued ration stamps that were used to buy their allotment of everything from meat, sugar, fat, butter, vegetables and fruit to gas, tires, clothing and fuel oil. The United States Office of War Information released posters in which Americans were urged to "Do with less--so they'll have enough" ("they" referred to U.S. troops). Meanwhile, individuals and communities conducted drives for the collection of scrap metal, aluminum cans and rubber, all of which were recycled and used to produce armaments. Individuals purchased U.S. war bonds to help pay for the high cost of armed conflict. The Role of the American Worker From the outset of the war, it was clear that enormous quantities of airplanes, tanks, warships, rifles and other armaments would be essential to beating America's aggressors. U.S. workers played a vital role in the production of such war-related materials. Many of these workers were women. Indeed, with tens of thousands of American men joining the armed forces and heading into training and into battle, women began securing jobs as welders, electricians and riveters in defense plants. Until that time, such positions had been strictly for men only. A woman who toiled in the defense industry came to be known as a "Rosie the Riveter." The term was popularized in a song of the same name in 1942. Soon afterward, Walter Pidgeon, a Hollywood leading man, traveled to an aircraft plant in Michigan to make a promotional film encouraging the sale of war bonds. One of the women employed at the factory, Rose Will Monroe, was a riveter involved in the construction of bomber planes. Monroe, a real-life Rosie the Riveter, was recruited to appear in the film. During the war years, the decrease in the availability of men in the work force also led to an upsurge in the number of women holding non-war-related factory jobs. By the mid-1940s, the percentage of women in the American work force had expanded from 25 to 36 percent. The Plight of Japanese Americans Not all American citizens were allowed to retain their independence during World War II. Just over two months after Pearl Harbor, U.S. President Franklin Roosevelt (1882-1945) signed into law Executive Order 9066, which resulted in the removal from their communities and the subsequent imprisonment of all Americans of Japanese descent who resided on the West Coast. Executive Order 9066 was the offshoot of a combination of wartime panic and the belief on the part of some that anyone of Japanese ancestry, even those who were born in the U.S., was somehow capable of disloyalty and treachery. As a result of the order, nearly 120,000 Japanese Americans were dispatched to makeshift "relocation" camps. Despite the internment of their family members, young Japanese-American men fought bravely in Italy, France and Germany between 1943 and 1945 as members of the U.S. Army's 100th Battalion, 442nd Infantry. By the end of the war, the 100th had become the most decorated combat unit of its size in Army history. 9 The Movies Go to War Throughout World War II, American moviegoers were treated to a steady stream of war-related programming. The movie-going experience included a newsreel, which lasted approximately 10 minutes and was loaded with images and accounts of recent battles, followed by an animated cartoon. While many of these cartoons were entertainingly escapist, some comically caricatured the enemy. Among these titles were "Japoteurs" (1942) featuring Superman, "Der Fuehrer's Face" (1943) starring Donald Duck, "Confessions of a Nutsy Spy" (1943) with Bugs Bunny, "Daffy the Commando" (1943) with Daffy Duck and "Tokyo Jokie-o" (1943). Documentaries such as the seven-part "Why We Fight" series, released between 1943 and 1945 and produced and directed by Academy Award-winning filmmaker Frank Capra (1897-1991), included Axis propaganda footage and emphasized the necessity of America's involvement in the war, as well as the importance of Allied victory. As for the main program, movie theaters showed non-war-related dramas, comedies, mysteries and Westerns; however, a significant segment of feature films dealt directly with the war. Scores of features spotlighted the trials of men in combat while demonizing the Nazis and Japanese who perpetuated the conflict. Patriotic Music and Radio Reports from the Frontline As the U.S. became immersed in the war, Americans listened to more patriotic or war-related music. Even before the country entered the war, such ditties as "The Last Time I Saw Paris," which evoked nostalgia for a peaceful pre-war Paris, and "Boogie Woogie Bugle Boy," which charted a young soldier's military experiences, were extremely popular. Other songs with self-explanatory titles were "Praise the Lord and Pass the Ammunition," "Comin' In on a Wing and a Prayer" and "You're a Sap, Mr. Jap." Radio was the primary source of news and entertainment for most American households during the war, and as the conflict progressed, people grew increasingly dependent on radio for updates on the fighting overseas. They were riveted by the frontline reports from such legendary journalists as Edward R. Murrow (1908-65). Meanwhile, big bands, most famously the orchestra headed by Glenn Miller (1904-44), and entertainers such as Bob Hope (1903-2003) performed before thousands at military bases. These programs were aired directly on the radio to listeners from Maine to California. Dramatic radio programming increasingly featured war-related storylines. One of the most jarring was "Untitled" (1944), a production penned by writer Norman Corwin (1910-) and broadcast on the CBS radio network. "Untitled" traced the story of Hank Peters, a fictional American soldier who was killed in combat.
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