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 ______.

Impact=

All the people of ______needed was a leader. They found one in ______. He promised:

To fulfill these promises, Hitler took these steps:

Would you have followed this leader? Why or why not?

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

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?

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

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)

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

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

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.

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. African Americans in the War Effort During World War II, many African Americans were ready to fight for what President Franklin D. Roosevelt called the “Four Freedoms”— freedom of speech, freedom of worship, freedom from want and freedom from fear—even while they themselves lacked those freedoms at home. More than 3 million blacks would register for service during the war, with some 500,000 seeing action overseas. According to War Department policy, enlisted blacks and whites were organized into separate units. Frustrated black servicemen were forced to combat racism even as they sought to further U.S. war aims. In the spring of 1943, graduates of the first all–black military aviation program, created at the Tuskegee Institute in 1941, headed to North Africa as the 99th Pursuit Squadron. Their commander, Captain Benjamin O. Davis Jr., later became the first African–American general. The Tuskegee Airmen saw combat against German and Italian troops, flew more than 3,000 missions, and served as a great source of pride for many blacks in America. Aside from celebrated accomplishments like these, overall gains were slow, and maintaining high morale among black forces was difficult due to the continued discrimination they faced. In July 1948, President Harry S. Truman finally integrated the U.S. Armed Forces under an executive order mandating that “there shall be equality of treatment and opportunity for all persons in the armed services without regard to race, color, religion or national origin.”

WWII: Impact on American Minorities Use the table below to take notes during our class discussion and videos on minority groups during WWII. Women

Japanese Americans

African Americans

Mexican Americans

Which group was impacted the most by World War II? Explain your answer in the space below.

Wartime Goods: Making Sacrifices to Help Soldiers

Item/Good: ______

Changes Americans Made:

Item/Good: ______Changes Americans Made:

Item/Good: ______

Changes Americans Made:

Item/Good: ______

Changes Americans Made:

Which sacrifice would have been most difficult for you to make? Why?

Which would have been the easiest? Why?

Create a WWII Propaganda Poster: Choose a topic about the U.S. home front during WWII. Create a poster encouraging Americans to support that aspect of the war effort. Plan the poster here.

World War II: Fronts of the War World War II was fought on 2 fronts:

1. ______in ______

2. ______in ______

Major Events of the ______Front Strategy for Fighting:

Battle= ______Notes:

Importance:

Battle= ______Notes:

Importance:

V-E Day Article from History.com In 1945, both Great Britain and the United States celebrated Victory in Europe Day. Cities in both nations, as well as formerly occupied cities in Western Europe, put out flags and banners, rejoicing in the defeat of the Nazi war machine. The eighth of May spelled the day when German troops throughout Europe finally laid down their arms: In Prague, Germans surrendered to their Soviet antagonists, after the latter had lost more than 8,000 soldiers, and the Germans considerably more; in Copenhagen and Oslo; at Karlshorst, near Berlin; in northern Latvia; on the Channel Island of Sark-- the German surrender was realized in a final cease-fire. More surrender documents were signed in Berlin and in eastern Germany. The main concern of many German soldiers was to elude the grasp of Soviet forces, to keep from being taken prisoner. About 1 million Germans attempted a mass exodus to the West when the fighting in Czechoslovakia ended, but were stopped by the Russians and taken captive. The Russians took approximately 2 million prisoners in the period just before and after the German surrender. Meanwhile, more than 13,000 British POWs were released and sent back to Great Britain. Pockets of German-Soviet confrontation would continue into the next day. On May 9, the Soviets would lose 600 more soldiers in Silesia before the Germans finally surrendered. Consequently, V-E Day was not celebrated until the ninth in Moscow, with a radio broadcast salute from Stalin himself: "The age-long struggle of the Slav nations...has ended in victory. Your courage has defeated the Nazis. The war is over."

Questions: Answer in complete sentences. 1. What and when was V-E day?

2. How did V-E Day help the U.S.? What were 2 effects of V-E Day?

Major Events of the ______Front

Strategy for Fighting Japan:

Would this strategy have been easy or difficult? ______Explain your answer below.

Japanese Actions Following Pearl Harbor



Bataan Death March:

Major Battles in the Pacific

Compare and contrast the fighting in the Western Front and the Eastern Front

Ending the War in the Pacific

Why was ending war in the Pacific more difficult than in Europe?

Options the Allied Powers had:



What did the Allied Powers choose?

V-J Day:

If you were an American during World War II, how would you feel when you heard about V-J Day? Why?

Two Historical Narratives Name______Source: Excerpts from “Three Narratives of our Humanity” by John W. Dower, 1996. The following is from a book written by a historian about how people remember wars. John W. Dower explains the two different ways that the dropping of the atomic bombs on Hiroshima and Nagasaki is remembered.

Hiroshima as Victimization Japanese still recall the war experience primarily in terms of their own victimization. For them, World War II calls to mind the deaths of family and acquaintances on distant battlefields, and, more vividly, the prolonged, systematic bombings of their cities. If it is argued that the nuclear bombing of Hiroshima was necessary to shock the Japanese to surrender, how does one justify the hasty bombing of Nagasaki only three days later, before the Japanese had time to investigate Hiroshima and formulate a response?

Hiroshima as Triumph To most Americans, Hiroshima—the shattered, atomized, irradiated city – remains largely a symbol of triumph – marking the end of a horrendous global conflict and the effective demonstration of a weapon that has prevented another world war. It is hard to imagine that the Japanese would have surrendered without the atomic bomb. Japanese battle plans that were in place when the bombs were dropped called for a massive, suicidal defense of the home islands, in which the imperial government would mobilize not only several million fighting men but also millions of ordinary citizens who had been trained and indoctrinated to resist to the end with primitive makeshift weapons. For Japanese to even discuss capitulation (surrender) was seditious (against the law).

Guiding Questions 1. In 1-2 sentences each, explain the two narratives (stories) about Hiroshima.

2. Which narrative do you agree with more? Why?

Based on this information, choose your position for our class debate on the use of the atomic bomb.

I believe that the dropping of the atomic bomb was ______because______

______.

Building your Debate Argument: Document Analysis

Directions: Read and analyze documents A-E using our 7 steps for analyzing a document. Use the info from the documents to complete the T-Chart on p. 23.

This will help you prepare for our class debate.

Document A: Textbook Even before the bomb was tested, American officials began to debate how to use it. Admiral William Leahy, Chairman of the Joint Chiefs of Staff, opposed using the bomb because it killed civilians indiscriminately. He believed that an economic blockade and conventional bombing would convince Japan to surrender.

Secretary of War Henry Stimson wanted to warn the Japanese about the bomb while at the same time telling them that they could keep the emperor if they surrendered. Secretary of State James Byrnes, however, wanted to drop the bomb without any warning to shock Japan into surrendering.

President Truman later wrote that he “regarded the bomb as a military weapon and never had any doubts that it should be used.” His advisers had warned him to expect massive casualties if the United States invaded Japan. Truman believed it was his duty as president to use every weapon available to save American lives.

Source: American History Textbook, American Vision, pg. 615.

Document B: Thank God for the Atomic Bomb My division, like most of the ones transferred from Europe was going to take part in the invasion at Honshu (an island of Japan). The people who preferred invasion to A-bombing seemed to have no intention of proceeding to the Japanese front themselves. I have already noted what a few more days would mean to the luckless troops and sailors on the spot…. On Okinawa, only a few weeks before Hiroshima, 123,000 Japanese and Americans killed each other. War is immoral. War is cruel.

Source: Paul Fussell, a World War II Soldier, Thank God for the Atom Bomb, 1990.

Document C: Stopping Russia “[Byrnes] was concerned about Russia's postwar behavior. Russian troops had moved into Hungary and Romania, and Byrnes thought it would be very difficult to persuade Russia to withdraw her troops from these countries, that Russia might be more manageable if impressed by American military might, and that a demonstration of the bomb might impress Russia.”

Source: James Byrnes was one of Truman's advisors on the atomic bomb. In addition to defeating Japan, he wanted to keep the Soviet Union from expanding its influence in Asia and to limit its influence in Europe. Manhattan Project scientist Leo Szilard met with Byrnes on May 28, 1945. Leo Szilard wrote about his meeting with Byrnes in 1980.

Document D: Survivor One of my classmates, I think his name is Fujimoto, he muttered something and pointed outside the window saying, "A B- 29 is coming." He pointed outside with his finger. So I began to get up from my chair and asked him, "Where is it?" Looking in the direction that he was pointing towards, I got up on my feet, but I was not yet in an upright position when it happened. All I can remember was a pale lightening flash for two or three seconds. Then, I collapsed. I don’t know much time passed before I came to. It was awful, awful. The smoke was coming in from somewhere above the debris. Sandy dust was flying around. . .

I crawled over the debris, trying to find someone who were still alive. Then, I found one of my classmates lying alive. I held him up in my arms. It is hard to tell, his skull was cracked open, his flesh was dangling out from his head. He had only one eye left, and it was looking right at me. . . . he told me to go away.

I, so, was running, hands were trying to grab my ankles; they were asking me to take them along. I was only a child then. And I was horrified at so many hands trying to grab me. I was in pain, too. So all I could do was to get rid of them, it’s terrible to say, but I kicked their hands away. I still feel bad about that. I went to Miyuki Bridge to get some water. At the river bank, I saw so many people collapsed there. . . I was small, so I pushed on the river along the small steps. The water was dead people. I had to push the bodies aside to drink the muddy water. We didn't know anything about radioactivity that time. I stood up in the water and so many bodies were floating away along the stream.

Source: Yoshitaka Kawamoto was thirteen years old. He was in the classroom at Zakoba-cho, 0.8 kilometers away from the hypocenter. He is now working as the director of the Hiroshima Peace Memorial Museum, telling visitors from all over the world what the atomic bomb did to the people of Hiroshima.

Document E: Hiroshima and Nagasaki Casualties

Debate Notes Use the T-Chart below to take notes for our class debate on the dropping of the atomic bomb.

Include information about the side you are arguing as well as the opposing side. Why is your position the best choice?

Support for Dropping the Atomic Bomb Arguments against Dropping the Atomic Bomb

In the space below, write down 2 questions you can ask your opponents during the debate.

WWII: Ending and Aftermath