Unit 7: World War II [PowerPoint: Part 1]

Welcome back, guys!
When you walk in…
Grab your notebook and get ready for
your bellringer. If you do not have a
notebook, use loose leaf!
Have your pencil/pen/highlighter
ready. If you need to borrow one, you
must leave your ID.

U.S. 4.6 Part 1
Causes of World War II
Unit 7: World War II (1939-1945)

Write down 3 facts you know (or think you know)
about Adolf Hitler.
U.S. 4.6.1 Bellringer 3/23/15
YOU MUST WRITE IN COMPLETE SENTENCES!

U.S. 4.6, 4.7, 4.8, 4.9, 4.10
Unit 7: World War II
• Students examine the social, economic, and political struggles
and achievements that led to the United States becoming a world
power from the 1920s until the end of World War II.
• This standard covers Becoming a World Power through World War
II. We cover a total of 10 GLE’s and it totals 29% of the GLE’s on
your EOC Test. You will have 15 questions from this section on the
EOC. This makes up 30% of the EOC. This standard that makes up
the LARGEST PORTION of the EOC.
• Standard 4 will be concluded in this unit.
GLEs
Standard 4
• This lesson will help you as you prepare for the EOC in U.S. History
as well as the ACT.
• In addition, today’s lesson will help you pass quizzes on GLEs 4.6-
4.10, as well as the unit test.
Lesson Purpose

U.S. 4.6: Causes of World War II
• Fascism
• Nazism
• Totalitarianism
• Treaty of Versailles
• Appeasement
• Munich Conference
• Axis Power Aggression
• Non-Aggression Pact
• U.S. Isolationism
• Neutrality Acts
• “Four Freedoms” Speech
• Lend-Lease Act
• Pearl Harbor
Key Terms
Objective
• The students will learn the root causes of World War II, what
brought about the rise of Fascist dictators, and how other
European nations tried to avoid war at all costs. In addition, they
will learn how factors such as the rise of the fascist dictators like
Benito Mussolini would lead to the outbreak of World War II.
• The students will learn what the United States did to try to remain
neutral, the involvement the U.S. was willing to have with warring
nations, and the factors that led the United States into the war.

• As you recall, we have learned that the United States was war
weary following World War I. The country became more
isolationist and focused on issues at home. When the Great
Depression began many people lost everything. People
wanted a way out of the depression. We shall learn that
because the U.S. had to prepare for war, jobs were created,
people began to spend money, and the U.S. began to move
out of the Great Depression.
Making Connections
• You will have a quiz on Section 4.6
• You will have a quiz on Sections 4.7 and 4.8
• Each quiz has on average 20 multiple choice questions.
• I recommend that you study the EOC Vocabulary the most.
• You will not have a quiz on 4.10, but it will be on the test which
will assess 4.6, 4.7, 4.8, 4.9, and 4.10
Quizzes and Tests

Crash Course: World War II
https://www.youtube.com/watch?v=Q78COTwT7nE

Causes of World War II: A T.E.A.R.
Aggression:
attacks by totalitarian governments on
others for expansion or retaliation
A
Totalitarianism:
form of government with total control over a
nation, usually with a dictator (EX: Hitler)
T

Economies:
due to the worldwide depression;
led to the rise of fascist leaders
E
Appeasement
giving into an aggressor’s demands in
order to keep peace
A

Reparations
Germany was forced to pay due to failures of
the Treaty of Versailles; created hostility
R

Setting the Scene
• On May 4th, 1923, Adolf Hitler called hundreds of thousands of
people to a political rally where he led them in a “holy oath” to
Germany.
• These types of events were important to Hitler’s totalitarian rule.
A totalitarian government exerts total control over a nation. It
silences all opposition and dominates every aspect of life, using
terror to suppress individual rights.
“The great strength
of the totalitarian
state is that it forces
those who fear it to
imitate it.”

Setting the Scene
“People ask: is there someone fit to be our leader? Our task is not
to search for that person. Either God will give him to us or he will
not come. Our task is to shape the sword that he will need when
he comes. Our task it to provide the leader with a nation which is
ready for him when he comes!”
What is Hitler implying with this message?
Militarism is the best course for Germany

Reparations (Treaty of Versailles)
• The failures of the Treaty of Versailles, which ended World War I,
led to rise of leaders driven by dreams of national greatness and
territorial expansion. One of the primary ways that the
Treaty of Versailles led to World War II was that it put huge
financial pressure on Germany, weakening its government.
• Additionally, the Treaty of Versailles did not treat the losers of the
war fairly. It left Germany with resentment and hostility towards
the Allies. When Hitler rose to power, he opposed the Treaty of
Versailles and sought to undo it.
In your own words…
YOU MUST DO THIS TO GET CREDIT!

Totalitarianism and Dictatorship
• Totalitarianism: a form of government that exerts total control
over a nation, using terror as a tool to dominate and suppress the
rights of individuals.
• Dictator: a ruler who has total power over a country; typically
one who obtained that power by force.
• During this time period, Joseph Stalin of the Soviet Union, Adolf
Hitler of Germany, Benito Mussolini, Francisco Franco of Spain,
and Hideki Tojo of Japan were all totalitarian dictators.

Fascism
Hitler and Mussolini (Italy) governed by a philosophy called
fascism. Fascism emphasizes the importance of a nation or ethnic
group and the supreme authority of the leader.

Fascism
The economic depression of the 1930s contributed to the eventual
outbreak of World War II as well because the weak economy
drove support for fascist leaders like Mussolini (Italy), Hitler
(Germany), and Franco (Spain).

Nazism
• Adolf Hitler joined the Nationalist Socialist German Workers’
(Nazi) Party in 1919 and soon became its leader.
• Nazism was based on extreme nationalism and the dream of
uniting all German speaking people. It was an extreme form of
fascism.
• Hitler also believed that Aryans (whites with blue eyes and
blonde hair) were a master race and should rule the world,
adding that Jews, Slavs, and non-whites were to serve Aryans.
“Nature is cruel, therefore
we, too, may be cruel…I
have the right to remove
millions of an inferior race
that breeds like vermin.”

Hitler’s Rise to Power
Germany, facing depression in the 1930s, looked to their political
leaders for help. Hitler and the Nazis promised to stabilize the
country, rebuild the economy, and restore the empire that had
been lost. Through these promises, Hitler gained the support of
many Germans. In order to restore the empire, Hitler pursued
national expansion (adding to the territory of a nation), even if it
meant going to war to achieve it. He saw expansion as a way to
bolster national pride.

Hitler gained power as Chancellor (head of Government) of
Germany in January 1933. He was appointed by the German
President, Paul von Hindenburg. Soon after Hitler became
Chancellor, Hitler had Germany withdraw from the League of
Nations and announced a military rearmament program.
Hitler, at the window of the Reich Chancellery, receives an ovation
on the evening of his inauguration as chancellor, January 30th 1933

• He soon suspended freedom of speech and freedom of press.
He had Nazi thugs called “Storm Troopers,” or Brown Shirts, who
waged a violent campaign against those who opposed his
policies.
• Hitler blamed a ‘mysterious’ fire in the Reichstag (German
parliament, like our Congress) on Communists. He used this to
convince the Reichstag to pass a bill that gave him dictatorial
powers.

Hitler joined an alliance with Mussolini of Italy in 1936, and would
later be joined by Japan to form the Axis Powers.

Appeasement and the Munich Conference
• The Munich Conference: Neville Chamberlain, Prime Minister of
Great Britain, went to Munich, Germany to meet with Hitler. In
the Munich Pact, he agreed to let Hitler take over the
Sudetenland without a shot being fired.
• This became known as a policy of appeasement: giving into an
aggressor’s demands in order to keep peace.
On his return from Munich, Neville Chamberlain
told cheering Brits that he had achieved “peace of
our time.” He told Parliament that the Munich Pact
had “Saved Czechoslovakia from destruction, and
Europe from Armageddon.”

Appeasement and the Munich Conference
British politician Winston Churchill strongly disapproved of the
Munich Pact because he believed it represented a failure of
foreign policy. This was mainly because he understood that Hitler’s
goal was to use the Sudetenland as an avenue to world
domination.
“An appeaser is
one who feeds a
crocodile, hoping
it will eat him last.”

What were the 5 major causes of World War II?
Try not to look at your packets!
U.S. 4.6.1 Bellringer 3/24/15

Examples of Axis Powers Aggression
Anschluss
of Austria
Taking over part of
Czechoslovakia
(Sudetenland)
Japan’s attack on
Pearl Harbor
Militarization of the
Rhineland

Axis Powers Aggression: Germany and Italy
• Hitler wanted Lebensraum (living space) for Germans. He looked
to Eastern Europe and the Soviet Union to obtain it. He seized the
land of other nations, violating the Treaty of Versailles and
people’s human rights.
• Hitler violated the Treaty of Versailles in 1936 by moving troops
into the Rhineland, and the League of Nations did nothing to stop
him. In fact, Great Britain did not support France in using force to
stop Hitler’s armies because Great Britain viewed Germany’s
occupation as a reasonable action.

Benito Mussolini (Italy) began his new Roman Empire by
invading Ethiopia in 1935. Again, the League of Nations’
response was ineffective. Haile Selassie (the Ethiopian
emperor) said, “It is us today. It will be you tomorrow.”

• On March 12, 1938, German troops marched into Austria
unopposed. Hitler proclaimed that Austria was now in a union
with Germany known as the Anschluss.
• Hitler wanted the Sudetenland (a part of Czechoslovakia)
because he said that Czechoslovakia was abusing the 3 million
German speaking people that lived there.

• In 1939, shortly before the war began, Germany and the Soviet
Union entered a non-aggression pact, dividing Eastern Europe
into German and Soviet spheres of influence.
• The signing of the non-aggression pact soon led to the invasion
and division of Poland.
• Hitler later broke this pact by invading the Soviet Union in 1941,
just like he had invaded Poland.

Axis Powers Aggression: Japan
• Recession and depression in Japan led to massive layoffs and
widespread political discontent. People were losing faith in the
new democracy. The military was also dissatisfied with the
current conditions. Radicals committed acts of terrorism with the
hope that the military would take over the government.
• In July 1940, President Roosevelt limited what Japan could buy
from the United States. Roosevelt hoped to stop Japanese
expansion. It did not work. A year later, Japan took complete
control of French Indochina.

Axis Powers Aggression: Japan
• As a result, Roosevelt then froze all Japanese financial assets in
the U.S. (money in banks, etc.) and used an embargo to cut off
all oil shipments. This led the Japanese to look to the Dutch East
Indies for oil.
• All of these actions led up to the attack on Pearl Harbor. The
Japanese wanted to attack the U.S. at Pearl Harbor in retaliation
for the trade embargo enforced by the United States.

• As we see Hitler and other totalitarian leaders begin to
consolidate power, it becomes clear that war would not
be avoidable.
• We see these extreme forms of government take power
and begin to form alliances with each other. We see
Hitler determined to “undo” the Treaty of Versailles,
Mussolini determined to recreate the Holy Roman Empire,
& Japan determined to rule East Asia.
• Churchill in England proves to be a voice of reason in
opposing the Munich Agreement and Roosevelt in the
U.S. tries to put the breaks on Japan’s advancements by
placing an embargo on oil shipments to Japan. We shall
soon learn that we put into motion a series of events that
would eventually lead the United States of America into
the Second World War.
U.S. 4.6 Part 1: Causes of World War II
Future Connections

U.S. 4.6.1 Exit Ticket 3/24/15
1. Briefly explain why the Treaty of Versailles
contributed to the Second World War.
2. Give 2 examples of Axis Powers Aggression that
were perpetrated by Hitler and Germany.
3. Give 2 examples of Axis Powers Aggression that
were perpetrated by Japan.
YOU MUST WRITE
YOUR HEADING
CORRECTLY TO
GET CREDIT!
YOU MUST WRITE
IN COMPLETE
SENTENCES!

U.S. 4.6 Part 2
U.S. Entry into World War II

How are the attacks at Pearl Harbor and 9/11
similar? How are they different? Explain.
U.S. 4.6.2 Bellringer 3/ /15

• As you recall, we have learned that the United States was war
weary following World War I. The country became more
isolationist and focused on issues at home. When the Great
Depression began many people lost everything. People
wanted a way out of the depression. We shall learn that
because the U.S. had to prepare for war, jobs were created,
people began to spend money, and the U.S. began to move
out of the Great Depression.
Making Connections
• You will have a quiz on Sections 4.7 and 4.8
will assess 4.6, 4.7, 4.8, 4.9, and 4.10
Quizzes and Tests

U.S. Isolationism (Neutrality)
• The Neutrality Acts (1935-1939) were a series of acts created by
the U.S. Congress that were designed to keep the U.S. out of
another war and to limit international involvement.
• The acts passed between 1935 and 1937 limited arms sales to
nations that were not at war.

• Throughout the mid-1930s, the United States’ response to the rise
of fascist militarism in Italy, Germany, and Spain had been to
declare a stance of neutrality. Still war-weary from World War I,
the U.S. aimed to stay out of another European war.
• It was believed that if American ships were carrying weapons to
a nation at war, they would be a logical target for an enemy
nation and the U.S. could be drawn into another war.
• The Neutrality Acts released the United States from responsibility
for actions that could provoke such a situation, and thus
released the United States from the obligation of war in certain
scenarios.

• However, once war actually broke out, the embargo was
repealed, and the U.S. was able to help the British.
• September 1939: Four years after the first Neutrality Acts were
passed, in response to the German attack on Poland, FDR asked
Congress to amend the Neutrality Acts to make them more
flexible. This allowed the U.S. to sell provisions to countries at war
if they paid cash and carried it on their own ships. The program
was known as “cash and carry.”

• The Neutrality Acts were amended because FDR wanted to help
fight against Nazi Germany without entering the war.
• The U.S. began trading ships and weapons with Britain for military
bases in the Caribbean and Newfoundland (Canada).

The Lend-Lease Act
• Remaining neutral while making war supplies available to Britain
became U.S. policy during the early years of World War II.
• By late 1940, FDR finally called for the Lend-Lease program,
which allowed the U.S. to send supplies to any country whose
defense was vital to the safety of the United States. The U.S. did
not charge for aid supplied under this legislation, which ended
the United States’ previous attempts to remain neutral.

The Lend-Lease Act
• FDR began sending Lend-Lease supplies to both Britain and the
Soviet Union.
• (Hitler had broken his non-aggression pact with the Soviet Union
by invading it in September 1941.)

Four Freedoms Speech
In January 1941, FDR delivered what became known as the Four
Freedoms Speech. In it, FDR described four fundamental
freedoms that he believed people everywhere in the world should
enjoy: freedom of speech and expression, freedom of worship,
freedom from want, and freedom from fear.
“In the future days, which we seek to make secure, we look
forward to a world founded upon four essential human freedoms.
The first is freedom of speech and expression- everywhere in the
world. The second is freedom of every person to worship God in
his own way- everywhere in the world. The third is freedom from
want…everywhere in the world. The fourth is freedom from
fear…anywhere in the world.”
How did this quote convince Americans to prepare for WWII?
https://www.youtube.com/watch?v=QnrZUHcpoNA&spfreload=10

Four Freedoms Speech
• The Four Freedoms speech marked an important shift in
America's attitude toward the war in Europe, moving the nation
much closer to direct involvement in World War II.
It also became a building block for the United Nations.
• In 1940, Congress passed the first peacetime military draft and
spent billions for defense. Isolationists tried to block the
extension of the draft, but lost by one vote (203-202) in the
House of Representatives.

The Atlantic Conference
• The Atlantic Conference: In August 1941, Churchill and FDR met
in Washington to decide how to conduct the war.
• FDR had always considered Hitler to be the number one enemy
of the United States.
• Churchill and FDR decided that the war in Europe (and the
defeat of Germany) was the top priority. This declaration
became known as the Atlantic Charter.

The Atlantic Conference
• The Atlantic Charter contained the terms agreed to by the U.S.
and Great Britain to govern war behavior and defined their
goals. The Atlantic Charter strengthened the alliance between
the U.S. and Great Britain.
• After World War II, the United Nations was formed on the basis of
the principles laid out in the Atlantic Charter.

Japan Attacks Pearl Harbor
The Japanese wanted to attack the U.S. at Pearl Harbor in
retaliation for a trade embargo enforced by the United States.
Japanese leaders believed that they could cripple the American
naval fleet by attacking Pearl Harbor.

• On the morning of December 7th, 1941, an American army radar
operator saw a large blip on the radar screen. He called the
officer on duty, who, believing it to be American, told the radar
operator, “don’t worry about it” and hung up the phone.
• Less than an hour later, Japan attacked the navy base at Pearl
Harbor, Hawaii on Dec 7, 1941 with more than 180 Japanese
warplanes killing 2,400 and injuring nearly 1,200. Japan sunk or
damaged 18 warships, nearly 200 planes were destroyed.

“Tears” (Oil Leaks) from the USS Arizona

The next day, as a result of the attack on Pearl Harbor, the U.S.
declared war on Japan.

https://www.youtube.com/watch?v=lK8gY
Gg0dkE&spfreload=10
President Roosevelt, referring to the Japanese attack on Pearl
Harbor, used the expression “a date which will live in infamy” in an
address to Congress when declaring war on Japan.

Three days later, Hitler honored his pact with Japan and Germany
declared war on the United States. This was one of the only
agreements that Hitler honored. He was only obligated to defend
Japan if they had been attacked. Italy also declared war on the U.S.

• With the attack at Pearl Harbor, we see the U.S. enter the
Second World War with Japan. FDR considered Hitler the
#1 enemy.
• In an unexplainable move, Hitler declared war on the U.S.
even though he was only obligated to help Germany’s
ally Japan in the event that Japan was attacked. This is
one of the only treaties Hitler honored and he really was
not obligated to honor this one. This brought the U.S. into
the War in Europe and may have been one of Hitler’s fatal
mistakes.
U.S. 4.6 Part 2: U.S. Entry into the War
Future Connections

1. What was significant about President Roosevelt’s
“Four Freedoms Speech?”
2. Give an example of how the United States tried to
remain isolated and neutral.
3. Why did Japan want to attack the United States at
Pearl Harbor?
YOU MUST WRITE
YOUR HEADING
CORRECTLY TO
GET CREDIT!
YOU MUST WRITE
IN COMPLETE
SENTENCES!

Welcome back, guys!
When you walk in…
Grab your notebook and get ready for
your bellringer. If you do not have a
notebook, use loose leaf!
Have your pencil/pen/highlighter
ready. If you need to borrow one, you
must leave your ID.
Your QUIZ on sections 4.7 and 4.8 will
be on Monday. YOU WILL HAVE A STUDY
GUIDE!

U.S. 4.7
Americans at War

Give two examples of how some commercials
seen on television today could be considered
propaganda. Make sure you can defend your
answer with an explanation!
U.S. 4.7 Bellringer 3/26/15

U.S. 4.7: Americans at War
• Office of War Mobilization
• Deficit Spending
• Propaganda
• Victory Gardens
• Office of Price Administration
• Patriotic Activities
• Rationing
• War Bond Drives
Key Terms
Objective
Students will be able to explain how the U.S. government financed
World War II, managed the economy, and encouraged public
support for the war effort.
• You will have a quiz on Section 4.6 and Sections 4.7 and 4.8.
will assess 4.6, 4.7, 4.8, 4.9, and 4.10.
Quizzes and Tests

• We see the U.S. brought into the war by a vicious attack by the
Japanese and a foolish declaration of war by Germany on the
U.S.
• However, as with WWI, the U.S. needed to first mobilize their
military and get ready for war. In addition, we must encourage
public support for the war and get all citizens to do their part.
We examine these issues in this part of the lesson.
Making Connections

Office of War Mobilization
President Franklin Roosevelt created the Office of War Mobilization
to centralize all agencies and resources involved in the war effort
during World War II.

Office of Price Administration
The Office of Price Administration (OPA) was established to create
price controls on nonagricultural commodities (goods) and
rationing essential consumer goods during World War II. This was
done to keep prices from rising out of control.

Office of Price Administration
• High levels of deficit spending helped the United States field a
well-equipped army and navy, bring prosperity to workers, and
pull the United States out of the Depression.
• Deficit spending also boosted the national debt from $43 billion
in 1940 to $259 billion in 1945.
• The United States began to come out of the Depression as a
result of producing goods for the allied forces.

War Production Board
One of the biggest changes on the U.S. home front during World
War II was that jobs were much easier to find, as a result of war
production; in addition, union membership rose.

Rationing
• Shortages of consumer items prevented Americans from
spending the high wages they earned during wartime and
limited the number of goods people could buy. As a result, the
government began to use rationing.
• The United States government issued ration coupons to help
conserve raw materials needed for the United States military.
Nutella was invented during
WWII because chocolate was in
short supply due to World War II
rationing.

Propaganda
• Popular culture during World War II was characterized by
patriotism and high morale.
• The Office of War Information was established in June 1942 to
work with magazines, ad agencies, and radio stations to create
ads and posters that would stir Americans’ patriotism and
therefore increase public support.

Propaganda
What is the message of this
propaganda?
Revealing military secrets can
lead to soldiers’ deaths

Propaganda
• Propaganda is a form of communication aimed at influencing
the attitude of a person/community toward a cause/position.
• During World War II, U.S. propaganda was used to increase
support for the war and commitment to an Allied victory.

What do you think is the
main purpose of this
poster?
• Does it encourage
young men to join the
army?
• Does it encourage
people to buy war bonds
or contribute money to
the war effort?
• What does it encourage
people to do?
Propaganda

Propaganda
• Using a wide variety of media, propagandists:
1. Formed hatred for the enemy and support for U.S. allies,
2. Urged greater public effort for war production and victory
gardens,
3. Persuaded people to make due with what they had so that
more material could be used for the war effort,
4. And sold war bonds.

What is the message of this
propaganda?
• Japanese and Nazis are
dangerous (duh.)
• Buy “victory bonds” (war
bonds)
• Buying war bonds provides
financial support for the
war
Propaganda

Der Fuehrer’s Face
Propaganda
https://www.youtube.com/watch?v=i8AmlhLl8lQ&spfreload=10
Not all propaganda was posters or signs. There were also many
propaganda short films and cartoons. The cartoon you are about
to watch has since been pulled for being insensitive.

Der Fuehrer’s Face
Propaganda

Patriotic Activities and Victory Gardens
• Americans were encouraged to do their part to help defeat the
Axis Powers. They were encouraged to be patriotic and do
patriotic activities, including:
1. Victory gardens
2. Recycling
3. Buying war bonds
4. Joining car-sharing clubs to conserve fuel

What is the message of
this propaganda?
Encourages Americans to
conserve fuel for the war
effort
Propaganda

Patriotic Activities and Victory Gardens
One popular idea was the victory garden, which was a home
vegetable garden planted to reduce the pressure on public food
supply brought on by the war effort.

War Bond Drives
• To finance the war, the United States government used deficit
spending, launched bond sales drives, and raised income
taxes.
• People were told they could do their part to help win the war if
they bought war bonds. This was the main action the
government took to help pay for the war effort. War bonds
allowed the government to borrow money from citizens that
would be repaid later with interest.

Mobilizing the Armed Forces
• The Selective Service and Training Act required all males aged
21 through 36 to register for military service.
• 5 million volunteered for service, but it was not nearly enough,
so another 10 million were drafted.
• Americans who served in the military called themselves GI’s, an
abbreviation for “government issue.” GI’s went through 8
weeks of basic training.

The Women’s Auxiliary Army Corp (WAAC) took over many duties
men did in the military – NOT COMBAT. 250,000 women served in
the military during the war. Army Chief of Staff, General George
Marshall, pushed for the formation of the WAAC because the
“need for ‘manpower’ was so great.”

Minorities took an active part in the military, including some
500,000 Mexican Americans, 1,000,000 African Americans, 50,000
Asian Americans, and 25,000 Native Americans.

• As we see public support begin to increase and the
American people begin to do their part. We will next
examine specific groups of people and the role they
played in the war effort.
• We shall examine the efforts of women, African-
Americans, and Native Americans. We will also examine
how Asian-Americans and Mexican-Americans were not
fortunate enough to make some social gains. In fact, in
many cases, their treatment became more harsh during
this time period.
Future Connections

Homework Tonight
ALWAYS REVIEW YOUR NOTES. EVERY NIGHT.
• Complete:
p. 599 #1 and #4
• Study:
Notes from 4.7
• Complete:
p. 599 #1, 4, 5
• Study:
Notes from 4.7
Non-Honors Honors
20 Points 30 Points
Homework 4.7
p. 599 #1 and #4
Name
Date
Period

U.S. 4.7 Exit Ticket 3/26/15
1. How was the United States able to finance World War II?
Give at least ONE example.
2. Explain how propaganda was effective in encouraging
public support for World War II.
3. What were 2 ways the U.S. government attempted to
manage the economy in the days before and during
World War II? Briefly explain.
YOU MUST WRITE
YOUR HEADING
CORRECTLY TO
GET CREDIT!
YOU MUST WRITE
IN COMPLETE
SENTENCES!

U.S. 4.8: Social Impact
and Role of Minorities

Give at least 2 examples of ways/places that you
have seen racism and/or discrimination in the
United States today (or in recent years).
U.S. 4.8 Bellringer 3/27/15

U.S. 4.8: Social Impact and Role of Minorities
• Rosie the Riveter
• Double V Campaign
• Executive Order 8802
• Congress of Racial Equality
• Philip Randolph
• Tuskegee Airmen
• Code Talkers
• 1943 Repeal of Chinese
Exclusion Act
• Zoot Suit Riots of 1943
• Japanese Internment
• Korematsu v. United States
Key Terms
Objective
• The students will learn about the role of minority groups, including
women, on the home front and in the military and describe how it
changed their status in society.
• The students will learn about the social aspects of the war and
how the war affected women, African-Americans, and other
minority groups.

• As you recall, we learned that the United States aimed to stay
neutral as the conflict in Europe began. Yet, we were drawn into
the war with the attack at Pearl Harbor. As the war waged in
Europe, back at home another fight was taking place. The fight
for equality.
• The efforts that began during World War II will lead us into social
changes that will transform American society from what is was to
what it is today. Twenty years from now (WWII) the United States
will undergo the Civil Rights Movement where African-Americans
as well as other minorities will fight for their rights as U.S. citizens.
Making Connections
• You will have a quiz on Section 4.6 and Sections 4.7/4.8. You will
not have a quiz on 4.9 or 4.10, but they will be on the test, which
will assess 4.6, 4.7, 4.8, 4.9, and 4.10.
Quizzes and Tests

Rosie the Riveter
Rosie the Riveter is a cultural icon of the United States,
representing the American women who worked in factories
during World War II.
A “Rosie” working on a bomber in
Tennessee (1943)

Rosie the Riveter
• Women of all ages and ethnic backgrounds went to work in
the wartime economy. Many joined the workforce out of
patriotism. As men were drafted, women stepped up to fill jobs
left vacant.
• Women took men’s places in industry and proved they could
weld and rivet as well as men.
These images and others have been restored; they were originally in
black and white.

Rosie the Riveter
At one point, women made up a record number of the civilian
workforce- about 35%.
0
5
10
15
20
25
30
35
40
1920 1930 1939 1943
Women as a Percentage of the
Labor Force, 1920 - 1943

Role of African Americans: Executive Order 8802
Civil Rights leaders like A. Philip Randolph organized a march in
Washington to protest racial discrimination in war industries and to
propose the desegregation of the American Armed forces.

However, the march was cancelled when President Roosevelt
issued the Executive Order 8802, or the Fair Employment Act,
which prohibited racial discrimination in the national defense
industry. This forced most able-bodied men to leave their jobs.

Nearly a million African Americans joined the military. At first,
black troops were limited to supporting roles (non-combat).
However, as casualties mounted, authorities reluctantly gave
African Americans the opportunity to fight.

Tuskegee Airmen and the Double V Campaign
• When given the opportunity to fight in WWII, African Americans
fought in segregated (separate) units from whites.
• Once such unit was the Tuskegee Airmen. These brave soldiers
became the first African American flying unit in the U.S. military.
As an effect of the accomplishments of the Tuskegee Airmen
during World War II, we saw the movement for full integration
into the military for African-Americans gain momentum.

Tuskegee Airmen and the Double V Campaign
To help bring about an end to discrimination, The “Double V”
Campaign began, where the first V was victory over the Axis and
the second V was victory in winning equality at home. This
campaign originated in The Pittsburgh Courier, an African
American newspaper.

Philip Randolph and the Congress of Racial Equality
• World War II was heralded as the war for freedom and
democracy, yet in America, black soldiers who had
experienced first-class citizenship abroad were treated as
second-class citizens at home.
• The Congress of Racial Equality (CORE), founded in Chicago in
1942 after considerable pressure from Civil Rights leader A.
Philip Randolph, believed in non-violent techniques to end
discrimination against blacks, including in war industries.

Role of Native Americans: Code Talkers
The term code talkers describes people who use a coded
language, especially the 400 Native Americans (Navajos) who
served in the U.S. Marine Corps. Their main job was the
transmission of secret messages.

Role of Native Americans: Code Talkers
Although the name “code talkers” is associated with Navajos in
WWII, code talking was originally pioneered by Choctaws serving
in the U.S. Army during World War I. These soldiers are referred to
as Choctaw Code Talkers.

Mexico declared war
on Germany on May
13th, 1942
Role of Mexican Americans: Barrios and Zoot Suit Riots
• Mexican Americans as well as native Mexicans faced
discrimination during the war. Towards the end of the war, more
opportunities presented themselves for these individuals.
• Due to a shortage of farm laborers, the U.S. sought help from
Mexico.

Workers from Mexico who worked on the farms were called
braceros. The program brought a rise in the number of Latinos in
Los Angeles and other cities in Southern California. Many Mexican
(American) laborers lived in Spanish-speaking neighborhoods
called barrios, where conditions were overcrowded.

• Zoot Suit Riots of 1943: In 1943 a series of riots broke out in Los
Angeles between white sailors and Marines and the Latino youth,
who were recognizable by the zoot suits they wore- which
included a long draped jacket and baggy pants with tight cuffs.
• This look offended many people, especially sailors who came to
Los Angeles on leave from nearby military bases.

• Groups of sailors roamed the streets in search of zoot-suiters,
whom they beat up and humiliated for looking “un-American.”
• In early June 1943, the street fighting grew into full scale riots. The
local papers blamed the Mexican-Americans for the violence.
Police officers often arrested the victims rather than the sailors
who had begun the attacks.
Zoot Suiters arrested

• Army and Navy officials finally intervened by restricting GI’s off-
duty access to Los Angeles.
• The Zoot Suit Riots were a reaction to the Sleepy Lagoon murder
case in which a Latino was killed by another Latino. This sparked
the media to begin a campaign calling for action against zoot-
suiters.
Police lineup for Sleepy Lagoon murder

Japanese Internment
• Japanese Americans suffered official discrimination in World War
II. Many Japanese Americans were interned, or confined to
camps in isolated areas, including many born in America.
• On February 19th, 1942, FDR, ordered the removal of Japanese
Americans (Nisei) from the west coast as part of a national
security move.110,000 were put in camps - 2/3 were Nisei, or
native born American citizens.

Japanese Internment
Japanese American children perform the Pledge of Allegiance
shortly before Japanese internment began

Executive Order 9066
Executive Order 9066, as it was officially known, resulted in the
internment of Japanese Americans for fear that they would be
disloyal to the U.S. during World War II.

Japanese Internment
A Nisei girl waits with her family’s
belongings
Grandfather and grandson at
Manzanar, July 1942

Japanese Internment
Japanese Americans at Camp Amache
3 Types of Camps:
1. Civilian Assembly Centers (Temporary)
2. Relocation Centers (Housing)
3. Detention Camps (“Disruptive” People)

Executive Order 9066
In 1988, Congress passed a law awarding each surviving
Japanese American internee $20,000 tax free money and
an apology. (“Reparations”)
President Reagan signs the Civil Liberties Act of 1988 (“Restitution
for World War II internment of Japanese-Americans and Aleuts”)

Korematsu v. United States
Korematsu v. United States (1944) was a landmark Supreme Court
case concerning the constitutionality of Executive Order 9066,
which ordered Japanese Americans to internment camps in WWII.
Fred Korematsu was a Japanese-American who refused to turn
himself in, violating Executive Order 9066. He argued that the order
was unconstitutional and it violated the fifth Amendment.

Korematsu v. United States
In a 6-3 decision, the Justices ruled in favor of the government.
They upheld Japanese internment because they said it was
necessary for national security.
Executive Order 9066 was never explicitly overturned. In 2011 the U.S.
Department of Justice cited it as an “error.” The picture on the right
shows Korematsu in recent years.

Role of Asian Americans
The Magnuson Act repealed the Chinese Exclusion Act, allowing
Chinese immigration for the first time since 1882, and permitting
some Chinese immigrants already residing in the country to
become naturalized citizens.
Lieutenant General Chennault’s “Flying
Tigers” included many Chinese Americans.

Homework Tonight
ALWAYS REVIEW YOUR NOTES. EVERY NIGHT.
U.S. 4.8: Social Impact and Role of Minorities
• Complete:
p. 629 #3
STUDY GUIDE FOR QUIZ
• Study:
Notes from 4.7 and 4.8
• Complete:
p. 629 #3 and 4
STUDY GUIDE FOR QUIZ
• Study:
Notes from 4.7 and 4.8
Non-Honors Honors
10 Points 20 Points
Homework 4.8
p. 629 #3
Name
Date
Period

1. How did the role of women change during World War II?
Give at least 2 examples.
2. How did the role of African-Americans change during
World War II? Give at least 2 examples.
3. How were OTHER minority groups treated in the U.S.
during World War II? Give 2 examples of groups that had
to deal with adversity.
YOU MUST WRITE
YOUR HEADING
CORRECTLY TO
GET CREDIT!
YOU MUST WRITE
IN COMPLETE
SENTENCES!

Unit 7: World War II [PowerPoint: Part 1]

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Unit 7: World War II [PowerPoint: Part 1]