Mr. Judd Name__________________

CH. 14 America and World War II Study Guide

It was the bloodiest, deadliest war the world had ever seen. More than 38 million people died, many of them innocent civilians. It also was the most destructive war in history. Fighting raged in many parts of the world. More than 50 nations took part in the war, which changed the world forever.

For Americans, World War II had a clear-cut purpose. People knew why they were fighting: to defeat tyranny. Most of Europe had been conquered by Nazi Germany, which was under the iron grip of dictator Adolf Hitler. The war in Europe began with Germany's invasion of Poland in 1939. Wherever the Nazis went, they waged a campaign of terror, mainly against Jews, but also against other minorities.

In Asia and the Pacific, Japanese armies invaded country after country, island after island. On December 7, 1941, Japanese planes bombed Pearl Harbor, Hawaii. The next day, the U.S. Congress declared war, taking the U.S. into World War II.

Pre-Test: World War II – The World at War

T F 1 Americans from many races and ethnicities served in the armed forces during World War II.

T F 2 The United States developed the atomic bomb in secret.

T F 3 After the attack on Pearl Harbor, Japanese-Americans in the U.S. were involuntarily sent to relocation camps.

T F 4 Rationing of raw materials and food affected only European citizens.

T F 5 The United States’ general strategy was to defeat Japan first, and then fight the war in Europe.

T F 6 The day Allied troops crossed the Rhine river and entered Germany is commonly Referred to as “D-Day.”

T F 7 President Roosevelt ordered the military to drop the atomic bomb on Japan.

T F 8 The United Nations was conceived during the closing months of the war as a world peacekeeping authority to replace the League of Nations.

T F 9 After the war, Nazi war criminals were put on trial for their crimes.

T F 10 The United States’ emerged as the strongest military and economic power after World War II.

Vocabulary: Clues are listed below. Print the word that matches the clue on the blank line by the clue.

1.________________ A nuclear weapon in which enormous energy is released by nuclear fission

2.________________ Cultural icon representing the women who worked in factories during World War II

3. _______________Became 33rd President of the United States on Roosevelt's death in 1945 and was elected President in 1948; authorized the use of atomic bombs against Japan

4. ________________The date the Allies celebrated victory in Europe. May 8, 1945

5. ________________Japan surrendered to the Allies, August 14, 1945; formal surrender took place September 2, 1945, ending the war.

6. ________________The alliance of Italy, Germany and Japan

7. ________________Code name for the secret United States project set up in 1942 to develop atomic bombs for use in World War II8. ________________German word meaning "lightning war"

9. ________________Communist dictator of Soviet Union

10. _______________The first day of the Allied invasion of Normandy

11.________________ United States physicist who directed the project at Los Alamos that developed the first atomic bomb12. _______________United States general who supervised the invasion of Normandy and the defeat of Nazi Germany; 34th President of the United States13. _______________Italian fascist dictator

14. ________________A German member of Adolf Hitler's political party

15. ________________Japanese prime minister and mastermind of Japanese military

16. ________________A ruler who is unconstrained by law

17. ________________The alliance of Britain, France and Russia

18. ________________German Nazi dictator during World War II

19. ________________Nickname for the American plane that dropped the Atomic bomb on Hiroshima, Japan20. ________________ A war in which Great Britain, France, the Soviet Union, the United States, China, and other allies defeated Germany, Italy, and Japan. (1939-1945)

Atomic Bomb V-J Day Dwight D. Eisenhower Axis Adolf Hitler V-E Day Allies Manhattan Project Rosie the Riveter Hideki Tojo D-Day Harry S. Truman Joseph Stalin Enola Gay Nazi Benito Mussolini Dictator J. Robert Oppenheimer Biltzkrieg

World War II MobilizationTurn to listed pages in the text book to fill in the rest of the graphic organizer.

War Production Board (WPB) coordinates the production ofmilitary supplies by U.S. industries

Rationing- families received a fixed amount of a certain item

The government raised taxes

Celebrities help raise funds (war bonds)

In 1940, Congress approved plans for the first peacetime draftin American History called the Selective Service and Training Act

World War II Propaganda

Industry and Labor

Conservation of Supplies

Money

Public Opinion/Social Control

Building an Army

Pg. 490-93

Pgs. 486-89

Pgs. 506-07

Pg. 507

Pg. 504 & 06

Guns were the principal weapon of World War II , but there were other more subtle weapons that the U.S. government used. This included propaganda messages in posters, radio, and film.Propaganda is a message put out by a government or organization to promote a policy, idea, or cause. During World War II , the U.S. government wanted the public to wholeheartedlysupport the war efforts. They also wanted to maintain a good public morale and a public commitment for the war. Persuading the American public became a wartime industry. The government launched an aggressive propaganda campaign to galvanize public support for the war or to encourage particular actions. The basic message was simpl e—we’re on the side of good, the enemy is the side of evil. These images and messages were designed to tug at human emotions. These types of messages included:

• Warnings of what could happen if America lost the war. Many of these messages were intended to scare people. They tried to motivate through fear to make sure Americans felt strongly about what the country was fighting for.• Pleas for buying war bonds to help fund the war effort. Fighting this war was expensive. The usual source of funding for the government was taxes. Rather than raise taxes, the government opted to sell war bonds. This provided extra funds to help pay for the war costs.• Encourage Americans to accept social change. Many Americans who didn’t join the armed forces were asked to join the industrial force. African Americans and women were able to obtain industry jobs that had not been available to them before the war. This was contrary to some social and racial beliefs. Posters and other propaganda devices stressed the importance of war production and acceptance of new people in the community and in local jobs.• Pushing for more effort—The U.S. government wanted to encourage more factory production and more community-led scrap drives. At the beginning of the war, the U.S. was unprepared; it did not have enough industries producing war items. This changed as industries that produced consumer goods like cars and radios were retooled to start producing items needed for war such as ships, airplanes, tanks, and guns. The government installed price and wage controls, and rationed consumer goods like coffee, meat, sugar, and other items.• Encouraging sacrifice. The government promoted the idea that everyone must sacrifice for the war effort. Obviously people who had a loved one serving overseas or had a son, father or husband die sacrificed more than others. But the government encouraged women to go without nylon or silk stockings so the materials could be used in parachute cords. Families were told to have meatless meals and to cut back on using sugar. People were also encouraged to leave their cars at home to save gas, and to grow their own vegetable gardens so farmers could supply the troops—all in the name of sacrifice.

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Analyzing a World War II Poster Worksheet Choose one of the World War II posters from the previous page and answer the following questions.

1. What is the written message on the poster?

2. Describe the image used on the poster.

3. What is the purpose of the poster?

4. Who was the audience for the poster?

5. What is the emotion the poster conveys?

6. Is there an underlying or deeper message in the poster that is not stated? If so, what is it?

7. What emotions does this poster raise?

8. Rate your poster on how well you think it does the job it was intended to do. Use these ratings:_____ a. One—not very good. Unclear why the poster was designed or what the message is

_____ b. Two—only fair. Message or image is not very clear_____ c. Three—average. Message and image understandable. _____ d. Four—better than average. Clever design and/or use of message_____ e. Five—excellent. Poster has emotional appeal and a great impact

Design a World War II Propaganda PosterIn the box below, design a World War II poster with this message: “I gave a man! Will you give at least 10% of your pay in War Bonds?”

The Rights of People of Suspect Ethnic BackgroundsKorematsu v. United States, 1944

★★★★★★★★★★★★★★★★ Background of the Case ★★★★★★★★★★★★★★★★

After the bombing of Pearl Harbor in December 1941 by Japanese planes, anti-Japanese sentiment on the West Coast rose to almost hysterical proportions. All people of Japanese ancestry, even citizens of the United States, were suspected of being pro-Japan, or worse— saboteurs and spies for Japan. Yielding to such sentiments, President Franklin D. Roosevelt issued an executive order that authorized the military to evacuate and relocate “all or any persons” in order to provide “protection against espionage and against sabotage to national defense. . . .”The military first set curfews on the West Coast for persons of Japanese ancestry. Later the military removed all persons of Japanese ancestry to war relocation centers. The order affected approximately 112,000 persons of Japanese ancestry, of whom about 70,000 were native-born American citizens. An act of Congress later reinforced the president’s order by providing penalties for violations.

Korematsu, a Japanese American citizen, refused to leave his home in California for a relocation camp. He was convicted in a federal court. His appeal to a United States circuit court failed, and he then brought the case before the United States Supreme Court.

Constitutional Issue ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★

Since the president is commander in chief of the armed forces and Congress is given the power to declare war, was the executive order and its Congressional counterpart a constitutional exercise of the war power?

★★★★★★★★★★★★★★ The Supreme Court’s Decision ★★★★★★★★★★★★★★

The Court decided against Korematsu by a vote of 6 to 3. Justice Hugo Black wrote for the Court.

In 1943 the Court had upheld the government’s position in a similar case, Hirabayashi v. United States. That case concerned the legality of the West Coast curfew order. In Hirabayashi, as well as in Korematsu, the Court’s language pointed toward the necessity of giving the military the benefit of the doubt on the grounds of wartime necessity.

In the earlier case, the Court had held that “we cannot reject as unfounded the judgment of the military authorities and of Congress. . . .”Likewise, in the Korematsu case, the Court declared, “We are unable to conclude that it was beyond the war power of Congress and the Executive to exclude those of Japanese ancestry from the West Coast area at the time they did.”

Justice Black cited evidence that, following internment, “approximately five thousand citizens of Japanese ancestry refused to swear unqualified allegiance to the United States and to renounce allegiance to the Japanese Emperor, and several thousand evacuees requested repatriation to Japan.” Although the Court admitted awareness of the hardships internment imposed on American citizens, it stated “hardships are part of war. . . . Citizenship has its responsibilities as well as its privileges, and in time of war the burden is always heavier.”

The question of racial prejudice “merely confuses the issue,” said the Court. The true issues are related to determining “military dangers” and “military urgency.” These issues demanded that citizens of Japanese ancestry be relocated by the military authorities. Black observed, “Congress, reposing its confidence in this time of war in our military leaders. . . , determined that they should have the power to do just this. . . . The need for action was great, and the time was short. We cannot—by availing ourselves of the calm perspective of hindsight—now say that at that time these actions were unjustified.”

★★★★★★★★★★★★★★★★★★ Dissenting Opinions ★★★★★★★★★★★★★★★★★★

Justices Frank Murphy and Robert H. Jackson wrote separate dissents.Murphy called the Court’s decision “legalization of racism.” He objected particularly on the grounds that the Japanese Americans affected had been deprived of equal protection of the law as guaranteed by the Fifth Amendment. Further, Murphy wrote, as no provision had been made for hearings “this order also deprives them of all their constitutional rights to procedural due process.” He saw no reason why the United States could not have done as Great Britain had done earlier in hearings during which about 74,000 German and Austrians residing in Britain were examined. Of these, only 2,000 had been interned.

In his dissent, Justice Jackson conceded that there might have been reasonable grounds for the internment orders. But, he wrote, “Even if they were permissible military procedures, I deny that it follows that they are constitutional. . . .A military commander may overstep the bounds of constitutionality, and it is an incident. But if we review and approve, that passing incident becomes the doctrine of the Constitution.”

After the war, many people realized the injustice of the Court’s decision. Finally, in 1988, Congress issued a formal apology to all internees and voted to give every survivor of the camps $20,000 in reparation.

DIRECTIONS: Answer the following questions. 1. On what constitutional basis did the Supreme Court deny Korematsu’s appeal?

2. If you had been a native-born Japanese American in 1942, what do you think would have been your

reaction to the internment order?

3. Justice Black became known as one of the staunchest defenders of the rights provided in the first ten amendments. Is his decision in the Korematsu case in keeping with his reputation?

4. What was the constitutional basis of Justice Murphy’s dissent?

5. The Court’s decision in the Korematsu case has been described as involving “the most alarming use of military authority in our nation’s history.” Do you think this description of the case is justified?

6. What is more important to you- the government protecting your civil rights or the government protecting our national security? Explain.Strangers in a Strange Land Sixty years ago, a generation of young Americans left their homes to fight a world war. That war was waged in two distant and very different places. In Europe, Americans faced hardship and danger. But they did so amid people and places that—while foreign—had important connections with their lives back in America. Terrain, weather, place names and, sometimes, ethnic ties were familiar links that provided some measure of comfort against the hardships of war.

Americans who fought the Japanese in the Pacific fought a very different kind of war. Whether in the jungles of New Guinea or on tiny atolls in the central Pacific, they confronted environments and cultures with fewer reference points. Their war involved vast distances, isolation and harsh, unfamiliar surroundings that placed special burdens on them.

Over two million young Americans went to war in the Pacific. They served in places as remote and far-flung as the Philippines, the Solomon Islands and Okinawa. Many struggled and died in places their families had never heard of. They waged a bloody war against a determined enemy.

Consider this: when the Japanese attacked the US Pacific Fleet on December 7, 1941, most Americans had never heard of Pearl Harbor and did not even know where it was.

Directions: Use the map on Pg. 513 in your textbook to identify the location of the following places on your map.

Part I

1. Japan 2. Tokyo 3. China 4. Manchuria 5. Pearl Harbor 6. Guadalcanal (Solomon Islands) 7. Midway Island 8. Gilbert Islands 9. Marshall Islands 10. Mariana Islands 11. Guam 12. New Guinea 13. Philippines 14. Singapore

15. Hong Kong 16. Aleutian Islands 17. Iwo Jima 18. Okinawa 19. Hiroshima 20. Nagasaki

Part II

Create a legend (key) on your map and identify the following: Japanese Empire and conquests Farthest extent of Japan’s conquests, July 1942 Allied Forces Major Battles Atomic Bombing

POINT-COUTNERPOINT: DIFFERENT VIEWS ABOUT THE USE THE ATOMBIC BOMB

Point

Counterpoint

“The only way to end the war against Japan was to bomb the Japanese mainland.”

Many advisors to President Truman, including Secretary of War Henry Stimson, had this point of view. They felt the bomb would end the war and save American lives. Stimson said, “The face of war is the face of death.”Some scientists working on the bomb agreed – even more so as the casualty figures from

Iwo Jima and Okinawa sank in. “Are we to go on shedding American blood when we have available a means to a steady victory?” they petitioned. “No! If we can save even a handful of American lives, then let us use this weapon – now!”

Two other concerns pushed Americans to use the bomb. Some people feared that if the bomb were not dropped, the project might be viewed as a gigantic waste of money.

The second consideration involved the Soviet Union. Tension and distrust were already developing between the Western Allies and the Soviets. Some American officials believed that a successful use of the atomic bomb would give the United States a powerful advantage over the Soviets in shaping the postwar world.

“Japan’s staggering losses were enough to force Japan’s surrender.”

Many of the scientists who had worked on the bomb, as well as military leaders and civilian policymakers, had doubts about using it. Dr. Leo Szilard, a Hungarian-born physicist who had helped President Roosevelt launch the project and who had a major role in developing the born, was a key figure opposing its use.

A petition drawn up by Szilard and signed by 70 other scientists argued that it would be immoral to drop an atomic bomb on Japan without fair warning. Many supported staging a demonstration of the bomb for Japanese leaders, perhaps by exploding one on a deserted island near Japan, to convince the Japanese to surrender.

Supreme Allied Commander General Dwight D. Eisenhower agreed. He maintained that “dropping the bomb was completely unnecessary” to save American lives and that Japan was already defeated. Ike told Secretary of War Henry Stimson, “I was against it [the bomb] on two counts. First the Japanese were ready to surrender and it wasn’t necessary to hit them with that awful thing. Second, I hated to see our country be first to use such a weapon.”

Questions for Discussions

1. What were the main arguments for and against dropping the atomic bomb on Japan?

2. How did the battles on Iwo Jima and Okinawa influence the decision to use the bomb against Japan?

3. What reasons did opponents of using the bomb offer to Secretary Stimson?

4. Do you think the United States was justified in using the bomb against the Japanese? Explain your answer.

WORLD WAR II

THEATERS OF OPERATIONMr. Judd

WWII was truly a global conflict with battles and strategy literally taking place around the world. The allies identified two distinct areas: The Pacific Theater of Operations (PTO) and the European Theater of Operations (ETO). Separate the following list of subjects under either the ETO or PTO and provide a brief description of the subject.

Example:

Pearl Harbor – PTO- On Dec. 7, 1941, the U.S. naval base at Hawaii was attacked by Japan killing 2403 and bringing the U.S. into World War II.

1. Douglas MacArthur 2. Dwight Eisenhower3. Manhattan Project 4. Navajo Code Talkers

5. Audie Murphy 6. Iwo Jima7. Operation Overlord 8. Stalingrad

9. Island Hopping 10. Battle of Britain11. Auschwitz 12. Doolittle’s Raid

13. Battle of the Bulge 14. Kamikazes15. “I Shall Return” 16. “Never have so many owed so

much to so few”

17. Tuskegee Airmen 18. Bataan Death March19. Okinawa 20. George Patton

Bonus Quote: “Nuts”

1. Sub Spotteda. Written message: “‘Sub Spotted—Let ‘em have it!’ Lend a Hand—Enlist in your Navy today”b. Image: Sailor guiding a canister (depth charge) labeled “TNT ” while other sailors lower it down on a shaft. The flash inthe background is a depth charge with shaft attached that has just been launched.c. Purpose: To persuade men to enlist in the U.S. Navyd. Audience: Young men from 18 to early 30se. Emotion: Pridef. Underlying message: These young men look strong and brave, so if you enlist, you will become strong and brave too.

2. Careless Worda. Written message: “A careless word…A Needless Sinking”b. Image: Men in a row boat at sea. Some look to be injured with torn clothes. In the background a burning ship is sinking.c. Purpose: To keep people from talking about war secrets. Germany had spies working in the U.S. For example, if a spyoverheard someone talking about their son’s ship leaving Norfolk, VA, on a certain day, the spy could notify the Germanswho could have a submarine waiting outside the harbor to try and sink the ship.d. Audience: People in the U.S.e. Emotion: Fearf. Underlying message: Uses fear to reinforce written message. The sinking ship looks frightening.

3. You buy ‘em, we’ll fly ‘ema. Written message: “‘You buy ‘em, we’ll fly ‘em!’ Defense Bonds Stamps”b. Image: A pilot in the cockpit of his plane with other planes in the background. He is giving a thumbs up signal.c. Purpose: To encourage sales of defense bonds.d. Audience: People in the U.S.e. Emotion: Pridef. Underlying message: The pilot looks capable and brave while the planes in the background look impressive. This tries toconvince everyday Americans that they have a part in keeping the pilots and airplanes flying for the war.

4. We’re in the army nowa. Written message: “We’re in the army now. Your aid is vital. Save metals, rags, paper, bones, rubber, glass. They are used in war supplies. Get in touch with your local committee.”b. Three well-dressed women. One is carrying folded newspapers, the other kitchen utensils and the third an iron decorative item. A dog is carrying a bone.c. Purpose: To encourage people to recycle home, business, and farm items.d. Audience: People in the U.S.e. Emotion: Togethernessf. Underlying message: The musical notes are there because “We’re in the army now” was a popular song. This encourages the idea that people at home were helping to fight the war. The use of three attractive, well-dressed women is a advertising technique that helps people see themselves as characters in the ad who are helping out. The dog was added as being cute, but actually bones could be used to make glue for aircraft, ground up to make fertilizer or turned into glycerin for explosives, so even the family dog was helping out. 5. Don’t let that shadowa. Written message: “Don’t let that shadow touch them. Buy War Bonds”b. Images: Three children on the grass holding toys. The older boy is holding an airplane while the younger has an American flag. They look frightened as the shadow of a swastika covers the ground.c. Purpose: To sell war bondsd. Audience: People in the U.S.e. Emotion: Fearf. Underlying message: That our children could be threatened by Nazi Germany if we don’t win the war.

6. We can do ita. Written message: “We Can Do It!”

b. Images: A woman dressed in a blue work shirt with a red bandana holding her hair back. She is flexing her arm muscles.c. Purpose: Encourage women to work at formerly all-male jobsd. Audience: Adult womene. Emotion: Pridef. Underlying message: By putting her in a blue collar shirt, the poster suggests that women can work in blue collar positions, since (having her flex her arm muscles) women are strong enough. The premise was that if women would work in formerly all-male jobs, then men could join the armed forces and fight.

7. Americans will always fight for libertya. Written message: “1778, 1943. Americans will always fight for liberty”b. Images: In the background are Continental army soldiers with the year 1778 over their heads while modern day soldierswith the date 1943 over their heads march in front. Both groups of soldiers are looking at each other.c. Purpose: To make the populace feel more patriotic and to reinforce the belief that Americans are fighting World War II for liberty.d. Audience: All Americanse. Emotion: Pride, patriotismf. Underlying message: Just as the people in Colonial American rose up against tyranny and fought the Revolutionary War, Americans today are fighting for liberty for themselves and others in World War II .

8. Get a load of thisa. Written message: “Get a load of this… The Army needs lumber for crates and boxes”b. Image: Three men, two with their shirts off appear to be loading or unloading crates while in the background ships areunder attack.c. Purpose: To get people to conserve lumber so there would be more for the war effortd. Audience: Farmers and lumber companiese.e. Emotion: Wanting to helpf. Underlying message: The posters often showed men with their shirts off and with muscled arms. This was a propaganda technique to imply that American soldiers were young and strong. The enemy was usually drawn as sinister characters. This was part of defining the enemy as evil and Americans as good. This poster encouraged people to help young, strong American soldiers.