The United States Through Modern Times. Sample Lesson.

Transcription

1 The United States Through Modern Times Sample Lesson Welcome to History Alive! The United States Through Modern Times. This document contains everything you need to teach the sample lesson World War II. We invite you to use this sample lesson today to discover how TCI can make history come alive for your students. Contents Overview: Sample Lesson 29: World War II 2 Student Text 5 Procedures 34 Student Materials 42 Teacher s Guide 74 Assessment 75 Differentiating Instruction Watch a lesson demonstration 2. Learn about strategies behind the program 3. Discover the new and improved Teacher Subscription and Student Subscription [email protected] , ext 0

2 Overview History Alive! The United States Through Modern Times captures the story of the United States from the precolonial era to the 21st century. Students investigate the people, events and movements that define our nation and practice skills that help them understand how the past influences and shapes the present. Sample Lesson: 29 World War II Our Colonial Heritage 1 The First Americans 2 European Exploration and Settlement 3 The English Colonies in North America 4 Life in the Colonies Revolution in the Colonies 5 Toward Independence 6 The Declaration of Independence 7 The American Revolution Forming a New Nation 8 Creating the Constitution 9 The Constitution: A More Perfect Union 10 The Bill of Rights Launching the New Republic 11 Political Developments in the Early Republic 12 Foreign Affairs in the Young Nation 13 A Growing Sense of Nationhood 14 Andrew Jackson and the Growth of American Democracy An Expanding Nation 15 Manifest Destiny and the Growing Nation Americans in the Mid-1800s 17 An Era of Reform 18 The Worlds of North and South 19 African Americans in the Mid-1800s The Union Challenged 20 A Dividing Nation 21 The Civil War 22 The Reconstruction Era Migration and Industry 23 Tensions in the West 24 The Rise of Industry 25 The Great Wave of Immigration A Modern Nation Emerges 26 The Progressive Era 27 The United States Becomes a World Power 28 The Roaring Twenties and the Great Depression The United States Since World War II 30 The Cold War 31 The Civil Rights Movement 32 Contemporary American Society 16 Life in the West FREE 30 DAY TRIAL The BEST way to sample this program! Test-drive with a 30 Day Trial With the Teacher Subscription, teachers can get an entire class interacting with one computer, an internet connection and a projector. Students meet the Common core Standards using the Student Subscription s Digital Notebook. 2

3 Sample Lesson 29: World War II In a Problem Solving Groupwork activity, students present radio broadcasts on the impact of World War II on eight social and ethnic groups in the United States. Below is a sampling of slides from the Classroom Presentation. Preview: Students show what they know before diving into the lesson. Activity: Students create a timeline of key events in World War II. 3

4 Activity: In a Problem Solving Groupwork, students present radio broadcasts on the impact of World War II on eight social and ethnic groups in the United States. Processing: Students create a commemorative stamp set that shows how World War II affected the people of the United States. 4

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6 Student Text Geography Challenge The United States in the Modern Era World War II was a global war fought on an unprecedented scale. Historians estimate that as many as 60 million people throughout the world died in the conflict. In the course of the war, U.S. troops fought overseas in Europe, North Africa, and Asia. The war also profoundly changed life within the United States by providing new economic and social opportunities for many Americans. The United States and its allies emerged victorious from World War II, but this did not mean an end to conflict. The United States and the Soviet Union, who had been allies during the war, quickly became rivals. The communist Soviet Union and the democratic and capitalist United States held fundamentally conflicting worldviews. Their rivalry, known as the Cold War, was the central factor that shaped how the United States engaged with the rest of the world for the next 40 years. Like World War II, the Cold War was also 6

7 fought on a global scale. As this map shows, the United States and the Soviet Union competed to draw nations onto their side, creating a bipolar world. By 1955, two opposing alliances had formed. The United States led NATO, the Western alliance. The Soviet Union led the Warsaw Pact, the alliance centered in Eastern Europe. The two powers also fought to gain influence in countries that were not formal members of either alliance. As a result, events in nations throughout the world were affected by the Cold War struggle. Some of these events are highlighted on the map. As the nation was engaged in a global struggle with the Soviet Union, many changes were occurring within the United States. The African American civil rights movement, when activists and ordinary people fought to end segregation and racial discrimination in the United States, had a profound impact on the nation beginning in the 1950s. Americans also dealt with evolving economic conditions, including periods of growth and periods of contraction. Additionally, the decades after World War II were shaped by far-reaching political and cultural change. 7

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9 Chapter 29 World War II How did World War II change the United States? 29.1 Introduction The peace settlement that ended World War I was unsatisfactory to many nations, even some nations on the winning side of the war. As a result, the peace of the 1920s was a troubled one, marked by instability within nations and between them. Unrest intensified in the 1930s, as the Great Depression that began in the United States spread around the world. The hard times that followed, when added to tensions that already existed, caused people in some countries to support dictators rulers who have absolute power who promised order, prosperity, and a better future. Dictatorships developed in Germany, Italy, and the Soviet Union. In Italy, a leader named Benito Mussolini overthrew the government in Within a few years, he turned the Italian government into a dictatorship based on a political philosophy called fascism. Mussolini planned to expand Italy s territory and to restore Italy to the glorious days of the ancient Roman Empire. Russia also became a dictatorship. In 1922, the Communist Party in Russia formed the Union of Soviet Socialist Republics (USSR), commonly known as the Soviet Union. By the 1930s, Soviet leader Joseph Stalin had established a dictatorship and created a totalitarian state. The Communist Party totally controlled all aspects of the government, economy, and society. Under the Nazi Party, Germany also fell to dictatorship. In Germany, the effects of the Great Depression were especially severe. By 1932, about a third of German workers were out of work. Industrial production was cut nearly in half, and German exports fell dramatically. Banks failed and could no longer make loans to businesses. Many German farmers lost their farms, which led to food shortages. In the 1930s, a leader named Adolf Hitler took advantage of Germany s troubles to stir up German nationalism. Hitler led the National Socialist German Workers Party, also known as the Nazi Party. The Nazis wanted to create a powerful Germany, and to greatly expand German territory. They also believed that ethnic Germans were racially superior to other peoples. They aimed to deny citizenship and political power to those who were not ethnically German and especially to Jews. Benito Mussolini established a dictatorship in Italy in the 1920s. Mussolini based his rule on the ideals of fascism, the authoritarian political philosophy he developed. Adolf Hitler was influenced by Mussolini s ideas, and established a fascist state in Germany in the 1930s. This American propaganda poster shows cannons labeled with the flags of the Allied powers that fought against Germany, Italy, and Japan in World War II. World War II 557 9

10 fascism a political philosophy or system marked by strong central authority that places the nation above individual rights and freedoms totalitarian a governing system in which a ruling elite holds all power and controls all aspects of society, allowing no opposition and often maintaining power with the use of terror and secret police In the 1930s, Adolf Hitler and the Nazi Party transformed Germany into a totalitarian state. Hitler s promise to create a stonger, more prosperous Germany appealed to many discontented Germans. The Nazis promised to impose order, promote their racial policies, and create a stronger, more prosperous Germany. Their message appealed to unemployed workers, farmers, and young people eager to support the ideals of German nationalism. The Nazi message also appealed to middle-class Germans who were being hurt by the depression. By the end of 1932, the Nazis were the largest political party in the German parliament. In 1933, Germany s president named Hitler as chancellor the top position in the German cabinet. Once in power, Hitler moved quickly to create a government based on the principles of fascism in which he held all the power. Hitler brought Germany under complete Nazi control and established a totalitarian state. All other political parties were banned. Nazis were appointed to head all state and local governments. In 1934, Hitler combined the offices of president and chancellor and ruled Germany as a dictator. Like the Nazis, in Japan military leaders also sought to greatly expand their nation s territory. In the 1930s, the military began to gain more power and play a greater role in government. They used aggressive military action to conquer new land and seize raw materials. In 1931, Japan invaded and took control of a region in China called Manchuria. More aggression followed in The Japanese army attacked Beijing, China s capital, and went on to capture the city of Nanjing. In Nanjing, Japanese soldiers massacred about 300,000 Chinese civilians. Meanwhile, European leaders Mussolini and Hitler began to use military force to gain territory. Mussolini invaded the East African nation of Ethiopia in In 1936, Hitler sent German troops to occupy the Rhineland, a German region on the border with France. The Treaty of Versailles prohibited military action in this region. But the League of Nations did nothing to stop Germany. In 1938, Hitler annexed Austria and part of Czechoslovakia as part of his plan to unite all German-speaking peoples. At first, Great Britain and France chose to avoid war by allowing Hitler to expand German territory. But in 1939, when Germany took over the non-german speaking area of Czechoslovakia, Britain and France were prompted to take stronger action. They said that if Germany made further attacks on small states, they would declare war. Hitler had no interest in avoiding war. He had already made plans to invade Poland. On Hitler s order, German troops invaded Poland on September 1, Two days later, Great Britain and France declared war on Germany. World War II had begun. Great Britain and France were known as the Allied powers. In 1940, Germany, Italy, and Japan formed a military and political alliance called the Axis powers. When war broke out, the United States stayed neutral. Despite its tradition of isolationism, however, the United States would soon join the Allies in the fight against the Axis powers. 558 Chapter 29 10

11 29.2 The United States Enters World War II At first, the Axis powers seemed unstoppable. By the end of 1941, Japanese forces had conquered most of China and had moved into French Indochina. France had fallen to Germany, and the German army had begun an invasion of the Soviet Union. The Axis powers also controlled most of North Africa. Great Britain and the Soviet Union were the only powers left to fight against the dictators in Europe. The United States Provides Aid President Franklin Roosevelt knew that Americans were not yet ready to abandon isolationism and join the war. But he was able to persuade Congress to sell, lend, or lease war supplies to any country whose defense the President deems vital to the defense of the United States. Passed in early 1941, this legislation was called the Lend-Lease Act. Over the course of the war, the United States gave about $50 billion in war supplies to more than 40 Allied nations. Most of the aid went to Britain, France, the Soviet Union, and China. At the same time, Roosevelt prepared for war. He got funding from Congress for ships and planes, and started the first peacetime draft. Japan Attacks the United States While the war in Europe grabbed headlines, tensions were also rising between the United States and Japan. In 1942, Japan began to occupy bases in southern Indochina (now Vietnam and Cambodia). The United States protested by halting trade with Japan. This trade embargo cut Japan off from the one thing its leaders could not live without oil for their armed forces. They could get oil by seizing the Dutch East Indies (now Indonesia). But the United States and its navy stood in their way. The morning of Sunday, December 7, 1941, dawned cloudy at Pearl Harbor, Hawaii, the home of the U.S. Navy s Pacific fleet. Aboard the battleship Oklahoma, crew members were eating breakfast when loudspeakers blared out, Real planes, real bombs; this is no drill! Japanese planes roared out of the clouds, raining bombs on the naval base. The Oklahoma sank almost immediately. Four hundred and twenty-nine crew members aboard were killed. Nearby, the battleship Arizona caught fire and disappeared beneath the waves, taking more than 1,000 men with it. In a little more than two hours, the Japanese had sunk or damaged all eight battleships in the U.S. Pacific Fleet. The attack destroyed or damaged 347 aircraft. More than 2,400 Americans were killed. The next day, President Roosevelt spoke to a shocked nation. Yesterday, he began, December 7, 1941 a date which will live in infamy [evil fame] the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. Within an hour, Congress declared war on Japan. In turn, Germany and Italy declared war on the United States. America was finished with isolationism. It was time to fight. On December 7, 1941, the Japanese launched a surprise attack against the U.S. Pacific Fleet at Pearl Harbor. This photograph shows the wreckage of the USS Arizona. The United States lost all eight battleships in the Pacific Fleet. World War II

12 During the course of the war, the Red Army, as the Soviet forces were known, destroyed more German divisions than all the other Allied forces combined. But the Soviets also suffered enormous loses. Historians estimate that 20 million Soviet soldiers and civilians died in the war. In this image, two soldiers in the Red Army operate a machine gun. General Dwight D. Eisenhower directed the invasion of France that began with D-Day on June 6, Eisenhower is shown here preparing his troops the day before the start of the invasion in which 176,000 British, Canadian, and American soldiers landed on the coast of German-occupied France. Eisenhower s military career as supreme commander of the Allied forces in Western Europe would later help him win the presidency The War in Europe Great Britain and France had been fighting Germany since In 1940, Italy entered the war on the side of Germany and the Axis powers. France surrendered to Germany in Great Britain fought on alone, led by Prime Minister Winston Churchill. In the Battle of Britain, the Royal Air Force successfully defended Britain from bombing raids launched by German planes over a devastating three-month period in the summer and fall of By the time the United States entered the war, the Axis powers controlled most of Europe. In late December 1941, President Roosevelt met with Churchill in Washington, D.C. Believing that Germany posed a bigger threat to the world than Japan, they agreed that the Allies should concentrate first on the war in Europe. The Allies Invade North Africa and Italy When the United States entered the war, the Allied powers were not strong enough to attack Germany directly. Instead, they began their campaign in North Africa, where German defenses were weaker. In November 1942, more than 100,000 Allied troops landed in North Africa with a mission to destroy the Axis forces. The bulk of the Axis troops in North Africa were Italian, but Germany s Afrika Korps formed the backbone of the force. The Afrika Korps was led by General Erwin Rommel, the legendary Desert Fox. After months of fierce desert fighting, the Afrika Korps surrendered in May From North Africa, the Allies crossed the Mediterranean Sea to attack Italy. The Italian island of Sicily fell quickly. But conquering the mountainous Italian peninsula proved to be far more difficult. Even after the Italians surrendered, German troops stubbornly defended Italy. It took the Allies almost two years to drive the Germans off Italian soil. The Battle of Stalingrad Meanwhile, beginning in June 1941, Hitler launched an invasion of the Soviet Union. Under the leadership of Joseph Stalin, the Soviets joined the Allies and fought back against Germany. Advancing rapidly, German troops reached the industrial city of Stalingrad in the summer of At Stalingrad, German firebombs set most of the city ablaze, but Stalin ordered his soldiers not to retreat. As the brutal Russian winter set in, the German army attacking the city was surrounded by Soviet troops and forced to give up. The bloody defense of Stalingrad cost the Soviets more than 1 million soldiers and civilians more than all the American casualties in the entire war. However, the victory marked a turning point. After Stalingrad, the Russian army stopped retreating and began to advance on Germany. The Soviet struggle on the Eastern front played a huge role in defeating Germany. In the course of the war, Soviet troops destroyed more German divisions than the British, Americans, and other Allied countries combined. 560 Chapter 29 12

13 The Allies Liberate France While the Soviet Union prepared to invade Germany from the east, the Allies readied an invasion of France from the west. They gave the mission the code name of Operation Overlord. D-Day, or invasion day, came on June 6, Early that morning, about 176,000 troops, 4,000 landing craft, 600 warships, and almost 14,000 planes left England for the beaches of Normandy, on the coast of German-occupied France. The D-Day invasion was the largest combined land-sea-air operation in history. It began with a massive air and sea bombardment of German positions on the Normandy coast. Even with this support, troops landing on the beaches were met by murderous fire from the cliffs above. It seemed we had entered hell itself, an American recalled. The whole beach was a great burning fury. All around were burning vehicles, puffed-up bodies.... The water was burning. Despite heavy losses, the troops captured the Normandy beaches. Within two weeks, the Allies landed a million soldiers in France and began to move inland. German Concentration Camps By 1945, the Allies were closing in on Germany. While marching across Poland toward the German capital of Berlin, Soviet troops came upon Majdanek, a German concentration camp. There they found a thousand people so weak and sick that they seemed like living corpses. They also found a huge crematorium a furnace for burning dead bodies. This is not a concentration camp, reported a horrified Soviet war correspondent. It is a gigantic murder plant. World War II in Europe and North Africa, N 50 N ATLANTIC OCEAN 40 N Nov N W S PORTUGAL ICELAND 20 W 10 W 0 10 E 20 E 30 E N North Sea IRELAND DENMARK GREAT Pas de Berlin East BRITAIN Calais (Captured Prussia May 2, 1945) (GER.) London NETH. Rhine R. Warsaw D-Day BEL. (June 6, 1944) Buchenwald Auschwitz GERMANY POLAND Battle of the Bulge Paris FRANCE (Liberated Dachau Vienna Aug. 25, 1944) SWITZ. AUSTRIA VICHY HUNGARY ROMANIA E Normandy Aug N O R W AY Apr ITALY Elbe R. July 1943 Danube R. S W E D E N Oder R. Baltic Sea CZECH. YUGOSLAVIA F I N L A N D Sept July 1944 Dec Nov Mar Aug Axis powers before World War II Extent of Axis control early Nov Allies Neutral nations Allied troop movements Major battles (Allied victories) Moscow SOVIET UNION Ukraine Stalingrad (Aug. 21, 1942 Jan. 31, 1943) FRANCE (Occupied Nov. 1942) Black Sea BULGARIA SPAIN Rome ALBANIA (Liberated June 4, 1944) (IT.) TURKEY Tunis GREECE (Occupied Sicily May 12, 1943) SYRIA Casablanca ALGERIA MOROCCO LEBANON TUNISIA Mediterranean Sea PALESTINE FRENCH NORTH AFRICA (BR.) Alexandria mi. Suez LIBYA El-Alamein Canal km (IT.) (Oct. 23 Nov. 5, 1942) EGYPT Aug Volga R. Caucasus SAUDI ARABIA D-Day June 6, 1944, the day that the Allied invasion of German-occupied France began At the start of 1942, the Axis powers controlled much of Europe and North Africa. The Allied strategy for defeating Germany and Italy called for massive invasions of Axis-controlled territory. Allied troop movements ultimately joined in Germany, where the Allies captured Berlin, the capital city, in May TCI7 67 Europe and North Africa, USH_SE_36-3A Black Cyan Magenta Yellow Fourth Proof World War II 561

14 Holocaust the systematic, state-sponsored persecution and murder of Jews and other minority groups by the Nazis When American soldiers landed on Iwo Jima in February 1945, they faced fierce opposition from the Japanese, who believed in fighting to the death. Almost 7,000 Americans died during the battle to capture this small island. In this photo taken during the battle, U.S. troops advance up a hill. He was right. Long before invading Poland, Hitler and his followers had persecuted Jews and other groups, including Gypsies and Poles. They viewed these groups as inferior to the German master race. When German troops invaded the Soviet Union, they formed mobile killing squads, and executed over 1 million Jews as the army advanced into Soviet territory. Germany then turned to more industrial methods of killing. Wherever German troops went, they rounded up Jews and other groups they considered inferior and sent them to prison camps. Some were forced to work as slaves. The rest were murdered soon after their arrival. This massive program of systematic murder came to be called the Holocaust. Across Europe, the Nazis murdered 11 million people in the Holocaust. Six million of them were Jews. As the Allies pushed toward Berlin from the west, they found more death camps, each more horrifying than the last. After seeing the horrors at the Gunskirchen concentration camp, one American said, I finally knew what I was fighting for, what the war was all about, and why Hitler had to be defeated. The War Ends in Europe By April 30, 1945, Hitler knew the war was lost. Rather than surrender, the German dictator committed suicide in his Berlin headquarters. A week later, Germany surrendered to the Allies. Throughout the Allied countries, people celebrated V-E Day (Victory in Europe Day). But the struggle was only half over. On the other side of the world, the Pacific war still raged The War in the Pacific The United States did not wait until V-E Day to move against Japan. While the Americans rebuilt their Pacific Fleet after the attack on Pearl Harbor, Japan quickly expanded its Asian empire. By the spring of 1942, Japanese forces controlled an area covering almost a seventh of the earth. The Battle of Midway In May 1942, a huge Japanese fleet headed for Midway Island in the Pacific. From that point, Japanese forces could easily invade Hawaii. Although outnumbered, U.S. bombers attacked the Japanese fleet again and again. By the end of the Battle of Midway, Japan had lost four aircraft carriers and 322 planes. Never again would Japan directly threaten the United States. The tide of battle in the Pacific had turned. 562 Chapter 29 14

15 World War II in the Pacific, E 120 E SOVIET UNION Island Hopping After Midway, the Allies began the task of driving the Japanese off hundreds of islands scattered over thousands of miles of ocean. Rather than attack every Japanese stronghold, the Allies adopted a strategy known as island hopping. Using this strategy, Allied troops seized islands that were less well defended. Then they used these islands as bases from which to attack Japanese ships supplying nearby islands. As a result, reported a Japanese officer, Our strong points were gradually starved out. While island-hopping worked, few islands fell easily. Japanese soldiers viewed surrender as deeply shameful, and they offered fierce resistance. One U.S. marine observed, You don t really comprehend it until you get out there and fight people who are faced with an absolutely hopeless situation and will not give up. The Allies Push Toward Japan The Allies push through the Pacific steadily shrank the defensive forces the Japanese had established around Japan. Those forces disappeared after the Allies captured the key islands of Iwo Jima and Okinawa in early The month-long Battle of Iwo Jima was among the bloodiest of the war. Nearly all of the 22,000 Japanese troops fought to their deaths. More than 6,800 American troops also died. To capture the much larger island of Okinawa, the Allies mounted a huge invasion in April More than 1,300 American ships, including 40 aircraft carriers, supported a force of 182,000 American troops. As on Iwo Jima, the 120,000 Japanese troops defending Okinawa fiercely resisted the invaders. The Battle of Okinawa continued for three months. It claimed the lives of some 12,000 American and more than 100,000 Japanese soldiers. Earlier in the Pacific war, the Japanese had introduced a new method of attack. Japanese pilots flew planes filled with explosives into American warships to blow them up. The men flying these suicide missions were called kamikaze pilots. Kamikaze, which means divine wind, was the name given to a legendary storm that saved Japan from an invasion by sea in In the Battle of Okinawa alone, kamikaze attacks killed 5,000 American seamen. 90 E MONGOLIA Sumatra MANCHURIA Ryukyu Is. 135 E 150 E 165 E W Alaska (U.S.) Beijing CHINA KOREA Hiroshima Tokyo PACIFIC OCEAN Chongqing Shanghai Nagasaki Okinawa Midway 30 N INDIA Formosa Iwo Jima BURMA Hong Hawaiian Is. Kong Mariana Is. Wake I. Pearl Harbor THAILAND Saipan Manila 15 N FRENCH PHILIPPINE Guam INDOCHINA ISLANDS Leyte Gulf Marshall Is. MALAYA CAROLINE ISLANDS Singapore Tarawa Borneo Celebes New Guinea Gilbert Is. Equator 0 DUTCH EAST INDIES Solomon INDIAN Is. Java OCEAN Guadalcanal Coral Areas under Japanese control, 1942 Sea 15 S Greatest extent of Japanese naval power, ,000 2,000 mi. Allied advances Major battles 0 1,000 2,000 km Burma Road JAPAN 1945 Kuril Islands Attu I Dutch Harbor Aleutian Islands 1943 W N S E 45 N The U.S. military led the Allied forces in the Pacific and did most of the fighting. After the Battle of Midway, the Allies began their offensive in the Pacific in August 1942 with the invasion of Guadalcanal. The Battle of Guadalcanal lasted for six long months. U.S. troops fought the Japanese on land, in the air, and at sea. As the Allies captured islands, they then used these islands as bases for attacks on other islands. This strategy of island-hopping successfully and gradually drove the Japanese forces back toward Japan. 15 World War II 563

16 atomic bomb an immensely powerful weapon whose violent energy comes from splitting the atom (the basic unit of matter) The detonation of an atomic bomb creates a mushroom-shaped cloud of atomic explosion. This image shows the detonation of an atomic bomb over Nagasaki on August 9, The explosion instantly killed an estimated 40,000 people. The United States Develops the Atomic Bomb President Roosevelt did not live to see the hard-won victory in Okinawa. On April 12, 1945, he died from a stroke. Vice President Harry S Truman became the nation s new president. A few days later, Truman was handed a memo that began, Within four months we shall in all probability have completed the most terrible weapon ever known in human history. This was the first Truman had heard of the Manhattan Project and the atomic bomb. The Manhattan Project was a top-secret U.S. government program established to build an atomic weapon. The program had been set up under Roosevelt in 1942 and was kept so secret that even his vice president did not know about it. A team of scientists, many of whom had fled from fascist nations in Europe, carried on the research and development. When the first bomb was successfully tested at a site in New Mexico in July 1945, Truman faced a terrible choice. He could order an invasion of Japan, which might cost half a million American lives. Or he could use this frightening new weapon. The United States Uses the Atomic Bomb Truman did not hesitate. I regarded the bomb as a military weapon and never had any doubt that it should be used, he wrote of his decision. Japan was warned that it faced prompt and utter destruction unless it surrendered at once. No surrender came. On August 6, 1945, an American plane named the Enola Gay dropped an atomic bomb on the Japanese city of Hiroshima. A blinding flash filled the sky. The explosion that followed killed about 70,000 people, most in mere moments. I felt I had lost all the bones in my body, recalled a survivor. I saw a beautiful blue sky and a dead city. A stunned Japan did not surrender. Three days later, a second atomic bomb exploded over the city of Nagasaki, killing an estimated 40,000 people. I cannot bear to see my innocent people suffer any longer, said Japanese emperor Hirohito. He announced Japan s surrender. As many as 250,000 Japanese may have died from the two atomic bombs, either directly or as the result of burns, radiation poisoning, or cancer. On August 15, 1945, Americans celebrated V-J Day (Victory in Japan Day). After signing the surrender treaty, American general Douglas MacArthur announced, A great victory has been won. The skies no longer rain death the seas bear only commerce men everywhere walk upright in the sunlight. The entire world is quietly at peace. 564 Chapter 29 16

17 29.5 The Aftermath of World War II Millions of people around the world celebrated the end of World War II. But they also mourned the terrible loss of life. As many as 60 million people died in World War II. About half of them were civilians, or people not serving in the military. The Soviet Union suffered the highest losses. Perhaps 20 million or more Soviet soldiers and civilians were killed, although an accurate count was never made. Poland was also hit hard, suffering about 6 million deaths, nearly all of them civilians. Nearly 2 million Japanese were killed and more than 7 million Germans. Britain, France, and the United States each lost several hundred thousand people. More than 20 million Europeans were made homeless by the fighting. The huge number of dead and homeless in China and the rest of Asia will probably never be known. Nor can the cost of all the property destroyed, resources depleted, and economic activity disrupted by the war. Just the money governments paid to fight the war totaled more than a trillion dollars. The Allies Reshape Europe The Allies set out to restructure Germany after the war. In February 1945, President Franklin Roosevelt, British Prime Minister Winston Churchill, and Soviet leader Joseph Stalin met in the Soviet city of Yalta for the Yalta Conference. The Allied leaders agreed that after the war they would divide Germany into four military zones occupied by American, British, French, and Soviet forces. The German capital of Berlin lay entirely within the Soviet zone. In July 1945, Allied leaders met at another conference in Potsdam, near Berlin. This time, the United States was represented by President Truman, who had taken office after FDR died. At the Potsdam Conference, the Allies divided Berlin into four sectors one for each occupying power. At the Potsdam Conference, the Allies agreed to divide the German city of Berlin into four sectors. Each sector would be controlled by one of the Allied powers the United States, Great Britain, France, or the Soviet Union. In this photograph, British military police erect a sign to mark the boundary between the British and Russian sectors of Berlin. World War II

18 After Japan s surrender, the American General Douglas MacArthur was put in charge of the country. MacArthur s team demobilized Japan s military forces and wrote a new constitution that went into effect in The occupation of Japan ended in war crime a violation of internationally accepted practices related to waging war The Allies Occupy Japan The Americans took a different approach to postwar Japan. They put American general Douglas MacArthur in charge of the country. Allied soldiers occupied Japan, but they did not control it directly as they did in Germany. Instead, the Japanese government carried out a series of political and economic reforms that MacArthur and his staff prescribed. However, MacArthur had ultimate power in Japan, and could overrule Japanese decisions as he saw fit. The Allies also disbanded, or broke up, Japan s military. The Allies worked to bring democracy to Japan. U.S. officials working under MacArthur s command prepared a new constitution. It set up a parliamentary government, based on the British model, with a strong legislature and an independent judicial branch. The emperor would only have ceremonial powers. Women as well as men could elect members of parliament. A bill of rights listed civil and political liberties. MacArthur also made sure that the Japanese constitution banned the use of force as an instrument of power. Japan s new constitution took effect in The Allied occupation of Japan ended in War Crimes Trials The Allies made a number of demands of the Axis powers at the end of World War II. Germany and Japan had to disarm and give up all territory they had taken. The Allies did not want to inflict more suffering on the people of these defeated nations. However, they did want to punish those who had committed war crimes. The most famous of the war crimes trials occurred in November 1945, when the Allies put 22 Nazi leaders on trial in the German city of Nuremberg. They were charged not only with war crimes but also with crimes against humanity, such as enslavement and extermination. Judges from the United States, the Soviet Union, Great Britain, and France heard their cases. Twelve defendants were condemned to death by hanging, seven received prison terms, and three were acquitted in the Nuremberg Trials. In May 1946, a separate court in Tokyo put 28 Japanese war criminals on trial. All were found guilty. Sixteen received life sentences. Seven were sentenced to death by hanging, including Japanese Prime Minister Tojo. 566 Chapter 29 18

19 29.6 Life on the War Front World War II changed life for all Americans, most especially the people who served in the military. The day after the attack on Pearl Harbor, thousands of Americans signed up to fight. More than 5 million people volunteered for the military during World War II. Another 10 million were drafted. Becoming a GI The military mixed Americans together as never before. Northerners and southerners, city dwellers and farmers, Protestants, Catholics, and Jews all trained together. After three months of basic training, they were battle-ready GIs. The term GI meaning Government Issue was stamped on government-issued uniforms and supplies. Soon the troops were applying it to themselves. Military life for GIs began at training camps, where new recruits were turned into fighting teams. Officers expected obedience to every order. Recruits exercised, drilled, and crawled through the mud with heavy equipment as machine guns fired overhead. After basic training, more than half the troops were sent overseas. The rest worked on military bases in the United States in a wide variety of jobs. Life in Combat American GIs frequently complained about the military. But combat soldiers had the most to complain about. They griped about their rations of dried and canned food. They complained about having no beds, toilet paper, or showers. They grumbled about endless marching, about digging trenches, about cold nights and hot days. Combat was deafening and terrifying. The ground all around us shook with gigantic explosions, said one soldier. Each man is isolated from everyone else. Death is immediately in front of him. He only knows that his legs and arms are still there and that he has not been hit yet. In the next instant he might. Yet even when overwhelmed by fear, most GIs did the job they were trained to do. Where did ordinary men find such courage? When asked, they answered that they were motivated by patriotism and by the desire to help their buddies. More than 292,000 Americans died in World War II battles. Those who survived were proud of their military service. You felt you were doing something worthwhile, said a GI who was part of the D-Day invasion. I always felt lucky to have been part of it. American soldiers showed tremendous courage in the face of great dangers and hardships. Here, a Coast Guard gunner s mate an artilleryman gives water to a soldier wounded in the Allied invasion of Leyte Island in the Philippines in The four-day Battle of Leyte Gulf ended in victory for the Allies and the destruction of most of the Japanese fleet. The Battle of Leyte Gulf marked the first major use of Japanese kamikaze attacks. The Granger Collection, New York 19 World War II 567

20 American factories, guided by the War Production Board, turned out an avalanche of weapons for World War II. Thousands of tanks, aircraft, and ships rolled off the assembly line. This photograph shows two workers painting a B-25 bomber at an aviation factory in California in Wartime Government When World War II began, the American economy was focused on producing consumer goods. The head of the German air force joked that Americans can t build planes only electric iceboxes and razor blades. It probably shocked Germany to see how quickly the American government transformed the United States into what President Roosevelt called the arsenal of democracy. Increasing Production In January 1942, just a month after the attack on Pearl Harbor, President Roosevelt set up the War Production Board. This agency s job was to transform American factories into machines for making war supplies and equipment. The board banned the production of nonessential civilian goods, from cars to coat hangers. Automakers began making tanks, jeeps, and trucks. Shirtmakers went to work making mosquito nets to protect soldiers from diseasecarrying mosquitoes in tropical regions. The War Production Board organized nationwide drives to collect scrap iron, tin cans, paper, rags, and cooking fat for recycling into war goods. Children took part by searching through their homes, vacant lots, and back alleys for useful scrap. During one paper drive in Chicago, schoolchildren collected 36 million pounds of paper in just a few months. To prevent worker strikes that might shut down essential wartime production, the government also established the War Labor Board. This agency worked with unions and workers to settle labor issues without halting production. Americans took pride in aiding the war effort. In 1939, U.S. aircraft companies turned out only 6,000 planes. By 1944, however, they were producing 96,000 planes a year. Shipbuilders cut the time needed to make military cargo vessels, known as Liberty ships, from eight months to as little as two weeks. Within two years of Pearl Harbor, U.S. factories were producing more military equipment than all of the Axis countries combined. bond a government certificate that pays interest; selling bonds is a way for the government to raise money temporarily for some public purpose Supporting the War Effort Huge amounts of money were needed to fight the war. To raise these funds, the government borrowed from banks, businesses, and individuals. Millions of Americans bought war bonds as a way of lending the government money for the war. To keep spirits high, the government established an Office of War Information. This office provided upbeat stories and photographs to newspapers, magazines, and radio stations. Government officials read news stories before they were published. Often they cut out reports of setbacks and tragedies to keep them from reaching the public. 568 Chapter 29 20

21 29.8 Wartime Consumers As factories and farms focused on military needs, consumers were hit by shortages of almost everything. While some complained, most Americans encouraged each other to use it up, wear it out, make it do, or do without. Price Controls and Rationing Expanding war production created millions of new jobs, ending the Great Depression. With more money flowing into workers pockets, the government feared that inflation would cause a rapid rise in the price of scarce consumer goods. So the government established the Office of Price Administration (OPA) to control the prices of most goods. The OPA also set up a rationing system. Rationing means limiting the amount of scarce items that any one individual can buy. Each person received ration coupons labeled for specific items. Anybody who wanted to buy a rationed item, such as shoes or gas, had to provide the proper coupons along with the money. Every meal reminded Americans of the war. Meat, sugar, and coffee were strictly rationed. Most people understood why. Meat was needed to feed soldiers. Sugarcane was better used for making gunpowder than sugar cubes. Importing coffee from Latin America required ships that were better used to support troops overseas. Victory Gardens and Pocketless Pants To supplement their food rations, Americans planted victory gardens in backyards and playgrounds. By 1943, 20 million gardens were producing over a third of all the vegetables eaten in the United States. Wartime shortages changed what was available to Americans to buy. With steel needed for weapons, stores no longer stocked lawn mowers, bicycles, or even hairpins. With cloth needed for uniforms, the War Production Board ordered that women s skirts be made without pleats and men s trousers be made without pockets or cuffs. In 1943, the government hired a Harvard professor to find out how Americans were reacting to rationing. The good temper and common sense of most people under restrictions and vexations [annoyances] was really impressive, he reported. My own observation is that most people are behaving like patriotic, loyal citizens. inflation a rise in prices caused by an increase in the supply of money and a resulting decline in its value When voluntary efforts to reduce the consumption of certain foods such as sugar proved inadequate, the government rationed these items. Consumers received ration books with coupons that were needed, in addition to money, to purchase a product. This poster reminded Americans that their ration of sugar was two pounds per person month. World War II

22 During World War II, more than 6 million women joined the workforce as mechanics, electricians, welders, and machinists. Half had never earned a wage before. This U.S. government poster shows a woman working in an airplane factory Women in World War II As men went into the armed forces, business owners worried that the nation would not have enough workers to meet its military and industrial needs. They were wrong. By 1944, nearly 18 million workers were laboring in war industries, three times as many as in More than 6 million of these workers were women. Women on the Job At first, war industries were reluctant to hire women. Employers feared that women were not strong enough for factory work. But once women showed they could use a riveting gun as well as a man, employers couldn t hire enough of them. Women worked as welders, electricians, and machinists. They became police officers, doctors, taxi drivers, and railroad workers. No matter how well they worked, however, women were paid only about 60 percent as much as men doing the same jobs. New work also posed new difficulties. Women in industry were often criticized as being unfeminine, especially those whose jobs required them to wear pants. Despite the challenges and lower pay, women valued their new opportunities. Those years changed our lives, recalled one woman. All of a sudden I was making money. I was head of a household and it made a different person of me. Most women wanted to keep their jobs after the war was over. I like my work so much that they ll have to fire me before I leave, said one electrical worker. As it turned out, many women were fired at war s end to make way for returning men. Women in the Military Women also took on new jobs in the military. Until World War II, the military had accepted women only as nurses. Under the slogan Free a Man to Fight, women were now recruited into the armed forces to take on a variety of noncombat assignments. More than 200,000 women played vital roles in the armed services as radio operators, armed guards, translators, codebreakers, and mechanics. Women served as test pilots and flight instructors. More than 200 women, mostly nurses, died in the line of duty during the war. 570 Chapter 29 World War II

23 29.10 Japanese Americans and the War On December 7, 1941, an angry white neighbor came to the home of a Japanese American family. You... started the war, the neighbor yelled. You bombed Pearl Harbor! Of course, Japanese Americans had nothing to do with starting the war. But after the Japanese attack on Pearl Harbor, a cloud of suspicion settled on these loyal citizens. Internment Camps Japanese immigrants to the United States had already endured decades of racial prejudice. After Pearl Harbor, politicians, military leaders, and opinion makers warned that Japanese Americans might be secretly working to help Japan attack the West Coast. The Los Angeles Times warned,... a Japanese American born of Japanese parents... grows up to be a Japanese, not an American. In response to these fears, President Roosevelt ordered the removal of people of Japanese ancestry from the West Coast in About 120,000 Japanese Americans were forced to leave their homes and businesses and move to distant internment camps. There they would remain for three long years, even though not one Japanese American was ever accused of spying or treason. Most of the hastily constructed camps were located in bleak deserts. Families were crowded together in flimsy housing with no running water. Barbed wire and armed guards surrounded each camp. One resident recalled, We struggled with the heat, the sandstorms, the scorpions, the rattlesnakes, the confusion, the overcrowded barracks, and the lack of privacy. Overcoming Injustice Despite the injustice suffered by their families, many young men in the camps volunteered for military service. In the Pacific, Japanese Americans worked as interpreters. In Europe, the Japanese American 442nd Regiment earned more medals than any other army brigade in U.S. history. President Truman welcomed the brigade when they returned home. You fought not only the enemy, the president said. You fought prejudice and you won. In 1988, Congress passed legislation that gave $20,000 to every Japanese American who had been interned, or confined, in the camps. With each check came a written apology from President George H.W. Bush for the serious injustices that were done to Japanese Americans during World War II. internment camp a prison camp where people are forcibly confined As part of a war emergency measure, about 120,000 Japanese Americans were moved into internment camps during World War II. The camps were set up in California, Arizona, Idaho, Utah, Wyoming, and Arkansas. These people were on their way to the Manzanar camp in California. In 1988, Congress issued a formal apology and gave $20,000 to each Japanese American who had been subjected to internment. World War II

24 African Americans served with distinction in all branches of the armed forces. In 1941, the U.S. army organized the nation s first flying unit made up of black pilots. The Tuskegee Airmen, named for the Tuskegee military base in Alabama where they trained, were known for their bravery in flight against German warplanes. This photograph shows members of the Tuskegee Airmen in Italy in African Americans in the War When Japanese bombs hit the battleship West Virginia at Pearl Harbor in 1941, an African American cook named Dorie Miller grabbed an antiaircraft machine gun and started shooting. Miller, who had never been trained to fire a weapon, showed immense bravery as he shot at attacking Japanese planes. In 1942, the U.S. Navy awarded him with the Navy Cross. He was the first African American to earn such an honor. Miller had no weapons training because the military limited black soldiers and sailors to unskilled support jobs. As a result, African Americans in the armed forces faced what some called the Double Victory campaign. They were fighting dictatorship overseas as well as discrimination at home. African American Servicemen Almost 900,000 African Americans served in the military during the war. Trained in segregated camps, they were assigned to noncombat jobs such as driving trucks and cooking. Under great pressure from civil rights organizations, the military changed its policy. African Americans began to serve in every kind of combat position, from fighter pilots to tank operators to sailors. Although still in segregated units, by the end of the war blacks served alongside whites on Navy ships. Many black units distinguished themselves in combat. The 92nd Infantry Division, nicknamed the Buffaloes, won more than 200 medals for courage under fire. The 99th Pursuit Squadron, better known as the Tuskegee Airmen, won awards for its daring aerial combat against the German air force. Progress at Home As factories geared up for war production, many would not hire African Americans. An aviation company expressed the attitude of many in the defense industry when it announced that African Americans would be hired only as janitors. It was not company policy to hire them as mechanics or aircraft technicians. To protest such discrimination, the nation s leading black labor leader, A. Phillip Randolph, called for a march on Washington, D.C. President Roosevelt responded by issuing an order calling on employers and labor unions to end discrimination because of race, creed, color, or national origin in defense industries. By 1944, some 2 million African Americans were working in defense plants across the nation. The war made me live better, it really did, said one black woman. My sister always said that Hitler was the one that got us out of the white folks kitchen. 572 Chapter 29 24

25 29.12 Mexican Americans in the War Sergeant José López was called a one-man army. In one battle, he singlehandedly held off dozens of attacking Germans so that his company could retreat to safety. For his courage, he received the nation s highest military decoration, the Congressional Medal of Honor. Mexican American Servicemen More than 500,000 Latinos, most of them Mexican Americans, served in the military during World War II. Unlike African Americans, they did not fight in segregated units. But they did face prejudice. I ll never forget the first time I heard [a racial insult], one Mexican American soldier recalled. It really hurt me. Still, military service had its rewards. A California soldier remembered: I view the service and World War II, for me and many others, as the event that opened new doors. I, like so many of the Hispanic people, was from a farm family. When I went into the Air Corps and I found that I could compete with Anglo people effectively, even those with a couple years of college, at some point along the way I realized I didn t have to go back to the farm. Braceros and Zoot Suits To help American farmers grow more food, the United States began the Bracero Program (after brazo, the Spanish word for arm). Under this program, large numbers of Mexican farmworkers were brought into the United States to harvest crops. Farmers liked hiring braceros because they were cheap labor. Braceros were sometimes treated unfairly. One farmworker reported working for twelve hours a day, but only getting paid for eight. Many Mexican Americans moved to cities to take jobs in defense industries. They found housing in poor, mostly Mexican neighborhoods called barrios. In the barrios, young Mexican Americans developed a style of dress called the zoot suit that featured a long jacket and baggy trousers. Influenced by generations of prejudice, whites associated youths in zoot suits with gang violence and crime. In June 1943, hundreds of white soldiers and sailors roamed through Los Angeles attacking zoot suiters. The violence quickly escalated to race riots that spread from Los Angeles to other cities. Police officers arrested and chained together Mexican Americans dressed in zoot suits during a 1943 riot in Los Angeles that began when white soldiers and sailors attacked local Mexican American youths. Eight days of violence left more than 100 people injured. 25 World War II 573

26 Albert Einstein was one of the 100,000 Jewish refugees from Nazi persecution allowed to enter the United States. This brilliant nuclear physicist urged President Roosevelt to begin developing the atomic bomb before the Nazis succeeded in building one Jewish Americans in the War When Hitler took power in Germany in 1933, the United States was home to 4.5 million Jews. Some were recent immigrants. Others were members of families who had come to America in colonial times. But all lived under the shadow of anti-semitism, or prejudice against Jews. While this prejudice worried American Jews, they were far more concerned about the fate of Jews in Europe. Jewish Refugees Hitler and his Nazi Party blamed Germany s problems on Germany s Jews. After taking power, Hitler ordered Jews to be removed from government jobs. They were stripped of their civil rights and forced to wear a yellow star on their clothing to mark them as Jews. Every year, tens of thousands of Jews fled Germany. But few countries would accept them. Between 1933 and 1941, the United States admitted about 150,000 Jewish refugees. Despite the persecution of Jews in Europe, the U.S. government refused to relax its strict immigration limits. Widespread anti-semitism played a part in this decision. In addition, many Americans worried that accepting more refugees would mean added competition for jobs that were already scarce due to the Great Depression. Many Jewish Americans protested the government s reluctance to help Jewish refugees. In 1943, when Americans began to hear stories about German death camps, more than 400 Jewish rabbis marched in Washington, D.C., to urge the Allies to rescue Europe s Jews from Nazi extermination. In 1944, President Roosevelt finally created the War Refugee Board. In just a few months, the board rescued 200,000 Jews from the Nazis. But this effort came too late to help the vast majority of Europe s Jews. Jewish American Servicemen More than 550,000 Jews served in the military during World War II, a greater proportion than among Americans overall. By the end of the war, Jewish war heroes had received 52,000 decorations. Jewish soldiers had even more reason than others to be horrified at what they found in Hitler s death camps. Some cried, wrote an officer, while others raged. A rabbi who served with the army said grimly, If my own father had not caught the boat [out of Europe] on time, I would have been there Chapter 29

27 Chapter Summary In this chapter, you read about how the United States fought World War II and how the war affected Americans at home. The war began in Europe and grew until it engulfed the globe. All Americans were touched in some way by the war. The United States Enters World War II The war began when Germany invaded Poland in At first, the United States remained neutral. The Japanese attack on Pearl Harbor brought the United States into World War II. The War in Europe In Europe, the Allies attacked Germany from three directions before finally winning victory on V-E Day. Only after defeating Germany did the Allies discover the full extent of the Holocaust, Germany s systematic murder of millions of Jews and other peoples. The War in the Pacific In the Pacific, Allied forces battled the Japanese on many small islands before dropping the atomic bombs that destroyed Hiroshima and Nagasaki. These bombs forced Japan to surrender, ending the war. The Aftermath of the War The Allied powers occupied Germany and Japan after the war and disbanded their militaries. In the Nuremberg Trials, the Allies charged Nazi leaders with war crimes. Similar trials were held in Japan, and U.S. officials drafted a new constitution for the country. American Servicemen Millions of Americans served in the armed forces. More than 292,000 Americans died in World War II battles. Wartime Government The government created new agencies to manage the production of war materials and to control the flow of war information. Americans at home aided the war effort by producing weapons, planes, ships, tanks, and other vehicles. Wartime Consumers and Women in World War II American consumers contributed to the war effort by coping creatively with rationing and food shortages. Women replaced men in vital occupations and served in noncombat roles in the armed forces. Japanese Americans and the War For Japanese Americans on the West Coast, the war was a painful time of unjust confinement in internment camps. Despite this injustice, many Japanese Americans volunteered for military service. African Americans and Mexican Americans in the War African Americans and Mexican Americans also coped with prejudice even as they contributed to the war effort. Jewish Americans and the War Jewish Americans witnessed how anti-semitism and a fear of refugees kept the United States from responding sooner to the plight of European Jews. The Marine Corps War Memorial, shown here, is a large bronze statue modeled after a famous photograph of U.S. troops raising the American flag during the Battle of Iwo Jima World War II

28 Reading Further The United States on the World Stage: Conflict and Cooperation The United States emerged from World War II as one of the two strongest nations in the world. Post-war American leaders resolved to use their power to promote U.S. interests and increase world stability and security. Since then, the United States has been actively engaged in foreign affairs, and has used many different methods to achieve its foreign policy goals. Like no other conflict before it, World War II made a permanent impact on the United States. The war taught American leaders that retreating into isolationism, as the nation did after World War I, could not guarantee peace. They realized that the security of the United States depended on the security of the rest of the world as well. President Franklin Roosevelt believed that stability could be achieved if nations cooperated with each other. Before he died in 1945, Roosevelt supported a new international organization modeled after the League of Nations. He argued that we shall have to take the responsibility for world collaboration [cooperation], or we shall have to bear the responsibility for another world conflict. In 1944, the United States, the Soviet Union, Great Britain, and France drafted the charter for the United Nations, the organization that would replace the League. The UN charter declared the aims of the new organization: To save succeeding generations from the scourge [curse] of war... to reaffirm faith in fundamental human rights... to establish... respect for the obligations arising from treaties and other sources of international law... and to promote social progress and better standards of life.... The U.S. military often cooperates with other nations to achieve American foreign policy goals. Here, soldiers from Kazakhstan (left) and soldiers from the U.S. Army s 82nd Airborne Division (right) march together in a military ceremony in The ceremony marked the beginning of a multi-national peacekeeping and humanitarian effort in Central Asia. 576 Chapter 29 28

29 The United Nations was committed to maintaining security and stability in the world, using military force if necessary. The organization established a Security Council whose primary purpose was to maintain peace between nations. The UN charter authorized the Security Council to take military action in foreign nations, using troops from UN member states. In the decades since World War II, the United States has worked with the United Nations to confront threats to their interests and to world stability. But it has also used other methods to respond to foreign policy challenges. In some situations, the United States has taken a multilateral, or many-sided, approach to foreign policy, and has worked with other nations. In other situations, the United States has acted unilaterally, in a one-sided way. This Reading Further will examine the different ways the United States has engaged with the outside world. Some of the methods the United States has used include: multilateral military cooperation, multilateral peacekeeping operations, unilateral military action, and diplomacy and treaty negotiations. Multilateral Military Cooperation In 1945 the Soviet Union founded the United Nations along with the United States. But the two powers soon became rivals. This rivalry, known as the Cold War, began after World War II and lasted until the fall of the Soviet Union s communist government in The Cold War profoundly influenced U.S. foreign policy in the post-world War II era. One of the first major actions the United Nations took its intervention in the Korean War was motivated by the Cold War conflict. At the end of World War II, the Korean Peninsula was divided in half. In the north, the Soviet Union put a communist government in power. In the South, the United States supported the existing anticommunist government. In 1950, North Korean troops invaded South Korea with the aim to unite all of Korea under communist rule. The United States feared that the North Korean attack on South Korea was a first step in a Soviet plan to spread communism throughout the world. Truman ordered U.S. forces to help South Korea repel the invaders. Truman also turned to the United Nations for support. The UN condemned the North Korean invasion and called on member states to aid South Korea. At the time, the Soviets had boycotted the Security Council, so the UN did not face Soviet opposition to the operation. Troops from 16 nations joined the UN force, although the vast majority of the soldiers Multilateral Military Cooperation The United States led a coalition of 34 nations to drive Saddam Hussein s forces out of Kuwait in the Persian Gulf War in After the war, the UN established a no-fly zone over Iraq, which these two American pilots helped to enforce. World War II

30 Multilateral Peacekeeping Operations As part of the UN peacekeeping operation in Somalia, U.S. Navy doctors established medical relief clinics. In this 1993 image, a U.S. Marine helps a Somali woman leave a clinic in the capital city of Mogadishu. came from the United States. In 1953, the war ended in a stalemate. Aside from the Korean War, however, multilateral UN operations were largely impossible during the Cold War. Proposals for multilateral action were often blocked by Soviet Security Council vetoes. But as the Cold War came to an end in the early 1990s, the United States was able to use multilateral military action more effectively. For example, the United States led a multilateral force against the country of Iraq in the Persian Gulf War. Iraq was ruled by the dictator Saddam Hussein. In August 1990, Iraq invaded Kuwait, its much smaller neighbor. President George H.W. Bush condemned the invasion. He called for a multinational coalition, or alliance, to force Saddam Hussein out of Kuwait. Thirty-four countries joined the UN-sponsored coalition. The coalition forces included more than 500,000 U.S. soldiers. On January 16, 1991, the Persian Gulf War began. Coalition forces chased Saddam Hussein s troops into Iraq and encountered little resistance. Iraq soon agreed to a cease-fire. For the United States and its partners, the Persian Gulf War was a success. They had shown that multilateral military cooperation could be used against a common enemy for the purpose of opposing aggression. The Korean War and the Persian Gulf War are just two examples of how the United States has taken part in multilateral military actions. Another way the United States has cooperated with foreign nations is through multilateral peacekeeping operations. Multilateral Peacekeeping Operations The United States has also worked with the UN by participating in peacekeeping operations around the globe. In many different circumstances, the United Nations has deployed peacekeeping forces to serve as a buffer between warring parties. UN peacekeeping missions are designed to be non-violent. They involve military troops from several different nations, under the command of the UN Security Council. In the 1990s, for example, the UN undertook peacekeeping missions in Cambodia, Yugoslavia, and Bosnia. Beginning in 1992, the United States aided a UN peacekeeping mission in Somalia, an East African country that had descended into civil war. But this peacekeeping mission ended in tragedy for the United States. In 1993, 18 U.S. soldiers died in a firefight. Their bodies were dragged through the streets of the Somali capital. News of this event outraged the American public, and the United States decided to pull its troops out of Somalia. The UN mission ended shortly thereafter. The incident 578 Chapter 29 30

31 in Somalia underscored the danger of sending U.S. troops on UN peacekeeping missions. It made U.S. leaders less eager to participate in such ventures in the future. Unilateral Military Action As the previous examples show, the United States has often cooperated with nations around the world to achieve its foreign policy goals. But there have also been times when the United States has acted alone and pursued its interests using unilateral military action. Especially during the Cold War, the United States sometimes took a unilateral approach to dealing with foreign countries. During the Cold War, if a foreign nation seemed to be in danger of becoming communist, the United States would sometimes undertake a covert action in the country. A covert action is a secret political, economic, or military operation. Covert operations were usually carried out by the Central Intelligence Agency (CIA), an organization under the direction of the executive branch. CIA agents tried to shape events or influence affairs in foreign countries while hiding their role in these events. Because the United States wanted to keep its actions secret, it had to act alone. In 1954, the United States began a covert action in Guatemala. The CIA supported a military coup that overthrew Guatemala s elected president, Jacobo Arbenz Guzmán. The United States did this because it was concerned Guatemala might become a communist state. U.S. leaders also opposed President Guzmán s plan to hand over thousands of acres of land to landless peasants because much of this land was owned by an American company. The covert action successfully prevented Guatemala from becoming communist. But U.S. intervention in Guatemala also caused many Latin Americans to view the United States as an enemy of social reform. The United States also used covert actions to influence domestic politics in Iran in 1953 and in Chile in In addition to using unilateral military force in covert operations, the United States has also openly sent troops overseas on unilateral missions. In 1989, President George H.W. Bush used the U.S. military to overthrow General Manuel Noriega, who ruled as a dictator in Panama. The United States accused Noriega of drug trafficking, violating human rights, and undermining democracy in Panama. President Bush sent more than 20,000 U.S. troops to invade Panama, where they captured General Noriega. Eventually Noriega was convicted of drug trafficking charges and put in prison in the United States. Many Latin Americans were angered by the American intervention, and thought it was unjustified. Unilateral Military Action These three U.S. Marines were among the troops sent to Panama in 1989 by President George H.W. Bush. In the course of the invasion, around Panamanian soldiers were killed, in addition to 300 civilians. Twenty-three American soldiers also lost their lives. World War II

32 By mediating the negotiations between Egyptian President Anwar Sadat and Israeli Prime minister Menachem Begin, President Carter helped bring about a landmark peace agreement between the two nations. Here, Sadat and Begin celebrate as the Accords are announced in the U.S. Congress. Diplomacy and Treaty Negotiations The United States usually turns to unilateral military action only if it is unable to achieve its goals by diplomatic means. In many cases, the United States can avoid using military force by engaging in peaceful diplomacy by conducting negotiations with foreign countries. Diplomacy and Treaty Negotiations Diplomacy is a valuable non-military method the United States uses to engage with the world. American diplomats, such as the secretary of state or American ambassadors, negotiate with foreign governments to achieve their foreign policy goals. For example, the United States has used diplomacy to manage its changing relationship with China. When China became a communist state in 1949, the United States refused to recognize the new state. U.S. leaders refused to negotiate with the Chinese communist government in any way. American leaders hoped that by isolating China they could prevent communism from spreading elsewhere in Asia. By the early 1970s, however, some U.S. leaders began to question the approach they had taken. China and the Soviet Union had once been communist allies. But by the time President Nixon took office, the two nations had become hostile neighbors. Nixon believed that establishing friendly diplomatic relations with China might pressure Soviet leaders, who feared Chinese power, to cooperate more with the United States. As a result, in 1972, President Nixon made an official state visit to China. By 1979, the United States and China had established full diplomatic relations. Since then, although tensions remain between the two countries, the United States and China have continued to negotiate with each other. U.S. and Chinese leaders engage in diplomacy to ensure continued peaceful relations. Diplomacy also protects the important economic ties that exist between the two nations. Another important result of American diplomacy is that the United States has helped to negotiate treaties throughout the world. U.S. leaders and diplomats have acted as mediators between warring countries, helping to arrange peace agreements. One of the United States most successful treaty negotiations occurred during the Carter administration. In 1978, President Jimmy Carter invited the leaders of Egypt and Israel to engage in peace talks. The talks were held at Camp David, the presidential retreat in Maryland. Just five years earlier, Egypt and Israel had fought each other in the Yom Kippur War. Still the leaders were able to forge an agreement known as the Camp David Accords. The Accords provided a 580 Chapter 29 32

33 framework for peace between the two countries. President Carter was praised as the master builder responsible for the bridge that brought two one-time enemies together. By helping bring about peace between Israel and Egypt, the United States also advanced its own foreign policy goal of creating greater stability in the Middle East. In addition to negotiating treaties between other nations, the United States itself signs treaties. One example of this is the arms control treaties the United States has negotiated with Russia. During the Cold War, both nations developed large stockpiles of nuclear weapons. To restrain the dangerous buildup of weapons, both President Nixon and President Carter signed Strategic Arms Limitations Talks (SALT I and SALT II) treaties with the Soviet Union. In 2010, the Obama administration negotiated another weapons reduction treaty with Russia, known as the New START (Strategic Arms Reduction Talks) treaty. Today, the United States faces more foreign policy challenges than ever. Just as they did throughout the post-world War II era, U.S. leaders today will continue to use many different foreign policy strategies to face the challenges of the new century. The duties of the U.S. secretary of state include meeting with foreign diplomats and negotiating international treaties. Here, Hillary Clinton, who served as secretary of state under the Obama administration, meets with the South Korean foreign minister. World War II

34 Procedures Overview and Objectives Overview In a Problem Solving Groupwork activity, students present radio broadcasts on the impact of World War II on eight social and ethnic groups in the United States. Objectives In the course of reading this lesson and participating in the classroom activity, students will Social Studies explain the causes and conduct of World War II including the nations involved, major political and military figures and key battles, and the Holocaust. analyze how the United States mobilized its economic and military resources during World War II. describe the impact of World War II on the home front. Language Arts determine central ideas or themes of a text and analyze their development. summarize key supporting details and ideas. Social Studies Vocabulary Key Content Terms: fascism, totalitarian, D-day, Holocaust, atomic bomb, war crime, bond, inflation, internment camp Academic Vocabulary: prohibit, neutral, acquit, reluctance 34

35 Preview Suggested time: 30 minutes 1 Introduce the Preview activity Ask students to think about the events in their life that have shaped the person they are today. Have them choose the one event they think has had the most impact on their life. 2 Have students complete the Preview activity Have studetns make a simple sketch of the event they chose on a separate sheet of paper. Then ask them to write a short paragraph explaining how that event affected them. 3 Have students share their responses in pairs or with the class. 4 Explain the connection between the Preview and World War II. Tell students that of all the events of the 20th century, few have shaped the United States as significantly as World War II. Many historians believe that World War II is the single most influential event of the entire 20th century. Explain to students that no American living in the United States at that time was untouched by the war. 35

36 Vocabulary Development Suggested time: minutes 1 Introduce the Key Content Terms. Have students locate the Key Content Terms for the lesson in their Interactive Student Notebooks. These are important terms that will help them understand the main ideas of the lesson. Ask volunteers to identify any familiar terms and how they might be used in a sentence. 2 Have students complete a Vocabulary Development handout. Give each student a copy of the Vocabulary Development handout of your choice from the Reading Toolkit. These handouts provide extra practice and support, depending on your students needs. Review the completed handout by asking volunteers to share one answer for each term. 36

37 Reading 1 Introduce the Essential Question and have students read Section 1. Then have students use information from the section and the Student Text opening images to propose possible answers to the Essential Question: How did World War II change the United States? 2 Have students complete the Reading Notes for Sections 2 through 5. Assign Sections 2 to 6 during phase 1 of the activity as indicated in the procedures for Phase 1: Creating a Timeline. 3 Have students complete the Reading Notes for Sections 6 to 13. Instruct students to read the section corresponding to the group they have been assigned as part of their preparations for creating a radio broadcast. Then, have students read Sections 6 to 13 before each radio broadcast is presented, according to the procedures for the Problem Solving Groupwork activity. Remind students to use the Key Content Terms where appropriate as they complete their Reading Notes. 37

38 Phase 1: Creating a Timeline Suggested time: 50 minutes Introduce phase one of the activity. Explain that in phase one of the activity, students will work in pairs to create a timeline of World War II. Have students get into pairs. Make sure each student has a copy of Student Handout A. Have students read the Student Text and complete their timelines. Have students cut out all of the images from Student Handout A, making sure to keep the captions with their images. Instruct students to read Section 2 of the Student Text. With their partners, have students find the cut-out images that correspond with events from Section 2. Have them circle or highlight the most important word or phrase for each event. Instruct them to glue or tape them in their proper place on the timeline in their Reading Notes. Have students repeat this process for Sections 3-5 in their Student Text to complete their timelines. Have students check their work. Instruct each pair to exchange timelines and check each other s work. Have students share their completed timelines with the class. You can also click on each empty box in the presentation to reveal the correct placement for each event. 38

39 Phase 2: Problem Solving Groupwork Suggested time: 120 minutes 1 Introduce the activity. Tell students that in this activity they will create a radio broadcast about one of eight groups of Americans during World War II. Play the short radio excerpt in the presentation from a newscast entitled One Hundred Million Questions. Tell students that this excerpt is a good model for the broadcasts they will be creating themselves. 2 Divide students into groups and assign subjects for the radio broadcasts. Divide students into groups of four and assign one of the eight groups listed in the presentation to each group. Make sure each student has a copy of Student Handout B: Preparing a Radio Broadcast. Have students assign each member of the group one of the roles listed in Student Handout B. Then, have students review the responsibilities listed for their role. 3 Have students learn about their assigned group. Instruct students to read the section in their Student Text about their assigned group and complete the corresponding section of their Reading Notes. 4 Have students create their radio broadcasts. Instruct students to complete steps 4 to 7 on Student Handout B. Students will write a script and rehearse their radio broadcast. Remind students to include all elements listed in step 4 in their broadcast. Allow groups adequate time about two class periods to prepare. You may want to monitor their progress by checking their work and initialing Student Handout B as they complete each of the six steps. 5 Present the first radio broadcast, about the military in World War II. Instruct the group presenting on the military to set up for the radio broadcast and display its promotional poster. Meanwhile, tell audience members to read Section 6, Life on the War Front, and complete the corresponding set of Reading Notes. Then, have the presenting group perform its broadcast. 6 Repeat this process for all other groups. Call up each remaining group in the order they appear in the presentation. Instruct each group to set up for its radio broadcast and display its promotional poster. As each group sets up, tell the audience to read the corresponding section of the Student Text and complete the Reading Notes. By the end of the radio broadcasts, students should have read and completed the Reading Notes for sections 7 to 13. Have each presenting group perform its broadcast. 39

40 Phase 2: Problem Solving Groupwork (continued) 7 Debrief the activity. Ask, What challenges did different American groups face during World War II? What were the positive effects of World War II on American society? What were the negative effects of World War II on American society? How might American society have changed as a result of the events that happened on the home front during World War II? Processing Suggested time: 15 minutes Have students complete the Processing activity on a separate sheet of paper. They will create a commemorative stamp set that shows how World War II affected the people of the United States. 40

41 Reading Further: The United States on the World Stage: Conflict and Cooperation 1 Discuss U.S. foreign policy with the class. Explain that after World War II, the United States emerged as one of the two strongest nations in the world. Ask students: How did the United States approach foreign policy before World War II? Can you give a historical example? What approach to foreign policy do you think U.S. leaders would likely take after World War II? Tell students that unlike the United States previous tendencies toward isolationism, post-war American leaders resolved to use their power to promote U.S. interests and increase world stability and security. They used many different methods to achieve their foreign policy goals. 2 Have students read the first part of the Reading Further up to the subhead Multilateral Military Cooperation. Once they have read, ask students to list the four different approaches to foreign policy the Reading Further will discuss. List these approaches on the board: multilateral military cooperation, multilateral peacekeeping operations, unilateral military action, and diplomacy and treaty negotiations. 3 Have students finish the reading. 4 Have Students complete the Reading Further: Preparing to Write activity in their Interactive Student Notebook. Instruct students to read each newspaper excerpt and answer the questions below. 5 Have students write a letter to the editor. Instruct students to read the third newspaper excerpt. Then, have students write a letter to the editor in respose to the article. 6 Have students share their letter with a partner or with the class. 41

42 Student Materials: Geography Challenge 42

43 G E O G R A P H Y C H A L L E N G E Geography Skills Analyze the map and carefully read the text in Geography Challenge in the Student Text. Then answer the following questions and fill out the map as directed. 1. Which nation led the Warsaw Pact? Label it on your map and shade it red. 2. Which nation led NATO? Label it on your map and shade it blue. 3. What European country was divided into two separate nations after World War II? Label the names of the two nations on the inset portion of the map. Also shade each nation red or blue according to the alliance each joined. 4. Label Cuba on the map. Shade it red or blue according to what side it was allied with or influenced by during the Cold War. How does this allegiance compare with the allegiance of the nations that surround it? 5. What Asian country has been under communist rule from 1949 to today? Label it on your map and shade it red. 6. What highlighted event on the map in the Student Text occurred in a nation allied with neither side during the Cold War? Label the nation in which this event occurred. 7. What Asian countries fought a war between 1950 and 1953? Label and shade these countries according to their Cold War allegiances. How do you think these allegiances might have contributed to the conflict? 8. Which power, the United States or the Soviet Union, won the most nations to its side during the Cold War? 43 Teachers Curriculum Institute Geography Challenge 2

44 G E O G R A P H Y C H A L L E N G E Critical Thinking Answer the following questions in complete sentences. 9. In what ways did the Cold War create a bipolar world? How does the map in the Student Text support this description? 10. How might the location of the nation you identified in Question 3 have led to its division? 11. How might having allies in Western Europe have helped the United States in its rivalry with the Soviet Union? 44 Teachers Curriculum Institute Geography Challenge 3

45 Student Materials: Interactive Student Notebook I N T E R A C T I V E S T U D E N T N O T E B O O K World War II How did World War II change the United States? P R E V I E W Think about the events in your life that have shaped the person you are today. Choose one event you think has had the most impact on your life. On a separate sheet of paper, make a simple sketch of the event you chose. Then write a short paragraph explaining how that event affected you. R E A D I N G N O T E S Key Content Terms As you complete the Reading Notes, use these terms in your answers. fascism Holocaust bond totalitarian atomic bomb inflation D-day war crime internment camp Sections 2 to 5 Cut out the images and captions from Student Handout A. Paste them on this timeline in the proper sequence. Circle or highlight the most important word or phrase for each event. World War II in Europe World War II in the Pacific September Teachers Curriculum Institute World War II 4 45

46 I N T E R A C T I V E S T U D E N T N O T E B O O K World War II in Europe World War II in the Pacific December May 1942 June August Teachers Curriculum Institute World War II 5

47 I N T E R A C T I V E S T U D E N T N O T E B O O K World War II in Europe World War II in the Pacific 1945 February 1945 February 1945 May 1945 August 6 and 9, 1945 November 1945 October Teachers Curriculum Institute World War II 6

48 I N T E R A C T I V E S T U D E N T N O T E B O O K Section 6 Describe life for members of the U.S. military during World War II. Use the words from the Word Bank. Section 7 Describe U.S. government actions to promote the war effort. Use the words from the Word Bank. Word Bank GIs training camps rations combat Word Bank arsenal of democracy War Production Board War Labor Board bonds Office of War Information Section 8 Describe life for consumers during World War II. Use the words from the Word Bank. Word Bank rationing victory gardens shortages pocketless pants 48 Teachers Curriculum Institute World War II 7

49 I N T E R A C T I V E S T U D E N T N O T E B O O K Section 9 Describe life for women during World War II. Use the words from the Word Bank. Section 10 Describe life for Japanese Americans during World War II. Use the words from the Word Bank. Word Bank war industries less pay noncombat assignments nurses Word Bank internment camps West Coast deserts 442nd Regiment Section 11 Describe life for African Americans during World War II. Use the words from the Word Bank. Word Bank segregated noncombat jobs Tuskegee Airmen defense plants 49 Teachers Curriculum Institute World War II 8

50 I N T E R A C T I V E S T U D E N T N O T E B O O K Section 12 Describe life for Mexican Americans during World War II. Use the words from the Word Bank. Section 13 Describe life for Jewish Americans during World War II. Use the words from the Word Bank. Word Bank prejudice Bracero Program barrios zoot suits Word Bank anti-semitisim refugees death camps War Refugee Board P R O C E S S I N G On a separate piece of paper, create a commemorative stamp set that shows how World War II affected the people of the United States. Follow these guidelines when creating your stamp set. Your stamp set must include at least four stamps. Two stamps should commemorate two groups included in the radio broadcasts: members of the military, the government, consumers, women, Japanese Americans, African Americans, Mexican Americans, or Jewish Americans. Two stamps should commemorate two major battles in World War II. Each stamp should include images or symbols to represent the impact of World War II on the group or the importance of the battle. Each stamp should contain a short caption that explains the stamp. Teachers Curriculum Institute World War II 9 50

51 I N T E R A C T I V E S T U D E N T N O T E B O O K R E A D I N G F U R T H E R Preparing to Write: Analyzing Primary Sources Below are excerpts from newspaper articles about U.S. foreign policy decisions. These articles appeared in the newspaper at the time these events occurred. Read the articles carefully. Then use what you have learned in the Reading Further and the articles to answer the questions that follow. It is widely believed that the ground war in Kuwait will last months and cost thousands of American lives. This view is unduly pessimistic. The U.S. military can liberate Kuwait in less than a week and suffer relatively few casualties probably less than 1,000 fatalities. Although the Iraqi Army fights well from fortified positions, it is inept at fighting mobile armored battles....in contrast, the U.S. Army, which will carry the lion's share of the offensive burden, is well-trained for tank battles....the tragedy that war inflicts must not be forgotten. Fortunately, a quick victory will reduce losses on both sides. - New York Times February 8, Judging from its early political impact, the firefight, in which 18 Americans were killed and 75 wounded, may well be one of those searing battlefield experiences whose memory shapes public opinion and sharply influences what the United States will and will not do in the world. The casualties, and the images of a dead American soldier being dragged through Mogadishu after the raid, prompted President Clinton to order a withdrawal from Somalia.... It also forced the Administration to rethink and possibly scrap plans to use American troops for United Nations peacekeeping operations in Bosnia, Haiti and other trouble spots plans that were central to its whole conception of foreign policy. What military operation does this article refer to? When did it take place? - New York Times October 25, 1993 Where and when did the incident this article discusses take place? Which of the foreign policy methods outlined in the Reading Further does this operation represent? Does the author support or oppose the operation? Why? Which of the foreign policy methods outlined in the Reading Further was the United States pursuing when this incident took place? According to the article, how might the incident affect U.S. foreign policy? 51 Teachers Curriculum Institute World War II 10

52 I N T E R A C T I V E S T U D E N T N O T E B O O K Writing a Letter to the Editor Readers sometimes write letters to the editor of a newspaper to express their opinions on the articles they have read. Carefully read the following excerpt about the U.S. invasion of Panama that appeared in a newspaper in Write a letter to the editor in response to the article. Be sure to include the following: a brief summary of the argument the author makes whether you agree or disagree with the author, and why what method you think the United States should have used to deal with the situation in Panama How does President Bush justify sending 10,000 troops into combat in tiny Panama? He offers four reasons, two of them so inflated that they evaporate on inspection. ''To defend democracy in Panama,'' he said. Yes? Well, who appointed America the world's political policeman? ''To combat drug trafficking,'' he said. Yes? Well, when did it become the mission of America's armed forces to chase after Manuel Noriega? But impatience with puffed-up reasons should not detract from solid ones. The President also said he acted to safeguard the lives of Americans and to protect the integrity of the Panama Canal treaties. Those are sound reasons, and taken together they support the intervention. Mr. Bush was not obliged to act yesterday, but he was justified in doing so. - New York Times December 21, 1989 Use this rubric to evaluate your letter. Make changes in your letter if you need to. Score Description 3 The letter responds to all bulleted prompts. It is well constructed with correct letter format. There are no spelling or grammar errors. 2 The letter responds to at least two bulleted prompts. It is constructed with correct letter format. There are some spelling or grammar errors. 1 The letter responds to only one, or none, of the bulleted prompts. It is not constructed with correct letter format. There are many spelling or grammar errors. Teachers Curriculum Institute World War II 11 52

53 Student Materials: Student Handout STUDENT HANDOUT A A. U.S. soldiers land on the key island of Iwo Jima, where they faced fierce opposition from the Japanese. C. The Allies capture Berlin, and Germany surrenders. World War II in Europe is over. World War II Events B. At the Tokyo Trials, the Allies put 28 Japanese leaders on trial for war crimes and crimes against humanity. D. Churchill, Roosevelt, and Stalin meet at Yalta to decide to divide Germany into four military zones after the war. E. F. Congress passes the Lend-Lease Act, allowing the United States to supply war supplies to Great Britain, France, the Soviet Union, China, and other Allied nations. The United States wins the Battle of Midway. This battle is a turning point, and the Allies wage an offensive war from this point forward. 53 Teachers Curriculum Institute World War II 1

54 STUDENT HANDOUT A G. Japan attacks Pearl Harbor, causing the United States to enter World War II. I. At the Nuremberg Trials, the Allies put 22 Nazi leaders on trial for war crimes and crimes against humanity. World War II Events H. The Allies begin the liberation of France on D-day. J. An American plane drops an atomic bomb on Hiroshima, Japan. Three days later, a second atomic bomb is dropped on Nagasaki. Japan surrenders less than a week later. K. L. The Allies begin their offensive in the Pacific at the Battle of Guadalcanal. German forces invade Poland. World War II begins. 54 Teachers Curriculum Institute World War II 2

55 STUDENT HANDOUT B Preparing a Radio Broadcast Work with your group to create a realistic, entertaining radio broadcast that includes interesting stories, sound effects, and music. Follow the steps below. Step 1: Assign groups. Circle the name of the group to which you have been assigned. the military women Mexican Americans the government Japanese Americans Jewish Americans consumers African Americans Step 2: Review the roles. After you have been assigned a role, read the information below. Make sure everyone understands his or her responsibilities. Station Manager: You will create the radio station s promotional poster and the introduction and conclusion to the broadcast. You are also responsible for the sound effects for the introduction and conclusion. News Anchor: You will write and report the lead story for the broadcast. You are also responsible for the sound effects for the lead story. Reporter: You will write and report the human-interest story for the broadcast. You are also responsible for the sound effects for the human-interest story. Ad Manager: You are responsible for writing and performing the advertisement for the broadcast. You are also responsible for the sound effects for the advertisement. Step 3: Learn about your assigned group. Read the section in your Student Text about your assigned group and complete the corresponding section of your Reading Notes. Step 4: Review the requirements for the radio broadcast. Your radio broadcast must include the elements listed below. A promotional poster for your radio station. It must contain the station s call letters and a logo that shows your station s support for American forces in World War II. 10- to 15-second introduction to the broadcast that welcomes listeners and gives them an overview of the evening s broadcast. A 1- to 2-minute lead story that includes key information about how World War II is affecting your group. A 1- to 2-minute human-interest story that tells how World War II is affecting one person from your group. The human-interest story must contain an interview or direct quotations from the subject of the story. 55 Teachers Curriculum Institute World War II 3

56 STUDENT HANDOUT B A 30-second advertisement for a company that manufactures goods for the war effort or a 30-second public service announcement asking citizens to contribute to the war effort. The advertisement or public service announcement must contain a musical jingle and humor to make it memorable. A 10- to 15-second conclusion to the broadcast that thanks listeners and previews what they will hear in the next broadcast. At least five sound effects. Examples of sound effects include: wind blowing, footsteps, factory noise, police sirens, World War II music, or news broadcasts. Step 5: Brainstorm ideas for all parts of your radio broadcast. Station Manager: List ideas and sketches for the promotional poster. Station Manager: List ideas for the introduction, including sound effect(s). List the name or names of group members who will speak in the introduction. News Anchor: List ideas for the lead story, including sound effect(s). List the name or names of group members who will speak in the lead story. Teachers Curriculum Institute World War II 4 56

57 STUDENT HANDOUT B Reporter: List ideas for the human interest story, including sound effect(s). List the name or names of group members who will speak in the human interest story. Ad Manager: List ideas for the advertisement, including sound effect(s). List the name or names of group members who will participate in the advertisement. Station Manager: List ideas for the conclusion, including sound effect(s). List the name or names of group members who will speak in the conclusion. Step 6: Create your radio broadcast. Create a script for your broadcast. Be sure the script includes all five parts of the broadcast introduction, lead story, human-interest story, advertisement, and conclusion. Collect the materials needed for sound effects and complete work on the poster for the broadcast. Write your script on a separate sheet of paper. You may wish to make copies of the script to use during the broadcast. If required, give your teacher a copy of the script. Step 7: Rehearse your radio broadcast. After you have completed all of the parts of the broadcast, make sure you can present it in five minutes. As you rehearse, check that each group member is actively involved in the presentation. the presentation runs smoothly. sound effects are used effectively. Teachers Curriculum Institute World War II 5 57

58 Student Materials: Spanish Geography Challenge 58

59 D E S A F Í O G E O G R Á F I C O Destrezas Geográficas Analiza el mapa y lee atentamente el texto de Reto Geográfico en el Libro del Estudiante. Luego, contesta las preguntas siguientes y completa el mapa conforme a las instrucciones. 1. Qué nación encabezó el Pacto de Varsovia? Rotula esta nación en el mapa y sombréala de rojo. 2. Qué nación encabezó la OTAN? Rotula esta nación en el mapa y sombréala de azul. 3. Qué país europeo se dividió en dos naciones separadas después de la Segunda Guerra Mundial? Escribe los nombres de las dos naciones en el recuadro insertado en el mapa. Sombrea cada nación en rojo o en azul según la alianza a la cual se juntó. 4. Rotula a Cuba en el mapa. Sombréala en rojo o en azul según el lado que influyó en ella o al cual se alió durante la Guerra Fría. Cómo compara esta lealtad con la lealtad de sus naciones vecinas? 5. Qué país asiático ha estado bajo el dominio comunista desde 1949 hasta hoy? Rotúlalo en el mapa y sombréalo de rojo. 6. Qué suceso resaltado en el mapa del Libro del Estudiante ocurrió en una nación que no estuvo aliada con ninguno de los dos lados en la Guerra Fría? Rotula la nación donde ocurrió este hecho. 7. Qué países asiáticos tuvieron una guerra entre 1950 y 1953? Rotula y sombre estos países según su lealtad durante la Guerra Fría. Cómo habrían contribuido estas lealtades al conflicto? 8. Qué potencia, los Estados Unidos o la Unión Soviética, ganó más naciones adeptas para su lado durante la Guerra Fría? 59 Teachers Curriculum Institute Desafío Geográfico 2

60 D E S A F Í O G E O G R Á F I C O Pensamiento Crítico Contesta las preguntas siguientes con oraciones completas. 9. La Guerra Fría cómo generó un mundo bipolar? Qué respaldo ofrece el mapa para esta descripción? 10. La ubicación de la nación que identificaste en la Pregunta 3 cómo habría contribuido a su división? 11. El hecho de tener aliados en Europa Occidental cómo ayudó a los Estados Unidos en su rivalidad con la Unión Soviética? 60 Teachers Curriculum Institute Desafío Geográfico 3

61 Student Materials: Spanish Interactive Student Notebook C U A D E R N O D E E S T U D I A N T E I N T E R A C T I V O La Segunda Guerra Mundial Cómo cambió la Segunda Guerra Mundial a los Estados Unidos? V I S T A Z O P R E V I O Piensa en los hechos de tu vida que te han convertido en la persona que eres hoy. Elige un suceso que ha tenido el mayor impacto en tu vida. En una hoja aparte, dibuja un esbozo sencillo del suceso que escogiste. Luego escribe un párrafo corto para explicar cómo te afectó ese hecho. Palabras Clave As you complete the Reading Notes, use these terms in your answers. fascismo Holocausto bono totalitario bomba atómica inflación Día D crimen de guerra campo de internamiento Secciones 2 a 5 N O T A S D E L A L E C T U R A Recorta las imágenes y leyendas de la Hoja de Trabajo A. Pégalas en esta línea cronológica en la secuencia correcta. Señala con un círculo o con marcador la palabra o frase más importante para cada suceso. La Segunda Guerra Mundial en Europa La Segunda Guerra Mundial en el Pacífico Septiembre de Teachers Curriculum Institute La Segunda Guerra Mundial 4 61

62 C U A D E R N O D E E S T U D I A N T E I N T E R A C T I V O La Segunda Guerra Mundial en Europa La Segunda Guerra Mundial en el Pacífico Diciembre de Mayo de 1942 Junio de Agosto de Teachers Curriculum Institute La Segunda Guerra Mundial 5

63 C U A D E R N O D E E S T U D I A N T E I N T E R A C T I V O La Segunda Guerra Mundial en Europa 1945 Febrero de 1945 Mayo de 1945 La Segunda Guerra Mundial en el Pacífico Febrero de 1945 Agosto 6 y 9 de 1945 Noviembre de 1945 Octubre de Teachers Curriculum Institute La Segunda Guerra Mundial 6 63

64 C U A D E R N O D E E S T U D I A N T E I N T E R A C T I V O Sección 6 Describe la vida de los militares estadounidenses durante la Segunda Guerra Mundial? Usa las palabras del Banco de Palabras. Sección 7 Describe las medidas tomadas por el gobierno de los Estados Unidos para promover el esfuerzo de guerra. Usa las palabras del Banco de Palabras. Banco de Palabras GI campos de entrenamiento raciones combate Banco de Palabras arsenal de la democracia Junta de Producción de Guerra Junta de Trabajo de Guerra bonos Oficina de Información de Guerra Sección 8 Describe la vida para los consumidores durante la Segunda Guerra Mundial. Usa las palabras del Banco de Palabras. Banco de Palabras racionamiento huertas de la victoria escaseces pantalón sin bolsillos Teachers Curriculum Institute La Segunda Guerra Mundial 7 64

65 C U A D E R N O D E E S T U D I A N T E I N T E R A C T I V O Sección 9 Describe la vida para las mujeres durante la Segunda Guerra Mundial. Usa las palabras del Banco de Palabras. Sección 10 Describe la vida para los nipoamericanos durante la Segunda Guerra Mundial? Usa las palabras del Banco de Palabras. Banco de Palabras industrias de guerra pago inferior misiones de no combatiente nurses Banco de Palabras campos de internamiento costa del Pacífico desiertos Regimiento 442 Sección 11 Describe la vida para los afroamericanos durante la Segunda Guerra Mundial? Usa las palabras del Banco de Palabras. Banco de Palabras segregados misiones de no combatiente Pilotos de Tuskegee plantas de defensa Teachers Curriculum Institute La Segunda Guerra Mundial 8 65

66 C U A D E R N O D E E S T U D I A N T E I N T E R A C T I V O Sección 12 Describe la vida para loa mexicano americanos durante la Segunda Guerra Mundial? Usa las palabras del Banco de Palabras. Sección 13 Describe la vida para los judíos americanos durante la Segunda Guerra Mundial? Usa las palabras del Banco de Palabras. Banco de Palabras prejuicio Programa de Braceros barrios zoot suits Banco de Palabras antisemitismo refugiados campos de muerte Junta de Refugiados de Guerra P R O C E S A R En una hoja aparte, haz un juego de estampillas postales conmemorativas que muestren cómo la Segunda Guerra Mundial afectó a los habitantes de los Estados Unidos. Sigue estas directricees al crear tu juego de estampillas. El juego de estampillas debe incluir por lo menos cuatro estampillas postales. Dos estampillas deben conmemorar a dos grupos incluidos en las transmisiones radiales: militares, el gobierno, consumidores, mujeres, nipoamericanos, afroamericanos, mexicano americanos o judíos americanos. Dos estampillas deben conmemorar dos batallas importantes de la Segunda Guerra Mundial. Cada estampilla debe traer imágenes o símbolos que representen el impacto de la Segunda Guerra Mundial sobre el grupo o la importancia de la batalla. Cada estampilla debe traer una leyenda corta que la explique. Teachers Curriculum Institute La Segunda Guerra Mundial 9 66

67 C U A D E R N O D E E S T U D I A N T E I N T E R A C T I V O L E E R M Á S A F O N D O Preparación para la Escritura: Analizar Fuentes Primarias Abajo hay algunos fragmentos de artículos de periódico sobre decisiones de los Estados Unidos en materia de política exterior. Estos artículos aparecieron en el diario cuando ocurrieron los hechos. Lee los artículos atentamente. Luego aplica lo que has aprendido y los artículos para contestar las preguntas que siguen. Es opinión general que la guerra en Kuwait durará meses y que costará millares de vidas americanas. Esta idea es pesimista sin razón. El ejército de los Estados Unidos puede liberar a Kuwait en menos de una semana y sufrir relativamente pocas bajas: probablemente menos de 1,000 muertes. Aunque el ejército iraquí pelea bien desde posiciones fortificadas, es inepto para librar batallas blindadas movilizadas.... En cambio, el ejército estadounidense, que llevará gran parte de la carga ofensiva, está bien entrenado para batallas con tanques....no hay que olvidar la tragedia que una guerra inflige. Afortunadamente, una victoria pronta reducirá las pérdidas de ambas partes. - New York Times Febrero 8 de 1991 A qué operación militar se refiere este artículo? Cuándo tuvo lugar?...a juzgar por su primer impacto político, el cruce de fuego, el cual murieron 18 estadounidenses y 75 resultaron heridos, bien puede ser una de aquellas experiencias lacerantes en el campo de batalla cuyo recuerdo moldea la opinión pública e influye agudamente en lo que hará y no hará Estados Unidos en el mundo. Las bajas, y las imágenes de un soldado al cual llevan arrastrado por Mogadishu después delataque, motivaron al presidente Clinton a ordenar un retiro de Somalia Igualmente, obligó a la Administración a replantear y posiblemente desechar los planes de usar tropas americanas en las operaciones de pacificación de la Naciones Unidas en Bosnia, Haití y otros lugares problemáticos: planes que eran fundamentales dentro de su concepto total de la política externa. - New York Times Octubre 25 de 1993 Dónde y cuándo tuvo lugar el incidente citado en este artículo? Cuál de los métodos de política exterior indicados en Leer Más a Fondo está representado por esta operación? Cuál de los métodos de política exterior indicados en Leer Más a Fondo estaba aplicando los Estados Unidos cuando se produjo el incidente? El autor apoya la operación o se opone a ella? Por qué? Según el artículo, qué efecto podría tener este incidente sobre la política externa de los Estados Unidos? Teachers Curriculum Institute La Segunda Guerra Mundial 10 67

68 C U A D E R N O D E E S T U D I A N T E I N T E R A C T I V O Escribir una Carta a la Redacción A veces los lectores dirigen cartas a la redacción de un periódico para expresar su opinión sobre algún artículo que han leído. Lee atentamente el fragmento que sigue sobre la invasión estadounidense de Panamá, aparecido en un periódico en Escribe una carta a la redacción en respuesta al artículo. No olvides incluir lo siguiente: un breve resumen del argumento presentado por el autor si estás de acuerdo o en desacuerdo con el autor, y por qué qué método crees que debió aplicar los Estados Unidos para manejar la situación en Panamá. Cómo justifica el presidente Bush el envío de 10,000 tropas a combatir en el diminuto país de Panamá? Ofrece cuatro razones, dos de ellas tan infladas que se evaporan al inspeccionarlas. Para defender la democracia en Panamá, dijo. Sí? Pues, quién nombró a los Estados Unidos policía político del mundo? Para combatir el tráfico de drogas, dijo. Sí? Pues, perseguir a Manuel Noriega cuándo se convirtió en misión de las fuerzas armadas de los Estados Unidos? Pero la impaciencia por las razones infladas no debe restar nada de las sólidas. El presidente también dijo que obró para proteger la vida de los estadounidenses y para proteger la integridad de los tratados del Canal de Panamá. Esas son razones válidas, y tomadas en conjunto apoyan la intervención. El Sr. Bush no estaba obligado a actuar ayer, pero hacerlo fue justificado. Evalúa tu carta con ayuda de estas pautas de calificación. Hazle cambios si es necesario. Calificación Descripción - New York Times Diciembre 21 de La carta responde a los tres puntos indicados en las instrucciones. Está bien estructurada y tiene el formato de carta correcto. No hay errores de ortografía ni de gramática. 2 La carta responde por lo menos a dos puntos indicados en las instrucciones. Está bien estructurada y tiene el formato de carta correcto. Hay algunos errores de ortografía o gramática. 1 La carta responde a uno solo o ninguno de los puntos indicados en las instrucciones. No está estructurada en el formato de carta correcto. Hay muchos errores de ortografía o de gramática. Teachers Curriculum Institute La Segunda Guerra Mundial 11 68

69 Student Materials: Spanish Student Handout HOJA DE TRABAJO A A. Sucesos de la Segunda Guerra Mundial Soldados estadounidenses desembarcan en la isla de Iwo Jima donde enfrentan la feroz resistencia de los japoneses. C. Los Aliados capturan a Berlín y Alemania se rinde. Termina la Segunda Guerra Mundial en Europa. B. En los Juicios de Tokyo, los Aliados llevaron ante la corte a 28 jefes japoneses por crímenes de guerra y crímenes contra la humanidad. D. Churchill, Roosevelt y Stalin se reunen en Yalta para decidir acerca de la división de Alemania en cuatro zonas después de la guerra. E. F. El Congreso aprueba la Ley de Préstamo y Arriendo, permitiendo que los Estados Unidos le suministre material de guerra a Gran Bretaña, Francia, la Unión Soviética, China y otras naciones Aliadas. Estados Unidos gana la batalla de Midway. Esta batalla es un momento clave y los Aliados logran ponerse a la ofensiva de la guerra a partir de ese momento. 69 Teachers Curriculum Institute La Segunda Guerra Mundial 1

70 HOJA DE TRABAJO A G. Sucesos de la Segunda Guerra Mundial Japón ataca a Pearl Harbor haciendo que los Estados Unidos entren en la guerra. I. En los Juicios de Nuremberg, los Aliados llevaron ante la corte a 22 jefes nazis por crímenes de guerra y crímenes contra la humanidad. H. Los Aliados inician la liberación de Francia en el Día D. J. Un avión estadounidense arroja la bomba atómica sobre Hiroshima, Japón. Tres días más tarde, se arroja una segunda bomba atómica sobre Nagasaki. Japón se rinde menos de una semana después. K. L. Los Aliados comienzan su ofensiva en el Pacífico después de la batalla de Guadalcanal. Las fuerzas alemanas invaden a Polonia. Comienza la Segunda Guerra Mundial. 70 Teachers Curriculum Institute La Segunda Guerra Mundial 2

71 HOJA DE TRABAJO B Preparar una Transmisión de Radio Trabaja con tu grupo para crear una transmisión de radio realista y entretenida, que contenga historias interesantes, efectos de sonido y música. Sigue los siguientes pasos. Paso 1: Asignación de grupos. Encierra en un círculo el nombre del grupo que te asignaron. los militares las mujeres los mexicanos-americanos el gobierno los japoneses-americanos los judíos-americanos los consumidores los africanosamericanos Paso 2: Repasa los papeles. Una vez que te hayan asignado un papel, lee la información siguiente. Asegúrate de que todos entiendan sus responsabilidades. Jefe de la estación de radio: Crea el cartel promocional de la estación, la introducción y conclusión de la transmisión. También es responsable de los efectos de sonido de la introducción y del final de la transmisión. Presentador de noticias: Escribe y presenta la noticia principal. También es responsable de los efectos de sonido de la noticia principal. Reportero: Escribe y presenta un reportaje sobre una noticia de interés humano en la transmisión. También es responsable de los efectos de sonido de la noticia de interés humano. Jefe de publicidad: Es responsable de escribir y presentar la publicidad durante la transmisión. También es responsable de los efectos de sonido de la publicidad. Paso 3: Lee acerca del grupo que te asignaron. Lee la sección del Libro del Estudiante sobre el grupo que te asignaron y completa la sección correspondiente en tus Notas de la Lectura. Paso 4: Lee los requisitos para la transmisión de radio. Tu transmisión de radio debe comprender los elementos que se indican a continuación. Un cartel promocional para tu estación de radio. Debe mostrar las siglas de identificación y un logotipo de apoyo a las fuerzas estadounidenses en la Segunda Guerra Mundial. Una introducción a la transmisión de 10 a15 segundos para darles la bienvenida a los radioescuchas y ofrecerles un resumen del contenido de esa noche. Una noticia principal de 1 o 2 minutos que presente información clave sobre la manera en que Segunda Guerra Mundial afecta a tu grupo. Una noticia de interés humano de 1 o 2 minutos que cuente cómo la Segunda Guerra Mundial está afectando a una persona de tu grupo. Esta noticia debe tener una entrevista o citas textuales de la persona que ocupa la noticia. Un comercial de 30 segundos de una compañía que manufactura bienes para el esfuerzo de Teachers Curriculum Institute La Segunda Guerra Mundial 3 71

72 HOJA DE TRABAJO B guerra, o un anuncio de 30 segundos de un servicio público pidiéndoles a los ciudadanos que contribuyan con el esfuerzo de guerra. El comercial o el anuncio de servicio público debe tener una melodía y buen humor para que sea inolvidable. A 10- to 15-second conclusion to the broadcast that thanks listeners and previews what they will hear in the next broadcast. Por lo menos cinco efectos de sonido. Algunos ejemplos de efectos de sonido son: el viento que sopla, ruido de pasos, sirenas de policía, música de la época de la Segunda Guerra Mundial, o transmisiones nuevas. Paso 5: Lluvia de Ideas para Todas las Partes de tu Transmisión de Radio. Jefe de la estación de radio: Escribe ideas y bosqueja el cartel promocional. Jefe de la Estación de Radio: Hace una lista de ideas para la introducción, incluídos los efectos de sonido. Escribe el nombre, o los nombres, de los miembros del grupo que hablarán en la introducción. Presentador de Noticias: Escribe ideas sobre la noticia principal, incluídos los efectos de sonido. Escribe el nombre, o los nombres, de los miembros del grupo que hablarán en la noticia principal. Teachers Curriculum Institute La Segunda Guerra Mundial 4 72

73 HOJA DE TRABAJO B Reportero: Hace una lista de ideas para la noticia de interés humano, incluídos los efectos de sonido. Escribe el nombre, o los nombres, de los miembros del grupo que hablarán en la noticia de interés humano. Jefe de Publicidad: Hace una lista de ideas para el comercial, incluídos los efectos de sonido. Escribe el nombre, o los nombres, de los miembros del grupo participarán en la publicidad. Jefe de la Estación de Radio: Hace una lista de ideas para la conclusión, incluídos los efectos de sonido. Escribe el nombre, o los nombres, de los miembros del grupo que hablarán en la conclusión. Paso 6: Crea tu transmisión de radio. Haz un guión para tu transmisión de radio. Fíjate que el guión incluya las cinco partes de la transmisión: introducción, noticia principal, noticia de interés humano, publicidad y conclusión. Reune los materiales necesarios para los efectos de sonido y completa el cartel de la transmisión. Escribe tu guión en una hoja de papel aparte. Haz copias para usarlas durante la transmisión. Si te lo pide, dále una copia del guión a tu maestra. Paso 7: Ensaya tu transmisión de radio. Una vez que hayas completado todas las partes de la transmisión, ensáyala para que dure cinco minutos. A medida que ensayas, verifica que cada miembro del grupo participe activamente en la presentación. la presentación se desarrolle sin contratiempos. los efectos de sonido sean eficaces. Teachers Curriculum Institute La Segunda Guerra Mundial 5 73

74 Teacher s Guide To protect the integrity of answers, this feature has been removed from the sample lesson. When you purchase the program, you ll receive answers to the Geography Challenge, Interactive Student Notebook, and Student Handouts. 74

75 Assessment To protect the integrity of assessment questions, this feature has been removed from the sample lesson. These videos will help you learn more about our print and online assessment tools. Creating Printable Assessments (2:33 min) Creating Online Assessments (2:25 min) 75

76 Differentiating Instruction English Language Learners Highlight the Dates Have students read each section in small groups and highlight the dates for key events. As a class, work together to match the events on Student Handout A with each subsection of the Student Text. Learners Reading and Writing Below Grade Level Focus on the Sequence Have students read each section in small groups and highlight the dates for key events. Provide a timeline with some of the key events already filled in. As a class, fill in the missing events until the timeline is complete. Learners with Special Education Needs Work Collaboratively Create a timeline with all of the key events already filled in. Have students work together to match the images from Student Handout A with each subsection of the Student Text and place the images on the timeline. Advanced Learners Present Opposing Viewpoints Have students create an illustrated timeline showing the viewpoints of both Allied and Axis leaders. Have students research additional images and content for their timelines and find out how each side viewed the events of the war. Make sure that their timelines reflect opposing viewpoints of the war. 76