Bellwork:
Get out your chapter 19/20 homework. Be prepared to share answers with the class!
Today's Objectives: Students will be able to...
- recall and explain major events, people, and key terms from chapter 19.
- describe and evaluate the effects of WWII on the home front.
NC Essential Standards: (AH2.H.)3.2, 3.4, 7.2, 7.3
REVIEW: Self-check homework - ch 19 questions
TURN IN HOMEWORK
Lecture: World War II on the Home Front
Essential question: How did joining WWII affect the United States home front? Particularly, how were the economy, women, and minorities affected?
Doing their duty: Increase in Military Service
Army
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Navy
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Marines
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More than doubles
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more than doubles
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triples
|
Doing their duty: Diversity in the Military
The military included African Americans, Mexican Americans, Japanese Americans, and Native Americans
African American soldiers - often in segregated units and limited to support roles
Doing their duty: Women in the service
WAC = Women's Army Corps 
Service overseas | medals of service | Army Nurse Corps | Navy and Coast Guard Auxiliaries | Volunteering for the Red Cross
Doing their duty: On the home front
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Victory
Garden --->
|
- gave commercial food producers
the ability to focus production on the war front
- eating fresh produce saved metal
and glass for war materials
|
|
- scrap rubber and metal were
recycled into vehicles and weapons for the war
- old pieces of fabric were
recycled into uniforms and blankets
|
<--- Collecting Scrap
|
|
United
Service Organizations (USO) --->
|
- entertained troops to keep
morale high
- celebrities often volunteered
their time to feed and entertain soldiers
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|
- booklets were given to
households
- told how much of certain items
each household was allowed to buy
|
<--- Rationing
|
People kept the motto "Use it up, wear it out, make it do, and do without"
Doing their duty: Encouraging patriotism
OWI = Office of War Information - created in 1942 to provide information services and deliver propaganda at home and abroad
Funding the war: The cost
Overall cost of WWII for the US: $330 billion
Funding the war: The people pay
Two ways:
1) Congress levied a 5% income tax
2) War Bonds - buy a $25 for $18.75, in 10 years get $25
Producing a war: The government
1941 - Lend-Lease Act creates increase in production
1942 - War Production Board (WPB) - converted peacetime industry to war industry
1942 - Office of War Administration (OWM) - allocate scarce materials, regulate production of civilian and war goods, controlled prices
A job for every worker - ends the Great Depression
1944 - US production levels were double all Axis countries combined, giving the Allies a crucial advantage
Producing a war: The companies
Changed from peacetime industry to war industry
Ex: Ford Motor Co. converts car factories to build 8000 B-24 Liberator bombers
Producing the war: Workers on the move
Urbanization = moved to cities, left rural areas due to federal funding of industry
California, the South, and the Southwest grew.
Established cities (like Chicago, Detroit, and Cleveland) in the north grew.
Long-term effect: These areas became more influential.
Producing the war: Women in the work force
2 big changes -
1) Most working women were married
2) Women worked heavy industrial jobs
Both blue-collar jobs (industrial work / expected to quit after the war)
and white-collar jobs (secretarial and clerical / tended to keep after the war)
Social inequality: Fair Employment for Black Americans
Black Americans hoped that increase war production would benefit them
A. Philip Randolph
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Double "V" Campaign
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Executive Order 8802
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labor leader fighting for civil rights
Demanded "right to work and fight for our country"
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Victory against fascism
Victory against discrimination
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Issued after threat to march on Washington
Assured fair hiring practices for federally funded jobs
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Long term effects = increase in action for civil rights
Social inequality: The Bracero Program and the Zoot Suit Riots
| The Bracero Program | Zoot Suit Riots |
- urbanization left farms without workers
- government program bringing Mexicans to America to for agricultural jobs
|
1943 - series of racial attacks in Los Angeles
Sailors and marines attacked Mexican youths wearing Zoot Suits (pachucos), which led to arrests of the pachucos
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Social inequality: Ethnic Americans face discrimination
| Immigrants | Japanese Internment | Korematsu v. United States |
FDR banned select groups from war zones
Italians, Germans, and Japanese
arrest, deportation, held in camps, curfews, travel restrictions
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Nisei (Japanese Americans) - forced to move away from the west coast
lost their property and were temporarily imprisoned
|
Fred Korematsu resisted army's orders and was arrested
-claimed he was denied equal protection under the law / was discriminated against
- Supreme Court rules in favor of national security
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Individual Reflection: Fill out the graphic organizer at the bottom of your guided notes to explain the effects on the economy, women, and minorities. Be ready to share your response.
Homework: Work on your Greatest Generation assignment (due 26/27 January)
Exit ticket: Whose home front lives were changed the most by WII: women or minorities? How were they changed?
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