To Begin…

1. To Begin… • Please get out paper for your Chapter 34 quiz. • If Non-AP English Student, please turn in your JPR works cited page to the bin. • When finished, turn in and pull out the PD you read as homework.

2. Message from Ms. Mueller • Reminders for Thursday 3/1 • Chapter 35 quiz • Unit debate due • Unit supplemental summaries due • Reminders for Monday 3/5 • Exam 6  • Unit 6 Reading Journals due • Exam 5 corrections due • You have a lot to cover today, so stay focused. • Be kind, listen, and make good decisions. I look forward to a good report.

3. Number off… get with your partner. • You will work together throughout the period to create a list of evidence statements in response to the following assertion: Life on the home front was impacted (both positively and negatively) by WW2. • You’ll discuss 5 topics. Think deeply about the documents and video clips. Collect your evidence statements on the provided worksheet. • Take notes on your own paper.

4. Minorities on the War Front • Discuss “A Black American Ponders the War”. • Why did some African Americans argue against supporting WW2? • Why did some African Americans argue for supporting WW2? • Video clip • Drawing from the PD and the video clip, develop an “evidence statement” using evidence based on minorities on the war front to support the assertion.

5. Share Out

6. Minorities on the War Front • African Americans • non-combatant • segregated units • Double V Campaign • Latinos, Native Americans, Asian Americans, women

7. Mobilizing for War • Discuss the charts and map • What trends do you notice? What explains them? • Do you think the economy is strong or weak during the period? Why? • Video clip • Drawing from the PD and the video clip, develop an “evidence statement” using evidence based on mobilizing for war to support the assertion.

8. Share Out

9. Mobilizing for War • totally revamped the economy • War Productions Board • conversion of factories • Office of Price Administration • War Labor Board • limited wage increases • Smith-Connally Anti-Strike Act • implications • end to Great Depression • debt • close relationship between business and government

10. Supporting the War through Economic Sacrifice • Discuss the posters: • What tactics are used to appeal to Americans? Are they convincing? • What is asked of Americans? How do these actions relate to the war front? Video clip

11. Supporting the War through Economic Sacrifice • Drawing from the PD and the video clip, develop an “evidence statement” using evidence based on supporting the war through economic sacrifice to support the assertion.

12. Share Out

13. Supporting the War through Economic Sacrifice • Office of Censorship and Office of War Information • Conservation • victory gardens • Rationing • black market • material drives • Financial Support • war bonds • higher taxes

14. Rosie the Riveter lyrics (1942) All the day long, Whether rain or shine, She’s a part of the assembly line. She’s making history, Working for victory, Rosie the Riveter. Keeps a sharp lookout for sabotage, Sitting up there on the fuselage. That little girl will do more than a male will do. Rosie’s got a boyfriend, Charlie, Working overtime on the riveting machine. When they gave her a production “E,” She was a proud as she could be. There’s something true about, Red, white, and blue about Rosie the Riveter. Video Clip Felicia Ruiz, Mexican American defense industry worker “During the depression the only jobs available to young Mexican American women were limited primarily to sewing and laundry work, hotel maids, and as domestics. These jobs were both physically demanding and paid very little. When the war broke out, defense jobs were all of a sudden open to us because of the labor shortage with the men off to war. Many of us left these menial jobs into highly skilled occupations with good to excellent pay with overtime.” Discuss the Documents – Has WW2 improved/worsened their lives? How might these experiences influence these groups once the war is over?

15. Opportunities and Obstacles for Minorities at Home**women, African-Americans, Mexican-Americans** • Drawing from the PD and the video clip, develop an “evidence statement” using evidence based on opportunities and obstacles for minorities at home (women, African-Americans, and Mexican-Americans) to support the assertion.

16. Share Out

17. Opportunities and Obstacles for Minorities at Home**women, African-Americans, Mexican-Americans** • Women • military service • flooded the labor force • returned to traditional roles at end of war

18. Opportunities and Obstacles for Minorities at Home**women, African-Americans, Mexican-Americans** • Women • military service • flooded the labor force • returned to traditional roles at end of war • African-Americans • migrated North and West • Congress of Racial Equality • Fair Employment Practices Commission

19. Opportunities and Obstacles for Minorities at Home**women, African-Americans, Mexican-Americans** • Women • military service • flooded the labor force • returned to traditional roles at end of war • African-Americans • migrated North and West • Congress of Racial Equality • Fair Employment Practices Commission • Mexican-Americans • Bracero program • Zoot Suit Riot

20. That Damned Fence (circulated at Arizona internment camp) They’ve sunk the posts deep into the ground They’ve strung out wires all the way around. With machine gun nests just over there, And sentries and soldiers everywhere. We’re trapped like rats in a wired cage, To fret and fume with impotent rage; Yonder whispers the lure of the night, But that DAMNED FENCE assails our sight. We seek the softness of the midnight air, But that DAMNED FENCE in the floodlight glare Awakens unrest in our nocturnal quest, And mockingly laughs with vicious jest. With nowhere to go and nothing to do, We feel terrible, lonesome, and blue: That DAMNED FENCE is driving us crazy, Destroying our youth and making us lazy. Video Clip Imprisoned here for a long, long time, We know we’re punished – though we’ve committed no crime, Our thoughts are gloomy and enthusiasm damp, To be locked up in a concentration camp. Loyalty we know, and patriotism we feel, To sacrifice our upmost was our ideal, To fight for our country, and die, perhaps; But we’re here because we happen to be Japs. We all love life, and our country best, Our misfortune to be here in the west, To keep us penned behind that DAMNED FENCE, Is someone’s notion of NATIONAL DEFENSE! • Discuss the document : • What was life like in the camps? • Why were these camps created? • Was this an appropriate action for the U.S. government to take?

21. Opportunities and Obstacles for Minorities at Home**Japanese Internment** • Drawing from the PD and the video clip, develop an “evidence statement” using evidence based on opportunities and obstacles (Japanese Internment) to support the assertion.

22. Share Out

23. Opportunities and Obstacles for Minorities at Home**Japanese Internment** • Japanese • Executive Order 9066 • Internment Camps • immigrants and citizens • West Coast residents • upheld as constitutional • paid reparations

24. …To End • Answer this as a pair on the back of your worksheet. • How valuable was the home front to Allied victory in World War2? Be sure to defend your assessment with specific evidence.