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APUSH: WWII DBQ

APUSH: WWII DBQ . Weber 217. Activator. What are civil liberties? How did the war affect the U.S. government’s position in protecting civil liberties? civil liberty  –noun. Usually, civil liberties.

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APUSH: WWII DBQ

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  1. APUSH: WWII DBQ Weber 217

  2. Activator • What are civil liberties? • How did the war affect the U.S. government’s position in protecting civil liberties? • civil liberty  • –noun. Usually, civil liberties. • 1. the freedom of a citizen to exercise customary rights, as of speech or assembly, without unwarranted or arbitrary interference by the government. • 2. such a right as guaranteed by the laws of a country, as in the U.S. by the Bill of Rights.

  3. Agenda • Activator, agenda, and objective (10 minutes) • Uneven impacts of war: African Americans (15 minutes) • WWII DBQ (45 minutes) • DBQ rubric grading (15 minutes) • Legacy of WWII (time permitting) • Exit ticket and homework (5 minutes)

  4. African Americans in WWII

  5. The Uneven Impacts of War (continued) • Different groups experienced the war differently: • Women – Increased role in industry; dichotomy between Rosie the Riveter and Betty Grable (challenging and reinforcing gender stereotypes). • Latinos – Zoot Suit Riots; Bracero Program. • Japanese Americans – Internment • African Americans – Segregated units; increased political demands.

  6. African Americans in WWII • Struggled against Jim Crow laws in the South and discrimination in the North. • With Lend-Lease program in 1941 industries needed labor yet 1 in every 5 African Americans were unemployed. • Some progress: opened defense plants to everyone regardless of “race, creed, color, or national origin.” • First Black man to enlist in the Marines.

  7. Segregated Army Units • Strictly segregated units in the army prevented white and black soldiers from fighting together. • Tuskegee Airmen • 154th Regiment

  8. Hypocrisy leads to increased demands for equality and political participation • “It is a mockery of wartime goals to fight overseas against fascism only to come back to the same kind of discrimination and racism here in this country.” • Alexander J. Allen, 1942. • “ ‘You know we don’t serve coloreds here,’ the man repeated… we ignored him, and just stood there inside the door, staring at what we had come to see – the German prisoners of war who were having lunch at the counter… This was really happening. It was no jive talk. The people of Salina would serve these enemy soldiers and turn away black American GIs.” • Lloyd Brown, 1943

  9. Demand for Equality • Double V Campaign: victory over the Axis and victory over racism and discrimination in the U.S. • Congress for Racial Equality (CORE) founded in Chicago, 1942. • Organized restaurant sit-ins and other non-violent protests. • “If Negro men can carry guns for Uncle Sam surely they can drive milk wagons for Bowman Dairy.” • Protest sign help outside a Chicago milk company, 1941.

  10. Demand for Equality • Double V Campaign: victory over the Axis and victory over racism and discrimination in the U.S. • Congress for Racial Equality (CORE) founded in Chicago, 1942. • Organized restaurant sit-ins and other non-violent protests. • “If Negro men can carry guns for Uncle Sam surely they can drive milk wagons for Bowman Dairy.” • Protest sign help outside a Chicago milk company, 1941.

  11. WWII DBQ Prompt • How did the Second World War and the bombing of Pearl Harbor change the U.S. Federal government’s position in protecting Civil Liberties? In your answer be sure to address the political, social, and economic factors leading to the change in policy.

  12. Roosevelt’s Record on Civil Liberties

  13. DBQ Documents • A: Atlantic Charter (1941) • B: Eleanor Roosevelt’s Speech to Chicago Civil Liberties Committee (1940) • C: Office of War Information poster (1942) • D: U.S. Army Guidelines (1942) • E: Map of U.S. Internment Camps (1942) • F: Supreme Court Case (1943) • G: Newspaper Carton (1942) • H: FDR Radio Address (1942) • I: Supreme Court Case (1946) • J: “Trouble in Philadelphia” (1946).

  14. WWII DBQ • You have 45 minutes to write. • Remember: you must include a WHOLE LOT of outside information, so write an essay that uses the documents to support it.

  15. Exit ticket and homework • Begin reading ch. 23 on the Cold War for tomorrow and Tuesday.

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