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Bellwork

Bellwork. How did Hideki Tojo come to power in Japan? What were the Neutrality Acts? What was the Cash and Carry Policy? What was the Lend-Lease Act? Describe the relationship between Japan and the U.S. before Pearl Harbor.

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Bellwork

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  1. Bellwork • How did Hideki Tojo come to power in Japan? • What were the Neutrality Acts? • What was the Cash and Carry Policy? • What was the Lend-Lease Act? • Describe the relationship between Japan and the U.S. before Pearl Harbor. • THINKER: When preparing for war, what are the most important steps a country should take?

  2. As if I haven’t reminded you enough……… SPR PERMISSION SLIP DUE ON THURSDAY/FRIDAY! THIS NEEDS TO BE SIGNED IF YOU ARE GOING TO WATCH THE MOVIE!

  3. Pearl Harbor FDR limited what Japan could buy from the U.S., froze Japanese financial assets, ended sales of iron and steel, and cut off oil shipments. Aggression between the two countries grew. On December 7, 1941 Japan attacked Pearl Harbor, a naval base in Hawaii. 2,400 Americans were dead, 1,200 were wounded, and 200 warships were destroyed.

  4. U.S.S. ARIZONA Most dramatic loss in Pearl Harbor attack. 1,177 dead The wreck was not salvaged and continues to lie on the floor of the harbor.

  5. U.S Declares War December 8, 1941: U.S. declares war on Japan December 11: Germany and Italy declare war on the U.S.

  6. Pearl Harbor Footage http://www.youtube.com/watch?v=r2PDl-wSBLQ

  7. Preparation for War • Selective Training and Service Act: required all males aged 21-36 to register for military service. • Production of consumer goods stopped and factories converted to war production. • Production created a massive increase in employment and wages.

  8. Financing the War • Federal spending increased to $95.2 billion. • Higher taxes paid for 41% of the war. The government borrowed the rest of the money from banks, private investors and the public. • Americans bought war bonds to help finance the war.

  9. Japanese Internment • After Pearl Harbor, many U.S. citizens felt prejudice and fear towards Japanese Americans. • In 1942, FDR signed Executive Order 9066, which sent Japanese (both citizens and non citizens) to camps far from the coast. • Internment camps caused Japanese Americans to lose their property, businesses, farms and homes.

  10. "A viper is nonetheless a viper whenever the egg is hatched - so a Japanese American, born of Japanese parents - grows up to be a Japanese, not an American.“ • Los Angeles Times • "I am for the immediate removal of every Japanese on the West Coast to a point deep in the interior. I don't mean a nice part of the interior either. Herd 'em up, pack 'em off and give 'em the inside room in the badlands. Personally, I hate the Japanese. And that goes for all of them.“ • Henry McLemore, columnist

  11. WRA = WAR RELOCATION AUTHORITY

  12. Japanese Internment • In the case Korematsu vs. United States (1944), the Supreme Court ruled wartime relocation was constitutional and the policy was not based on race. • “The military urgency of the situation demanded that all citizens of Japanese ancestry be segregated from the West Coast temporarily.” • In 1988, Congress gave each surviving Japanese American $20,000 and an official apology.

  13. Japanese Americans in the Military The military refused to accept Japanese Americans into the armed forces until early 1943. More than 17,000 fought for the U.S. in WWII. The soldiers of the all-Japanese 442nd Regimental Combat Team won more medals for bravery than any other unit in U.S. history. Video Clip!

  14. Reading: Japanese Internment • To learn more about Japanese-Americans during WWII, you are going to read the article “Japanese American Evacuation and Relocation in WWII” • As you read, answer the 8 questions in your notes. • Since these are your notes, use complete sentences. • Be ready to discuss!

  15. Reading: Japanese Internment • What was FDR’s opinion on relocation? What did he do to solve this problem? • Who were the Issei? What were their feelings about the United States? • Who were the Nisei? What were there feelings about the United States? • How does U.S. Lieutenant General John DeWitt justify Japanese internment? • Where was the “military area” in which Japanese Americans had to evacuate? • What was the WRA? What was their role in the evacuation? • Describe the conditions in the relocation camps. • How were Japanese Americans compensated after the war? Do you think this amount was adequate? Explain.

  16. Minorities in WWII • On the home front, minority groups were playing a large role. • To better understand these roles, you are going to do a jigsaw reading activity. • In a group of four, each person will have a different minority group. • Read independently! Take two notes on how your group was involved in WWII. • When everyone is done, share the notes with each other • Women, African Americans, Native Americans, & Mexican Americans.

  17. Native Americans http://www.history.navy.mil/faqs/faq61-4.htm Code talkers were Navajo radio operators who helped secure communications in the Pacific. Navajo was an “unbreakable” code and difficult for the enemy to translate.

  18. African Americans

  19. Mexican Americans

  20. Women

  21. Women During WWII As men were drafted into the armed services, women took jobs in manufacturing, war defense, aircraft factories, shipyards and other industries. By 1944, women made up 35% of the total work force. Still earned much less than men doing the same jobs.

  22. Rosie the Riveter A fictional woman created in 1942 to recruit new women workers. She was a home front hero, worked in a defense plant, and her boyfriend served in the Marines.

  23. All the day long whether rain or shineShe’s a part of the assembly lineShe’s making history, working for victoryRosie the RiveterKeeps a sharp lookout for sabotageSitting up there on the fuselageThat little frail can do more than a male will doRosie the Riveter Rosie’s got a boyfriend, CharlieCharlie, he’s a MarineRosie is protecting CharlieWorking overtime on the riveting machineWhen they gave her a production “E”She was as proud as a girl could beThere’s something true aboutRed, white, and blue aboutRosie the Riveter

  24. Rosie the Riveter http://www.youtube.com/watch?v=9CQ0M0wx00s What does Rosie represent? What is this song encouraging people to do? How is Rosie protecting Charlie? Do you think this would be an effective form of propaganda during WWII? Explain.

  25. CLOSURE • What was Executive Order 9066? • What happened to Japanese-Americans after WWII? • How did the U.S. finance the war? • Who were the code talkers? • How did the role of women grow during WWII? • What were the Zoot Suit Riots?

  26. PICTURE SQUARES • To better understand the roles of minorities in WWII, you are going to create picture squares. • For each minority, you will have two squares. • □1: Description – how was this minority group impacted by WWII? • □2: Picture – sketch the minority group’s involvement in WWII • What you do not finish will be homework! • Worth 20 points!

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