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On History

“The past isn’t dead. It isn’t even past.”

William Faulkner, Requiem for a Nun

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Chap 28 – World War IISection 2

Last Date updated – 04/11/2018

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Section 2 Main Idea

• The early years of World War II went poorly for the Allies. But after the United States joined the war, the Allies soon recovered and began making gains against the Axis.

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Agenda• Turn-in Japanese Internment Camps

• CNN 10

• Section 2 Assessment Review

• Complete & Turn-in Missing Work

Missing Work – Needs to be completed by TODAY, Friday, 13 April• Section 1 assessment • Rosie the Riveter • Battle of the Atlantic • Zoot Suit Riots• Japanese Internment Camps

Section 2 Assessment –• A3 – Wed, Apr 18• B1 - Thurs, Apr 19

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How to prepare for the Section 2 assessment

• Review this slide deck and all the slide decks on the website to refresh yourself on what was covered in class

• Vocabulary – write down definitions of all vocabulary in your notebooks. All vocab defined in this slide deck.

• Know the leaders – faces, names, countries, ideologies

• Re-watch videos – highly recommend you watch ALL of the Kahn Academy videos on 1942-43 (see last slide for link)

• Write out your answer ALL relevant guiding questions BEFORE the assessment and bring your answer to class

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TN STANDARDS FOR CHAPTER 28 (PAGE 1 OF 2)

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TN STANDARDS FOR CHAPTER 28 (PAGE 2 OF 2)

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#2 Classwork/homework: As you read Section 2 (pp 843-850) , use a graphic organizer such as one like this to take notes on the main instances of Allied success in the war in 1942 and 1943. Keep the results in your Cornell notes / history notebook!

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In-Class Work – Allied successes 1942-43

Pacific – USA & GB/CommonwealthDoolittle’s RaidBattle of Coral SeaBattle of MidwayBattle of GuadalcanalUSA defeat – Philippines, Wake, Guam

North Africa- USA & GB/CBattle of El Alamein (Only GB/C)Morocco, Algeria, Tunisia, LibyaUSA defeat – Battle of Kasserine Pass

Western Europe – USA & GB/CSicilyItaly

Eastern Europe – USSRBattle of LeningradBattle of StalingradBattle of Kursk

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Major Allied European successes in 1942-43• North Africa

• Battle of El Alamein (1942-43)• 1st defeat of Rommel• Prevents Germans from taking

Suez Canal• Morocco (1942)• Algeria (1943)• Tunisia (1943)• Libya (1943)

• Europe• Sicily (1943)• Italy (1943)

• USSR• Siege of Leningrad (1941-42)

• First time German advance stopped by USSR

• 1M civilian casualties• Battle of Stalingrad (1942-43)

• Largest land battle of WWII• Permanently pushes Germany

to the defensive for the remainder of WWII in the East

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Major Allied Pacific successes in 1942-43• Doolittle Raid (April 1942)

• Shows Japan that its homeland is vulnerable

• Raises USA morale• Battle of Coral Sea (May 1942)

• Stops Japan’s advance for 1st time• Prevents potential invasion of

Australia• Battle of Midway (June 1942)

• Permanently pushes Japan to the defensive for the remainder of WWII

• Battle of Guadalcanal (Aug 1942-Feb 1943)• First land defeat for Japan• First Allied land victory of WWII

Unfortunately, Corregidor, Philippines is lost in May 1942

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Who are they?

Franklin D. Roosevelt

General De Gaulle

Winston Churchill

Harry Truman

Joseph Stalin

Allied Powers

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Who are they?

Adolf Hitler

Benito MussoliniFrancisco Franco

Hideki TojoAXIS POWERS

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Section 2 Vocabulary

• Erwin Rommel• Battle of El Alamein• Dwight D. Eisenhower• Siege of Leningrad• Battle of Stalingrad• Douglas MacArthur• Bataan Death March• Battle of Midway• Battle of Guadalcanal• Kamikazes

• Doolittle’s Raid

• Chester Nimitz

• Archer Vandegrift

• Carrier-based Aviation

• Amphibious Warfare

• Rosie the Riveter

• Total War

• Japanese-American Internment

• Zoot Suit Riots15

Vocab (1 of 4)• ERWIN ROMMEL - German general during WWII; he commanded the Afrika

Korps and was nicknamed the Desert Fox for his leadership• BATTLE OF EL ALAMEIN - Britain won a decisive victory over Germany

in Egypt, securing the Suez Canal• DWIGHT D. EISENHOWER - 34th president of the United States; he led the

Allied invasion of North Africa and the D-Day invasion of France and commanded the Allied forces in Europe during World War II.

• SIEGE OF LENINGRAD – Nazi army’s unsuccessful attempt to capture the city of Leningrad. Over 1M Soviet citizens died; 3-4K per day starved to death. First time German offensive fails.

• BATTLE OF STALINGRAD - Over 1 million Soviet soldiers had died in the defense of Stalingrad, but the result was a crushing defeat for Hitler. This, along with the Allied victories in North Africa and Italy, marked a turning point in the war

• DOUGLAS MACARTHUR - Commanded U.S. troops in the Southwest Pacific during World War II and administered Japan after the war ended. He later commanded UN forces at the beginning of the Korean War until he was removed by President Truman. 16

Vocab (2 of 4)• BATAAN DEATH MARCH - A forced march of American (600 deaths) and

Filipino (10K deaths) prisoners of war captured by the Japanese in the Philippines at the beginning of World War II.

• BATTLE OF MIDWAY - Naval battle fought in the Pacific; the Americans broke the Japanese code and knew the date and location of the attack, setting the stage for a major American victory. Japan was on the defense for remainder of the war.

• BATTLE OF GUADALCANAL - It represented the first Allied counter-attack against Japanese forces; Allied victory forced Japanese forces to abandon the island. First Allied ground victory in the Pacific.

• KAMIKAZES - Japanese pilots who loaded their aircraft with bombs and crashed them into enemy ships

• ISLAND HOPPING – Allied strategy of skipping Japanese strongholds and capturing weaker targets

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Vocab (3 of 4)• DOOLITTLE RAID - An USA air raid on the Japanese capital Tokyo and other places on

the island of Honshu during World War II, the first air operation to strike the Japanese Home Islands. It demonstrated that Japan itself was vulnerable to American air attack, served as retaliation for the Japanese attack on Pearl Harbor, and provided an important boost to American morale.

• CHESTER NIMITZ - Played a major role in the naval history of World War II as Commander in Chief, U.S. Pacific Fleet (CinCPac) and Commander in Chief, Pacific Ocean Areas (CinCPOA), commanding Allied air, land, and sea forces during World War II.

• ARCHER VANDEGRIFT – A USMC general, he commanded USA’s first ground offensive of World War II, the Battle of Guadalcanal. For his actions during the Solomon Islands campaign, he received the Medal of Honor.

• CARRIER-BASED AVIATION – Naval aircraft, ships and other equipment specifically designed to project naval power at sea and on land.

• BATTLE OF CORAL SEA – Battle took place as Japanese forces were preparing to invade the British-controlled Port Moresby on the island of New Guinea. A group of Allied vessels tried to block the attack. Both sides lost an aircraft carrier; hurting USA more than it hurt the Japanese. However, the battle marked the first time that the Japanese advance was stopped.

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Vocab (4 of 4)• AMPHIBIOUS WARFARE - A type of offensive military operation that uses naval

ships to project ground and air power onto a hostile or potentially hostile shore at a designated landing beach.

• ROSIE THE RIVETER – A cultural icon of WW II, representing the women who worked in factories and shipyards during World War II, many of whom produced munitions and war supplies. These women sometimes took entirely new jobs replacing the male workers who were in the military.

• TOTAL WAR - War that is unrestricted in terms of the weapons used, the territory or combatants involved, or the objectives pursued, especially one in which the laws of war are disregarded.

• JAPANESE-AMERICAN INTERNMENT - The forced relocation and incarceration in camps in the western interior of the country of between 110,000 and 120,000[5] people of Japanese ancestry, most of whom lived on the Pacific coast.

• ZOOT SUIT RIOTS - A series of conflicts that occurred in June 1943 in Los Angeles between U.S. servicemen and Mexican American youths, the latter of whom wore outfits called zoot suits.

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Could old newspapers help win a war?

• Defeating the Axis armies required a huge effort from the Allies. In the Allied nations, millions of people volunteered to fight. Others found different ways to help.

• The war effort required enormous amounts of raw materials to make the supplies needed to win the war, from airplanes to ammunition to food. In Great Britain and the United States, civilians took part in efforts to save these precious resources for the soldiers fighting overseas.

• RATIONING AND RECYCLING were two ways the average British or American civilian helped the war effort. The federal government rationed, or limited, many products during the war, including certain foods, clothing, and gasoline. Rationing meant sacrifices for all. Civilians received a certain number of ration stamps, which could be used to buy rationed products such as meats, butter, and canned vegetables. Many people planted “victory gardens” to grow extra food.

• RECYCLING was another way people on the home front contributed to the war effort. They collected metal, rubber, newspapers, even kitchen fat, all of which could be used in the war effort. For example, metal cans could be turned into ammunition or guns, while kitchen fat was used to make glycerin, an ingredient in explosives and medicines.

• These scrap drives provided scarce materials for the war effort and they also brought civilians together to support the Allied struggle. They helped people at home stay strong during the uncertain days of the bloodiest war the world had ever seen.

What are some advantages of rationing & recycling when a nation is making war?

What are some disadvantages?

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How were Americans involved on the home front?

• Men volunteered for military service (ultimately 11M served in uniform)

• Women volunteered to work in roles formerly held by men, such as in factories (Rosie the Riveter), pilots and clerks

• African-Americans had new employment opportunities previously unavailable to them

• All agreed to government rationing (controlling the distribution of critical goods and services to achieve a common goal, e.g., war or survival) and embraced recycling (repurposing scarce used materials) to ensure sufficient material was available to win the war

• Excessive nationalism / racism resulted in internment (forcible detainment) of 100K Japanese-Americans living on the West Coast and riots between servicemen and Hispanics (Zoot Suit Riots) along the West Coast

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Battle of the Atlantic

BackgroundBattle of the Atlantic (1939-45) a contest between the Western Allies and the Axis Powers (particularly Germany) for the control of Atlantic sea routes. Conflict was at its height from 1940 to 1943.• For the Allied powers, the battle had three objectives: blockade of the Axis

Powers in Europe, security of Allied sea movements, and freedom to project military power across the seas.

• The Axis, in turn, hoped to frustrate Allied use of the Atlantic to wage war. • For British Prime Minister Winston Churchill, the Battle of the Atlantic

represented Germany’s best chance to defeat the Western powers

Science & Technology impact on naval war

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Battle of the Atlantic Activity (1 of 4)1. Watch World War II: Battle of the Atlantic animated -

https://youtu.be/S8KRgDGLqHE

2. As you watch, list the innovations that contributed to the Allies victory in the Battle of the Atlantic in the categories of Science, Technology, Strategy & Tactics, and Leadership

3. Write a paragraph explaining why the Allies won the Battle of the Atlantic.

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Battle of the Atlantic Activity Definitions (2 of 4) Technology

Strategy & Tactics Leadership

Science

The practical application of science requiring the creation of new inventions, processes, and systems or the adaptation of existing inventions, processes or systems

The intellectual and practical activity encompassing the systematic study of the structure and behavior of the physical and natural world through observation and experiment

Two levels of problem solving. Strategy is a broad plan of action; tactics are the means for carrying out strategy.

A leader steps up in times of crisis, and is able to think and act creatively in difficult situations. Leadership involves: • establishing a clear vision,• sharing that vision with others so that they will follow

willingly,• providing the information, knowledge and methods to

realize that vision, and• coordinating and balancing the conflicting interests of all

members and stakeholders. 26

Battle of the Atlantic Activity (3 of 4)Technology• Allied radar adaption to aircraft• Ship-borne High Frequency / Direction Finding• Code breaking • Forward & side-firing depth charges• Airborne searchlight

Strategy & Tactics• Allied convoy system• Allied merchant & naval shipbuilding program

(outbuild the tonnage lost to German submarines)

• Adoption of long-range strategic bombers for maritime use

• Creation of merchant aircraft carriers

Leadership• Allied Observation-Orientation-Decision-Action (OODA)

loop cycle quicker / more effective• “The training, skill and sheer dodged tenacity and valor of

Allied escort vessels”• Coordination between land, sea & air elements solely

focused on finding and destroying the Kreigsmarine

Science• Radio waves• Sound waves• Mathematics (probability theory, cryptography,

search & detection theory)• Aeronautics• Oceanography• Meteorology

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Battle of the Atlantic (4 of 4)

• Using the information you collected in your Science, Technology, Strategy & Tactics and Leadership graph, write a historical analysis paragraph answering the question:

“Why did the Allies win the Battle of the Atlantic?”• The paragraph must begin with a thesis statement that contains

three reasons why the Allies won the battle. Then it must have at least one sentence to explain each of the reasons you chose.

• Therefore, you should have at least four sentences in your paragraph.

• Write your paragraph in blue or black ink and double-space.

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Zoot Suit Riot Activity

Background

• During the Mexican Revolution (1910-1920), 1 million people emigrated from Mexico to the U.S Southwest. Tens of thousands more arrived in the 1920s. Combined with the descendants of Mexicans living in the Southwest before 1848, by the late 1930s there were about 3 million Mexicans and Mexican Americans in the country. Los Angeles had the largest Mexican-American community of any U.S. city.

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Zoot Suit Riot Activity

Background (Continued)

• By the 1940s, Mexican-American urban youth had formed styles of speech and dress that were neither traditionally Mexican nor traditionally American.

• Zoot suits were a type of fashion worn by some urban youth and were popular among Mexican Americans. Some adults saw the flashiness of the zoot suits as excessive. Among white servicemen the suits were seen as even antagonistic and un-American.

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Zoot Suit Riot Activity

Background (Continued)

• In the 1940s, Mexican Americans continued to face racial segregation in schooling, housing, movie theaters, restaurants, swimming pools, and more. They also faced severe discrimination in employment and by the criminal justice system.

• The Bracero Program, a program to import Mexican workers to fill the large agricultural labor shortage during WWII, began in 1942. The need to ensure an agricultural labor supply turned out to be the U.S. government’s main concern in responding to the Zoot Suit Riots.

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Zoot Suit Riot Activity

Background (Continued)

• The majority of service men and women stationed in LA during the riots were white.

• The riots occurred 6 months after the Sleepy Lagoon murder trial, a controversial case that involved Los Angeles police detaining 600 Mexican-American teenagers in response to finding one Mexican-American teenager dead and suspected to be murdered.

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Zoot Suit Riot Activity

Background (Continued)

• The trial violated due process and was seen by many Mexican Americans as unjust. 22 Mexican-American teens were found guilty. The trial was overturned several years later, and all of the accused were released.

• Rioting occurred in May and June 1943 in Los Angeles. The June riots lasted several days in Los Angeles. Thousands of servicemen participated in the attacks in which they targeted Mexican-American youth with beatings and racial slurs and stripped them of their zoot suits. Some Filipino and African-American youth were also among those attacked.

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Zoot Suit Riot Activity

Background (Continued)

• The police arrested more than 500 Mexican Americans. No servicemen were arrested. The incident set off a wave of attacks against Latinos/as in seven other U.S. cities.

• Today we will try to answer the question:

What caused the Zoot Suit Riots?

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Zoot Suit Riot ActivityDiscussion

• According to Document A, who caused the riots?

• According to Document B, who caused the riots?

• Is one more reliable than the other?

• Does Document A support the claim that the press was, in fact, “decidedly inflammatory”? How?

• Why did the Coordinator of Latin American Youth decide to send a telegram to the Office of War Information? What does this tell you about the seriousness of the riots? How could this have affected U.S.-Mexico relations?

• How did the context of WWII influence the riots?

• What more would you want to know about this time period to understand what happened better?

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Zoot Suit Riot Activity

Question: What caused the Zoot Suit Riots?

Suggested thesis statement:

First sentence – “The Zoot Suit Riots were caused by list your 3reasons.”• Second sentence – Explain your first reason and why it is relevant using one or

more specific examples.

• Third sentence - Explain your second reason and why it is relevant using one or more specific examples.

• Fourth sentence - Explain your third reason and why it is relevant using one or more specific examples.

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Relevant Kahn Academy Videos• https://www.khanacademy.org/humanities/world-history/euro-hist

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