Topic: the United States Home Front During World War Ii

Topic The coupled nominates Home Front During universe of discourse state of strugglef are II Essential research How of import was the dwelling house motility to the linked States advantage in public state of war II? topic Standard for linked States History sequence 8, Standard 3 The origins and course of realism warfare II, the character of the fight at home and abroad, and its reshaping of the unify States sub chopine on world affairs. instructional ObjectivesStudents impart be able to 1. pardon and treasure extensive sparing and military machine mobilization on the home present by the linked States during knowledge base fight II and its push of the success of the struggle ride. 2. formulate how the social unit country, across tout ensemble frugalal and social levels, was involved in a unified stew to produce the goods of warfare and of the common impart made by every citizen done rationing, victory gardens, bond drives, etc. 3. Analyze a nd assess the effects of World War II on culture, family, gender component parts, and technology in Ameri quarternister society.Background Description/Historical moment Although there were no military battles fought on the mainland of the united States, World War II had a profound effect on the commonwealth as the Federal government mobilized its economic, financial, and hu universe resources to defeat Axis aggression. This war returned the commonwealth to economic prosperity aft(prenominal)ward a decade of dismal depression, promoted the ontogeny of big business, and enhanced a close relationship between attention and the military.Politic eithery, the power of the pre billetncy and influence of the Federal government increased, and socially and economi call upy, the war, finished and with common alienate made by all, became a vehicle for alter the status of Ameri undersides. In short, the war became a catalyst for significant economic and social agitate whose impact extended well-beyond its duration. For example, before the war women had traditionally p gear uped a secondary role in the job trade and men had dominated the industrial job sector.However, with zillions of men being drafted or joining the military, women were postulateed to man the factories and supply centers producing goods for the war. (Over 400,000 women also served in the military during World War II. ) They also had traditionally faced job variety and lower pay levels, but approximately of these inequities began to fade as they took on more than and more responsibility in factories and production centers. Posters extolling Rosie the Riveter were printed, recognizing the need and importance of recruiting women for the work force.Between 1941 and 1944, the number of women working outside the home rose by 5,000,000. By 1944, 72% of the female workforce were married women and their mean(a) age was over thirty-five. The war could not obtain been won without them. The war a lso began to create a more level playing plain for minorities who had traditionally faced discrimination. All Americans were needed in the war effort and so black American, Hispanic Americans, and Japanese Americans (where in California whole families had been sent to military detention camps), were being drafted and joining the military.In the case of African and Japanese Americans, separate and segregated military units were created yet, they fought on the selfsame(prenominal) battlefields with their brother citizens. Changes also occurred on the home front. Factory workers were needed in the industrial north, and a migration of black workers to northern factories began and would continue until many years after the war had ended. What happened in the country during this time was really remarkable.Americas door into the war had brought the Nation together, united in a common and sightly cause, like at no other time in its history. The sacrifice being made by families and citiz ens was equally and fully shared. At the same time, social change was occurring which would carry over into the post-war years and ultimately incidental in more equal rights for everyone. What was happening on war front was linked to the home front. The combination would result at wars end with America emerging as the worlds pre-eminent economic super power.Instructional Activities and Primary Source/ papers Excerpts The following document excerpts, photographs, and posters can be selected, read, discussed, analyzed, and assessed by students, either individually for subsequent general track discussion, in a pair-and-share format, or in small groups with a cooperative acquirement activity. At the discretion of the instructor, document excerpts, photographs, and posters could grouped at designated post in the classroom, and small groups of students could rotate from station to station during the instructional period.As the groups of students examine, explain, and evaluate the c onceive ofs and texts of the following selected documents, they will begin to ascertain and assess the pivotal role that the American home front played in the Allied victory in World War II. The teacher can select (as a bill of fare) which of the following photographs, posters, and document excerpts are closely appropriate for the instructional require of their students on this historical topic. Following these photographs, posters, and document excerpts there is a menu of thought-provoking interrogates to stimulate student discussion and interaction.As a discussion trigger for either small group or whole class discussion, the teacher can present the following adage to the students If every picture tells a story, sop up what story about the American home front in World War II is being told by the following photographs and posters. The photographs and posters of women and African Americans during World War II fork over been selected from the following websiteswww. womenshisto ry. about. com and www. archives. gov/research/african-americans/ww2 pic pic pic pic pic pic pic pic pic pic pic instrument A Whereas it is the policy of the coupled States to encourage full participation in the bailiwick defense program by all citizens of the United States, disregardless of race, creed, excuse, or national origin, in the firm belief that the democratic style of bread and butter within the Nation can be defended successfully wholly with the help and support of all groups within its borders, and Whereas there is evidence that open and needed workers have been barred from employment in industries engaged in defense production solely because of considerations of race, creed, color, or national origin, to the detriment workers morale and of national unity Now, therefore, . . .I do hereby reaffirm the policy of the United States that there shall be no discrimination in the employment of workers in defense industries or government because of race, creed, color, or national origin, and I do hereby declare that it is the duty of employers and of labor organizations . . . to win for the full and ingenuous participation of all workers in defense industries, without discrimination because of race, creed, color, or national origin. . . . All contracting agencies of the Government of the United States shall let in in all defense contracts hereafter negotiated by them a provision obligating the affirmer not to discriminate against any worker because of race, creed, color, or national origin. executive director put up 8802, June 25, 1941 by death chair Franklin Roosevelt Document B It is the policy of the Government of the United States to encourage full participation in the National Defense program by all citizens, regardless of race, creed, color, or national origin in the firm belief that the democratic way of life within the nation can be defended successfully only with the help and support of all groups within its borders. The policy w as stated in my Executive Order sign on June 25, 1941. The order instructed all parties making contracts with the Government of the United States to include in all defense contracts thereafter a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin. Questions of race, creed, and color have no place in determining who are to man our ships.The sole qualification for a worker in the maritime industry, as well as any other industry, should be his loyalty and his passe-partout or technical ability and training. Letter from President Franklin Roosevelt to Mr. Joseph Curran, President of the National Maritime Union, January 14, 1942 Document C I welded . . . lying on the write up while another welder spattered sparks from the ceiling and chippers like giant woodpeckers bust our eardrums. I . . . have sat at a bench join flat and vertical plates. . . I did overhead welding, horizontal, flat, vertical. . . I made s ome good welds. . . I had a good taste of summer forthwith, and I am convinced that it is going to take backbone for welders to stick to their jobs through the summer months.It is harder on them than on any other of the workerstheir leathers are so hot and heavy, they get more of the fumes, and their hoods become instruments of torture. There were times today when Id have to stop in the middle of a tack and push my hood back just to get a breath of fresh air. It grows unbearably hot under the hood, my glasses becloud and blur my vision, and the only thing to do is to stop. . . . Yet, the job confirmed my significant conviction. . . that what exhausts the woman welder is not the work, nor the heat, nor the demands upon physical strength. It is the apprehension that arises from inadequate skill and consequent lack of confidence, and this can be overcome by the right sympathetic of training. Ive mastered tacking instantly, so that doesnt bother me.I hunch that I can do it if my m achine is correctly set, and I have learned enough of the ways of machines to be able to set them. And so, in offend of the discomforts of climbing, heavy equipment, and heat, I enjoyed the work today because I could do it. capital of Maine Clawson, a female welder in a shipyard, quoted from Augusta Clawson, Ship diary of a Woman Welder (New York Penguin, 1944). Document D In the figure d havestairs the development of the United States labor force by gender during the war years. Year Total labor force (*1000) of which Male (*1000) of which female (*1000) Female share of total (%) 1940 56,100 41,940 14,160 25. 1941 57,720 43,070 14,650 25. 4 1942 60,330 44,200 16,120 26. 7 1943 64,780 45,950 18,830 29. 1 1944 66,320 46,930 19,390 29. 2 1945 66,210 46,910 19,304 29. 1946 60,520 43,690 16,840 27. 8 Source Bureau of the Census, Historical Statistics of the United States (1976), Chapter D, Labor Series D 29-41. Document E It is nearly five months since we were attacked at beadwork give suck. . . . Since so we have dispatched strong forces of our Army and Navy, several hundred thousand of them, to bases and battlefronts thousands of miles from home. We have stepped up our war production on a scale that is exam our industrial power, and our engineering genius and our economic structure to the utmost. . . . This is a lummox joband a long one. . . To build the factories, to buy the materials, to pay the labor, to picture the transportation, to equip and feed and house the soldiers, sailors and marines, and to do all the thousands of things necessary in a warall cost a lot of money, more money than has ever been spent by any nation at any time in the long history of the world. We are now spending, solely for war purposes the sum of about one hundred million dollars every day in the week. . . . All of this money has to be spent. . . if we are to produce within the time now available the enormous quantities of weapons of war which we need. . . . All of us are used to spending money for things that we want, things which are not absolutely essential.We will all have to forego that openhearted of spending. Because we must put every dime and every dollar we can possibly spare out of our earnings into War Bonds and Stamps. Because the demands of the war effort require the rationing of goods of which there is not enough to go around. Because the filet of purchases of non-essentials will release thousands of workers who are needed in the war effort. . . . I know the American farmer, the American workman, and the American businessman. I know that they will gladly embrace the economy and equality of sacrifice, satisfied that it is necessary for the most vial and compelling motive in all their liveswinning through to victory. . . As we here at home contemplate our own duties, our own responsibilities, let us think. . . hard of the example which is being set by our fighting men. . . . They are the United States of America. That is why the y fight. We too are the United States of America. That is why we must work and sacrifice. It is for them. It is for us. It is for victory. President Franklin Roosevelt, Fireside Radio Chat, April 28, 1942 Document F In late May 1940, with the fall of France imminent, President Roosevelt requested vast funds for the development of military and naval requirements. On December 20, 1940, he established the Office of Production Management with industrial leader William S. Knudsen as Director.On December 29, 1940, in a fireside chat on the radio, he called for a national production effort that would make the United States the worlds arsenal of res publica. After the attack on cliff Harbor on December 7, 1941, at the beginning of 1942 Roosevelt announced a compulsory production program Let no one cite that this cannot be done, and we are committed to doing it. He issued a clarion call for 60,000 planes, 45,000 tanks, 20,000 flack guns, 500,000 machine guns, and 8 million tons of mer chant raptus in one year. The entire world was amazed by the pace of American production. By 1943, the production schedule was increased to 125,000 planes, 75,000 tanks, 35,000 antiaircraft guns, and 10 million tons of merchant shipping.During the course of the war the productive capacity of the United States gave the allied coalition more than half its armaments, 35% of those used against Nazi Germany, and 86% of those employed against Japan. While providing the United Kingdom, the British Commonwealth, the Soviet Union, and Nationalist China with arms and loans, the United States at the same time doubled its industrial output. Louis L. Snyders Historical prevail to World War II Greenwood Press western United Statesport, Conn Louis Snyder 1982 Sample stimulating Questions To Develop Student Group or Whole-Class Discussion 1. If the adage, Every picture tells a story, is applied to each of the above-listed photographs and posters, how did World War II attain the lives of wome n and African Americans? 2.How did World War II affect American family life? 3. Explain the meaning of President Roosevelts Executive Order 8802, and how did this Executive Order affect African Americans? 4. To what extent did Executive Order 8802 lay the foundation for the upcoming civil rights movement in the years after World War II? 5. Describe the experiences of women who worked in factors during World War II. (Example female welders). wherefore was it important for woman to work in factories during World War II? 6. How did the contributions of women on the home front contribute to the American victory in World War II? 7. How did World War II serve as a catalyst for social change in American society? Prior to discussing Question 8 provide a brief overview and background as to the role of A. Philip Randolph, the most important African American labor leader of the time, and how he threatened to mastermind a surround on Washington if the Defense Industries were not desegregate d. 8. Explain the meaning and significance of the following quotation and slogan of A. Philip Randolph, President of the marriage of Sleeping Car Porters, in 1941, in proposing a massive March on Washington WE LOYAL NEGRO AMERICAN CITIZENS DEMAND THE unspoilt TO WORK AND FIGHT FOR OUR COUNTRY. Why did Randolph cancel the march after President Roosevelt issued Executive Order 8802?Do you think that Randolph made the right conclusion? Explain your viewpoint. 9. How did World War II end the Great falling off and return the United States to economic prosperity? 10. Why did President Roosevelt describe the United States as an arsenal of democracy? Summary The teacher can refer the students back to the essential question which was posed at the take in of the lesson How important was the home front to the United States victory in World War II? The students are directed to respond and take a position (develop a viewpoint) on this historical issue concerning the pivotal role that the home front played in the victory of the United State in World War II.At the teachers discretion, the pupils responses can be presented orally as closure to small group and/or whole-class discussion, or in written form, such as a response to an render prompt or a journal entry into a learning log to bring effective closure to the lesson. Thus, as a street arab approach to teaching and learning, the lesson was opened with a thought-provoking essential question as its primary learning objective at the start of the instructional period, developed through an examination, explanation, and evaluation of primary source document excerpts through group work, cooperative learning, pair-and-share, etc. , and closed with a critical judging through the lens of the lessons evaluative essential question. Application ( transplant Task) Students can compare the pivotal role and significant impact of the American home front to military victory in World War II to the role and impact of the American home front today as the as the United States fights wars against terrorism and to promote democracy in Iraq and Afghanistan. Students can also compare the roles of women and African Americans in the build up services today with the roles and opportunities that were presented to them during World War II. World War II at the Memorial pic 1. take on the images of sculptor Ray Kaskeys bas- informality empanel that depict the following Lend-Lease/War Declared News of Pearl Harbor Men and Women at Work/Aircraft Construction Agriculture West sailing Shipbuilding War bond butt on 2. How does Kaskeys relief panel capture the essence of the heroism of the men and women who worked on the home front in factories and on farms to secure Allied victory? Do you think Kaskeys panels reflects what you learned in this lesson? If, so explain how. 3. Study images of the two types of ornamental wreaths used around the archives on the litre six pillars. The oak leaves represent American indust rial strength and the wheat berry sheaves represent Americas agricultural ability to feed the world. Why do you think Kaskey chose these particular metaphors for the home front? 4.Examine the image of the pillars of states and territories. add-in that they are all connected by ropes. What does this tell you about the memorials design based on what you have learned in this lesson? What does this design tell you about the nation and the American people from 1941-1945. 5. hire the memorial inscription by Colonel Oveta Culp Hobby. (marker match on northeast side of the plaza, south face). How is what you have learned in this lesson reflected in Hobbys quote? pic 6. Read the memorial inscription by President Franklin Roosevelt (marker stone on northeast side of the plaza, west face). How is what you have learned in this lesson reflected in Roosevelts quote? pic kitchen range 1 Pacific Victory patronizing and State and Territory Pillars pic Image 2 Atlantic Victory slew and State an d Territory Pillars pic Image 3 Bas-relief panel Lend-Lease/War Declared pic Image 4 Bas-relief Panel News of Pearl Harbor pic Image 5 Bas-relief panel, Men and Women at Work/Aircraft Construction pic Image 6 Agriculture pic Image 7 Bas-relief panel West Coast Shipbuilding pic Image 8 Bas-relief panel War Bond Parade pic The Friends of the National World War II Memorial would like to convey the generous support of the AT&T Foundation, GeneralMotors Foundation and USAA as major sponsors of our education program who helped make these lesson plans possible.