Fighting for the Four Freedoms: World War II

Fighting for the Four Freedoms: World War II

Fighting for the Four Freedoms World War II

What to expect during this unit

To learn about the events leading up to World War II

To learn about World War II

To learn about the results of the war

DBQ Practice

Plenty of group work

Maybe a surprise quiz or two

Unit Test

My Idiosyncrasies and Teaching Method

You will see the following a lot -- TTYN: Talk To Your Neighbor or in other words, an opportunity to incorporate cooperative learning

Do Now’s: Every class period begins with some type of “Do Now” If I have given homework (usually reading), I will assess what was learned. If the class period revolves around an activity, the Do Now will set up what we are about to learn.

Love Video’s!!! But, I generally will not show more than a few minutes at a clip. Too much to cover and learn!!! I try to hit the Big Stuff and the Cool Stuff!!!!

Common Core: I believe all of lessons and activities align with the Common Core.

Quizzes and Tests: You are on your own. I generally structure my exams after NYS Regents. In other words, a little bit of everything, which includes a major writing element. Unit exams generally take two days. The second day will feature the writing element. Quizzes – Always involves some type of literacy activity such as mini DBQ’s, short-answer response, thesis statements, etc….

World War II

What I Know about WWII What I Learned about WWIIWhat I Want to Learn about WWII

K-W-L World War II - TTYN

World War IIThe Road to War1930’s, U.S. preoccupied with the economic crisis

FDR departs from traditional American foreign policy.

• 1933, hoping to stimulate American trade, FDR exchanges ambassadors with the Soviet Union

• The Good Neighbor Policy, which repudiated the right to intervene militarily in the internal affairs of Latin America. i.e. repeal of the Platt Amendment

Japan becomes a Super Power. Japan is a Super Power!• 1931, Japan invades Manchuria• Pan-Asianism• 1937, Japan moves further into China, which included Nanjing – resulting in the massacre

of 300K Chinese (The Nanjing Massacre or the Rape of Nanjing)

Warning

World War IIThe Road to War• After consolidating his rule in Germany, Adolf Hitler embarks on a campaign to dominate

the entire continent.• 1936, In violation of the Versailles Treaty, Hitler rearms Germany• Sends troops into the Rhineland (area between Germany and France)• France, Great Britain, and the United States do nothing

TTYN If you are Adolf Hitler and you managed to rearm your nation and send troops into the Rhineland what might you be thinking?

• Italian leader, Mussolini invades and conquers Ethiopia

• Spain leader, Francisco Franco proves victorious during the Spanish Civil War and establishes another Fascist government

• Hitler annexes Austria and the Sudetenland and parts of Czechoslovakia – later Hitler takes the entire country.

• FDR’s Quarantine Speech

• The Policy of Appeasement

“The High Contracting Parties solemnly declare in the names of

their respective peoples that they condemn recourse to war for the

solution of international controversies, and renounce it, as an

instrument of national policy in their relations with one another.”

- The Kellogg-Briand Pact (1928)

World War IIThe Road to War

Small Group Activity: DBQ• Each Group shall interpret and summarize each of the following two documents.

Document 1

World War IIThe Road to War

TTYNYour neighbor’s house is on fire. The nearest fire station is twenty miles away and you own the only hose on the street. Do you loan your neighbor your hose (and yes, you like your neighbor)?

• Great Britain is nearly bankrupt, it could no longer pay for supplies

• At Roosevelt’s urging, Congress passes the Lend-Lease Act.

• U.S. sends arms to G.B., China, and the Soviet Union

• FDR froze Japanese assets in the U.S., including the sale of oil to Japan

TTYNEurope just called. Allegedly there is lunatic with a “Charlie Chapin” mustache running wild throughout Europe and they need your help if they are to survive. What should the United States do?

World War IIThe WarEconomic Warfare: How the United States Economic Policy Led to War

• Sept. 1941, after Japan’s invasion of French Indochina, the U.S.

placed an embargo on Japan by prohibiting exports of steel, iron, and

aviation fuel

• April 1941, Japan signs a neutrality treaty with the Soviet Union.

• April 1941, two days after the treaty, U.S., G.B., and the

Netherlerlands freeze Japans assets, which would limit Japan’s

ability to purchase oil.

World War IIThe WarTTYNDuring this exercise you assume the role as a member of Congress

Background…

For a long time, both the Senate and the House of Representatives were divided over the war issue. There was much resistance to involvement in Europe, because the destruction of World War I still lingered in your minds. Until now, the United States had only been helping Great Britain and France indirectly. After learning of the attack on Pearl Harbor, you are sitting in a special joint session of Congress listening to President Roosevelt. Later in the day, you will vote on a Declaration of War with Japan. Until now, you were against any involvement in war. You know that because of the Axis alliance, declaring war on Japan means war with Germany and Italy.

Working with your neighbor, answer the following questions -

1. Does President Roosevelt's speech change your mind about involvement in the war?2. What is your primary concern at this point?3. You voted against the Japanese economic embargoes in the 1930s. Has your opinion of Japan changed?4. As an isolationist before December 7, how has this event changed your world outlook?5. How will your home district be affected by a declaration of war?6. Will you take any measures to protect your constituents from discrimination? (Remember this is 1941.)

World War IIThe WarPearl Harbor: What History Tells Us

Warnings Signs

January 24, 1941, the Secretary of the Navy advised the Secretary of War that the

increased gravity of the Japanese situation had prompted a restudy of the problem

of the security of the Pacific fleet while in Pearl Harbor.

October 16, 1941, the Commanding General, Hawaiian Department, and the

Commander in Chief of the Fleet, were advised of the changes in the Japanese

cabinet, of the probability of hostilities between Japan and Russia, and, of the

possibility of an attack by Japan on Great Britain and the United States.

Do Now: TTYNWhat steps led to American intervention in WWII?

World War II

“In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms.

The first is freedom of speech and expression—everywhere in the world.

The second is freedom of every person to worship God in his own way—everywhere in the world.

The third is freedom from want—which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants-everywhere in the world.

The fourth is freedom from fear—which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor—anywhere in the world.”

FDR’s State of the Union Speech, Jan., 1941

The War World War II

D Day

U. S. Military Cemetery at Omaha Beach

World War IIThe War

World War IIThe WarThe Home Front

• By 1944, American factories produced a ship every day and a plane

every five minutes

• The GNP rose from 91B to 214B

• Government now withheld income taxes directly from paychecks.

• Prior to the war, only the 4M wealthiest Americans paid income

taxes; by 1945, over 40M paid taxes. In other words, America went

from “class taxation” to “mass taxation.”

World War IIThe WarThe Home Front

Small Group Activity

Working cooperatively, examine the following images and answer

the following questions in summary format and provide evidence

(reference images):

How did daily life in America change? And why?

How did the role of women change?

What can be assumed was the general attitude regarding the war?

How was different from prior to the start of the war? Why do you

think it changed?

War Bonds

World War IIThe War

Causes of World War 2

World War IIThe Color of WarThe war had a far more ambiguous meaning for non-white groups than for whites. Racial barriers remained deeply entrenched in American life.

• Southern blacks were still a product of a rigid system of segregation• Asians could not emigrate to the U.S. or become naturalized citizens.• Mexicans had been voluntarily repatriated within the Southwest during the depression• Native Americans still lived in poverty and on reservations.

The war set in motion changes that would reverberate in the postwar years.

The Bracero program was an agreement between the U.S. and Mexican governments that permitted Mexican citizens to take temporary agricultural work in the United States.

Under the agreement, Mexicans (Braceros) were suppose to receive:• Receive decent housing and wages• However, because Braceros could not become citizens and could be deported at any

time, they found it impossible to form unions or secure better working conditions.

How things changed….

World War IIThe Color of War

Go For Broke: The 442 Regimental Combat Team

TTYN: What does the expression Go For Broke mean to you?

The soldiers of the 442nd needed to win big.

They were Nisei - American-born sons of Japanese immigrants

The Color of War - They fought two wars: the Germans in Europe and the

prejudice in America.

World War IIThe Color of War

Tuskegee Airmen

Doris “Dorie” Miller

Paved the Way: “American Heroes”

DBQ Time World War II

Doc. 3

1946 Drawing by Charles White Depicting the Experiences of African-Americans

DBQ Time World War II

Doc. 4

World War IIThe WarHitler’s V1 and V2 Rockets

Memorable Events From The War World War II

“Yalta Conference”Feb. 1945

TTYN – Describe in complete sentences the essence of the conference

“The Premier of the Union of Soviet Socialist Republics, the Prime Minister of the United Kingdom and the President of the United States of America have consulted with each other in the common interests of the people of their countries and those of liberated Europe. They jointly declare their mutual agreement to concert during the temporary period of instability in liberated Europe the policies of their three Governments in assisting the peoples liberated from the domination of Nazi Germany and the peoples of the former Axis satellite states of Europe to solve by democratic means their pressing political and economic problems.”

Confident the war was nearing a victorious conclusion, the “Big Three” agreed to meet in Yalta and map-out Europe’s future. • Neither Britain nor the U.S. trusted Stalin• Soviets angered over the delay in the Allied invasion of France until 1944 thus leaving the Soviets to do

the bulk of the fighting. • Difficult to resist Stalin’s ideas of reshaping parts of Europe since they won the war on the eastern front• Stalin reneges on a promise of “open and free” elections in Poland• Stalin believed that “whoever occupies a territory also imposes his own social system.”• The creation of the United Nations• Soviets agree to declare war on Japan before the end of the year

Memorable Events From The War World War II

“Battle of the Bulge”

Memorable Events From The War World War II

The firebombing of Japan and Germany

The Firebombing of Dresden

World War II

Memorable Events From The War World War II

“Kamikaze”“Divine Wind”

Kamikaze, was Japan's last attempt to balance the ever increasing technological and material advantage of the American forces advancing to Japan. The Kamikaze attack tactic was suggested on October 19, 1944, by vice-Admiral Onishi of the Japanese Navy, when he was assigned to command the air attacks against the huge American invasion fleet off the Philippines, and then realized that he had less than 100 operational aircraft for this task. There was no way to sink or even severely damage the American fleet in any conventional tactic, so the Admiral needed a force multiplier, a way to get a significantly greater striking power from a given force.