WORLD WAR II: THE HOME FRONT & END TO THE WAR SWBAT: Explain how wartime experiences challenged gender stereotypes and civil liberties

Do Now  Use the images to discuss the questions with your partner. 1 2

The Four Freedoms  FDR’s Four Freedoms  Freedom of Speech  Freedom of Worship  Freedom From Want  Freedom From Fear T RUE INDIVIDUAL FREEDOM CANNOT EXIST WITHOUT ECONOMIC SECURITY AND INDEPENDENCE.

Women at Work: Rosie the Riveter  Mobilization & military services provided opportunities for women  Image of “Rosie the Riveter” used to encourage women to join the workforce  Rosie represented the “heroic” work of woman in wartime industries  57% increase in the number of working women during WWII  With 15 million men in the armed forces, women comprised 1/3 rd of the civilian work force

Women at Work: Rosie the Riveter  “All the day long, Whether rain or shine, She's a part of the assembly line. She's making history, Working for victory, Rosie the Riveter. Keeps a sharp lookout for sabotage, Sitting up there on the fuselage. That little girl will do more than a male will do”

Women at Work: Rosie the Riveter More than 500 Major League Baseball players served in the armed forces during World War II “A League of Their Own”

G.I. Bill of Rights  In order to ensure a transition from wartime economy to peacetime economy, Congress passed the Servicemen's Readjustment Act of 1944  Provided the following:  Low-cost mortgages  Payments for college or vocational school tuition  One-year unemployment  Low-interest loans to start a business

Bracero Program  U.S. established an agreement with the Mexican government to recruit temporary Mexican agricultural workers to the United States to make up for wartime labor shortages in the West.

Japanese Internment  “An Enemy Race”  The government believed Japanese-Americas could be enemy agents  Relocation Challenging their civil liberties, the U.S. government forced 120,000 Japanese- Americans to move to internment camps

Japanese Internment  Why the Japanese?  Racism and stereotypes The Japanese were believed to be sneaky & evil “The very fact that no sabotage has taken place to date is a disturbing and confirming indication that such action will be taken.” ~ General John L. DeWitt, Chief of the Western Defense Command

Japanese Internment  Life in the internment camp  Many internees lost personal property due to restrictions on what could be taken into the camps Theft in government storage facilities was also a significant problem

Japanese Internment  Korematsu vs. US (1944)  In a 6 -3 decision, the Supreme Court upholds the constitutionality of the relocation of Japanese- Americans Fred Korematsu sued on that basis that the government violated his Fifth Amendment rights. Is $20,000 enough?

Truman’s priority was to save American lives An invasion of Japan could cost up to 1,000,000 American lives Japanese refused to surrender War in the Pacific

Atomic Bomb  Alternatives were considered before dropping the bombs  Final decision: drop the atomic bombs to end the war quickly & avoid more American casualties  sparked debates about morality of using atomic weapons o August 6, 1945: U.S. pilots dropped atomic bomb on Hiroshima o 3 days later, U.S. dropped second bomb on Nagasaki o  August 10, 1945 Emperor Hirohito surrendered

HIROSHIMA: AFTER THE BOMB Model from the Hiroshima Peace Memorial Museum HiroshimaNagasaki Pre-bomb Population255,000195,000 Dead66,00039,000 Injured69,00025,000 Total Casualties135,00064,000

Atomic Bomb  Atomic Bomb Damage Radius Atomic Bomb Damage Radius  The world entered the Atomic Age!  The war-ravaged condition of Asia and Europe, and the dominant U.S. role in Allied victory and peace settlements allowed the U.S. to emerge from the war as the most powerful nation on earth.

Extensions  SAQ Practice: Hiroshima and Nagasaki  Crash Course: WWII Part 2 Crash Course: WWII Part 2  STUDY for your assessment tomorrow!