1. World War 2: The War at Home

2.  Describe how the United States built its military and converted its economy to meet wartime needs.  Analyze the contributions of women to the war effort.  Compare and Contrast how World War 2 affected Japanese Americans and other groups of people at home.

3. Leader: Bernard M. Baruch Purpose: To regulate the economy in the interests of the war effort

4. 1. Use mass – production techniques to increase efficiency 2. Eliminate waste 3. Set production quotas

5.  20% increase in production  Retail prices soared  Changes in women’s clothes  Shorter boots (save leather)  Shorter skirt lengths (save cloth)  No more corsets (save metal)

6.  Fuel Administration monitored coal supplies, rationed gas and heating oil  Gasless Sundays  Lightless Nights  Daylight Savings time

7.  Some trades had increasing wages  Shipbuilders, meatpackers, etc.  White collar workers had a decrease in wages

8.  Dealt with disputes between management and labor  Called for an 8 hour work day, safety inspections, ban on child labor

9.  Run by Herbert Hoover  Encouraged Americans not to waste food  Meatless, Sweetless & Wheatless days  Victory Gardens

10.  Wartime need for labor brought over 1 million women into the work force  Most women lost their jobs when the war ended

11.  The war cost $33 billion  1/3 was raised by the government through taxes  The rest was raised by selling war bonds

12.  The nation’s first propaganda agency  Headed by George Creel  Promoted the war

14.  Bitter anti – immigrant feelings were directed to people from Germany Austria –Hungary, and Japan  Many lost their jobs  Faced physical violence

15.  The Espionage and Sedition Acts imposed harsh penalties on:  Anyone found guilty of making false statements that interfered with the prosecution of the war  Insulting or abusing the U.S. government, the flag, the Constitution or the military.  Agitating against the production of necessary war materials;  Advocating, teaching or defending any of these acts. (T) Both pieces of legislation were aimed at socialists, pacifists and other anti-war activists

16.  To make or convey false reports, or false statements, or say or do anything except by way of bona fide and not disloyal advice to an investor … with intent to obstruct the sale by the United States of bonds … or the making of loans by or to the United States, or whoever, when the United States is at war";  To "cause … or incite … insubordination, disloyalty, mutiny, or refusal of duty, in the military or naval forces of the United States";  To "utter, print, write, or publish any disloyal, profane, scurrilous, or abusive language about the form of government of the United States, or the Constitution of the United States, or the military or naval forces of the United States, or the flag … or the uniform of the Army or Navy of the United States, or any language intended to bring the form of government … or the Constitution … or the military or naval forces … or the flag … of the United States into contempt, scorn, contumely, or disrepute";  To "willfully display the flag of a foreign enemy";  To "urge, incite, or advocate any curtailment of production in this country of any thing or things … necessary or essential to the prosecution of the war."

17.  Fines and / or jail time for antiwar activities  6,000 arrests / 1,500 convictions  Targeted socialist and labor leaders  Violates the spirit of the 1 st Amendment

18.  W.E.B DuBois  Supported the war effort  Saw threat of German imperialism  Thought it could lead to racial justice

19.  1.Read pages 814-820 in your American History textbook.  2. Complete all Checkpoint questions.  3. Be sure to utilize all information from PowerPoint presentation, your reading, and knowledge of Social Studies when completing the Checkpoint questions.  4. Complete Exit Ticket Question