1. Social Impact of World War II Chioma Friday Alina Okerlund Period 2

2. African Americans on the Home Front  Blacks on the Home front  Patriotic, Supportive of War Effort  Economic Discrimination  Last Hired - First Fired during Depression Years  FDR signed Executive Order 8802 - no discrimination based on race in hiring (applied to Defense jobs)

3. African Americans  Black Military Participation  Segregated Armed Forces  Separate Units and limited opportunities  Most famous African- American military group of WW 11 = The Tuskegee Airmen

4. The Tuskegee Airmen  Group of Black Pilots - 99th Pursuit “Fighter” Squadron  Trained in Tuskegee, Alabama  Decorated as an escort squadron - fought over Italy.  Col. Paul Adams from Lincoln served as a Tuskegee Airman

5. Native Americans  25,000 Native American joined armed forces  23,000 worked at Wartime plants and factories  Notable were the Navajo codetalkers (Communicated in the Navajo language)  Japanese military never broke the code

6. Navajo Code Talkers Of WWII  May 1942 twenty-nine Navajos entered boot camp to develop the actual code  The Navajo language had only been orally handed down  Each code talker would be required to memorize the entire code  No codebooks or written aids  Eventually over 400 Marine code talkers would play a vital role in the war against Japan  Japanese Intelligence was able to break almost every U.S. Army and Army Air Corps code  Not once were they able to break the Navajo code.

7. Women  Before the United States entered World War II, they were already producing war equipment for the Allies  Production had to increase dramatically in a short amount of time once war started  Auto factories were converted to build airplanes, shipyards were expanded, and new factories were built, and all these facilities needed workers.  Women were needed because companies were signing large, important contracts with the government just as all the men were leaving for the service  Cultural division of labor by sex ideally placed white middle-class women in the home and men in the workforce.  Because of high unemployment during the Depression, most people were against women working because they saw it as women taking jobs from unemployed men

8. Rosie the Riveter  The government decided to launch a propaganda campaign to sell the importance of the war effort and to lure women into working  They promoted the fictional character of “Rosie the Riveter”  Ideal woman worker: loyal, efficient, patriotic, and pretty.  Rose was an instant media success  “Rosies” were found and used in the propaganda effort.  A few months later, the most famous image of Rosie appeared in the government- commissioned poster “We Can Do It”

9. Women during Wartime  Women responded to the call to work differently depending on age, race, class, marital status, and number of children  They switched from lower-paying traditionally female jobs to higher-paying factory jobs  The demands of the labor market were so severe that even women with children under 6 years old took jobs  Economic incentives convinced them to work  They discovered the nonmaterial benefits of working like learning new skills, contributing to the public good, and proving themselves in jobs once thought of as only men’s work.

10. OPVL

11. Origin: Propaganda Poster during World War II in the United States Purpose: Women were needed in the workforce. They were having severe shortages and needed women of all classes to help build and contribute to the war effort. Value: It displays a woman working in a male associated area. It also appeals to emotions of women telling them that they can make the war end and make the United States win. It also shows in which jobs they were having shortages in. Which include: farm workers, typists, salespeople, waitresses, bus drivers, taxi drivers, timekeepers, elevator operators, messengers, laundresses, teachers and conductors Limitation: It is limited in that it assumes that women will believe that it is up to them to win the war. Also it does not address the other groups of people that could contribute to the war effort.

12. Mexican Americans  Mexican Americans were drafted into or volunteered for the U.S. armed services  Highest percentage of Congressional Medal of Honor winners of any minority in the United States.  Fueled Latino migration to the United States  Temporary workers from Puerto Rico and Mexico, or braceros, were through the Bracero Program, a 1942 labor agreement between the United States and Mexico.  Over 100,000 contracts were signed between 1943 and 1945 to recruit and transport Mexican workers to the United States for employment on the railroads  Laborers had little contact with the general population and limited access to healthcare, recreation, translators, or legal aid.

13. Minorities  Japanese Americans  After Pearl Harbor, President Franklin issued Executive Order 9066  Japanese citizens and non-citizens who lived in America were taken to interment camps in fear that they were working for the Japanese government  Was fueled by farmers competing with Japanese labor

14. Internment Camps  Camps were run by the Immigration and Naturalization Service  Different kinds of camps were  Civilian Assembly Centers  Justice Department Detention Camps  Citizen Isolation Centers  Federal Bureau of Prisons  US Army Facilites  110,000 to 120,000 were relocated to the internment camps  They were overcrowded and dirty, poor living conditions  The buildings were not fit for families or groups of people to live in it all at once  Leadership positions were given to American born Japanese  Older generations had to follow them, but usually ignored the appointed leaders  Germans, Italians, and other people of European descent were put in internment camps

15. Internment Camps Cont.  Camps ended on January 2, 1945, the exclusion order was removed entirely  Residents of the camp were to leave the camps and go back to their normal lives  Some returned to what they did before  Others migrated back to Japan  Released residents were given $25 and a train ticket to their former homes  Many Japanese lost their items due to little they could take with them to the internment camps  Ralph Lawrence Carr, Colorado governor was the only official to apologize for the treatment of the Japanese in America  Government created systems of reparations to pay back what they did

16. Conscription  On September 16, 1940, the US implemented the Selective Training and Service Act of 1940  First time peacetime conscription in US history  It required that men ages 21 to 45 register for the draft  Those who were selected in draft lottery had to serve at least 1 year in the forces  The time spent in forces because of the draft was extended for the duration of fighting in WWII  By the end of 1945, 50 million men registered for the draft and 10 million were drafted to the military  National polls showed an increase majority favoring a draft in case US ever needed to go to war

17. Conscription  Uncle Sam was used persuade people to join the army  Isolationists were opposed to the draft and wanted to stay out  Few years after the draft was implemented the US had an army to declare war after Pearl Harbor

18. Work Cited Some, Lawrence. "Navajo Code Talkers Of WWII." Essortment. Web. 01 Nov. 2012.. Sorensen, Aja. "The Image and Reality of Women Who Worked During World War II." Women Working During World War II. Homefront National Historical Park, Fall 2004. Web. 31 Oct. 2012.. A History of the Mexican American People,” by Julian Samora and Patricia Vandel Simon, http://www.jsri.msu.edu/museum/pubs/MexAmHist/chapter16.html; Maria Möller, ‘Philadelphia’s Mexican War Workers,” Pennsylvania Legacies, November 2003, Vol. 3 (2), 16. Taylor, Alan. "World War II: Internment of Japanese Americans." The Atlantic. 21 Aug. 11. Web. 04 Nov. 2012.. "Franklin Roosevelt Approves Military Draft." History.com. A&E Television Networks, 16 Sept. 2011. Web. 04 Nov. 2012..