1. Please take out a half sheet of paper!

2. Agenda FF Quiz Mini-lecture: Pearl Harbor DBQ Practice: WWII mobilization Objectives- Students will be able to Explain the effects of WWII on social groups in the United States Form a thesis that answers all of a DBQ prompt, and contextualize that thesis

3. The Origins of WWII: Expansion Japan and Manchuria: September 1931 Hitler gains power in 1933 and Expansion: – Rhineland 1936 – Austria 1938 – Czechoslovakia 1938 – Poland 1939 – War between Britain, France, and Germany – German and Japanese alliance US response?

4. Dr Seuss, 1941 Oct 3, 1939- “If it appears that Germany is defeating England and France, should the united states declare war on Germany?” Yes-29% No-71% America First Committee

5. “A Day that will live in infamy” Pearl Harbor: Dec 7, 1941 America First Committee dissolved December 10, 1941

6. Wartime Mobilization FDR in 1940: The US must become “a great arsenal of democracy” Entry into the US: government and the economy Great Depression Your prediction: What impact did wartime mobilization have on marginalized groups in the United States? YearDarby: Unemploy ment Rate Lebergott: Unemployme nt Rate 193320.624.9 193416.021.7 193514.220.1 19369.916.9 19379.114.3 193812.519.0 193911.317.2 19409.514.6 19418.09.9 19424.7 19431.9 19441.2 19451.9

7. Introduction: reminder of the five “pieces” of DBQ writing: 1.Thesis 2.Analysis of documents a. Evidence + analysis linking evidence to thesis b. PPAC analysis 3.Analysis of outside examples 4.Contextualization 5.Synthesis

8. Reminder of Outline Essay Organization: Introduction: Contextualize + Thesis Body Paragraph 1: Sub claim + Evidence + Analysis (link evidence to thesis) + PPAC Body Paragraph 2: Sub claim + Evidence + Analysis + PPAC Body Paragraph 3: Sub claim + Evidence + Analysis + PPAC Conclusion: Synthesis + wrap up argument

9. Contextualization and Thesis focus today 1.Read prompt, think about what subject or subjects you are going to be arguing about Analyze major changes and continuities in group identity and economic opportunity for women and racial minorities during World War II.

10. Modeling Document 1 Source: Interview with Arnulfo Pompa, Bracero History Project One thing about Goodyear farms: it was almost like slave labor for the people who were working there. My dad—there weren’t minimum wages back then—didn’t get paid a lot of money. There was this store there called Abraham’s.... Again, this was all owned by Goodyear Farms. And that was the only grocery store we knew of. So, it was two or three miles from our house. We would drive up and shop for groceries. The arrangement they had—as long as you worked at Goodyear farms—you were allowed to charge your food if you didn’t have any money. So, I remember it was always trying to catch up. My mom and dad couldn’t do it. There were six kids they had to feed. We’d get to the store and I remember my mom and dad buying food. It was like a forty-eight dollar bill. I remember my dad [having to say] go ahead and charge it to my account. I don’t have any money. So, I remember the next paycheck— he’d get paid every 15 days—... was probably two dollars. We’re expected to arrive from point A when we only have two dollars for fifteen days….

11. 2. [Gather evidence] Read documents. 3. Group documents into categories 4. Form a thesis 5. Done? Draft some synthesis- connect to another time period, or account for contradictory evidence [conclusion]

12. 1.Change/ Continuity? 2.Group identity? 3.Economic opportunity? 4.Women? 5.Racial minorities?

13. 5. Write contextualization before thesis Accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or processes USHAP themes Brainstorm: what are broad events/ processes we have learned about? Ie, difference between Langston Hughes v Harlem Renaissance, the League of Nations v isolationism

14. Compare and contrast views of the Federal government’s role in pursuing Progressive reforms, 1890-1920. Evaluate how beliefs about politics and power shaped these views. There was disagreement about politics and power even when the United States was a young nation. Hamilton and Jefferson disagreed about what the government should do with regards to the economy and society in general. Debates like this continued as the United States developed, especially with Progressivism from 1890-1920.

15. Connect to broad development? Think: themes Connection accurate? Specific? Short?

16. Bracero Program Ran from 1942 until 1964 as a way of bringing temporary contract laborers from Mexico into the United States. Most braceros worked in agriculture which was facing a labor shortage because of WWII.

17. Rosie the Riveter