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1940–1949 Lesson 5 LESSON 5 The Decade of 1940–1949 LESSON ASSIGNMENTS You are encouraged to be very attentive while viewing the video program. Review the video objectives and be prepared to record possible answers, in abbreviated form, as you view the video. The topics and time periods may differ from the chapters of the textbook your school system is using. Each video program chronicles a wide array of events and personalities during a specific decade of the 20th century. Keep in mind that one of the overarching goals of each lesson is to help you understand how past historical events and actions by historical personalities did not occur in a vacuum, and that they are inextricably interwoven in your society today. Video: “The Decade of 1940–1949” from the series, The Remarkable 20th Century. Activities: Your teacher may assign one or more activities for each lesson. OVERVIEW The decade of the 1940s was dominated by World War II. The war helped pull the U.S. out of the depression, and women flooded the labor market in an attempt to fill the labor vacuum left when the men went to war. War posters abounded, encouraging Americans to conserve with slogans such as “Save Waste Fats for Explosives—Take Them to Your Meat Dealer” and “Have You Really Tried to Save Gas By Getting Into a Car Club?” One of the most famous of all wartime posters was “Rosie the Riveter,” which was symbolic of the patriotic woman who encouraged women to join the work force. The horrors of the war were not confined to the battlefield. Ten people in the United States were convicted of spying for Japan during the entire course of World War II, all of who were Caucasian.Yet, the U.S. Government constructed internment camps that confined thousands of Japanese Americans for no other reason than their lineage. Meanwhile in Germany, millions of Jews were being herded into concentration camps. But, the Holocaust resulted in more than just confinement in camps; it resulted in mass murder. World War II had not even come to a close before the seeds of the “Cold War” took root. World War II ended Japanese, German, and Italian aggression, but it also spawned the “Red Scare” in the United States that shared many similarities to the “Red Scare” of 1918–1919. 41 Teacher’s Guide Lesson 5 1940–1949 Franklin D. Roosevelt died toward the end of the war, after having been elected an unprecedented four times. He was replaced by Harry Truman who would make the decision to drop the atomic bombs, face the realities of the “Cold War,” and address the growing discontentment of African Americans who resent second-class citizenship in military and civilian life. By 1947 there were 13 television stations available to the general public. At the end of the war there were only 5,000 television sets, with five-inch black and white screens, in American homes. By 1951, 17 million had been sold. Who can forget the “Howdy Doody Show” and Ed Sullivan’s “Toast of the Town”? Computers were developed in the early forties, and a digital computer named ENIAC, weighing 30 tons and standing two stories high, was completed in 1945. The big bands of Glenn Miller, Duke Ellington, and others dominated the music scene. Eventually many of the singers with the big bands struck out on their own. Frank Sinatra, Bing Crosby, Billy Holiday, and Ella Fitzgerald led the hit parade. Dr. Benjamin Spock revolutionized child rearing with his “common sense” suggestions on raising children. He was just in time for the baby boom that resulted when the GIs returned from the war. LESSON GOAL To evaluate the major ramifications of World World II with reference to the “Cold War,” treatment of racial, ethnic, and religious groups, and the impact of propaganda. VIDEO OBJECTIVES The following objectives are designed to assist the viewer in identifying the most significant aspects of the video segment of this lesson.You should take succinct notes while viewing the video. Video: “The Decade of 1940–1949” 1. Determine three key reasons for U.S. entry into World War II and three key effects of the U.S. entry into the war. 2. Analyze how World War II affected the following groups of people: a. African Americans in the U.S. b. Japanese Americans in the U.S. Teacher’s Guide c. Jews in the U.S. and Europe. 3. Evaluate why President Franklin Roosevelt was elected to four terms as president. 4. Ascertain the causes of the “Cold War.” 5. Identify three of the most significant cultural developments in the 1940s and be prepared to defend your choices. 42 1940–1949 Lesson 5 TIME CODES Time Code Year 00:00 00:30 1940 01:57 02:07 1940 Topic Opening Overview Title World Politics 02:42 03:16 1940 1940 US Politics Entertainment 03:38 04:08 1940 1940 US Politics World Politics 07:20 1940/41 US Politics 08:50 1941 Entertainment 09:51 11:04 11:24 1941 World Politics 1942 World Politics 1 9 4 0 / 4 1 World Politics 13:54 1941 US Politics 15:26 1941 World Politics 16:52 1942 Entertainment 18:06 1942 Entertainment 19:33 1942 Social Issues 20:09 1942 World Politics 22:47 24:54 25:35 1942 1942 1942-44 Social Issues Social Issues World Politics 28:10 1944 Overview 28:51 1944/45 World Politics 32:10 1945 US Politics 32:41 1945 World Politics 33:34 1945 World Politics Description Opening Howard K. Smith intros decade Episode V: 1940s Germany in Poland; Japan occupies much of Asia Isolationism Movies: W. C. Fields, Mae West, Kathryn Hepburn, Cary Grant Roosevelt wins 3rd term Denmark, Norway, Belgium, France fall; Churchill becomes Prime Minister; Battle of Britain; Edward R. Murrow Roosevelt builds up military; LendLease Act Movies: Sgt. York, Citizen Kane; Sports: baseball – Joe DiMaggio Hitler invades USSR U-Boats Roosevelt freezes Japanese assets; General Tojo; Pearl Harbor Men Enlist; Rosie the Riveter; US Japanese & internment camps The Final Solution; German concentration camps Movies: Casablanca, White Christmas; Music: Frank Sinatra Stars enlist & entertain; Hollywood Canteen Recycling; Victory Gardens; War Bonds Japan expands to Southeast Asia; Battles of Coral Sea & Midway; Guadalcanal = Turning Point; Allies seize North Africa; Rommel; Germany lays siege to Stalingrad Black Americans in war effort Journalists – Pyle & Cronkite Patton marches to Rome; Eisenhower & D-Day; assassination attempt on Hitler Howard K. Smith segues between 1st and 2nd half of 1940 decade: innovations Paris is liberated; Russians free Poland; MacArthur in the East; Battle of the Bulge; Allies uncover Death Camps; Mussolini executed Roosevelt dies; Truman inaugurated Yalta Conference; Hitler commits suicide; V-E Day Iwo Jima; Okinawa; Atom Bomb; Hiroshima & Nagasaki; Japan surrenders 43 Teacher’s Guide Lesson 5 Time Code Year 37:21 1945 38:03 38:20 38:33 39:01 39:55 41:27 43:08 48:40 50:02 50:49 1940–1949 Topic Social Issues Description Baby Boom Era begins; GI Bill of Rights 1945 World Politics United Nations 1946 Discoveries & Technology First computer 1946 Social Issues Christian Dior fashions; the bikini 1947 World Politics Nuremberg Trials; Iron Curtain; Truman Doctrine 1947 Social Issues/ Sports: baseball & Jackie Entertainment Robinson 1947 Discoveries & Technology Dead Sea Scrolls; Yeager & Sonic Boom 1947-49 World Politics India wins independence; Marshall Plan; Division of Germany; Czechoslovakia falls to Communism; NATO; Israel is created 1948 US Politics/ Social Issues Civil rights in the military 1948 US Politics Dewey v. Truman 1948 Social Issues House Committee on UnAmerican Activities & Alger Hiss 51:37 1949 World Politics 52:53 1949 Overview 54:15 Closing Red Army takes China; Soviets get A-Bomb; The Cold War Howard K. Smith talks about the Cold War Closing Credits WEB ACTIVITIES These activities are not required unless your teacher assigns them. They are offered as suggestions to help you learn more about the material presented in this lesson. Activity 1—World War II Poster Art 1. Access the National Archives and Records Administration “Powers of Persuasion Poster Art From World War II” at http://www.nara.gov/exhall/ powers.html and review the background information. 2. Select one poster from each of the following categories to analyze: Teacher’s Guide Man the Guns It’s a Woman’s War Too United We Win Warning! Our Homes Are in Danger Now This Is Nazi Brutality He Knew the Meaning of Sacrifice He’s Watching You Stamp ’em Out! Four Freedoms Use it Up, Wear it Out, Make it Do, Or Do Without 3. Access the “Poster Analysis Worksheet” located at: http://www.nara.gov/ education/teaching/posters/analysis.html. Use the worksheet as a basis for analyzing the posters you have chosen. 44 1940–1949 Lesson 5 Activity 2—Internment of Japanese Americans During World War II Access the following Web sites and review the historical background of internment of Japanese Americans during World War II: University of Washington materials related to the Japanese American incarceration http://www.lib.washington.edu/Manuscripts/front.html University of Washington Camp Harmony http://www.lib.washington.edu/exhibits/harmony/Exhibit/default.htm Executive Order No. 9066 http://dizzy.library.arizona.edu/images/jpamer/execordr.html National Archives. Documents and photographs related to Japanese Relocation during World War II http://www.nara.gov/education/cc/relocate.html American Memory Fellows Program Nothing to Fear but Fear Itself http://memory.loc.gov/ammem/ndlpedu/lesson99/fear/intro.html Students should complete one of the following lessons. 1. Access the National Archives “Written Document Analysis Worksheet” at http://www.nara.gov/education/teaching/analysis/write.html and use it as a basis to analyze “Executive Order No. 9066” located at: http:// dizzy.library.arizona.edu/images/jpamer/execordr.html. 2. Access the Library of Congress student resources page, which contains a link to a photograph of a Japanese-American child being evacuated with his parents to Owens Valley http://memory.loc.gov/ammem/ndlpedu/lesson99/ fear/intro.html. After analyzing the photograph, answer the questions listed on page 3 of the Web site under the heading “Procedure” Activity One. 3. Access the National Archives Web site titled “Documents and Photographs Related to Japanese Relocation during World War II” at http://www.nara.gov/ education/cc/relocate.html. Then access the links to the following photographs: 4. “Posting of Exclusion Order” 7. “Children Pledge Allegiance” Teacher’s Guide 14. “Sorting Baggage” 17. “High School Campus at Heart Mountain” Access the National Archives “Photograph Analysis Worksheet” and use the worksheet as a basis for analyzing the four photographs. http://www.nara.gov/education/teaching/analysis/photo.html 45 Lesson 5 1940–1949 Activity 3—Holocaust Note to teachers and students Access the “Guidelines for Teaching the Holocaust” at http://www.ushmm.org/ misc-bin/add_goback/education/guidelines.html which is published by the United States Holocaust Memorial Museum before assigning lessons related to the Holocaust. You must be very careful in using the Web to do research about the Holocaust. Many sites may contain inappropriate graphics or be extremely misleading. 1. Access the following Web sites and review the historical background of the Holocaust. United States Holocaust Memorial Museum http://www.ushmm.org/education/ A Teacher’s Guide to the Holocaust. Student Activities http://fcit.coedu.usf.edu/Holocaust/activity/activity.htm The Nizkor Project http://www.nizkor.org/ An Introductory Summary of the Holocaust http://library.thinkquest.org/12663/summary/ Holocaust and Issues that Relate to the Holocaust http://killeenroos.com/link/holocaus.htm National Archives and Records Administration Holocaust-Era Assets http://www.nara.gov/research/assets/weblinks.html Do one of the following lessons: a. Access “Gallery 1 of Holocaust Images” from A Teacher’s Guide to the Holocaust at http://fcit.coedu.usf.edu/Holocaust/resource/gallery/gallery.htm. Select two images from the following two categories: The Warsaw Ghetto Uprising Resistance Access the National Archives and Records Administration “Photograph Analysis Worksheet” at: http://www.nara.gov/education/teaching/analysis/ photo.html. Teacher’s Guide Use it as a basis for analyzing the documents you select. b. Access “Documents” from A Teacher’s Guide to the Holocaust at http:// fcit.coedu.usf.edu/Holocaust/resource/document/document.htm. Then access two of the three links listed below: Hitler on Propaganda The Wannsee Protocol 46 1940–1949 Lesson 5 Statements by Leading Nazis on the “Jewish Question” Then access the National Archives and Records Administration “Written Document Analysis Worksheet” at http://www.nara.gov/education/teaching/ analysis/write.html. Use it as a basis for analyzing the two documents you select. PRACTICE TEST After watching the video and reviewing the objectives, you should be able to complete the following Practice Test. When you have completed the Practice Test, turn to the Answer Key to score your answers. Multiple-choice Select the single best answer. If more than one answer is required, it will be so indicated. 1. Harry Truman supported U.S. recognition of the new state of Israel for all of the following reasons except: A. humanitarian sympathy for the Jewish survivors of the Holocaust. B. a desire to preempt Soviet influence in Israel. C. a wish to retain the support of American Jewish voters. D. pressure from the State and Defense departments. 2. Jian Jieshi and the Nationalist government lost the Chinese civil war to the communists and Mao Ze-dong mainly because: A. Jiang lost the support and confidence of the Chinese people. B. the United States failed to give Jiang enough aid. C. Mao received much assistance from the Soviet Union. D. communists with the Truman administration undermined Jiang’s efforts. 3. Underlying the origins of the Cold War lay a fundamental disagreement between the United States and the Soviet Union over postwar arrangements in: Teacher’s Guide A. Europe. B. Asia. C. the Middle East. D. the Third World. 47 Lesson 5 1940–1949 4. One sign of the stress that post-World War II geographic mobility and the baby boom placed on American families was the: A. popularity of advice books on child rearing by Dr. Spock. B. increasing reliance on television as a “baby sitter.” C. increased number of long-distance telephone calls. D. redistribution of income. 5. Action by the United States against Adolf Hitler’s campaign of genocide against the Jews: A. was far too slow in coming. B. included the admission of large numbers of Jewish refugees into the United States. C. involved the bombing of rail lines used to carry victims to the Nazis death camps. D. was slow in coming, because the United States did not know about the death camps until near the end of the war. 6. Japanese-Americans were placed in concentration camps during World War II: A. due to numerous acts of sabotage. B. in retaliation for the placement of Americans in concentration camps by the Japanese. C. as a result of anti-Japanese prejudice and fear. D. all of the above. 7. African-Americans did all of the following during World War II except: A. fight in integrated combat units. B. rally behind the slogan “Double V” (victory over dictators abroad and racists home). C. move north and west in large numbers. D. form a militant organization called the Congress of Racial Equality. Teacher’s Guide 48 1940–1949 Lesson 5 Essay/Problem Questions 8. How did World War II affect: a. the role of the national government in American life? b. the relationship between the government and the economy? c. minority groups in the U.S.? d. the traditional two-term limit on holding the office of the presidency? 9. What action do you think the U.S. Government should have taken with regard to the following issues? Defend your answers. a. internment of Japanese-Americans b. the Holocaust c. entry into World War II ANSWER KEY Multiple Choice: Essay/Problem Questions 1. D Ref.V 2 8. Ref.V 1; 2; 3 2. A Ref. V 4 9. Ref.V 1; 2 3. A Ref. V 4 4. A Ref. V 5 5. A Ref. V 2 6. C Ref.V 2 7. A Ref. V 1; 2; 3 Teacher’s Guide 49 Lesson 5 Teacher’s Guide 50 1940–1949