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Ch.37 – The Aftermath of World War II EQ: Did the United States learn from past mistakes at the end of World War II?
37.1 – Coach Schroeder reads introduction
37.2-4 – PRINT THE CHART AND PLACE IN IAN BEHIND THE CH. 37 SAD
Section 2: Actions that support the thesis that the U. S. did
Section 3: Actions that support the thesis that the U. S. did
learn from past mistakes:
learn from past mistakes:
• The United States and 43 other nations founded the World
• The demands of the United States and its allies after World
Bank. The bank was designed to provide loans to help
War II were much less harsh than those in the Versailles Treaty.
countries recover from war and develop their
Germany and Japan had to disarm, give up all territory taken,
economies.
and make reparations. But reparations were made in the form
• The same countries also created the International Monetary of equipment and raw materials rather than money.
Fund, whose goal was to stabilize the world monetary system
• The United States and its allies set up tribunals to give
and establish uniform exchange rates. This would help
German and Japanese leaders fair and open trials for alleged
international banking and trade.
war crimes. Nineteen of 22 German defendants were
• The United States helped design the United Nations, a
convicted, and all 28 Japanese defendants were found guilty,
replacement for the League of Nations. The United States was including Hideki Tojo.
one of 50 nations that signed the UN Charter. The Senate then • The United States, Great Britain, France, and the Soviet Union
ratified U.S. membership in the United Nations by a vote of
divided Germany and its capital, Berlin, into four military
89–2.
occupation zones. Each country controlled one of the zones so
• Eleanor Roosevelt was the chair of the UN committee that
they could look after their interests in Germany. At first, the
drafted the Universal Declaration of Human Rights. This
United States
document affirms the rights to life, liberty, and equality before was concerned with dismantling Germany factories to
the law and to freedom of religion, expression, and assembly.
eliminate war-making capacity. Later the focus changed to
restoring Germany’s economic health.
• The United States and its allies worked to bring democracy to
Japan. Officials under Douglas MacArthur prepared a new
constitution with a parliamentary government, representatives
elected by men and women, and a bill of rights. The
constitution also stated that “the Japanese people forever
renounce war . . . as [a] means of settling international
disputes.”
Section 4: Actions that support the thesis that African
Section 4: Actions that support the thesis that African
Americans and women were treated differently than in the
Americans and women were not treated differently than in
past:
the past:
• The GI Bill of Rights provided federal funds to help returning • Black GIs experienced discrimination when trying to buy
GIs transition to civilian life. The GI Bill allowed more than 2
homes, and segregation kept them out of many colleges.
million veterans to attend college and 7 million to receive
• Discriminatory state regulations in the South kept many
vocational or on-the-job training. Veterans also took
African Americans from voting.
advantage of low-interest
• Women typically earned just over half of what men were
loans to buy homes and start farms or businesses.
paid.
• Thousands of African Americans were able to attend college
(mainly historically black colleges) and many were able to buy
homes.
• African Americans continued to migrate from the South in
search of jobs and a better life.
• After the war, women moved from work in the defense
industries primarily into jobs in the service sector, including
jobs as teachers, nurses, librarians, bank tellers, and social
workers.