Download SS5H6 The student will explain the reasons for America`s

SS5H6 The student will explain the reasons for America’s involvement in World
War II.
The intent of this standard is for students to understand how America came to be
involved in a second world war, and for them to explain how this involvement affected
American lives. In addition, students will become familiar with some of the people and
events central to the conflict, as well as the changes that WWII brought to the American
homefront.
a. Describe
Germany’s
aggression in
Europe and
Japan’s aggression
in Asia.
For this element, students will describe the actions of Germany and Japan that led
America to join World War II.
EU – Conflict and
Change
Following Adolf Hitler’s rise to power in Germany, the country began to rebuild its
military, which was decimated following the first World War. Despite the efforts of
other European powers to prevent a second conflict, Germany continued to
threaten its neighbors. After several “non-violent” takeovers of neighboring areas,
Germany invaded Poland on September 1, 1939. France and Great Britain were
thrust immediately into the conflict, but America remained neutral at this time.
For more information on the diplomacy leading up to 1939, visit:
http://www.ushmm.org/wlc/en/article.php?ModuleId=10005070.
For general information on a timeline about the war from an American
perspective, visit http://www.nationalww2museum.org/see-hear/world-war-iihistory/timeline.html?.
Japan had its own imperial ambitions. After occupying the Chinese province of
Manchuria in 1931, it launched a full-scale war against China in 1937. Japan
occupied Vietnam in 1940, and officially joined Italy and Germany as an Axis
Power that same year. For an in-depth look at Japan’s road to war, visit:
http://www.bbc.co.uk/history/worldwars/wwtwo/japan_quest_empire_01.shtml.
(Note that this site should be used for teacher reference only)
The takeaway message for students here is that both countries’ leaders had
enormous imperial ambitions. In order to demonstrate their strength as nations,
they desired the total subjugation of their neighbors.
b. Describe major
events in the war
in both Europe
and the Pacific;
include Pearl
Harbor, Iwo Jima,
D-Day, VE and VJ
Days, and the
Holocaust.
EU – Beliefs and
ideals
EU – Conflict and
Change
Students will describe the major events in the war, as listed below:
*Pearl Harbor: When Japan attacked the United States Naval base at Pearl Harbor,
Hawaii, on December 7, 1941, the country was immediately thrust into the
growing world conflict. The surprise attack galvanized public opinion in favor of
war, and Congress declared war against Japan (and thus the Axis powers of
Germany, Italy, and the Soviet Union) the following day. Many websites are
available with survivor remembrances and images – be sure to preview all such
sites before sharing them with students. For more background and powerful
images, visit: http://www.history.navy.mil/browse-by-topic/wars-conflicts-andoperations/world-war-ii/pearl-harbor-raid.html
*Iwo Jima: (Teachers may note that this war had two main theaters, meaning areas
or places in which important military events occurred. This war had a European
and a Pacific Theater.) When U. S. Marines captured the Japanese island of Iwo
Jima in March of 1945, it was at a great cost. Amidst some of the heaviest fighting
in the Pacific Theatre of the war, American soldiers took an important strategic
advantage away from the Japanese. Many websites are available with survivor
remembrances and images – be sure to preview all such sites before sharing them
with students. For more information, visit:
http://www.nps.gov/media/photo/gallery.htm?id=B6F61492-1DD8-B71CVisit http://archive.defense.gov/home/features/iwo_jima/index.html for a great
multimedia site about the battle.
5th Grade Social Studies Teacher Notes
*D-Day: On June 6, 1944, a combined force of American and British soldiers
assaulted the beaches of Normandy, France. France had been occupied by
Germany, and this direct assault was seen as the only way that the Germans could
be driven back into Germany and defeated. The battle was costly in terms of life
and property due to the nature of the attack, but is generally considered to be the
turning point of the war in Europe. Many websites are available with survivor
remembrances and images – be sure to preview all such sites before sharing them
with students. For more, visit http://www.dday.org/ and
http://www.army.mil/d-day/.
*V-E Day: May 8, 1945, is celebrated as V-E (Victory in Europe) Day. In 1945,
Allied forces gained the full surrender of Germany, terminating most conflict in the
European theatre of World War II. Fighting continued in the Pacific theatre, and
troops in pursuit of retreating German forces began to see firsthand the horrors of
the Holocaust. The New York Times front page announcing the end of the war in
Europe can be found at:
http://www.nytimes.com/learning/general/onthisday/big/0507.html. For
background on the end of the war in Europe, visit:
http://www.bbc.co.uk/history/worldwars/wwtwo/veday_germany_01.shtml.
*V-J Day: August 14, 1945, is widely considered V-J (Victory over Japan) Day.
Following the dropping of atomic bombs on the Japanese cities of Hiroshima and
Nagasaki, Japan agreed to the Allies’ terms of surrender. For some, this came as a
surprise, as many held the belief that Japan would hold out as long as possible. For
firsthand accounts of the days leading up to and including the surrender, visit:
http://www.loc.gov/vets/stories/vj-day.html. The actual surrender of Japan
occurred on September 2. After almost exactly six years of formal hostilities, the
war was over. Rebuilding efforts in both the Pacific and in Europe would continue
for decades.
*Holocaust: With a capital “H,” the word Holocaust refers to the “systematic,
bureaucratic, state-sponsored persecution and murder of approximately six
million Jews by the Nazi regime and its collaborators.” United States Holocaust
Memorial Museum:
http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143 Nazis, under
the leadership of Adolf Hitler, enacted laws and policies that persecuted Jews and
other minority and political groups deemed “undesirable.” Over time, these
policies evolved into genocide – people were murdered for no reason other than
their religion, ethnicity, political beliefs, or behaviors. Teachers should use caution
when selecting websites and images to share with students, and should carefully
check each site’s authenticity. Unfortunately, the Internet abounds with
dangerously disrespectful, inaccurate, and completely erroneous information
about the Holocaust. Some reliable and thorough sites include:
*The USHMM: http://www.ushmm.org/education/foreducators/.
*The Georgia Commission on the Holocaust: http://holocaust.georgia.gov.
*Holocaust Survivors: http://www.holocaustsurvivors.org/.
*The Holocaust Chronicle: http://www.holocaustchronicle.org/.
SS5H6b
On December 7, 1941, Japanese forces attacked the United States naval base at Pearl Harbor, Hawaii.
What was the effect of this attack?
A. It caused riots and unrest in Japan.
B. The surprise attack sank half the British navy.
C. It prompted the United States to enter the war. *
D. The damage crippled the United States economy.
5th Grade Social Studies Teacher Notes
World War II ended in August, 1945, when Japan surrendered. What happened as a result of Japan’s
surrender?
A. Harry S. Truman was defeated in his reelection as president.
B. American celebrated the surrender, which was called VJ Day. *
C. Atomic bombs were outlawed for future use.
D. Japanese-Americans started immigrating to Japan again.
c. Discuss
President
Truman’s decision
to drop the atomic
bombs on
Hiroshima and
Nagasaki.
EU – Conflict and
Change
For this element, students need to be aware of the basic reasoning behind
Truman’s decision to bomb Hiroshima and Nagasaki.
Following the end of the war in Europe, many people expected a protracted war
with Japan, including a likely land invasion of the country. If this invasion had
occurred, casualties on both sides were likely to be enormous. What few people
knew was that the United States, with scientists from numerous countries
(including Germans who fled the Nazis), was in the process of creating a weapon
so powerful that it would force Japan’s surrender almost instantly.
Historians debate whether Truman made the decision to drop the bombs, or
whether Franklin Roosevelt had laid such groundwork toward their use that any
other decision was impossible. This academic conversation is beyond the scope of
most fifth grade classes, but students should be aware that the bomb had been in
development since 1939-1940, and it was under Roosevelt’s watch that the
Manhattan Project, which led to the development of the bomb, began.
The dropping of the bombs is a contentious topic. On one hand is the view that
Truman decided to use the bombs to prevent a land war in Japan, thereby
sacrificing the lives of Japanese citizens in these two cities to save the lives of many
more Allied troops. Others view the bombs as an attempt to demonstrate
definitive U.S. dominance, and to warn the Soviet Union. Still others see the
bombings as undeserved aggression against civilians. There are no easy answers
in this conversation, and teachers will want to allow students to examine their own
opinions.
A basic overview of the actual bombings (Hiroshima on August 6, 1945 and
Nagasaki on August 9, 1945) and the decision behind them, along with
accompanying lesson plans, can be found here:
http://www.trumanlibrary.org/teacher/abomb.htm.
For teachers who are very interested in this topic, an archive of declassified
documents exists:
http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB162/index.htm. However, this
will be far more information than many will have time to read. For a simplified list
of pros and cons with an attempt at even-handed observations, visit:
http://seattletimes.nwsource.com/special/trinity/supplement/procon.html. Note
that all references will inherently have some bias, and that there is no single “right”
answer, academically speaking, to whether or not Truman should have used atomic
weapons.
SS5H6c
Harry Truman became President of the United States after Franklin Roosevelt died. Truman had to make
a decision on how to end the war with Japan. He chose to
A. wait until Japanese political and military leaders asked to surrender.
B. use atomic bombs to force the Japanese to surrender. *
C. prepare for an invasion that would cost many American lives.
D. form a blockade to prevent Japan from getting aid.
5th Grade Social Studies Teacher Notes
d. Identify
Roosevelt, Stalin,
Churchill,
Hirohito, Truman,
Mussolini, and
Hitler.
EU – Individuals
Groups and
Institutions
For this element, students must be familiar with these listed figures and be able to
describe (at a basic level) their involvement in World War II.
*Franklin Delano Roosevelt (President of the United States, 1932-45): After
shepherding the nation through the Great Depression and creating the New Deal,
FDR’s approval was high among many Americans. As war became inevitable, he
hesitated, until the attack on Pearl Harbor thrust America into the conflict.
Roosevelt, re-elected to his third and fourth terms during the war, became the face
of American resolve. For more, including a day-by-day chronology of his entire
Presidency, visit: http://www.fdrlibrary.marist.edu/.
*Josef Stalin (Premier of the Soviet Union, c. 1929-53): Stalin’s successful rise to
power in the Communist Party of the Soviet Union led to his leadership of the
country by the late 1920s. After initially allying his country with Nazi Germany,
Stalin joined the Allies following Germany’s betrayal and invasion of the Soviet
Union in 1941. While stamping out all internal opposition, Stalin also made
military decisions that led to the defeat of German forces. He used his ruthlessness
to negotiate a powerful role for the Soviet Union in the postwar years, leading to
the initiation of the Cold War between East and West. For a basic biography, visit:
http://www.bbc.co.uk/history/historic_figures/stalin_joseph.shtml. For more indepth information, visit:
http://www.pbs.org/redfiles/bios/all_bio_joseph_stalin.htm.
*Winston Churchill (Prime Minister of Great Britain, 1940-45): As one of the 20th
century’s great statesmen, Churchill skillfully maneuvered public opinion and
military strategy to lead Great Britain through the dark days of World War II. With
the country under nearly relentless bombardment from the Nazis, Churchill
worked hard to build his citizens’ spirits as well as defend them by force. His
staunch opposition to Hitler and the Nazis, begun well before much of the world
saw Hitler as a threat, led to respect for his views around the world. A slightly long
but accessible biography is found here:
http://www.time.com/time/magazine/article/0,9171,988157,00.html.
*Hirohito (Emperor of Japan, 1926-89): Hirohito’s role in helping to start World
War II has been debated in recent years. While certainly unable to stop the
members of his government who were anxious to prove Japan’s superiority
militarily, Hirohito himself was also willing to sacrifice lives to expand Japan’s
empire. He repeatedly called for soldiers and civilians to sacrifice their lives in the
interest of their country, and refused surrender even after repeated and
catastrophic Allied victories. It took the horror of atomic warfare to force an end
to the war. In the Japanese worldview of the time, emperors were “more than
human,” and the Japanese people had never even heard his voice until he
announced the nation’s surrender to the Allies in 1945. For more, visit:
http://www.pbs.org/wgbh/amex/macarthur/peopleevents/pandeAMEX97.html
or http://cidc.library.cornell.edu/dof/japan/japan.htm (more useful for students).
*Harry S Truman (President of the United States, 1945-1953): After the sudden
death of President Franklin Roosevelt, Harry Truman, Roosevelt’s Vice-President,
became President. The war in Europe had nearly ended, but a bloody struggle
with Japan seemed destined to continue. Largely following through with foreign
policy set by Roosevelt, Truman ordered the use of atomic weapons against Japan.
Shortly thereafter, Japan surrendered, seemingly justifying Truman’s decision.
Truman also aided in the creation of the United Nations in June of 1945, believing
that diplomacy was the route by which further war would be prevented. For more
on Truman, including his Presidency following WWII, visit:
http://www.whitehouse.gov/about/presidents/harrystruman. For documents,
photographs, and general information about his role during the war, visit:
http://www.trumanlibrary.org/ww2/index.html.
5th Grade Social Studies Teacher Notes
*Benito Mussolini (Premier of Italy, 1922-43/45): As part of the larger socialist
political movement that swept Europe in the first part of the 20 th century,
Mussolini’s early years in power were focused on social programs and internal
issues. He became a dictator, with nearly all political power in Italy concentrated
in his hands. Threatening his opponents, violently if necessary, also became a
hallmark of Mussolini’s leadership. Italy participated in several smaller military
engagements leading up to World War II, notably in Ethiopia and Spain’s Civil War.
In 1940, Italy joined Germany in its war against the Allied powers, though Italy’s
weakened military did not see much success in the larger context of the war.
Mussolini was eventually deposed, and by the end of the war, led only those
portions of Italy that had not been invaded by the Allies. He was assassinated in
1945. For more information on Mussolini himself, visit:
http://www.bbc.co.uk/history/historic_figures/mussolini_benito.shtml.
*Adolf Hitler (Chancellor of Germany, 1933-45): Embittered by the terms of the
Treaty of Versailles that had ended World War I, and facing the economic turmoil
of the Great Depression, Germany entered the 1930s with little optimism. In time,
more and more people turned to the “national socialism” of Adolf Hitler’s Nazi
Party. Once the party controlled the government, Hitler became Germany’s leader.
From there, he concentrated all political power, and instigated laws and policies
that severely restricted life for Jews and other minority groups. In time, his
imperial ambitions led to war. This war temporarily propped up the German
economy, but in time, the grinding pace of the conflict wore down morale and
necessary supplies. The human cost of Hitler’s rule was enormous. In addition to
huge numbers of military casualties, his anti-Jewish policies created genocide.
Hitler committed suicide in May of 1945, shortly before Soviet troops captured
Berlin, where he was hiding. The war in Europe ended a week later. For a basic
biography and links to further reading, visit:
http://www.bbc.co.uk/history/people/adolf_hitler.
SS5H6d
There were a number of important leaders during World War II, such as Josef Stalin. Who was Josef
Stalin?
A. an Italian dictator during World War II
B. a military adviser to Germany during World War II
C. a British general during World War II
D. a dictator of the Soviet Union during World War II *
e. Describe the
effects of rationing
and the changing
role of women and
AfricanAmericans;
include “Rosie the
Riveter” and the
Tuskegee Airmen.
EU – Conflict and
Change
EU – Individuals
Groups and
Institutions
For this element, students must be able to define the term rationing, and explain
how it is connected to American life during World War II. They must also describe
the war’s impact on the lives of women and African-Americans, particularly in
regard to the American workforce. Students must specifically discuss the
enumerated examples of this impact.
During times of resource shortage, a governmental policy called rationing is often
put into place. During World War II, many supplies were either needed for the war
effort, or were simply unavailable due to shipping or production difficulties. In
order to remedy this shortage, guarantee that military goods could be produced,
and ensure some sort of fairness, rationing was put into place. Each individual,
family, or business, was allotted a certain amount of rationed goods. A card, coin,
or stamp indicated how much the person or family could purchase. When the
person or family had reached their allotment for the given time period, no more of
that good could be purchased. Sometimes, even the rationed amount was not
available, and people would have to wait even longer to buy what they wanted or
needed.
5th Grade Social Studies Teacher Notes
EU – Production,
Distribution,
Consumption
Rubber was rationed early in the war, as the Japanese cut off supplies. Food items
like sugar, butter, and coffee were rationed to make sure that troops got the
supplies they needed. Gasoline was in short supply throughout the conflict, and
ration cards indicated how much gasoline a driver could buy, based on his/her
needs and contribution to the war effort. An excellent site for use with students is:
http://www.smithsonianeducation.org/idealabs/wwii/.
As more and more American men found themselves serving overseas, and
American industry increased production to build needed supplies for the war, it
became apparent that new labor sources were necessary. Many women went to
work in factory jobs, encouraged in part by a government campaign symbolized by
Rosie the Riveter. The woman in this iconic image rolled up her sleeves and went
to work, replacing men in industrial jobs essential to the war effort. Posters and
advertisements encouraged women to become “Rosies,” and help support their
families and country with war work. For the real story of Rosie the Riveter, and
information about the role of women in WWII visit this history channel website:
http://www.history.com/topics/world-war-ii/rosie-the-riveter
African-Americans also found themselves working in the defense industry.
Factory jobs continued to attract migrants from rural areas, and often allowed
African-Americans a new level of professional success. In addition, the military
itself began to find a higher level of respect for African-American soldiers. The
first African-American pilots in American military history, the Tuskegee Airmen,
began training in Tuskegee, Alabama, in 1940. From there, this group of pilots and
support personnel, trained and served throughout World War II. They proved to
be skilled pilots, and served bravely in numerous engagements. Although the
military would not be fully integrated until 1948, the Tuskegee Airmen helped to
set the stage for civil rights in the American armed forces. For more on the
Tuskegee Airmen, visit: http://www.tuskegeeairmen.org
Teachers will want to note that returning American servicemen reclaimed many
industrial jobs following the war, and the surge in women in this particular
workforce did not continue in the post-war years. Equally, some AfricanAmericans found themselves displaced by returning White servicemen.
SS5H6e
During World War II, many women in the United States assisted in the war effort. For most women, this
was the first time that they found work in
A. schools.
B. hospitals.
C. factories. *
D. offices.
f. Explain the U. S.
role in the
formation of the
United Nations.
EU – Beliefs and
ideals
For this element, students need a very basic understanding of the role of the
United Nations, and how the United States helped create it.
After the failure of the League of Nations after World War I, the United Nations was
successfully established to meet similar objectives. The United Nations (UN), so
named by President Franklin Roosevelt, originated in the Allied nations of World
War II. In 1945, fifty countries came together to sign an agreement calling for
dialogue and diplomacy in issues of international conflict. The UN was to stand as
“an international organization designed to end war and promote peace, justice and
better living for all mankind.” The United States played a key role in the
conferences creating the alliance that became the United Nations, and became one
of the leading countries within the UN.
For a thorough explanation of the history of the United Nations, visit:
http://www.un.org/en/aboutun/history/index.shtml.
5th Grade Social Studies Teacher Notes
SS5H6e
In 1945, representatives from 50 countries met to set up the United Nations. What was the original
purpose of the United Nations?
A. to promote peace and prevent war *
B. to organize member nations as democracies
C. to encourage trade between member nations
D. to share military secrets among member nations