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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