AP United States History - Terms and People – Unit 11, Chapter 35 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential
and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
America in World War II: 1941- 1945
Before studying Chapter 35, read over these “Themes”:
Theme: Unified by Pearl Harbor, America effectively carried out a war mobilization effort that produced vast social and
economic changes within American society.
Theme: Following its get Hitler first strategy, the United States and its Allies invaded and liberated conquered Europe
from Fascist rule. The slower strategy of island-hopping against Japan also proceeded successfully until the atomic bomb
brought a sudden end to World War II.
After studying Chapter 35 in your textbook, you should be able to:
1. Tell how America reacted to Pearl Harbor and prepared to wage war against Germany and Japan.
2. Describe the domestic mobilization for war, and the mobilization of manpower and womanpower for both
military and wartime production.
3. Describe the war’s effects on American society, including regional migration, race relations, and women’s
roles.
4. Explain the early Japanese success in Asia and the Pacific and the American strategy for countering them.
5. Describe the early Allied efforts in North Africa and Italy, the strategic tensions with the Soviet Union, and
the invasion of France in 1944.
6. Discuss FDR’s successful 1944 fourth-term election campaign against Thomas Dewey and controversial
choice of a new vice president.
7. Explain the final military efforts that brought Allied victory in Europe and Asia and the significance of the
atomic bomb.
Know the following people and terms. Consider the historical significance of each term or person.
Also note the dates of the event if that is pertinent.
A. People
Henry Stimson
A. Philip Randolph
Douglas MacArthur
Chester W. Nimitz
+Dwight D. Eisenhower
Joseph Stalin
Hirohito
Hideki Tojo
Isoruku Yamamoto
Jiang Jieshi (Chang Kai-shek)
Thomas E. Dewey
+Harry S. Truman
+Albert Einstein
B. Terms:
*The Four Freedoms
*Executive Order 9066 (see pages 4 and 5)
War Production Board
Office of Price Administration
War Labor Board
WAACs
“Rosie the Riveter”
braceros
Fair Employment Practices Commission
Casablanca Conference
AP United States History - Terms and People – Unit 11, Chapter 35 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential
and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
second front
Teheran Conference
D-Day
Battle of the Bulge
V-E Day
Kamikaze
Manhattan Project
Potsdam Conference
Hiroshima/Nagasaki
V-J Day
+=One of the 100 Most Influential Americans of All Time, as ranked by The Atlantic. Go to Webpage to see all 100.
*=A 100 Milestone Document from the National Archive. Go to Webpage to link to these documents.
C. Sample Essay: Using what you have previously learned and what read in Chapter 35, you should
be able to answer an essay such as this one:
List at least three major military turning points for the Allies in World War II. Justify your choices.
D. Voices from the past:
*The Four Freedoms, as expressed by President Roosevelt, in a message to Congress, Jan. 6, 1941
We look forward to a world founded upon four essential human freedoms. The first is freedom of speech and
expression--everywhere in the world. The second is freedom of every person to worship God in his own way-everywhere in the world. The third is freedom from want. . . everywhere in the world. The fourth is freedom from
fear ... anywhere in the world.
E. Map work: World War II in the Pacific - Western Pacific Area Map
AP United States History - Terms and People – Unit 11, Chapter 35 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential
and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
F. Dr. Seuss Goes To War
Dr. Seuss (Theodore Seuss Geisel, 1904-1991) was a life-long cartoonist, but because of the fame of his children's books,
his political cartoons have remained largely unknown. But for two years, 1941-1943, he was the chief editorial cartoonist
for the New York newspaper PM (1940-1948), and for that journal he drew over 400 editorial cartoons. He also drew a
set of war bonds "cartoons," some of which are reproduced below:
AP United States History - Terms and People – Unit 11, Chapter 35 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential
and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
G. Japanese-American Internment: Executive Order 9066 (1942)
Background: Between 1861 and 1940, approximately 275,000 Japanese immigrated to Hawaii and the
mainland United States, the majority arriving between 1898 and 1924, when quotas were adopted that ended
Asian immigration. Many worked in Hawaiian sugarcane fields as contract laborers. After their contracts
expired, a small number remained and opened up shops. Other Japanese immigrants settled on the West Coast
of mainland United States, cultivating marginal farmlands and fruit orchards, fishing, and operating small
businesses. Their efforts yielded impressive results: they controlled less than 4 percent of California’s farmland
in 1940, but they produced more than 10 percent of the total value of the state’s farm resources.
As was the case with other immigrant groups, Japanese Americans settled in ethnic neighborhoods and
established their own schools, houses of worship, and economic and cultural institutions. Ethnic concentration
was further increased by real estate agents who would not sell properties to Japanese Americans outside of
existing Japanese enclaves and by a 1913 act passed by the California Assembly restricting land ownership to
those eligible to be citizens. In 1922 the U.S. Supreme Court, in Ozawa v. United States, upheld the
government’s right to deny U.S. citizenship to Japanese immigrants.
Pearl Harbor, Dec. 7, 1941: Envy over economic success combined with distrust over cultural
separateness and long-standing anti-Asian racism turned into disaster when the Empire of Japan attacked Pearl
Harbor on December 7, 1941. Lobbyists from western states, many representing competing economic interests
or nativist groups, pressured Congress and the President to remove persons of Japanese descent from the west
coast, both foreign born (issei – meaning “first generation” of Japanese in the U.S.) and American citizens
(Nisei – the second generation of Japanese in America, U.S. citizens by birthright.) During Congressional
committee hearings, Department of Justice representatives raised constitutional and ethical objections to the
proposal, so the U.S. Army carried out the task instead. The West Coast was divided into military zones, and on
February 19, 1942, President Franklin D. Roosevelt issued Executive Order 9066 authorizing exclusion.
Congress then implemented the order on March 21, 1942, by passing Public Law 503.
After encouraging voluntary evacuation of the areas, the Western Defense Command began involuntary
removal and detention of West Coast residents of Japanese ancestry. In the next 6 months, approximately
122,000 men, women, and children were moved to assembly centers. They were then evacuated to and confined
in isolated, fenced, and guarded relocation centers, known as internment camps. The 10 relocation sites were in
remote areas in 6 western states and Arkansas: Heart Mountain in Wyoming, Tule Lake and Manzanar in
California, Topaz in Utah, Poston and Gila River in Arizona, Granada in Colorado, Minidoka in Idaho, and
Jerome and Rowher in Arkansas.
Korematsu v. United States - Nearly 70,000 of the evacuees were American citizens. The government
made no charges against them, nor could they appeal their incarceration. All lost personal liberties; most lost
homes and property as well. Although several Japanese Americans challenged the government’s actions in court
cases, the Supreme Court upheld their legality. In Korematsu v. United States, (1944), the Court was basically
asked the question, "Did the President and Congress go beyond their war powers by implementing exclusion
and restricting the rights of Americans of Japanese descent?" In a 6-3 decision, the Court sided with the
government, ruling that the exclusion order leading to Japanese American Internment was not unconstitutional.
The opinion held that the need to protect against espionage outweighed Fred Korematsu's individual rights, and
the rights of Americans of Japanese descent. Nisei were nevertheless encouraged to serve in the armed forces,
and some were also drafted. Altogether, more than 30,000 Japanese Americans served with distinction during
World War II in segregated units.
Compensation? For many years after the war, various individuals and groups sought compensation for
the internees. The speed of the evacuation forced many homeowners and businessmen to sell out quickly; total
property loss is estimated at $1.3 billion, and net income loss at $2.7 billion (calculated in 1983 dollars). The
Japanese American Evacuation Claims Act of 1948, with amendments in 1951 and 1965, provided token
payments for some property losses. More serious efforts to make amends took place in the early 1980s, when
the congressionally established Commission on Wartime Relocation and Internment of Civilians held
AP United States History - Terms and People – Unit 11, Chapter 35 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential
and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
investigations and made recommendations. As a result, several bills were introduced in Congress from 1984
until 1988, when Public Law 100-383, which acknowledged the injustice of the internment, apologized for it,
and provided for restitution, was passed. President Ronald Reagan signed the legislation which apologized for
the internment on behalf of the U.S. government. The legislation stated that government actions were based on
"race prejudice, war hysteria, and a failure of political leadership," and beginning in 1990, the government paid
reparations to surviving internees.
Attitudes:
This May 21, 1942 San Francisco Chronicle article details a brief history of Japanese immigration to
San Francisco, and the final forced exodus of internees from the city.
* * * * * * * * *
S.F. CLEAR OF ALL BUT 6 SICK JAPS
For the first time in 81 years, not a single Japanese is walking the streets of San Francisco. The last group,
274 of them, were moved yesterday to the Tanforan assembly center. Only a scant half dozen are left, all
seriously ill in San Francisco hospitals.
Last night Japanese town was empty. Its stores were vacant, its windows plastered with "To Lease" signs.
There were no guests in its hotels, no diners nibbling on sukiyaki or tempura. And last night, too, there were no
Japanese with their ever present cameras and sketch books, no Japanese with their newly acquired furtive,
frightened looks.
A colorful chapter in San Francisco history was closed forever. Some day maybe, the Japanese will come
back. But if they do it will be to start a new chapter—with characters that are irretrievably changed. It was in
1850 — more than 90 years ago — that the first Japanese came to San Francisco, more than four years before
Commodore Perry engineered the first trade treaty with Japan. The first arrival was one Joseph Heco, a
castaway, brought here by his rescuers. What happened to Heco is, apparently, a point overlooked by historians.
He certain came and probably went – but nobody seems to know when or where.
Not for another 11 years did the real Japanese migration begin. In 1861, the second Japanese came here. Five
years later, seven more arrived. The next year there were 67, and from then on migration boomed. By 1869
there was a Japanese colony at Gold Hill near Sacramento. In 1872 the first Japanese Consulate opened in San
Francisco – an office that passed through many hands, many regimes, and many policies before December 7,
1941. On that fateful day, according to census records, there were 5,280 Japanese in San Francisco.
They left San Francisco by the hundreds all through last January and February, seeking new homes and new
jobs in the East and Midwest. In March, the Army and the Wartime Civil Control Administration took over with
a new humane policy of evacuation to assembly and relocation centers where both the country and the Japanese
could be given protection. The first evacuation under the WCCA came during the first week in April, when
hundreds of Japanese were taken to the assembly center at Santa Anita. On April 25 and 26, and on May 6 and
7, additional thousands were taken to the Tanforan Center. These three evacuations had cleared half of San
Francisco. The rest were cleared yesterday.
These last Japanese registered here last Saturday and Sunday. All their business was to have been cleaned
up, all their possessions sold or stored. Yesterday morning, at the Raphael Weill School on O'Farrell Street, they
started their ride to Tanforan. Quickly, painlessly, protected by military police from any conceivable "incident,"
they climbed into the six waiting special Greyhound buses. There were tears – but not from the Japanese. They
came from those who stayed behind – old friends, old employers, old neighbors. By noon, all 274 were at
Tanforan, registered, assigned to their temporary new homes and sitting down to lunch.
The Japanese were gone from San Francisco.
AP United States History - Terms and People – Unit 11, Chapter 35 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential
and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
Atomic Bomb Damage of Hiroshima
Distance from
Ground Zero (km)
Killed
Injured
Population
0 - 1.0
86%
10%
31,200
1.0 - 2.5
27%
37%
144,800
2.5 - 5.0
2%
25%
80,300
27%
30%
256,300
Total of Population