Debating Problems in History
Should the United States have entered World
War II before the bombing of Pearl Harbor?
This lesson developed for the Potomac Association by
Phyllis Goldsmith
UCBHSSP Co-Director
& Literacy Specialist
Stephen Johnson
Retired OUSD
Teacher
Steven Moreno
Oakland High School
Learn more: http://www.usspotomac.org/education/curriculum.php
Sarah Suponski
UCBHSSP
Table of Contents
Lesson Directions for Teachers……………….................. 3
Historical Context ……………………………………….
4
Historical Context KEY …………………………………
5
Timeline …………………………………………………
6
Timeline KEY …………………………………………...
7
Primary Sources …………………………………………
8
Document Analysis Chart 1 …………………………….
13
Primary Source Evidence Chart KEY……………………
14
Writing Prompt ………………………………………….
17
Possible Thesis Statements ……………………………… 18
Works Cited ……………………………………………... 19
Bibliography for Further Reading ……………………….
20
Appendices – Literacy Support Strategies ………………
Structuring a Debate
Document Analysis Chart 2
Five Paragraph Essay Outline and Rubric
Primary Source Analysis Worksheet
Scaffolds for Debate
22
2
DEBATING PROBLEMS IN HISTORY: Should the United States have entered World War II before
the bombing of Pearl Harbor?
This lesson developed for the Potomac Association by Phyllis Goldsmith, Stephen Johnson, Steven
Moreno, and Sarah Suponski
California State History-Social Science Content Standards: 11.7 Students analyze America's participation in World
War II. 11.7.1 Examine the origins of American involvement in the war, with an emphasis on the events that
precipitated the attack on Pearl Harbor.
Directions for Teachers
1) Preparing students for the lesson
a. Read the lesson focus question to set purpose of this lesson.
b. Students brainstorm historical events of the 1930s to review historical context.
c. Read in textbook about the build up to the bombing of Pearl Harbor and fill in the timeline with
major events.
d. Read the Historical Context Document to identify arguments of isolationists and interventionists
and fill in the chart.
2) Present students with documents. Which side of the argument do the documents support?
a. Students work in groups to analyze documents to identify what argument they support.
b. Students categorize documents as to which side of the debate they support and fill in the Document
Analysis Chart 1.
c. Students review Document Analysis Chart 1 and circle the most persuasive arguments and
evidence on both sides of the debate.
3) Structuring a Student Debate: Should the United States enter World War II? (prior to the bombing of
Pearl Harbor)
a. Tell students they will be preparing arguments to the Congress to convince them to support the
isolationists’ or interventionists’ point of view on whether the U.S. should have entered WWII prior
to the bombing of Pearl Harbor.
b. Assign students sides to debate (Isolationists vs. Interventionists). Students get into teams to prepare
arguments for debates.
c. Students use the Structuring a Debate Chart to choose evidence and decide on arguments for the
debate.
4) Writing an essay: Should the United States have entered World War II before the bombing of Pearl
Harbor in 1941?
a. After completing the debate students choose which side they would like to defend in an essay.
Please refer to the Writing Prompt on page 17. Students use Document Analysis Chart 2 to further
analyze the primary sources for a written essay and structure their thesis and supporting arguments.
Note: Teacher may want to give students the 5-paragraph outline and three Document Analysis
Chart 2s in order to structure each body paragraph.
3
Focus Question: Should the U.S. have entered World War II before the bombing of Pearl Harbor?
(Standard 11.7.1: Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the
attack on Pearl Harbor.)
HISTORICAL CONTEXT
Prior to 1941, the United States was reluctant to enter World War II. Many Americans, called Isolationists,
considered the cost of World War I too great and wanted the country to focus on recovering from the Great
Depression and implementing President Roosevelt’s New Deal programs. Isolationists did not want to fight
another long and costly war. As a result, Congress passed the Neutrality Act of 1935 which outlawed providing
funds or supplies to warring countries.
In 1939, Germany invaded Poland. Then, Germany invaded France and Belgium and attacked England, while
the Nazis built concentration camps throughout northern Europe. Germany’s aggression towards other
European nations made the United States more inclined to action, called intervention. President Roosevelt was
an interventionist. He created a military draft and sought money from Congress to build new naval vessels.
He also asked Congress to allow the United States to provide supplies, arms, and ammunition to Europe in the
Neutrality Act of 1939. Roosevelt called on the U.S. to be an “arsenal of democracy.” However, Isolationists
still opposed intervention. Charles Lindbergh and the America First Committee were the leading critics of the
U.S. entering World War II and argued that the German military was too strong to defeat.
In 1940, Germany, Italy, and Japan joined together in the Tripartite Pact to form the Axis Powers; they pledged
to go to war if any of them were attacked by the United States. In 1941, Roosevelt and Churchill met secretly
and drafted the Atlantic Charter in which each country pledged to aid the other. Throughout 1940 and 1941,
the United States strengthened its defenses and sent more and more supplies to England and the Soviet Union.
U-boat attacks on supply ships increased. Japan sought to control more and more of the western Pacific Ocean
and South Asia. Interventionists felt that the U.S. economy would suffer if it were left as the only democratic
country because it would not trade freely with totalitarian regimes; trade was already being affected by the
Japanese control of the Pacific. Finally, on December 7, 1941, Japanese forces attacked Pearl Harbor. The
United States and the Isolationists could no longer resist involvement in World War II.
Answer the question from the positions of the Isolationists and Interventionists using the following criteria.
1.
Criteria
Effects of
World War I
Isolationist
Interventionist
2. Domestic
Economy
3. Wartime
Preparation
4. National
Security
.
4
Focus Question: Should the U.S. have entered World War II before the bombing of Pearl Harbor?
(Standard 11.7.1: Examine the origins of American involvement in the war, with an emphasis on the events that
precipitated the attack on Pearl Harbor.)
HISTORICAL CONTEXT-KEY
Prior to 1941, the United States was reluctant to enter World War II. Many Americans, called
Isolationists, considered the cost of World War I too great and wanted the country to focus on recovering
from the Great Depression and implementing President Roosevelt’s New Deal programs. Isolationists
did not want to fight another long and costly war. As a result, Congress passed the Neutrality Act of 1935
which outlawed providing funds or supplies to warring countries.
In 1939, Germany invaded Poland. Then, Germany invaded France and Belgium and attacked England,
while the Nazis built concentration camps throughout northern Europe. Germany’s aggression towards
other European nations made the United States more inclined to action, called intervention. President
Roosevelt was an interventionist. He created a military draft and sought money from Congress to build
new naval vessels. He also asked Congress to allow the United States to provide supplies, arms, and
ammunition to Europe in the Neutrality Act of 1939. Roosevelt called on the U.S. to be an “arsenal of
democracy.” However, Isolationists still opposed intervention. Charles Lindbergh and the America First
Committee were the leading critics of the U.S. entering World War II and argued that the German
military was too strong to defeat.
In 1940, Germany, Italy, and Japan joined together in the Tripartite Pact to form the Axis Powers; they
pledged to go to war if any of them were attacked by the United States. In 1941, Roosevelt and Churchill
met secretly and drafted the Atlantic Charter in which each country pledged to aid the other. Throughout
1940 and 1941, the United States strengthened its defenses and sent more and more supplies to England
and the Soviet Union. U-boat attacks on supply ships increased. Japan sought to control more and more
of the western Pacific Ocean and South Asia. Interventionists felt that the U.S. economy would suffer if it
were left as the only democratic country because it would not trade freely with totalitarian regimes; trade
was already being affected by the Japanese control of the Pacific. Finally, on December 7, 1941,
Japanese forces attacked Pearl Harbor. The United States and the Isolationists could no longer resist
involvement in World War II.
Answer the question from the positions of the Isolationists and Interventionists using the following
criteria.
Criteria
Isolationist
Felt the cost of WWI as too high and
1. Effects of
World War I didn’t want the U.S. to get dragged into
another European war.
The U.S. was still in the midst of the Great
2. Domestic
Depression; focus on implementing FDR’s
Economy
New Deal programs to help lead the
country out of the Great Depression
Lindberg and the America First
3. Wartime
Preparation Committee thought the U.S. military was
inferior to German forces
The fighting was not on American soil; the
4. National
war was a European problem
Security
Interventionist
FDR felt the U.S. should be an “arsenal of
democracy” and protect the world from
aggressive nations.
The U.S. economy would suffer surrounded
by totalitarian regimes, because it wouldn’t
trade freely. Japanese control in the Pacific
was already affecting trade.
FDR got money from Congress to build
more naval vessels and started a draft
The U.S. would not be safe in a world
dominated by totalitarian governments.
5
The United States Enters World War II, 1939-1941
Aug. 1941
Sept. 1939
Sept. 1939
Germany
invades
Poland
1939
1939
_________
Neutrality
Act of
1939:
Act
of
1939:
cash-andcarry
June 1940
June 1940
France
surrenders
to Germany.
The Battle of
Britain
begins.
1940
1940
Dec. 1940
Dec. 1940
FDR is reelected for
a third
term as
president
Dec. 1941
1941
1941
Sept. 1940
___________Act;
March 1941
March 1941
__________Act
Lend / Lease
Act enacted to
provision Europe
for war with
Germany
1942
1942
June 1941
Sept. 1941
6
The United States Enters World War II, 1939-1941
Aug. 1941
FDR & Churchill
meet secretly; sign
the Atlantic
Charter that joins
the U.S. and
Britain against
Hitler.
Sept. 1940
Tripartite Act;
establishes the
Axis Powers
between
Germany, Italy,
Japan
June 1941
Hitler invades
the Soviet
Union; FDR
sends supplies to
the Soviet Union
Dec. 1941
Japanese
attack on
Pearl Harbor
Sept. 1941
FDR grants
permission for
US warships
to attack
German UBoats
7
Primary Sources
Should the United States have entered World War II before the bombing of Pearl Harbor?
1. Sumner Welles, Secretary of State, “Japan and Our National Security,” July 24, 1941: “They
[Government of Japan] tend to jeopardize the procurement by the United States of essential
materials, such as tin and rubber, which are necessary for the normal economy of this country and
the consummation of our defense program.”
2. Neutrality Act of 1935: “That upon the outbreak or during the progress of war between, or among,
two or more foreign states…it shall thereafter be unlawful to export arms, ammunition, or
implements of war from any place in the United States…to any port of such belligerent states.”
“’Neutrality Act’ of August 31, 1935, Joint Resolution.” http://www.mtholyoke.edu/acad/intrel
/interwar/neutralityact.htm
3. Burton Wheeler, Senator (Oct. 1939) Current History: “We shudder at the ‘blood purge’ in Russia
and Germany, and yet those who would involve us in these European wars would purge each
generation of our youth on the altar of European stupidity.”
4.
A Real Test for You, Mr. President political cartoon
8
5.
Election Promises Should be Kept: We Lack Leadership that Places America First by Charles
Lindbergh: “We find ourselves unprepared for war, about to enter an action that will require us to
cross two oceans and to invade nations with a far greater population than ours, nations with armies
that have been trained for years, armies that have been hardened by generations of warfare, armies
that are larger now than ours can ever be.”
6. Fireside chat, May 26, 1940, FDR: “…Our Army by 1933 had very greatly declined in its ratio of
strength with the armies of Europe and of the Far East. But, since then, great changes have taken
place…Between 1933 and 1940 – these past seven fiscal years – your government will have spent
$1,292,000,000 more than it spent on the Army the previous seven years.”
7. Dr. Seuss cartoon, published July 16, 1941
9
8.
U.S.
Forces
9
3
13
11
80
55
Battleships
Carriers
Heavy Cruisers
Light Cruisers
Destroyers
Submarines
Japanese
Forces
10
10
18
17
111
64
*Comparative fleet strengths (Pacific & Asiatic
Fleets) 12/1/1941
9. Cordell Hull, Secretary of State, radio broadcast, May 18, 1941: “The production and transfer of
essential supplies to those countries which are actively resisting aggression demand sacrifice of
time and substance and making of maximum effort, on the part of each and every American
citizen…Our greatest possible national effort must be made, not for the sale of other countries, but
primarily for the sake of and to insure our own security...our own national existence.”
10. Neutrality Act of 1939: “I now ask again that such action be taken in respect to of the act
[Neutrality Act of 1935] which is wholly inconsistent with ancient precepts the law of nations –
the embargo provisions. I ask it because they are, in my opinion, most vitally dangerous to
American neutrality, American security, and American peace.” “Address Delivered by President
Roosevelt to Congress. Peace and War: United States Foreign Policy, 1931-1941. Sept. 21, 1939.
http://teachingamericanhistory.org/library/index.asp?document=706
11. Election Promises Should be Kept: We Lack Leadership that Places America First by Charles
Lindbergh: “We are divided because we do not want to cross an ocean to fight on foreign
continents, for foreign causes, against an entire world combined against us. We believe that we
are more likely to lose it [democracy] at home than to spread it abroad by prolonging this war and
sending millions of our soldiers to death in Europe and Asia.”
12. Presidential address, June 2, 1941, FDR: “There are some timid ones among us who say that we
must preserve peace at any price – lest we lose our liberties forever. To them I say this: never in
the history of the world has a nation lost its democracy by a successful struggle to defend its
democracy. We must not be defeated by the fear of the very danger which we are preparing to
resist…’ The only thing we have to fear is fear itself.’”
13. Radio Address from the U.S.S. Potomac, May 29, 1941: “We Americans realize how tenuous
would be the existence of our party system, our freedom of elections, our freedom of living, if the
doctrines of dictatorship were to prevail. For if they were to prevail, it would not be in Europe
alone…How long would it be possible to maintain a semblance of our two-party system, with free
elections, in a Nazi-dominated world?”
10
14. Address before a joint session of the Senate & House of Representatives by Roosevelt, asking for
additional appropriations for national defense, May 16, 1940: “an effective defense by its very
nature requires the equipment to attack the aggressor on his route before he can establish strong
bases within the territory of American vital interests. I ask for an immediate appropriation of
$896,000,000…I should divide approximately as follows:
1. For the Army……………………………………………………….$546,000,000
2. For the Navy and Marine Corps………………………………..…..$200,000,000
3. To the President to provide for emergencies
Affecting the national security and defense………………………..$100,000,000.”
15. Dr. Seuss cartoon, (Sept. 11, 1941)
11
16. John E. Miles, Governor of New Mexico, (Current History, Oct. 1939): “The United States has
still not recovered from the last war in Europe, economically, physically, spiritually. We are still
paying the debt. And while we may feel that we owe a debt to principles involved in the present
conflict, we owe a greater debt to our own people.”
FRONT
12
PRACTICE DOCUMENT – Examine and discuss this as a group.
Discussion Questions: Does the cartoon represent the viewpoint of the Isolationists or the
Interventionists? What evidence in the cartoon can be used to prove this?
1) Based on the cartoon above, create an argument using one of the four following
criteria:
A. Effects of World War I
B. The Domestic (Homeland) Economy
C. Wartime Preparation
D. National Security
2) Then, use evidence from the cartoon to back up your stance.
Practice Document – Example explanation.
13
Discussion Questions: Does the cartoon represent the viewpoint of the Isolationists or the
Interventionists? What evidence in the cartoon can be used to prove this?
Argument: The cartoon above represents the Interventionists’ point of view that the Axis
Powers were already well armed and the poorly prepared Allied Powers would not be able
to stop them. It is based on wartime preparation (C).
Evidence: The artist uses the story of David and Goliath to represent both sides in the war.
The cartoon shows the Axis Powers as a three-headed monster with Hirohito, Hitler, and
Mussolini. They are Goliath, and have all of the necessary weapons such as tanks, planes,
rifles, ships, and more. Goliath towers over the Allies’ David, which is just a baby who IS
NOT PREPARED FOR WAR. The Allies did not prepare themselves and allowed the
Axis powers to run all over Europe and Asia; now they have to face the consequences of
fighting a much superior force.
14
Document Analysis Chart 1
Should the U.S. have entered World War II before the bombing of Pearl Harbor?
Side One: Interventionist
Yes, the US should have entered WWII
before Pearl Harbor.
Argument:
Side Two: Isolationist
No, the US had valid reasons for not entering
WWII before Pearl Harbor.
Argument:
Evidence 1:
Evidence 1:
Argument:
Argument:
Evidence 2:
Evidence 2:
Argument:
Argument:
Evidence 3:
Evidence 3:
Argument:
Argument:
Evidence 4:
Evidence 4:
Argument:
Argument:
Evidence 5:
Evidence 5:
15
DEBATE STRUCTURE
Team A: The United States should have entered World War II before the attack on Pearl Harbor.
Team B: The United States should not have entered World War II before the attack on Pearl Harbor.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Team A presents their arguments (5 minutes)
Team B explains Team A’s arguments back to them (2 minutes)
Team B presents their arguments (5 minutes)
Team A explains Team B’s arguments back to them (2 minutes)
Team A’s rebuttal (3 minutes)
Team B’s rebuttal (3 minutes)
Round Robin (5 minutes)
Team A’s Closing Arguments / Conclusion (2 minutes)
Team B’s Closing Arguments / Conclusion (2 minutes)
In addition to my normal debate duties, I am in charge of analyzing Document #___ in depth from the
isolationist and interventionist points of view. I must explain how this document could be used by one
side and also how the opposing side could refute the argument from this piece of evidence.
Document #___ supports the ______________________ side because __________________________
_____________________________________________________________________________________
_______________________________________________________________________________
The opposing side could argue against this by saying _______________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Argument: The United States should / should not (circle one) have entered World War II before the
bombing of Pearl Harbor. Provide your three strongest reasons along with evidence to support your
claim.
Counter-Argument: Think of what the opposing side would say in response to your arguments.
Sentence Starters: Begin your arguments with a sentence starter and refer to your opponents by name.
Extra points will be given for both of these.
Stating Your Opinion
One of the main reasons that…
It seems to me that…
Base on…, I infer that…
Supporting Your Arguments
This is supported by…
This is further evidenced by the fact that…
It is clear that the United States should/not
have…because
Restating Your Opponent’s Argument(s)
So you are saying that…
In other words, you think…
What I hear you saying is…
Counter arguing / Rebuttal
While some might believe…
It could be argued…
Critics of this argument might believe that…
Some people may say…, but I believe…
16
DEBATE NOTES
As you debate, take notes on your opponents’ arguments and evidence.
Main Arguments Made
(and speaker)
Example:
Supporting Evidence Provided
Counter-argument
Example:
Example:
Lunch should not be two periods
next year because it will harm school
clubs. (Billy)
37% of Oakland High students are members of clubs. This
number will drop dramatically because there will be less clubs
available next year. Clubs sponsors (teachers) cannot have two
separate meetings because they only have one lunch period off.
As a result, students will not have enough clubs to meet their
needs and might do something unproductive instead.
Although a two-period lunch would make it difficult to meet,
clubs are student-run. As a result, club leaders should organize
two club meetings on the meeting day in order to include all
students. Another option is for clubs to meet after school.
1.
2.
3.
4.
17
Primary Source Evidence - KEY
1.
Criteria
Effects of
World War
I
2. Domestic
Economy
Isolationist
Stance: Felt the cost of WWI as too high and didn’t want the
U.S. to get dragged into European wars. After WWI, it was
feared that such wars could be long and costly.
Evidence:
1. Election Promises Should be Kept: We Lack Leadership
that Places America First by Charles Lindbergh: “We are
divided because we do not want to cross an ocean to fight
on foreign continents, for foreign causes, against an entire
world combined against us. We believe that we are more
likely to lose it [democracy] at home than to spread it
abroad by prolonging this war and sending millions of
our soldiers to death in Europe and Asia.”
2. Neutrality Act of 1935: “That upon the outbreak or during
the progress of war between, or among, two or more
foreign states…it shall thereafter be unlawful to export
arms, ammunition, or implements of war from any place
in the United States…to any port of such belligerent
states.”
Stance: The U.S. was still in the midst of the Great
Depression; focus on
implementing FDR’s New
Deal programs to help
lead the country out of the
Great Depression.
Evidence:
1. A Real Test for You,
Mr. President political
cartoon
2. John E. Miles,
Interventionist
Stance: FDR felt the U.S. should be an “arsenal of
democracy” and protect the world from aggressive nations.
Evidence:
1. Presidential address, June 2, 1941, FDR: “There are some
timid ones among us who say that we must preserve peace
at any price – lest we lose our liberties forever. To them I
say this: never in the history of the world has a nation lost
its democracy by a successful struggle to defend its
democracy. We must not be defeated by the fear of the
very danger which we are preparing to resist…’ The only
thing we have to fear is fear itself.’”
2. Neutrality Act of 1939: Roosevelt’s address to
Congress,“I now ask again that such action be taken in
respect to of the act [Neutrality Act of 1935] which is
wholly inconsistent with ancient precepts the law of
nations – the embargo provisions. I ask it because they
are, in my opinion, most vitally dangerous to American
neutrality, American security, and American peace.”
Stance: The U.S. economy would suffer surrounded by
totalitarian regimes, because it couldn’t trade freely.
Japanese control in the Pacific was already affecting trade.
Evidence:
1. Cordell Hull, Secretary of State, radio broadcast, May 18,
1941: “The production and transfer of essential supplies
to those countries which are actively resisting aggression
demand sacrifice of time and substance and making of
maximum effort, on the part of each and every American
citizen…Our greatest possible national effort must be
made, not for the sale of other countries, but primarily for
18
Governor of New Mexico, (Current History, Oct. 1939):
“The United States has still not recovered from the last
war in Europe, economically, physically, spiritually. We
are still paying the debt. And while we may feel that we
owe a debt to principles involved in the present conflict,
we owe a greater debt to our own people.”
3. Wartime
Preparation
Stance: Lindberg and the America First Committee thought
the U.S. military was inferior to German forces
Evidence:
1. Election Promises Should be Kept: We Lack Leadership
that Places America First by Charles Lindbergh: “We
find ourselves unprepared for war, about to enter an
action that will require us to cross two oceans and to
invade nations with a far greater population than ours,
nations with armies that have been trained for years,
armies that have been hardened by generations of
warfare, armies that are larger now than ours can ever
be.”
2.
U.S. Forces
Japanese Forces
Battleships
9
10
Carriers
3
10
Heavy
13
18
Cruisers
Light
11
17
Cruisers
Destroyers
80
111
Submarines
55
64
*Comparative fleet strengths (Pacific & Asiatic Fleets) 12/1/1941
the sake of and to insure our own security...our own
national existence.”
2. Sumner Welles, Secretary of State, “Japan and Our
National Security”, July 24, 1941: “They [Government of
Japan] tend to jeopardize the procurement by the United
States of essential materials, such as tin and rubber,
which are necessary for the normal economy of this
country and the consummation of our defense program.”
Stance: FDR got money from Congress to build more naval
vessels and started a draft
Evidence:
1. Address before a joint session of the Senate & House of
Representatives by Roosevelt, asking for additional
appropriations for national defense, May 16, 1940: “An
effective defense by its very nature requires the equipment
to attack the aggressor on his route before he can establish
strong bases within the territory of American vital
interests. I ask for an immediate appropriation of
$896,000,000…I should divide approximately as follows:
1. For the Army…………………….…$546,000,000
2. For the Navy and Marine Corps………$200,000,000
3. To the President to provide for emergencies affecting
the national security and defense…….$100,000,000.”
2. Fireside chat, May 26, 1940, FDR: “…Our Army by 1933
had very greatly declined in its ration of strength with the
armies of Europe and of the Far East. But, since then,
great changes have taken place…Between 1933 and 1940
– these past seven fiscal years – your government will
have spent $1,292,000,000 more than it spent on the
Army the previous seven years.”
19
4. National
Security
Stance: The fighting was not on American soil; the war was Stance: The U.S. would not be safe in a world dominated by
a European problem
totalitarian governments.
Evidence:
Evidence:
1. Dr. Seuss cartoon (July 16,
1. Dr. Seuss cartoon,
1941):
(Sept. 11, 1941)
2. Burton Wheeler, Senator (Oct. 1939) Current History:
“We shudder at the ‘blood purge’ in Russia and Germany, 2. Radio Address from the U.S.S. Potomac, May 29, 1941:
“We Americans realize how tenuous would be the
and yet those who would involve us in these European
existence of our party system, our freedom of elections,
wards would purge each generation of our youth on the
our freedom of living, if the doctrines of dictatorship were
altar of European stupidity.”
to prevail. For it they were to prevail, it would not be in
Europe alone…How long would it be possible to maintain
a semblance of our two-party system, with free elections,
in a Nazi-dominated world?”
20
Writing Prompt
Following World War I, tensions in Europe grew as Hitler and other fascist leaders came
into power. Soon, many European countries fell to the German armies while Japan’s
power grew in Asia and the Pacific Ocean. While Roosevelt feared the events in Europe
and Asia would probably draw the United States into a war, there were strong feelings
that the US should not get involved in another European war and there was concern
about recovering from the Great Depression. By 1941, Axis powers had attacked U.S.
supply ships and the Nazis controlled most of Europe. On December 7, 1941, Japanese
forces attacked Pearl Harbor prompting the United States entry into World War II.
Writing Question: Should the United States have entered World War II before the
bombing of Pearl Harbor in 1941?
Choose between an Isolationist or Interventionist argument and write from that position.
Use the information from the readings and the attached primary sources.
Expectations: Construct a written argument in a multi-paragraph essay which has:
1. A multi-paragraph format with an introduction, body paragraphs, and a
conclusion.
2. A clear thesis statement which is your answer to the above question
3. At least three body paragraphs which support your claim about whether the
United States should have entered WWII before Pearl Harbor. At least two
paragraphs should support your claim and the third should address the counterargument.
4. Accuracy, using evidence from the primary sources to support your arguments.
5. An analysis of each piece of evidence explaining why it is relevant and significant.
6. A concluding paragraph that restates the thesis.
21
Possible Thesis Statements
Interventionist:
The United States should have entered World War II prior to Pearl Harbor because the
United States’ inaction allowed the Axis powers to strengthen and expand. Germany had
already taken over Poland and France, they had bombed Great Britain, and Japan had
invaded China which threatened the world balance of power and the United States on its
western frontier.
The United States should have officially entered World War II prior to Pearl Harbor
because the United States was already part of the war. Before Pearl Harbor, the United
States was sending supplies to Britain and the Soviet Union, U.S. supply boats were being
attacked by German forces, and the U.S. was strengthening its own military. These are
the actions of a country at war, not isolation.
Isolationist:
Despite the military actions of Germany and Japan, the United States was right in not
entering World War II because the United States had suffered unnecessary losses in World
War I. The United States was not prepared militarily and the fighting did not directly
affect U.S. citizens.
The United States was right in not entering World War II until forced to do so by the
Japanese bombing of Pearl Harbor because the United States was still trying to recover
from the Great Depression. Unemployment rates were still high in the late 1930s and
early 1940s and extra spending by the government should have been used for domestic
problems such as feeding and housing unemployed families, rather than sending supplies
to Europe.
22
Works Cited
“Address Delivered by President Roosevelt to Congress. Peace and War: United States Foreign Policy,
1931-1941. Sept. 21, 1939. http://teachingamericanhistory.org/library/index.asp?document=706
(Source 10)
“A Real Test for You, Mr. President.” Cartoon. FDR Cartoon Archive. http://www.nisk.k12.ny.us/fdr
/fdr foreign /33032402.GIF (Source 4)
“Comparative fleet strengths (Pacific & Asiatic Fleets).” Historical Text Archive. December 1, 1941.
http://historicaltextarchive.com/. (Source 8)
Denny, George F., ed. “What’s Your Opinion?” Current History. October 1939: 42-43. (Source 3, 16)
Dr. Seuss. “Biding time” Cartoon. A Catalog of Poltical Cartoons by Dr. Seuss. September 11, 1941.
http://orpheus.ucsd.edu/speccoll/dspolitic/Frame.htm. (Source 15)
Dr. Seuss. “The Isolationist.” Cartoon. A Catalog of Political Cartoons by Dr. Seuss. July 16, 1941.
http://orpheus.ucsd.edu/speccoll/dspolitic/Frame.htm. (Source 7)
Hull, Cordell. “Radio Address by the Secretary of State.” May 18, 1941. http://www.ibiblio.org/pha/
policy/1941/410518a.html (Source 9)
Lindbergh, Charles. “Election Promises Should be Kept: We Lack Leadership that Places America First.”
May 23, 1941. http://www.charleslindbergh.com/pdf/speech7.pdf (Source 5, 11)
“’Neutrality Act’ of August 31, 1935, Joint Resolution.” http://www.mtholyoke.edu/acad/intrel
/interwar/neutralityact.htm (Source 2)
Roosevelt, Franklin D. “Address before a joint session of the Senate and House of Representatives asking
additional appropriations for national defense.” May 16, 1940. http://www.ibiblio.org/pha/7-2188/188-16.html (Source 14)
Roosevelt, Franklin D. “Address of the President Delivered by Radio from the White House.” May 26,
1940. http://www.mhric.org/fdr/chat15.html (Source 6)
Roosevelt, Franklin D. “Presidential Address.” Moments in Time DBQ. June 2, 1941: 6. (Source 12)
Roosevelt, Franklin Delano. “Radio Address from the U.S.S. Potomac for Jackson Day Dinners.” The
American Presidency Project. March 29, 1941. http://www.presidency.ucsb.edu/ (Source 13)
Welles, Sumner. “Japan and Our National Security, A Menace in the Pacific Ocean.” Vital Speeches of
the Day. August 15, 1941: 664-665. (Source 1)
23
Bibliography for Further Reading
Current History, October 1939
Divine, Robert A. The Reluctant Belligerent: American Entry Into World War II. Second Edition. New York: John
Wiley & Sons, 1979.
Doenecke, Justus. Storm on the horizon : The Challenge to American Intervention, 1939-1941. Lanham,
MD. Rowman & Littefield, 2000.
Doenecke, Justus. The Battle Against Intervention, 1939-1941. Malabar, Fl: Frieger Publishing, 1997.
Doenecke, Justus. From Isolation to War, 1931-1941. Arlington Heights: Harlan Davidson, 1991
Doenecke, Justus. In danger Undaunted : The Anti-interventionist Movement of 1940-1941 as Revealed
in the Papers of the America First Committee. Stanford, CA.: Hoover Institution Press, 1990.
Doenecke, Justus. Anti-intervention : A Bibliographical Introduction to Isolationism and Pacifism from
World War I to the Early Cold War. New York : Garland, 1987.
Doenecke, Justus. The Literature of Isolationism; A Guide to Non-interventionist Scholarship, 19301972. Colorado Springs, R. Myles, 1972.
Heinrichs, Waldo. Threshold of War: Franklin D. Roosevelt and American Entry into World War
II. New York: Oxford University Press, 1988.
Hess, Gary R. The United States at War, 1941-1945. Second Edition. Wheeling, IL: Harlan
Davidson, Inc., 2000.
Kennedy, David M. Freedom From Fear: The American People in Depression and War, 1929 –
1945. New York: Oxford University Press, 1999.
Porter, David L. The Seventy-sixth Congress and World War Ii, 1939-1940. Columbia:
University of Missouri Press, 1979.
Schuman, Frederick, “The Case for War,” New Republic, July 8, 1940, pp. 55-57.
“Shall We Go to War?” New Republic, July 8, 1940, pp. 46-47
Internet Sources
“Chronology of International Events, March 1938 to December 1941” Department of State Bulletin December 27,
1941, pg. 590. http://www.ibiblio.org/pha/events/events.html
Events Leading Up to World War II. Chronological History of certain major international events leading up to and
during World War II with the ostensible reasons advanced for their occurrence, 1931-1944. 78th Congress,
2nd Session. House Document No. 541. http://www.ibiblio.org/pha/ events/index.html
24
Fireside Chats of Franklin D. Roosevelt. http://www.mhric.org/fdr/
Fireside Chat of Franklin D. Roosevelt. September 3, 1939. http://www.mhric.org/fdr/chat14.html
Fireside Chat of Franklin D. Roosevelt. May 26, 1940. http://www.mhric.org/fdr/chat15.html
Fireside Chat of Franklin D. Roosevelt. May 27, 1941. http://www.mhric.org/fdr/chat17.html
“Franklin D. Roosevelt’s Broadcast on Independence Day, Hyde Park, New York, July 4, 1941,” Department of
State Bulletin, July 4, 1941 http://www.ibiblio.org/pha/policy/1941/4107 04a .html
“Franklin D. Roosevelt’s Message to Congress Urging the Arming of American Flag Ships Engaged in Foreign
Commerce, October 9, 1941,” Department of State Bulletin, October 11, 1941. http://www.ibiblio.org
/pha/policy/1941/411009a.html
Franklin D. Roosevelt’s “Navy Day Address” on the Attack on the Destroyer KEARNEY. October 27, 1941. [White
House press release] http://www.ibiblio.org/pha/policy/1941/411027a.html
Peace and War: United States Foreign Policy, 1931-1941. Department of State Publication 1983. U.S.
Government Printing Office, Washington, D.C., 1941 http://www.ibiblio.org/pha/paw/index.html
Radio Address Delivered by President Roosevelt From Washington, December 29, 1940 (“Arsenal of Democracy”
Speech) http://www.mtholyoke.edu/acad/intrel/WorldWar2/arsenal.htm
Radio Address from the U.S.S. Potomac for Jackson Day Dinners. March 29, 1941. http://www.presidency.ucsb
.edu/ws/index.php?pid=16095
World War II in the Pacific: Menu to the Early Years. http://www.ww2pacific.com/
World War II Resources. Primary source materials on the Web. Original documents regarding all aspects of the
war. Pearl Harbor Associates, Inc. Hosted by ibiblio.http://www.ibiblio.org/pha/
25
Appendices – Literacy Support Strategies
Structuring a Debate Chart
A Proponent of ________________________
Vs An Opponent of ________________________
POSITION
I feel strongly that ______________________
______________________________________
______________________________________
______________________________________
I disagree. I feel strongly that _______________
________________________________________
________________________________________
________________________________________
SUPPORT
First, _________________________________
______________________________________
______________________________________
First, ___________________________________
________________________________________
________________________________________
Also, _________________________________
______________________________________
______________________________________
Also, ___________________________________
________________________________________
________________________________________
Finally, _______________________________
______________________________________
______________________________________
Finally, _________________________________
________________________________________
________________________________________
COUNTERARGUMENTS
The other side says ______________________
_____________________________________,
The other side says ________________________
_______________________________________,
but I still feel ___________________________
______________________________________
but I still feel _____________________________
________________________________________
Some people say ________________________
______________________________________,
Some people say __________________________
________________________________________,
but isn’t it more important that ___________
_____________________________________?
but isn’t it more important that ______________
_______________________________________?
DRAWING THE LINE (STATING A CONCLUSION)
If we went to war, the outcome would be
______________________________________
______________________________________
______________________________________
If we went to war, the outcome would be
________________________________________
________________________________________
________________________________________
which is more important than our opponent’s
argument that __________________________
______________________________________
______________________________________
which is more important than our opponent’s
argument that __________________________
______________________________________
______________________________________
26
Document Analysis Chart 2
Essay Question: Should the United States have entered World War II before the bombing of Pearl Harbor in 1941?
Thesis/Assertion:
Topic Sentence:
Source/Context of Evidence
What is the document, Who wrote
it, brief summary
Evidence: Facts, Quotes from
document
Analysis
This means that ….
This shows ……
Relevance to Thesis
This proves that ….
This is relevant because …..
Thesis/Assertion: Answers the question or prompt and makes a claim about the issue.
Context: What is the document? Who wrote the document? Where and when was it published? What’s it about?
Evidence: Details about the topic: definitions, examples, dates, & names.
Analysis: This answers the question: “So what?” or “Why is this significant or important?”.
Relevance: How does this evidence support your thesis?
27
Position: Isolationism v. Interventionism
The position I will support in this essay is isolationism/interventionism (circle one).
Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
The United States should/should not (circle one) have entered WWII before the bombing of
Pearl Harbor because (give one reason from the criteria worksheet)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
.
Counter-argument: Think of what would the opposite side would say in response to your argument.
Isolationists/Interventionists would argue that:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________.
Other sentence starters for counter-argument
Some might contend …
It could be argued …
Opponents might say…
Critics of this argument might believe that…
Rebuttal: However, this is incorrect because (why is your argument stronger?):
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________.
Other sentence starters for rebuttal
However…
Contrary to what opponents believe…
The fact of the matter is this…
2009UC Regents
Five Paragraph Essay Outline
(Possible essay support structure)
Introductory Paragraph:
Topic Sentence:
Background:
____________
(Explain the time period)
Explanation of the basics:
(Introduce your topic and the events leading to them)
Thesis Statement – Write this sentence out:
Body Paragraph #1
Topic sentence:
(Write this sentence out)
Evidence:
Evidence:
______
Evidence:
Analysis:
Body Paragraph #2- The Counterargument
Topic sentence:
(Write this sentence out)
Evidence:
Evidence:
Evidence:
Analysis:
2009UC Regents
________
Body Paragraph #3- The Rebuttal
Topic sentence:
(Write this sentence out)
Evidence:
Evidence:
Evidence:
Analysis:
Concluding Paragraph:
Restate your thesis:
Explain your analysis and the importance of your main points:
Relate your topic to a larger concept:
2009UC Regents
________
Essay Rubric
Argument
Thesis
Statement
Context 1
Evidence 1
Analysis 1
Context 2
Evidence 2
Analysis
Conclusion
Sentence
States whether the U.S. should or should not have
entered WWII before the bombing of Pearl Harbor
and gives one reason why/why not.
Provides the background knowledge necessary to
understand the document being used as evidence.
A quote from a primary source document that proves
your argument.
Discusses isolationist or interventionist position and
explains how this evidence proves your argument. At
least two sentences.
Provides the background knowledge necessary to
understand the document being used as evidence.
A quote from a second primary source document that
proves your argument.
Discusses isolationist or interventionist position and
explains how this evidence proves your argument. At
least two sentences.
Re-states the assertion being made in the topic
sentence
Points 2
Points 2
Points 2
Points 4
Points 2
Points 2
Points 4
Points 2
Total _______/20
Counter-Argument
Topic
Sentence:
Context
Evidence
Analysis
Concluding
Sentence
States what your opponent would argue and gives
one reason different from the reason in the argument
paragraph. Uses sentence starters given in class.
Provides the background knowledge necessary to
understand the document being used as evidence.
A quote from a primary source document that proves
your opponent’s argument.
Discusses opponent’s position and explains how this
evidence proves their argument. At least two
sentences.
Restates main point from topic sentence.
Point 3
Points 3
Points 3
Points 4
Points 2
Total _______/15
Rebuttal
Topic
Sentence:
Context
Evidence
Analysis
Concluding
Sentence
States your response to the counter-argument with
one reason why your opponent is incorrect. Uses
sentence starters given in class.
Provides the background knowledge necessary to
understand the document being used as evidence.
A quote from a primary source document that proves
your point and opponent’s argument incorrect.
Discusses how your position is stronger and explains
how evidence proves your argument. At least 2
sentences long.
Restates main point from topic sentence.
Points 3
Points 3
Points 3
Points 4
Points 2
Total _______/15
Overall Total _______/50
2009UC Regents
ANALYZING A PRIMARY SOURCE
Focus Question: _________________________________________________________________________________________________________
Title of Source: _____________________________________ Author: ____________________ Genre (letter, cartoon, photo?): _________________
WHO
Author: Background, sex, race, social class, education;
What is his/her perspective?
WHEN & WHERE
Place and Time: Where and When was it published?
Historical Context: What was going on during this event or era/period?
Audience: Who is the intended audience?
OBSERVATIONS
DESCRIPTION OF SOURCE
What I see…
Evidence of...
2009UC Regents
MEANING
What the objects, words, etc. mean
MESSAGE/ARGUMENT
The author is trying to tell me…
QUESTIONS
I wonder…
My reaction to the source is…
DENTIFYING THE MAIN IDEA
Looking at your observations of the primary source, what is the main idea or message of the source?
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.
APPLYING THE SOURCE
I think I can use this source in my essay because…
WRITING USING THE PRIMARY SOURCE
Focus Question: _______________________________________________________________________
_____________________________________ tells us that ______________________________________
(title of source OR author)
(author OR subject)
thought ______________________________________________________________________________
(the primary source’s message, what it is trying to tell me)
_____________________________________________________________________________________
because ______________________________________________________________________________
(evidence in the primary source)
____________________________________________________________________________________.
This primary source relates to the focus question because ______________________________________
____________________________________________________________________________________
____________________________________________________________________________________.
2009UC Regents