WWII APUSH SPRING BREAK PROJECT

HIGH/EWALD DUE APRIL 25 (A) DUE APRIL 28 (B)

AP U.S. HISTORY SPRING BREAK ASSIGNMENT All three parts must be completed in order to obtain credit.

Part A- Complete Presidential Worksheets for each of the selected 3rd Quarter Presidents, following the directions carefully. A Presidential Worksheet should be completed for each of the following Presidents: Theodore Roosevelt, Woodrow Wilson, Franklin Roosevelt and Harry Truman. The Presidential Worksheets must be HANDWRITTEN.

1. Using the information below, complete an information worksheet for the assigned Presidents. Be sure to include pertinent information only and complete one for each President. Each section must contain three items minimum to fully understand the significance of each President.

President (First and Last name):

Number:

Vice President(s):

Political Party(s):

Terms (years):

Campaign Issues:

In the following categories list and describe the major events of each, including the historical significance. Each section must contain three items minimum to fully understand the significance of each President.

A. Foreign Policy:

B. Domestic Policies:

C. Economic Policies:

D. Social Issues in the Country:

E. Major Accomplishments:

F. On a scale of 1-5, how do you rate the effectiveness of this President? WHY???

Part B- Complete a FRQ on One question from the Two options below. Cite relevant historical evidence in support of your generalizations and present your arguments clearly and logically. There will be resources available on your history teacher’s website to help aid you in writing this FRQ. The FRQ must be HANDWRITTEN.

1. Prior to American involvement in both the First and Second World Wars, the United States adopted an official policy of neutrality. Compare the policy and its modifications during the period 1914-17 to the policy and its modifications during 1939-41. 2. Analyze the home-front experiences of TWO of the following groups during the Second World War.

• African Americans • Japanese Americans • Jewish Americans • Mexican Americans

Part C- Complete the following worksheets relating to WWII both at home and abroad. Be sure to complete all portions of each sheet and follow the instructions closely. There will be additional resources available on your teacher’s website for the pages that require it. Franklin D. Roosevelt and the Shadow of War: 1933-1941 Read the book, please answer the questions below. DO NOT COPY FROM THE BOOK. It will not help you to understand and it will annoy your teacher. Read the book, and then think about what it means. Before we start, let’s review foreign policy under Herbert Hoover.

(1) What happened to Manchuria in 1931? What was the world reaction to that turn of events?

(2) Describe the Stimson Doctrine

(3) How did Herbert Hoover deal with Latin America? Now continue with FDR’s foreign policy.

(4) Explain Roosevelt’s “Good Neighbor” policy and give examples of how it worked.

(5) What did the Reciprocal Trade Agreements Act of 1934 say? What long-range impact did it have?

(6) Why did the Nye Committee decide that America had gotten involved in World War I? What lessons did the US decide to learn from its involvement in World War I? How did the US try to stay out of a future World War?

(7) What happened in Spain in 1936-1937? What impact would this have on the future?

(8) In August of 1937, Roosevelt delivered the so-called “Quarantine Speech”. What was he trying to do?

(9) What agreement was made at the Munich Conference in 1938? What happened to the agreement?

(10) What happened on August 23, 1939? What did this mean for Germany? For the Soviet Union? What was the US reaction to it?

(11) Explain the Neutrality Act of 1939 and how it helped the United States, both morally and economically.

(12) Discuss the “phony war”. Who was attacked and what was the result?

(13) What did the fall of France mean for Britain? The United States? What was Roosevelt’s reaction to this new threat?

(14) Briefly describe the arguments for and against US intervention in World War II.

(15) What was the “bases for destroyers” deal? What was the reaction to it?

(16) What was the significance of the election of 1940? Who won and why?

(17) What did the Lend-Lease Act do? What did Roosevelt say that the US would become as a result?

(18) What did Hitler do on June 22, 1941? Why did he do that? What did he hope to achieve?

(19) Describe the Atlantic Charter. What did it say? Who signed it?

(20) What happened on December 7, 1941? December 8? December 11?

Objective-SWBAT… assess the impact of World War II on various groups in the United States DRILL

1. What type of occupation does the woman in the illustration have? Explain how you arrived at this

answer.

2. Describe characteristics of the woman that presents a less feminine image.

3. Why do you think the artists chose to create a less feminine “Rosie?”

4. Does the artist present a positive or negative view of women in wartime industries? EXPLAIN.

The Impact of World War II on Minorities Directions- As you read the assigned passage from Enduring Vision textbook and primary resources (found on your teacher’s website) categorize effects as positive or negative. You must also focus on THREE areas: military, economic, and social impact.

Minority Group Positive Negative

Women (pg. 799-802)

African Americans (pg. 802-805)

Native Americans (pg. 804)

Mexican Americans (pg. 804-805)

Japanese Americans* (pg. 805-806)

Source: The Enduring Vision

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I can… Analyze the contributions of different groups and programs to the war effort in order to draw conclusions regarding the economic impact of World War II on the United States. Video: The World at War, On Our Way “Arsenal of Democracy 29:11**Information will also be found from Roosevelt’s Arsenal of Democracy speech

1. What are some of the products that the U.S. industries are making now for the war effort?

2. From where did the government recruit laborers to work in the war industries? Describe the types of people being recruited. Why is this noteworthy?

3. Describe the sentiment of the laborers working in wartime industries?

Identify THREE symbols and the meaning of each.

• •

• Is the artist hopeful that the United States will fulfill the production of needed wartime materials? EXPLAIN,

Identify THREE symbols and the meaning of each.

• •

• Is the artist hopeful that the United States will fulfill the production of needed wartime materials? EXPLAIN,

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Franklin Delano Roosevelt: "The Great Arsenal of Democracy"

*Directions: Underline the goals and objectives that are include in the following speech. American industrial genius, unmatched throughout all the world in the solution of production problems, has been called upon to bring its resources and its talents into action. Manufacturers of watches, of farm implements, of Linotypes and cash registers and automobiles, and sewing machines and lawn mowers and locomotives, are now making fuses and bomb packing crates and telescope mounts and shells and pistols and tanks.

But all of our present efforts are not enough. We must have more ships, more guns, more planes -- more of everything. And this can be accomplished only if we discard the notion of "business as usual." This job cannot be done merely by superimposing on the existing productive facilities the added requirements of the nation for defense. Our defense efforts must not be blocked by those who fear the future consequences of surplus plant capacity. The possible consequences of failure of our defense efforts now are much more to be feared. And after the present needs of our defense are past, a proper handling of the country's peacetime needs will require all of the new productive capacity, if not still more. No pessimistic policy about the future of America shall delay the immediate expansion of those industries essential to defense. We need them.

I want to make it clear that it is the purpose of the nation to build now with all possible speed every machine, every arsenal, every factory that we need to manufacture our defense material. We have the men, the skill, the wealth, and above all, the will. I am confident that if and when production of consumer or luxury goods in certain industries requires the use of machines and raw materials that are essential for defense purposes, then such production must yield, and will gladly yield, to our primary and compelling purpose. So I appeal to the owners of plants, to the managers, to the workers, to our own government employees to put every ounce of effort into producing these munitions swiftly and without stint. With this appeal I give you the pledge that all of us who are officers of your government will devote ourselves to the same whole-hearted extent to the great task that lies ahead.

As planes and ships and guns and shells are produced, your government, with its defense experts, can then determine how best to use them to defend this hemisphere. The decision as to how much shall be sent abroad and how much shall remain at home must be made on the basis of our overall military necessities.

We must be the great arsenal of democracy.

For us this is an emergency as serious as war itself. We must apply ourselves to our task with the same resolution, the same sense of urgency, the same spirit of patriotism and sacrifice as we would show were we at war.

We have furnished the British great material support and we will furnish far more in the future. There will be no "bottlenecks" in our determination to aid Great Britain. No dictator, no combination of dictators, will weaken that determination by threats of how they will construe that determination. The British have received invaluable military support from the heroic Greek Army and from the forces of all the governments in exile. Their strength is growing. It is the strength of men and women who value their freedom more highly than they value their lives.

[arsenal: a store of weapons and ammunition]

[democracy: a form of government in which the people have a voice in the exercise of power, typically through elected representatives]

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Name Date Directions: FIRST – read The Enduring Vision (pg. 789-794, 799-804) and fill in the appropriate sections of the chart before you examine the primary resources. Examine each of the sources and independently complete the first three questions for each source. After you have completed the first step and second steps, collaborate with another classmate in order to answer the final question for each source.

Source Form/Type

(map, photo, video…) *on teacher website

Briefly summarize or describe the source. What statement or message does the source convey?

RAISING AN ARMY

Enduring Vision information

PROMOTING & PAYING FOR WAR

Enduring Vision information

Wartime Economy: Analysis Chart

Source Form/Type (map, photo, video…)

*on teacher website Briefly summarize or describe the source. What statement or message

does the source convey?

EXPANDING THE LABOR FORCE

Enduring Vision information

RATIONING

Enduring Vision information

Wartime Economy: Analysis Chart

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APUSH: Chapter 25 Identifications & Short Essay Questions Identifications: Define the following terms.

Good Neighbor policy/Nye Committee/Neutrality Acts/St. Louis Election of 1940/Wendell Wilkie/America First Committee Lend-lease/Atlantic Charter/Reuben James Tripartite (Axis) Pact/Hideki Tojo/Pearl Harbor War Powers Act/Joint Chiefs of Staff/Office of Strategic Services (OSS)/the Pentagon War Production Board/War Manpower Commission/National War Labor Board Office of Price Administration/Office of War Mobilization Henry J. Kaiser/agribusiness/rationing/war bonds/Revenue Act of 1942 Office of Scientific Research and Development/ENIAC/Manhattan Project Office of War Information Operation Torch/Battle of the Atlantic/Operation Overlord/D-Day/Battle of the Bulge Battle of Midway/Chester Nimitz/Guadalcanal/island-hopping GIs/"Rosie the Riveter"/"Double V" campaign/CORE/A. Philip Randolph/Executive Order 8802 Japanese-American internment Big Three/Yalta/Potsdam/The Holocaust Iwo Jima/Okinawa/Enola Gay/Hiroshima & Nagasaki/atomic bomb

Short Essay Questions --Answer the following questions. Aim for one fully-developed paragraph per response. 1. How did the American people respond to the international crises of the 1930s? Consider isolationism and the attitude

towards Jewish refugees.

2. In what ways did FDR’s administration move the country toward war prior to December 1941? Consider policies aimed at helping other countries resist Axis expansion and efforts to put the country on a war footing.

3. How did America mobilize for war in World War II? Consider government organizations, major economic and social trends, and the role of technological innovation.

4. Describe United States military strategy in the European and Pacific theaters from 1942 to 1945. Identify at least three major campaigns, battles, and/or strategies in each theater of the war.

5. Was President Truman justified in ordering the dropping of atomic bombs on Japan in August 1945? Offer reasons to support your views.