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Ch 22_World War II
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Ch 22_World War II

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  • 1. Chapter 22
  • 2. Check my SlideShare page (rfair07) for more lectures  Lectures posted for:  United States History before 1877  United States History after 1877  Texas History  United States (Federal) Government  Texas Government  If you would like a great study resource for United States History (college or AP exam), check out the following:  AP U.S. History Exam Study
  • 3. Good Neighbor Policy  U.S. continued to dominate Latin America politically and economically  Began to rely less on direct military intervention  FDR differed from his predecessors by substituting cooperation for coercion  Agenda: “U.S. would be a good neighbor to Latin America”  However, domination of this area would remain unchallenged  The Monroe Doctrine still lived on
  • 4. U.S. Isolationism  Business-minded people in America did not want to give up profitable overseas markets like Germany and Japan just because Western Europe was turning toward war  U.S refused to recognize the Soviet Union  Quarreled with England and France over repayment of loans they received after World War I
  • 5. U.S. Isolationism  U.S. was overly cautious to get involved in another “meaningless war” after World War I  Neutrality Acts typified the 1930s in America  The U.S. was battling their own war – the Great Depression ○ Politicians were hesitant to fund another European war while fighting a war against poverty at home
  • 6. War in Europe  Germany invaded Poland on 1 September 1939  For nearly two years, Britain stood virtually alone in fighting Germany  Battle of Britain  First major campaign in World War II  Fought entirely by air forces  Britain prevailed against almost overwhelming odds  Germany’s loss was significant and was the first turning point in WW II  FDR wanted to help Britain, but public support in the U.S. limited him
  • 7. The Road to Intervention  FDR ran for an unprecedented third term as he urged the country to “keep someone with experience” in office if the U.S. got involved in WW II (1940)  Lend Lease Act (1941)  US began war shipments to Great Britain  Signaled the end of non-interventionist foreign policy
  • 8. The Road to Intervention  Atlantic Charter  The blueprint for the world after WW II ○ Laid the foundation for international treaties and organizations that would bring the world back to its feet economically  FDR was persuaded to sign the charter by Winston Churchill (Prime Minister of Great Britain)
  • 9. U.S. Relations with Japan  Japan had long been interested in an Asian empire  Actively occupied Korea and key parts of Manchuria before 1920  When Japan sought to gain supremacy in China, the U.S. protested with the “Open Door Policy”
  • 10. U.S. Relations with Japan  Open Door Policy  Declared that the U.S. and all European nations could trade with China and were free to use China’s treaty ports ○ Western nations were trying to retain their spheres of influence in China ○ China’s power as a nation was declining during this period, so they had little recourse  Political/Economic Theory: trade is a basic right of all nations ○ However, this theory doesn’t address the fact that sovereign Western nations often limited trades with isolationist policies
  • 11. U.S. Relations with Japan  Open Door Policy  Arguments for the policy were based on political theorist John Locke: Isolationism is essentially unnatural for trade and communication between nations  It’s ironic that the U.S. actively promoted Locke’s theory during the same period America was staunchly supporting isolationism to deal with the Great Depression
  • 12. U.S. Relations with Japan  Japan disregarded the Open Door Policy  Led to the Washington Conference in 1922  The conference again declared the independence of China via the Open Door Policy ○ Was reinforced through the “Nine Power Treaty” ○ Yet, the treaty lacked any enforcement regulations or sanctions for disregarding the Open Door Policy or Treaty
  • 13. U.S. Relations with Japan  Japan disregarded the Open Door Policy  Japan clearly violated these agreements when it began occupying Manchuria ○ The U.S. and Europe didn’t respond though  After war breaks out in Europe, the U.S. began to realize Japan was allying with Germany  US responded by limiting strategic exports to Japan ○ Primarily oil
  • 14. U.S. Relations with Japan  Japan disregarded the Open Door Policy  Economic sanctions did not deter Japan ○ Instead, it entrenched anti-U.S. and Western sentiments ○ So, Japan officially allied with Germany and Italy ○ Japan also began pushing further into Indochina
  • 15. U.S. Relations with Japan  The U.S. response – end all trade with Japan  Sounds a lot like how we got into the War of 1812 ○ Trade restrictions and a lack of communication  Japan attempted to negotiate with the U.S. ○ Their backup plan was to launch an attack on the U.S.
  • 16. U.S. Relations with Japan  The US response – end all trade with Japan  Japan wanted a large stake in China for restoration of normal trade patterns  The US demanded that Japan withdraw all military personnel from Indochina  Negotiations failed and Japan ultimately launched an invasion at Pearl Harbor
  • 17. Pearl Harbor  December 7, 1941  FDR’s “Date that Will Live in Infamy”  This attack in the Pacific greatly changed Americans sentiment about neutrality  The attack united the country  Popular opinion greatly favored entering the war after the attack
  • 18. Pearl Harbor  FDR asked Congress for a declaration of war  The U.S. suffered significant early defeats after entering the war  The country was unprepared for a naval and air combat halfway across the world
  • 19. The War in the Pacific  The first few months of American involvement witnessed an unbroken string of military disasters  The tide turned with Allied victories at Coral Sea and Midway  May and June 1942
  • 20. D-Day  6 June 1944  Allied invasion of Normandy, France (Operation Neptune)  2 phases of Allied attack  Air assault by the Americans, British, and French shortly after midnight  Amphibious landing of Allied infantry and armored divisions on the coast of Normandy, France at 0630
  • 21. D-Day  Significance  The absolute largest amphibious invasion of all time (175,000 troops)  195,700 Naval personnel overall  Established the much needed second front in Western Europe ○ A majority of the conflict was fought initially in North Africa and Italy
  • 22. The Home Front  Mobilizing the War  World War II transformed the role of the national government  The government built housing for war workers and forced civilian industries to retool for war production
  • 23. The Home Front  Business and War  FDR offered incentives to businesses to spur production ○ Low interest loans ○ Tax concessions ○ Contracts with guaranteed profits  Americans produced an astonishing amount of wartime goods and effectively utilized science and technology
  • 24. The Home Front  Business and War  The West Coast emerged as a focus of military-industrial production ○ Nearly 2 million Americans moved to California for jobs in defense-related industries  The South remained very poor despite the influx of manufacturing
  • 25. The Home Front  Labor in Wartime  Organized labor entered a three-sided arrangement with government and business that allowed union membership to soar to unprecedented levels  Unions became firmly established in many sectors of the economy during World War II
  • 26. The Four Freedoms  To FDR, the Four Freedoms expressed deeply held American values worthy of being spread worldwide
  • 27. The Four Freedoms  Freedom of Speech  Prime example for defense of democracy and the Constitution  Freedom of Religion  Gold standard for the critique of the Holocaust  Championed despite the fact that most Americans and politicians at the time believed the Holocaust was a farce ○ This ultimately illustrates that Americans at this time could not believe humans would treat each other so poorly
  • 28. Freedom of Speech
  • 29. The Four Freedoms  Freedom from Want  The chief argument of economic policies for the rest of the 20th century  Elimination of barriers to international trade ○ Goal was to protect the standard of living from falling after the war  Freedom from Fear  The gradual disarmament of the entire world  Help prevent tyranny (Italy, Germany) from happening again  “human security” paradigm  Illustrates a gradual shift from the collective to the individual
  • 30. Freedom from Want
  • 31. Freedom from Fear
  • 32. The Fifth Freedom  WW II America witnessed a burst of messages defining advertisers’ version of freedom: the emergence of free enterprise  While private businesses enjoyed profit during the war period, many businesses resented the federal government’s intervention in virtually all aspects of business ownership  Furthermore, the expansion of labor unions greatly strained relations between workers and employers
  • 33.  Audience  Slogans  Ideas  Energy & Capital
  • 34.  Gum  Lingerie  Grease  Juke Boxes  Toasters  Blenders  Cars  Toothpaste  Shoes  Coffee  Kettles  Nylon hose  Erasers  Glass jars  Tin cans  Tea
  • 35.  Right to work.  Right to fair pay.  Right to adequate food.  Right to security.  Right to live in a society of free enterprise.  Right to come and go.  Right to speak or be silent.  Right to equality before the law.  Right to rest.  Right to an education.
  • 36.  Right to work, if you are white.  Right to fair pay, if you are male.  Right to adequate food, if you register for and comply with food rationing programs.  Right to security, if you were not drafted.  Right to live in a society of free enterprise, if one excludes the government’s price and wage ceilings and orders that halted production on all the common items one needs to live.  Right to come and go, if the person does not need new shoes, more gasoline, decent tires, a new car, or a new bicycle.  Right to speak or be silent, as long as one speaks positively about the war, and is silent about the legitimacy of rationing claims.  Right to equality before the law, if it is “Separate but Equal” before the law.  Right to rest, but only on Christmas Day.  And a right to an education, if the cotton is not in bloom and ready to be picked by child laborers.
  • 37. Women at War  Women in 1944 made up over 1/3 of the civilian labor force  New opportunities opened up for married women and mothers  Women’s work during the war was viewed by men and the government as temporary  The advertisers’ “world of tomorrow” rested on a vision of family-centered prosperity  (with women not in the workplace)
  • 38. The American Dilemma  Patriotic Assimilation  World War II created a vast melting pot, especially for European immigrants and their children ○ FDR promoted pluralism as the only source of harmony in a diverse society  Government and private agencies eagerly promoted group equality as the definition of Americanism and a counterpoint to Nazism
  • 39. The American Dilemma  Patriotic Assimilation  By the war’s end, racism and nativism had been stripped of its intellectual respectability ○ However, racial and cultural intolerance hardly disappeared from American life after the war
  • 40. The American Dilemma  Asian-Americans in Wartime  Asian-Americans’ war experience was paradoxical  Chinese exclusion was abolished  However, the Japanese were viewed by American as a detested foe ○ The American government viewed every person of Japanese ethnicity as a potential spy
  • 41. The American Dilemma  Japanese-American Internment  The military persuaded FDR to issue Executive Order 9066  Internment revealed how easily war can erode basic freedoms ○ Hardly anyone spoke out against internment  Viewed as unpatriotic ○ The courts refused to intervene  The government marketed war bonds to the internees and drafted them into the army
  • 42. Blacks and the War  The wartime message of freedom ushered a major transformation for blacks’ status  The war spurred a movement of black population from the rural South to the cities of the North and West  Detroit race riot  During the war, over 1 million blacks served in the armed forces  Black soldiers often had to give up their seats on railroad cars to accommodate Nazi prisoners of war  Illustrates cultural vs. racist tensions in the military
  • 43. Birth of the Civil Rights Movement  The war years witnessed the birth of the modern civil rights movement  March on Washington  Black labor leader A. Philip Randolph called for the march in July 1941  Executive Order 8802  Prohibited government contractors from engaging in employment discrimination based on race, color, or national origin
  • 44. Birth of the Civil Rights Movement  The Double V  The double-V meant that victory over Germany and Japan must be accompanied by victory over segregation at home  What the Negro Wants  During the war, a broad political coalition on the left called for an end to racial inequality in America ○ The status of blacks becomes an issue at the forefront of enlightened liberalism  CIO unions made significant efforts to organize black workers and win access to skilled positions  The South reacted by attempting to preserve white supremacy  Resurgence of the KKK in the post-war years
  • 45. The End of the War  The Atomic Bomb  One of the most momentous decisions ever confronted by an American president fell on Harry Truman  The Manhattan Project developed the atomic bomb ○ Practical realization of Einstein’s theory of relativity ○ Testing was conducted in Alamagordo, New Mexico (1945)
  • 46. The End of the War  The Dawn of the Atomic Age  On 6 August 1945, an American bomber dropped an atomic bomb that detonated over Hiroshima and Nagasaki, Japan  Because of the enormous cost in civilian lives, the use of the bomb remains controversial ○ Allied military forces reasoned the use of the bomb saved roughly half a million Allied soldiers’ lives  The use of atomic weapons was the logical culmination of the type of war World War II had become ○ A total threat requires a total response
  • 47. Check my SlideShare page (rfair07) for more lectures  Lectures posted for:  United States History before 1877  United States History after 1877  Texas History  United States (Federal) Government  Texas Government  If you would like a great study resource for United States History (college or AP exam), check out the following:  AP U.S. History Exam Study

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