CHAPTER TWENTY-FIVEWORLD WAR II, 1941–1945

CHAPTER OVERVIEWThis chapter covers the American involvement in World War II and its effects on the UnitedStates. America began trying to ensure isolation by enacting a series of neutrality laws but asthe war broke out in Europe and Asia, the U.S. gradually altered the neutrality laws. Evenbefore Pearl Harbor, the U.S. was involved in conflict with Germany in the North Atlantic.U.S. policy was to deal with Hitler first but the Japanese attack on Pearl Harbor changed that.The U.S. and its allies were on the defensive until mid-1942 when the North Africa offensive,the Battle of Stalingrad and the Coral Sea-Midway victories slowly turned the tide. The warbecame a battle of production with the U.S. possessing the advantages. While the U.S. foughtthe war for democracy, some constituencies still had to fight for democracy at home. Thehome front involvement in the war changed the lives of many women, African Americans andJapanese Americans. As victory was in sight, the U.S. was the major world power and at thecenter of global politics. Leaders tried to develop a new foreign policy to face these changingconditions.

CHAPTER OBJECTIVESAfter reading the chapter and following the study suggestions given, students should be ableto:

1. Discuss the problems in American communities created by war time changes using theLos Alamos scientists as your example.

2. Trace the changes in American policy from isolationism to involvement in the war inEurope and Asia as well as reactionary critics to the policy.

3. Summarize the effects of the war on the home front including business, labor, the familyand various ethnic groups.

4. Describe the effects the war had on men and women in uniform.5. Outline the strategies needed to win the war in both Europe and the Pacific.6. Explain what significant changes developed in the last stages of the war.7. Making Connections: Compare the U.S. involvement in and effects of World War I and

World War II in terms of foreign and domestic policies.

CRITICAL THINKING/READING SKILLS

AMERICAN COMMUNITIES: Los Alamos, New Mexico: What type of unique communitywas Los Alamos? Why did the United States try to develop an atomic bomb? What broaderchanges were mirrored by the Los Alamos community?

THE COMING OF WORLD WAR II: How did the U.S. government and various Americangroups react to the impending war? How was that reaction affected by World War I experi-ences? How did the U.S. slowly become involved in World War II?

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The Shadows of War: What events foreshadowed the possible outbreak of war? Where didwar first spread? How effective was the League in these early events? By 1938 what areaswere held by Japan, Italy, and Germany?

Isolationism: What was isolationism and how powerful was the legacy of this view fromWorld War I? What was the Nye Committee? What were the various views of Americansfrom polls? What groups and individuals were part of an organized opposition?

Roosevelt Readies for War: What was Roosevelt’s view of the war? How did the war inEurope begin? What steps did the U.S. take at that point? From March to August 1939,how involved was the U.S. in the war?

Pearl Harbor: What steps did Roosevelt take in the Pacific? What steps were taken againstJapan and how did Japan respond? What were both the Japanese leaders and Rooseveltdoing? What did the U.S. expect based on breaking Japanese diplomatic code? What didhappen? What happened at Pearl Harbor? What other areas were attacked the same day?How did the U.S. become involved in Europe?

ARSENAL OF DEMOCRACY: How did Roosevelt set about making the U.S. an arsenal ofdemocracy? What problems were encountered? How successful was it?

Mobilizing for War: How did Congress mobilize for war? What was the War Powers Actand what kinds of agencies were organized under it? What happened to the size ofgovernment and how did that compare to the New Deal? What happened to the budgetand defense spending? What happened to most New Deal programs?

Economic Conversion: How was economic conversion achieved? What effects did it haveon the U.S. economy? How did the U.S. win the war? What was the War Production Boardand how effective was it? How rapidly did military production grow? How did defenseproduction affect various regions of the United States? What was the effect of economicgrowth on small businesses and farms?

New Workers: What groups were the new workers recruited from? Which group’s workpattern was most drastically altered and in what way? What was the dual message towomen? How did women feel about those jobs?

Wartime Strikes: What disparity produced many strikes? How frequent were strikes in1941 compared to earlier years? Once the U.S. entered the war, what did the major unionsdo? How did unions gain through National War Labor Board policies? What were “hatestrikes” and what was the result?

THE HOME FRONT: What types of changes developed on the home front during the war?How did these changes compare to the aims of the New Deal?

Families in Wartime: What happened to marriage and family patterns during the war?What strains did the war place on marriages and families? How did the marriage anddivorce rate compare? What problems and solutions were there with housing, rationing,day-care, juvenile delinquency, schooling, and public health?

The Internment of Japanese Americans: What actions were taken against Japanese Ameri-cans? What did a State Department intelligence report find? Who was John L. DeWitt andwhat was his attitude?

Civil Rights and Race Riots: What activism was there for civil rights during the war?What was the “Double V” campaign? How did the president react? What was A. PhilipRandolph’s plan and how did Roosevelt react? What levels of racial violence developed

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and where? What points were expressed in Langston Hughes’s poem and Pauli Murray’sletter?

Zoot-Suit Riots: What were zoot suits and how did they connect to rioting? How did theriots start? What communities clashed in the riots? What part of their community did zoot-suiters represent? How did the city leaders of Los Angeles react? What did the Office ofinter-American Affairs try to do?

Popular Culture and “The Good War:” How did the war affect popular culture? Whatthemes were stressed in music, film, comics, and fashion?

MEN AND WOMEN IN UNIFORM: How many Americans served in uniform and what effectdid it have on them?

Creating the Armed Forces: What was the state of the various armed forces before the warbegan? How many did the Selective Service reject? How did Generals MacArthur andEisenhower symbolize differences in command?

Women Enter the Military: What was the level of involvement of women in the armedforces? What women’s corps were developed and which ones were the most popular? Inwhat capacities did women serve in the military? What discriminatory practices were thereand which ones were changed?

Old Practices and New Horizons: What old practices were continued in the military andwhich ones were changed? What was Stimson’s view about a “sociological laboratory?”What was the rate of African American enlistment? What discrimination did theyencounter? How were Japanese American soldiers treated? What “Americanizing” experi-ences occurred to many soldiers?

Overseas Occupation: What was the mixed record of American occupation? What factorscaused tension with our allies, military and civilian?

Prisoners of War: How many Americans were POWs? How did American POWs fare inEurope and the Pacific? What was the Bataan Death March?

THE WORLD AT WAR: What was the U.S. strategy in Europe and Asia? How did Americansproceed to fight in the war? What advantages did the U.S. and its allies have over the Axispowers? What were the significant turning points of the war?

Soviets Halt Nazi Drive: How and where did the Soviets halt the Nazi drive? Whatweapons and technology changed warfare since WWI? What did Hitler not take intoaccount with Soviet resistance? Why did Hitler invade the Soviet Union? What was theSoviet toll in battle compared to American? How had the Soviets turned the tide?

The Allied Offensive: What sea and air offensives did the Allies launch in 1942 and howsuccessful were they? What areas did the enemy hold? Why did the Soviets want a secondfront? What did the Allies do instead?

The Allied Invasion of Europe: What strategic decisions did the Allies make in invadingEurope? How successful were their drives?

The High Cost of European Victory: What was the high cost of European victory? Whatwas the Battle of the Bulge and how decisive was it? What happened to Hitler?

The War in Asia and the Pacific: What was the overall strategy of the Allies in Asia andthe Pacific? What areas did the Japanese hold? How did anticolonialism help the Japaneseat first and then work against them? What “island hopping” strategy did the Americansfollow?

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THE LAST STAGES OF WAR: What changes in foreign affairs developed in the last stages ofthe war? How did this affect military decisions? Who were the “Big Three” and what policiesdid they establish? What did Roosevelt want to achieve?

The Holocaust: What was the Holocaust and at what groups did Hitler aim this? How wasthis reported in American news? How did some journalists and American public react?

The Yalta Conference: What principles were established at the Yalta Conference? Whathappened to Atlantic Charter principles? What was the “spheres of influence” issue? Whatdid Roosevelt report to the public and to his advisors about Yalta? What happened toRoosevelt in April of 1945?

The Atomic Bomb: What was U.S. policy about use of the atomic bomb? Who was thepresident by April of 1945 and what was his policy about bomb use? What was agreed toat Potsdam? How did Truman view the Russians? What were both the military and diplo-matic reasons for U.S. use of the bomb?

CONCLUSION: What was the human cost of World War II both military and civilian? Howdid this compare to World War I? For Americans, how did it compare to earlier wars? WhatAllied nation suffered the most casualties?

KEY TERMS/VOCABULARYIdentify the following terms:

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1. Manhattan Project2. Enrico Fermi3. Robert Oppenheimer4. Fascists5. Mussolini6. Rome-Berlin Axis7. Adolf Hitler8. Munich Conference9. Kristallnacht

10. Nye Committee11. All Quiet on the West

Front12. Neutrality Acts13. Norman Thomas14. Keep American Out of

War15. American League Against

War16. America First Committee17. Robert Taft18. Nazi Soviet Pack19. Blitzkrieg20. Neutrality Act of 193921. Selective Service Act of

194022. Lend-Lease

23. Atlantic Charter24. Pearl Harbor25. Jeannette Rankin26. arsenal for democracy27. War Powers Act28. Supply and Priorities and

Allocation Board29. Office of Price

Administration30. Office of War Information31. Federal Bureau of

Investigation32. Office of Strategic

Services33. War Production Board33. bracero program34. “Rosie the Riveter”35. National War Labor

Board36. wildcat strikes37. John L. Lewis38. federal anti-strike laws39. latch-key children40. Isei41. Executive Order 906642. Internment camps

43. Japanese AmericanCitizens League

44. John L. DeWitt45. Korematsu v. U.S.46. Tule Lake47. Double V campaign48. A. Philip Randolph49. Executive Order

880250. CORE51. NAACP52. zoot suits53. Office of Inter-American

Affairs54. “good war”55. Captain America56. Selective Service Act57. General Douglas

MacArthur58. General Dwight

Eisenhower59. George Marshall60. GI61. Eddie Slovik62. Women’s Corps63. 99th Pursuit Squadron

64. Charles Drew65. Nisei66. 442nd67. POW68. Bataan Death March69. turning points70. Stalingrad71. Kursk72. El Alamein73. Operation Torch74. Casablanca75. B-17

76. Dresden77. Sicily78. Warsaw Ghetto79. Operation Overlord80. D-Day81. Charles de Gaulle82. Battle of the Bulge83. Ruhr84. anticolonialism85. Stillwell86. Coral Sea87. Operation Magic

88. Admiral Nimitz89. Tarawa90. Leyte Gulf91. Okinawa92. Kamikaze93. “Island Hopping”

strategy94. Holocaust95. General Patton96. Buchenwald97. Yalta Conference98. Potsdam Conference

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STUDY SKILLS ACTIVITIES

1. Cooperative Learning: Newspaper “Front Pages”: Divide the class into seven groups.Assign each group a specific year (1939–1945). For that specific year, students design thefront page of a newspaper highlighting a specific event as well as other trends. Studentspresent the “front pages” to class prior to the test for review and reinforcement.

2. Make Connections: Have students discuss the continued struggle of African Americansagainst segregation from Reconstruction to the war years. What would be the answer toLangston Hughes’s question, “How long I got to fight BOTH HITLER—AND JIMCROW?”

3. Writing Skills: To continue writing skills practice, use the prompt at the end of ChapterTwenty-Five. NOTE TO TEACHERS: Use this exercise to make certain your studentsunderstand the difference between short-range impacts and consequences, which mightdevelop over a longer period of time. In developing the outside facts students will need tolook ahead in other chapters to see what happens to minorities and women in the nexttwo decades. Make certain they understand the need to do this. Continue to emphasizeanalysis over mere description. Do not forget the need for a strong thesis statement, viableproofs, use of both outside facts and facts from the documents.

4. Supreme Court Cases: Have students research the court cases or read the brief synopsis ofeach on p. 342. A writing prompt is provided at the end of the cases.

5. Enrichment Activity: The list of videos pertaining to World War II is voluminous. Conducta student vote for their favorite World War II video. There are several methods for havinga successful video event. As mentioned earlier, have a “Brown Bag” lunch video session, amovie night, or out-of-class activity. Require students to complete a movie critique or theVideo Analysis Worksheet on p. 343.

6. Closure Activity: To conclude the chapter have students read Harry S Truman, Statement onthe Atomic Bomb, 1945 in the Documents Set. Do you agree or disagree with PresidentTruman’s decision?

Supreme Court Cases

Hirabayashi v. United States, 1943

The Case: After the Japanese attack on Pearl Harbor, President Roosevelt acted to prevent inci-dents of subversion and espionage from individuals of Japanese descent living in the UnitedStates. He issued two executive orders, which were quickly enacted into laws. One gave theSecretary of War the power to designate certain parts of the country “military areas” andexclude certain persons from them. The second established the War Relocation Authority,which had the power to remove and supervise persons who were excluded from the militaryareas. Gordon Hirabayashi, a student at the University of Washington, was convicted of violat-ing a curfew and relocation order. Hirabayashi sued and maintained violation of his FifthAmendment rights. The Court found that the president’s order did not violate Japanese-Amer-ican constitutional rights. Chief Justice Harlan Stone and the unanimous Court ruled that thesewere reasonable restrictions during wartime.

Significance: The ruling led to further violation of Japanese-American rights with relocationcamps.

Korematsu v. U.S.

(The Supreme Court opinion is located in the Documents Set.)

The Case: Presidential Executive Order 9066 and congressional statutes gave the militaryauthority to exclude citizens of Japanese ancestry from areas deemed critical to nationaldefense. It authorized the Army to inter all Japanese and Japanese-American residents. Thisincluded almost 112,000 Japanese, two-thirds of them native-born American citizens. TheCourt was divided on the issue, but in 1944 upheld the order. It based its decision on thegrounds that the judiciary could not second-guess military decisions.

Significance: The Court also ruled that citizens could not be held in relocation centers oncetheir loyalty had been established.

*Note: President Ronald Reagan signed Public Law 100-383 in 1988. Among other things thelaw apologizes and makes restitution of $1.25 billion to individuals of Japanese ancestry whowere interned during World War II. This amounted to $20,000 in tax-free payments per eligibleperson over a ten-year period.

CRITICAL THINKING:

Compare the Court decisions of Schenck v. U.S., Debs v. U.S., and Abrams v. U. S. to Hirabayashiv. U.S. and Korematsu v. U.S.

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Video Analysis Worksheet

Name: Date:

Video Title:

1. Type of video (cartoon, propaganda, documentary, theatrical)

2. Is this a dramatization of an event?

3. Who are the main characters?

4. What is the mood or tone of the video?

5. Is the video historically accurate?

Why?

Why not?

6. Did the lighting, music, narration, and/or editing contribute to creating an atmosphere inthe video? How?

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MAP SKILLS/CRITICAL VIEWING ACTIVITIES

1. Wartime Army Camps Naval Bases, and Airfieldsa. Where were most military facilities concentrated?b. What new areas were opened?

2. The War in the Pacifica. What was the extent of Japanese control by August 1942?b. As you view the map, why do you think “island hopping” was a wise strategy?c. Make copies of the Pacific Map (p. 345) and have students locate: Pearl Harbor, Coral

Sea, Midway, Leyte Gulf, Okinawa, Hiroshima, and Nagasaki.

3. The War in Europe: Make copies of the map of Europe (p. 346).a. Who were the Axis powers?b. What did they control at their height?c. Be able to locate: Stalingrad, El Alamein, Sicily, Normandy, and Battle of the Bulge.

4. Personnel Engaged in European Wara. Compare the number of U.S. Personnel and Royal Air Force Personnel.b. In what year did both peak?c. In what year did U.S. personnel surpass the Royal Air Force?

5. Total Bomb Tonnage Droppeda. In what year did U.S. bombing peak?b. Why did bombing subside so rapidly in mid-1945?c. When did U.S. Army bombing surpass the Royal Air Force?

6. Strikes and Lockouts in the United States, 1940–1945a. Why had “no strike” pledges been made?b. List three demands made by strikes.c. When was the number of strikes highest?d. In what year were the most numbers of workers involved in strikes?

7. Effects of War Spending, 1940–1945a. Compare the three graphs.b. What happened to unemployment when government spending went up?c. What was the general trend of the GNP?

8. Zoot Suiter: Locate the photograph of the zoot suiter.a. Write a description of the zoot suit.b. What did this style of clothing symbolize?

9. Women’s Army Corps. Locate the photographs of the WAC.a. Why do some consider this a turning point for woman?b. How many women served in the WACs during World War II?

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Th

e War in

the P

acific

345

(entered war against JapanAug. 8, 1945)

OkinawaApril 1–June 22,1945

NagasakiAug. 9, 1945

P A C I F I C

O C E A N

SouthChina

Sea

I N D I A NO C E A N

Seaof

Okhotsk

B E R I N GS E A

Midway IslandJune 4–5, 1942

Bismarck SeaMar. 2–4, 1943

PalauSept. 15–Oct. 13, 1944

MANCHURIA

Kiska

Wake IslandDec. 23, 1941

TarawaNov. 20–23, 1943

MakinNov. 20–23, 1943

KwajaleinFeb. 1–6, 1944

EniwetokFeb. 17–20, 1944

Leyte GulfOct. 23–26,1944

BataanJan. 9–April 3, 1942Lingayen Gulf

Jan. 9, 1945CorregidorU.S. surrender May 5(U.S. counterattackJan. 22–Mar. 2, 1945) Guam

July 21, 1944

Philippine SeaJune 19–21, 1944

NguluOct. 16, 1944

TinianJuly 24–Aug. 1, 1944Saipan

Iwo JimaFeb. 19–Mar. 16, 1945

TokyofirebombedMay 23, 1945Tokyo Bay —Japanese surrender signedSept. 2, 1945

HiroshimaAug. 6, 1945

AttuMay 11–29, 1943

ALASKA(U.S.)

GuadalcanalAug. 7, 1942–Feb. 9, 1943

1943

1944

MacArthur

BorneoMay–Aug.1945

KURILEIS

LANDS

1944

Shanghai

Peking

Chungking

PortArthur

MukdenHarbin

Nanking

Canton

HongKong

Rangoon

Hanoi

Bangkok

PortMoresby

Singapore

Manila

Hankow

FORMOSA

CELEBES

JAVA

NEW GUINEA

NEWHEBRIDES(Br. and Fr.)

FIJIISLANDS(Br.)

GILBERTISLANDS

CAROLINE ISLANDS

SAKHALIN

A L E U T I A NISLANDS

NEWCALEDONIA

(Br.)

MARSHALLISLANDS

SUMATRA

MINDANAO

SOLOMONISLANDS

LUZONHAWAIIANISLANDS

MARIANAISLANDS

BORNEO

Java SeaFeb.–Mar. 1942

Lombok StraitFeb. 18–19,1942

1944

OUTERMONGOLIA

C H I N A

SOVIET UNION

AUSTRALIA

JAPAN

NEPALBHUTAN

INDIA

THAILAND

FRENCHINDOCHINA

MALAYA

BURMA(Br.)

N E T H E R L A N D S E A S T I N D I E S

KOREA

1945Pearl HarborDec. 7, 1941

Coral SeaMay 7–111942

Extent of Japanesecontrol, August 1942Japanese forces

Allied forces

Japanese victories

Allied victories

Atomic bombings

1943

0

0

400 800 1200 Miles

800 1600 Kilometers

PHILIPPINEISLANDS

The War in Europe

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0

0 500 1000 Kilometers

500 1000 Miles

BerlinsurrenderedMay 2, 1945

Romeliberated

June 4, 1944

Kasserine PassFeb. 14 – 22, 1943

El AlameinOct. 23 – Nov. 5, 1942

Battle of the BulgeDec. 16, 1944–

Jan. 31, 1945

Parisliberated

Aug. 1945

D-DayJune 6, 1944

Leningradbesieged

Sept. 1941–Jan. 19, 1943

Stalingradbesieged

Aug. 1942–Jan. 31, 1943

LITHUANIA

POLAND

S O V I E T U N I O N

LATVIA

NETHERLANDS

DENMARK

NORTHERNIRELAND

NORMANDY

BELGIUM

SWITZ. AUSTRIA

GREECE

SPANISHMOROCCO

HUNGARY

SLOVAKIA

ALBANIA(Italy)

VICHYFRANCEoccupiedNov. 1942

ESTONIA

SWEDEN

FINLAND

NORWAY

GREATBRITAIN

GERMANY

ITALYYUGOSLAVIA

BULGARIA

TURKEY

SYRIAIRAQ

TRANSJORDAN

SAUDIARABIA

EGYPT

PALESTINE(British)

LIBYA(Italy)

TUNISIAF R E N C H N O R T H

A F R I C A(Vichy France)

Joined Allies Nov. 1942

ALGERIA

MOROCCOLEBANON

UKRAINE

ROMANIA

SPAIN

PORTUGAL

ICELAND

REPUBLICOF

IRELAND

A L P SCAUCASUS MOUNTAINS

CRETE(Greece)

SuezCanal

RHODES(Italy)

SICILY

SARDINIA

CORSICA

CYPRUS(British)

Finnish territoryannexedby Soviet Union

Petsamo

Warsaw

Yalta

Moscow

Dresden

London

DanzigFreeState

EASTPRUSSIA(Germany)

Territoryannexedby Hungary

RUTHENIA

CASPIANSEA

B L A C K S E A

N O R T H

S E A

A T L A N T I C

O C E A N

RhineR.

Sept. 1944

July

1944

Aug

. 194

4

July 1943

M E D I TE

RR

AN

E A N S E A

Base map and relief customized fromMountain High Maps® Copyright © 1995 Digital Wisdom, Inc.

RE

D S

EA

Axis Powers beforeWorld War II

Extent of Axis controlearly Nov. 1942

Allies

Neutral nations

Allied troop movements

Major battles/Allied victories

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READING QUIZ

MULTIPLE CHOICE:

1. The Los Alamos Community was an example of aa. Japanese-American interment camp.b. unique group of scientists working on war research.c. new training base built in the West.d. scene of zoot-suit rioting.

2. Roosevelt set up the bomb project because he feared that THIS country was working on it:a. Japan c. Nazi Germanyb. the Soviet Union d. Fascist Italy

3. In a foreshadowing of what was to come, the Japanese army invaded THIS area early in1931:a. Korea c. Thailandb. Okinawa d. Manchuria

4. This American opposition group to war was most well known because of famous person-alities who were members: Henry Ford, Charles Lindbergh and Lillian Gish:a. America Firstb. Keep America Out of War Congressc. American League against War and Fascismd. Nye Committee

5. Which one of the following was NOT an action the U.S. took before its formal entry intoWorld War II?a. meeting with Britain to draw up Atlantic Charter principlesb. a lend-lease policy to Britain and the Soviet Unionc. U.S. ships to shoot on sight any Nazi ship in U.S. “defensive waters”d. asking the League to “quarantine the aggressors”

6. The War Powers Act gave a great deal of power to this section of the government to carryon the war:a. Congress c. the joint chiefs of staffb. the President d. the secretary of war

7. The CPI was to World War I as THIS was to World War II:a. OWI c. OSSb. NWLB d. FBI

8. Langston Hughes’s question, “How long I got to fight both Hitler—and Jim Crow,” wasgiven organization by the African Americana. “2nd Front” campaign. c. “Double V” campaign.b. Victory Garden crusade. d. Arsenal of Democracy program.

9. The zoot suit riots were started by uniformed sailors assaulting youth from THIS commu-nity:a. Japanese American c. Mexican Americanb. Italian American d. African American

10. The Nisei 442 Infantry was to the Japanese American as the 99th Pursuit Squadron was toa. women. c. Mexican Americans.b. German Americans. d. African Americans.

11. This counterattack was the bloodiest single American campaign since Gettysburg:a. Stalingrad c. El Alameinb. Battle of the Bulge d. Okinawa

12. Roosevelt and his advisers followed this policy in relation to Holocaust death camps:a. It was propaganda similar to World War I fabrications.b. Total Allied victory was the best way to liberate camps.c. Civilian rescue would be employed to distract the enemy.d. Soviet troops were closer and could liberate the camps.

13. Although this policy was unspoken, the United States and Britain accepted this area as aSoviet sphere of influence:a. areas of Manchuria and Koreab. the Middle Eastc. Baltic states and part of Polandd. certain Japanese islands

14. While lower than other allies, the human cost of World War II for Americans was secondonly toa. the American Revolution. c. World War I.b. Vietnam. d. the Civil War.

CHRONOLOGY AND MAPS:

15. Which one of the following was NOT seized by Hitler from 1938 to 1939?a. Belgium c. Austriab. Czechoslovakia d. Poland

16. From 1935 to 1937, the U.S. tried to adhere to THESE in order to avoid involvement in awar as they did in World War I:a. Quarantine Acts c. Neutrality Actsb. Atlantic Charter Principles d. Lend-Lease Acts

17. Japan invaded China ina. 1933. c. 1937.b. 1935. d. 1941.

18. Roosevelt’s executive order to remove Japanese Americans from the Pacific coast states toinland camps was issued ina. 1937. c. 1942.b. 1941. d. 1944.

19. While military facilities were in many parts of the U.S., new construction for World War IIparticularly benefited THESE areas:a. Midwest and New Englandb. U.S. territories in the Caribbean and the Pacificc. the Great Plains both south and northd. the South and the West

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349

20. The Americans followed this strategy in the Pacific to avoid sustained battle for each andevery area the Japanese held:a. island hopping c. second frontb. wildcat d. Double V

21. If you were a U.S. soldier and part of the D-Day invasion, where would you be landing?a. Sicily c. North Africab. Normandy d. Philippines

SHORT ESSAY:

22. How did FDR prepare the U.S. for another World War?23. What role did women play in the U.S. war effort?24. Why did FDR avoid allocating U.S. military resources to stopping the Holocaust?

EXTENDED ESSAY:

25. What factors led to the U.S. having the upper hand in the war in the Pacific?26. How did popular culture aid in the war effort?27. In what ways did the economic power of the U.S. help it to win World War II?