Transcript Mobilizing for War

MOBILIZING FOR WAR
JOURNAL #3
• Analyze the propaganda
poster to the left. Make
sure to answer the
following questions:
• Who is the intended
audience?
• What was the point of the
poster (what did they
want the audience to do)?
• What stereotypes can you
see? Are they good or bad?
• Come up with a
definition of propaganda
you’d feel confident to
share with the class
CONVERTING THE
ECONOMY
U.S. OUTPUT OF MILITARY PRODUCTS
80,000
60,000
Combat aircraft
Ships
Tanks
40,000
20,000
0
1941
1942
1943
1944
1945
WAR PRODUCTION
•The U.S. had to rapidly increase war production
after the attack on Pearl Harbor.
•Roosevelt believed that government and
business had to work together.
COST-PLUS
•The government agreed to pay a company whatever
it cost to make a product plus a guaranteed
percentage of the cost as profit.
•Under this plan, the more a company produced and
the faster they did it, the more money it would make.
•It convinced many companies to convert to war
production.
TANKS REPLACE CARS
•The automobile industry was uniquely suited to
mass produce military equipment.
•Automobile factories began producing trucks, jeeps,
and tanks.
•They also produced artillery, rifles, mines, helmets,
pontoon bridges, and a lot more.
•Henry Ford created the assembly line that produced
the B-24 bomber.
LIBERTY SHIPS
•Henry Kaiser applied construction techniques to
shipbuilding.
•Parts were pre-fabricated and taken to the shipyard
to build the ships.
•Liberty basic cargo ships that were welded not
riveted.
•The first Liberty ship took 244 days to build, while
subsequent ships only took 41 days.
WAR PRODUCTION BOARD
• To prioritize the governments orders and reduce confusion,
Roosevelt created the War Production Board.
• Set priorities and production goals.
• Controlled the distribution of raw materials and supplies.
• Scrap Drives- Organized drives for Americans to collect extra
metal to use in the war
• About half the metal used in tanks were from these drives
• Victory Gardens- The War Production Board encouraged
Americans to grow their own food to help with rationing and
supplies.
BUILDING AN ARMY
U.S. ARMED FORCES, 1939-1946
10
8
6
Army
Navy
Marines
4
2
0
1939 1940 1941 1942 1943 1944 1945 1946
THE DRAFT AND ENLISTMENT
•September 1940, the Selective Service Act was
passed – the first peacetime draft
•In the month after Pearl Harbor, more than 60, 000
men enlisted (volunteered)
Who is the
intended
audience?
What was the
point of the
poster (what did
they want the
audience to do)?
What stereotypes
can you see? Are
they good or bad?
AFRICAN-AMERICANS IN THE MILITARY
• African-Americans were segregated into their own military units.
• They trained separately, had separate barracks, separate mess
halls, latrines, etc.
• Tuskegee Airmen – All black Air Force unit
• Never lost a bomber during the war
• Rights of blacks in the war - 1:50-2:42 https://www.youtube.com/watch?v=f59m7jJywW4
• Movie Trailer https://www.youtube.com/watch?v=uQdUOWcsCrE
• Double-V – double victory – win the war over Hitler’s racism and
racism at home
Who is the
intended
audience?
What was the
point of the
poster (what did
they want the
audience to do)?
What stereotypes
can you see? Are
they good or bad?
WOMEN IN THE ARMED FORCES
• Women first allowed into the Women’s Army Auxiliary Corps
(WAAC) in 1941
• 1942 – the Army established the Women’s Army Corps
(WAC) – women became part of the regular army – noncombat
• Women’s Airforce Service Pilots (WASPS) flew more than
12,000 deliveries of planes to the front
• The Coast Guard, Navy, and Marines soon added women’s
units.
Who is the
intended
audience?
What was the
point of the
poster (what did
they want the
audience to do)?
What stereotypes
can you see? Are
they good or bad?
JAPANESE INTERNMENT
• First Video - http://www.archive.org/details/Japanese1943
• In pairs, read Documents B & C and fill out the organizer
• Did your hypothesis change?
• Were these documents or the newsreel more helpful?
• After the class discussion, do the same with Documents D &
E
• Which document was the “best?”
• What is your final hypothesis?
JAPANESE 101
• Executive Order 9066 – In February 1942, Roosevelt signs an
order moving Japanese-Americans to internment camps
throughout the West Coast
• Korematsu v. United States – A Supreme Court case that
upheld Executive Order 9066. It said that everyone has to
make sacrifices during wartime
KENJI – THE RISING TIED
• https://www.youtube.com/watch?v=kzIzjUmUc6Q
• Mike Shinoda (best known for his work with Linkin Park)
wrote this song about his family and their experience in a
Japanese internment camp
• What are your reactions listening to the song?
• Is this a biased source? Primary or secondary?
• Do you think the song accurately describes most of the
Japanese at the time? Why or why not?