JOHN DEVILLE THESOCIALSTUDIES.ORG
  • Home
  • Public Ed Advocacy
  • Historical Thinking Skills
    • Research
  • US History I
    • Part one >
      • American Values
      • European Schism & Imperialism
      • Early Colonial Period
      • Revolutionary Period
      • From the Articles of Confederation to the Constitution
      • Early Republic
    • Part two >
      • Age of Jackson >
        • 19th Century Religion & Reform
      • Manifest Destiny
      • Coming of the American Civil War
      • Civil War >
        • Lincoln: The Film
      • Reconstruction
      • American Dream
  • US History II
    • Part One >
      • Slavery by Another Name
      • West >
        • Homesteader Webquest
      • Gilded Age
      • Immigration & Urbanization
      • Populism & Progressivism
      • Imperialism
    • Part Two >
      • WW I
      • Roaring Twenties
      • Great Depression & New Deal
      • WW II
  • US History Digital Sources
  • Philosophy
  • AP US History
    • Period 4
  • Raw Materials
  • Race in the US
  • Pedagogy
  • Historical Thinking Skills

Objectives

• How and why United States entry into World War I and World War II created a “Great Migration” of African Americans to northern cities and how that migration impacted the nation.

• How and why American foreign policy shifted from neutrality to interventionism at the beginning of World War II.

• How President Truman and his administration rationalized using the atomic bomb to end World War II and how that decision affected United States foreign policy.

• How and why economic and political conditions in Europe after World War I led to the rise of authoritarian rulers and the onset of World War II.

• How and why the United States withdrew from a policy of isolationism to initially aid Allied Powers and then directly intervene in World War II.

• How, why and to what extent Americans mobilized and economically sacrificed on behalf of allied and national efforts in world wars (e.g., rationing, war bonds, “Wheatless Wednesdays” and lend-lease).

• How and why labor unrest and strikes occurred during and after United States involvement in world wars and how labor activity impacted the economy and society

• How, why and to what extent Americans mobilized and sacrificed on behalf of United States military efforts in world wars (e.g., rationing, war bonds, “Wheatless Wednesdays”).

• How and why United States involvement in world wars and the contributions of women during times of war impacted the perceptions and roles of women in American society. (e.g., 19th Amendment, WAVES, “Rosie the Riveter”).

• How, why and to what extent United States participation in world wars restricted the civil liberties of various groups of Americans. (e.g., German Americans, Japanese Americans, Muslim Americans)

• How various ethnic groups within the United States contributed to American war efforts (e.g., Tuskegee Airmen, bracero program and American Indian “code talkers”).

• How communication technologies and mediums, such as newspapers, television, film and radio influenced American patriotism and propaganda during warfare. 


totalitarianism
fascism
communism
Benito Mussolini
Adolf Hitler
Third Reich
Emperor Hirohito
Munich Pact
"appeasement"
Joseph Stalin
Winston Churchill
Kellogg-Briand Pact
Neutrality Acts
Quarantine Speech
Non-Aggression Pact
Four Freedoms
Lend-Lease Act
Pearl Harbor
Blitzkrieg
Battle of Britain
Pearl Harbor
Stalingrad
D-Day (Operation Overlord)
George Patton
Battle of the Bulge
Battle of Midway
Douglas MacArthur
Island hopping
Iwo Jima
Casablanca, Tehran,
V-E Day, V-J Day
Manhattan Project
J. Robert Oppenheimer
Atomic bomb
Nuremberg Trials
Selective Services Act
War Production Board
Rationing
"victory gardens"
War bonds
G.I. Bill
Rosie the Riveter
WACS
Japanese Internment
Korematsu v. United States (1944)



September 21, 1939 complete broadcast day (Includes FDR address to joint session of Congress on adjusting neutrality laws)

Text of address
WWII  1941 radio broadcasts
text of Charles Lindbergh Sept 11, 1941 America First speech
Picture
Investigating the Evidence:
  • Document A: Excerpts from Truman’s diary from the Potsdam conference (Dated entries from July 17 to August 10, 1945)
  • Document B: Excerpt from document produced during June 6, 1945 meeting of Japanese Supreme War Council entitled The Fundamental Policy to be Followed Henceforth in the Conduct of the War.
  • Document C: Excerpt from diary of Secretary of War Henry Stimson regarding meeting of General Staff (Dated entry from June 11, 1945)
  • Document D: Memorandum by Manhattan Project scientist J. R. Oppenheimer, "Recommendations on the Immediate Use of Nuclear Weapons," (June 16, 1945)
  • Document E: General George C. Marshall(November 2, 1959)
  • Document F: Correspondence between Irv Kupcinet and Harry S. Truman, including draft copies of Truman’s letter, July 30 and August 5, 1963, responding to Mr. Kupcinet’s column in the Chicago Sun-Times about the dropping of the atomic bomb on Japan.
  • Document G: Excerpt from autobiography of Admiral William D. Leahy, I Was There (1979).
  • Document H: Richard G. Hewlett and Oscar E. Anderson, Jr., The New World: A History of the United States Atomic Energy Commission, Volume 1, 1939/1946 (1972).
  • Document I: Excerpt from David McCullough’s Truman, pages 400-401.

Resources

WWII ws set 1
WWII Guided Reading
Dropping the Atomic Bomb HSI
Internment video
Japanese-American Internment SHEG Lesson
Lesson Docs 
Graphic Organizer
Manzanar Virtual Museum (National Park Service)
Manzanar Educator Resources
SAS Internment lesson

Zoot Suit Riots background
Zoot Suit Riot Questions (for below)
Zoot Suit Riot Lesson (SHEG)
Picture
Questions for Above
Questions for Above
Questions for Above
Picture
Calutron operators at their panels, in the Y-12 plant at Oak Ridge, Tennessee, during World War II. The calutrons were used to refine uranium ore into fissile material. During the Manhattan Project effort to construct an atomic explosive, workers toiled in secrecy, with no idea to what end their labors were directed. Gladys Owens, the woman seated in the foreground, did not realize what she had been doing until seeing this photo in a public tour of the facility fifty years later.

More pictures here.....
Nukemap
1988 Atomic Bomb APUSH DBQ
Standard DBQ on Atomic Bomb with questions
Timeline capture sheet
Proudly powered by Weebly
  • Home
  • Public Ed Advocacy
  • Historical Thinking Skills
    • Research
  • US History I
    • Part one >
      • American Values
      • European Schism & Imperialism
      • Early Colonial Period
      • Revolutionary Period
      • From the Articles of Confederation to the Constitution
      • Early Republic
    • Part two >
      • Age of Jackson >
        • 19th Century Religion & Reform
      • Manifest Destiny
      • Coming of the American Civil War
      • Civil War >
        • Lincoln: The Film
      • Reconstruction
      • American Dream
  • US History II
    • Part One >
      • Slavery by Another Name
      • West >
        • Homesteader Webquest
      • Gilded Age
      • Immigration & Urbanization
      • Populism & Progressivism
      • Imperialism
    • Part Two >
      • WW I
      • Roaring Twenties
      • Great Depression & New Deal
      • WW II
  • US History Digital Sources
  • Philosophy
  • AP US History
    • Period 4
  • Raw Materials
  • Race in the US
  • Pedagogy
  • Historical Thinking Skills