Table of Contents Role of Women.......................................... pg. 1-2 Role of African-Americans ..................... pg. 3-4 Role of the Home Front .......................... pg. 5-6 Internment of Japanese-Americans .... pg. 7-8 Propaganda, Censorship & Media ...... pg. 9-10 Works Cited ................................................ pg. 11
Women taking a role in the war, be it serving in the military or manufacturing in the factories, was a concept that many Americans struggled to accept. Congress finally created the Women’s Army Auxiliary Corps (WAAC) in May 1942. It would function as a separate, temporary unit for women. American women joined the military on land, in the air and on sea. In July, two months later, Roosevelt authorized the navy, Coast Guard, and marines to accept women. That day, the Navy established the Women Accepted for Volunteer Emergency Service (WAVES) (McNeil 141). President Roosevelt’s wife, Eleanor, showed much support for the bill. However, women during that time were often typists and file clerks in the military, freeing male recruits for other tasks. They also received lower pay than men, and did not receive veterans’ benefits such as life insurance, medical coverage, and death benefits (Hanes 105).
“It became quite common for male and female factory workers to work side by side during the World War II years.” (McNeil 108)
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Even many women who did not serve in the military changed their lifestyle as well. As men were drafted into the service, women rushed to fill their jobs they had left unfilled. They began to work in factories and mills instead of as teachers and child caretakers. Still, many Americans had trouble adapting to women making this change. They, too, received less pay than men and were often harassed by their male coworkers. Some males even refused to work under a female supervisor. Despite all of the hardships faced by woman who worked in factories, assembled war planes, and even made scientific advancements during the war, they made an immense difference in the war effort (Hanes 109).
Black Women in Uniform
Black women were accepted into WAAC from its beginning in the summer of 1942.
About 80 percent of the black women accepted for officer training had attended college and had been working as teachers or in offices.
At graduation blacks were assigned to all-black auxiliary units.
Black women were not admitted into the U.S. Navy WAVES or the Coast Guard SPAR until November 1944.
Black women were never accepted into the Marine Corps Women's Reserve or the Women's Airforce Service Pilots (WASP).
“Rosie the Riveter” Fun Fact: “Riveters assembled warplanes... Riveting was actually a two-person job known as "riveting and bucking." Two women worked together: One woman shot rivets (metal pins with a head on one end used to fasten pieces of metal together) through the metal pieces with a riveting gun while the other flattened or "bucked" the protruding rivet on the other side to hold the pieces together.” (American 2 Home Front in World War II 111)
African Americans experienced separation from other races that were considered higher in society. African Americans obtained a lower status in society (Pennington, 156). During the war, African Americans were referred to as imports into a country which made them seem like crops or other goods. Despite all this, in the war it did not matter if a man was black or white. All that mattered was staying alive and winning the battle. There were other minorities that received harsh treatment, such as Native Americans, Hispanics, and Japanese Brazilians. Struggles for these groups of people were poor housing, illiteracy, and civil rights (Wright, 135-136). A poster encouraging both races to work together.
FUN FACTS It became very difficult to fight
the war to end complete control from government power (fascism) while ordinary black people had restricted freedom. The Congress of Racial equality
formed
NAACP rose from 50,000 to
450,000 Detroit 1943: 25 black and 9 white
people were killed
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Double V Campaign A symbol commonly recognized to represent a victory against enemies on the battlefield and against racism at home was the Double-V sign (Pennington, 156).
The Double-V sign from World War Two
“Well-dressed Negro (note white shoes, silk hat lining) has been dragged off streetcar on Woodward Avenue and is being attacked by three white men…Negros were told to beat it before the cops came.” (LIFE, 94)
Detroit during the period of three years had been on the track of a race riot due to feelings of hatred towards whites and blacks escaladed. Causes to the riot included white and black workers living in slums, tents, and trailers. Both races were unhappy about the living conditions they were forced to live in (LIFE). Also, the migration of white and black workers from south to north, race strikes, and shot by city police and extreme events occurred with blacks attacking white areas after the friction in war plants were a large cause to the riot (LIFE). On the 31st dead riot, 15 blacks were shot by city police and extreme events occurred with blacks attacking white areas after the rumor was spread (LIFE). A fist fight between a black and a white man on a crowded bridge leading from Belle Isle the city breaks out. Rumor spread that whites had killed a black mother and her baby and thrown them into the water which was “Policeman protests an injured Negro while waiting for a car to take him to the hospital. The Negro’s shirt is bloody and one of his shoes has been ripped off in an earlier beating.” (LIFE, 96)
THE RIOT BREAKS OUT: “hot Sunday night, and its basic cause was an old, ugly fact in U.S. life: prejudice and misunderstanding between white and black races” (LIFE) A fist fight between a Negro and white man on a crowded bridge leading from Belle Isle public amusement park to the city proper. Rumor spread that whites had killed a black mother and her baby and thrown them into the water. (false)
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Taxes and War Bonds War bonds are debt securities issued by a government to finance military operations and other expenditures during the war. Over the course of the war 85 million Americans purchased bonds totalling approximately $185 billion. War bonds like this one helped support the war. War bonds were used mainly because they removed money from circulation and controlled inflation. Taxes were also raised during the time of the war in order to fund production of weapons and the like. By 1944, nearly every employed American was paying federal taxes, compared to the 10% who were paying in 1940 (“Economic Controls”). Economic Control During the time of the war, the U.S.A. had regained economic control over itself, and by the end of the war, it was seen as a major power because of its quick production, especially of artillery during the war. The war brought an end to the Great Depression by giving hundreds of jobs to unemployed men as soldiers. During the war, prices were greatly controlled by the Office of Price Administration. Wages, too, were controlled and more money was put towards production for the war. (“Economic Controls”). Rationing Stamps were passed out to families to buy food.
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Rationing In 1942, a rationing system was developed in order to limit necessities among people and provide them with the minimum amount. Tires were first to be rationed because of their rubber, and soon, nearly everything was being rationed, especially food. Rationing didn’t apply to clothes or cars. The rationing applied to driving too. The Indianapolis 500 was canceled from 1942 to 1945, and sightseeing driving was banned (“Rationing”).
Propaganda posters like these encouraged Americans to ration and buy war bonds.
KIDS WERE INVOLVED TOO! A main part of the supply drives, many children became very involved in the war effort. Many children became actively involved in helping support the war, and by forming clubs that collected scrap metal, rubber, and paper, which were recycled for the war industries, and raised money to buy war stamps and bonds (“Through a Youngster’s Eyes”). The war caused many children to grow up quickly, because they were constantly afraid of the enemy showing up at their doorstep, and many first experienced death when a family member, friend or neighbor died in the war (“Through a Youngster’s Eyes”). No matter if their experience was one of pride or grief, many individuals who were children during the war say it left a strong impression on them. Children gathered scrap materials for drives like the one advertised on this poster.
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Many people came from all over the world to America in hope of creating a better life for themselves. The Japanese were one group that did just that. They eventually had families which made their children American born, but from Japanese culture. This made them what we call Japanese-Americans. Soon after the Japanese carried out a surprise attack, on Pearl Harbor, on December 7th, 1941, the United States decided to go to war with Japan. Many people started to think there could be Japanese spies living in the U.S that could not be trusted because they could send helpful information back to Japan. Because of this the government gave Japanese-Americans a 72 hour notice that they would immediately be taken from their homes and could only bring items they could carry along with them. This is known as the Executive Order 9066 (Kupsky). The Japanese-American citizens were sent to camps
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What one of the camps looked like.
located throughout the western part of the country and were required to fill out lots of paper work with personal information in order to keep a close eye on them. The temporary camps had terrible living conditions. Families were cramped together in small living spaces, sometimes even in old horse stalls. The more permanent camps where barrack-like cabins surrounded by barbed wire and watch towers. Children were still expected to go to school which focused a lot on American values and traditions including saying the pledge of allegiance every day before class (McNeill). The camps were finally closed in 1945. During the war, JapaneseAmericans were not only striped of their property, but their values too. They were not encouraged to join the U.S army however they were let in if they swore an oath of loyalty to the U.S. An all JapaneseAmerican regiment was later created that fought in Europe. A Japanese family prepares to be taken to one of the camps.
A notice is posted notifying the Japanese of their order to depart
FUN FACTS “The legality of internment
was challenged in courts” “Pets had to be left behind” “Bathing areas, toilets, and
eating facilities were public, used by all the detainees, and sanitation was poor. Shocked by the lack of privacy, women wore swimsuits to take showers” (Kupsky)
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The war impacted US propaganda as well. Propaganda and posters were really important to gain support from Americans and fame to newspapers and magazines. Norman Rockwell illustrated the four
Would you have joined the army? These posters tried to convince you to!
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American freedoms. This was a powerful type of propaganda, because pictures gained the attention of the audience. . (Pennington, 3)� , the ‘four freedoms’, American values contrasted with fascism. The documents were really important, they let the public know and the raised awareness. Some of them set out visions of post wars, some of them gave confidence. (Pennington, 4). Women also had a big role. Posters and propaganda helped them believe in themselves. Many of them were nurses and prepared food for soldiers. Movies were important, too. They portrayed the war. The first movie
about world war 2 in Hollywood was called “Wake Island” (American Home front in World War II) Movies were important, too.The first movie about world war 2 in Hollywood was called “Wake Island”(American Home front in World War II)” Pictures were brutal. It gained attention. The people did not see American soldiers falling until 1943. War became even worse. There were pictures and Uncle Sam was portrayed as a man looking for soldiers. Many of them said “We want YOU in the US army!” and they gave the soldiers almost the need to fight for their country. Captain America comics were a highlight Captain America was one of the biggest for many soldiers, and made the war more comic books at the time. It represented bearable America FUN FACT fighting for the war. It Women that worked in the army sometimes did contest, like the one in was invent- the picture below, to find the most attractive woman working there. ( Aced because cess to History for the IB Diploma: The Second World War and the Ameriit made the cas 1933-45) soldiers happy and it talked about the war in a less gruesome way.
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Works Cited De Pennington, Joanne. Modern A merica: The USA , 1865 to the Present. London: Hodder Edu cation, 2005. Print. "Economic Controls." Boundless. N.p., n.d. Web. 05 Mar. 2014. “From neutrality to the bomb- was this America’s ‘good war’?” In class packet Hanes, Richard Clay, Sharon M. Hanes, and Allison McNeill. A merican Home Front in W orld War II. Detroit, MI: UXL, 2005. Print "History of the Income Tax in the United States Read More: History of the Income Tax in the United States." Infoplease. Infoplease, n.d. Web. 05 Mar. 2014. http://4.bp.blogspot.com/_8Hod3l42HQo/TVAZvCatn6I/AAAAAAAAAaY/UFyLTlwcHTE/s1600/doublevsm.jpg http://4.bp.blogspot.com/-OAHZvbxIfws/TsXRBlTr95I/AAAAAAAAAtw/k4v1APDUGKQ/s1600/ Save+Scrap.jpg http://blog.stonebriar.org/wp-content/uploads/2012/07/American-Flag3.jpg http://callisto.ggsrv.com/imgsrv/FastFetch/UBER1/ahwt_01_img0042 http://explorepahistory.com/kora/files/1/2/1-2-F12-25-ExplorePAHistory-a0k1c5-a_349.jpg http://uki16.files.wordpress.com/2010/11/rationing-ration-for-everyone.jpg http://upload.wikimedia.org/wikipedia/commons/2/2c/WWII_USA_Ration_Stamps_4.jpg http://www.archives.gov/exhibits/powers_of_persuasion/united_we_win/images_html/images/
united_we_win.jpg http://www.learnnc.org/lp/media/uploads/2009/10/ww0207-63_500.jpg http://www.nationalww2museum.org/learn/education/for-students/ww2-history/at-a-glance/women-inww2.html http://womenofypsilantitour.files.wordpress.com/2013/04/rosie-the-riveter.jpg?w=421&h=550 "Home Front Organizations and Services." A merican Home Front in W orld W ar II. Ed. Allison McNeill, et
al. Vol. 1: Almanac. Detroit: UXL, 2005. 159-172. Gale V irtual Reference Library. Web. 11 Feb. 2014. Kupsky, Gregory. "Prisoner of War Camps, United States." A mericans at W ar. Ed. John P. Resch. Vol. 3:
1901-1945. Detroit: Macmillan Reference USA, 2005. 146-148. Gale V irtual Reference Library.
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"Managing the Nation's Finances." A merican Home Front in W orld W ar II. Ed. Allison McNeill, et al. Vol. 1: Almanac. Detroit: UXL, 2005. 36-51. Gale V irtual Reference Library. Web. 11 Feb. 2014. "Minorities on the Home Front." A merican Home Front in W orld W ar II. Ed. Allison McNeill, et al. Vol. 1: Almanac. Detroit: UXL, 2005. 86-103. Gale V irtual Reference Library. Web. 7 Feb. 2014. "Rationing on the US Homefront during WW II." Rationing on the US Homefront during W W II. N.p., n.d. Web. 05 Mar. 2014. Resch, John P., ed. A mericans at W ar. Detriot: Macmillan Reference USA, 2005. Gale V irtual Reference Li brary. Web. Taylor, James Lance. "Slavery in America." A mericans at W ar. Ed. John P. Resch. Vol. 1: 15001815. Detroit: Macmillan Reference USA, 2005. 169-174. Gale V irtual Reference Li brary. Web. 7 Feb. 2014. "Through a Youngster's Eyes." A merican Home Front in W orld W ar II. Ed. Allison McNeill, et al. Vol. 3: Primary Sources. Detroit: UXL, 2005. 181-182. Gale V irtual Reference Li brary. Web. 11 Feb. 2014.
"Women in Uniform." A merican Home Front in W orld W ar II. Ed. Allison McNeill, et al. Vol. 1: Almanac. Detroit: UXL, 2005. 140-158. Gale V irtual Reference Library. Web. 7 Feb. 2014. Wright, John. A ccess to History for the IB Diploma: The Second W orld W ar and the A mericas 1933-45. London: Hodder Education, 2013. Print.