Oklahoma Social Studies USH.C.5.1

USH.C.5.1 is a cluster heading. These are the individual standards under it.

• USH.C.5.1.A

  Examine fascism in Germany and Italy, including its roots in economic depression, effects of the Versailles Treaty, and ideology, culminating in German rearmame...

• USH.C.5.1.B

  Examine the roles of appeasement and isolationism in the United States of /America’s reluctance to respond to Fascist military aggression in Europe and Asia inc...

• USH.C.5.1.C

  Evaluate the industrial mobilization and psychological preparation for war as reflected in President Franklin Roosevelt’s Four Freedoms speech.

• USH.C.5.1.D

  Describe programs initiated to support Great Britain, including Lend-Lease, Destroyers for Bases, and Cash and Carry.

• USH.C.5.1.E

  Examine President Franklin Roosevelt’s leadership, including how he motivated Americans with the Day Which Will Live in Infamy speech, his role as commander in ...

• USH.C.5.1.F

  Explain the reasons for President Roosevelt’s executive order for the incarceration of Americans of Japanese descent, the experiences of Japanese families, and ...

• USH.C.5.1.G

  Describe the war’s impact on the home front (e.g., rationing, the Bracero program, bond drives, conversion of factories for wartime, federal regulation of produ...

01

What Students Need to Do

Students explain why fascism grew in Germany and Italy and why the United States held back as aggression spread. They trace the shift from neutrality to aid for Britain and then war. They describe how war changed work and daily life, including the incarceration of Japanese Americans.

02

What Mastery Looks Like

They connect depression and Versailles to German rearmament and the occupation of the Rhineland, then explain appeasement and U.S. isolationism. They put the Neutrality Acts, Cash and Carry, Destroyers for Bases, and Lend-Lease in order, and explain how Roosevelt's speeches and diplomacy built support for war. They name changes at home, describe losses suffered by Japanese American families, and explain what the Court upheld in Korematsu.

03

Common Misconceptions

Students may think the Neutrality Acts prevented any U.S. aid to Britain, even after later policies changed the rules. Some think Americans of German, Italian, and Japanese descent all faced the same mass incarceration. Others think Korematsu ruled on every part of the camp system, rather than upholding exclusion orders.

04

How to Assess It

Exit ticket: In three sentences, explain why the United States shifted from neutrality toward helping Britain, name one home-front change, and describe one loss a Japanese American family faced.

1. 01

   Give pairs dated cards for the Neutrality Acts, Cash and Carry, Destroyers for Bases, and Lend-Lease; have them sort the cards by growing aid.

2. 02

   Read a paragraph from the Four Freedoms speech; write two sentences linking one freedom to Roosevelt's case for preparing for war.

3. 03

   Match five photo cards to rationing, bond drives, factory conversion, Bracero recruitment, and prisoner of war camps; defend two matches.

4. 04

   Compare a wartime bond poster from the Library of Congress with a current public service poster; circle one persuasive phrase in each.

• MWH.C.6.4

  Analyze the economic, social, and political conditions that resulted in World War II.

• USH.C.5.4

  Examine the impact of World War II on the lives of American citizens.

• USH.C.5

  Analyze the United States of America’s role in international affairs by examining the major causes, events, and effects of the nation’s involvement in World War...