8. WORLD WAR II THE WORLD AT WAR

8. WORLD WAR II THE WORLD AT WAR OVERVIEW OF THE VIDEO The World at War begins with the Japanese attack on the U.S. Naval Base at Pearl Harbor in Hawaii on December 7, 1941. From there, viewers follow the United States through its mobilization for war and into the battles of Europe, North Africa, and the Pacific. The voices and images of the major players of World War II are brought to life through powerful primary source material. This program endeavors to be evenhanded and comprehensive without becoming mired in the chronology of battle and casualty statistics. In the tradition of America in the 20th Century, what is conveyed is a remarkable time in the history of our nation, and indeed, the world. NATIONAL STANDARDS FOR HISTORY (From The National Center for History in the Schools, Basic Edition, 1996. Found at: http://www.sscnet.ucla.edu/nchs/standards) U.S. History Era 8 Standard 3: The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs. 3B The student understands World War II and how the Allies prevailed. 3C The student understands the effects of World War II at home. VOCABULARY atomic bomb flying fortress kamikaze ration books concentration camp G.I. Manhattan Project shell shock convoy internment Nisei sonar D-Day island hopping panzer war of attrition 2004 World War II The World at War 47

BEFORE THE VIDEO Review the events that led the United States to join the Allies in fighting Japan, Germany, and the other Axis Powers before beginning the video. Emphasize: Acts of German submarine warfare in the Atlantic Ocean, the American escort of supply ships, and President Franklin D. Roosevelt s Lend-Lease Plan. President Roosevelt s friendship with Winston Churchill, his Four Freedoms, and the Atlantic Charter. America s opinions of the totalitarian governments of Germany, Italy, and the Soviet Union, and the military leadership of Japan. The nation s reluctance to enter the war, and the change in attitudes after the Japanese attack on Pearl Harbor. Now, this is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning. Winston Churchill, Britain s Prime Minister (November 10, 1942, after the Allied defeat of Germany s Afrika Korps) DURING THE VIDEO There are natural PAUSE POINTS within this episode that separate the content into sections. Pause the video at these times for class discussion, using the following questions as springboards. 1. TIME CODE 8:55 What were some of the ways Americans at home were able to help the war effort? ANSWER: Americans at home built victory gardens and carpooled to work. They recycled scrap iron and tin, rags, paper, and cooking fat. And even the poorest Americans poured their hard-earned money into the war bond drive over $185 billion was collected during the course of the war, even though the average annual salary of the time was $2,000. In addition, U.S. industries produced thousands of planes, tanks, and anti-aircraft guns. For the first time, women and African Americans moved into jobs previously reserved for white males, changing the face of the American workforce for all time. 2. TIME CODE 19:24 The Battle of the Bulge was the last offensive launched by the Nazis in the European theater of the war. Where did it get its name? Why was it ultimately unsuccessful? ANSWER: The six-week Ardennes Offensive, fought in deadly winter weather, was nicknamed the Battle of the Bulge because of the resemblance to a dent or bulge in the Allied lines created by the Nazi attack. The Nazis managed to push into the 85-mile Allied line, forcing Allied forces back over 50 miles. [Teachers: You might want to return to time code 16:57 to display the animated map of the Allied line and the movement of the Nazi troops.] The battle, the bloodiest U.S. soldiers had seen in the history of American warfare, was initially successful because the Nazis owned the element of surprise, but it ultimately failed when the Allies held on much longer than Hitler expected. Hitler s battle strategy was always that the best defense is a good offense, and he expected to split the Allied armies and force the troops to surrender. Instead, his soldiers ran out of supplies and had to retreat, abandoning hundreds of tanks and vehicles that had simply run out of fuel. German casualties numbered over 100,000, while the Allies lost 19,000 troops. 48 America in the 20th Century 2004

3. TIME CODE 26:25 Describe General Douglas MacArthur s strategy of island hopping. How did this strategy help turn the tide of war in the Pacific? ANSWER: There are thousands of islands in the Pacific, and the Japanese had forces occupying hundreds of them. The Allies knew it would take years to defeat the Japanese Imperial Army if every single island had to be contested in battle. Under General MacArthur s plan, his U.S. soldiers hopped from island to island in the southwest Pacific, moving northward to the Philippines. In the second of the two-prong push, Admiral Chester Nimitz s navy and air force moved from island to island westward from Hawaii. They avoided the strongest Japanese holdings, taking over the smaller, less protected islands. At each of the captured outposts, the Allies built landing strips and outposts of their own. [Teachers: You might want to return to time code 22:35 to display the animated map of Allied troop movements in the Pacific.] The tide was turned as these victories destroyed Japanese naval and air strength and cut the country off from supply routes to China and the East Indies. It opened the door for Allied forces to take the war into mainland Japan. I shall return. General Douglas MacArthur (February, 1942 on being ordered to withdraw from the Philippines to Australia after Allied defeat in the battle of Bataan) AFTER THE VIDEO The episode ends with an on-screen Video Quiz, a series of True/False questions (see page 54). This quiz may be copied for classroom use. Video Quiz Answer Key 1. T 2. F 3. F 4. F 5. T 6. F 7. T 8. F 9. T 10. T For in-depth discussion: 1. When the United States entered World War II, the American workforce was sadly depleted, and industries were desperate for laborers. Why then do you think it was necessary for President Roosevelt to establish the Fair Employment Practice Committee, barring hiring discrimination against African Americans? 2. How did America s joining the Allies alter the course of the war in the European theater? What role did the United States take in each of these battles: the Battle of the Atlantic; the defeat of the Afrika Korps; D-Day; the invasion of Italy; and the Battle of the Bulge? Do you think the Allies would have prevailed in these battles without the United States? Explain. 3. After the firebomb attack on Tokyo in which 100,000 Japanese civilians were killed, the Japanese military, led by General Tojo, still refused to surrender. President Truman s military advisors predicted that a quarter of a million American lives, and twice that many Japanese, could be lost by invading Japan using the traditional strategies of war. The atomic bomb explosions in Hiroshima and Nagasaki, on the other hand, killed more than 220,000 Japanese men, women, and children. Do you think these casualties were an acceptable trade-off for the number of lives, both American and Japanese, which were saved by this war-ending definitive strike? Explain your reasons. 2004 World War II The World at War 49

EXTENDING THE LESSON Research topics for either group or individual study. We have faith that future generations will know that here, in the middle of the twentieth century, there came a time when men of good will found a way to unite... and produce... and fight to destroy the forces of ignorance... and intolerance... and slavery... and war. President Franklin Delano Roosevelt (February 12, 1943) 1. Time, Continuity, and Change. The battles U.S. marines fought on Iwo Jima and Okinawa from February to June 1945 were considered wars of attrition. Compare and contrast these two battles with wars of attrition fought throughout history, including the battles King Pyrrhus of Epirus fought against Rome in 281 B.C., the trench wars on the Western Front during World War I, the war between Israel and Egypt in 1968 1970, and the Vietnam War. What were the casualties on both sides in these battles? Do you think the results at Iwo Jima and Okinawa could be considered pyrrhic victories? Explain. 2. Viewpoints. Research the placement of Japanese Americans in internment camps during World War II. Why was the practice begun? How does the treatment of these Americans compare to the treatment of German Americans during World War I? How were other American minority groups treated during these two wars? How does this compare to the treatment of Americans of Arabic descent in the wake of the 9/11 terrorist attacks? Use specific examples to support your assertions. 3. Political Perspectives. As early as 1933 there were German opponents to the Nazi party. Throughout the war, various plots to kill Adolf Hitler and take over the German army and government were planned and abandoned, and an actual assassination attempt in July of 1944 was unsuccessful. Research the anti-nazi German resistance movement. What did they oppose Hitler s politics and racist views, or simply his poor battle strategy? Describe some of the plots against Hitler s life, and report what happened to various members of the resistance, including Dietrich Bonhoffer, Count Claus von Stauffenberg, Ludwig Beck, and Erich Fromm. What were the political views of each of these men? Investigate rumors that German General Erwin Rommel, the Desert Fox himself, was a member of the resistance. What became of all these men? 4. Presidential Focus. When Franklin Delano Roosevelt died on April 12, 1945, he left Harry S. Truman, who had been vice president for only 82 days, with the task of ending the war with Japan. Research the life and philosophies of this president. What factors led President Truman to the decision to use the atomic bomb against Japan? How did he feel about his final decision? 5. History and Technology. Although it was ultimately used against the Japanese, the atomic bomb was created in response to a threat from Adolf Hitler. Research the origins of the bomb and the parts played in this real-life drama by scientists such as Albert Einstein, Leo Szilard, and Enrico Fermi. How did these scientists become involved in the Manhattan Project? How did they feel about the use of atomic force against Japan? Describe the science behind nuclear fission and chain reactions, and describe the differences between the fat man and little boy bombs. 6. Signs of the Times. U.S. mobilization for the war effort required all Americans to learn to ration and recycle various goods that had been taken for granted in 50 America in the 20th Century 2004

the past. Investigate the purpose for rationing groceries, clothing, and fuel, and for recycling scrap iron and tin, rags, paper, and cooking fat in wartime. Where did the surplus rationed items go? What were recycled items converted to, and how was this recycling accomplished? How were the rationed and recycled items used in wartime? 7. Curriculum Connection (Math Statistics). The need on the home front for workers to replace men going to war created a unique situation that changed the face of the American workforce. Investigate the lives of women laborers those who are represented by the war poster of Rosie the Riveter. How did the reality of their working life differ from propaganda films of the time? How did they deal with unions, prejudice, and the need to juggle motherhood and work? After the war, what were women workers expected to do? Gather data and create a bar graph depicting changes in the number of female laborers from 1939 to 1949. What conclusions can be drawn from this data? 8. Your Region in History. Research World War II military personnel from your local area, and select one person from the list. Prepare a biography of this person, and describe his or her life from birth to recruitment through the end of his or her participation in the war. Include descriptions of any military action this person experienced, any medals or awards won, and any injuries sustained in fighting for the Allies. 9. Career Exploration (Commercial Artist). The skills of commercial artists played an important role in raising public support during World War II. They were charged with creating posters designed to assist the military and persuade all Americans to help with the war effort, whether to encourage women to join the work force or to sell war bonds. Using stark imagery to elicit powerful emotions, the posters appealed to people s conscience, fears, and ideals of freedom and democracy. Describe career opportunities in commercial arts today. What education and job skills are necessary for someone interested in this career? BIBLIOGRAPHY. World War II Day by Day. London, New York: Dorling Kindersley Pub., Inc., 2004. Originally published as Chronicle of the Second World War by Longman Group and Chronicle Communications, 1990. (Includes indexes.) (From the front flap) Learn about the world-shattering events as they happened day by day, week by week as if you were reading a contemporary newspaper. Uncover the motivations of traitors and collaborators and experience the great battles. Follow the conflict as it unfolds in detailed time lines and discover more about the key figures of the Allied and Axis powers in a comprehensive, illustrated Who s Who. From the secret war waged by spymasters and code breakers to the courageous stories of partisans and resistance fighters, this book is an indispensable guide to understanding the Second World War. 2004 World War II The World at War 51

Bowman, Constance; illustrated by Clara Marie Allen. Slacks and Calluses: Our Summer in a Bomber Factory. Washington D.C.: Smithsonian Institution Press, 1999. (From the publisher) In 1943 two spirited young teachers decided to do their part for the war effort by spending their summer vacation working the swing shift on a B-24 production line at a San Diego bomber plant. Entering a maledominated realm of welding torches and bomb bays, they learned to use tools that they had never seen before, live with aluminum shavings in their hair, and get along with supervisors and coworkers from all walks of life. And they learned that wearing their factory slacks on the street caused men to treat them in a way for which their dignified schoolteacher-hood hadn t prepared them. At times charming, hilarious, and incredibly perceptive, Slacks and Calluses brings into focus an overlooked part of the war effort, one that forever changed the way that women were viewed in America. Green, Michael, and Gladys Green. Patton and the Battle of the Bulge. Osceola, WI: MBI Pub., 1999. (From the publisher) Having trumped Rommel in North Africa, played a reluctant supporting role to Montgomery in Italy, and fought across France after D- Day, General George S. Patton and his Third Army ran up against a desperate German counter-offensive at the Battle of the Bulge in the bitter cold of December 1944. From the panzer attacks in the Belgian forests to the Third Army s determined drive to the Rhine, the authors explain each facet of the critical battle in detail, while explicating the strategies, opinions, and thoughts of the mercurial military genius. The text is supported with a wealth of photography from before, during, and after the battle, much of it previously unpublished. Holmes, Richard. The D-Day Experience: From the Invasion to the Liberation of Paris. Kansas City, MO: Andrews McMeel Publishing, 2004. (From the publisher) This book, published to celebrate the 60th anniversary of D-Day, is a graphic account of the planning and execution of Operation Overlord, as well as the campaign that effectively destroyed the German forces in France and opened the way for the Allied advance to Holland, Belgium, and into Germany itself. Written by one of Britain s best-known and respected military historians, Professor Richard Holmes, and including a wealth of firsthand accounts, The D-Day Experience contains 30 facsimile items of D-Day memorabilia integrated into the pages of the book. The reader can relive this momentous period of 20th-century history by holding and examining maps, diaries, letters, sketches, secret memos and reports, posters, and labels that up until now have remained filed or exhibited in the Imperial War Museum and other North American archives. In addition, the accompanying CD contains 60 minutes of firsthand veteran accounts from American, Canadian, and British troops. Rhodes, Richard. The Making of the Atomic Bomb. New York: Simon and Schuster, 1995. (From the back cover) Here for the first time, in rich, human, political, and scientific detail is the complete story of how the bomb was developed, from the turn-of-the-century discovery of the vast energy locked inside the atom to the dropping of the first bombs on Japan. Few great discoveries have evolved so 52 America in the 20th Century 2004

swiftly or have been so misunderstood. From the theoretical discussions of nuclear energy to the bright glare of Trinity, there was a span of hardly more than twenty-five years. What began as merely an interesting speculative problem in physics grew into the Manhattan Project, and then into the Bomb with frightening rapidity, while scientists known only to their peers Szilard, Teller, Oppenheimer, Bohr, Meitner, Fermi, Lawrence, and yon Neumann stepped from their ivory towers into the limelight. Richard Rhodes takes us on that journey step-by-step, minute by minute, and gives us the definitive story of man s most awesome discovery and invention. WEB RESOURCES Note: Teachers should preview all sites to ensure they are age-appropriate for their students. At the time of publication, all URLs were valid. Interesting.com is a family of Web sites. Each one is a project created and maintained to provide high-quality Internet content for free. This particular Interesting.com site, World War II History Info, contains stories, galleries of images, and links to other sites focusing on the war: http://www.worldwar2history.info World War II Stories In Their Own Words is a personal Web site filled with stories from the people who experienced the war firsthand. You can find stories of soldiers, sailors, flyers, POWs, and those who served on the home front. Found at: http://carol_fus.tripod.com/list_of_stories.html The Rosie the Riveter World War II Home Front National Historical Park is located in Richmond, California, where many women worked in the Kaiser shipyard during the war. Its purpose is to commemorate and interpret the important contributions that women made to the war effort as increasing numbers of men joined the armed services. The accompanying Web site provides many personal stories of rosies who labored on the home front during World War II. Found at: http://www.rosietheriveter.org The U.S. National Archive & Records Administration (NARA) is an independent Federal agency that preserves our nation s history and defines us as a people by overseeing the management of all Federal records. The link below will take you to a jumping off place to all of the current and new exhibits, many of which pertain to World War II. http://www.archives.gov/exhibit_hall/ 2004 World War II The World at War 53

VIDEO QUIZ: WORLD WAR II THE WORLD AT WAR Name Date Read each of the following statements and circle T if it is true, or F if it is false. T F 1. Remember Pearl Harbor became the United States battle cry for world peace. T F 2. The OPA regulated raw materials to begin producing twice as many war materials. T F 3. By 1945, one half of the work force consisted of women. T F 4. Henry Kaiser revolutionized medicine with the drug penicillin, both on and off the battlefield. T F 5. Air reconnaissance and radar helped spot and destroy German U-boats faster than Germany could build them. T F 6. Operation Overlord was the plan first to invade France, and then to invade Hitler's Germany. T F 7. After the Battle of the Bulge, Germany's army was left with no option but to retreat. T F 8. Colonel James Doolittle used the strategy of island hopping to defeat Japan in the Pacific. T F 9. Franklin Delano Roosevelt suffered a fatal stroke, leaving Vice-President Harry S. Truman to assume the role of President. T F 10. After more than 200,000 people died as a result of the atomic bombs dropped on Hiroshima and Nagasaki, Japan surrendered. 54 America in the 20th Century 2004