World War II, 1939–1945
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Axis Blitzkrieg: Warsaw and Battle of Britain
Axis Blitzkrieg: Warsaw and Battle of Britain By Skyla Gabriel and Hannah Seidl Background on Axis Blitzkrieg ● A military strategy specifically designed to create disorganization in enemy forces by logical firepower and mobility of forces ● Limits civilian casualty and waste of fire power ● Developed in Germany 1918-1939 as a result of WW1 ● Used in Warsaw, Poland in 1939, then with eventually used in Belgium, the Netherlands, North Africa, and even against the Soviet Union Hitler’s Plan and “The Night Before” ● Due to the non-aggression pact with the Soviet Union, once the Polish state was divided up, Hitler would colonize the territory and only allow the “superior race” to live there and would enslave the natives. ● On August 31, 1939 Hitler ordered Nazi S.S. troops,wearing Polish officer uniforms, to sneak into Poland. ● The troops did minor damage to buildings and equipment. ● Left dead concentration camp prisoners in Polish uniforms ● This was meant to mar the start of the Polish Invasion when the bodies were found in the morning by Polish officers Initial stages ● Initially, one of Hitler’s first acts after coming to power was to sign a nonaggression pact (January 1934) with Poland in order to avoid a French- Polish alliance before Germany could rearm. ● Through 1935- March 1939 Germany slowly gained more power through rearmament (agreed to by both France and Britain), Germany then gained back the Rhineland through militarization, annexation of Austria, and finally at the Munich Conference they were given the Sudetenland. ● Once Czechoslovakia was dismembered Britain and France responded by essentially backing Poland and Hitler responded by signing a non-aggression with the Soviet Union in the summer of 1939 ● The German-Soviet pact agreed Poland be split between the two powers, the new pact allowed Germany to attack Poland without fear of Soviet intervention The Attack ● On September 1st, 1939 Germany invaded Warsaw, Poland ● Schleswig-Holstein, a German Battleship at 4:45am began to fire on the Polish garrison in Westerplatte Fort, Danzig. -
A Short History of Poland and Lithuania
A Short History of Poland and Lithuania Chapter 1. The Origin of the Polish Nation.................................3 Chapter 2. The Piast Dynasty...................................................4 Chapter 3. Lithuania until the Union with Poland.........................7 Chapter 4. The Personal Union of Poland and Lithuania under the Jagiellon Dynasty. ..................................................8 Chapter 5. The Full Union of Poland and Lithuania. ................... 11 Chapter 6. The Decline of Poland-Lithuania.............................. 13 Chapter 7. The Partitions of Poland-Lithuania : The Napoleonic Interlude............................................................. 16 Chapter 8. Divided Poland-Lithuania in the 19th Century. .......... 18 Chapter 9. The Early 20th Century : The First World War and The Revival of Poland and Lithuania. ............................. 21 Chapter 10. Independent Poland and Lithuania between the bTwo World Wars.......................................................... 25 Chapter 11. The Second World War. ......................................... 28 Appendix. Some Population Statistics..................................... 33 Map 1: Early Times ......................................................... 35 Map 2: Poland Lithuania in the 15th Century........................ 36 Map 3: The Partitions of Poland-Lithuania ........................... 38 Map 4: Modern North-east Europe ..................................... 40 1 Foreword. Poland and Lithuania have been linked together in this history because -
Military Tribunal, Indictments
MILITARY TRIBUNALS Case No. 12 THE UNITED STATES OF AMERICA -against- WILHELM' VON LEEB, HUGO SPERRLE, GEORG KARL FRIEDRICH-WILHELM VON KUECHLER, JOHANNES BLASKOWITZ, HERMANN HOTH, HANS REINHARDT. HANS VON SALMUTH, KARL HOL LIDT, .OTTO SCHNmWIND,. KARL VON ROQUES, HERMANN REINECKE., WALTERWARLIMONT, OTTO WOEHLER;. and RUDOLF LEHMANN. Defendants OFFICE OF MILITARY GOVERNMENT FOR GERMANY (US) NORNBERG 1947 • PURL: https://www.legal-tools.org/doc/c6a171/ TABLE OF CONTENTS - Page INTRODUCTORY 1 COUNT ONE-CRIMES AGAINST PEACE 6 A Austria 'and Czechoslovakia 7 B. Poland, France and The United Kingdom 9 C. Denmark and Norway 10 D. Belgium, The Netherland.; and Luxembourg 11 E. Yugoslavia and Greece 14 F. The Union of Soviet Socialist Republics 17 G. The United states of America 20 . , COUNT TWO-WAR CRIMES AND CRIMES AGAINST HUMANITY: CRIMES AGAINST ENEMY BELLIGERENTS AND PRISONERS OF WAR 21 A: The "Commissar" Order , 22 B. The "Commando" Order . 23 C, Prohibited Labor of Prisoners of Wal 24 D. Murder and III Treatment of Prisoners of War 25 . COUNT THREE-WAR CRIMES AND CRIMES AGAINST HUMANITY: CRIMES AGAINST CIVILIANS 27 A Deportation and Enslavement of Civilians . 29 B. Plunder of Public and Private Property, Wanton Destruc tion, and Devastation not Justified by Military Necessity. 31 C. Murder, III Treatment and Persecution 'of Civilian Popu- lations . 32 COUNT FOUR-COMMON PLAN OR CONSPIRACY 39 APPENDIX A-STATEMENT OF MILITARY POSITIONS HELD BY THE DEFENDANTS AND CO-PARTICIPANTS 40 2 PURL: https://www.legal-tools.org/doc/c6a171/ INDICTMENT -
The Axis Advances
wh07_te_ch17_s02_MOD_s.fm Page 568 Monday, March 12, 2007 2:32WH07MOD_se_CH17_s02_s.fm PM Page 568 Monday, January 29, 2007 6:01 PM Step-by-Step German fighter plane SECTION Instruction 2 WITNESS HISTORY AUDIO Objectives Janina’s War Story As you teach this section, keep students “ It was 10:30 in the morning and I was helping my focused on the following objectives to help mother and a servant girl with bags and baskets as them answer the Section Focus Question they set out for the market. Suddenly the high- and master core content. pitch scream of diving planes caused everyone to 2 freeze. Countless explosions shook our house ■ Describe how the Axis powers came to followed by the rat-tat-tat of strafing machine control much of Europe, but failed to guns. We could only stare at each other in horror. conquer Britain. Later reports would confirm that several German Janina Sulkowska in ■ Summarize Germany’s invasion of the the early 1930s Stukas had screamed out of a blue sky and . Soviet Union. dropped several bombs along the main street— and then returned to strafe the market. The carnage ■ Understand the horror of the genocide was terrible. the Nazis committed. —Janina Sulkowska,” Krzemieniec, Poland, ■ Describe the role of the United States September 12, 1939 before and after joining World War II. Focus Question Which regions were attacked and occupied by the Axis powers, and what was life like under their occupation? Prepare to Read The Axis Advances Build Background Knowledge L3 Objectives Diplomacy and compromise had not satisfied the Axis powers’ Remind students that the German attack • Describe how the Axis powers came to control hunger for empire. -
Canadian Infantry Combat Training During the Second World War
SHARPENING THE SABRE: CANADIAN INFANTRY COMBAT TRAINING DURING THE SECOND WORLD WAR By R. DANIEL PELLERIN BBA (Honours), Wilfrid Laurier University, 2007 BA (Honours), Wilfrid Laurier University, 2008 MA, University of Waterloo, 2009 A thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the Doctor of Philosophy degree in History University of Ottawa Ottawa, Ontario, Canada © Raymond Daniel Ryan Pellerin, Ottawa, Canada, 2016 ii ABSTRACT “Sharpening the Sabre: Canadian Infantry Combat Training during the Second World War” Author: R. Daniel Pellerin Supervisor: Serge Marc Durflinger 2016 During the Second World War, training was the Canadian Army’s longest sustained activity. Aside from isolated engagements at Hong Kong and Dieppe, the Canadians did not fight in a protracted campaign until the invasion of Sicily in July 1943. The years that Canadian infantry units spent training in the United Kingdom were formative in the history of the Canadian Army. Despite what much of the historical literature has suggested, training succeeded in making the Canadian infantry capable of succeeding in battle against German forces. Canadian infantry training showed a definite progression towards professionalism and away from a pervasive prewar mentality that the infantry was a largely unskilled arm and that training infantrymen did not require special expertise. From 1939 to 1941, Canadian infantry training suffered from problems ranging from equipment shortages to poor senior leadership. In late 1941, the Canadians were introduced to a new method of training called “battle drill,” which broke tactical manoeuvres into simple movements, encouraged initiative among junior leaders, and greatly boosted the men’s morale. -
Conquering the Night Army Air Forces Night Fighters at War
The U.S. Army Air Forces in World War II Conquering the Night Army Air Forces Night Fighters at War PRINTER: strip in FIGURE NUMBER A-1 Shoot at 277% bleed all sides Stephen L. McFarland A Douglas P–70 takes off for a night fighter training mission, silhouetted by the setting Florida sun. 2 The U.S. Army Air Forces in World War II Conquering the Night Army Air Forces Night Fighters at War Stephen L. McFarland AIR FORCE HISTORY AND MUSEUMS PROGRAM 1998 Conquering the Night Army Air Forces Night Fighters at War The author traces the AAF’s development of aerial night fighting, in- cluding technology, training, and tactical operations in the North African, European, Pacific, and Asian theaters of war. In this effort the United States never wanted for recruits in what was, from start to finish, an all-volunteer night fighting force. Cut short the night; use some of it for the day’s business. — Seneca For combatants, a constant in warfare through the ages has been the sanctuary of night, a refuge from the terror of the day’s armed struggle. On the other hand, darkness has offered protection for operations made too dangerous by daylight. Combat has also extended into the twilight as day has seemed to provide too little time for the destruction demanded in modern mass warfare. In World War II the United States Army Air Forces (AAF) flew night- time missions to counter enemy activities under cover of darkness. Allied air forces had established air superiority over the battlefield and behind their own lines, and so Axis air forces had to exploit the night’s protection for their attacks on Allied installations. -
The Buildup of the German War Economy: the Importance of the Nazi-Soviet Economic Agreements of 1939 and 1940 by Samantha Carl I
The Buildup of the German War Economy: The Importance of the Nazi-Soviet Economic Agreements of 1939 and 1940 By Samantha Carl INTRODUCTION German-Soviet relations in the early half of the twentieth century have been marked by periods of rapprochement followed by increasing tensions. After World War I, where the nations fought on opposite sides, Germany and the Soviet Union focused on their respective domestic problems and tensions began to ease. During the 1920s, Germany and the Soviet Union moved toward normal relations with the signing of the Treaty of Rapallo in 1922.(1) Tensions were once again apparent after 1933, when Adolf Hitler gained power in Germany. Using propaganda and anti-Bolshevik rhetoric, Hitler depicted the Soviet Union as Germany's true enemy.(2) Despite the animosity between the two nations, the benefits of trade enabled them to maintain economic relations throughout the inter-war period. It was this very relationship that paved the way for the Nazi-Soviet Non-Aggression Pact of 1939 and the subsequent outbreak of World War II. Nazi-Soviet relations on the eve of the war were vital to the war movement of each respective nation. In essence, the conclusion of the Nazi-Soviet Non-Aggression Pact on August 23, 1939 allowed Germany to augment its war effort while diminishing the Soviet fear of a German invasion.(3) The betterment of relations was a carefully planned program in which Hitler sought to achieve two important goals. First, he sought to prevent a two-front war from developing upon the invasion of Poland. Second, he sought to gain valuable raw materials that were necessary for the war movement.(4) The only way to meet these goals was to pursue the completion of two pacts with the Soviet Union: an economic agreement as well as a political one. -
WHO's WHO in the WAR in EUROPE the War in Europe 7 CHARLES DE GAULLE
who’s Who in the War in Europe (National Archives and Records Administration, 342-FH-3A-20068.) POLITICAL LEADERS Allies FRANKLIN DELANO ROOSEVELT When World War II began, many Americans strongly opposed involvement in foreign conflicts. President Roosevelt maintained official USneutrality but supported measures like the Lend-Lease Act, which provided invaluable aid to countries battling Axis aggression. After Pearl Harbor and Germany’s declaration of war on the United States, Roosevelt rallied the country to fight the Axis powers as part of the Grand Alliance with Great Britain and the Soviet Union. (Image: Library of Congress, LC-USZ62-128765.) WINSTON CHURCHILL In the 1930s, Churchill fiercely opposed Westernappeasement of Nazi Germany. He became prime minister in May 1940 following a German blitzkrieg (lightning war) against Norway, Denmark, the Netherlands, Belgium, and France. He then played a pivotal role in building a global alliance to stop the German juggernaut. One of the greatest orators of the century, Churchill raised the spirits of his countrymen through the war’s darkest days as Germany threatened to invade Great Britain and unleashed a devastating nighttime bombing program on London and other major cities. (Image: Library of Congress, LC-USW33-019093-C.) JOSEPH STALIN Stalin rose through the ranks of the Communist Party to emerge as the absolute ruler of the Soviet Union. In the 1930s, he conducted a reign of terror against his political opponents, including much of the country’s top military leadership. His purge of Red Army generals suspected of being disloyal to him left his country desperately unprepared when Germany invaded in June 1941. -
Unit I Spiral Exam – World War II (75 Points Total) PLEASE DO NO
Mr. Huesken 10th Grade United States History II Unit I Spiral Exam – World War II (75 points total) PLEASE DO NO WRITE ON THIS TEST DIRECTIONS – Please answer the following multiple-choice questions with the best possible answer. No answer will be used more than once. (45 questions @ 1 point each = 45 points) 1) All of the following were leaders of totalitarian governments in the 1930’s and 1940’s except: a. Joseph Stalin b. Francisco Franco. c. Benito Mussolini d. Neville Chamberlain. 2) In what country was the Fascist party and government formed? a. Italy b. Japan c. Spain d. Germany 3) The Battle of Britain forced Germany to do what to their war plans in Europe in 1942? a. Join the Axis powers. b. Fight a three-front war. c. Put off the invasion of Britain. d. Enter into a nonaggression pact with Britain. 4) The Nazis practiced genocide toward Jews, Gypsies, and other “undesirable” peoples in Europe. What does the term “genocide” mean? a. Acting out of anti-Semitic beliefs. b. Deliberate extermination of a specific group of people. c. Terrorizing of the citizens of a nation by a government. d. Killing of people for the express purpose of creating terror. 5) The term “blitzkrieg” was a military strategy that depended on what? a. A system of fortifications. b. Out-waiting the opponent. c. Surprise and quick, overwhelming force. d. The ability to make a long, steady advance. 6) In an effort to avoid a second “world war”, when did the Britain and France adopt a policy of appeasement toward Germany? a. -
Timeline for World War II — Japan
Unit 5: Crisis and Change Lesson F: The Failure of Democracy and Return of War Student Resource: Timeline for World War II — Japan Timeline for World War II — Japan Pre-1920: • 1853: American Commodore Matthew Perry arrived in Tokyo harbor and forced the Japanese to allow trade with U.S. merchants with threat of military action. • 1858: Western nations forced Japan to sign the Unequal Treaties. These articles established export and import tariffs and the concept of "extraterritoriality" (i.e., Japan held no jurisdiction over foreign criminals in its land. Their trials were to be conducted by foreign judges under their own nation's laws). Japan had no power to change these terms. • 1868: Japan, in an effort to modernize and prevent future Western dominance, ousted the Tokugawa Shogunate and adopted a new Meiji Emperor. The next few decades saw rapid and successful industrialization during the Meiji Restoration. • 1899: With newly gained power from recent industrialization, Japan successfully renegotiated aspects of the Unequal Treaties. • 1899–1901: The Boxer Rebellion led China to a humiliating defeat by the Eight-Nation Alliance of Western powers including the United States and Japan, ceding more territory, and dealing one of the final blows to the struggling Qing Dynasty. • 1904–1905: The Russo-Japanese War began with a surprise attack and ended by an eventual Japanese victory over Imperial Russia. The Japanese took control of Korea. • 1914: During World War I, Japan and other Allies seized German colonial possessions. • 1919: Japan, as a member of the victorious Allies during World War I, gained a mandate over various Pacific islands previously part of the German colonial empire. -
East Prussia ‘14
Designer Notes: East Prussia ‘14 In the middle of August 1914, the world's attention was focused directly on the Western Front where German armies were sweeping into Belgium and France. On the Eastern Front however, the Russians were on the offensive into East Prussia, an important agricultural region of the Prussian homeland, and the gateway to Berlin. The Russians planned a two pronged invasion into East Prussia: one army approaching from the Niemen River to the east and one army approaching from the Narew River to the south, both aimed at outflanking German forces located therein, and the eventual capture of the strategic city of Königsberg. In their way stood a single German army, two resolute commanders, and a well developed rail network. By the time the campaign was over both Russian armies would be almost completely destroyed and thrown out of East Prussia and the campaign itself would go on to become one of the most studied and celebrated victories in warfare. Table of Contents Introduction ....................................................................................................................... 5 The Belligerents ................................................................................................................. 7 The German Army .......................................................................................................... 7 Summary of Capabilities............................................................................................. 7 Organization ............................................................................................................... -
JGI V. 14, N. 2
Journal of Global Initiatives: Policy, Pedagogy, Perspective Volume 14 Number 2 Multicultural Morocco Article 1 11-15-2019 Full Issue - JGI v. 14, n. 2 Follow this and additional works at: https://digitalcommons.kennesaw.edu/jgi Part of the Arts and Humanities Commons, and the Social and Behavioral Sciences Commons Recommended Citation (2019) "Full Issue - JGI v. 14, n. 2," Journal of Global Initiatives: Policy, Pedagogy, Perspective: Vol. 14 : No. 2 , Article 1. Available at: https://digitalcommons.kennesaw.edu/jgi/vol14/iss2/1 This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Journal of Global Initiatives: Policy, Pedagogy, Perspective by an authorized editor of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. Multicultural Morocco JOURNAL of GLOBAL INITIATIVES POLICY, PEDAGOGY, PERSPECTIVE 2019 VOLUME 14 NUMBER 2 Journal of global Initiatives Vol. 14, No. 2, 2019, pp.1-28. The Year of Morocco: An Introduction Dan Paracka Marking the 35th anniversary of Kennesaw State University’s award-winning Annual Country Study Program, the 2018-19 academic year focused on Morocco and consisted of 22 distinct educational events, with over 1,700 people in attendance. It also featured an interdisciplinary team-taught Year of Morocco (YoM) course that included a study abroad experience to Morocco (March 28-April 7, 2019), an academic conference on “Gender, Identity, and Youth Empowerment in Morocco” (March 15-16, 2019), and this dedicated special issue of the Journal of Global Initiatives. Most events were organized through six different College Spotlights titled: The Taste of Morocco; Experiencing Moroccan Visual Arts; Multiple Literacies in Morocco; Conflict Management, Peacebuilding, and Development Challenges in Morocco, Moroccan Cultural Festival; and Moroccan Solar Tree.