Steps to War

Total Page:16

File Type:pdf, Size:1020Kb

Steps to War Steps to War Prelude to World War II 1918-1941 Treaty of Versailles Treaty of Versailles ended WW I. The United States wanted reconciliation with Germany, but England and France blamed Germany for the war and wanted to punish her. They also wanted to ensure that Germany would never be able to start a war again. Treaty of Versailles The terms of the treaty were very harsh for Germany. They included: • Germany accepted responsibility for starting the war • Had to pay reparations, or restitution, to its former enemies totaling $33 billion • Germany lost territory to other countries, and lost its overseas colonies. • Could only have a small lightly armed army and navy. Treaty of Versailles • The terms of the treaty humiliated Germany and left the country in an impossible economic situation. The Great Depression Germany was hit hard by the Great Depression • Many people were unemployed • The government could not make its reparation payments. • Business failed, unemployment rose • Inflation made money worthless. Adolph Hitler Comes to Power • Problems caused by the Great Depression opened the way for people such as Hitler to take power by promising to improve the economy and make Germany a great nation again. • Hitler appealed to people’s sense of national pride. – Said that all German people (Aryans) should be united in one nation. • Planned to make “inferior” people their slaves Adolph Hitler Comes to Power • Hitler used public works such as building the Autobahn (freeways), and rearming the German military to create jobs and help the national economy. • Hitler also stopped payments of war reparations. Adolph Hitler Comes to Power • Anti-communist, anti Jew • Played on the emotions of people; gave the German people someone to blame German Anti-semetic cartoon of the Nazis removing jewish school teachers Adolph Hitler Comes to Power • Adopted the swastika as his symbol with the aim of making a connection between the ancient Aryans and the modern German people. (The Swastika is an ancient Aryan symbol of the sun.) • Non-Aryan people tried to escape to various countries around the world. Benito Mussolini takes power in Italy Established a nationalistic party called the Fascists. • Became a dictator in Italy in 1925 • In spite of his brutal treatment of his opponents, he was popular because things seemed to go well. • When corruption and other problems arose, he started a war in Africa to gain more territory and take attention away from problems. Tojo & Hirohito come to power in Japan • Tojo was the leader of the military. • Hirohito was the emperor; the Japanese Emperor Hirohito in believed he was a god. 1928, was more than a figurehead in Japan. Hideki Tōjō Prime Minister of Japan Tojo & Hirohito come to power in Japan Japan needed raw materials and other resources to prosper. • Japan invaded Manchuria, a coal rich province of China for resources. • It planned to take over other territories in the Asian Pacific area as well. • They saw the United States as their most important rival in this area. U.S. Response • Demanded Japan withdraw troops from China • Cut out trade with Japan • Embargo on oil shipments to Japan • This puts Japan in a position where they will need to fight against the United States. German Aggression • In 1936, German forces enter the Rhineland on the border with France. Britain and France do nothing. • In 1938, Hitler conquers Austria. No action is taken. • Later in 1938, Germany invades the Sudetenland in Czechoslovakia Policy of Appeasement Britain and France wanted to stop Hitler, but they were not in a position to use force. • Their armies were not prepared • People did not want another war. They remembered the slaughter of World War 1 Policy of Appeasement • At a conference in Munich, Germany, it was agreed that Hitler would be allowed to keep the Sudetenland. In return, Hitler promised this was “the last territorial claim I have to make in Europe.” The War Begins • In 1939, Hitler conquers the rest of Czechoslovakia. Then Germany turns its attention to Poland. • In September of 1939, Hitler invades Poland, using “blitzkrieg” or “lightning war” tactics. • Great Britain and France declare war on Germany, and World War II begins. • Hitler then invades Belgium and France and quickly conquers both countries • Hitler attacks Britain in the Battle of Britain. The War Begins • Great Britain and France declare war on Germany, and World War II begins. • Hitler then invades Belgium and France and quickly conquers both countries • Hitler attacks Britain in the Battle of Britain. Battle of Britain July to October of 1940 • This battle was fought by the British and German Air Forces • Germany tried to eliminate the British Air Force and Production Factories Battle of Britain July to October of 1940 • Day and Night bombing was to prepare for and invasion force from German occupied France • Britain was able to hold out and was not defeated. Battle of Britain July to October of 1940 • Britain was inspired by weekly and nightly radio broadcast from Winston Churchill. • This was considered Britain’s finest hour and Germany’s first great defeat Attack on the Soviet Union • Hitler breaks an agreement with Stalin not to attack, and invades the Soviet Union. • Hitler wanted the farmland and oil fields to support his war effort. • German troops drive deep into Russia, to Moscow, when the severe Russian winter and long supply lines force them to retreat. American Isolationism • The United States did not want to be involved in another foreign war. • America helped the allies by providing them with equipment and ammunition under the “Lend-lease Act” American Isolationism • Business prospered by making war materials for Europe. • The war industry was very important in the recovery of the Depression Attack on Pearl Harbor • Japan saw the United States as its major obstacle in the way of conquering Asian territories. Attack on Pearl Harbor • They carried out a sneak attack at Pearl Harbor on Dec. 7, 1941, destroying much of the American fleet there. Attack on Pearl Harbor • Admiral Yamamoto, who commanded the Japanese fleet, when he heard of the success of the attack, said, “I fear we have only succeeded in awakening a sleeping tiger.” The United States Declares War • President Roosevelt asks congress for a declaration of war. He calls Dec. 7 “A day that will live in infamy.” • On December 11, Germany and Italy declare war on the United States The Battle of the Atlantic U-boats • If Germany had prevented merchant ships from carrying food, raw materials, troops and their equipment from North America to Britain, the outcome of World War Two could have been radically different. • Britain might have been starved into submission, and her armies would not have been equipped with American-built tanks and vehicles. 1942; The Battle of the Atlantic • If the Allies had not been able to move ships across the North Atlantic, it would have been impossible to put British and American forces ashore in the Mediterranean theatres or on D-Day. • Germany's best hope of defeating Britain lay in winning what Churchill christened the 'Battle of the Atlantic'..
Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Remembering World War II: an Analysis of British and American Portrayals of the War in Television and Film Renee Thiele Abstract Methods Future Work
    Remembering World War II: An Analysis of British and American Portrayals of the War in Television and Film Renee Thiele Abstract Methods Future Work How do American and British society view World War II through the lens of media? • Film and television portrayals of World War II 1. Analyze a wider range of film and television examples • British and American cinematic perspective • Realizing that WWII portrayals are multi-faceted 2. Determine if the American cinema or the British cinemas was more • Interpretations of World War II • WWII portrayals offer different points of view, intent/objectives, and truth in fiction. historically accurate • Foyle’s War Analyzing films for themes, emphasized material, and historical truthfulness • Battle of Britain • 3. Expand the research focus to include other cinematic cultures • Hogan’s Heroes 4. Conduct surveys to see what messages and themes various audience • Schindler’s List • Historical value Conclusions members are pulling from the selected media • Messages/themes 5. Examine the media to see which portrayals are skewed the most by bias FOYLE’S WAR: Introduction • Historical authenticity with consulting Foyle’s War—very References Foyle’s War: historically grounded picture historian (Imperial War Museum) Primary Sources: • Feasible basis of crime in Britain of World War II PBS British television series (2002-2015) “Article 1—No Title.” The Manchester Guardian (1901-1959), Mar 28, 1941. • http://ezproxy.liberty.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fhistorical- • Additional war front (Homefront): May 1940- January 1947 • True depiction of Britain newspapers%2Farticle-1-no-title%2Fdocview%2F484985757%2Fse- 2%3Faccountid%3D12085. • Sacrifices of war Clary, Robert.
    [Show full text]
  • Between 'Information' and 'Inspiration' Frame, Gregory the Routledge
    Between 'Information' and 'Inspiration' ANGOR UNIVERSITY Frame, Gregory The Routledge Companion to Cinema and Politics PRIFYSGOL BANGOR / B Published: 30/06/2016 Peer reviewed version Cyswllt i'r cyhoeddiad / Link to publication Dyfyniad o'r fersiwn a gyhoeddwyd / Citation for published version (APA): Frame, G. (2016). Between 'Information' and 'Inspiration': the Office of War Information, Frank Capra's Why We Fight series, and US World War II propaganda. In Y. Tzioumakis, & C. Molloy (Eds.), The Routledge Companion to Cinema and Politics (pp. 151-160). Hawliau Cyffredinol / General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. 25. Sep. 2021 Between “Information” and “Inspiration”: The Office of War Information, Frank Capra’s Why We Fight series and US World War II Propaganda Gregory Frame While there is little debate that the United States required propaganda films as part of its war effort in order to combat the masterful and dangerous concoctions of the Axis powers and to inspire its people for a war of unprecedented ferocity against an unrelenting and vicious enemy, how these films should be constituted, and by whom, was a matter of significant debate and disagreement.
    [Show full text]
  • The Battle of Britain, 1945–1965 : the Air Ministry and the Few / Garry Campion
    Copyrighted material – 978–0–230–28454–8 © Garry Campion 2015 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted his right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2015 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978–0–230–28454–8 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library.
    [Show full text]
  • With Wings Like Eagles: a History of the Battle of Britain1
    With Wings Like Eagles: A History of the Battle of Britain1 Robert R. Watkins2 and Shauna M. Watkins3 In With Wings Like Eagles: A History of the Battle of Britain, Michael Korda provides a historical, political, and sociological context for World War II's “Battle of Britain,” a term coined by Winston Churchill to describe the impending conflict between Great Britain and Germany after the defeat of France in the early years of World War II (“the War”).4 The Battle took place in the summer and autumn of 1940 between the German Luftwaffe Air Force (“German Luftwaffe”) and the British Royal Air Force (“RAF”).5 Korda simultaneously balances the objectivity of academic writing with the warmth of grandfatherly storytelling. He begins by reminding us of the “‘dashing’ young men on both sides” who participated in the Battle of Britain.6 He acknowledges the appeal of the archetypal fighter pilot, but, at the same time, he dispels the mythological underpinnings of the War.7 Indeed, by the end of the book, he bluntly laments that “much of the pain and bitterness of the Battle of Britain was eventually suppressed in favor of a more glamorous picture.”8 1 Michael Korda, With Wings liKe eagles: a history of the Battle of Britain (2009). 2 Robert R. Watkins is a General Attorney with the Board of Veterans’ Appeals, U.S. Department of Veterans Affairs. 3 Shauna M. Watkins is an Associate Counsel with the Board of Veterans’ Appeals, U.S. Department of Veterans Affairs. 4 Korda, supra note 1, at 1-2 (quoting Winston Churchill’s June 18, 1940 speech in the House of Commons: “What General Weygand called the Battle of France is over.
    [Show full text]
  • Social Science Department Freshmen World History May 25-29 Greetings
    Social Science Department Freshmen World History May 25-29 Greetings Freshmen World Students! We hope you are safe and well with your families! Below is the lesson plan for this week: Content Standard: Topic 4. The Great Wars, 1914–1945 [WHII.T4] Supporting Question: What were the causes and consequences of the 20th century’s two world wars? 1. Analyze the effects of the battles of World War II on the outcome of the war and the countries involved; 14. Analyze the decision of the United States to drop atomic bombs on Hiroshima and Nagasaki in order to bring the war with Japan to a swift conclusion and its impact on relations with the Soviet Union. Practice Standard(s): 2. Organize information and data from multiple primary and secondary sources. 3. Argue or explain conclusions, using valid reasoning and evidence. 5. Evaluate the credibility, accuracy and relevance of each source. 6. Argue or explain conclusions, using valid reasoning and evidence. Weekly Learning Opportunities: • World War II Events/Battles: Readings & Questions • Video Clip & Viewing Guide • World War II: Visual Analysis • Primary Source Activity: Life as an RAF Pilot • Compare and Contrast: Graph Activity Long Term Opportunities: • Atomic Bomb DBQ Additional Resources: • Greatest Events of WWII In Colour (Netflix) • Newsela: World War II: Content Text Set • Newsela: World War II: Supplemental Text Set Note to students: Your Social Science teacher will contact you with specifics regarding the above assignments in addition to strategies and recommendations for completion. Please email your teacher with specific questions and/or contact during office hours. WWII Events/ Battles: Week of 5/25 Massachusetts History Framework: Content Standard: Topic 4.
    [Show full text]
  • Educators' Resource Guide
    EDUCATORS' RESOURCE GUIDE A guide produced and published by 3D Entertainment Distribution and N3D LAND Films Written and Curriculum Developed by Dr. Elisabeth Mantello THE FILM 70 YEARS AGO, A HISTORIC LANDING Changed THE WORLD. A TRIBUTE TO COURAGE, COMPETENCE AND COMMITMENT. June 6, 1944: The largest Allied operation of World War II began in Normandy, France. Yet, only a few know in detail exactly why and how, from the end of 1943 through August 1944, this region became the most important location in the world. Blending multiple cinematographic techniques, including animation, CGI and stunning live-action images, “D-Day: Normandy 1944” brings this monumental event to the world’s largest screens for the first time ever. Audiences of all ages, including new generations, will discover from a new perspective how this landing changed the world. Exploring history, military strategy, science, technology and human values, the film will educate and appeal to all. Narrated by Tom Brokaw, D-Day:“ Normandy 1944” pays tribute to those who gave their lives for our freedom… A duty of memory, a duty of gratitude. Director: Pascal Vuong Rewarded very early in his career with a prize for his short-film "The Invisible Man In Blind Love" entirely made with CGI, this former architect went on to work as a director in fields as varied as institutional or corporate films, music videos, TV on-screen identity or publicity for which he made more than 60 commercial films. At the end of 2004, in collaboration with Ronan Chapalain and with the unwavering support of Catherine Vuong, his partner in work and life, he decided to found N3D LAND in order to devote himself fully to three of his passions: film direction, science and technology.
    [Show full text]
  • The Historical Impact of Revealing the Ultra Secret
    DOCID: 3827029 Harold C. Deutsch UNCLASSIFIED @>pproved for Release bv NSA on 10-26-2006. FOIA Case# 51639 The Historical Impact of Revealing The Ultra Secret (Reprinted, with permission from Parameters Journal ofthe U.S. Army War College) We really should not have been greatly surprised. Enigma messages.3 To say this much was, of course, to When Group Captain (Colonel) F. W. Winterbotham·s affirm that the machine had not been invulnerable, that work, The Ultra Secrel, burst on our consciousness in its secrets had been at least partially unveiled, and that it 1974, it undoubtedly produced the most sweeping was Soviet rather than Western specialists who had sensation thus far created by an historical revelation.1 It achieved the near-impossible. Kahn did make one was sweeping. especially, in the sense of seeming to reference to the term " Ultra" but seemed to regard it as demand immediate and wholesale revision of historical merely another designation for the solving of the Japanese assumptions about virtually all that determined the course cipher system known as·· Magic." of World War II in the Atlancic sector. In view of the bombshell impact of Winterbotham's It astonishes one to reflecr on how little speculation book in the following year, it is astonishing how little there had been hitherto about the extent of codebreaking sensation resulted from the publication in 1973 of on the part of the Western Allies and how few pressures Gustave Bertrand's Et1ig"14 ou /11 p/111 grll'flde enigme de there had been on governments to answer perplexing la guerre 1939-1945.
    [Show full text]
  • Enduring the Battle of Britain and the Blitz
    Running head: ENDURING THE BATTLE OF BRITAIN AND THE BLTIZ 1 Enduring the Battle of Britain and the Blitz Perseverance of the British Home Front from 1940-1941 Tyler Smith A Senior Thesis submitted in partial fulfillment of the requirements for graduation in the Honors Program Liberty University Fall 2016 ENDURING THE BATTLE OF BRITAIN AND THE BLITZ 2 Acceptance of Senior Honors Thesis This Senior Honors Thesis is accepted in partial fulfillment of the requirements for graduation from the Honors Program of Liberty University. ______________________________ David Snead, Ph.D. Thesis Chair ______________________________ Michael Davis, Ph.D. Committee Member ______________________________ Andrea Beam, Ed.D. Committee Member ______________________________ Brenda Ayres, Ph.D. Honors Director ______________________________ Date ENDURING THE BATTLE OF BRITAIN AND THE BLITZ 3 Abstract The Blitz was a roughly nine-month mass bombing of London and other cities in Great Britain by the German Luftwaffe in 1940-1941. It was a time of great destruction and death but also of unity and courage among the British people. After the war had ended, Winston Churchill described how “for a year, all alone, the people of this island defied the tyrants of the world and held the fort for freedom until other great nations, themselves assailed, came into the line of battle.”1 The Germans aimed to achieve a decisive defeat of Britain. They believed that by attacking the civilian population, the people would be miserable and desperate enough to sue for peace. Instead, the opposite occurred. Great Britain unified and defied the conventional expectations, not only resisting defeat but eventually even convincing the Germans that the effort was futile.
    [Show full text]
  • Changing Representations of the Second World War: Why We Fight, Victory at Sea, and the World at War
    University of New Hampshire University of New Hampshire Scholars' Repository Honors Theses and Capstones Student Scholarship Spring 2021 Changing Representations of the Second World War: Why We Fight, Victory at Sea, and The World at War Maiah Vorce University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/honors Part of the United States History Commons Recommended Citation Vorce, Maiah, "Changing Representations of the Second World War: Why We Fight, Victory at Sea, and The World at War" (2021). Honors Theses and Capstones. 572. https://scholars.unh.edu/honors/572 This Senior Honors Thesis is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Honors Theses and Capstones by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. Changing Representations of the Second World War: Why We Fight, Victory at Sea, and The World at War Maiah Vorce Defense: May 11, 2021 Committee Professor Marion Dorsey Professor Lucy Salyer Professor Kurk Dorsey Vorce 1 TABLE OF CONTENTS Page Acknowledgements......................................................................................................................2 Introduction..................................................................................................................................3 Chapter One: The Fanatical Axis.................................................................................................17
    [Show full text]