DOCSLIB.ORG

Chapter 21 Resources

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Chapter Planning Guide Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners Levels Resources Chapter Section Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 5 Assess FOCUS BL OL AL ELL Daily Focus Skills Transparencies 21-1 21-2 21-3 21-4 21-5 TEACH OL AL Geography and History Activity, URB p. 3 OL AL American Literature Reading, URB p. 13 p. 15 Reading Essentials and Note-Taking BL OL ELL p. 232 p. 235 p. 238 p. 241 p. 244 Guide* OL Historical Analysis Skills Activity, URB p. 56 BL OL ELL Guided Reading Activities, URB* p. 82 p. 83 p. 84 p. 85 p. 86 BL OL AL ELL Content Vocabulary Activity, URB* p. 61 BL OL AL ELL Academic Vocabulary Activity, URB p. 63 OL AL Critical Thinking Skills Activity, URB p. 66 BL OL ELL Reading Skills Activity, URB p. 55 BL ELL English Learner Activity, URB p. 59 OL AL Reinforcing Skills Activity, URB p. 65 BL OL AL ELL Differentiated Instruction Activity, URB p. 57 BL OL ELL Time Line Activity, URB p. 67 OL Linking Past and Present Activity, URB p. 68 BL OL AL ELL American Art and Music Activity, URB p. 73 Interpreting Political Cartoons Activity, BL OL AL ELL p. 75 URB AL Enrichment Activity, URB p. 79 BL OL AL ELL American Biographies 33 BL OL AL ELL Primary Source Reading, URB p. 69 p. 71 BL OL AL ELL Supreme Court Case Studies p. 61 BL OL AL ELL The Living Constitution* 3 333333 American History Primary Source OL AL 3 333333 Documents Library BL OL AL ELL Unit Map Overlay Transparencies 3 333333 Differentiated Instruction for the BL OL AL ELL 3 333333 American History Classroom Note: Please refer to the Unit 7 Resource Book for this chapter’s URB materials. * Also available in Spanish 712A Planning Guide Chapter Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 5 Assess TEACH (continued) BL OL AL ELL StudentWorks™ Plus ✓ ✓✓✓✓✓✓ American Music Hits Through History BL OL AL ELL ✓ ✓✓✓✓✓✓ CD Unit Time Line Transparencies and BL OL AL ELL ✓ ✓✓✓✓✓✓ Activities Cause and Effect Transparencies, BL OL AL ELL ✓ ✓✓✓✓✓✓ Strategies, and Activities Why It Matters Transparencies, BL OL AL ELL ✓ ✓✓✓✓✓✓ Strategies, and Activities BL OL AL ELL American Issues ✓ ✓✓✓✓✓✓ American Art and Architecture OL AL ELL Transparencies, Strategies, and ✓ ✓✓✓✓✓✓ Activities High School American History BL OL AL ✓ ✓✓✓✓✓✓ Literature Library BL OL AL ELL The American Vision Video Program ✓ ✓✓✓✓✓✓ Strategies for Success ✓ ✓✓✓✓✓✓ ✓ ✓✓✓✓✓✓ Teacher Success with English Learners Reading Strategies and Activities for ✓ ✓✓✓✓✓✓ Resources the Social Studies Classroom Presentation Plus! with MindJogger ✓ ✓✓✓✓✓✓ CheckPoint ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 301 p. 302 p. 303 p. 304 p. 305 p. 307 BL OL AL ELL Authentic Assessment With Rubrics p. 47 BL OL AL ELL Standardized Test Practice Workbook p. 47 BL OL AL ELL ExamView® Assessment Suite 21-1 21-2 21-3 21-4 21-5 Ch. 21 CLOSE BL ELL Reteaching Activity, URB p. 77 BL OL ELL Reading and Study Skills Foldables™ p. 74 ✓ Chapter- or unit-based activities applicable to all sections in this chapter. 712B Chapter Integrating Technology Using PresentationPlus! Teach With Technology What is PresentationPlus! with MindJogger CheckPoint? Glencoe’s PresentationPlus! with MindJogger CheckPoint offers ready-made presentations and review activities for each chapter or section in the textbook. How can PresentationPlus! help me? PresentationPlus! allows you to create your presentations quickly and includes links to glencoe.com, In Motion Animations (maps, graphs, and charts), and a selection of transparencies that enhance the classroom discussion. Additionally, MindJogger CheckPoint offers entertaining ask-the-audience games that review content and generate student interest. PresentationPlus! with MindJogger CheckPoint is one of Glencoe’s technology resources available for teachers. You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill TAV9399c21T for Chapter 21 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ll • Spanish Audio Summaries ll • Section Spotlight Videos lll The American Vision Online Learning Center (Web Site) • StudentWorks™ Plus Online lll • Multilingual Glossary lll • Study-to-Go lll • Chapter Overviews lll • Self-Check Quizzes lll • Student Web Activities lll • ePuzzles and Games lll • Vocabulary eFlashcards lll • In Motion Animations lll • Study Central™ lll • Web Activity Lesson Plans l • Vocabulary PuzzleMaker lll • Historical Thinking Activities l • Beyond the Textbook lll 712C Additional Chapter Resources Chapter ® • Timed Readings Plus in Social Studies helps The following videotape programs are available from students increase their reading rate and fluency while Glencoe as supplements to this chapter: maintaining comprehension. The 400-word passages are similar to those found on state and national • The Last Days of World War II (ISBN 1-56-501536-3) assessments. • D-Day: The Total Story (ISBN 0-76-700606-2) • Reading in the Content Area: Social Studies To order, call Glencoe at 1-800-334-7344. To find classroom concentrates on six essential reading skills that help resources to accompany many of these videos, check the students better comprehend what they read. The following home pages: book includes 75 high-interest nonfiction passages A&E Television: www.aetv.com written at increasing levels of difficulty. The History Channel: www.historychannel.com • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English. www.jamestowneducation.com Reading List Generator CD-ROM Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest. • The database provides Degrees of Reading Power™ Index to National Geographic Magazine: (DRP) and Lexile™ readability scores for all selections. • A brief summary of each selection is included. The following articles relate to this chapter: • “The Wings of War: How the Yanks of the Eighth Leveled reading suggestions for this chapter: Air Force Helped Turn the Tide in World War II,” by For students at a Grade 8 reading level: Thomas B. Allen, March 1994. • Summer of My German Soldier, by Bette Greene • “Remembering the Blitz,” by Cameron Thomas, July For students at a Grade 9 reading level: 1991. • The Winds of War, by Herman Wouk National Geographic Society Products To order the For students at a Grade 10 reading level: following, call National Geographic at 1-800-368-2728: • Flags of Our Fathers, by James Bradley and Ron Powers • World War II Era CD-ROM (CD-ROM) For students at a Grade 11 reading level: Access National Geographic’s new, dynamic MapMachine • Never to Forget: The Jews of the Holocaust, by Web site and other geography resources at: Milton Meltzer www.nationalgeographic.com For students at a Grade 12 reading level: www.nationalgeographic.com/maps • America in World War II: 1945, by Edward F. Dolan 712D Introducing Chapter Chapter Focus AAmericamerica aandnd MAKING CONNECTIONS World War II What Kind of Sacrifices Does War Require? 1941–1945 Ask students what kind of sacri- fices they would be willing to SECTION 1 Mobilizing for War make for their country. Lead a dis- SECTION 2 The Early Battles cussion regarding citizens’ roles SECTION 3 Life on the Home Front at home during wartime. Discuss SECTION 4 Pushing Back the Axis different attitudes people have about supporting war. Encourage SECTION 5 The War Ends students to state why World War II inspired patriotism throughout the country. BL OL Teach The Big Ideas As students study the chapter, remind them to consider the sec- tion-based Big Ideas included in each section’s Guide to Reading. Allied troops land in Normandy on D-Day, 1944. The Essential Questions in the activities below tie in to the Big 1941 Ideas and help students think • United States 1942 enters World War II Franklin D. • Women’s Army about and understand important • Roosevelt bans Roosevelt Auxiliary Corps 1943 1933–1945 chapter concepts. In addition, the discrimination in established • Detroit race riots defense industries • Japanese American • Zoot-suit riots in Hands-on Chapter Projects with relocation ordered Los Angeles the culminating activities relate U.S. PRESIDENTS U.S. EVENTS the content from each section to 1941 1942 1943 the Big Ideas. These activities WORLD EVENTS build on each other as students 1941 1942 1943 progress through the chapter. • Japan attacks • Japan captures the Philippines • Germans defeated at Pearl Harbor • Americans win Battle of Stalingrad Section activities culminate in the Midway • Allied forces land in Italy wrap-up activity on the Visual Summary page. 712 Chapter 21 America and World War II Section 1 Section 2 Section 3 Mobilizing for War The Early Battles Life on the Home Front Essential Question: How could the Essential Question: What unique deci- Essential Question: How do you think United States increase its productivity in sions did the United States face as a women and African Americans a short period of time? (Workers must be result of fighting a war on two fronts? responded to the war? (They took factory motivated to work long hours. Materials (whether to fight both wars with equal jobs typically held by white men. Some may must be readily available to allow for faster strength or to emphasize one front and one have protested the war.) Explain that in production.) Tell students that Section 1 enemy over the other) Inform students that Section 3, students will learn about how describes how Roosevelt and business Section 2 will highlight how the U.S.
Recommended publications
  • {PDF} War and Remembrance

    {PDF} War and Remembrance

    WAR AND REMEMBRANCE PDF, EPUB, EBOOK Herman Wouk | 1056 pages | 19 May 2007 | Little, Brown & Company | 9780316954990 | English | New York, United States War and Remembrance PDF Book Wouk lived for another 68 years after his son's death. Once one false note sneaks in, you're gone. I also really liked his telling of the American involvement in the war. G Wayne Hill. Item specifics Condition: Very Good : A book that does not look new and has been read but is in excellent condition. Mar 03, Matthew Klobucher rated it it was amazing. Albert Furito Stunts. There you go. Retrieved 16 June Deeply old fashioned in its mix of high ambition and soap drama elements but always riveting. Armin Von Roon 12 episodes, Somehow, I can make the time to understand the statistics but the human History is important to me. Mouse over to Zoom - Click to enlarge. John Healey. Well, it covers the fortunes of the Henry family from the Japanese attack on Pearl Harbor to their the Japanese, not the Henry family subsequent surrender following the dropping of the nuclear bombs on Hiroshima and Nagasaki in August, Ruth Kennedy Assistant. Reading both novels back to back, I started out reading von Roon's "excerpts," but ended up skimming them at the end, only reading Victor's notes. Mr Wouk's brilliant, epic tale of the Henry family found in both The Winds of War and War and Remembrance is so compelling that they have both remained on that list for 30 years. This reader deeply felt the brutality, the slaughter, and the great suffering of the Russian army and civilians.
  • Selections from the Henry J. Kaiser Pictorial Collection

    Selections from the Henry J. Kaiser Pictorial Collection

    http://oac.cdlib.org/findaid/ark:/13030/tf958012j8 Online items available Henry J. Kaiser Pictorial Collection, bulk 1930-1960 Selections (1983.017-.019, and 1983.027) described and processed for digitization by California Heritage Staff, 1996-1997. Descriptions of other series added in 2020 by Bancroft Library staff, from pre-existing contents lists. The Bancroft Library 1997 and 2021 The Bancroft Library University of California Berkeley, CA 94720-6000 [email protected] URL: http://www.lib.berkeley.edu/libraries/bancroft-library Henry J. Kaiser Pictorial BANC PIC 1983.001-.075 1 Collection, bulk 1930-1960 Contributing Institution: The Bancroft Library Title: Henry J. Kaiser pictorial collection Creator: Kaiser, Henry J., 1882- Creator: Henry J. Kaiser Company Creator: Kaiser Industries Corporation Creator: Kaiser Motors Corporation Creator: Kaiser Steel Corporation Creator: Kaiser Shipyards (Richmond, Calif.) Creator: Kaiser-Frazer Corp. Identifier/Call Number: BANC PIC 1983.001-.075 Physical Description: 200000 photographs (approximately 200,000 items (photographic prints, negatives, and albums), some design drawings and plans, and 909 digital objects) Date (bulk): bulk 1930-1976 Abstract: The Henry J. Kaiser Pictorial Collection contains an estimated 200,000 items, chiefly photographs, documenting the activities, projects, and products of the various companies that comprised Kaiser Industries, as well as photographs of Kaiser family members and associates. Subjects pictured include the Hoover, Parker, Bonneville, Grand Coulee, and Shasta Dams; the Kaiser shipyards in Richmond, California, including its products, workers and workers' housing conditions; Kaiser-Frazer automobiles, Kaiser Willys, Kaiser Steel, Kaiser Hospitals, and other Kaiser corporations in the San Francisco Bay Area and Hawaii, with some international content as well.
  • World War II Book.Indd

    World War II Book.Indd

    BOB HART WWllThe odyssey of a “Battling Buzzard” “Anything worth dying for ... is certainly worth living for.” –Joseph Heller, Catch-22 t was August 15, 1944, D-Day for Dragoon, the Allied invasion of southern France. Fifteen-hundred feet above a drop zone Ishrouded in fog, the wind buffeted Bob Hart’s helmet the instant before he plunged into the unknown at 4:35 a.m. “As soon as you got to the doorway all you saw was white. Most of us figured we were jumping over the Mediterranean. And for a split second all you could think was ‘I got 120 pounds of gear on me. What’s going to happen when I land?’ ” But now he was falling. “A thousand and one,” Hart said to himself as another paratrooper sprang from the doorway of the lumbering C-47. “A thousand and two. “A thousand and…” Hart’s body harness jerked taut reassuringly as the primary parachute billowed. Had he got past “three” he would have yanked the ripcord for the reserve chute bundled on his chest. The business about paratroopers yelling “Geronimo!” was mostly bravado that got old in a hurry after jump school. Paratroopers prepare for a practice jump from a C-47. Bob Hart collection 2 Bob Hart Descending in the eerie whiteness, the 20-year-old machine gunner from Tacoma fleetingly remembered how he and a buddy had signed up for the paratroopers 16 months earlier at Fort Lewis, reasoning they wouldn’t have to do much walking. Fat chance. After Hart landed hard in a farmer’s field in the foothills above the Côte d’Azur, he ended up tramping 50 miles through hostile countryside on an aching foot that turned out to be broken.
  • Fascist Italy's Aerial Defenses in the Second World War

    Fascist Italy's Aerial Defenses in the Second World War

    Fascist Italy's Aerial Defenses in the Second World War CLAUDIA BALDOLI ABSTRACT This article focuses on Fascist Italy's active air defenses during the Second World War. It analyzes a number of crucial factors: mass production of anti- aircraft weapons and fighters; detection of enemy aircraft by deploying radar; coordination between the Air Ministry and the other ministries involved, as well as between the Air Force and the other armed services. The relationship between the government and industrialists, as well as that between the regime and its German ally, are also crucial elements of the story. The article argues that the history of Italian air defenses reflected many of the failures of the Fascist regime itself. Mussolini's strategy forced Italy to assume military responsibilities and economic commitments which it could not hope to meet. Moreover, industrial self-interest and inter-service rivalry combined to inhibit even more the efforts of the regime to protect its population, maintain adequate armaments output, and compete in technical terms with the Allies. KEYWORDS air defenses; Air Ministry; anti-aircraft weapons; bombing; Fascist Italy; Germany; radar; Second World War ____________________________ Introduction The political and ideological role of Italian air power worked as a metaphor for the regime as a whole, as recent historiography has shown. The champions of aviation, including fighter pilots who pursued and shot down enemy planes, represented the anthropological revolution at the heart of the totalitarian experiment.1 As the Fascist regime had practiced terrorist bombing on the civilian populations of Ethiopian and Spanish towns and villages before the Second World War, the Italian political and military leadership, press, and industrialists were all aware of the potential role of air 1.
  • World War Ii in the Philippines

    World War Ii in the Philippines

    WORLD WAR II IN THE PHILIPPINES The Legacy of Two Nations©2016 Copyright 2016 by C. Gaerlan, Bataan Legacy Historical Society. All Rights Reserved. World War II in the Philippines The Legacy of Two Nations©2016 By Bataan Legacy Historical Society Several hours after the bombing of Pearl Harbor on December 7, 1941, the Philippines, a colony of the United States from 1898 to 1946, was attacked by the Empire of Japan. During the next four years, thou- sands of Filipino and American soldiers died. The entire Philippine nation was ravaged and its capital Ma- nila, once called the Pearl of the Orient, became the second most devastated city during World War II after Warsaw, Poland. Approximately one million civilians perished. Despite so much sacrifice and devastation, on February 20, 1946, just five months after the war ended, the First Supplemental Surplus Appropriation Rescission Act was passed by U.S. Congress which deemed the service of the Filipino soldiers as inactive, making them ineligible for benefits under the G.I. Bill of Rights. To this day, these rights have not been fully -restored and a majority have died without seeing justice. But on July 14, 2016, this mostly forgotten part of U.S. history was brought back to life when the California State Board of Education approved the inclusion of World War II in the Philippines in the revised history curriculum framework for the state. This seminal part of WWII history is now included in the Grade 11 U.S. history (Chapter 16) curriculum framework. The approval is the culmination of many years of hard work from the Filipino community with the support of different organizations across the country.
  • Background the Whirley Crane and Shipyard Number 3

    Background the Whirley Crane and Shipyard Number 3

    Background The Whirley Crane and Shipyard Number 3 The “Whirley Crane,” so-called because its turret is capable of rotating 360 degrees, was built by Clyde Iron Works of Duluth, Minnesota in 1935. It was first used to build Grand Coulee Dam in Washington state, the second phase of which was done by a consortium of companies led by industrialist Henry J. Kaiser. In 1941, the crane was shipped by barge down the Columbia River and down the coast to Todd California Shipbuilding in Richmond, which later became Shipyard No 1 of Kaiser’s Richmond shipbuilding enterprise. In this location, it and dozens of others like it dominated the skyline of Richmond’s southern waterfront. Crane Facts: Weight: 229,000 pounds Boom length: 110 feet Diameter of turntable assembly: 28 feet Lifting capacity: 166,000 Original cost: $32,000 The use of Whirley Cranes was a major innovation in the mass production of ships. The cranes made it possible to turn huge ship structural pieces around and over during the pre-assembly process so that novice welders could complete relatively simple welding seams parallel to the ground. The cranes were also used in groups – as many as four cranes working together -- to move large pre-assembled parts of a ship into place in the basins so the ship could be fitted together, generally by welding. The result was a previously unimagined rate of production. A total of 747 ships were produced in the Kaiser shipyards in Richmond from 1942-1945. After the war, this crane was acquired by Parr-Richmond Terminal, which later became Levin-Richmond Terminal Corporation.
  • Battle of Anzio Timeline

    Battle of Anzio Timeline

    https://ww2db.com/battle_spec.php ?battle_id=313 Battle of Anzio Timeline 18 Dec 1943 The plan to land several divisions at Anzio, Italy was briefly canceled. g_2 Jan 1944 36,000 Allied troops landed at Anzio, Italy, facing little opposition. 23 Jan 1944 The destroyer HMS Janus was lost off Anzio, Italy. (24 Jan 1944 German forces in the Anzio, Italy region increased to over 40,000 men. 25 Jan 1944 General Eberhard von Mackensen assumed overall control of forces in the Anzio, Italy area. 27 Jan 1944 To the west, Allied Major General John Lucas by now commanded 70,000 men, 237 tanks, 508 heavy guns, and 27,000 tons of supplies at Anzio, Italy, but he decided to still maintain a defensive posture. 28 Jan 1944 German Field Marshal Albert Kesselring ordered a counterattack against the Allied beachhead at Anzio, Italy. 9 Jan 1944 Total Allied strength at the Anzio, Italy beachhead totaled 69,000 men, 508 guns, and 208 tanks by the end of this day. On the other side of the lines, German strength rose to 71,500 men. 30 Jan 1944 Allied forces attacked out of the Anzio, Italy beachhead, advancing toward Cisterna and Campoleone, but none of the two forces would be able to capture the objectives; during the process, an entire US Army Ranger battalion was destroyed. 2 Feb 1944 Germans defeated American troops in the Battle of Cisterna near Anzio, Italy. 3 Feb 1944 The American attempt to break out of the Anzio beachhead in Italy was halted, followed by the first German counterattack against the beachhead.
  • Japanese American World War II Veterans

    Japanese American World War II Veterans

    SALUTE TO THE 100TH / 442ND / MIS & OTHER UNITS Proud to Serve Japanese American World War II veterans CHRIS KOMAI EDITOR PUBLISHED BY THE RAFU SHIMPO AND JAPANESE AMERICAN LIVING LEGACY Proud to Serve First Edition. Copyright 2012. All Rights Reserved ISBN: Disclaimer: This booklet does not claim to be 100% accurate. While all measures have been taken to ensure the highest level of accuracy it is possible some names may have been missed. We apolo- gize for any errors. Names in the directory were provided by Americans of Japanese Ancestry World War II Memorial Alliance in partnership with Japanese American Living Legacy. Please contact us for any discrepan- cies or missing names. [email protected] Special Mahalo to the Hawai’i Herald and Hawai’i Hochi’s publisher and staff for assisting us in our endeavor. Paul Yempuku, Karleen Chinen, Gwen Ishikawa, Karlton Tomomitsu and Drusilla Tanaka. Much Aloha! Published by the Rafu Shimpo 701 East Third Street, Suite 130 Los Angeles, CA 90013-1789 Telephone: (213) 629-2231 www.rafushimpo.com Japanese American Living Legacy/Nikkei Writers Guild www.jalivinglegacy.org Printed by: Southwest Printing Gardena, California Layout by: Phase Two Graphics / Sansei Graphics SALUTE TO THE 100TH / 442ND / MIS & OTHER UNITS Proud to Serve Japanese American World War II veterans Proud to Serve TABLE OF CONTENTS Introduction by Chris Komai 1 Foreword by Congressman Adam Schiff 4 Letter from Tendola Memorial Committee, Italy 6 Letter from Mayor of Bruyeres, France 8 Letter from Mayor of La Houssiere,
  • US Fifth Army History

    US Fifth Army History

    FIFTH ARMY HISTORY 5 JUNE - 15 AUGUST 1944^ FIFTH ARMY HISTORY **.***•* **• ••*..•• PART VI "Pursuit to the ^rno ************* CONFIDENTIAL t , v-.. hi Lieutenant General MARK W. CLARK . commanding CONTENTS. page CHAPTER I. CROSSING THE TIBER RIVE R ......... i A. Rome Falls to Fifth Army i B. Terrain from Rome to the Arno Ri\ er . 3 C. The Enemy Situation 6 CHAPTER II. THE PURSUIT IS ORGANIZED 9 A. Allied Strategy in Italy 9 B. Fifth Army Orders 10 C. Regrouping of Fifth Army Units 12 D. Characteristics of the Pursuit Action 14 1. Tactics of the Army 14 2. The Italian Partisans .... .. 16 CHAPTER III. SECURING THE FIRST OBJECTIVES 19 A. VI Corps Begins the Pursuit, 5-11 June 20 1. Progress along the Coast 21 2. Battles on the Inland Route 22 3. Relief of VI Corps 24 B. II Corps North of Rome, 5-10 June 25 1. The 85th Division Advances 26 2. Action of the 88th Division 28 CHAPTER IV. TO THE OMBRONE - ORCIA VALLEY .... 31 A. IV Corps on the Left, 11-20 June 32 1. Action to the Ombrone River 33 2. Clearing the Grosseto Area 36 3. Right Flank Task Force 38 B. The FEC Drive, 10-20 June 4 1 1. Advance to Highway 74 4 2 2. Gains on the Left .. 43 3. Action on the Right / • • 45 C. The Capture of Elba • • • • 4^ VII page CHAPTER V. THE ADVANCE 70 HIGHWAY 68 49 A. IV Corps along the Coast, 21 June-2 July 51 1. Last Action of the 36th Division _^_ 5 1 2.
  • Is Lenin Still In? the 100 Years After the October Revolution

    Is Lenin Still In? the 100 Years After the October Revolution

    Is Lenin still In? The 100 years after the October Revolution By Eric Mann This month marks the 100th anniversary of the Russian Revolution of October 1917. As we in the United States try to imagine a revolutionary opposition to the U.S. imperialist system a great appreciation of the achievements of the Russian revolution and the Soviet Union is a critical part of our revolutionary future. The Russian revolution created the Soviet Union—the first “workers state” and the first successful revolution that survived the world imperialist counterrevolution. The Bolshevik Party (the first communist party) was part of a united front of parties that seized power from the reactionary feudal Tsar in the February revolution of 1917. Then in October 1917 the Bolsheviks overthrew the forces of capitalism and seized state power from the social democratic Kerensky government. The Russian revolution came to power as an anti-war movement against the forces in Russia that wanted to continue World War I—one of the greatest imperialist bloodbaths of all time in which more than 18 million “workers of the world” were sent to their deaths by the capitalist governments of Europe with strong support from their “socialist” parties. The Bolshevik Party and Soviet State built its own military and police, defended themselves against external and internal capitalist attack, and survived in a hostile world for 72 years—a true miracle against all odds. From the perspective of the world’s exploited and oppressed people this was a profound achievement in human history and offered them an optimistic vision of their own future.
  • Our Wisconsin Boys in Épinal Military Cemetery, France

    Our Wisconsin Boys in Épinal Military Cemetery, France

    Our Wisconsin Boys in Épinal Military Cemetery, France by the students of History 357: The Second World War 1 The Students of History 357: The Second World War University of Wisconsin, Madison Victor Alicea, Victoria Atkinson, Matthew Becka, Amelia Boehme, Ally Boutelle, Elizabeth Braunreuther, Michael Brennan, Ben Caulfield, Kristen Collins, Rachel Conger, Mitch Dannenberg, Megan Dewane, Tony Dewane, Trent Dietsche, Lindsay Dupre, Kelly Fisher, Amanda Hanson, Megan Hatten, Sarah Hogue, Sarah Jensen, Casey Kalman, Ted Knudson, Chris Kozak, Nicole Lederich, Anna Leuman, Katie Lorge, Abigail Miller, Alexandra Niemann, Corinne Nierzwicki, Matt Persike, Alex Pfeil, Andrew Rahn, Emily Rappleye, Cat Roehre, Melanie Ross, Zachary Schwarz, Savannah Simpson, Charles Schellpeper, John Schermetzler, Hannah Strey, Alex Tucker, Charlie Ward, Shuang Wu, Jennifer Zelenko 2 The students of History 357 with Professor Roberts 3 Foreword This project began with an email from Monsieur Joel Houot, a French citizen from the village of Val d’Ajol to Mary Louise Roberts, professor of History at the University of Wisconsin, Madison. Mr. Houot wrote to Professor Roberts, an historian of the American G.I.s in Normandy, to request information about Robert Kellett, an American G.I. buried in Épinal military cemetary, located near his home. The email, reproduced here in French and English, was as follows: Bonjour madame...Je demeure dans le village du Val d'Ajol dans les Vosges, et non loin de la se trouve le cimetière américain du Quéquement à Dinozé-Épinal ou repose 5255 sodats américains tombés pour notre liberté. J'appartiens à une association qui consiste a parrainer une ou plusieurs tombes de soldat...a nous de les honorer et à fleurir leur dernière demeure...Nous avons les noms et le matricule de ces héros et également leur état d'origine...moi même je parraine le lieutenant KELLETT, Robert matricule 01061440 qui a servi au 315 th infantry régiment de la 79 th infantry division, il a été tué le 20 novembre 1944 sur le sol de France...
  • The Protection of Civilians from Bombardment by Aircraft: the Ineffectiveness of the International Law Of

    The Protection of Civilians from Bombardment by Aircraft: the Ineffectiveness of the International Law Of

    CORE Metadata, citation and similar papers at core.ac.uk Provided by Santa Clara University School of Law Santa Clara Law Santa Clara Law Digital Commons Faculty Publications Faculty Scholarship 1-1-1966 The rP otection of Civilians from Bombardment by Aircraft: The neffecI tiveness of the International Law of War Paul J. Goda S.J. Santa Clara University School of Law, [email protected] Follow this and additional works at: http://digitalcommons.law.scu.edu/facpubs Recommended Citation 33 Mil. L. Rev. 93 This Article is brought to you for free and open access by the Faculty Scholarship at Santa Clara Law Digital Commons. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Santa Clara Law Digital Commons. For more information, please contact [email protected]. COMMENTS THE PROTECTION OF CIVILIANS FROM BOMBARD- MENT BY AIRCRAFT: THE INEFFECTIVENESS OF THE INTERNATIONAL LAW OF WAR.* Silent leges inter arma. Cicero, Pro Milone, IV, 10. [E]xpediency goes with security, while justice and honor cannot be followed without danger. Thucydides, The Peloponnesian War, V, 17. King Henry-God bless him-will have to say for reasons of state, that he never meant this to happen; and there is going to be an awful row. T. S. Eliot, Murder in the Cathedral. I. INTRODUCTION There is no doubt that international law is still suffering from the vagaries of weakness and the lack of an authoritative source. Such immaturity signifies a situation where the jurisprudential question of the sources of law is much more alive than in settled systems of national law.