Thomasville Treasures

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Thomasville Treasures Thomasville Treasures OUR HISTORY BEGINS HERE. LET US START YOU ON THE JOURNEY. Share your completed coloring pages with us! Tag @thomasvillehistory on Facebook and Instagram and use #ourhistorybeginshere! Thomasville History Center 229.226.7664 | [email protected] | WWW.THOMASVILLEHISTORY.ORG | @THOMASVILLEHISTORY 725 N. DAWSON STREET, THOMASVILLE, GA 31792 Hello, from Thomasville History Center! Pleased to meet you, friends! This is your guide to discovering all of Thomasville’s treasures at home and across the community. When you see a that means there’s something you can find! When you see a that means there’s something you can color, a question you can answer, or an activity you can complete! When you see a that means you’re about to learn something new! ? When you see a that means there is something you can make! Remember, some items with a don’t have to look exactly like the picture. Use it as inspiration to explore something new, find things Coca-Cola Sign, c. 1955 that are alike, and things that are different. Thomasville History Center Word Search Can you find all of the words that describe the History Cener? Words may be horizontal (left to right), vertical (top to bottom), or diagonal (across). Thomasville History Center Museum Dawson Street Fountain Bowling Alley Courthouse Log House Story Explore Discover Community Preservation Historic District World War II 1939-1945 The U.S. practiced isolationism, the policy of staying out of World War Two from 1939-1941. However, the United States supported Britain and the other Allied powers financially and with weapons. When Japan attacked Pearl Harbor, causing many to die and many naval ships to sink, President Franklin D. Roosevelt declared war on Japan. This began the Pacific Theater part of WWII. Germany was Japan's ally and declared war on the U.S. The United States declared war back. This began the Western Front or European Theater of World War II. C auses of World War II Japanese Expansion n Like Germany, Japan wanted to io expand its influence and power over s more territory and expand their N s access to natural resources to support s L e e i its growing population. It invaded i a e r n d t e f P b r n e c g l a u r i r Manchuria (1931) and China (1937) e u y z e n c r o e i t e t A m l e h o h n c w o w g n y d i p k s g e o c y n e g i o g o d l l t o p e s n l o u n v T m e a l e r c p r s r a i f a t e f e n o e o d a a e i f n H m e s e o r a c o e m w m d l r n r d i , n p e e e l m t d d t a n d g n i m y o l D 's e r n r l a e r p e y e n a a o n y e f 0 h g c e t o e o p l f o r 3 t n i a r c n f r i e , n a w s v n e k a e w 9 d i o e e n t V e r t t 1 c d a l a G e s f e e h n M b G v w d w d r e d n . n b o e e s f r e e u e r . a d r i r i n a i r t p r f i e b s o o G a N a h o a m o t n t r r o d e e s h u a n m e n a e i t k n r t i n a s e h l n i . a I e i l c r d z I p t e o a e n w t l l t m i e s y u o r t e a x e o r h g c y a a e u h e l e t l G s a r o s o n ' y y d . s e r p p f s e s e H n d m t s . i r e e p u t T n d s m y n a i n l e t m i d e a c h f r o h t t a e o o l b G n p s i n r e e a e y d b r t i i n r u o a t x N a t o o o p n y 's o t u a a r a 's . f t Causes of y t i n z y c s . i r i d s o d e t t e h i s t r h i l r t a e g t World War II G d t n r g y s n i o e o n w n G i w a c r w i r t a s e m c p e a e a i a n x r s n p s n m n a F m a e e r a T a g o n . i n d r e t r h s r d a f a o d n a l e e e s a G f e n n n a t c u e c f p o i l e t g o d r r o i p o o t x r i k e o s n e e r n e l e i e l w s p r r c l l o o a s w e e e i t a a m i p t s r m o r t n F d a c y m e l o e e p p i e y h s ' G b e . d e n i m r e t e d e r t t . o t a s w d t n r a h d a e n s n e e e t n n d r i e e g e c a a n m r i d e r o m d n a r e d l o b y n a m r e G e d a m u i s e i A k t c h t o d m a s i t h l i a n l m c l e n g r l n n W e o u i o y y l n o t I . k r o w t o n d i d m i h p o t s o t d r g e n l s y c o n p i e r s a o t c t o v t e t . o o h e r I c o t g n i y r t f o d a e t s n i y p p a h r e l t i H g n i p e e k T o l c i e e d a g h d p n t s i W e a n c V s : t n e m e s a e p p a d e i r t e c n a r F d n a n i a t i r B i y a u l a D m f r n t a e r G e k i l s e i r t n u o c , e v i s s e r g g a I f i e r o m e m a c e b y l a t I d n a y n a m r e G o s A . t c i l f n o c w e n a n i e g a g n e o t y g n i l l i w t o n e r e w e p o r u E n i s e i r t n u o c t , I r a W d l r o W f o a m u a r t e h t r e t f A a e r T Appeasement Axis Powers Allied Powers Germany United States Italy Great Britain Japan France USSR Decode the Message The United States military has intercepted a message from Japan to Germany in December 1941. Use the substitution method to break the code. The substitution method is when you replace each number with it's place in the alphabet: for example, A=1, D=4, and K-11. 23|5 23|9|12|12 1|20|20|1|3|11 9|14 4|5|3|5|13|2|5|18 R E B M E C E D N I K C A T T A L L I W E W __ ____ ______ __ ________ : r e w s n "A Day that Will Live in Infamy" A Japan attacked the American naval base at Pearl Harbor, Hawaii on the morning of December 7, 1941.
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  • Standard Usii.7A
    UU..SS.. HHiissttoorryy:: 11886655 ttoo tthhee PPrreesseenntt SSttuuddyy GGuuiiddee -- UUSS22..77 -- WWoorrlldd WWaarr IIII HISTORY AND SOCIAL SCIENCE STANDARDS OF LEARNING CURRICULUM FRAMEWORK -- 2015 STANDARDS Reformatted version created by SOLpass - www.SOLpass.org STANDARD USII..7A The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor. Political and economic conditions in Europe following World War I led to the rise of fascism and to World War II. The rise of fascism threatened peace in Europe and Asia. As conflict grew in Europe and Asia, American foreign policy evolved from neutrality to direct involvement. Causes of World War II • Political instability and economic devastation in Europe resulting from World War I: – Worldwide depression – High war debt owed by Germany – High inflation Gradual change in American policy from neutrality to – Massive unemployment direct involvement • Political instability marked by the: • Isolationism (Great Depression, legacy of World War I) Rise of Fascism: • Economic and military aid to Allies (Lend-Lease program) – Fascism is political philosophy • Direct involvement in the war in which total power is given to a dictator; War in the Pacific – individual freedoms are denied • Rising tension developed between the United States and and nationalism and, often, Japan because of Japanese aggression in East Asia and racism are emphasized. the Pacific region.. – Fascist dictators included Adolf Hitler (Germany), Benito • On December 7, Mussolini (Italy), and Hideki Tojo (Japan). 1941, Japan – These dictators led the countries that became known as attacked the United the Axis Powers.
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  • What Caused WWII? Objectives: Explain How the Causes of WWII Led to the Start of the Conflict
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  • The Causes of World War II
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  • 6 the Causes of World War Ii in Europe: Hitlerls
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  • Tuskegee Airmen Chronology
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  • World War Ii (1939–1945) 56 57
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  • Outcome: Causes of World War II Causes of World War II
    World War II Outcome: Causes of World War II Causes of World War II 1. Underlying Causes of World War II a. Totalitarian Dictators gained power around the world i. Fascist leaders arose in Europe after WWI in: 1. Italy: Benito Mussolini (followers wore black shirts) 2. Spain: Franco’s fascists won the Spanish Civil War 3. Soviet Union: Joseph Stalin took control of the communist nation 4. Japan: a. Hideki Tojo: Military Leader & Prime Minister b. Emperor Hirohito: Political & Spiritual figurehead 5. Germany: Adolf Hitler (Nazism = German Fascism) Fascism a political philosophy, movement, or regime that exalts nation and often race above the individual and that stands for a centralized autocratic government headed by a dictatorial leader, severe economic and social regimentation, and forcible suppression of opposition Benito Mussolini of Italy Francisco Franco of Spain Joseph Stalin in The Soviet Union Hideki Tojo & Emperor Hirohito Adolf Hitler in Germany Causes of World War II b. Each dictator took advantage of economic problems by: i. Promising simple solutions to their nation’s problems ii. Rebuilding national pride (often using propaganda) iii. Providing scapegoats (targets for anger & blame) iv. Absorbing power, taking away individual rights, and crushing opposition (1 party; 1 ruler) Adolf Hitler in Germany Causes of World War II c. Nationalism + Imperialism i. In Germany, Adolf Hitler preached: 1. Vengeance against (4 hates) a. Democracies (a weak & undisciplined form of gov’t) b. Communism (a threat to Nazi growth) c. November Criminals who signed the WWI Armistice d. Jews (the source of all evil & problems in Germany) 2. Anti-Semitism & racial supremacy (The Master Race) 3.
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  • World War Ii Veteran’S Committee, Washington, Dc Under a Generous Grant from the Dodge Jones Foundation 2
    W WORLD WWAR IIII A TEACHING LESSON PLAN AND TOOL DESIGNED TO PRESERVE AND DOCUMENT THE WORLD’S GREATEST CONFLICT PREPARED BY THE WORLD WAR II VETERAN’S COMMITTEE, WASHINGTON, DC UNDER A GENEROUS GRANT FROM THE DODGE JONES FOUNDATION 2 INDEX Preface Organization of the World War II Veterans Committee . Tab 1 Educational Standards . Tab 2 National Council for History Standards State of Virginia Standards of Learning Primary Sources Overview . Tab 3 Background Background to European History . Tab 4 Instructors Overview . Tab 5 Pre – 1939 The War 1939 – 1945 Post War 1945 Chronology of World War II . Tab 6 Lesson Plans (Core Curriculum) Lesson Plan Day One: Prior to 1939 . Tab 7 Lesson Plan Day Two: 1939 – 1940 . Tab 8 Lesson Plan Day Three: 1941 – 1942 . Tab 9 Lesson Plan Day Four: 1943 – 1944 . Tab 10 Lesson Plan Day Five: 1944 – 1945 . Tab 11 Lesson Plan Day Six: 1945 . Tab 11.5 Lesson Plan Day Seven: 1945 – Post War . Tab 12 3 (Supplemental Curriculum/American Participation) Supplemental Plan Day One: American Leadership . Tab 13 Supplemental Plan Day Two: American Battlefields . Tab 14 Supplemental Plan Day Three: Unique Experiences . Tab 15 Appendixes A. Suggested Reading List . Tab 16 B. Suggested Video/DVD Sources . Tab 17 C. Suggested Internet Web Sites . Tab 18 D. Original and Primary Source Documents . Tab 19 for Supplemental Instruction United States British German E. Veterans Organizations . Tab 20 F. Military Museums in the United States . Tab 21 G. Glossary of Terms . Tab 22 H. Glossary of Code Names . Tab 23 I. World War II Veterans Questionnaire .
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  • Tuskegee Airmen
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  • 1 a TALE of TWO COMMANDERS by Daniel L. Haulman When People
    A TALE OF TWO COMMANDERS by Daniel L. Haulman When people talk about the Tuskegee Airmen, they usually refer to the first black pilots in American military history, and the black members of their squadrons and groups. The Tuskegee Airmen Incorporated defines a documented original Tuskegee Airman, or DOTA, more broadly, as anyone, black or white, male or female, who was involved in the Tuskegee Airmen experience between 1941 and 1949. This would include some of the white commanders of the Tuskegee Airmen organizations, and of the flying schools where they learned to fly. Two of those white Tuskegee Airmen were Colonel Noel Parrish and Colonel Robert Selway. Colonel Noel Parrish was the commander of the Tuskegee Army Air Field and the flying school there. After the black cadets completed primary flight training at Tuskegee Institute’s Moton Field, they moved to the much larger Tuskegee Army Air Field, an Army Air Forces facility, where they undertook basic and advanced flying training. If they graduated from advanced flying training, they became Army Air Forces pilots, ready to move on to transition flight training or combat overseas. Most Tuskegee Airmen remember Colonel Parrish, despite his white skin and southern roots, as a friend rather than an enemy, who was genuinely interested in their success. Colonel Parrish favored the racial integration of the Air Force just after the end of World War II, and wrote an Air University thesis to promote that idea. The Tuskegee Airmen Incorporated later instituted a Noel Parrish award to honor a member of the organization, almost always an original Tuskegee Airman veteran, for his outstanding accomplishments.
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  • The Role of the Tuskegee Airmen in the Desegregation of the American Armed Forces
    William & Mary Bill of Rights Journal Volume 8 (1999-2000) Issue 2 Article 2 February 2000 Soldiers for Justice: The Role of the Tuskegee Airmen in the Desegregation of the American Armed Forces F. Michael Higginbotham Follow this and additional works at: https://scholarship.law.wm.edu/wmborj Part of the Military, War, and Peace Commons, and the Race and Ethnicity Commons Repository Citation F. Michael Higginbotham, Soldiers for Justice: The Role of the Tuskegee Airmen in the Desegregation of the American Armed Forces, 8 Wm. & Mary Bill Rts. J. 273 (2000), https://scholarship.law.wm.edu/wmborj/vol8/iss2/2 Copyright c 2000 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/wmborj WILLIAM & MARY BILL OF RIGHTS JOURNAL VOLUME 8 FEBRUARY 2000 ISSUE 2 SOLDIERS FOR JUSTICE: THE ROLE OF THE TUSKEGEE AIRMEN IN THE DESEGREGATION OF THE AMERICAN ARMED FORCES* F. Michael Higginbotham" Often notedfor their heroicprowess as pilots in World War II, the Tuskegee Airmen served just as nobly fighting racial segregation within the Army. Considered exemplary in its integration today, the armedforces were a testing groundfor integrationin the middle of the twentieth century. Black officers and enlisted men, putting themselves in harm's way for a segregated United States, rebuked the notion of separate but equal, thereby slowly paving the way for integrationin the military, and eventually, the nation. In this Article, F. Michael Higgenbotham examines the history of segregation in the United States Armed Forces as well as the role and contribution of black soldiers, most notably the American Army Air Corpspersonnel, in the legal challenges andprotests that led the battle to desegregatethe armedforces.
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  • Tuskegee Airmen Facts and Figures
    Tuskegee Airmen Facts and Figures The first class of 13 cadets began training at Tuskegee, Alabama on July 19,1941. From that class, 5 cadets (to include then-Captain Benjamin O. Davis) completed training and were awarded their wings on March 7, 1942. 992 Black pilots graduated from Tuskegee, with the last class finishing on June 29,1946. The Tuskegee Airmen were grouped into 4 flying squadrons; the 99th, 100th, 301st & 302nd. These four squadrons were combined to form the 332nd Fighter Group. Additionally, some Tuskegee Airmen were trained in B-25 bombers and formed the 447th Bomber Group, however WWII ended before these pilots could be deployed. Combat Statistics Included: 409 German aircraft shot down or damaged on the ground 950 ground transportation units (trucks, railroad cars, etc) destroyed 1 German Navy destroyer sunk by aircraft machine gun fire alone Aircraft flown: P-39, P-40, P-47, P-51 15,553 combat sorties flown 1,578 total missions flown 200 bomber escort missions flown, with an unmatched record of never having lost a bomber under their protection to enemy aircraft attacks 66 Tuskegee pilots killed in combat 32 Tuskegee pilots shot down who became prisoners of war Combat awards included over 150 Distinguished Flying Crosses and Legions of Merit, along with The Red Star of Yugoslavia Primarily due to the outstanding wartime accomplishments of the Tuskegee Airmen, in July 1948, President Harry S. Truman signed Executive Order 9981 which officially integrated the U.S. Air Force. The U.S. Army became integrated in 1951, with other services soon following.
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