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THE PHILIPPINES, 1942-1944 James Kelly Morningstar, Doctor of History
ABSTRACT Title of Dissertation: WAR AND RESISTANCE: THE PHILIPPINES, 1942-1944 James Kelly Morningstar, Doctor of History, 2018 Dissertation directed by: Professor Jon T. Sumida, History Department What happened in the Philippine Islands between the surrender of Allied forces in May 1942 and MacArthur’s return in October 1944? Existing historiography is fragmentary and incomplete. Memoirs suffer from limited points of view and personal biases. No academic study has examined the Filipino resistance with a critical and interdisciplinary approach. No comprehensive narrative has yet captured the fighting by 260,000 guerrillas in 277 units across the archipelago. This dissertation begins with the political, economic, social and cultural history of Philippine guerrilla warfare. The diverse Islands connected only through kinship networks. The Americans reluctantly held the Islands against rising Japanese imperial interests and Filipino desires for independence and social justice. World War II revealed the inadequacy of MacArthur’s plans to defend the Islands. The General tepidly prepared for guerrilla operations while Filipinos spontaneously rose in armed resistance. After his departure, the chaotic mix of guerrilla groups were left on their own to battle the Japanese and each other. While guerrilla leaders vied for local power, several obtained radios to contact MacArthur and his headquarters sent submarine-delivered agents with supplies and radios that tie these groups into a united framework. MacArthur’s promise to return kept the resistance alive and dependent on the United States. The repercussions for social revolution would be fatal but the Filipinos’ shared sacrifice revitalized national consciousness and created a sense of deserved nationhood. The guerrillas played a key role in enabling MacArthur’s return. -
Authors' Accepted Version: to Be Published in Antiquity Tormented
Authors’ Accepted Version: to be published in Antiquity Tormented Alderney: archaeological investigations of the Nazi labour and concentration camp of Sylt Sturdy Colls, C.¹, Kerti, J.¹ and Colls, K.¹ ¹ Centre of Archaeology, L214 Flaxman Building, Staffordshire University, College Road, Stoke-on- Trent, ST4 2DF. Corresponding author email: [email protected] Abstract Following the evacuation of Alderney, a network of labour and SS concentration camps were built on British soil to house foreign labourers. Despite government-led investigations in 1945, knowledge concerning the history and architecture of these camps remained limited. This article reports on the findings of forensic archaeological investigations which sought to accurately map Sylt labour and concentration camp the for the first time using non-invasive methods and 3D reconstructive techniques. It also demonstrates how these findings have provided the opportunity – alongside historical sources – to examine the relationships between architecture, the landscape and the experiences of those housed there. Introduction The Nazis constructed a network of over 44,000 (concentration, extermination, labour, Prisoner of War (PoW) and transit) camps across Europe, imprisoning and murdering individuals opposed to Nazi ideologies, and those considered racially inferior (Megargee & White 2018). Information about these sites varies in part due to Nazi endeavours to destroy the evidence of their crimes (Arad 1987: 26; Gilead et al. 2010: 14; Sturdy Colls 2015: 3). Public knowledge regarding the camps that were built on British soil in the Channel Islands is particularly limited, not least of all because they were partially demolished and remain “taboo” (Carr & Sturdy Colls 2016: 1). Sylt was one of several camps built on the island of Alderney (Figures 1 & 2). -
DP Musée De La Libération UK.Indd
PRESS KIT LE MUSÉE DE LA LIBÉRATION DE PARIS MUSÉE DU GÉNÉRAL LECLERC MUSÉE JEAN MOULIN OPENING 25 AUGUST 2019 OPENING 25 AUGUST 2019 LE MUSÉE DE LA LIBÉRATION DE PARIS MUSÉE DU GÉNÉRAL LECLERC MUSÉE JEAN MOULIN The musée de la Libération de Paris – musée-Général Leclerc – musée Jean Moulin will be ofcially opened on 25 August 2019, marking the 75th anniversary of the Liberation of Paris. Entirely restored and newly laid out, the museum in the 14th arrondissement comprises the 18th-century Ledoux pavilions on Place Denfert-Rochereau and the adjacent 19th-century building. The aim is let the general public share three historic aspects of the Second World War: the heroic gures of Philippe Leclerc de Hauteclocque and Jean Moulin, and the liberation of the French capital. 2 Place Denfert-Rochereau, musée de la Libération de Paris – musée-Général Leclerc – musée Jean Moulin © Pierre Antoine CONTENTS INTRODUCTION page 04 EDITORIALS page 05 THE MUSEUM OF TOMORROW: THE CHALLENGES page 06 THE MUSEUM OF TOMORROW: THE CHALLENGES A NEW HISTORICAL PRESENTATION page 07 AN EXHIBITION IN STEPS page 08 JEAN MOULIN (¡¢¢¢£¤) page 11 PHILIPPE DE HAUTECLOCQUE (¢§¢£¨) page 12 SCENOGRAPHY: THE CHOICES page 13 ENHANCED COLLECTIONS page 15 3 DONATIONS page 16 A MUSEUM FOR ALL page 17 A HERITAGE SETTING FOR A NEW MUSEUM page 19 THE INFORMATION CENTRE page 22 THE EXPERT ADVISORY COMMITTEE page 23 PARTNER BODIES page 24 SCHEDULE AND FINANCING OF THE WORKS page 26 SPONSORS page 27 PROJECT PERSONNEL page 28 THE CITY OF PARIS MUSEUM NETWORK page 29 PRESS VISUALS page 30 LE MUSÉE DE LA LIBÉRATION DE PARIS MUSÉE DU GÉNÉRAL LECLERC MUSÉE JEAN MOULIN INTRODUCTION New presentation, new venue: the museums devoted to general Leclerc, the Liberation of Paris and Resistance leader Jean Moulin are leaving the Gare Montparnasse for the Ledoux pavilions on Place Denfert-Rochereau. -
A HISTORICAL JOURNEY HISTORY NOTEBOOK Culture Science Education Services Name:
HISTORY NOTEBOOK FROM YEARS 9OLD A HISTORICAL JOURNEY First Name: .............................................. Name: ...................................................... PRIMARY Culture Science Education Services www.memorial-caen.com WELCOME TO THE CAEN MÉMORIAL This museum opened in 1988 will take you through the history of the 20th century. Your booklet will guide you through the various spaces in the Mémorial that are dedicated to the Second World War. Flags of countries that fought during Building in the shape of a limestone rock Fault symbolising PRIMARY the Battle of Normandy. broken in two, symbolising the damage the breach opened by suffered by the city of Caen. the Allies during D-Day. On each page of this booklet, you will find: The French Resistance 1 In the orange square: A photo of the room YEARS FRANCE IN THE DARK where you have to go. Look for this Name: photograph in the room and write down the name Using information ………………...........................……......................... of this Resistance fi ghter. from the text, give a name to this photo. 2 In the speech-bubbles: Questions. Stones Non-Violence Phrase by Paul Dorey, from Caen, and messages is a sculpture made by the Swedish speaking in the name of Normandy given by various Carl Fredrik Reuterswärd. One of the « Pain crushed me, fraternity put me In a rectangle: A text that countries when copies of this piece was installed on the back up, a river of freedom gushed 3 will help you answer the questions, the Mémorial forecourt of the UN headquarters in from my wound ». opened in 1988. New York. or that you can read after the visit of the museum. -
The London School of Economics and Political Science the New
The London School of Economics and Political Science The New Industrial Order: Vichy, Steel, and the Origins of the Monnet Plan, 1940-1946 Luc-André Brunet A thesis submitted to the Department of International History of the London School of Economics for the degree of Doctor of Philosophy, London, July 2014 1 Declaration I certify that the thesis I have presented for examination for the MPhil/PhD degree of the London School of Economics and Political Science is solely my own work other than where I have clearly indicated that it is the work of others (in which case the extent of any work carried out jointly by me and any other person is clearly identified in it). The copyright of this thesis rests with the author. Quotation from it is permitted, provided that full acknowledgement is made. This thesis may not be reproduced without my prior written consent. I warrant that this authorisation does not, to the best of my belief, infringe the rights of any third party. I declare that my thesis consists of 87,402 words. 2 Abstract Following the Fall of France in 1940, the nation’s industry was fundamentally reorganised under the Vichy regime. This thesis traces the history of the keystones of this New Industrial Order, the Organisation Committees, by focusing on the organisation of the French steel industry between the end of the Third Republic in 1940 and the establishment of the Fourth Republic in 1946. It challenges traditional views by showing that the Committees were created largely to facilitate economic collaboration with Nazi Germany. -
The Demarcation Line
No.7 “Remembrance and Citizenship” series THE DEMARCATION LINE MINISTRY OF DEFENCE General Secretariat for Administration DIRECTORATE OF MEMORY, HERITAGE AND ARCHIVES Musée de la Résistance Nationale - Champigny The demarcation line in Chalon. The line was marked out in a variety of ways, from sentry boxes… In compliance with the terms of the Franco-German Armistice Convention signed in Rethondes on 22 June 1940, Metropolitan France was divided up on 25 June to create two main zones on either side of an arbitrary abstract line that cut across départements, municipalities, fields and woods. The line was to undergo various modifications over time, dictated by the occupying power’s whims and requirements. Starting from the Spanish border near the municipality of Arnéguy in the département of Basses-Pyrénées (present-day Pyrénées-Atlantiques), the demarcation line continued via Mont-de-Marsan, Libourne, Confolens and Loches, making its way to the north of the département of Indre before turning east and crossing Vierzon, Saint-Amand- Montrond, Moulins, Charolles and Dole to end at the Swiss border near the municipality of Gex. The division created a German-occupied northern zone covering just over half the territory and a free zone to the south, commonly referred to as “zone nono” (for “non- occupied”), with Vichy as its “capital”. The Germans kept the entire Atlantic coast for themselves along with the main industrial regions. In addition, by enacting a whole series of measures designed to restrict movement of people, goods and postal traffic between the two zones, they provided themselves with a means of pressure they could exert at will. -
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. -
Western Europe 1939-1945: Invasion
WESTERN EUROPE 1939-1945: INVASION INVASION: TASK INSTRUCTIONS The key question: How worried was Britain about invasion 1940-41? Your task In this investigation your task is to study the sources in this box. Decide how worried you think the British government was at the time for each source. You can use a colour code to indicate the extent of the threat (the US government uses this scale today). Use the table to record your views. How worried was Britain about invasion 1940-41? This drawing suggests Britain was confident that Hitler would never be able to invade. But was this just a brave front? This image is a piece of propaganda produced by the British government in the summer of 1940. The basic message is that Hitler is "all talk" and that Britain will easily drive him back if he tries to invade. A caption would have been added later. The question for us in this investigation is whether the British government really was this confident. Look at the other documents here and decide for yourself. http://www.nationalarchives.gov.uk/education/ Page 1 WESTERN EUROPE 1939-1945: INVASION A drawing produced by the British Ministry of Information in the early stages of the war Catalogue ref: INF 3/1436 Source a http://www.nationalarchives.gov.uk/education/ Page 2 WESTERN EUROPE 1939-1945: INVASION Source b What is this source? An artist working for the British Ministry of Information during the war produced this drawing. It might have been used for pamphlets, magazines or posters. The Ministry of Information published thousands of pieces of propaganda during the war. -
Memorial Day 2015
Memorial Day 2015 Good morning and thank you for coming. It is an honor to see so many people here on a day like this. I would like to thank the students—the students who recited the Gettysburg address and Logan’s General orders so that we will never forget the sacrifice of the men and women who fought 151 years ago this year to keep us free in the civil war, and students who entertained us …. Today, I would like to thank all the veterans who have served us in all wars, and ask all those who have served, in war and in peace, to please raise their hands and be recognized. I want to pause today to recall one specific group of veterans, and one particular day in history, that day, 70 years ago on June 6 and a small beachhead in France at a place that few people at that time had ever heard of – a place called Normandy. This June marks the 70th anniversary of the greatest amphibious landing ever attempted, before or since, the landing at Normandy. Let me take you back to those days in World War 2. America had been in the war for only two and a half years—less than that really since it takes time to train men, deploy them and put them in to battle. It is hard to imagine today, but the war had not gone well at first for the Allies. Allied forces had been driven from Belgium, from Czechoslovakia, France had been overrun, Paris was run by Nazi soldiers, Italy was run by Mussolini-- a Nazi ally, 340,000 British soldiers had been forced to retreat from Europe back to Britain at Dunkirk. -
INFORMATION to USERS the Quality of This Reproduction Is
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMZ films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter &ce, while others nuy be from any type of computer printer. The quality of this reproduction is dependent upon the qualityof the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the origina!, b^inning at the upper left-hand comer and continuing from left to right in equal sections with small overiaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell ft Howdl Infbnnatioa Company 300 North Zeeb Road. Ann Aitor MI 4SI06-I346 USA 313/761-4700 «00/321-0600 THE PRICE OF DREAMS: A HISTORY OF ADVERTISING IN FRANCE. 1927-1968 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by Clark Eric H ultquist, B.A., M.A. -
World War II and Australia
Essay from “Australia’s Foreign Wars: Origins, Costs, Future?!” http://www.anu.edu.au/emeritus/members/pages/ian_buckley/ This Essay (illustrated) also available on The British Empire at: http://www.britishempire.co.uk/article/australiaswars9.htm 9. World War II and Australia A. September 3, 1939, War 1 (a) Poland Invaded, Britain Declares War, Australia Follows (b) Britain continues ‘Standing By’ – the Phoney War (c) German U-boat and Air Superiority B. Early Defeats 5 (a) Norway, then France, Fall (b) A British Settlement with Hitler? (c) Challenge to Churchill’s leadership fails C. Germany invades Russia 11 (a) Germany Invades Russia, June 22, 1941 (b) Churchill and Roosevelt Meet – the Atlantic Charter D. Japan Enters WWII 16 (a) Early lightning gains – with historical roots (b) Singapore Falls; facing invasion, Australia fights back (c) Midway Battle turns the Naval Tide (d) Young Australians repel forces aimed at Port Moresby (e) Its Security Assured, how then should Australia have fought the Pacific War? E. Back to ‘Germany First’& further delaying the Second Front 30 (a) The Strategy and Rationale (b) Post-Stalingrad Eastern Front: January 1943 – May 1945 (c) Britain’s Contribution to ‘Winning the War against Germany’ F. The Dominions and the RAF’s Air War on Germany (a) The Origins of the ‘Empire Air Training Scheme’ (EATS) 35 (b) EATS and the Defence of Australia - any Connection? (c) Air Operations – Europe (d) Ill-used Australian Aircrew (e) RAF Bomber Command and its Operations – (see Official UK, US Reports!) (f) A contrast: US Air Force’s Specific Target Bombing from mid-1944 G. -
The Geopolitics of Laïcité in a Multicultural Age: French Secularism, Educational Policy and the Spatial Management of Difference
The Geopolitics of Laïcité in a Multicultural Age: French Secularism, Educational Policy and the Spatial Management of Difference Christopher A. Lizotte A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2017 Reading Committee: Katharyne Mitchell, Chair Victoria Lawson Michael Brown Program Authorized to Offer Degree: Geography ©Copyright 2017 Christopher A. Lizotte University of Washington Abstract The Geopolitics of Laïcité in a Multicultural Age: French Secularism, Educational Policy and the Spatial Management of Difference Christopher A. Lizotte Chair of the Supervisory Committee: Professor Katharyne Mitchell Geography I examine a package of educational reforms enacted following the January 2015 attacks in and around Paris, most notably directed at the offices of the satirical publication Charlie Hebdo. These interventions, known collectively as the “Great Mobilization for the Republic’s Values”, represent the latest in a string of educational attempts meant to reinvigorate a sense of national pride among immigrant-descended youth – especially Muslim – in France’s unique form of state secularism, laïcité. While ostensibly meant to apply equally across the nationalized French school system, in practice La Grande Mobilisation has been largely enacted in schools located in urban spaces of racialized difference thought to be “at risk” of anti-republican behavior. Through my work, I show that practitioners exercise their own power by subverting and adapting geopolitical discourses running through educational laïcité – notably global security, women’s rights, and communalism – are nuanced by school-based practitioners, who interpret state directives in the light of their institutional knowledge and responsiveness to the social and economic profiles of their student populations.