ATTACK on PEARL HARBOR Biographies, Discussion Questions, Suggested Activities and More PEARL HARBOR Setting the Stage
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
Three Views of the Attack on Pearl Harbor: Navy, Civilian, and Resident Perspectives
MARJORIE KELLY Three Views of the Attack on Pearl Harbor: Navy, Civilian, and Resident Perspectives POPULAR UNDERSTANDING of the attack on Pearl Harbor will undoubtedly be colored by the release of the $135 million epic Pearl Harbor, the fifth most expensive film in movie history. Described as "an adventure/romance in which everything blows up at the end," Disney's Touchstone Pictures recreated the December 7, 1941 Japa- nese attack on the U.S. Navy as its visual climax with an impressive array of special effects. During the film's production, Honolulu Star- Bulletin journalist Burl Burlingame was already at work enumerating the movie's technological inaccuracies and shortcomings.1 In a sec- ond article which focused on the film's portrayal of race, Burlingame noted that originally the producers, executives, and director of Pearl Harbor said they would spare no expense in accurately portraying the attack—even obtaining the approval of veterans groups. During the filming, however, producer Jerry Bruckheimer "waffled mightily on the subject of accuracy," recharacterizing his project as "gee-whiz-it's- just-entertainment."2 With the film's release on Memorial Day of 2001, a new generation's perception of the attack will likely forever be influenced by the images and impressions engendered by the film. Also influential, however, have been the two films used to orient the more than one million visitors a year to the USS Arizona Memo- rial, administered by the National Park Service (NPS) on the Pearl Marjorie Kelly is a cultural anthropologist whose research specialty is the representation of culture in museum and tourist settings. -
The Consideration of the Yalta Conference As an Executive Agreement
University of Nebraska at Omaha DigitalCommons@UNO Student Work 8-1-1973 The consideration of the Yalta Conference as an executive agreement John Brayman University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Recommended Citation Brayman, John, "The consideration of the Yalta Conference as an executive agreement" (1973). Student Work. 372. https://digitalcommons.unomaha.edu/studentwork/372 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. THE CONSIDERATION OF THE YALTA CONFERENCE AS AN EXECUTIVE AGREEMENT A Thesis Presented to the Department of History and the Faculty of the Graduate College University of Nebraska at Omaha In Partial Fulfillment of the Requirements for the Degree Master of Arts John Brayman August, 1973 UMI Number: EP73010 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI EP73010 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 THESIS ACCEPTANCE Accepted for fee facility of The Graduate College of fee University of Nebraska at Omaha, in partial fulfillment of the requirements for the degree Master of Arts, Graduate Committee: Name Departmin Chairman THE CONSITERATION GP :THS YALTA CONFERENCE AS AN EXECUTIVE AGREEMENT : The story of the Yalta Conference is a complex and a difficult one. -
Nazi War Crimes and Japanese Imperial Government Records Interagency Working Group
HISTORICAL MATERIALS IN THE DWIGHT D. EISENHOWER LIBRARY OF INTEREST TO THE NAZI WAR CRIMES AND JAPANESE IMPERIAL GOVERNMENT RECORDS INTERAGENCY WORKING GROUP The Dwight D. Eisenhower Library holds a large quantity of documentation relating to World War II and to the Cold War era. Information relating to war crimes committed by Nazi Germany and by the Japanese Government during World War II can be found widely scattered within the Library’s holdings. The Nazi War Crimes and Japanese Imperial Government Records Interagency Working Group is mandated to identify, locate and, as necessary, declassify records pertaining to war crimes committed by Nazi Germany and Japan. In order to assist the Interagency Working Group in carrying out this mission, the Library staff endeavored to identify historical documentation within its holdings relating to this topic. The staff conducted its search as broadly and as thoroughly as staff time, resources, and intellectual control allowed and prepared this guide to assist interested members of the public in conducting research on documents relating generally to Nazi and Japanese war crimes. The search covered post- war references to such crimes, the use of individuals who may have been involved in such crimes for intelligence or other purposes, and the handling of captured enemy assets. Therefore, while much of the documentation described herein was originated during the years when the United States was involved in World War II (1939 to 1945) one marginal document originated prior to this period can be found and numerous post-war items are also covered, especially materials concerning United States handling of captured German and Japanese assets and correspondence relating to clemency for Japanese soldiers convicted and imprisoned for war crimes. -
PEARL HARBOR WARNINGS 27 November and 3 December 1941
PEARL HARBOR WARNINGS 27 November and 3 December 1941 Message Sent by Navy Department, 27 November 1941: This dispatch is to be considered a war warning. Negotiations with Japan looking toward stabilization of the conditions in the Pacific have ceased and an aggressive move is expected with the next few days. The number and equipment of Japanese troops and the organization of the naval task forces indicates an amphibious expedition against either the Philippines, Thai, Kra Peninsula, or possibly Borneo. Execute an appropriate defensive deployment preparatory to carrying out the tasks assigned in War Plan 46 [The Navy’s war plan]. inform district and army authorities. A similar warning is being sent by the War Department. Department of Army dispatch, 27 November: Negotiations with Japan appear to have terminated to all practical purposes, with only the barest of possibilities that the Japanese Government might come back and offer to continue. Japanese future action unpredictable, but hostile action possible at any moment. If hostilities cannot, repeat, cannot be avoided, the United States desires that Japan commit the first overt act. This policy should not be construed as restricting you to a course of action that might jeopardize your defense. Prior to hostile Japanese action you are directed to undertake such reconnaissance and other measures as you deem necessary, but these measures should be carried out so as not, repeat, not to alarm civil population or disclose intent. Report measures taken. Should hostilities occur, you will carry out the tasks assigned to Rainbow Five [the Army’s war plan]so far as they pertain to Japan. -
First Hand Accounts of December 7, 1941 in Pearl Harbor
First Hand Accounts of December 7, 1941 in Pearl Harbor William Brown East Carolina University Faculty Mentor: Wade Dudley East Carolina University ABSTRACT This project involves researching and writing a narrative combining the first-hand accounts of sail- ors in the United States Navy at Pearl Harbor, Hawaii on December 7, 1941. The goal of the project is to gather the personal accounts provided in oral histories and to synthesize those into a narrative describing the emotions of that morning. This has been accomplished by examining the oral histories provided by five men who graduated from the United States Naval Academy in 1941 and survived the Japanese attack. A sixth account is provided by Lt. Alexander B. Coxe, Jr., who was the executive officer aboard the U.S.S Breese. Each individual perspective provides a different angle to the horror that surrounded Pearl Harbor on December 7, 1941. The research highlights the raw emotions as the Japanese planes flew above and the destruction and death surrounding these men. n the morning of December 7, by documenting their memory of the at- O 1941, the naval and aerial forces of tack. Each of these men graduated from the Japanese Empire secretly attacked the the United States Naval Academy in 1941 United States Navy at the naval base of with the newly bestowed rank of Ensign, Pearl Harbor, Hawaii. For over two hours, except for Lt. Coxe. These men would two waves consisting of over three hundred begin their naval careers with the defin- Japanese aircraft destroyed the Pacific Fleet ing moment of Pearl Harbor. -
The USS Arizona Memorial
National Park Service Teaching with Historic Places U.S. Department of the Interior Remembering Pearl Harbor: The USS Arizona Memorial Remembering Pearl Harbor: The USS Arizona Memorial (National Park Service Photo by Jayme Pastoric) Today the battle-scarred, submerged remains of the battleship USS Arizona rest on the silt of Pearl Harbor, just as they settled on December 7, 1941. The ship was one of many casualties from the deadly attack by the Japanese on a quiet Sunday that President Franklin Roosevelt called "a date which will live in infamy." The Arizona's burning bridge and listing mast and superstructure were photographed in the aftermath of the Japanese attack, and news of her sinking was emblazoned on the front page of newspapers across the land. The photograph symbolized the destruction of the United States Pacific Fleet at Pearl Harbor and the start of a war that was to take many thousands of American lives. Indelibly impressed into the national memory, the image could be recalled by most Americans when they heard the battle cry, "Remember Pearl Harbor." More than a million people visit the USS Arizona Memorial each year. They file quietly through the building and toss flower wreaths and leis into the water. They watch the iridescent slick of oil that still leaks, a drop at a time, from ruptured bunkers after more than 50 years at the bottom of the sea, and they read the names of the dead carved in marble on the Memorial's walls. National Park Service Teaching with Historic Places U.S. Department of the Interior Remembering Pearl Harbor: The USS Arizona Memorial Document Contents National Curriculum Standards About This Lesson Getting Started: Inquiry Question Setting the Stage: Historical Context Locating the Site: Map 1. -
Debating the Allied Occupation of Japan (Part Two) by Peter K
Debating the Allied Occupation of Japan (Part Two) By Peter K. Frost Emperor Hirohito's first visit to Yokohama to see living conditions in the country since the end of the war, February 1946. Source: The Asia-Pacific Journal: Japan Focus website at http://tinyurl.com/h8bczpw. n the fall 2016 issue of Education About Asia, I outlined three poli- cy decisions, which I consider a fascinating way to discuss the Allied Occupation of Japan (1945–1952). The three—the decision to keep Ithe Shōwa Emperor (Hirohito) on the throne, punish selected individuals for war crimes, and create a new constitution that (in Article 9) seemed to outlaw war as an instrument of national policy—were all urged upon the Japanese by SCAP, a term for both the Supreme Commander of the Allied Powers—General Douglas MacArthur until 1951—and the largely American bureaucracy. All were political reforms aimed at creating a more democratic Japan while allowing the Emperor to stay on the throne. This section discusses three more general policies aimed at reinforcing the first three by building a more equal and educated society. May Day (May 1, 1946) mass protest outside the Imperial Palace. Source: Tamiment Library and Wagner Helping Rural Japan Archives at http://tinyurl.com/j8ud948. By the end of the war, the Japanese were starving. Traditionally forced to import food from abroad, the destruction of its merchant marine, the repa- economy. “No weapon, even the atomic bomb,” he insisted, “is as deadly in triation of over three million soldiers and civilians from abroad, fertilizer its effect as economic warfare.” Although the United States was not happy shortages, and a spectacularly bad 1945 harvest all deprived the Japanese over aiding an enemy when so many of the Allied nations also needed help, of badly needed food. -
GENERAL PHOTOGRAPHS File Subject Index
GENERAL PHOTOGRAPHS File Subject Index A (General) Abeokuta: the Alake of Abram, Morris B.: see A (General) Abruzzi: Duke of Absher, Franklin Roosevelt: see A (General) Adams, C.E.: see A (General) Adams, Charles, Dr. D.F., C.E., Laura Franklin Delano, Gladys, Dorothy Adams, Fred: see A (General) Adams, Frederick B. and Mrs. (Eilen W. Delano) Adams, Frederick B., Jr. Adams, William Adult Education Program Advertisements, Sears: see A (General) Advertising: Exhibits re: bill (1944) against false advertising Advertising: Seagram Distilleries Corporation Agresta, Fred Jr.: see A (General) Agriculture Agriculture: Cotton Production: Mexican Cotton Pickers Agriculture: Department of (photos by) Agriculture: Department of: Weather Bureau Agriculture: Dutchess County Agriculture: Farm Training Program Agriculture: Guayule Cultivation Agriculture: Holmes Foundry Company- Farm Plan, 1933 Agriculture: Land Sale Agriculture: Pig Slaughter Agriculture: Soil Conservation Agriculture: Surplus Commodities (Consumers' Guide) Aircraft (2) Aircraft, 1907- 1914 (2) Aircraft: Presidential Aircraft: World War II: see World War II: Aircraft Airmail Akihito, Crown Prince of Japan: Visit to Hyde Park, NY Akin, David Akiyama, Kunia: see A (General) Alabama Alaska Alaska, Matanuska Valley Albemarle Island Albert, Medora: see A (General) Albright, Catherine Isabelle: see A (General) Albright, Edward (Minister to Finland) Albright, Ethel Marie: see A (General) Albright, Joe Emma: see A (General) Alcantara, Heitormelo: see A (General) Alderson, Wrae: see A (General) Aldine, Charles: see A (General) Aldrich, Richard and Mrs. Margaret Chanler Alexander (son of Charles and Belva Alexander): see A (General) Alexander, John H. Alexitch, Vladimir Joseph Alford, Bradford: see A (General) Allen, Mrs. Idella: see A (General) 2 Allen, Mrs. Mary E.: see A (General) Allen, R.C. -
FDR Document Project
FOLLOW-UP ASSIGNMENT: FDR AND THE WORLD CRISIS: 1933-1945 SUBMITTED BY PAUL S RYKKEN, BLACK RIVER FALLS, WISCONSIN 26 July 2007 OVERVIEW As part of our concluding discussions at the July seminar, we were asked to create a letter, article, journal entry, briefing, press release, song, or classroom project that reflected a theme or revelation that resulted from our Hyde Park experience. Having taught American history for 28 years I have been “living” with FDR for many years and attempting to interpret him for students in my classes. I found the NEH experience to be incredibly enriching and thought-provoking and certainly am walking away from it with a much deeper appreciation for both Franklin and Eleanor. Of the wide ranging topics that we discussed, I was particularly taken with what we learned about Roosevelt’s fascination with maps and his sense of geography. The presentation by Dr. Alan Henrickson concerning FDR’s “mental maps” was especially instructive in this regard. The lesson plan that follows relates directly to what we learned about FDR as a communicator and global strategist during World War 2. I have often used the Fireside Chats in class (especially his first one) but will certainly add this one to my repertoire next year. The lesson plan is not especially original, but nevertheless offers excellent openings for working on the following skills: • Authentic document analysis • Enhanced understanding of the geography of the war, particularly concerning the early Pacific theater • Analysis of the power of persuasion by the President • Deeper sense of empathy concerning ordinary Americans during World War 2 1 DOCUMENT PROJECT: FDR AND THE WORLD CRISIS LESSON SET-UP In this activity students will be experiencing FDR’s Fireside Chat of February 23, 1942 concerning the progress of the war. -
The German Military and Hitler
RESOURCES ON THE GERMAN MILITARY AND THE HOLOCAUST The German Military and Hitler Adolf Hitler addresses a rally of the Nazi paramilitary formation, the SA (Sturmabteilung), in 1933. By 1934, the SA had grown to nearly four million members, significantly outnumbering the 100,000 man professional army. US Holocaust Memorial Museum, courtesy of William O. McWorkman The military played an important role in Germany. It was closely identified with the essence of the nation and operated largely independent of civilian control or politics. With the 1919 Treaty of Versailles after World War I, the victorious powers attempted to undercut the basis for German militarism by imposing restrictions on the German armed forces, including limiting the army to 100,000 men, curtailing the navy, eliminating the air force, and abolishing the military training academies and the General Staff (the elite German military planning institution). On February 3, 1933, four days after being appointed chancellor, Adolf Hitler met with top military leaders to talk candidly about his plans to establish a dictatorship, rebuild the military, reclaim lost territories, and wage war. Although they shared many policy goals (including the cancellation of the Treaty of Versailles, the continued >> RESOURCES ON THE GERMAN MILITARY AND THE HOLOCAUST German Military Leadership and Hitler (continued) expansion of the German armed forces, and the destruction of the perceived communist threat both at home and abroad), many among the military leadership did not fully trust Hitler because of his radicalism and populism. In the following years, however, Hitler gradually established full authority over the military. For example, the 1934 purge of the Nazi Party paramilitary formation, the SA (Sturmabteilung), helped solidify the military’s position in the Third Reich and win the support of its leaders. -
Korean Exclusion from the San Francisco Peace Treaty and the Pacific Ap Ct Syrus Jin
Washington University in St. Louis Washington University Open Scholarship Senior Honors Papers / Undergraduate Theses Undergraduate Research Spring 5-2019 The aC sualties of U.S. Grand Strategy: Korean Exclusion from the San Francisco Peace Treaty and the Pacific aP ct Syrus Jin Follow this and additional works at: https://openscholarship.wustl.edu/undergrad_etd Part of the Asian History Commons, Diplomatic History Commons, Japanese Studies Commons, Korean Studies Commons, Political History Commons, and the United States History Commons Recommended Citation Jin, Syrus, "The asC ualties of U.S. Grand Strategy: Korean Exclusion from the San Francisco Peace Treaty and the Pacific aP ct" (2019). Senior Honors Papers / Undergraduate Theses. 14. https://openscholarship.wustl.edu/undergrad_etd/14 This Unrestricted is brought to you for free and open access by the Undergraduate Research at Washington University Open Scholarship. It has been accepted for inclusion in Senior Honors Papers / Undergraduate Theses by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. The Casualties of U.S. Grand Strategy: Korean Exclusion from the San Francisco Peace Treaty and the Pacific Pact By Syrus Jin A Thesis Submitted in Partial Fulfillment Of the Requirements for Honors in History In the College of Arts and Sciences Washington University in St. Louis Advisor: Elizabeth Borgwardt 1 April 2019 © Copyright by Syrus Jin, 2019. All Rights Reserved. Jin ii Dedicated to the members of my family: Dad, Mom, Nika, Sean, and Pebble. ii Jin iii Abstract From August 1945 to September 1951, the United States had a unique opportunity to define and frame how it would approach its foreign relations in the Asia-Pacific region.