but he also knew the right people -- which were the enlisted men. Knowing
the officers didn't help. You had to know the enlisted men, because they
were the men who handled the paperwork.
I worked for a year, until I became pregnant with my first child. The next
three children were all about three or four years apart. It was what I think
everybody wanted. We wanted to have a home of our own, a decent life,
educated kids, and a little bit more than our parents had .
Most of the women in our bracket were quite willing to settle back with our
men who have returned. Many of the women had boyfriends or husbands
coming back, and they were quite willing to settle into the kind of life that
they had envisioned prior to the war. I think there were a lot of them who
realized that there were things to do out there in this world besides staying
home and taking care of children. There were many of them who suddenly
thought and realized, "I have brains, and they can be used out there. I can go
out and do something more than I have done ." You found my generation
beginning to go out, doing more.
The war obviously affected me very strongly. I married a man who was from
half way across the country from where I had grown up. I moved to another
part of the country and lived there. Who knows, I might have been an old
maid school teacher, instead of a mother with five kids . It made a great
change in my life -- a major change.
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JOSEPHINE CARSON Story by Jodi Prochaska
Newport. Josephine Carson, a white haired, handsome woman, sitting in her
vintage 1930's home, filled with memorabilia from past travels. She puts me at
ease. Widowed and childless, her life is centered around her grand nieces and
nephews and her support for liberal causes. Her thoughts, factual and precise, are
results ofher many years ofwork as a librarian.
During the Depression, people just did whatever they could do. After I graduated
from Pembroke there were very few jobs available, especially in Newport, and so I
worked in Providence. I went to work for the John Hay library at Brown, and
eventually in all of their iibraries until I became head of the Biological Sciences
Library at Brown University. Out of our class of over a hundred who graduated,
only three of us had jobs by that September. Just three of us. Women were not paid
very much. Neither were men, but we were paid far, far less.
When the war broke out we weren't surprised at all. A lot of us had read Hitler's
Mein Kampf. We had a lot of refugees at Brown who told us what was going on,
so we weren't surprised.
When the war started Les and I had been married a very short time and we were
stunned. The next day -- on Monday -- President Roosevelt spoke to us. It was
during the lunch hour. Most of us who could get home went home. I know that
Leslie came home from his job, and we both listened to it at our kitchen table. It
was very serious and we all thought, "Well we're going to join the services and go
fight. "
To help with the war effort I joined a group that rolled bandages. Beautiful
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knitted a lot. My sister-in-law was single and so she went to USO's . Most of the
time at the USO's what the girls did was to provide food, donuts and coffee, and
would lend an ear so that the soldiers could talk, and then there were dances.
Gasoline, of course, was rationed. Leslie took the tires off, put the car up on a
stand, and we just didn't use it for thirteen months. We either walked -- we were
used to walking -- or we took buses. We just didn't think anything of walking and
besides it saved seven cents.
In those days as soon as a woman married, she lost her job. In the summer of 1941,
five of us in the library were about to get married, and we all expected to lose our
jobs. We felt pretty strong in number, so we asked Dr. Van Hussin whether we
would be allowed to come back. They debated all that summer, and we were
allowed to come back.
What were your co-workers like?
When we first worked there was not such thing, for instance, as a coffee break.
And there was no such thing as leaving at five o'clock if there was still work to do.
I stayed many a night until six o'clock or two o'clock on a Saturday because the
work had to be done. You didn't get paid for that. There was no such thing as
overtime. We were very used to long hours. I was used to working two nights a
week until ten o'clock and every other weekend. And if I didn't work the full
weekend, I would work Saturday one week and Sunday another week. So there
was no such thing as a five day week.
In college we were taught that we should be able to handle both a career and a
family. We knew it would be difficult, but we thought we had the brains to work it
out, the brains and the energy and the expertise. So I think this was rather a blow
after the war ended. I think that women after the war did not want to go home.
They wanted a career. They worked during the war outside their homes and then in
many cases they were fired and they had to go back to the home because the boys
were coming back. They wanted the jobs for the men. I think we were trying to
work for economic fairness and social acceptance of women in the work force.
And, of course, the women said, "We were okay during the war effort. We're not
now?"
Where were you when the war ended?
I was in class and of all places in a class studying German. During the war, I
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and he said, "I am of German descent." But he was American in his feelings and he
said, "I am very proud to tell you that the war has ended." And he cried. We all
cried.
My brother returned safely. I am so grateful that he had the intelligence and the
willpower to overcome what he had been through. For the first three months we
really worried about him. His training had been intense. I went into his room one
morning to pick up his clothes because my mother was going to wash. I opened the
door and said, "Mike, " and he leaped out of bed and was in the corner, ready to
spring on me. He said, "Don't you every do that again! I could have killed you."
How would you describe what the cause o/the war was?
Well, I think that we kept the world from being conquered by the Nazis. I happen
to consider the Nazis to be the most evil people who existed in this twentieth
century. I'm fearful of anybody who thinks that he belongs to an elite race and if
you don't belong to it then you can be eliminated. Friends I met at the University
had been in concentration camps. What were their faults? Some of them were
Jewish. Some of them were anti-Nazis. Some of them were very well educated
people, but they didn't fit the mold .
Another thing the war taught me was to hang in there because those war years were
difficult -- so difficult -- and you went day by day. But while you were doing that
you didn't shirk your responsibilities. You functioned. We had to take our bad days
as well as our good days.
Perspective Taking: War lournalist
You just returned from the Irontlines olsome of the earliest battles in WWII.
You witnessed the Cerman Invasion of France, the Miracle at Dunkirk, and the Battle
uf Britain. Yuu al'e now one of the most experienced and respected war journalists
in the world. Choose one of the three events you just witnessed and write about
Wh<ll you S; l\V . lIo\\'c\'('r, you will sel"VC as hoth a German War jOLJl"I1alist <mel ;1 W;lr
journalist from the other side of the battle. (For example if you are covering the
Battle of Britain, you would write an article from the German perspective and then
an article from the British perspective). Make sure you include who won, how they
were successful, and what you personally witnessed. Have fun and be creative, but
you must include historical facts that you learned from the lesson. This will be due
at the beginning uf next cldss.
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Munich Pact
Agreement concluded at Munich, September 29, 1938, between Germany, Great Britain, France and Italy GERMANY, the United Krngdom, France an.d Italy, taking into
. consideration the ag reement, which has been already reached in 'principle '
for the cession to Germany of the Sudeten German territory, have agreed
on the following termS and conditions governing the said cession and the ·
measures consequent thereon, and by this agreement they each hold
themselves responsibJefor the steps necessary tnsecure .its fulfilment
(1) The evacuation will begin on .1st October. ' .
(2) The United Kingdom, France and Italy agree that the evacuation of
the territory shall be completed by the 10th October, without any existing
Instaliations hav ing been destroyed , and that the Czechoslovak
Government will be held responsible for carrying out the evacuation without
damage to the said installations .
. (3) The conditions governing the evacuation will be laid down ill deta il
by an international commission composed of representatives of Germany ,
the United Kingdom, France , Italy and Czechoslovakia .
(4) The occupation by stages of the predominantly German territory by
German troops will begin on 1st October. The four territories marked on the
attac hed map will be occupied by German troops in the followlllg 0 : u8i.
The territory marked No. I on the 1st and 2nd of October; the territory
marked No. lion the 2nd and 3rd of October; the territory marked No. Ilion
the 3rd , 4th and 5th of October; the territory marked No . IV on the 6th and
7th of October. The remaining territory of preponderantly German character
will be ascertained by the aforesaid international commission forthwith and
be' occupied by German troops by the 1Oth of October.
(5) The international commission referred to in paragraph 3 will
determine the territories in which a plebiscite is to be held. These territories
will be occupied by international bodies until the plebiscite has been
completed . The same commission will fix the conditions in which the
plebiscite is to be held , taking as a basis the conditions of the Saar
plebiscite . The commission will also fix a date, not later than the end of November, on which the plebiscite will be held. (6) The final determination of the frontiers will be carried out by the
international commission. The commission will also be entitled to
recommend to the four Powers, Germany, the United Kingdom, France and
Italy, in certain exceptional cases, minor modifications in the strictly '
ethnographical determination of the zones which are to be transferred
without plebiscite.
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(7) There will be a right of option into and out of the transferred
,territories, the option to be exercised within six r:nonths from the date of this
agreement. A German-Czechoslovak commission shall determln'e the
details of
the option, consider ,ways .of. facilitating,the
~ran~fer of
pqpulation
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(8) The Czechoslovak Government will within a period of four weeks
from the date of this agreement release from their military and police forces
any Sudeten Germans who may wish to be released, and the
Czechoslovak Government will within the same period release Sudeten
German prisoners who are serving terms of imprisonment for political
offences.
Munich, September 29, 1938, ADOLF HITLER, NEVILLE CHAMBERLAIN , EDOUARD DALADIER, BENITO MUSSOLINI. )' ~' :; kld :I \ .
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\IllCl'iCI ":1:; SlId(iL'llh ,IIHI (k.. lih\.'I':IlL'h ;l tt :lC h'd h\ n:l\'ZlI ,111d :l il· j()rceS o"llll'
Linpire oj Jap<lIl.
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The Unill'U Stdtes wa s at pe~:lCL' " ilb til ;1 1 J1<.ltion and, (It thL' soliL' iLlli UIl
\ \: h stil l ill (()ll \ \.'I' :;; ili ()ll \\ ill l lll \.' :..'( )\\.'lllIllL'lll ;lIld il :; ~'lll IJ\.'I() II () {' !11 1:..' l()\\;l l'll l l,\.,
m:lintcnzlI1cc orpeace in the Pacilic ,
Indeed, one hour aner J;1p:me se ;Iir sqll:ldrons 11:1(.1 cnll1J11eJ1ceJ h l l1lbing ill () :lilll,
th e J:1p;l ncsc :1mb:1ss;l cior tn the llnited St:1tc s :1 nd his coll e:1g 11c s ckli\'ered to the
Secretary of Stare :1 formal re ply to <:1 recent American message , \\hile thi s Icpl:
stated that it seemed useless to continue the existing diplomatic negotiations, it
contained no thre:1t or hint of\\,:1r or ;lrmed attZlck,
It will be record ed that the distance of 11 <1\\',lii tl'om .Japan make s it obviou s tiwi Ihe
attack was deliberately planned many days or even weeks ago, During the
il1lcT\cning time , the .J;lp;lI1CSe go\crJ1mcnl il;lS (klibcl,llch s Ull ~ hl to (k('c i\ \.' 11':,'
l !nited States by blse statcment:; :lnd l'\pl'cssions or Ilope II)! c()lllinll\.'d I)C;I\.'~'
1111...' :llt<lch: :\.'SlL' rd:1Y on Ihe 11<l \\: l i i:lll 1:;i:llHb h:l :; CIlh\.' (1 :;\.' \\.' I\.' (LIlll; I~ \.' In
,\mcrican \1;1\,;11 ,md miliull'y rl)J'c e~ , \ 'L'J'y 111<111: :\I1l \.' ri(;t1l li\ L' : -' kl\C l)\.' \.'!l I~' ~l il l
addition , American ships h8\e becl1 rep0rleu torpedoed on th(' hiSil ::;e;ls bct\\l'~ ll
':111 fr:\J1 (' j:'(, (l ~ llHII [nJl( ' llllt l
I,I!':II I il:I" i ll ' '1l 'I·()!\.', 1III l kli:II',,'i l " ,! III '
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i';I ,'i lll :ll'l '.l . I Ill' I:ll'!'. ()I \"" I~'ll :: l\ ', I"',: ' , i" i i i: ,'III ,,~' I ,,", I i k
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"', \ :() 1l1 ~ llh': 1 1 1() \ \ 1()ll ~) i l 111:1 ) "Ii, ,-' lh III ()h'll'()l11l' Illi " prL'I11l'dil :lk'd ill\ :lSion , Ihe
.'\l1h: ric :ln p,-'op"-' il1 lh'-' ir ri g hkoll s might \\ill \\in thl'Ough to ,lbsolute victory ,
I hc li l' ve I intelp'l't Ilk' \\ill o l t h e ( OllgI\:S:-; :1 III I oj tile l)enpiL: \\hen I assert that \\ ,-'
\\ !l 1 11\)11 ): ,1\ ,i,.' I'l 'Ih i 1)111,,\..'1\\..'< tl ) I lk l llk'!'IIII)"l, hlll \\ ill 11LI""'
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I'orm ul ' tll' ;I(I 'k T\ :-;klll Ik'h'I' end:IJlg,-'r LIS dg:lin,
1!u ::; tiliti( ::, (:.;i:-,l. lilel'-' i::; 110 blillkillg Cltllk' Ltel th:ll UUJ' pe o ple, our lerritor) elml
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\\ilh c <...lIlJi J ( Il ( ( ill Ullr Jl"I1k'J l'urc,-':) - \\ illl till.' llIlbullnJing cklCrlllil1dLiul1
l~,-' ():~ k - ',',' \, i i l ~':l;:' t !ll' i lh'\ ;~ :I l ~ ! \., l l'illl11l, !l - :' () 11 \. 'lp li e; G()d,
ur our
I J:)~ 111:11 th e Cungr,-':-;:-; decLllc tl1:11 :; illCC tile unj)lll\ okec! and d~1stardly attack by
Japan on Sunday, Dec. 7, a state of \var has existed between the United States and
till' ,I:\IXlll (:-; ( l' IlII,ir,-',
Operation Barbarossa Statistics - Soviet Soldiers Dead = 3.1 million
- During the first chaotic phase of the war, it seems that the
Soviets lost 10 soldiers killed for every German killed. Thus, in
each early battle, we can estimate German losses to be 1110
Soviet.
Leningrad
Dead = 1.6 million - 2.0 million
Soviet Civilians = 642,000 died in blockade
Soviet Soldier Casualties = 3.4 million
German Casualties = 500,000
Stalingrad
Soviet Soldiers Dead = 1.1 million
Axis soldiers Dead = 800,000
Total Casualties = > 2 million
Moscow
USSR Casualties = 700,000
German Casualties = 200,000
Hirohito Hirohito was the 124th emperor of Japan. He reigned during a period of
internal unrest, foreign expansion, international war, and national defeat. As
the occupant of Japan's throne for sixty-three years, he was the longest living
ruler in modem history.
Childhood and Education
Hirohito was born on April 29, 1901. He was the first son of Crown Prince
Yoshihito, who later became t?e Taisho emperor, and the grand~on of
Mutsuhito, the Meiji emperor. Following long-established custom, Hiro.hito ..
was separated from his par~nts shortly after birth. He was. care.d for by a vice
admiral in the imperial (of the empire) navy until November 1904, when he
returned to the Akasaka Palace, his parents' official residence. Even after his
return to the palace, he was only allowed to see his mother once a week an~
hardly ever spent time with his father.
From early on, Hirohito was trained to act with the dignity, .re~erve, and ..
sense of responsibility his future role would require and he grew into a shy
and serious young boy. In April 1908 he was enrolled at the Gakushuin
(Peers School) in a special class of twelve boys. The head of the school was
General Maresuke Nogi, a celebrated soldier of the Russo-Japanese War
(1904-05; a conflict with Russia over Manchuria and Korea). He took a
personal interest in the education of the young prince and attempted to
introduce him to respect the virtues of hard work, the importance of devotion
to the nation, and the practice of stoicism (the ability to ignore pleasure or
pain).
Prince
In 1912 Mutsishito died and paved the way for Hirohito's father Yoshihito to
take the throne. Hirohito then began an intense study of natural history.
Under the guidance of his natural history tutor, he developed an interest in
marine biology, a field in which he became an acknowledged expert.
On February 4, 1918, Hirohito became engaged to Princess Nagako,
daughter of Prince Kuniyoshi Kuninomiya. The imperial wedding finally
took place on January 26, 1924. The imperial couple later had five
daughters, the first born in December 1926, and two sons, the first born in
December 1933.
Emperor
,
.
.
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. Hirohito took the throne on December 25, 1926. He took as his reign name
Showa ("Enlightened Peace"), and he was formally known as Showa Tenno.
However, the choice of reign name would not hold true. Shortly after
Hirohito became emperor, Japan's relations with the outside world began to
fall apart. In 1~27 Japanese army officers, without the agreement of Emperor
Hirohito, sparked conflict with Manchuria arid later occupi"ed parts of that
co~ntiy. Hi·rohitosoon found his ~ilitary deeply involved on the Asian
mainland.
The Manchurian incident ushered in a period of serious unrest within Japan.
Young military officers plotted a series of unsuccessful takeovers as well as
a number of successful assassinations (secretly planned murders). They
hoped to overthrow parts of the government in order to establish a military
regime that could govern in the name of "direct imperial rule." In other
words, Hirohito would still be called emperor and would be the head of the
government, but the military would actually be in control. Hirohito,
however, saw himself as part of the state rather than a sole ruler and believed
that the leaders of government should be men of moderation and
nonmilitaristic in outlook.
"They do not depend upon
mere legends and myths.
They are not predicated on
the false conception that the Emperor is divine and that
the Japanese people are
.. superior to other races." .. . : .... . . "I discovered freedom for the .first time in England."
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Neville Chamberlain
Neville Chamberlain, the son of Joseph Chamberlain, and the brother of Austin Chamberlain, was born in 1869. After being educated at Rugby School he spent seven years managing his father's plantation in the Bahamas. Chamberlain arrived back in England in 1897 where he went into the copper-brass business. He was active in local politics and in 1915 was elected Lord Mayor of Birmingham. In the 1918 General Election Chamberlain was elected as the Conservative
MP for Ladywood. He refused office under David Lloyd George but
accepted the posts Postmaster-General (1923-24) and Minister of ~ealth
(1924-29) under Stanley Baldwin.
- Chamberlain also served as Chancellor of the Exchequer in the-National ..
Government headed by Ramsay MacDonald (1931-37). He was an efficient
administrator abolishing the Poor Law and reorganizing unemployment
assistance.
When Chamberlain replaced Stanley Baldwin as prime minister he
continued the policy of nonintervention. Chamberlain believed that Germany
had been badly treated by the Allies after it was defeated in the First World
War. He therefore thought that the German govef!1ment had genuine
grievances and that these needed to be addressed. He also thought that by
agreeing to some of the demands being made by Adol f Hitler of Germany
and Benito Mussolini of Italy, he could avoid a European war. Also, in a
futile attempt to sway Fascist Italy away from German influence, he agreed
(April 16, 1938) to recognize Italian supremacy in Ethiopia and kept Great
Britain out of the Spanish Civil War (1936-39), in which Italy was deeply
involved. A few days later (April 25) he also undertook to abandon British
naval bases in Ireland, a move opposed by some as weakening Britain's
defense capability.
"We should seek by all means in our
power to avoid war, by analyzing
possible causes, by trying to remove'
them, by discussion in a spirit of
collaboration and good will. I canl10t
believe that such a program would be
rejected by the people of this country,
. even if it does mean the establishment of .
personal c.ontact with the dictators." ..
"In war, whichever side may call itself
the victor, there are no winners, but all
are losers."
"We would fight not for the political
future of a distant city, rather for
principles whose destruction would ruin
the possibility of peace and security for
the peoples of the earth."
Joseph Stalin
Joseph Stalin (a code name meaning "Man of Steel") was born losif (Joseph)
Vissarionovich Dzhugashvili in 1879 in Gori, Georgia, the Transcaucasian
part of the Russian Empire. His father was a cobbler named Vissarion
Dzhugashvili, a drunkard who beat him badly an.d frequently and left the
family when Joseph was young. His mother, Ekaterina Gheladze, supported
herself and her son (her other three children died young and Joseph was
.. effectively an only child). She rrumaged, despite great hardship, to send
Joseph to school and then on to Tiflis Orthodox Theological Seminary in
Tbilisi, hoping he would become a priest. However, after three years of .
studies he wasexpe11ed in 1899, for not attending an exam and for
.
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propagating communist ideas and the books of Kaf1 MarX . .
Joining a Georgian Social Democratic organization in J 898, Stalin b~call)e
active in the Communist underground as the organizer of a powerful gang involved in a series of armed robberies. After robbing several banks in southern Russia, Stalin delivered the stolen money to V.1. Lenin to finance the Communist Party. Stalin's gang was also involved in the murders of its pol itical
OppOIl~I1lS ;
Stalin himsd r was
an'~sted
seven times, J'(!peakdl) imprisoned, and twice exi led to Siberia between 1902 and 1913. During those years he changed his name twice and became more closely identi fied with revolutionary Marxism. In 1912 he was co-opted on to the illegal Communist Central Committee. At that time he wrote propaganda articles, and later edited the new Communist paper, "Pravda" (Truth). As Lenin's apprentice he joined the Communist majority (Bolsheviks). Lenin appointed Stalin the People's Commissar for Nationalities in the first
Soviet government and a member of the Communist Politburo, thus giving
him unlimited power. With his appointment as General Secretary to the
Party Central Committee in 1922, a post he held until his death, he began to
consolidate the power that would ensure his control of the country after
Lenin's death in 1924. Stalin was known for his piercing eyes and terrifying
glare, which he used to cow his opponents into submission during private
discussions. In 1927 he requested medical help for his insomnia, anger and
severe anxiety disorder. His doctors diagnosed him as having "typical
clinical paranoia". The next day the chief psychiatrist,
Dr. Bekhterev, and
his assistants died of poisoning. In addition, before the doctors' diagnosis
about Stalin's mental condition could become known, he ordered the
executions of "intellectuals", resulting in the murders of hundreds of
thousands of doctors, professors, writers, and others.
Stalin's.policy of amassing complete dictatorial power under the guise of
building "socialism in the country" resulted in the brutal extermination of all
real and perceived anti-Communist opposition. His purges of the Soviet
military brought about the execution' of tens of thousands'of army officers,
many of them experienced combat veterans of the Revolution, the Civil War,
the Polish campaigns and other military operations.
Stalin's economic policies of strict centralized planning (i.e., the "five-year
plans") resulted in the near ruination of the Soviet economy and mass
famines in many areas of the USSR. notably the Ukraine . The resistance his
policies--such as nationalization of private lands and collective farming--by
"kulaks", or independent farmers, brought about brutal retaliation, in which
hundreds of thousands of kulaks were either forced off their land or executed
outright. Altogether it's estimated that Stalin's economic and political
policies resulted in the deaths of up to 10 million peasants from 1926-1934.
Between 1934 and 1939 he inaugurated a massive purge (known as "The
Great Terror") of the party, government, armed forces and intelligentsia, in
which mi lIions of so-called "enemies of the people" were imprisoned, exiled
or executed.
"Death is the solution to all problems.
No man.- no problem."
· '
. "I trust nO .one, not even myself~" ..
"It.is enough t4at. the people kn9W
there was an election ..The people who
cast the votes decide nothing. The .
people who count the votes decide
everything. "
"The death of one man is a tragedy. The death of millions is a statistic." Adolf Hitler's early years
Adol f Hitler was born in 1889 in a small Austrian village close to the
German border, the son of a border customs clerk and a housemaid. As a
teenager, he began to develop an artistic talent. At age 16 he quit high­
school. At age 17 he applied for the Vienna academy of fine arts, but was rejected. When he was 14 his father died, and when he was 18 his loving . mother had cancer. She was treated by a Jewish Doctor, but despite costly and painful treatment she died. He was then 18, and alone in the world.
He returned to Vienna, and quickly became penniless. He wandered in
Vienna, slept in bars and in shelters for the homeless. In his poor six years in
Vienna, Adolf Hitler developed his extreme hate of Jews, was exposed to the
,idea of anti-Jew~sh legislation, discovered his remarka,ble talent of speech ·
that used grand romantic metaphors from Gennan culture and from his
imaginative artistic soul, and developed his view of how a totalitarian state
should be managed: .
A soldier in World War 1
When the fragile European balance of power !;!xploded a year later·into
World War], Hitler's German p'atriotism was ignited, and he decided to join
the military. Because of his previous incident with the Austrian military, he
returned to Gennany, the ally sister country, and volunteered to the German
anny.
rt's important to note that during his years in the military, Hitler received
pol itical indoctrination that completed his political education, and made him
a strong supporter of the "eastern" militarist orientation. His cruel war
experience, he later said, also developed in him an uncompromising iron
will.
Hitler, finally recovered from an injury, that left him blind for a short period,
and still officially a soldier, joined a para-military militia of war veterans
who clashed with the communists in the streets of Gennan cities. He was
then given the task of closely monitoring a tiny right-wing political group
called "Gennan Worker's Party".
Hitler enters politics
In April of 1920, at age 31, still with no profession, he resigned from the
military to enter career politics as the new leader of this tiny political group
that he initially spied on. It had a militarist "eastern" oriented, anti-semitic,
nationalist foreign policy, with a domestic policy of state-controlled
"Socialism". It was basically the policy of the previous totalitarian militarist
regime,with a big dose of added anti-semitism, and like the communists, it
addressed the wide public ofwo'rkers and ex-soldiers.
.
In 1923 the Gennan economy collapsed into wild hyper-inflation. The peace
treaty compensation was blamed for it, but the real reason was that
Gennany's long time costly militarism that was previously paid for by the
fruits of victories, had no victory now to pay its huge national debt, and the
government ignored good economical advice that came from top foreign
experts. The inflation was such that a visiting US Congressman exchanged
. $7 for 4,000,000,000 DM, the German currency. Most Germans lost
everything they had. They blamed the peace treaty compensations and
"Jewish traders".
The political crisis'that followed resulted in an emergency wide coalition,
but also in new violent Communist riots. Eager for power, Hitler thought it
the right time for a revolution of his own. His supporters captured the
members of the local government of the state of Bavaria, and he appointed
himsel f the new political master of Bavaria. He marched 3000 of his
supporters in the city, but then the police fired at them, and the "revolution"
failed.
Hitler received a sentence of 5 years in prison, but thanks to the dominance
of the "eastern" politicians, which included himself, his imprisonment was
like a VIP hotel stay. Instead of a prison cell and prisoner's unifonn, he was
busy receiving guest politicians and fans six hours a day, wearing traditional
Bavarian clothes, and in his 35th birthday, the flowers candies and presents
he recei ved fi lied several rooms.
I. Hitler fonned his final ideological and practical political
agenda in prison. He detailed it in his book Mein Kampf
(my struggle).
The main points of Hitler's mad "ideology" were that:
International relations are an endless and merciless
inter-racial struggle for domination.
o His "racial" division of mankind is a hierarchy,
with the "Aryan race" (the Germans) as the master
race at the top, followed by the "Nordic" peoples
of northern Europe, followed by other nations and
races, with the Slav peoples of Eastern Europe at
.the bottom, and the Jews totally outside the hierarchy as a demonic arch-enemy of the Germans. o As the master race, the Germans are entitled to,
and must, expand their territory by merciless force,
and enslave "Lower races".
o Particularly, the.Germans should occupy the vast
lands of Eastern Europe, enslave its peoples,
exploit its endless natural and agricultural
resources, and fill it with Germans.
o To be as strong as possible, the Germans must
strictly keep their "Racial purity", and be led by a
. F.uhrer (leader) of total authority - AdQlf Hitler.
o The Jews, the "Arch enemy", should be eliminated.
o Hitler also believed that Communism, and
particularly the Soviet Union, are in Jewish
control. This doubled his motivation to attack
Russia.
o Finally, with Eastern Europe's resources in their .
hands and with the Jews out of the way, The 3rd
Reich (Hitler referred to Nazi Germany as the 3rd
Gennan Empire in history) will be able to defeat
all other nations and dominate the entire world
"For at least a thousand years".
o
"Al1Y alliance whose purpose is not the
intention to wage war is senseless and
useless."
"Germany will either be a world power
or will not be at all."
"What good fortune for governments that
the people do not think."
"If the international Jewish financiers ...
should again succeed in plunging the
nations into a world war the result will
be ... the annihilation of the Jewish race
throughout Europe."
~
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Benito Mussolini Benito Mussolini was head of the Italian government from 1922 to 1943. He
was the founder of fascism, and as a dictator he held absolute power and
severely mistreated his citizens and his country. He led Italy into three
straight wars, the last of which led to his overthrow by his own people.
Early life and career
Benito Mussolini was born at Dovia di Predappio, Italy, on July 29, 1883.
The Mussolinis were a poor family who lived in a crowded two.;.bedroom
apartment. His father was a blacksmith and a follower of socialism (a system
providing for the sharing of land and goods equally among all people); his
.
mother taughtelementary schooLBenito, although intelligent, was violent
.
.
.
. '
and had a large ego. He was a poor student at school and learned very little.
As a student at a boarding school in Faenza, Italy, Mussolini stabbed another
student,
and as a result he was.
expelled. After
receiving.
his diploma in 1901
.
'
he bri"efly taught secondary school. He went to Switzerland in 1902 to avoid
military service, where he associated with other socialists. Mussolini
returned to Italy in 1904, spent time in the military, and engaged in politics
full time thereafter.
Mussolini had become a member of the Socialist Pal1y in 1900 and had
begun to attract wide admiration. In speeches and articles he was extreme
and violent, urging revolution at any cost, but he was also well spoken. He
called for revolution at a time when revolutionary feelings were sweeping
the country.
From Socialist to Fascist
Mussolini deserted the Socialist Party in 1914 to cross over to the enemy
camp, the Italian middle class. He knew that World War I (1914-18) would
bury the old Europe, and he began to prepare for "the unknown." In late
1914 he founded an independent newspaper, Popolo d'Italia, and backed it
up with his own movement, the Autonomous Fascists. He drew close to the
new forces in Italian politics, the extreme middle-class youth, and he made
himself their spokesman. The Italian working class now called Mussolini
"Judas" and "traitor."
In March 1919 Mussolini founded another movement, Fighting Fascists,
won the favor of the Italian youth, and waited for events to favor him. The
elections in 1921 sent him to Parliament at the head of thirty-five Fascist
deputies; the third assembly of his movement gave birth to a national party,
the National Fascist Party, with more than 250
tho~sand
followers and ·
Mussolini as its uncontested leader. In October 1922 Mussolini successfully
marched into Rome, Italy. Thereafter, Mussolini attacked the workers and
spilled their blood over Italy. It was the complete opposite of his early views
of socialism..
Fascist state
Once in power, Mussolini took steps to remain there. He set general
elections, but they were fixed to always provide him with an absolute
majority in Parliament. He suspended civil liberties, destroyed all
opposition, and imposed open dictatorship
(absol~te
rule_.
As the 1930s began, Mussolini was seated safely in power and enjoyed wide
support. The strongest groups who had put Mussolini into power now
profited from it. However, the living standard of the working majority fell;
the average Italian worker's income amounted to one-half of that of a worker
in France, one-third of that of a worker in England, and one-fourth of that of
a worker in America. As national leader, Mussolini offered no solutions for
Italy's problems. He surrounded himself with ambitious and greedy people
and let them bleed Italy dry while his secret agents gathered information on
opponents.
"It's good to trust others but, not to do so
is much better"
"Democracy is beautiful in theory; in
practice it is a fallacy"
"Socialism is a fraud, a comedy, a
phantom, a blackmail."
"War alone brings up to tl1eir highest
tension all human energies and imposes
the stamp of nobility upon the peoples
who have the courage to make it."
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Resume·. M aJor
. Leaders
You are to take the perspective of and create a resu me over one ofthe five
major leaders we just learned about in class (Hitler, Mussolini, Chamberlain, Stalin,
Hirohito). Make sure to make a professional looking resume. An employer does not
want to hire anybody who has a resume that does not look professional. Some
things you should include in your resume are your: Name, Age, Ideology you
practice, What country you are the leader of, Background information you think is
important, Any previous employment, Previous Education, Qualities you have that
you believe are important, and References (people the employer can contact to see if
they should hire you). Avoid present-mindedness and make sure you stay in
character throughout the resume. This will be due at the beginning of next class.
j 1()I()c ~ lst Crc<ltive Project
I I ,,), I! i ,,> t ( ) I
((J l l lP l('l ill~',
Y(J11 \\'ill II('
lilldl
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(lilt.: (dyOIII'
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;1 1l( I ( 11\'('!'>.) l lljll lS/l'\'l'llh Irmll till' I IIJII)(;lu st IILl t Wl' (()Vl'I ' ill ( I;!\>.) SIJIll('
l'\:;} III pie ,>.) 01 prOjects YOLI cOllld cOlllplete bllt ;lIT IlOllilllill'd to illCllIcil' : J\ Sllol,t
Story, 1\ PuSll'r, i\ ML'lllO ry f)() ()k / SCI'd pl)(Juk. Ui (1 JY Fillries, J\ Mu seu lll Displa y, J\
Website / Socidl Net\\/or king Si l l', 01- ,111 Ille ntil y Uook with
d
JUlIl'Il<11. Yo u ({I ll ,ti so
clioose to CO llie lip willi y our OWll idc d 101';1 project, just check wilh 11lL' ,Inti f will
either okay it or help yo u ch;lI1gc it su thelt it will work, You should (lIsa re(1d through
(Inti look at the rubric regularl y to sec what I will be looking for as I grade your
projects, If you Welnt to meet with me to discuss your ideas, just let me know and I
will be glad to meet with you, This will be due the class period after we take oLlr test
This llle(1nS you will h(lve Cit lea st five days to think about and complete your project,
so you should h(1ve
lIO
probl ems meeting my expec t(1tion s or turning it in on time, (
canllot wait to see whdt you guys crC Jte, I know they will all be fJnt ,l stic l ! ©
Possible
.i'l\ ! t i \'i ( \' =
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J! C,l/1ll'llt = 1:'
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I
1)00 1' =
33 -3 l:
~ lll,klit docs 110t ,Iis,uss ;111\' uttlw = 39-43
Good
= 44-49
Excellent = SO -'::;"i :)(,
obse rved :liJOllt thl'
Holocaust 11 1 eLl ss,
St udent di sclIsc; l' S 111 11 1' I "
Student discusses two o f
th e ('vents/topics fr om
the six st,ltions he /s h e
obse rvcd dbout th e
IloloGlUst in cla ss,
15 po liltS
his/her
i 1110 1"111,1 ti 0 n
Student has sOl11e
minor hi storiczll
in,lCCUr<1 ci es with
( , ',.' I rI
prl.'S Cllt s S\lldl'll\ IIS(' ~, StU c!t:' llt IS h i>:"! i,
JC 'lI r iltL' I\ i t :' !!;
i 11 1,) " :11: It ) C' II I,
15 Pointe.;
\I ', "
t o!'I!'
'("\ '111
il" ' :;" tlh' SLl t ,'l h i ,' " tl'.U I'i e'le' s ,,,' (,II (," I (,;I I' ~ :' ,! Stucient us es ,n
Il';I :-;r o Ill' p i ec(' of
('v id ence learl1cci
two of th l' C'I'C'll t S/ UUII:-:
fr 0 m the s i.\ St:t t i 0 Ih il , , .:'
Stude nt discusses one
eve nt/topic from the six
stations he/she observed
,lbout the Holocaust in
class,
I OIJui nt s
Fair
Holocaust L.Jeative Project
u.s. History - 21\d Semester
" \l' llh / topic:-; trom the :-; 1.\';Llt i ollS iJl'/sl1l' ,lil::>l' I'I'L' d ,l bullt till' I l o loC lll St in c lass 5 p o ints
Student ha s a
co Ll pIe In a j 0 I"
his / her pro Jec t.
historical
inaccuracie s with
the inforlll,ltioll
and eviden ce
h e/ sh e u ses in
d I)()!i~ __ ___ '~ :c1tk llt is 110t ,ICCUI",lt e '. '. i til ,1 11 V 0 t t hl' ::l i u :ll1c1tiullhc/sl](' pi l'-;l' 11 ts <llld docs 11 0 t :I ~: " ,1 111' cI'itil'11Cl' 111 ,/,.;11 l' Il'cll"!1cci fr ol11 iO II-; Ill'/s l\(' ill,' ' ; 1.11
,J\ ),>,' I" I'l'lL ill th e st ,lti o n s fOI"
(', Illl t o pi c/ l' vl' llt
Ill'/ sII e us es,
__L !JLIJ UllllS
5 Points
t opics / C'\ l' IH:; lIe' sl~,
I) 1"'111[:-;
chooses
' St u t! C11 tis u eat i v e i n S t u c! e n t 1:-; cr l' d II I. e ~ II I
his/hel" pJ'OJect, but the
throughou this iWI'i': ' i',
cre;ltivity is not
(l nd I,vith ;lil o t the
the l' ntir e proj ec t
co nsi ste l1t thr o ug h o ut
St Ll dell t 111 a kes an e ffo rt
to be creative, but ju st
r eiterates or reu ses th e
il1formation gained fr o /11
," lll,ie' llt dL'11Wllstr: ites
IT''<lti l 'ity ill his or
the stJtions in cla ss,
10 Poil1ts
4 Poi nts
7 Points
il', 1
1\, i lIt s
!Il' !" Pi'O Jl'ct
I)
: \C\illlL' SS =;-;
,: : :. ', ' l;!'JI 1l 11L1 I'
:'
:"it'd ,\uLi iL'I1 ll' = :,
Student has one or two
major format problems
and/or the project do es
IlOt demonstrate the
student's best effort
:3 Po ints
r - - - - - - ­- - ' Student h ~1s more tkln
: five melj or spe lling :1nc!
, gr(1l11m0r misukes,
~) ))0 i n ts
I
1
,1
T() int~ .
3 Point s
: 4 Points
Student descr ibes whom rsr~JZ'~lc sc ribes who
tile intended audien ce for I the int ended ,Hldience is
hi s/ her project is, but
;lI1d why they ar e the
inten ded ;\lJeiiellce, but
do cs not expl(1in wh y
they are the int ended
does IlOt desc rib e how it
audience or ho w it could i co ul d ch;1n ge their view
ch,wge their vi ew Clbou t
(liJo ut the (J ol oc(l ust.
the Hol ocZlust.
if Poil1t s
St u<il'llt h;l S:l coup le of
mill or spelling (lild
gl';lllllll ;lr Ill lst (1kcs , but
tlll' Y d o Il ot t(1ke Zl Wel )'
, h'Olll the o\' l'I'alllJrojec t
Studellt's project has
some minor form at
proh lem s ;1Ild/or ha s
sOll1e min or iss ues thZlt
mClkl' the projec t less
pr esc llLlblC' than it could
Ill' ,
U.S. History - 2 nd Semester
Holocaust Creative Project
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I}(';lt ,1Ilci/ur the fOlllldt
;\ ill,'lIlTcct
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i!t,'I !ci ('d ,\IIll iell cC' is
' , 'I ili ,; : ll l' I' pr'Ij('Cl,
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Student's pl 'oicn h:b 11('
fo rmClt pl'obl ems .lnd \\ 111k i,
pro t'ess io l}; " ;l llt! ,lttl,! ,'t: '"
5 Poi l1ts
Stuci elH l!" ( '" i'r ,)'('r "' ;
g I' ;111111 1:11 ! '1 il is!' " '
projtct
:111 d
5 Points
Stud ent (lc~lTiI)', 'i \\ '! ' ','! '
inten ded cll ldlcI1 ,-e I:'
t hey Me th e Il lklhkl:
cludienc e, dllli Il,,} \': Ill '; ' ::'.
prOject co ul t! ch1llg " : !,
vie\\' abow ril l' I i u IClc- I!;<
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l<rist a! lnac 'lt
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:llld cr(l\\ds pi
SI)CCI:IIOIS \\;llched, N:vi storm lroopcrs along \\ itll I11Clllb\.'IS oj I Ill' SS ,Ind 1IIIkr Youth bC:lt and
murdered JC\\ S, brokc into and \\rccKed Jc\\ish homcs, ,md hrllulil.ed .k\\ ish \\O men and
chi III ren,
All over C;ennany, Austria and other Naz i controlled 8re,IS, Jewi sh shops dnd derartment stores
had their \\indows smashed and contents destroyed, Synagogues were especially targeted for
vandalism, including desecration of sacred Torah sc rolls. Hundrcds or synagogucs were
sys tematically hurned \vhilc local fire departments stood hy or simply Pl'c\cl1tcli the fire
1'1'0111
sp reading tll surrounding huildings,
/\bout 25.0()() .lewi sh men wcre rounded lip (lnd later sent tn concentr(ltion C:1I11pS \\here they
\\ere oneil brlll ~ IIi/ed hy SS guards ~lI1d ill SOl11l' C;ISes I'andollll: ('I)()~cn 1\) ilL' hCIll'11 tll dCdlh .
The rC~lctillll lllltside (jerl11ill1)' 10 kristalln(lclll \\:IS ..;hocK ,lIld lllllr:l g\.', u'\lling
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st()I'111 or
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GCI'I11(lIlY from thc ei\i1il.cd nation:-; and WCilKCI1 any prn-N;1/.i Selllil11cl11s ill tl1(1sC CUlIlllric s
Shortly aner Kristilill1(lcht, the United Sl~1les rcc~lllcd its :lIllhas s:ldor ]1ertll:II1CI1I"·.
111 G\.TmilI1Y,
Oil
Novcmbcr 12, top Nazis, including Ilcrl11 ill1n (iiiring and Joscph Cioebbcls, held
a mecling cOllcerning the economic impact
or thc dal11~lgc illid to di SC USS i'urthl'l' Il1casures 10 he
takell againsl the Jews, SS leader Rcinlwrd llcydrieh rel1()rtcd 7:)t)() bliSill\.'sse s l kstl'l))'ed , 2(J7
synagllglles bllrncd (with 177 tutilil y dcstroyed) ,llld (>I Je\\s kilk-d.
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Ih()kell (iL!::;s") rllsrt)1ll l1rNO\elllil e r ()-IO 11),:-;, 11ll' (;c'I'lll:lll ~('\el'lllll':1l1 had , (lllghll(\ dcceler:lle tilL'
r ;lCl' (ll i'()rcc'd Jewi sh cllligratiull , Ihe (iCIIlLlll 1'(llL'igll (JI'i'il'e :11](11/1<..' l'rllpdg:1I1dil i\lini :> lry :,,~() 1)(1[,ed 1(1
e:xploillhc ullwillillglless ofolhcr ll:lli'\lh 1,\ :tdillillar~c' 1l11l11her, " fic\\i::;h Idugl:cS Illjll stih Ihc I'\l\/ i
regilllc \ allli-Jc\\'ish goals <llld p()licie s bOlh c10111c,licall; ill (icrlll<ll1; alld il1lhe \\orlcJ al largl.'
TllC O\\llers of tile St. Loui s, 111C Halllburg-I \lllcrika Line. kne\\ e\CIl berore Ihe ship SJ ilcJ Ihat
it s r<1 ss engers might have trouble di se lllb<1rking ill Cub<1, The p<l sscngers, who held landing certificales
and transit visas issued by the Cuban Director-General or Immigration, did not know that Cuban
Presidenl I:ederico Laredo Bru had iS ~ lIcd a decree j usl a \\eek before the sh ip sa i led thai in va I idated a II
recently issued landing certificates, Enlry to Cliba requircd written <1uthorization from the Cuban
Seerel:lries of State and Labor and the posting of a $500 bond (The bond was waived for U,S, tourists)
The voyage of the SI. I ~ouis attr:lcled a great cJeal of media attention Even before the ship sailed
from Hamburg. right-wing Cuban ne\\ s paper~ derlored il s impending arrival and demanded Ihat tile
Cuban gO\erlllllent ceasc aJmiltillg .IC\\ ish refugees , Indeed. tile p,l sscngL'rs became \ictil11S ofbilter
illliSittillg \\ilhin the ClIb:l11 gO\'L'J'IllllL'lli Th,' DirL'((( l l'- ( ic'llcr;t! \If the CUhilil illllnigrali o ll ol'lil.T. i\1:lnllL'1
Bcnilo (i(lll/aiL'z. had come lIndcr a grL'ilt lk;t! of pllillic ~ crulill\ for tilL' illegal sale or landillg
cnlillc:liL':;, I Ie- routillely sold sueit dOl.'l llllL'lll ~ 1',) 1' ) I ~O \11' nHlI'c' ;1I1t!, ;lL'C ,Hdillg to U,S, estimales. Ila(1
amas se d a per so nal fortllne ol'$:)()().O(l() 10 SIOOO.()OO, I'hollgh he \\as a protege ofClIban army chici'lll'
slaIT(:lllcJ fulure president) f-ulgcllcic) Bali sl:l. lknilc/~ sL'lr-enrieilmcnt Ihrough corruptioll had fueled
slIrticiclll re sentmcnt in the Cuban gl1\L'rnl1lL'ntl() bring al)(llil Ilis resignation ,
More than Ill()Jley. corruPlion, and internal pl)\\er struggles werc al \vork in Cuba, Like the lJnitcd
States :llld Ihe America s ill gelll:r:tI. Cuba sl:'ugglcd \\ilh Ihe (,rc';ll Dqlrcssillil. Many Cllbans rescnted titc
rdlti\cly largc numbcrofrcrugt.:l:s (ill (l tlding 2.5()O k\\ ,), \\Il()llltite gllvt.:lIlment had alre<1d: admitted
illtolit,,' cOllnlry. because they ;lppt.:arl.'lIIO bc' COlllPl.,titllIS for ,(;lrct.: jolb
II (h lilil\ Imv:1J'(1 illlllli ,~111I1J:; 1'lIc' led 1) () lll :1111 i,Sl'lllitism ;lIlt! \:L'llllph,\ili :1. 1~(1th agents or Na il
(inlllllll\ :111<1 ilhligL'1I01l,S ri ,c!.111-\\ ill!.', 111,,\ L'lllL'llh It\ ped tllC' illlllllgl:tlli i" IIL' III IhL'ir pllhlil.·:lIil)lb :lllll
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"\\IIL'd 11\ Ihe illllul:llti;d RivCI(l !:tllli" , 1111\1 ,\\;1I1l',', "\\Ill'd 11\ Illl' /Il\a, 1:llllily, hall ~llpporlL'd 111L'
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t.:llln \ i<h IIIHI L'<IITiL'd (I ll" (lihall 11':111,11 \ 'i,:l , ISslIt.:d I" (;,'Il/:lk" 7 ) ~ 11:ld I'L'L'1l \\:1i lill!..' 1" rL'(ei\ l' 1 ,\,
\ 1':I ~, 1 lie: (lIh :1I 1 S(l\LTlI lll L'IIIIl' i'lI , L'd hI :l( lil1illhc' ll1 111' 1" :111 ,\\\ tltc'lll 1,1 di "c' ll1h:llk "1l 1111 I llc' ,IIiI'
:\i'IL' r C lIh:1 dL'll ieJ c'lnr> III thL' p:t s "ell~ers (1 11 thc' Sl. l.lltli" 111L' pre ss Iln'oll !.!.IHlllI L lIr(l pe alld the
,\lllc'liC:I ';' ill(lllLiill),! th L' I ' nilc' d SU \L'S, illtlllght th e stor\ III Illi lli llih ,Ii' re:ltler, tlllllll ),!ho lil IhL' \\mld ,
Th o llgh l ' S, Ile\\ spapers g(,llerally pn rtra; ccl th e pli g ht or th e p:ls sellger s \\ ith ),!ITat sY IllI):tth y, (1llly a IC\\
JIlllrilali sh :llld eJitl)rs suggesled tll:lt th e rd'lIge es be admitl('d into tilL' lillited SI:lICS
011 May 28, the day after the SI. Louis docked in Ha\'ana, La\\ rence Beren son, and an att oflley
rep['c scnting th e U,S ,-ba sed Je\\ish Joint Di stribution Committee (.I D C) , arrivecl in Cuba t(1 Ilegotiate o n
behalf of the 51. Loui s passe llgers, A lo nn er president of the Cuban-American Chamber or COllllnerce ,
Beren so n had had exten si \e bu silless experience ill Cuba, Hc met with President 13ru, but failed to
persuade him to adnlit th e p ~l ss engers into C uba
011
JUlle 2, I3ru o rde re d the ship Ollt o f Cliball waters,
Nc\'crtllek ss , the negotiati o ns continued, ~IS the 51. L o ui s saiicd slo\\l\ to ward Miami, 8ru offe red to
admit tile I'as sc ilgers if the .IDe posted a $-153,500 bond ($500 per pa sse nger) B erens o n made a
countewlln, bllt I3ru rej ect ed th(' propo:<t1 <Ind broke
oil n c glltiatioll ~
~:li l illg ,I) Clll ~ c' I,; I lpri" ;1IIlat IhL') cllllid ~ ee the li t:hh ,,"!\llllll1i, >1111lL' p:", ~eng.c'r> \)11 the SI ,
(' lIi, cahk,i l'rc :-: idcl1I 1l';llIkiin [) R (1" ~c'\ c' lt Ii ~killg fur rcrll ;eC' , l\lhl ' L'\ cit 11C\ l' 1 rc spolllk(1 lite Sl:llc'
I kl'.II'IIlIL'1 11 :IIHI tltL' \\ 'hil c' Iltit hc' Itlld dc(i l kd Ill1\ 1(1 wk e e\II';ILlrdiILII\ Inea ~ ure :; ttl pennit Ihe rei'lIgc'e~ Ip
ellt c' r the Illited St~1\e s, ,'\ State l k parlnlent tckgr:llll se nt tt);1 p:lssellgn ::; tated that IllL pa s ~engcrs 111II St
" :I\\;lit th eir tU;'11 S o n tlte \\:tiling. li ~ t and 1l1l;t1if)! ror <Ind ob taill imilli g rdlilln vis as bci'orc they Illay be
admi ss ihle' int ll the lJnile'! St:il L'~ " U,S , diplomah in HaV,III:1 illten L'llc'" (1llec IlHlIe \\ith thL' Cuball
gll\ erilinelil to :ldillit the p:t:-;'oc ll ge rs on a "ltllnl:lIlit;lriall" basi :;, but \\ i1h o ut SIl Cc es s,
() llllta s establi sh!.' (1 ill tll c' U,S Inlll1i g rati(11l :llld NatiI 111:liit) ,\cl o j' 192, \ strictly limited the
1IIIInber (If immigrants \\Il II Ullll,! he adillittcd ttl tile United Sl:iles e:lclt yL' IIr. In I In l ), the :lIl111lal
c()lllhined ( icnn;lIl -:\u~lri ;11l 1II1111i gra til li l 'l1l(,t;1 \\:I S 27 ,)7 () :l lld \I;\ S 'illl(kl~ lilled III rile!. IhL're \\'IIS;I
\\:Iilill ~ li,I I >l :11 k:tst "c' \c'l :tI \c';II~ II ,S , Illiici:lh clndd ll llh It II\L' !.!. l lllIlcd \i" :I" III IhL' SI. I (\lli~
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1'\1 1' '1 lull l.'r , llill " ( 1111 ,' ill~ .I l.'l1 i, lJ rc' I 'II~"l.''': ' dikd tl' ClI h:1 ill 1\ 1;1: 11))1) rill-' Ircll (h ..; hip. IIll.'
Ilallllll.' . ca rried 1 () --II)a ..;..;e ll ~e l ~: tile Urdllli;l.:t l\riti ~ h le ..;:-; c!. 1i 1.' Id 72 pa :;:;l.'ngL' I "; l.il.. L' Ill(' St LOlli s. tile..; ,'
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,,'Ie Ill'! 1K'I1 11 itll.'d 10 docl" ill ('llil;I , The fl:llldrl.' tllmcd hdC:1.. ti> its Iloint u!"lkrarilire ill Ir:l IlL" ,
hilL: the Ordllii(J rroceeded to a seric , ,; o r '-alill ,\Illerican ports, Ih pas se ngers rillally di se mbarKcd ill til('
l !,S, -LOlltl"lllkd Clilal Z Ulle ill P;lJl <l Ill'l. Til e: U nited St:l1e~ el'ClllLtaliv adillitted IllO:,1 o l' lilcm ,
Foll o \vin g the U,S, go v ernmcnt's refll sal to permit the pa sse ngers to di se moark, the St. LOlli ~
sa iled bac k to Europe Oil June
6. 1939, The pas se ngers did not retllrn to Germany. ho wevc r, Jewi sh
organizations (particularly the JC\lish Joillt Di stributiOIl COlllmittec) negotiated with fOllr Europe(Jll
go vcrnm ellts to seeure entry vi sa s to r the passellgers: Great Brit aill too k 288 pa sse ngers: the Netherland s
admitt ed 181 passengers. Belgillill tooK ill 2 1--1 P:lsscllgers: alld 224 passellgers fOllnd at Icast temporar)
refllgc in Frall ce. Of the 288 passellgers admitted by Great Britain. all survived World War II save one.
\lho
\I
a,,; Killed during all air raid in 19../0 , Ofthc 620 pa sse ngers II'ho returned to c\.lIltillent. 87 (1,,/ %)
mallaged to emigrate befo re Ihe (Jerman ill\:l siu n of \\ 'estern Europe ill May 1940, 5J2 SI. I,Olli s
p:1SS L'll ge rs
\I
ere trapped \I'h,' 1l (j,,'J"Ill<lIlY LO llqllclnl \\'e,..:k rn LlIrtlre .lust over hall'. 27 8 sllni\'cci til L'
IloluL-';lllSt. =~ ,! died : ~,I \111\1 h:lt! ilc'en ill IlLl gillll!: :-'; ·llI ilo h:ld 1~ 'lllld rerllge illll l dLllld . aIIII 86 \l il() h:ld
hL'L' 1l :Idillitted t(l !-"i ;lI)( e,
Gisela Feldman
Gisela Feldman Nee Knepel born in Berlin in 1923 of polish parents. have a sister Sonja
my parents had a Grocery store which they finally had to close early in 1938 .on the 28th
October my father was picked up in the middle of the night and deported to Poland. my
mother managed to get visas for my the whole family including my father for Cuba as he
was going to be allowed to join us in transit. However his permit did not arrive in time,
my mother managed to book him a passage on the next boat, the Orinoco. When the
captain heard that we had landing problems he turned back to Hamburg and we never
saw our father again. We of course made the journey to Cuba and finally ended up in
England. I was 15 and was only allowed to find a cleaning job. Once war broke out I was
allowed to do war work I made soldiers uniforms. I married in a refugee from Krakow in
1943 and worked to enable him to get a degree. We then had 3 children. We lost one at
18.My daughter and two grandchildren live in California and my son and two
grandchildren here in Manchester. My husband died in 1993, I finally managed to get a
degree at the age 49 and was a lecturer of English as a Foreign Language for 15 years. I
spent quite a lot of my time talking to schoolchildren and groups of all ages on
holocaust.. .. Memorial Day
Philip S. Freund
I was born June 5,1931 in Munich Germany to Max and Thea Freund. In the early years
(age 0-5) I led a wonderful life. We had a governess, a cook, a chauffer and a cleaning
lady. We went on trips to our summer home on a lake, climbed in the Alps, and went to
Italy and Czechoslovakia. My governess, Paula, took me to the park and to downtown
Munich. Once the racial laws were passed, it restricted our life considerably. I had
started public school but after a few months I was expelled and went to a Jewish school
until November 9, 1938, Kristalnaucht, when it was burned down.
On November 9, my mother decided to flee Munich. We sought refuge with my fathers
WWI platoon Sergeant at his farm. He told me many tales of my fathers' heroism. Upon
our return home my mother booked passage on the MS St. Louis. On MaYll, 1939, we
departed Munich in the hopes of finding a place to stay in Cuba prior to our immigration
to the US. As we all (917) were denied disembarking in Cuba, Canada, United States, and
Mexico, etc., Captain Schroeder was finally able to take us to Antwerp, Belgium, where
the passengers were divided up into four groups. We were fortunate to go to Great
Britain. We stayed in London until September 1,1939, when WWII began. We were
declared enemy aliens and had to leave for Yelverton (near Plymouth). In mid December,
we departed for the US on the Swedish vessel the MS Stockholm. We arrived in NYjNJ
December 24. My mother informed me that I was to remain in New Jersey with my aunt
and uncle since she could not afford me. Also I would have a father figure. My father had
died in 1937.
When I became old enough, I moved to NY to work to help support my family. I
graduated from George Washington High School June 25,1950. I enlisted in the US
Army March 19, 1951 as a Private and retired from the Army in 1991 as a Colonel. I am
married to Belle Anne (nee Dwoskin) for 52 years and have four children and eight
grandchildren.
The Reich Citizenship Law
(September 15, 1935)
The Reich Citizenship Law stripped Jews oftheir German citizenship and
introduced a new distinction between "Reich citizens " and "nationals. "
Certificates ofReich citizenship were in fact never introduced and all Germans
other than Jews were until 1945 provisionally classed as Reich citizens.
Article I
1. A subject of the State is a person who belongs to the protective union of the
German Reich, and who therefore has particular obligations towards the Reich.
2. The status of subject is acquired in accordance with the provisions of the
Reich and State Law of Citizenship.
Article 2
1. A citizen of the Reich is that subject only who is of Gennan or kindred blood
and who, through his conduct, shows that he is both desirous and fit to serve the
German people and Reich faithfully.
2. The right to citizenship is acquired by the granting of Reich citizenship
papers.
3. Only the citizen of the Reich enjoys full political rights in accordance with the
provision of the laws.
Article 3
The Reich Minister of the Interior in conjunction with the Deputy of the Fuhrer
will issue the necessary legal and administrative decrees for carrying out and
supplementing this law.
Section 4
I. Jews are forbidden to display the Reich and national flag or the
national colors.
2. On the other hand they are permitted to display the Jewish
colors. The exercise of this right is protected by the State.
Section 5
1. A person who acts contrary to the prohibition of Section I will
be punished with hard labour.
2. A person who acts contrary" to the prohibition of Section 2 will
be punished with imprisonment or with hard labour.
3. A person who acts contrary to the provisions of Sections 3 or
4 will be punished with imprisonment up to a year and with a fine,
or with one of these penalties.
Section 6
The Reich Minister of the Interior in agreement with the Deputy
Fuhrer and the Reich Minister of Justice will issue the legal and
administrative regulations required for the enforcement and
supplementing of this law.
Section 7
The law will become effective on the day after its pronlulgation;
Section 3, however, not until 1 January 1936.
G c rcJ ~·j
8 1;
C 11111 <:11111
Wilcllfort
Descr-ibes the mood of passellgers 011 the "St. Louis" after they we re
denied entry into Cuba [Interview 1989]
Well, as you can imagine there was a terrible mood. Everybody was very
depressed A few people committed ... tried to commit suicide as I think uh
the one mall .. he, I think he cut his wrists and they , he was the only one
who landed because they had to take him to the hospital to ... to tend to
him I don't know whether he stayed or not. I think he did He must have
been the only one who stayed. But you know. humans are always hopeful
You know, we always cling to the hope something is going to happen.
They're not going to let us rot on the ocean . I mean, something had to
happen to us. Of course, the fear was that we would go back to Germany.
That was the big thing you know. So we ... the food got worse and worse
and the water was ... water supply, I mean we had water but we had to be
careful, and of course the parties were over No more parties, no more, no
more fun. We were just sitting and waiting what's going to happen, you
know, and uh here again the committee tried everything and sent
telegrams allover the world trying to get us in but it was .... Everyday they
had like newsletters printed and put out on board to tell us what's
happening and everyday there was another country we were supposedly
going to go, but we never... and nothing came about until finally at the ...we
were already ... well, first we came to, to the coast of Miami and we thought
we could, you know ... 1 heard later that the captain had agreed that we
make some kind of a forced landing or something but we didn't know
anything about it. We just saw the uh Coast Guard boats surround us near
Miami to make sure that we wouldn't even come close to the border, to
the ... to shore, so that was out. So we saw the lights of Miami. We saw the
lights of America and that was it. So we slowly sailed back to Europe And
of course behind the ... you know, there was a lot of negotiations going on
with the United, the United Jewish Appeal and there was a Mr. Tupper in
Paris and he finally got it together that we will be divided between Belgium
and Holland and France and England .
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C\pl.'lls 1'1'\1 111 thl.' \ ·Iillistry Ill' the IIl!el'ior \\ere (1ILicll.'d tll ~ure1l1bcrg hy pl<lI1l.'.
Thc first 1<1\\. The Law ror the Protection of German Bl ood and Germ,lll Honor.
prohibited marriages and extra-marital intercourse between "Jews ,. (the name was now ofticially
used in place or"non-Aryans ") and "Germans" and also the employment of "German ,. females
under forty-Ji\e in Jewish households. The second law. The Reich Citizenship Law, stripped
Jews of their German citi zenship and introduced a new distinction between "Reich citizens" and
"nationals."
The l'\urcmberg Laws by their general nature formalized the unot'ticial zll1d particular
measures t,lKen against Jews lip to 1935. The Nil/i ie"ders made a point of stre ss ing the
COIl~iSknl'Y oi'tllis icgi slzllioll \\itll til e
lkpri\ cd (II' their rights <I Sciti/ells.
Party progrZlIll \\hicll del11anli ccl th<lt .k\\s should be
American Internationalism
1. We have a relationship with Great Britain - Anglo-American Alliance.
2. America disagrees with Fascist ideologies and another democratic force was
overthrown in Spain.
3. Nazi tyrannical actions and the threat of Nazi Germany.
4. Japan has begun attacking other countries. (Manchuria)
5. America's security depends on the defeat of Germany.
6. Going to war could help stimulate our economy at home.
American Internationalism
1. We have a relationship with Great Britain - Anglo-American Alliance.
2. America disagrees with Fascist ideologies and another democratic force was
overthrown in Spain.
3. Nazi tyrannical actions and the threat of Nazi Germany.
4. Japan has begun attacking other countries. (Manchuria)
5. America's security depends on the defeat of Germany.
6. Going to war could help stimulate our economy at home.
American Isolationism
1. Cost of WWI
2. It is not America's War. It is Europe's War
3. America can advance freedom and democracy in other ways besides war
4. War allows certain businesses/wealthy to become rich through war production.
5. We need to build up and protect America at home.
6. We need to preserve American way of life.
7. We need to focus on domestic issues such as from the Depression.
American Isolationism
1. Cost of WWI
2. It is not America's War. It is Europe's War
3. America can advance freedom and democracy in other ways besides war
4. War allows certain businesses/wealthy to become rich through war production.
5. We need to build up and protect America at home.
6. We need to preserve American way of life.
7. We need to focus on domestic issues such as from the Depression.
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Formal Debate: American Isolation
Isolationism
1. Cost of WWI
2. It is not AmericJ's War.
It is Europe's War
3. America can a dvance
freedom a nd democracy in
other ways besides war
4. War allows certain
businesses/wealthy to
become rich through war
production .
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6. We need to preserve
American way of life. .
5. We need to build up and
protect America at home.
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7. We need to focus on
domestic issues such as
from the Depression.
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n vs. American Internationalism
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Formal Debate: American Isolationism vs. American Internationalism
Internationalism
1. We have a relationship
with Great Britain - AngloAmerican Alliance.
2. America disagrees with
Fascist ideologies and
another democratic force
was overthrown in Spain.
3. Nazi tyrannical actions
and the threat of Nazi
Germany.
4. Japan has begun
attacking other countries.
(Manchuria) .
5. America's security
depends on the defeat of
Germany.
6. Going to war could help
stimulate our economy at
home.
"------­
LiberalisDl (Middle Class: Business Owners and Professionals)
1. Support individual liberty (freedom of speech, press, worship) and
equality of opportunity (advancement based on merit).
2. Prefer individual liberty to social equality.
3. Limit state's power through constitutional and representative
government.
4. Expandable economy is organized to promote individual wealth and
support private property.
5. Uses a welfare state to decrease socialist demands.
~
"
~
Conservatives (Elites and Rural Populations]
1.Support strong hereditary monarchy, special privileges for the
elite, and a state-supported Church
2.Desire a strong state and censorship to uphold moral standards
(Unity, Authority, Hierarchy, order, and discipline)
3.Economy is organized and regulated to enhance state power
4.Embrace nationalism in order to stop demands by individuals for
liberty
5.Conservatives are on their way out after World War I
SociaiisDl/CODlmunism
•
(Industrial Working Class)
1. Equality is more important than liberty.
2. Wants to promote welfare of largest numerical group and has no
respect, but tremendous resentment for traditional elites.
3. Wants a strong state to promote individual equality of wealth,
eliminate private property by giving the state ownership of property.
4. Support governmental ownership of commerce, industry, finance,
and agriculture.
5. Socialism = gradual move to equality by popular support and
democratic institutions.
Communism = Immediate, forceful move to grasp power, no
restraints on how, revolution.
Fascism (Lower Middle-Class: Small Business Owners. Farmers)
1. National power and strength as well as racial purity are the ideal.
2. Attractive to those countries frustrated by results of WWI.
3. Values obedience, discipline, self-sacrifice, duty, courage, militarism,
nationalism and authoritarianism (like conservatives).
4. Defend property rights but do not value private wealth over the good
of the nation.
5. Use mass media, slogans, and symbols (propaganda) to gain support.
6. Welfare should not be more important than national interest.
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Country
ALLIES
Russia
France
Britain
Italy
USA
Japan
Rumania
Serbia
Belgium
Greece
Portugal
Montenegro
TOTAL
Casualties or all Oelligerents in World War I
7,800,000
2,850,000
1,200,000
11,000,000
12,000,000
8,410,000
8,904,467
5,615,000
4,355,000
800,000
750,000
707,343
. ·267,000
230,000
100,000
50,000
42,188,810
Total
Mobilized
3,386,200
1,200,000
325,000
87,500
1,773,700
1,700,000
1,357,800
908,371
650,000
126,000
300
335,706
45,000
13,716
5,000
7,222
3,000
5,152,115
Killed
21,219,452
8,388,448
3,620,000
400,000
152,390
4,216,058
12,831,004
4,950,000
4,266,000
2,090,212
947,000
234,300
907
120,000
133,148
44,686
21,000
13,751
10,000
Wounded
7,750,919
3,629,829
2,200,000
250,000
27,029
1,152,800
4,121,099
2,500':, )0
537,000
191,652
600,000
4,500
3
80,000
152,958
34,659
1,000
12,318
7,000
Missing and
Prisoners
37,508,686 15,404,477
7,020,000
975,000
266,919
7,142,558
9,150,000
6,160,800
3,190,235
2,197,000
364,800
1,210
535,706
331,106
93,061
27,000
33,291
20,000
22,104,209
Total
Casualties
67.4 90.0
34.2
22.2
-
64.9
52.3 ~
35.8
39.1
8.0
.2
71.4
46.8
3·4.9
11.7
33.3
40.0
lU
16 3
Percent
22,850,000
8,538,315
.,
65,038,810
CENTRAL PO\VERS
Germany
AustriaHungary
Turkey
Bul~aria
TOTAL
GRAND TOTAL
Spanish Civil War
1936-1939
1. A lasting legacy of the Spanish Civil War was the _ _ _ _ _ bombing of the
Spanish City of _ _ _ _ _ , which killed _ _ _ _ _ and wounded
2. Painter _ _ _ _ _ _ _ _ _ is famous for depicting this bombing in a
painting.
3. Revolutionary leader" _ _ _ _ _~___ wanted to overthrow the
conservative government in placeand set up his own _ _ _ _ _ _ regime.
4. The Alliances for the Spanish Civil War were:
Conservatives, _ _ _ _ _-', and _ _ _ _ __ Francisco Franco,
, and _ _ _ _ _~
Neutral Countries = _ _ _ _ _ _ _ and _ _ _ _ _ __ 5. The _ _ _ _ _ _ _ _ _ _ _ was a group of 450 American volunteers
who fought in the Spanish Civil War against _ _ _ _ _ _ __
6. In 1939 _ _ _ _ _ _ _ successfully defeated _ _ _ _ _ _ in the
Spanish Civil War setting up a _ _ _ _ _ _ _ _ in Spain.
7. Spanish Civil War the start of _ _ _ _ 7
8. New _ _ _ _ _ _ and _ _ _ _ _ _ were used in the Spanish Civil War.
9. _ _ _ _ _ _ and _ _ __ _ _ _ face off.
10. Some countries are _ _ _ _ _ to fight.
Newspaper Columnist: Perspective Taking
You are a newspaper columnist who just sat in on the debate over America's
international policy (Isolationist vs. Internationalist). Based on what you witnessed,
write a newspaper column in which you describe your opinion on what America's
policy should be. Which side of the argument convinced you to agree with their
side? When you choose a side, back up your opinion with some of the points that
side used in the debate to explain why you agree with them . You can also choose to
write about how you are not sure which side you agree with. In this case just make
sure to write about points from both sides and explain why you cannot decide yet.
This is an opinion activity, so you get to choose which side you agree with. However,
you must back up your evidence with points we discussed "in our "debate. This will be
due at the beginning of next class and can be completed on this paper or a separate
piece of paper.
.
Minorities in WWII: Perspective-Taking Assignment
You are either a Navajo Code Talker or a Tuskegee Airman fighting in
WWII (choose ONE of these to write your perspective). Explain what you
experienced during the War and how you and your fellow Navajos or African
Americans helped win WWII.
Some questions you might consider answering include: Why did you join
the military to fight in WWII? How did white soldiers in the War treat you? Do
you feel like you were respected for the contributions you made in the War? How
should you and your fellow soldiers be remembered for what you did in WWII?
You can write your perspective on this paper or a separate sheet of paper.
This is due at the beginning of class tomorrow. Be creative and avoid present­
mindedness when writing your perspective.
Anonymous Poem Circulated at the Poston Camp
"THAT DARNED FENCE"
They've slink the posts deep into the ground They've strung Ollt wires all the way around. With machine gun nests just over there, And sentries and soldiers everywhere. We're trapped like rats in a wired cage, To fret and fume with impotent rage; . Yonder whispers the lure of the night, But that DARNED FENCE assails our .sight.. We seek the softness of the midnight air, But that DARNED FENCE in the floodlight glare. Awakens unrest in our nocturnal quest, And mockingly laughs with vicious jest. With nowhere to go and nothing to do. We feel terrible, lon'e some, and blue; That DARNED FENCE is driving us crazy, Dcstroying our youth and making us lazy. Imprisoncd in here for a long. long. time. We know we're punished - though we've committed no crime. Our thoughts are gloomy and enthusiasm damp. To be locked up in a concentration camp .. l ,oyalty we know, and patriotism we feel, To sacri tice our utmost was our ideal. To fight for our country, and die, perhaps; But we're here because we happen to be laps. We all love life, and our country best. Our misfortune to be here in the West. . To keep us penned behind that DARNED FENCE, . Is someone's notion ofNATIONAL DEFENCE~ ,.
D-Day to V-E Day Outline
1. The Invasion of _ _ _ _ _ _ or D-Day was part of Operation _ _ _ __
landing craft, and deployed over _ _ _ _ _ _ troops on the beaches.
3. There were _ _ _ _ _ main beaches used as the landing areas for
Operation Overlord.
a. Juno
b. Gold
c.
d.
e.
4. Overall, the estimated casualties of D- Day are around _ _ _ _ _ Allied
soldiers, _ _ _ _ of which were fatalities.
5. The Allied Troops consisted of American, _ _ _ _-', and _ _ _ __
troops.
6. The American Troops attacked the beaches of _ _ _ _ _ and _ _ _ __
7. The Germans used a defense called the _ _ _ _ _ _ _ consisting of
concrete
, machine gun turrets, minefields, and barbed wire to
protect themselves from the Allied Invasion.
were an important geographic feature in France that made
8. it difficult for Allied soldiers to advance while providing protection for the
Germans.
9. The Battle of the _ _ _ _ was Germany's last _ _ _ _ _ of WWII
a. The main planner of the Battle was _ _ _ _ __
_ _ _ _ _ _ _ battle the Allies had fought in during WWII.
11. Many Allied troops surrendering, including a record number of _ _ _ __
in one day to the German Army.
12. Much of the Battle was fought in _ _ _ _ _ _ temperatures making the
Battle even more dangerous.
13. American General came to the rescue of the Allied
Prisoners by breaking through the German lines.
14. The Allies eventually pushed the Germans back and the German Army
became depleted suffering around _ _ _ _ _ _ casualties.
15. The last major German Defense was the _ _ _ _ _ _ River that the Allied
troops crossed, pushing Germany back into Germany and eventual defeat.
16. The had been successful in the East against the Germans and
were already headed to Berlin.
17. On April 30, 1945 _ _ _ _ _ _ _ _ committed suicide after realizing
defeat was imminent.
18. On _ _ _ _ _ _ _ Germany surrendered to the Allies and this day
became known as V-E Day or _ _ _ _ _ _ _ _ _ _ __
The Atomic Bomb I. The _ _ _ _ _ _ _ _ _ _ _ was the name given to the creation of an
Atomic Bomb.
a. Some of the leading scientists of the Manhattan Project included
_ _ _ _ _ _ _ _ _ and _ _ _ _ _ _ _ _ __
II. At the _ _ _ _ _ _ _ _ _ the Allied countries met to discuss lasting
issues and the major countries were represented by _ _ _ _ _ _ _-'
_ _ _ _ _ _----J _ _ _ _ _ _----J.
and _ _ _ _ _ _ _ _ __
a. At Potsdam, _ _ _ _ _ _ _ _ _ received word that the
_ _ _ _ _ _ _ had been successfully detonated.
III. The _ _ _ _ _ _ _ _ _ was the name of the plane that dropped the
Atomic Bomb and was piloted by _ _ _ _ _ _ _ _ __
a. The two target cities for the dropping of the Atomic Bomb were
_ _ _ _ _ _ _ and _ _ _ _ _ __
b. The name of the bomb dropped on Hiroshima was _ _ _ _ _ ___
c. The name of the bomb dropped on Nagasaki was _ _ _ _ _ ___
d. There were _____ total casualties from the Hiroshima bombing.
e. There were
total casualties from the Nagasaki bombing.
IV. Operation _ _ _ _ _ _ _ was the plan for the Allies to invade Japan.
a. There would be two different parts to the Operation,
_ _ _ _ _ _ _ _ _ and ___________
b. The generals planning Operation downfall estimated the total
casualties to be around _ _ _ _ _ _ for the Allies and around
_ _ _ _ _ _ _ for the Japanese.
HEADQUARTERS ,
AHPHIBIOUS FORCE, PACIFIC FLEET, CAMP ELLIOTT, SAN DIEGO, CALIFORNIA March 6, 1942
From:
To!
The Commanding General. The Commandant, U. S. Marine Corps. Subject:
Enlistment of Navaho Indians. Enclosures: ~~~ ~~chure .~#r~~~~~8~~~~~~~'
with maps.
tion, to improvise words for dive-bombing, anti-tank gun, etc.
3.
Hr. Johnston . stated thatthtl Navaho 1s . the only ~~.1b. AAi~' JJ~iAA-'~l~UI ~~ , HftAaot been .1nte81;e4~!~,.. . .Gerta'an s~4eht·s ""4ti:!i'ng ·tlt'fJ~''O~s1t"'mn1:l->;~f'i-re: .'';-~ii'i.f.H'~j:;, .
studYing the var10us tr1.b8.ld1alects under the gu1seot art
students, anthropologists, etc . , have undoubtedly attained a
good working knowledge of all tribal dialects exoept Navaho.
For this reason the Navaho is the only tribe available offer­
ing complete security for the tyPe of work under consideration.
It is noted in Mr. Johnston's article (enclosed) that the Nav­
aho is the largest tribe but the lowest in literacy. He stat­
ed, ·however, that 1;000 - 1f. that . -.n,- were needed .- could
.
' ~~f~~~~~" :~~·~~~~i·q~t,~~~·t;~~~~nl!-~e~o~~~,fI~" -.
lble to all oth e r tribes and 9.1 1 other oeoDle, 'With the poss­
ible exception of as wany as 28 Americans who have made a study
of the dialect. This dialect is thue equivalent to a secret
code to the enemy, and admirably su1ted for ra p1d , secure com­
munication.
-
1 _
.' 15/11~Jw.a
Subject:
Enlistment of Navaho
In'c11ans~
4.
It is therefore recommended that an effort be made to enlist 200 Navaho Indlans for this foroe. In addition to linguistic qualifications in English and their tribal dia­ lect they should have the physical qualif1cations necessary
for messengers. ~i;-
Oopy to OG, AF'u.
;1 ; /
-~~-~~1/
1/
FIGU RE
1
Navajo Dictionary
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Shush
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Be
Dzen'
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Fox
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Tkele-cho-gi Ktizz,ie·yazzie Dibeh-yazzie
J
K
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M
Na-as-tso'-sl"
s
f\!es h-c hee
Ne"ahs-jah .
Bt-so-dih Ca-yeilth Gah Dibeh u
Than zie No -da-ih o
p
Q
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· A-keh-di-glini Gtoe-ih .'. ,'.. V
W
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7.
Nut
Owl ' :
Pig
.Quiver
Rabbit
Sheep
Turkey
Ute
Victor
Wease~> : ",\\h'.
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("rr"',c, s
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Tsah-as -zih Besh-do-gliz
Zi nc Din-neh-ih Ya-ih-e-tih-ih Clan
Central
Yu cca i..
Corps
Switchboard
Di\le Bomber
Torpedo ' pia ne
. Observation 'plane , .
Fighter plane
Bomber
Alaska
America
Australia
Germany
Philippines
.... ':j
Bear
·Klizzie ' G
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. , .'
Ant
Ma-e F
..........
, J
Gini · Tas,..chizzie Ne~as~iah
"
Da-he-tih-hi
Jay-sho
8eh -hga
Ne -he-Mah
Cha-yes-desi
Besh-be-cha-he
Ke-vah -da -na-l he
Chic~en
Hawk
Swallow
'·'o0 W
" "....
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.. : .
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. Humming Bird
Buzzard
With-Winte r
Our Mother
Rolled Hat
Iron Hat
Floating Land
. . " .'
'
":.
Korematsu v. United States (1944)
Case Summary
Fred Korematsu refused to obey the wartime order to leave his
llUlllL- dllU i <;;lJUl"l LU ci 1 \';IULdlllJ11 Ld.llllJ lUI JUi-!d.ll\,;;)e nllle-IILa.u;). Ill:: II, ... J
arrested and convicted. After losing in the Court of Appeals, he appealed
to the United States Supreme Court, challenging the constitutionality of
the deportation order.
The Court's Decision
The Supreme Court upheld the order excluding persons of
Japanese ancestry from the West Coast war zone during World War II.
Three justices dissented.
Justice Hugo Black delivered the opinion of the Court. He began
with the observation that legal restrictions on the rights of a single
racial group will always be "suspect" and that "courts must subject them
to the most rigid scrutiny." However, they are not necessarily
unconstitutional. The exclusion order imposed hardships "upon a large
group of American citizens ....But hardships are part of
war. ...Compulsory exclusion of large groups of citizens from their
homes, except under circumstances of direst emergency and peril, is
inconsistent with our basic governmental institutions. But when under
conditions of modern warfare our shores are threatened by hostile
forces, the power to protect must be commensurate with the threatened
danger."
Justice Owen Roberts wrote in his dissent that this "is the case of
convicting a citizen as a punishment for not submitting to imprisonment
in a concentration camp, based on his ancestry, and solely because of his
ancestry, without evidence or inquiry concerning his loyalty and good
disposition towards the United States." Justice Robert Jackson noted
that comparable burdens were not imposed upon descendents of the
other nationalities (German, Italian) with whom the United States was
also at war.
More on the Case
After the war, Fred Korematsu continued his efforts to clear his
name. The ruling in Korematsu troubled jurists and civil libertarians
because it suggested that basic civil rights could give way to prejudice
and hysteria. Congress enacted the Japanese American Evacuation
.
.
who had lost their homes or businesses during the internment.
Ultimately, in 1983, Korematsu succeeded in persuading a federal judge
in San Francisco to set aside his conviction for violating the wartime
order.
Congress reassessed the internment in the early 1980s, and in
1982 and 1983 issued a report called Personal Justice Denied, which
determined that military considerations had not required the removal
of Japanese Americans and concluded that the Korematsu decision had
been "overruled in the court of history." In 1988, Congress issued a
formal apology for the suffering and loss of property the internment
order had caused, and in 1989 authorized reparations of $20,000 to
each of the approximately 60,000 survivors of the internment camps.
Many of those who were imprisoned had been farmers in California who
were pressured to sell, at rock-bottom prices, land that is now worth
millions of dollars. In 1998, President Clinton presented Fred
Korematsu with the Presidential Medal of Freedom.
Why was Fred Korematsu convicted?
How did the Supreme Court rule in the court case Korematsu V. United States?
Do you agree with the Supreme Court's Ruling? Why or Why not?