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Name : _______________________________ Assigned: March 3, 2014 DUE:
The Rise of Extremism and World War II
“On stage the great speaker stands, mouth open toward the heavens, his arms extended also high, hands open in supplication and fingers extended like knives. Around the stage crazed listeners consume the leader with cavernous eyes. They looked with passionate, wild abandon for any confident answers to the questions they could not answer within themselves.”
- Art Critic’s interpretation of “The Orator,” Magnus Zeller, 1920
“The audience was breathlessly under his spell. This man expressed their thoughts, their feelings, their hopes; a new prophet had arisen— many saw in him already another Christ, who predicted the end of their sufferings and had the power to lead them into the promised land if they were only prepared to follow him….”
- Lilo Linke’s account of a Nazi rally during the Depression, 1935
Table of Contents:
Assignment 1: Instability in the Weimar Republic, Part 1 2-5
Assignment 2: Instability in the Weimar Republic, Part 2 6
Assignment 3: What is fascism? 7-8
Assignment 4: Hitler and Nationalism 9-10
Assignment 5: Analyzing Nazi Propaganda 11-13
Assignment 6: Comparing Extremism in Europe and Japan 14-16
Assignment 7: Japanese Imperialism in Korea 17-19
Assignment 8: The March to War 20-21
Assignemnt 9: Turning Points in World War II 22-23
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Assignment #1: Instability in the Weimar Republic At the end of WWI, Kaiser William II abdicated and fled Germany. After his departure, a new government was set up. The New German Government was called the Weimar Republic, named after the town outside Berlin where it was started. The Government started in 1918, two days before Germany surrendered in WWI. The Weimar Republic lasted from 1918 to 1933, when the Nazis seized power after being voted into office. During that time, Germany faced many problems that the Weimar Republic was unable to solve. It was this instability that contributed to the rise of the Nazis. _________________________________________________________________________________________________________________________ Part 1 Directions: Examine each document below. As you read each document, decide whether it shows an example of political, economic, or social instability in the Weimar Republic. Then, describe the main idea of the document in a sentence or two. Document 1: excerpt, Don Bakker, “Crisis, Conscience, and Choices: Weimar Germany and the Rise of Hitler.”
The political foundations of the Weimar Republic were shaky from the start. Three political parties — the Social Democratic Party (SPD), the Catholic Center Party, and the smaller German Democratic Party (DDP) — had spearheaded the creation of the Weimar Republic. In early 1919, these three parties combined to win 76 percent of the vote in the first parliamentary elections. When the next elections were held one year later, their share of the vote shrank to less than 50 percent. Never again would the founding political coalition of the Weimar Republic receive more than 50 percent of the votes cast.
1A. _X_ Political instability _____ Economic instability ____ Social instability
1B. Main idea: ____There were many political parties in Germany, and who was in charge often______
changed. Germans must have felt like they didn’t know who was in charge________________________
Document 2: Territory lost due to the Treaty of Versailles:
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2A. ____ Political instability _____ Economic instability ____ Social instability
2B. Main idea: ______________________________________________________________________________________
__________________________________________________________________________________________________ Document 3: Hyperinflation in Germany Inflation refers to an increase in the price of goods and a devaluing of money itself. In the early 1920s, Germany experienced a period of hyperinflation, or a rapid increase in the price of goods. After the Treaty of Versailles, Germany was forced to pay steep reparations to the Allies. By the early 1920s, Germany was already having trouble keeping up with its payments. In a disastrous move, the government started printing more money. Things soon spiralled out of control and prices started to rise. To try and help, the government kept printing bills in larger and larger amounts, but this only made the problem worse. By 1923, it cost 200 billion marks (German currency) to buy a single loaf of bread.
3A. ____ Political instability _____ Economic instability ____ Social instability
3B. Main idea: ______________________________________________________________________________________
__________________________________________________________________________________________________
Document 4: Early attempts to overthrow the Weimar Republic
The Spartacists – 1919
The Kapp Putsch - 1920
Ruhr Uprising - 1920
Politics – Communists, extreme left wing Aims – To overthrow the Weimar Republic and create a Communist Government in Germany What they did – Tried to start a Revolution in Berlin. They took control of a few government buildings, but no important ones. They won some support from working class. What happened – the Weimar Government used the Freikorps (right wing ex-soldiers) to defeat the Spartacists and crush the uprising.
Politics: The Freikorps, extreme right wing Aims: To overthrow the Weimar Republic and set up a military right wing dictatorship and ignore the Treaty of Versailles What they did: Marched into Berlin and took it over. Most of Weimar government had to flee. What happened: President Ebert appealed to ordinary workers to help – and the went on strike, refusing to work for Freikorps. The strike was so successful that he Freikorps had to leave Berlin in a few days.
Politics: Communists, extreme left wing Aims: To overthrow the Weimar Republic and create a Communist Government in Germany What they did: A number of labor strikes and protests led to the takeover of government buildings in Ruhr, a region in western Germany. What happened – the Weimar Government used the Freikorps (right wing ex-soldiers) to defeat the communists and crush the uprising.
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4A. ____ Political instability _____ Economic instability ____ Social instability
4B. Main idea: ______________________________________________________________________________________
__________________________________________________________________________________________________ Document 5: Changing values in the Weimar Republic Even as Germany was shaken by political and economic crises in the 1920s, exciting breakthroughs in painting, architecture, music, graphic arts, film, and literature were taking place. Some of these developments were rooted in German culture. Others, like jazz, were adapted from the “Roaring Twenties” occurring at the same time in the United States. The “Weimar culture,” as the movement became known, was considered to be on the cutting edge of Western civilization. Berlin replaced Paris as the unofficial center of European culture. However, not all Germans welcomed Weimar culture. Many conservatives, for example, believed that new freedoms for women were a challenge to their traditional, family-centered values. Similarly, the new realism in literature offended those who favored writers that glorified the German past. The anti-war novel, “All Quiet on the Western Front,” by German writer Erich Maria Remarque, stirred widespread controversy in Germany. All Quiet on the Western Front depicted the horrors of trench warfare in World War I. German soldiers were portrayed not as heroes, but as warweary young men who wanted to go home.
5A. ____ Political instability _____ Economic instability ____ Social instability
5B. Main idea: ______________________________________________________________________________________
__________________________________________________________________________________________________ Document 6:
6A. ____ Political instability _____ Economic instability ____ Social instability
6B. Main idea: ______________________________________________________________________________________
__________________________________________________________________________________________________
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Document 7:
In 1923, Germany was unable to keep up with their reparations payments to France. In retaliation, France invaded a region of Germany known as the Ruhr. The Ruhr region was reponsible for 80% of Germany’s steel production, so it was very important to the nation’s economy.
After the invasion, the French seized goods and raw materials, as well as expelling non-essential German citizens from the area. The French occupied the Ruhr for 2 ½ years. Historian Adam Fergusson points out that during that time, “the industrial heart of Germany practically stopped beating. Hardly anyone worked: hardly anything ran… The population of the Ruhr area — 2 million workers, 6 million souls — had to be supported by the rest of the country.”
“Hands off the Ruhr!”
The German public was outraged by the French invasion and increased hatred towards France that was already high due to the Treaty of Versailes.
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Part 2: Now that you have examined some of the sources of political, economic, and social instability in the Weimar Republic, go back and find as many supporting details as you can to fill in the three part Venn diagram on the next page.
INSTABILITY IN THE
WEIMAR REPUBLIC
POLITICAL
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Assignment #3: What is fascism? Directions: Read the following source that demonstrates the core ideas of fascism in the left hand column. In the center column, paraphrase the source to demonstrate your understanding. In the right hand column, discuss challenges you had in paraphrasing the sources, ask questions, make connections to other material we have learned in class, or made predictions. Source 1: "What is Fascism?" - Benito Mussolini Paraphrase Challenge/Connection
Fascism believes neither in the possibility nor
the utility1 of world peace. War alone brings up
to its highest tension all human energy and puts
the stamp of nobility upon the peoples who have
courage to meet it. All other trials are
substitutes, which never really put men into the
position where they have to make the great
decision -- the alternative of life or death....
...The Fascist accepts life and loves it,
knowing nothing of and despising suicide: he
sees life as duty and struggle and conquest...
Fascism denies democracy. It denies that the
majority, by the simple fact that it is a majority,
can direct human society; it denies that numbers
alone can govern by means of an occasional
vote, and it affirms2 the undeniable
3 inequality
of mankind, which can never be permanently
leveled4 through a process like voting.. The
strong must always conquer the weak..
Fascism conceives5 of the State as an
absolute6, in comparison with which all
individuals or groups are relative, only to be
looked at in their relation to the State...
...For Fascism, the growth of empire, that is to
say the expansion of the nation, is an essential
manifestation7 of greatness, and its opposite a
sign of decadence.8 Peoples which are rising, or
rising again after a period of oppression or
humiliation, are always imperialist; and fear of
war is a sign of decay and of death. Fascism is
the doctrine9 best adapted to represent the
aspirations10
- of a people, like the people of
Italy, who are rising again after many centuries
of abasement11
and foreign servitude. But
empire demands discipline, the coordination of
all forces and a deeply felt sense of duty and
sacrifice...
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1. utility: usefulness
2. affirms: believes, declares
3. undeniable: can’t be disagreed with
4.leveled: evened out
5.conceives: views, believes
6.absolute: complete, perfect
7. manifestation: sign
8. decadence: decay, corruption
9. doctrine: belief system
10. aspirations: hopes
11. abasement: humiliation
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Source 2: “The 25 Points, 1920” - an early Nazi political platform
The National Socialist Party’s platform was proclaimed on the 24 February, 1920 by Adolf Hitler at the first large Party
gathering in Munich and since that day has remained unaltered.1 Within the national socialist philosophy is summarized in
25 points:
1. We demand the unification of all Germans in the Greater Germany on the basis of the right of self-determination2 of
peoples.
2. We demand equality of rights for the German people in respect to the other nations and the abolition3 of the Treaty of
Versailles.
4. Only a member of the race can be a citizen. A member of the race can only be one who is of German blood, without
consideration of creed4. Consequently, no Jew can be a member of the race.
5. Whoever has no citizenship is to be able to live in Germany only as a guest, and must be under the authority of
separate legislation5 for foreigners.
7. If it is impossible to sustain6 the total population of the State, then the members of foreign nations (non-citizens) are to
be expelled7 from the Reich. 8
8. Any further immigration of non-citizens is to be prevented. We demand that all non-Germans, who have immigrated to
Germany since the 2 August 1914, be forced immediately to leave the Reich.
25. …. The leaders of the Party promise, if necessary by sacrificing their own lives, to support by the execution of the
points set forth above without consideration.
1. unaltered: unchanged 2. self-determination: right to run your own country 3. abolition: outlawing, declare illegal
4. creed: religion 5. legislation: laws 6. sustain: support
7. expelled: kicked out, sent away 8. Reich: German word for “kingdom” or “empire,” it is how the Nazi’s referred to Germany.
THINK AND SEARCH: What does this document illustrate about Nazi’s attitudes towards non-Germans? Explain in your
own words and cite evidence from the source.
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Assignment 4: Hitler and Nationalism The following primary source is excerpts of Hitler's Proclamation to the German People in September 1933. In it, Hitler outlines his vision for restoring Germany to greatness. As you read, notice how Hitler appeals to German’s sense of nationalism.
…The misery of our people is horrible to behold! Millions of the industrial workers
are unemployed and starving; the whole of the middle class and the small artisans
have been impoverished. When this collapse finally reaches the German peasants,
we will be faced with an immeasurable disaster. For then not only shall a nation
collapse, but so will a two-thousand-year-old inheritance, some of the greatest
products of human culture and civilization.
All about us the warning signs of this collapse are apparent. Foreigners, with their
methods of madness, are making a powerful and insidious attack upon our dismayed
and shattered nation. They seek to poison and disrupt in order to hurl us into an age
of chaos....
The inheritance which has fallen to us is a terrible one. In fourteen years the Weimar
government and the Treaty of Versailles created an army of millions of unemployed.
The task with which we are faced is the hardest which has fallen to German
statesmen within the memory of man. But we are all filled with unbounded
confidence for we believe in our people and their imperishable virtues. Every class
and every individual must help us to found the new Reich.
The National Government will regard it as its first and foremost duty to revive in the
nation the spirit of unity and co-operation. The National Government will, with iron
determination and unshakable steadfastness of purpose, put through the following
plan:
Within four years unemployment must be finally overcome. By that time, all
Germans will be put back to work and prosperity. At the same time the conditions
necessary for a revival in trade and commerce are provided.
The National Government will couple with this tremendous task of reorganizing
business life a reorganization of the administrative and fiscal systems of the Reich….
In order to do this, a leadership must arise in which every citizen can have
confidence, assured that its sole aim is the happiness, the welfare, of the German
people, a leadership which can with justice say of itself that it is on every side
completely independent. A new authority must be set up, and this authority must be
independent of the momentary currents of opinion.
impoverished: become very poor immeasurable: unable to measure, too large insidious: evil hurl: throw chaos: disorder statesmen: government leaders imperishable: never dying virtues: excellent qualities Reich: Hitler's word for the German state steadfastness: unwavering or firm prosperity: good times fiscal: financial sole: only independent of the momentary currents of opinion: have the power to do what needs to be done without having to listen to anyone.
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RIGHT THERE: What economic conditions does Hitler describe as problems in Germany?
_______________________________________________________________________________________
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RIGHT THERE: Who/what does Hitler blame as the source of Germany's economic problems?
_______________________________________________________________________________________
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RIGHT THERE: What are the goals and plans Hitler has to fix the German economy?
_______________________________________________________________________________________
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THINK AND SEARCH: What is something that Hitler says that shows that he is a nationalist?
_______________________________________________________________________________________
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THINK AND SEARCH: What is Hitler saying that would be popular with the German people?
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THINK AND SEARCH: This speech is from very early in Hitler’s career, when he was first elected Chancellor. What is particularly scary about Hitler was that he was democratically elected. Based on this speech, why do you think the
German people turned to a leader like Hitler? What about this speech explains why he was able to get popular support?
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Assignment #5: Analyzing Nazi Propaganda Source A: pages from children’s book “Der Giftpilz” – 1938 – this was a children’s book that was meant to teach the Nazi’s anti-semitic beliefs to young children through stories.
Source B: Selections from Mein Kampf “My Struggle”- a book published by Hitler in 1922
“The stronger must dominate the weaker and not blend with the weaker, thus sacrificing his own greatness....All great cultures of the past perished only because the originally creative race died out from blood poisoning... The Jewish youth lies in wait for hours on end.......spying on the unsuspicious German girl he plans to seduce..........He wants to contaminate her blood and remove her from the bosom of her own people. The Jew hates the white race and wants to lower its cultural level so that the Jews might dominate."
In this story, two Jewish lawyers cheat a German woman out of her money. They say: “We took the money from the German women and put it in our own pocket.”
In this story, Jewish people talk about how they don’t care about Germany. The Jewish man speaking says: “We don’t care about Germany, what’s important is things go well for us.”
In this story, children join the Hitler Youth so they can help solve the “Jewish problem. The poster says: “He who fights the Jews fights the Devil. We must solve the Jewish problem.”
In this story, a Jewish banker steals a German man’s farm. The father says to his son: “"Right, Paul! One should have nothing to do with a Jew. The Jew will always cheat us. The Jew will take from us all we possess. Every peasant must make a note of that!"
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Source C: Nazi Racial Posters
Source D: Anti-Semitic Posters
Source E: Speech from Hitler
“This is the first demand we must raise and do after we reverse the Versailles Treaty is to address the Jewish problem. For us, this is not a problem you can turn a blind eye to-one to be solved by small concessions. For us, it is a problem of whether our nation can ever recover its health, whether the Jewish spirit can ever really be eradicated. Don't be misled into thinking you can fight a disease without killing the carrier, without destroying the bacillus. Don't think you can fight racial tuberculosis without taking care to rid the nation of the carrier of that racial tuberculosis. This Jewish contamination will not subside, this poisoning of the nation will not end, until the carrier himself, the Jew, has been banished from our midst.”
You are to blame for the wars!
Jews are warmongers (people who cause wars) and traitors!
TRANSLATION: “The German hair, the German face, showing the German racial heritage.” Nazis believed they were part of the Aryan race, a race that was superior to all others.
TRANSLATION: “The soul of the race speaks through the face.” A German poster meant to help people identify between German and Jewish children. The ideal (preferred) appearance for an Aryan was of blond hair and blue eyes.
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The Nazis knew that if they could blame all of Germany’s problems on Jewish people, they could unite Germans in anger. In order to spread this message, the Nazis used various types of propaganda, which are included on the previous two pages. Using the graphic organizer below, analyze the various types of Anti-Semitic Propaganda that the Nazis used.
What stands out or catches your
attention?
PARAPHRASE: What message is being sent about
Jewish people and/or race?
CHALLENGE / CONNECTION: How can you tell? What else does it make you wonder? What else
does it remind you of?
Sou
rce
A
Sou
rce
B
Sou
rce
C
Sou
rce
D
Sou
rce
E
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Assignment #6: Comparing Extremism in Europe and Asia The extreme ideas that emerged in Japan in the 1920s and 1930s were very similar to the ones that emerged in Italy and Germany during the same time. In Japan, ultranationalists were against democracy and the influence of big business on Japanese life. They praised Japanese virtues of harmony and duty, idealized the past, demanded absolute obedience to the emperor, and called for the revival of warrior values. They also argued for Japanese imperialist expansion, and to take on the role of a world power in Asia.
_______________________________________________________________________________________________________________________ Your Task: Compare the ideas of Japanese ultranationalists with fascist sources from Italy and Germany in the first two columns. In the third column, paraphrase the similarities between the two sources. In the fourth column, discuss the difficulty you had in paraphrasing, or make a connection to something else we’ve learned in class..
JAPAN
GERMANY
PARAPHRASE: What are two similarities about what people in Germany and Japan were told to think about their leader and country?
CHALLENGE / CONNECTION:
“The Way of the Subjects” Japan Ministry of Education, 1941
The Emperor is the sole source of the Japanese nation, and national and private lives issue from him… The Imperial1 virtues2 are so great and boundless3 that all are joined into one. Here is the reason for our present glorious state, in which the Emperor and his subjects are harmonized4 into one great unit, with a million hearts beating as one.... The way of the subjects is to be loyal to the Emperor in disregard of self, thereby supporting the Imperial Throne. To serve the Emperor is its key point. Our lives will become sincere and true only when they are offered up completely to the Emperor and Japan.
“The Oath to Adolph Hitler,” speech by Rudolph Hess, 1934
Be ever a servant of the whole, within the movement as well, and never forget that only the whole movement, not a part of it, can guarantee victory and the conquest of the future. Be ever aware that, wherever you are, you owe thanks to the Führer (leader), for his leadership enabled5 every victory. Wherever you are, be it high or low, work for him, and therefore for Germany. Remember what Adolf Hitler says: it makes no difference if one is a street cleaner or a professor, as long as he works for the whole and does his duty. The reward for your labors is the feeling of having done one’s duty for the movement, for Adolf Hitler, for Germany.
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(2)_____________________________
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1. Imperial: referring to an empire or emperor 2. virtues: good qualities, admirable characteristics
3. boundless: never ending, without limit 4. harmonized: unified, working together
5. enabled: made possible
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JAPAN
ITALY
PARAPHRASE: What are two similarities between the attitude of both sources toward empires?
CHALLENGE / CONNECTION:
Statement by the Ultranationalist Amur Society, 1930 Japan’s status among the empires of the world has risen until today she ranks as one of the three great powers, and from this eminence1 she can support other Asiatic nations... Through the growth of empire, Japan may perfect the workings of national strength and display her power to the fullest extent.2 Today our empire has entered a critical period in which great effort is required on the part of the entire nation. We must restore national confidence, and increase the national strength, and make sure all our people are working towards the common goal of Empire.
“What is Fascism?” Benito Mussolini ...For Fascism, the growth of empire is an essential sign of a country’s greatness... Peoples which are rising, or rising again after a period of oppression3 or humiliation, are always imperialist; and fear of war is a sign of decay and of death. But empire demands discipline, the coordination of all forces and a deeply felt sense of duty and sacrifice...
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(2)_____________________________
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1. eminence: position of power 2. fullest extent: greatest amount possible 3. oppression: the condition of being
controlled, humiliated, having your rights taken away, etc.
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JAPAN
GERMANY
PARAPHRASE: What are two similarities in the reasons that both Japan and Germany wanted to conquer new territory (which eventually led to World War II)?
CHALLENGE / CONNECTION:
Speech from Hashimoto Kingoro, a Japanese nationalist, 1939 We have already said that there are only three ways left to Japan to escape from the pressure of surplus1 population. We are like a great crowd of people packed into a small and narrow room, and there are only three doors through which we might escape, namely emigration,2 advance into world markets, and expansion of territory. It is quite natural that Japan should rush upon the last remaining door. Suppose that there is still on this earth land endowed3 with abundant4 natural resources that have not been developed…. Would it not then be God’s will that Japan go there and develop those resources for the benefit of mankind? And there still remain many such lands on this earth.
Mein Kampf, Adolph Hitler, 1922 In an era when the earth is gradually being divided up among states, Germany cannot become a world power if we are limited to the area that we are currently in…. Germany must find the courage to gather our people and their strength for an advance along the road that will lead this people from its present restricted living space to new land and soil…. [The solution to this problem is] the acquisition of a territory for settlement, which will enhance5 the area of the mother country… and secure for the mother country the resources and advantages of the conquered land….
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(2)_____________________________
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1. surplus: an amount greater than you need, left over 2. emigration: leaving a country and moving somewhere else
3. endowed: blessed with, given 4. abundant: plentiful, lots
5. enhance: increase
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Assignment 7: Japanese Imperialism in Korea
Throughout the early 1900s up until World War II, Japan engaged in an aggressive policy of imperialism. One of the places most negatively affected by Japanese imperialism was Korea, which Japan annexed in 1905 and occupied until the end of World War II. There were many similarities between the motives, tactics, and attitudes of Japanese imperialists and their European counterparts.
Your Task: 1.) Examine the following documents that relate to Japanese imperialism in Korea. 2.) Using the “making connections” worksheet, make connections about the similarities between Japanese imperialism and European imperialism/extremism. Document 1:
Document 2: Education Ordinance, March 4, 1938
By both covert and overt means the use of the Japanese language was forced upon the Koreans. Failure to speak Japanese denied the Koreans many rights and privileges, including that of securing ration cards and public certification. After 1935, required attendance at Shinto ceremonies (Shinto is a religion in Japan) created numerous problems for Korean Christians. An increasing number of ministers and members of Christian churches were imprisoned because of their refusal to participate in the Shinto rituals, and a growing number of Korean private schools and social and cultural organizations were closed.
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Document 3: Andrew Nahm, Korea: Tradition and Transformation, p. 250
The colonial government issued an education ordinance in August 1911 which stated that the purpose of education in Korea was to produce "loyal and obedient" and useful subjects of the Japanese emperor. It adopted a system of four-year primary education, a four-year secondary school program for boys, and a three-year secondary curriculum for girls. However, only a handful of schools were established during this time while a large number of private schools were closed. The ordinance made the study of the Japanese language compulsory at all approved schools and banned instruction in Korean history and geography. All textbooks which had been previously used in Korean schools were confiscated and only those approved by the government were allowed.
Document 4: Pledge of the Imperial Subjects, October 1937
The memorization of this pledge was required of all Koreans and others who Japan conquered.
1. We the Imperial subjects shall serve the Emperor and the Japanese nation loyally and faithfully.
2. We the Imperial subjects shall, through trust and love, cooperate to strengthen our unity, and serve the Emperor
3. We the Imperial subjects will endure hardships and train ourselves to promote the Imperial way and be good
subjects
Document 5: The so-called “comfort women” were sexual slaves who were often recruited by trickery and forced to serve the Japanese military. These women were drawn from throughout the Japanese empire, though many were Korean. Kim Tok-chin, a women who was the victim of the sexual slavery, recounts here experience below:
“It was the middle of January or perhaps a little later, say the beginning of February, 1937. I was 17 years old. I heard girls were being recruited with promies of work in Japanese factories. I suddenly heard a Korean man was in the area again recruiting more girls to work in the Japanese factories. I went to the city to meet him and promised him I would go to Japan for work. He gave me the time and place of my departure and I returned home to ready myself to leave… …One the first night there [in Japan] I was dragged before a high-ranking soldier and raped. He had a pistol. He patted my back and said that I would have to go through this experience whether I liked it or not, but that after a few times I would not feel so much pain. We were taken here and there to the rooms of different high ranking officers on a nightly basis. We rose at seven in the morning, washed, and took breafast in turns. Then from about 9 o’clock the soldiers began to arrive and form orderly lines. Each of us had to serve an average of 30 to 40 men each day, and we often had no time to sleep.”
TrueStoriesof theKoreanComfortWomen,editedbyKeithHowardand translatedbyYoung JooLee (London:Cassell, 1995)
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Copy a quote from the document that
catches your attention:
What does this tell us about Japanese imperialism in Korea and other parts
of Asia?
CHALLENGE / CONNECTION: How does this remind you of European imperialism? How does it remind you of fascism? Does it remind you of anything else we’ve learned or you know about history?
Do
cum
en
t 1
I see a Japanese soldier
walking over a Korean on his
way to Manchuria
It shows that one of Japan’s
motives was for natural
resources
It reminds me of the
European “Scramble for
Africa,” when Europeans
wanted Africa’s natural
resources
Do
cum
en
t 2
Do
cum
en
t 3
Do
cum
en
t 4
Do
cum
en
t 5
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Assignment #8: The March to War: In-class Group Work
Station 1: German and Japanese Treatment of Civilians 1. RIGHT THERE: What did both the Germans and Japanese use civilians from conquered territories for?
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2. RIGHT THERE: What kind of industries were civilians forced to work in?
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3. RIGHT THERE: What were working conditions like for civilians captured by Germany and Japan?
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4. THINK AND SEARCH: Knowing what you know about Germany and Japan, why do you think they felt
they could treat civilians so poorly? ________________________________________________________________________________
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Station 2: Political Cartoons 1. RIGHT THERE: In political cartoon 2a, who is Hitler walking over on his way to power? __________________
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2. RIGHT THERE: In political cartoon 2b, what is the Japanese tank shooting through? _______________________
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3. THINK AND SEARCH: What do political cartoons 2a and 2b suggest about the ability of other countries
to stop Germany and Japan from doing what they want? ________________________________________________________
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4. THINK AND SEARCH: What does political cartoon 2c suggest about the ability of the League of Nations
to keep world peace? ________________________________________________________________________________________________
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Station 3: Tripartite Agreement between Japan, Germany, and Italy 1. RIGHT THERE: According to the first part of the agreement, why have Japan, Germany, and Italy agreed
to make a pact to support each other? _____________________________________________________________________________
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2. RIGHT THERE: What does Japan agree to do for Germany and Italy? ________________________________________
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3. RIGHT THERE: What do Germany and Italy agree to do for Japan? ___________________________________________
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4. THINK AND SEARCH: What does political cartoon 3b suggest is the real purpose of the Tripartite Pact?
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5. AUTHOR AND YOU: Why do you think the cartoonist chose to depict Hitler, Mussolini, and Hitler as a
three-headed snake in political cartoon 3c? _______________________________________________________________________
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Station 4: German and Japanese Military Tactics
1. RIGHT THERE What was the term the Germans used to describe their attack style? _______________________ 2. THINK AND SEARCH: Why is a term that means “lighting war” a good way to describe the German
attack style? __________________________________________________________________________________________________________
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3. RIGHT THERE: Why did the Japanese decide to attack Pearl Harbor? ________________________________________
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3. THINK AND SEARCH: How was the Japanese attack on Pearl Harbor similar to the German “blitzkrieg?”
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Assignment #9: Turning Points in World War II: In-Class Group Work Station 1: RUSSIA: Battle of Stalingrad 1. What were the Nazis hoping to accomplish by attacking Stalingrad? (right there)
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2. How would you describe the fighting in the Battle of Stalingrad? (think and search)
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3. What role did geography play in the German defeat? (think and search)
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4. What is the main idea of the cartoon with “Old Man Winter” in it? (think and search)
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Station 2: NORTH AFRICA: Battle of el-Alamein 1. What strategic waterway were the Germans trying to take over? (think and search)
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2. Why is that waterway important? (think and search) _________________________________________________________
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2. Look at the map. In what country is el-Alamein? (right there) ________________________________________________ 3. After winning at el-Alamein, where was the next battle the Allies fought in North Africa? (right there)
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4. After that victory, what country were the Allies able to invade from the south? (right there)
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Station 3: THE PACIFIC: Battle of Midway 1. What two countries fought in the Battle of Midway? (right there) ____________________________________________ 2. In what ocean did it take place? (right there) ___________________________________________________________________ 3. Why is the Battle of Midway considered a huge defeat for Japan? (think and search)
_________________________________________________________________________________________________________________________
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4. What is “island hopping?” (right there)
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5. Using the picture, predict two challenges of the “island hopping” strategy:
(a.) ____________________________________________________________________________________________________________________
(b.) ____________________________________________________________________________________________________________________
Station 4: EUROPE: Operation Overlord/ D-Day / Battle of the Bulge
Clip 1 1. How did the Allies invade France to take it back from the Nazis?
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2. What challenges did they have to overcome to invade? _________________________________________________________________________________________________________________________
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Clip 2 3. As the Allies advanced toward Germany from the west, what country advanced towards Germany from the east? _________________________________________________________________________________________________________________________ 4. The Battle of the Bulge was fought on the border of Germany and what country? __________________________ 5. What was the effect of the Allied victory at the Battle of the Bulge? __________________________________________
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Clip 3: 6. What did the Allies find after they had liberated Europe? ____________________________________________________
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