IsOLATIONISM AND WORLD WAR II

450 CHAPTER 25 IsOLATIONISM AND WORLD WAR II

As Commander in Chief of the Army and Navy, I have directed that all measures be taken for our defense, that always will our whole nation remem- ber the character of the onslaught against us.

No matter how long it may take us to overcome this premeditated inva- sion, the American people, in their righteous might, will win through to absolute victory.

I believe that I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost but will make it very certain that this form oftreachery shall never again endanger us.

Hostilities exist. There is no blinking at the fact that our people, our ter- ritory and our interests are in grave danger.

With confdence in our armed forces, with the unbounding determina- tion of our people, we will gain the inevitable triumph. So help us God.

I ask that the Congress declare that since the unprovoked and dastardly attack byJapan on Sunday, Dec.7,1947,a state of war has existed between the United States and the Japanese Empire.

191

Life in a Japanese Internment Camp (1942)

AsWorldWar II began, there were more than 100,000 people of Japanese descent liv- ing in the eountry, mainly along the West Coast. After the surprise attacle on Pearl Haftor, rumors spread that Japanese in Ameica would hinder the war ffirt through “ffth column” (espionage or sabotage) actions. Reacting to old suspicions, ignorant

fears, and racial prejudice toward all Asians, the federal got)emtnent orilered Japanese Americans-regardless oJ loyalty or American citizenship-to abandon theh homes and businesses and be placed in “Relocation Centers.” Nearly 110,000 people were incareerated in centers that resembled eoncentration camps:They were locateil in rcmote areas and had armed guard1 barbed-wire feneing, communal liuing arrangements in wooden banacks, and poor food. Among those relocated wa Chailes Kikuchi, an Ameican-born child $fkei) of Japanese immigrants (ksei), who leept a diary of hk internment at Thnforan, d temporary assembly area in southern Calfornia. Kikuchi’s diary excerpted as follows, reueals the tensions of ltfe in the camp as well as his own torn loyahies between hk fanily and Japanese ancestry and his American citizenship.

Ques t i ons t o Cons ide r

1. Why does Charles Kikuchi believe the iniernment will be harmful to

Japanese Americans? Where were Kikuchit loyalties?

2. Why could Kikuchi see humor in some Americans’reaction to intern- ment, yet be fearful of nativist groups like the Native Sons of the GoldenWest?

191 LIFE IN A JAPANESE INTERNMENT CAMP (1942)

3. What does Kikuchi’s diary reveal about the situation ofJapanese Ameri- cans during World War II?

4. Were the relocation camps necessary?

S.F Japanese Town certainly looks like a ghost town. All the stores are closed and the windows are’bare except for a mass of “evacuation sale” signs.The junk dealers are having a ronurn holiday, since they can have their cake and eat it too. It works like this! They buy cheap from the Japanese leaving and sell dearly to the Okies coming in for deferue worlc. Result, good profit. . . .

Apnn 30, 1942, Brnxnr-nv Today is the day that we are going to get kicked out of Berkeley. It certainly is degrafing. I am down here in the control sta- tion, and I have nothing to do so I am jotting down these notes! The Army Lieutenant over there doesn’t want any of the photographers to take pictures of these miserable people waiting for the Greyhound bus because he thinks that the American public might get a sympathetic attitude towards them.

I’m supposed to see my family at Tanforan as Jack told me to give the same family number. I wonder how it is going to be living with them as I haven’t done this for years and years? I should have gone over to San Fran- cisco and evacuated with them, but I had a last final to take. I understand that we are going to live in the horse stalls. I hope that the army has the courtesy to remove the manure first.

This morning I went over to the bank to close my account and the bank teller whom I have never seen before solemnly shook my hand and said, “Goodbye, have a nice time.” I wonder if that isn’t the attitude of the Amer- ican people? They dont seem to be bitter against us, and I certainly don’t think I am any diferent from them. . . .

Mav 3, 1942, StrNoav A lot of Nisei kids come in and mix theirJapanese in with their English. Now that we are cut off from the Caucasian contacts, there will be a greater tendency to speak more and more Japanese unless we carefully guard against it. Someday these Nisei will once again go out into the greater American sociery and it is so important that they be able to speak English well-that’s why education is so important. I still think it is a big mistake to evacuate all the Japanese. Segregation is the least desirable thing that could happen and it certainly is going to increase the problem offuture social adjusrments. How can we expect to develop Americanization when they are all put together with the stigma of disloyalry pointed at them? I am convinced that the Nisei could become good Americans, and will be, if they are not treated with much suspicion.The presence here of all those pro-Japan Issei certainly will not help thinp out any. . . .

There was a terrific rairutorm last night and we have had to wade through the “slush alleys” again. Everyone sinks up to the ankles in mud. Some trucks came in today with lumber to build new barracks, but the earth was so soft

Chules Kikuchi, The Kikwhi Diary: Chrcnkle ftom an American Corcehhation Cawp;The TanJoran Journab oJ Charles

Kikwhi,ed.John Modcll (Urbana, IL,19’73),51-52,66,73,170,229.Copyti9ht O 1973 by the Boud ofTrustees

of thc Univcrsiry of Illiaois. Uscd with pemision of the Uniwnity of Illinois Press.

452 CHAPTER 25 ISOLATIONISM AND WORLD WAR II

that the truck sank over the hubs and they had a hell of a time pulling it out. The Army certainly is rushing things. About half of the Japanese have already been evacuated from the restricted areas in this state. Manzanar, Santa Anita, andTanforan will be the three biggest centers. Now that S.F, has been almost cleared, the American Legion, the Native Sons of the Golden West, and the Cdifornia Joint Immigration Committee are fi.ling charges that the Nisei should be disfranchised because we have obtained citizenship under false pre- tenses and that “we are loyal subjects ofJapan” and therefore should never have been allowed to obtain citizenship. This sort of thing will gain momen- tum and we are not in a very advantageous position to combat it. I get fear- ful sometimes because this sort of hysteria will gain momentum. . . . I think that they are stabbing us in the back and that there should be a separate con- centration camp for these so-called Americans. They are a lot more danger- ous than the Japanese in the U.S. ever will or have been. . . .

Jvrv 8, L942 . . .I keep saying to myself that I must view everything intel- lectually and rationally, but sometimes I feel sentiments compounded of blind feelings and irrationaliry. Here all of my life I have identified my every act with America but when the war broke out I suddenly find that I wont be allowed to become an integral part of the whole in these times of national danger. I find I am put aside and viewed suspiciously. My set of values gets rw’isted; I don’t know what to think. Yes, an American certainly is a queer thing. I know what I want, I think, yet it looks beyond my reach at times, but I won’t accept defeat. Americanism is my only solution and I may even get frantic about it if thwarted. To retain my loyalty to my country I must also retain my family loyalty or what else do I have to build upon? So I can’t be selfish and individualistic to such a strong degree. I must view it from either angle and abide by the majority decision. If I am to be in a camp for the duration, I may as well have the stabilizing influence of the family. . . .

. . . There are so many interesting people in camp. They are Americans! Sometimes they may say things that arise out of their bewildered feelings, but they cant throw off the environmental effects of the American way of life which is ingrained in them. The injustices of evacuation will some day come to light. It is a blot upon our nationd life-like the Negro problem, the way labor gets kicked around, the unequal distribution of wealth, the sad plight of the farmers, the slums of our large cities, and a multitude of things. It would make me drzry just to think about them now

192

Women in the Homefront War Effort (1942)

World War Il altered the economic status for many American women. As millions oJ men entered military service anil the demand for labor inoeased dramatically, old stercotypes and bariers preuenting women from etttering the industrial workplace and

i l i r i’ , ,1 i :”‘i iitiri l r , l l

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Chapter 7: American Art Deco/WWII “Commercial Modern”

Chapter 7: American Art Deco/WWII “Commercial Modern”

#1: Questions: Brief Answers

1. List the 2 streams of design styles from Europe that influenced

1930’s – 40’s American design.

2. Who are Mehemed Agha and Cipe Pineles?

3. How did the Nazi government attempt to define and control German culture?

4. Describe a typical pulp magazine cover. Who is the intended audience?

5. What kinds of media and typography did the Nazis use to achieve their goals?

6. What are the visual elements of WWII posters used by the Allies?

#2: Short Essay View the “Lester Beall” PDF and answer this question (just one paragraph).

Who is Lester Beall and what are the visual elements of his style?

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Instructions: Drawing on your reading of chapter 2 and 3 of our textbook New Mexico: A History  and provide a  2 to 3-paragraph response to ONE of the two questions below

Instructions: Drawing on your reading of chapter 2 and 3 of our textbook New Mexico: A History  and provide a  2 to 3-paragraph response to ONE of the two questions below. No outside sources just whats in chapter 2 and 3.

Find a copy chapter 2 under Week 2 readings on Blackboard

Include a footnote referring to particular pages or page in the textbook following this example: Zadie Smith, Swing Time (New York: Penguin Press, 2016), 315–16.

 

Questions:  Choose 1 of the following

  1. What was the role of Spanish Missions in the colonization of New Mexico? Discuss
  2. “Franciscan missionaries failed in their quest to convert Pueblo Indians to Catholicism” Do you agree or disagree with this statement, why or why not, explain.
  3. In what ways did the Pueblo rebellion of 1680 contested Spain’s authority in New Mexico?
  4. What was the purpose of the Spanish laws known as Reglamento of 1772? Why did these Reglamento targeted nomadic bands such as the Apaches, Utes, and Comanches?

The post Instructions: Drawing on your reading of chapter 2 and 3 of our textbook New Mexico: A History  and provide a  2 to 3-paragraph response to ONE of the two questions below appeared first on homeworkhandlers.com.

HIST 102 DLA Online – Europe Since 1500

Fall 2018

HIST 102 DLA Online – Europe Since 1500

Instructor: Alisa Stern

Email: alisa.stern@hotmail.com

COURSE DESCRIPTION: Welcome to History 102! In this course we will learn about the major events and ideas of the Western world from 1500 to the present, including the Reformation, the Scientific Revolution, the Enlightenment, the French Revolution; the Industrial and Agricultural Revolution, Liberalism, Conservatism and Socialism; Nationalism, Imperialism and Colonialism; World Wars I and II; the Cold War and the fall of Communism.

STUDENT LEARNING OUTCOMES:

Students should be able to:

· learn about the major events and ideas of the Western world from 1500 to the present.

· gain an appreciation for the study of history and its relevance to present day society and current issues.

· develop critical thinking, reading and writing skills.

GENERAL EDUCATION HISTORICAL & GLOBAL PERSPECTIVES LEARNING OUTCOMES:

Students should be able to:

a. Describe how knowledge from different cultural perspectives might affect interpretations of prominent problem in politics, society, the arts and/or global relations. b. Evaluate the sources of his or her own perspectives on selected issues in culture, society, politics, the arts or global relations and compare that perspective with other views. c. Identify a significant issue affecting at least two countries or continents d. Justify a position on a public issue and relate this position to alternate views within the community/policy environment.

REQUIRED TEXTS:

Hunt, Lynn. The Making of the West: Peoples and CulturesVolume II. NY, New York: (Bedford/St. Martin’s), Fifth Edition, 2015. ISBN-13: 978-1-319-06666-6

Lualdi, Katharine J., Sources of The Making of the West, Peoples and Cultures, Volume II: Since 1500 NY, New York (Bedford/ St. Martin’s) Fifth Edition, ISBN 13: ISBN-13: 978-1-319-06666-6 (Free when packaged with The Making of the West)

COURSE BLACKBOARD SITE:

This course has a blackboard web site at (http://mercy.blackboard.com).

You must have a college email account to access the site. On this site, I will post all course materials, and course modules, including, your syllabus, course documents, useful questions (study guides) and other information, as well as any announcements for the class. It is your responsibility to access this site several times a week.

HOW THE CLASS WORKS:

There are 12 Course Modules, following the first Introductory Module. A new module will be posted on Blackboard each week on Monday. You have one week to complete the module (Due dates will be posted in the module)

Each module consists of

1. Reading Assignment (approx 30 pages per week)

1. Written Assignment (2-4 pages, Times New Roman 12 pt. + 1 inch margins)

AND/OR

1. Discussion Board Question (approx. 150 words), Response Post (approx. 50 words)

In order to be successful in the class you MUST do the reading first. Then you can complete the Written Assignment and post to the Discussion Board.

The Introductory Module is worth 4 points. Each written assignment is worth 5 points. Each Discussion Board Post is worth 2 points. Your response to someone else’s post is worth 1 point. (Additionally, the introductory assignment is worth 4 points) All the points add up to 100 – so it is easy to calculate your grade as the course progresses.

NOTE: The written assignment is NOT a summary of the reading. You will be required to analyze the reading and write an essay that shows that you have thought critically about the reading.

Online courses require effort and motivation. Do not fall behind with the reading and assignments. It will be difficult to catch up.

EVALUATION PLAN:

Your final grade will be based on the following;

1. Written Assignments (60%)

1. Discussion Board (36%)

1. Introductory Assignment (4%)

GRADE BREAKDOWN:

89 – 100 points – A

79 – 88 points – B

69 – 78 points – C

59 – 68 points – D

Below 59 – F

ASSIGNMENTS:

There are 12 Course Modules (following the first Introductory Module). A new module will be posted on Blackboard each week on Wednesday. You have one week to complete the module (Due dates will be posted in the module)

Each module consists of

1) Reading Assignment (approx 30 pages per week)

2) Written Assignment (2-4 pages, Times New Roman 12 pt. + 1 inch margins)

3) Discussion Board Question (approx. 150 words), Response Post (approx. 50 words)

In order to be successful in the class you MUST do the reading first. Then you can complete the Written Assignment and post to the Discussion Board.

MISSED ASSIGNMENTS AND DISCUSSION BOARD:

Missed written assignments can be made up only with a valid and documented excuse. Discussion Board assignments CANNOT be made up. Please do not miss the deadline to post and respond on the Discussion Board.

MERCY COLLEGE’S ACADEMIC INTEGRITY POLICY:

“Students are expected to submit their own work for all course assignments. Academic integrity is of particular importance in the Mercy learning environment. For all data, texts, or other information reported, quoted, or otherwise used in student work, the sources from which the data, texts, or other information were obtained (including, but not limited to, persons, books, and articles) must be cited. Without appropriate citation, the use of such data, texts, or other information is considered plagiarism and has serious consequences. These consequences include, but are not limited to, a failing grade for the assignment or course, as well as possible expulsion from the College.

All materials entered in public conferences and communication with College personnel should adhere to standards of civility. Any communication that embarrasses, harasses, or causes concern will be referred to the appropriate School Dean.” [footnoteRef:1] [1: Mercy College, “Student Handbook, 2014-2015” (Mercy College, 2014), 25, https://www.mercy.edu/student-affairs/sites/www.mercy.edu.student-affairs/files/basicpage/documents/Student-Handbook-9-16-2014.pdf.]

PLAGIARISM:

“Plagiarism, which is the appropriation of words or ideas of another without recognition of the source, is a form of cheating.”[footnoteRef:2] You must do your own work and make sure that your work is not being plagiarized by others. Committing plagiarism could result in a “0” for the assignment, an “F” for this course and/or possible dismissal or suspension from the College. It is also considered plagiarism if you turn in the same paper for multiple classes. In other words – do your own work. [2: Mercy College, “Student Handbook, 2014-2015,” 26.]

STUDENTS WITH DISABILITIES:  Mercy College is committed to achieving equal educational opportunities and full participation for persons with disabilities. Persons with disabilities who may need classroom accommodations are encouraged to contact the Office of Accessibility before the semester begins to learn about the different accommodations available and the process for obtaining reasonable accommodation(s).   Please contact the Office at (914) 674-7523, accessibility@mercy.edu or visit our website at www.mercy.edu/student-affairs/access.

SYLLABUS CHANGE POLICY

Except for changes that substantially affect implementation of the evaluation (grading) statement, this syllabus is a guide for the course and is subject to change with advance notice.

The instructor reserves the right to make changes to this syllabus, including the schedule of assignments, lectures, and the selected readings.

COURSE SCHEDULE:

Sept 5 – Introductory Assignment

Sept 12 – Primary Documents vs. Secondary Sources.

Sept 19 – No Assignment

Sept 26 – Scientific Revolution

Oct 3 – Enlightenment

Oct 10 – French Revolution

Oct 17 – Industrial Revolution

Oct 24 – Imperialism

Oct 31 – World War I

Nov 7 – Russian Revolution

Nov 14 – Nazi Germany

Nov 21 – No Assignment – Thanksgiving Recess

Nov 28 – World War II – Holocaust

Dec 5 – Rescue and Resistance

Dec 12 – Cold War

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