World War II ( )

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1 2 World War II ( ) Source 2.1 Australian soldiers on the Kokoda Track, 1942 [AWM/013620]

2 Chapter 2 World War II ( ) 27 Activity 2.1 Resistance to Hitler Watch the YouTube clip about resistance groups to Nazism during World War II. The link to this movie can be found at The reading of many history textbooks would suggest that Adolf Hitler had universal support within Germany, but this was not the case. There were many Germans who resisted the power of the Nazi government, and the resistance of some Germans led to their imprisonment and even execution. Answer the following questions as you watch the video clip. 1 In your own words, identify the subject of this movie. 2 Complete by inserting the missing information. Opposition to the Nazi state Religious groups Young intellectuals Paramilitary Military Other Archbishop of Münster His name? Name of church? Group Reichsbanner Group s name? Edelweisspiraten Catholic Church Catholic Church Protestant (Lutheran) Church University students Munich Social Democratic Party Army English name? His name? What did he do to attack the Nazi regime? Pastor Martin Niemöller How did this group attack the Nazi regime? What did they do? Colonel Claus von Stauffenberg Who were they? How did he oppose the Nazi regime? How did he oppose Hitler s regime? How did they oppose the Nazi regime? How did this group oppose the Nazi regime?

3 28 History for the Australian Curriculum Workbook 10 3 Categorise the movie as either a primary or secondary source. Justify your answer. 4 Evaluate the reliability of the movie as an historical source. 5 Identify any additional resources that might improve the usefulness and reliability of this source. 6 Identify two areas of resistance to the Nazi regime that you would like to research further. 7 Discuss the impact you think the church resistance had on the Nazi regime.

4 Chapter 2 World War II ( ) 29 Activity 2.2 Key terms 1 Key vocabulary has been emphasised for you in Chapter 2 of your History for the Australian Curriculum 10 textbook. It is important that you learn to make use of vocabulary as a vital part of your learning. Expanding your knowledge and understanding depends a good deal on adapting to vocabulary that is new to you. Learn how to pronounce new words, and in particular how to spell them correctly and use them in your writing. Define the following terms: Lebensraum Ideology Genocide Blitzkrieg Appeasement Dolchstosslegende 2 Choose three other words that you think you need to know as part of your learning, but that you haven t defined above. List and define them below. a

5 30 History for the Australian Curriculum Workbook 10 b c 3 Write four short sentences below that make use of two words from each of the above questions to demonstrate that you understand each of their meanings. Do not rewrite the definitions. a b c d

6 Chapter 2 World War II ( ) 31 Activity 2.3 Women and the Hitler Youth in Nazi Germany As well as interpreting artworks and photographs from the past, historians also have to interpret official and unofficial documents. Often this will mean having them translated. Languages other than English do not always have phrases that can accurately be translated into an English term. In this event, the exact meaning of a document can often be distorted by the very act of translating it. Therefore, you should question historical sources when examining them. Read Sources 2.2, 2.3 and 2.4, then answer the questions that follow. The success of National Socialism is the success of discipline the youngster who at the age of ten enters the movement of Adolf Hitler soon learns to subordinate his own petty will to the laws which have built states and made whole nations happy As he grows older, he learns that discipline and subordination are not arbitrary inventions called into being by a few power-hungry men to safeguard their own personal position, but that they are, rather, the premises for his own and his nation s existence Among those of his own age, and even in play he begins to understand that his own blind obedience gives the will of the group the possibility of success. Source 2.2 Baldur von Schirach s view of the Hitler Youth Movement. From K. Webb, People and Events: Modern History (McGraw- Hill, Sydney, 1997), p. 94. Girls were quickly informed of their position in the Reich. Speaking at the 1934 Nuremburg Party Rally, Hitler made it very clear to the girls what their function was to be. the world of woman is a smaller world [than of a man s]. For her world is her husband, her family, her children and her house. Source 2.3 Adolf Hitler s view on the place of women in Nazi society, From K. Webb, People and Events: Modern History (McGraw-Hill, Sydney, 1997), p. 94. Intelligence in a woman is not an essential thing. My mother for example would have cut a poor figure in the society of our cultivated women. She lived strictly for her husband and her children. They were her entire universe. But she gave a son to Germany. Source 2.4 Adolf Hitler on women, From K. Webb, People and Events: Modern History (McGraw-Hill, Sydney, 1997), p. 94.

7 32 History for the Australian Curriculum Workbook 10 1 Categorise these document extracts as either primary or secondary sources. Justify your answer. 2 List the qualities that the Hitler Youth Movement required of boys and girls. 3 Baldur von Schirach was the leader of the Hitler Youth Movement from Explain how he justifies the emphasis placed on blind obedience. 4 Describe the purpose of obedience and subordination in the Hitler Youth Movement. 5 Evaluate the usefulness of Sources 2.2, 2.3 and 2.4 in informing us about the Hitler Youth Movement in Nazi Germany.

8 Chapter 2 World War II ( ) 33 6 List three other questions you can think of that might help you to carry out a full inquiry into the movement. 7 Print out pages and research just two of those questions using the template below as a guide. You should aim to collect notes in point form, together with any relevant images, and reach a conclusion about each question. As sound historical work always requires a bibliography, it is important that you identify your sources. Research notes and planning Research theme or question Picture

9 34 History for the Australian Curriculum Workbook 10 Notes Conclusion Bibliographical details

10 Chapter 2 World War II ( ) 35 Activity 2.4 The atomic bomb, 1945 Your task here is to conduct a debate about whether President Truman should or should not have used the atomic bomb to end the Pacific War in August The other option had been to invade Japan and force Japan to surrender that way. You will need to research the issue thoroughly to conduct this debate. Read pp of your textbook to find out about this event. To present your debate, you may use graphics or slides, and video/audio material projected from a laptop using a data projector. 1 Make some notes for your debate in the space below. 2 Complete the table below to summarise the reasoning of the debaters. Debate: should the United States have used the atomic bomb in August 1945? Yes No Summarise the arguments here: Summarise the arguments here: Summarise your conclusion here:

11 36 History for the Australian Curriculum Workbook 10 Activity 2.5 Making historical judgements Listed below are six statements about World War II. Skilled historians have to learn to make judgements about the historical records they encounter. However, we are only in a position to make sound historical judgements if we examine evidence both for and against the assertions, and if we take careful note of the subtle meanings of key words in the statements. 1 Read each of the six statements. Identify the key words in each statement. Then, in the space provided, detail your judgement about two of the assertions. You should assess the extent to which the statements are true and, conversely, the extent to which they are false. World War I ( ) and World War II ( ) were entirely different wars and cannot really be compared. The entire Australian community played a part, no matter how small, during World War II because Australia itself was under direct attack. The presence of US forces in Australia during World War II led to conflict between Australian forces and the Americans. D-Day was a psychological step in the battle for victory over Germany in Europe. It is a real irony that many Australians of Aboriginal descent chose to enlist to fight the Japanese and yet were not even counted as citizens of Australia at the time. World War II shattered many economies and societies. One result of the war was the emergence of the United States and the Soviet Union as superpowers. a

12 Chapter 2 World War II ( ) 37 b 2 Compare the judgements you have made with those of another student in your class who has chosen one of the same statements to analyse. Below, summarise the similarities and differences you can observe between the two judgements. 3 Some statements act as forces that divide people rather than working to unite them. Look back at all six judgements in this activity. Identify the elements that have the potential to divide people, and identify the elements of each statement that have the potential to unite people.

13 38 History for the Australian Curriculum Workbook 10 Activity 2.6 Timeline of the Pacific War With the European and Pacific Wars overlapping, it can be difficult to put events in order. On the map in Source 2.5, sequence the dates of the Pacific War, using the information in the timeline below. You can use your textbook as well as any additional resources to assist you in this task December Japan attacks US Pacific Naval Base at Pearl Harbor in Hawaii February Japanese troops take a week to capture Britain s naval base at Singapore. Some Allied troops are captured, including Australian diggers. They all become prisoners of war. Australia is now vulnerable to Japanese attack February Darwin bombed for the first time, with 342 people killed. Darwin would be bombed a further 58 times between 1942 and May Battle of the Coral Sea: Japanese Navy defeated June Battle of Midway Island November Kokoda Trail in New Guinea. Australians defeat the Japanese August The Philippines retaken from the Japanese by General MacArthur and the Americans February Manila in The Philippines retaken March Tokyo is bombed by the Americans, killing in the firestorm April Japanese island of Okinawa taken by the Americans with huge losses on both sides August Hiroshima in Japan bombed. Between and people die August Nagasaki bombed in Japan. Between and people die. Source 2.5 Key World War II battles in the Asia-Pacific

14 Chapter 2 World War II ( ) 39 Activity 2.7 Australia and the Pacific War History is a debate between professional researchers. However, it is no longer the private domain of academic historians publishing out of universities. Today, numerous journalists, biographers and freelance writers have joined historians in reviewing our military history. When viewed as a collective, we are left with little doubt that those who write histories have different perceptions and ideas about the way the story of the past should be represented. When politicians deliver speeches, they rarely think of how their words might be interpreted by future historians, amateur or academic. Consider the speech presented in Source 2.6. Australian Prime Minister John Curtin made this speech in December After reading through the speech, answer the questions that follow. The Australian government regards the Pacific struggle as primarily one in which the United States and Australia must have the fullest say in the direction of the democracies fighting plan. Without any inhibitions of any kind, I make it quite clear that Australia looks to America free of any pangs as to our traditional links or kinship with the United Kingdom. We know the problems that the United Kingdom faces. We know the constant threat of invasion but we know that Australia can go and Britain can still hold on we shall exert all our own energies towards the shaping of a plan, with the United States as its keystone, which will give to our country some confidence of being able to hold out until the battle swings against the enemy. Source 2.6 Australian Prime Minister John Curtin on the Pacific War. Melbourne Herald, 27 December Briefly describe what was happening in the European and Pacific theatres of war in December Australia had always given its primary support to Britain during times of war. Explain the extent to which Curtin s speech indicates Australia s continuing support for Britain in World War II.

15 40 History for the Australian Curriculum Workbook 10 3 In your own words, rewrite the speech for a modern audience. 4 Politicians often make decisions in order to win popular support and sometimes for political purposes. Discuss whether John Curtin was making a politically popular or political policy decision in agreeing to ally Australia with the United States. Justify your response.

16 Chapter 2 World War II ( ) 41 Activity 2.8 Propaganda Examine pp of your textbook once more. At the commencement of World War II in 1939, Australians were not keen on going to war. But they understood the emergency enough to realise that they had to support Britain in its war against Germany. Japan was not part of the issue for Australians until Just as in World War I, propaganda became a means of encouraging support for and commitment to the war effort. All countries exploited it. The Japanese attack on Pearl Harbor in December 1941 had an impact on the type of propaganda used in Australia. Before that time, the focus had been on Hitler and Germany, and the need to support Britain. After 1941, the Japanese and the potential threats Japan posed to Australia s independence and freedom became the focus. Sources 2.7 and 2.8 provide examples of two such propaganda pieces. Examine them and answer the questions that follow. Source 2.7 Propaganda poster from World War II Source 2.8 Propaganda poster from World War II

17 42 History for the Australian Curriculum Workbook 10 1 All propaganda tends to exaggerate. Identify the exaggerations in Source Identify the exaggerations in Source Source 2.7 was never published in Queensland or Melbourne. Suggest why that may have been. 4 All propaganda includes visual and literal messages. In your own words, explain the visual and literal messages of Source In your own words, interpret the visual and literal messages of Source 2.8.

18 Chapter 2 World War II ( ) 43 6 When Source 2.7 was first published in 1942, Prime Minister John Curtin knew that its message was false, but he decided to promote it by using the literal elements in his speeches. Why do you think Curtin made this decision? 7 Think about some World War II propaganda of which you are aware. a Does propaganda always have to be negative in its representations? (Place an X by the most appropriate response.) Yes No b Locate a piece of World War II propaganda used in Australia to demonstrate your response to Question 7a. Describe the propaganda you found, detail where you found it and identify whether it is positive or negative propaganda.

19 44 History for the Australian Curriculum Workbook 10 Activity 2.9 Military production Statistical data can be useful evidence in historical analysis. However, it can prove problematic as well. Take as an example the numbers of people who died at Hiroshima and Nagasaki. Without knowing the numbers of people there when the bombs were dropped, we cannot accurately estimate the numbers of dead. How statistics are calculated, who keeps the records, how accurately they are kept and whether there is any political manipulation of the data (either in a positive or negative way) can all have an impact on the reliability and usefulness of statistical data as historical evidence. But despite the limitations, we should not dismiss statistical data because it is important historical material providing a window to the past. Statistics as evidence in history Total German forces fighting on all fronts Italy: France, Belgium, Holland: Norway/Finland: Balkans: Russia: Pacific: Manchuria: China: Burma: Korea: Total Japanese forces fighting on all fronts Comparing Allied and Axis industrial and military production Allied (USA, Soviet, UK) Axis (Germany/Japan) Oil supplies (metric tons) million (USA 222; Soviet 18; UK 21) Oil supplies (metric tons) million (Germany 9.5; Japan 1) Coal production (metric tons) million (USA 562; Soviet 121; UK 192) Coal production (metric tons) million (Germany 433; Japan 52) Aircraft production (USA ; Soviet ; UK ) Aircraft production (Germany ; Japan ) Tank production (USA ; Soviet ; UK 4500) Tank production (Germany ; Japan 400) Source 2.9 Military production during World War II, from N. DeMarco and R. Radway, The Twentieth Century: A World Transformed (Hodder & Stoughton, London, 1997). (some numbers have been rounded)

20 Chapter 2 World War II ( ) 45 1 Suggest why oil and coal production was so important for the war effort in the 1940s. 2 Explain why Germany had so many troops on the Russian front in the 1940s. 3 Analyse why both Germany and Japan were producing so few aircraft relative to the Allied forces by Suggest why Japan produced so few tanks during World War II. 5 Discuss how the United States was able to lead other Allied powers in its production of oil, coal and military equipment.

21 46 History for the Australian Curriculum Workbook 10 6 Research statistics for the numbers of Allied troops in each of the areas of conflict shown in Source 2.9. For each statistic that you list below, include the source details of where you found it. 7 Categorise these statistics as either primary or secondary historical sources. Justify your response. 8 What can you conclude about the relative strength of the Allied and Axis military and economic situations by 1944?

22 Chapter 2 World War II ( ) 47 Activity 2.10 Decline of the Axis In this activity, you are to plan and type an essay of approximately 300 words that argues for or against the following proposition: The Axis powers began the war extremely well, but by 1944 were incapable of winning it. Space has been left over the page for your essay. If you need additional space, use a word document. In the essay, you should formulate a response to the question first. Do you agree with the proposition or not? Perhaps you agree with only part of it, and not with other parts. This is fine, as long as you spell this out clearly. You should then use your textbook and other sources to gather evidence to help support what you want in the essay. As the essay needs to be only around 300 words you will not need enormous amounts of detail, just enough to argue your case. Use the essay-planning map below to help plan your response. It prompts you to think of topic sentences for each paragraph as well as sentences that link to the next paragraph. It also allows you to plan your introduction and conclusion, which are very important in the essay. The plan has four paragraphs plus the two paragraphs for the introduction and conclusion. Fill only the spaces that you need. History essay planning map Question/topic: Introduction: Topic sentences: Topic sentences: Topic sentences: Topic sentences: Dot points: Dot points: Dot points: Dot points: Linking sentences: Linking sentences: Linking sentences: Linking sentences: Conclusion:

23 48 History for the Australian Curriculum Workbook 10

24 Depth Study 2 Rights and freedoms

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