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Week 11 Notes

by: Madison Sundberg

Week 11 Notes History 225

Madison Sundberg
GPA 3.34

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Here are the notes from week 11 of class!
U.S. History
Dr. Steven Reich
Class Notes
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This 4 page Class Notes was uploaded by Madison Sundberg on Sunday April 3, 2016. The Class Notes belongs to History 225 at James Madison University taught by Dr. Steven Reich in Spring 2016. Since its upload, it has received 13 views. For similar materials see U.S. History in History at James Madison University.


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Date Created: 04/03/16
Discussion (Lecture notes) Japanese American Citizens After The Attack on Pearl Harbor  62% of the Japanese citizens who were sent to internment camps were American citizens, the rest were immigrants  FDR wrote legislation for all Japanese on the West Coast to be deported or imprisoned in camps o Most were forcibly relocated  Military facilitation  Propaganda films show happy Japanese families willingly moving into camps and leaving their homes and businesses behind  Assembly centers o A place to stay until the relocation centers were complete  Relocation center o Small, village like place where prisoners lived  Isolation center o Location for misbehaved prisoners The Los Angeles Times  Originally skeptical of Japanese  Goal was to instill fear and skepticism of Japanese in Americans  Worked to justify internment of Japanese Americans  Used language such as “sabotage”, “espionage”, and “infiltrate”  General theme was the “common enemy” o The Japanese and Japanese Americans  Idea that the Japanese were disguised as U.S. citizens in order to fight a clandestine war against the U.S.  Declared that 8 states in the west should be declared as a war- zone o Marshall Law should be declared in order to conduct surveillance and raids o Suspend habeas corpus o Remove the rights of Japanese Americans Dr. Seuss Fear that the Japanese still have loyalties to Japan and the emperor Stereotyped Japanese Americans Contributes in stereotyping Japanese o Dr. Seuss had recently denounced the stereotyping of Jews and African Americans General DeWitt  Wants blanket authority o The ability to conduct mass searches and raids  Does not trust the Japanese and writes them off as the enemy  Wants permission to conduct law enforcement activities without the Japanese Americans having the right to due process Circular of Information  An opportunity for Japanese to show their American pride  Attempts to make the encampments and relocation more inviting  “Enlistment in the corps is wholly voluntary”  “Patriotic duty”  “Cooperating wholeheartedly and cheerfully” Welcome to Topaz  Do’s and Don’ts list  List of rules that must be memorized for life in the internment camp  Identification cards are required to be carried at all time  “Don’t get too close to the fences at night”  Strict set of rules that demeaned the prisoners  Did not allow them much freedom Al Hilda There was an issue with protecting property after they were removed to an internment camp o Most people’s property was vandalized Life in the camps was incredibly boring Food was poor in nutrients Schooling/education was sub-par Digital Archive  Pictures were put out by the federal government  Not an accurate representation of what was happening  Depicted happy, healthy lives  Meant to portray a fun, good life where everybody is employed  Used as propaganda o Used to show Americans that life in camps wasn’t bad o But more importantly they were used to show the world that life in American camps were not grueling 3/30/16 The War of Machines (Reich, Lecture Notes) America and the War  Mass reluctance from the American people to get involved with an international conflict  FDR started the Office of War Information  Enlistees/draftees were not enthusiastic about fighting and rarely supported the cause  Propaganda, like “Why We Fight”, was used to “explain the American mission”  American military leaders were concerned that the U.S. was not prepared to fight in this war because they were not as enthusiastic as the citizens were in Germany and Japan  The U.S. did not have a military culture at this time  American military officials understood that machines were cheaper than men Nazi Blitzkrieg  “Lightening war”  Germany’s machines were built for a quick battle  The purpose was to overwhelm the enemy and quickly defeat and conquer them Time and Men  To counter the blitzkrieg style, the USSR put up mass amounts of men against Germany  Soviet soldiers were equipped for fighting in the snow  Nazi tanks would freeze or get stuck in the mud, soldiers had to proceed on foot  The USSR successfully turned the war on the eastern front into a war of attrition America’s Arsenal of Democracy: Machines over Men  The war of attrition gives the U.S. time to build their arsenal of machine  The U.S. remains the largest industrial capital of the world o Large factories had been sitting unused due to the depression o Switching to a war time economy was not difficult because so many of these factories were closed and so many men needed jobs o Unemployed men were drafted into the military or sent to a factory to build war materials  The industrial capital was fairly secure because they were surrounded by two oceans unlike the industry in Europe would could easily be bombed  Women worked in the factories  American business men were in charge of overseeing the building of these military machines Technological Fanaticism  Allowed the U.S. to bring destruction to the enemy without feeling like they are militaristic  Allowed them to keep a physical and psychology distance from the war  This distance saved moral values of the citizens  Technological ingenuity rained its full fury on Japan 4/1 The Cold War (Reich, Lecture notes)  Open-door policy  America’s well-being relied on exporting goods  Foreign trade would have suffered if America hadn’t intervened to keep trade door opens  Closing any ports threatened national interest America’s Response  Containment  Reassert the Open Door  National Security Act of 1947 Interventionist Policy  U.S. drawn into world wide conflicts  Inability to discern interests  Sense of American vulnerability drove the logic of Cold War responses


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