This Google Form takes a “choose your own path” approach by prompting students which of the first four Crusades they want to review. Each overview has a brief description, a video, an image, and questions varying in type. The idea behind this Google Form is to be a flexible, supplemental review for students. Each overview is based on information that my CT covered in their Middle Ages unit, which was presented to 10th grade World History students.
This is a picture of the Tuskegee Airmen, which was a segregated Air Force unit consisting of African American fighter and bomber pilots. The Tuskegee Airmen were deployed many times in overseas combat missions. In and outside of the military, the Tuskegee Airmen experienced discrimination, despite their service.
Image 1: Anti-Japanese Propaganda
Source from PICRYL (click for options to view larger version)
Context: Official U.S. Army propaganda poster that was circulated between 1941 and 1945. On the poster, you can see an official U.S. military seal, as well as a “little” Japanese soldier who pales in comparison to the “big job” text.
Image 2: Japanese American Soldiers
Source from PICRYL (click for options to view larger version)
Context: Despite widespread demonization and internment, thousands of Japanese Americans had the “opportunity” to fight for the United States during World War II. This is an image of Japanese American soldiers belonging to the 442nd Regimental Combat Team, which consisted of second-generation Japanese Americans, also known as Nisei.
Image 3: African American Military Police Officer
Source from PICRYL (click for options to view larger version)
Context: During World War II, African Americans experienced segregation in the civilian sector, as well as in the armed forces. This is an image of an African American MP officer who was stationed in Columbus, Georgia. A few years after World War II, President Truman desegregated the armed forces by citing African American wartime contributions.
Questions for Students
Question 1: What do you think the purpose is for the creation of each image? How are they similar and/or different?
Question 2: For images 1 and 2, do you think the creators were purposeful with their use of symbols? What stands out?
Question 3: How are images 2 and 3 similar to each other? What do they accomplish, whether good or bad?
Instructional Goals and Model Answers:
Students will be able to examine the historical contexts that influenced the creation of three World War II primary sources.
Students will be able to compare World War II primary sources that relate to discrimination and segregation in the armed services.
Question 1: I think the purpose behind the creation of each image was for military recruiting. This is easily seen in image 1, as reflected by the U.S. Army seal in the upper-left corner. Essentially, this poster aims to stir fear and hysteria among young recruits who were led to believe they can make a difference. In image 2, Japanese American soldiers of the 442nd Regimental Combat Team are portrayed in a positive light, which contradicted the dominating anti-Japanese hysteria of the time. Many Japanese Americans of the 442nd Regimental Combat Team were volunteers from internment camps, so this photo could have been used for recruiting purposes to show how Japanese Americans could “prove themselves” loyal. Similarly, image 3 could have been purposed to recruit African Americans into the military. The image portrays a strong and young African American man living an exciting life as an MP officer (hence the pose with the motorcycle). Compared to what most African Americans experienced during this time, this image could be seen as a way for African American men to earn prestige and “prove themselves” in a similar manner to image 2.
Question 2: In image 1, the Rising Sun Flag is front and center, and it is on the helmet of the Japanese soldier. The red coloring of the Rising Sun Flag is paired with the soldier himself, so anything red in the poster is associated with the enemy; the red text reading “The little Jap” is paired with the red colorings of the Rising Sun Flag. In image 2, the American flag is emphasized due to its large size and coloration that stands out compared to the Japanese American soldiers. The soldiers in this picture are paired with the American flag, and are thus “mighty” and portrayed in a positive manner, unlike the pairing in image 1.
Question 3: Images 2 and 3 portray minorities who were often stigmatized serving in the armed forces. Both images reflect the segregation of the armed forces since in image 2, only Japanese Americans of the 442nd Regimental Combat Team are shown, and in image 3, the sign in the background distinguishes the MP officer as belonging to a segregated MP unit. Both images portray usually-stigmatized minorities in a positive light, but there are features of segregation that appeal to dominating notions of racism.
Source from PICRYL (click for options to view larger version)
Title: Japanese soldiers with flags in December 1937
Context: Front cover from a Japanese magazine called Sekai Gaho, which translates to Pictorial World in English. In the picture, Japanese soldiers are celebrating their victory over China in the Battle of Shanghai, which was one of the bloodiest wars in World War II.
Icebreaker prompt: Which symbols are featured in this image? In what context do they fit in? Are they still seen today?
Response: The most obvious symbol in this image is the Rising Sun Flag. The Rising Sun Flag was used by the Imperial Japanese Army, as well as the Imperial Japanese Navy, but there are slight distinctions between the two groups. In this image, the Rising Sun Flag is slightly off-center, which suggests these are soldiers of the Navy (a centered version was used by the Imperial Japanese Army). The Rising Sun Flag is uncommon to see today because it is associated with past atrocities committed by the Empire of Japan.
Another symbol in this image is the Hinomaru, which was the official flag for the Empire of Japan. The Hinomaru was not associated with Japan’s past atrocities to the same degree as the Rising Sun Flag, so it remained the national flag of Japan post-World War II and even up to the present.
Image 2: Thought Bubbles
Source from PICRYL (click for options to view larger version)
Title: Shashin Shuho No. 151
Context: From front to back, the women are Italian, Japanese, and German elites. Their names are Francesca, Akiko, and Ursula accordingly. Each of the women are holding a hagoita (wooden paddles used in a badminton-like sport) out of respect to other leaders of the Axis powers. This image was the cover of a magazine called Shashin Shuho, which translates to Photograph Weekly Report in English. This issue was published in January 1941.
Icebreaker prompt: Analyze the image and create a thought bubble for each of the women.
Response:
Francesca: “I can’t believe I’m holding a picture of this jerk. Him and Mussolini dislike each other.”
Akiko: “I hope these women like Japan!”
Ursula: “What is Akiko wearing? I’ve never seen anything like that in Germany before… it’s so different.”
Image 3: Questioning
Source from PICRYL (click for options to view larger version)
Title: Shashin Shuho No. 189
Context: These are Japanese soldiers fighting in the Battle of Changsha, which was fought in 1939 and resulted in Chinese victory. This image was the cover of a magazine called Shashin Shuho, which translates to Photograph Weekly Report in English. This issue was published in August 1941.
Icebreaker prompt: Brainstorm at least three questions about this image and arrange them in order of curiosity.
Response:
How were they able to edit the coloring of this image to make the Hinomaru stand out? Image editing was primitive back then, so I’m curious how they did this.
Why would Shashin Shuho feature an image of a battle that Japan lost? It seems counterintuitive to feature an image for a shameful defeat, so there might be a propagandistic twist.
What is beyond the smokescreen? I wonder how staged this image is, or if there were actually enemy troops downrange?
Cartoonfrom 1882 (one month before the Chinese Exclusion Act) portraying the animosity Americans had toward Chinese immigrants. Source from NYPL Digital Collection.This is a negatively stereotyped Chinese man being beaten by a crowd. I wonder how many Chinese immigrants were beaten, or worse, killed, because of normalized portrayals of violence?The cartoon shows political opponents uniting against a common “evil”. Were democrats, republicans, and independents equally against Chinese immigration? Or was one party known to be more aggressive?The only friends most Chinese immigrants had during this time were in their own racial communities. Were there any American organizations that actively helped Chinese immigrants during this time?
Photo 2:
Cartoon created in 1905, nearly 20 years after the Chinese Exclusion Act. Source from Library of Congress.Chinese man with a stereotyped rattail being kicked out of the country by Uncle Sam. I wonder how widespread Chinese immigration was, even decades after the Chinese Exclusion Act?A pompous portrayal of a Chinese immigrant trying to gain entry into the United States. Due to the sophisticated disguise and forged pedigree, I wonder what lengths Chinese immigrants went to immigrate to the United States? The name “John” was likely adapted by many Chinese immigrants, hence how it is used like a slur in this example.
Photo 3:
Advertisement from United China Relief, an organization that provided aid to China for their struggles against Japan. No specific date is provided, but it has a date range from 1941-1945. Source from PICRYL.Complete change of tone from the previous depictions of Chinese men. This Chinese soldier is portrayed to be strong, determined, and most noticeably, does not have the stereotyped rattail. This positive portrayal results from China fighting one of the United States’ mortal enemies of the time, Japan.This is a reference to China’s early fighting with Japan, and is likely an attempt to differentiate the two.Was United China Relief successful in their efforts to distinguish Chinese people from Japanese people? How much money did they raise, and did they make a noticeable difference in China? Was the organization’s true intention to help America’s cause more so than China’s, so Japan would be more occupied in Asia?
