Unit V Essay

HY 1120, American History II 1 Cou rse Learning Outcomes for Unit V Upon completion of this unit, students should be able to: 4. Summarize the impact of the civil rights movement on social, political, and economic infrastructure of society from the mid -20th century to today. 4.1. Identify key figures from the civil rights movement. 4.2. Identify social, political, and economic impacts civil rights. 5. Summarize varied perspectives concerning American Imperialism, including expansionism, foreign policy, and trade. Reading Assignment To gain further knowledge of the material, please view the PowerPoint presentations below. These will help you identify key people discus sed in this unit, important details not covered within the lesson, and political cartoons from the time period to have a view into the mindset of people towards key topics. To access the Unit V PowerPoint a please click here . For a PDF version click here . To access the Unit V PowerPoint b please click here . For a PDF version click here . Freeman, E., Schamel, W., & West, J. (1991, November 1). "A date which will live in infamy": The first typed draft of Franklink D. Roosevelt's war address. National Archives and Records Admin istration . Retrieved from http://www.archives.gov/education/lessons/day -of-infamy/ World War II Maps, Summaries and Photos. (2010, January 1). Retrieved from http://gcveteransmemorial.org/photo -panels/ Bernstein, B. J. (1995). The atomic bombings reconsidered. Foreign Affairs , 74 (1), 135 -152. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=31h&AN=9501254895&site=ehost -live&scope=site Morton, L. (1957). The decision to use the atomic bomb. Foreign Affairs , 35 (2), 334 -353. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=31h&AN=14737818&site=ehost -live&scope=site Unit Lesson In this unit, it will once again be important to consider the perspective of the time, with an emphasis on the lingering effects of worry, anxiety, and opportunity. W e will review questionable actions from all fronts, including questionable actions of both successful and unsuccessful regimes, and compare attitudes and actions of civilians in these times. It is nearly impossible not to hold a preconceived perspective on this conflict, as it is one of the most durable and lucrative subjects in print and in nationalist memory. Challenge yourself to avoid anachronism and put yourself into the time period. W hat would possess people of this age to react in way s that we today have trouble even considering? This unit will look at the social war, the times directly after, the civilian response, and the beginnings of a tension -filled Cold War. You will be challenged to look past modern understandings to engage in d ebates from the time. UNIT V STUDY GUIDE America and World War II HY 1120, American History II 2 UNIT x STUDY GUIDE Title A Time of Unrest By the latter 1930s, the United States was watching its economy slowly starting to rebound, and President Franklin Delano Roosevelt’s (FDR) New Deal was continuing to put willing Americans back to work. By 1933, agg ressions again began to stir in Europe. Despite his personal international ambitions, which echoed the previous Roosevelt’s imperial interests, FDR knew that the American people needed domestic stability before the country could once again reenter the worl d stage. A promise to remain a dormant, isolated power — the “Good Neighbor Policy” — was perhaps more show than substance, but kept America progressing economically. Things were not going as well across the Atlantic. The reconstruction of Europe following WW I was slow, as those nations who faced a generation’s worth of loss struggled to regroup and rebuild their ancient lands. One of the few nations successfully on the rise was the unlikely Germany. Under the leadership of a charismatic orator named Adolf Hit ler, whose political initiative had allowed him to quickly rise through the ranks, Germany was no longer tending to its wounds. Instead, it was boasting about its progress on the world stage.

Hitler’s Nazi initiative had given direction, hope, and stabilit y to a people who had either lost or forfeited much of their culture after the Great War. By 1936, the swastika hung in Berlin next to the Olympic flag. Hitler’s and His Allies In 1933, Hitler had taken the role of Chancellor. He had suspended the German Parliament and declared the nation in need of emergency action, even at the expense of basic civil liberties and rights. His National Socialist Party (Nazi), though socialist only in name, would quickly gain support from all ages through a series of progr ams ranging from work opportunities to the Hitler youth, a program for all German children meant to indoctrinate them into the role of an ideal Nazi. “Der Fuhrer,” the leader, had stealthily and successfully made himself dictator of the most powerful fasci st, or an extremely conservative, bordering on autocratic, government. And yet, his greatest motivation was still only known by a select few. In much the same tradition of Caesar and Napoleon, Hitler quickly amassed a powerful circle of advisors and muscl e, including a secret enforcement squad called the Gestapo. These propelled him to a level of unchecked power and influence. His success was so surprising to the world that he was even honored with the cover of Time Magazine’s “Man of the Year” issue in 19 39. Hidden behind the glamor was a dark cloud that was about to envelop Europe once again. Unfortunately, many did not hear the rising sound of a beating drum — the Wehrmacht, the German war machine — which was once again about to march, this time under the Nazi b anner. Also following this drum were fellow fascist dictators “Il Duce” (the leader), Benito Mussolini of Italy, and Hideko Tojo, Prime Minister of Japan, under the power of Emperor Hirohito. (For more information, see http://gcveteransmemorial.org/photo -panels/ .) Japan and Italy, though not major factors in any Great War alliance, felt disregarded in the previous treaties. Fueled by both desperation and outrage, these two joined with Germany, cre ating a new Axis alliance against the revitalized Alliance of Western power: Britain, France, Russia, and the United States. Their tactics included deploying fear - filled propaganda and aggressive oratory. For all of the domestic building that had been put into Germany, what would make Nazism distinct from Fascism was the central role of cultural aggression and blame. For Hitler, his aggressive anti -Semitis m was a rallying cry across political borders. However, what was yet unknown were the lengths he would go with this charge. To the East, Japan’s ambitions of naval superiority rivaled only those of Britain in the Atlantic, and Emperor Hirohito and his Pri me Minister Tojo would prove their might and resolve with attacks on longtime rival China. What united Tojo with Hitler was simple; they wished to retake what they believed culturally belonged to them, despite political boundaries or declarations from a ge neration past. Just as Benito Mussolini (left) during a visit with Adolf Hitler (right) in Munich. (Jugoslavije, 1937) HY 1120, American History II 3 UNIT x STUDY GUIDE Title Hitler had violated stipulations from the Great War, Japan openly disregarded naval treaties based on past trade battles — a move that would ultimately leave the U.S., whose population had again embraced isolationism, no choice but to enter the fray. In 1936 -37, while Hitler was retaking the lost West German lands, Nanjing (Nanking) would be overtaken by Japan. In the 1930s, Japan was a major trading nation with the United States, but what Tojo did not expect were the continued loyalt ies stemming from the Great W ar. The U.S.’s greatest international ally during this era, and arguably still today, is the United Kingdom. The Japanese threats against China required the U.S. to disrupt this trade, which included an oil pipeline essential t o continued Japanese prosperity. In addition, trade would ramp up with the creation of the Lend -Lease Act in 1941. This promise to continuously supply war and civilian needs to Britain, without requirement for repayment, would ensure an American presence in the war, even if not with troops. It would also serve as a manufacturing boon for struggling American industries. This concerned many of Roosevelt’s contemporaries, who feared this alliance was sending the United States headfirst i nto the war. FDR was cast as a warmonger , baiting possible future Nazi attacks to which the U.S. would have to respond. The War to End All Wars Hitler would continue to spread his Nazi influence by once again malevolently spreading Germany’s borders throughout Europe. In 1938, Austria was again incorporated into Germany. In 1939, Czechoslovakia would fall, followed by Poland on the heels of the unrelenting blitzkrieg, or lightning war, by the German Luftwaffe (Nazi Air Force). Britain and Fran ce, still weary from the Great War, had tried to reason with Hitler. They allowed him to disregard certain parts of the overbe aring Treaty of Versailles, an appeasement strategy, as long as he promised to stop this annexation of neighboring nations. The br ash nature of Hitler’s refusal to leave Poland once again triggered the alliance system, prompting Britain and France to take up arms to avenge Poland, a tactic that would once again lead the German army into Paris, despite the efforts of Commander Charles de Gaulle. The war to end all wars, as it is often called, had officially begun anew. What is sometimes overlooked was the opportunity at this time for other revolutions. Perhaps the best -known case was Spain’s Francisco Franco, also a fascist. His effor ts would hinder the democratic process in Spain and spark the Spanish Civil War of 1936, but perhaps the greatest significance of this was the revelation of the nature of chaos in Europe during this time. His contemporaries, Hitler and Mussolini, recognize d Franco, but ultimately the Spanish Civil War would do little more than ensure that Spain was a non -factor in the greater world conflict throughout the 1930s. As 1940 rolled around, Germany began looking west. Despite their interests and attempts to fig ht, the Scandinavian nations provided little interference against Hitler’s might. As happened during the Great War, once again Paris would be quickly overtaken, pushing the remaining French resistance south into a territory known as Vichy France. On June 4, 1940, a single voice spread through the airways to the resistant British camps, homes, and bases in response to Hitler’s progress: We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender. –Winston Churchill This was the confident and defiant oratory of Sir Winston Churchill, the Prime Minister of Great Britain, whose calm, unwavering tone provided the Allies a sense of comfor t in a time (General Hideki Tojo, n.d.) George Patton (U.S. Army Signal Corps, 1943) HY 1120, American History II 4 UNIT x STUDY GUIDE Title of uncertainty and chaos. He, like FDR during the Depression, would be the rock of defiance against Hitler, and the resounding, composed tenor urged the British people to have the spirit to “keep calm and carry on.” On the American front, FDR stayed the isolationist course. The military, continuing to address its own issues with regard to integration and with the newly formed Army Air Corps, felt confident that the two oceans provided the necessary forewarning to react to threats. Still, the fl eets were on alert, especially in Norfolk, VA, home of the Atlantic fleet, and at the United States’ westernmost military installation, a small port off of the Hawaiian island Oahu, named Pearl Harbor. On December 7, 1941, everything changed. The U.S., in hopes of limiting the Japanese threat, and in response to its earlier aggression toward Anglo populations in Asia, cut off the supply lines to oil, which was essential to the Japanese military and cultural ways of life. Japan already had agreed to a defen sive pact with the European Axis nations, and Tojo, now in complete control of military operations, felt it was time to act to ensure a future for the empire. With the use of 183 fighter planes, known as a “zero,” the Japanese completely decimated the Paci fic naval fleet stationed at the Pearl Harbor port. The attack was immediately considered an act of terror. FDR’s message on December 8, 1941, addressed the significance of the attack: “A Date Which Will Live in Infamy.” (For more information see http://www.archives.gov/education/lessons/day -of-infamy/ .) Congress officially declared war on the Axis Powers, making the U.S. the replacement nation in the Allied Powers, replacing the now -occupied France. Alongside Britain’s Churchill and Russia’s Stalin, FDR’s presence would complete the “Big Three” who would dictate the pattern of the war in the 1940s. At home, the war was once again a part of everyday life. For many families, this mea nt that husbands, brothers, uncles, and sons of adequate age would likely be sent overseas. For women, this meant a return to industry and manufacturing. All able factories switched from commercial to wartime production.

Scrap materials and goods were care fully monitored to avoid waste, and the victory garden became a common sight throughout most neighborhoods as the U.S. government rationed most consumable staples, such as bread, gas, and meat. With much of the luster of war having been lost during the horrors of the Great W ar only a generation ago, propaganda and enlistment would change. One of the most notable icons during this age would be Rosie the Riveter, a characterization in the style of Uncle Sam who personified the spirit of the ideal industrial woman. Rosie inspired many to forego traditional gender roles in order to aid the American cause. In addition, a heavy emphasis was given to a new style of media attractive to all ages: cinema and animation. There are numerous examples of this new style of propaganda available for view in the suggested readings, including som e notable characters such as Donald Duck, Superman, and Dr. Seuss. Though the U.S. would be shocked by the attack on Pearl Harbor, there was quickly trouble in the Atlantic in the form of U -Boats threatening the Lend -Lease Act supply lines with Britain. It was official that the U.S. was now facing a two -front war, with oceans separating battle lines. FDR’s strategy would have to be one of great innovation and action to keep the Axis Powers from spreading the blit zkrieg to American shores as well as avoiding another disaster like Pearl Harbor. The “Big 3” at the Yalta Conference (seated left to right ): Churchill, FDR, and Stalin. This would be the last time these three leaders would be together. (Yalta, 1945) Rosie the Riveter poster, ca. 1942 -1943) HY 1120, American History II 5 UNIT x STUDY GUIDE Title Politically, two new actions were taken to attempt to ensure American support and limit the spread of secrets.

First, the Selective Service Act was enacted, thus guaranteein g a continued enlistment through the draft if voluntary enlistments started to wane. Still in use today, this act requires all males by their 18th birthday to declare for the draft. To many, this would be seen as a violation of rights, but to others, it wa s a leveling of the chances for military service, as the draft would hinge on the random draw of numbers, without regard of race, wealth, or beliefs. In addition, with the influence of union leader A. Philip Randolph, FDR created the Committee on Fair Empl oyment Practices to ensure that race would not be a discriminating factor in employment. The second act was almost a complete about -face in tolerance. Naturalized Americans of Japanese descent (particularly on the West coast), some who were multi -generati onal Americans, were forcefully taken from their homes and sequestered in internment camps, all in the name of security. This round -up, a direct reaction to the Pearl Harbor disaster, was generally nonviolent, but was a clear violation of basic civil right s done in the name of security. Though unique to American history, this type of internment was not unique to even this time. Across the Atlantic, Hitler’s anti -Semitic agenda became clear. Hitler was fixated on creating a master race, specifically a reviv al of the mythical Aryans, whose god -like powers would give Hitler the necessary means to spread his influence across the globe. Hitler’s legacy actually includes a heavy helping of religious and occult symbolism. Most often associated with his “right -han d” man, Minister of the Interior Heinrich Himmler, much of the modern research concerning this partnership displays Hitler’s intent to secure power in any way possible. In contemporary discussion of Himmler, it can become difficult to find where fact ends and conspiracy theory begins, but it is important to note that Hitler’s inner circle and SS corps used much occult and religious symbolism in their rituals and garb.

Use of these symbols was an effective motivator for many Germans, even leading to the roun dup and violent suffering of another ancient culture, the Jewish people, during the Holocaust. In all, approximately eleven million deaths at concentration camps throughout Europe were attributed to the Holocaust, six million of which were directly related to Hitler’s anti -Semitic agenda. June 1942 would be a turning point in the war. The Battle of Midway changed the tide of Japan’s pressure on the Americans for the remainder of the war. In November, Nazi General Erwin Rommel, one of history’s most legend ary strategists, was stopped before securing the invaluable Suez Canal pipeline, and American General George Patton (known as “ole blood and guts” for his brutal successes) would ensure the removal of the Germans from North Africa only a few months later. With the fighting now focused only in Europe, a new Allied strategy would pit the Soviet Union against the Nazis while the other allies went after Mussolini. By February 1943, the Nazis were being pushed back from Stalingrad in t he East, and Mussolini was ousted from the south in July of 1943. This removed the Italian threat, leaving only Hitler’s Nazis around the Mediterranean. Just as Britain had dealt with nighttime bombings and blitzkrieg tactics by Germany, by 1943, Germany was dealing with air raids from American and British bombers, and 1944 saw a considerable drop in Allied casualty rates. The war had changed course. Now the Axis powers were fighting a two -front war and scrambling to keep their reclaimed territories throu ghout Europe. It was now time for the Allies to retake the conquered lands, starting with France. On June 6, 1944, Eisenhower commanded Operation Overlord, also known as D -Day. This was a multi -point amphibious attack on the German -occupied coast of northern France, taken to open up the ports between Britain and France that were necessary to allow for a last, full -scale invasion. This was just the first in a series of pivotal and (Midway Island, 1941) Allied troops approaching Omaha Beach during D -Day invasion (Approaching Omaha, 1944) HY 1120, American History II 6 UNIT x STUDY GUIDE Title deciding battles across Europe: Paris was reclaimed on August 25th, the Battle of the Bulge took place on December 16th, and finally the Allies made the push into Germany itsel f. On May 7, 1945, Germany unconditionally surrendered. Hitler, no longer able to visualize his dream, had taken his own life only a week prior, and the Third Reich collapsed. With both Italy and Germany out of the fight, Europe began to rebuild. The U.S. and U.S.S.R. switched their focus to Japan. FDR, in his fourth term in office, died from a stroke on April 12, 1945. He had seen America through some of its toughest times and prevailed through the waves of criticism, doubt, and bloodshed that the world c ontinued to offer. As the war entered its final stage, a fresh leader would have to make two of the most significant, and difficult, choices in American military history. Truman wanted to end the war swiftly and mightily. Japan expected invasion, from the Russians if not the Americans, and had its troops prepared for a defense of the island nation. What it did not expect was for America to finish the war with an attack of unprecedented size and impact. Fearing for the possibility of hundreds of thousands more American casualties if the war continued, Truman believed it was time to demand Japan’s surrender. On August 6, 1945, following Japan’s failure to respond to Truman’s demands, the industrial city of Hiroshima, heavily populated and still relatively i ntact from the war, became the site of the first nuclear bomb, which wiped it from the map in a matter of moments. (To hear Truman announce the dropping of the first atomic bomb, click here https://commons.wikimedia.org/wiki/File:Trumann_hiroshima.ogg Once the page loads, click the play button in the upper left of the screen.) Three days later, a second bomb was dropped on Nagasaki, an important Japanese port city. Japan saw the might of American technology and knew that Russia was primed for invasion. On August 14, 1945, Japan surrendered unconditionally, and the war was over. The Cold War With men home from war, new families quickly grew into what we now call the baby boom era, but the same elation felt after the Great War was not present. While hostilities had ended, much of the world was in ruins, and through the rubble, there remained two big powers: the United States and the Soviet Union. W hile FDR, Churchill, and Stalin had worked well enough together to mutually benefit from the destruction of the Nazi regime, the Communist power that had previously toppled Nicholas II was still not tolerant of capitalist nations. Stalin was now the suprem e commander of much of Eastern Europe, specifically the lands that his army had liberated, including half of all former German lands and half of its capital city, Berlin. Thus begins the period of uneasy calm and warnings most often called the Cold War. By 1947, only two years after Japan’s surrender, America was again on high alert, this time partially due to its own actions. The bombs that leveled Hiroshima and Nagasaki were worldwide news. With two remaining superpowers, what emerged was a series of phi losophical differences and an eventual arms race. The Allied powers sought to rebuild the world they had helped destroy to avoid repeating the same mistakes made following the Great War, including the consequential punitive reparations that delivered Germ any to Hitler. This included rebuilding Germany to its former economic power, while still imposing strict military sanctions. Stalin, however, saw weakness, and in that weakness, opportunity. His philosophy was to spread the Soviet influence as far as it would go, which would include economic equality and forced reparations on the Axis nations to rebuild the Soviet lands devastated by the fighting. Truman, sensing potential conflict down the road, committed the U.S. intervention to support nations under op pression from internal or external pressures. This Truman Doctrine, in conjunction with the Marshall Plan, which pledged $13 Billion to European rebuilding aid, set the scene for the U.S. presence in the world for the next fifty years. In 1949, the U.S. an d her Western European allies would create a new pact, known as the North Atlantic Treaty Organization (NATO), to prepare (Hiroshima Aftermath, 1945) HY 1120, American History II 7 UNIT x STUDY GUIDE Title for potential Soviet conflict. In addition, a new intelligence program, the Central Intelligence Agency (CIA), would emerge with a foc us on international espionage. Though WWII was over, the peace process would also include a fair amount of military action, the first of which would be the still -controversial creation of an Israeli State within Palestine. On one side, the new inhabitants claimed the land as ancestral homelands taken by force; on the other, the current residents claimed that the land had been abandoned and was now occupied. Needless to say, this separation in views would only continue to fester into greater issues, some st ill appearing in our contemporary headlines. In Asia, Communism quickly spread among the poorer nations. China, for example, would rally behind Mao Zedong, who would eventually craft the second most powerful Communist power in the world. At home, the end of the war also meant the end of wartime production. Many women lost their positions or lost a significant percentage of their wages with the return of the men from war. In addition, unions, fearing the loss of their workers’ wages, strategically worked t o keep new measures implemented by Truman, such as the fallout from the Employment Act of 1946, from taking the jobs of established workers. Also apparent was the continued segregation at home. Once again, a full generation of men from all races went to w ar only to find their treatment better abroad than at home, including African Americans and Mexican Americans, as well as Japanese Americans, many of whom came home only to find that their families had been taken forcefully to camps while neighbors and opp ortunists took the chance to steal or destroy their personal effects. Arguably, Truman’s most effective measure was geared toward the poor, as his Housing Act of 1949 did help to increase government housing, but that proved only to be a patch on a growing wound. The Cold War was also not simply a conflict on the international scale; the Communist threat would weave itself into almost every part of daily life. Wisconsin Senator Joseph McCarthy would become the face of a revived “Red Scare” during these dras tic federal changes. McCarthy, noteworthy for his national following and common theme of anti -Communist messages, would prompt an internal investigation into almost everything American, including cinema, media, government, and even lifestyles. Under the c ape of McCarthyism, simply to be considered un -American was traitorous. For many, even previous associations such as school groups or connections with “known Communists” at any time could result in life as an outcast, loss of jobs and homes, or even incarc eration. This high state of alert would mean keeping close eyes on the spread of communism into new nations. Soon, it would usher in a new period of American action: the Korean War. Looking back, this was a time of high alert for many. The war had been a blessing and a curse for Americans. It resurrected the economy, but only led to greater issues back home, and the fallout of the war would lead directly into a new period of fear and violence. Considering the times, it is important to reflect on some of t he actions taken at home and abroad. What may have possessed so many to willingly give these fascist leaders almost unlimited political control? Why did Americans allow the government to incarcerate neighbors? Finally, was Europe arguably any less in dange r with the rise of Communism in Russia and China? References Approaching omaha [Photograph]. (1944, June 6). Retrieved from https://commons.wikimedia.org/wiki/File:Approaching_Omaha.jpg Churchill, W. (1940, June 4). We shall fight on the beaches [Audio file]. Retrieved from http://www.bbc.co.uk/history/worldwars/wwtwo/churchill_audio_01.shtml Hideki Tojo [Photograph]. (n.d.). Retrieved from https://commons.wikimedia.org/wiki/File:Hideki_Tojo.jpg Hiroshima aftermath [Photograph]. (1945). Retrieved from https://commons.wikimedia.org/wiki/File:Hiroshima_aftermath.jpg HY 1120, American History II 8 UNIT x STUDY GUIDE Title Jugoslavije, M. (1937). Benito Mussolini and Adolf Hitler [Photograph]. Retrieved, from https://commons.wikimedia.org/wiki/File:Benito_Mussolini_and_Adolf_Hitler.jpg Midway Island [Photograph]. (1941, November 24). Retrieved from https://commons.wikimedia.org/wiki/File:G451086_Midway_Island_US_Pacific_november_1941.jpg Rosie the riveter [Photograph]. [ca. 1942 -1943]. Retrieved from https://commons.wikimedia.org/wiki/File:W e_Can_Do _It!_(3678696585).jpg Truman announcing the bombing of Hiroshima [Recording]. (1945, August 9). Retrieved from https://upload.wikimedia.org/wikipedia/commons/2/24/Trumann_hiroshima.ogg U.S. Army Signal Corps. (1943, March 30). George Smith Patton [Photog raph]. Retrieved from https://commons.wikimedia.org/wiki/File:George_Smith_Patton_ -_1944.jpg Yalta summit 1945 with Churchill, Roosevelt, Stalin [Photograph]. (1945, February 1). Retrieved from https://commons.wikimedia.org/wiki/File:Yalta_summit_1945_wit h_Churchill,_Roosevelt,_Stalin.jpg Suggested Reading The following exhibits cartoon posters, pictures, or comics from the World War II time period: PBS . (n.d. ). WWII cartoons. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/photo - gallery/warletters -cartoons/ To listen to a speech made by Winston Churchill during World War II, please check out the following from the BBC: Audio: Churchill an d World War Two. (2014, January 1). BBC News . Retrieved from http://www.bbc.co.uk/history/worldwars/wwtwo/churchill_audio_01.shtml To view a World War II propaganda cartoon, featuring Donald Duck, be sure to check out the Youtube link listed below. The Best Film Archives. (2013, November 25). Commando Duck: Donald Duck against the Japanese | 1944 | WW2 animated propaganda film by Walt Disney [Video file]. Retrieved from https://www.youtube.com/watch?v=IWAf3dQxAfQ The following exhibits cartoon post ers, pictures, or comics from the World War II time period. Minear, R. (2012, January 1). Dr. Seuss went to war. Retrieved from http://libraries.ucsd.edu/speccoll/dswenttowar/ To listen to speeches made by Winston Churchill during World W ar II please ch eck out the following website: Cameron, D. (n.d.). Speeches: David Cameron on Winston Churchill . Retrieved from http://www.winstonchurchill.org/learn/speeches/speeches -of-winston -churchill