Friendly Fire

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Omar Bradley and Lesley McNair
Question

My cousin sent me this, is it accurate?

"The first German serviceman killed in WW II was killed by the Japanese (China, 1937), the first American serviceman killed was killed by the Russians (Finland 1940); the highest ranking American killed was Lt Gen Lesley McNair, killed by the US Army Air Corps. So much for allies."

Answer

This question is a little more complicated than it appears on the surface. For instance, Germany and Japan were not formally allied in 1937 (the Tripartite Pact allying Germany, Japan, and Italy went into effect in September 1940), and the 1937 action in China predated by two years Germany’s 1939 entry into World War II.

Likewise, historians usually consider the Winter War fought between Russia and Finland from 1939 to 1940 separate from the Second World War; in any case, it occurred well before the United States and Russia were allied, which did not occur until December 1941. (At the time of the Winter War, Russia and Germany had signed a non-aggression treaty and would remain in a state of uneasy neutrality until the German invasion of the Soviet Union in July 1941).

Lieutenant General Lesley McNair was indeed killed by United States Army Air Force bombs in July 1945 as part of Operation Cobra, the breakout from the Normandy beachheads following the June 6, 1944, D-Day invasion. Along with Lieutenant General Simon Bolivar Buckner (killed by Japanese fire on Okinawa in 1945), General McNair was the highest-ranking American officer killed during the war.

In a larger sense, the question speaks to the confusion and chaos that forms an inevitable part of battle, and to the mistakes that confusion creates. Fratricide (the accidental targeting of friendly soldiers) has bedeviled armies for centuries. The development of gunpowder and firearms, which increased the distance between forces on the battlefield and thus expanded the chances for miscommunication, misidentification, and mistargeting in combat, increased the incidences of battlefield fratricide.

The advent of long-range artillery and air power in the 20th century created still more opportunities. So-called “friendly fire” episodes reflect not soldiers’ incompetence, carelessness, or treachery but the impossibility of determining precisely what is going on and who is who in the lethal and confusing environment of battle. In the 19th century, the Prussian military theorist Carl von Clausewitz termed this confusion and ambiguity the “fog of war,” and it constitutes an unavoidable part of warfare.

Military history features many famous instances of fratricide. Confederate General Thomas J. Jackson was shot by friendly pickets as he reconnoitered after the battle of Chancellorsville in 1863. In May 1940, three German bombers attempting to strike a French airfield became lost and instead bombed the German city of Freiburg by accident.

Scores of American GIs during the Second World War wrote of being strafed by American or British aircraft, being the targets of their own artillery shells (often fired from miles behind the front), or accidentally receiving fire from adjacent friendly units. Increasing distance between combatants, the impossibility of perfect communications, and more frequent actions at night have all made distinguishing friend from foe more difficult.

Amidst the chaos and terror of combat, even the most capable and well-intentioned soldiers sometimes mistakenly target their own troops. Nor have technological innovations such as night-vision goggles and precision munitions eliminated the threat of fratricide in combat. The 2004 death of Army Ranger and former NFL player Pat Tillman during a firefight in Afghanistan from rounds fired by fellow American soldiers is perhaps the best-known recent example.

For more information

Geoffrey Regan, Blue on Blue: A History of Friendly Fire, New York: Avon Books, 1995.

Charles R. Shrader, Amicicide: The Problem of Friendly Fire in Modern War, Ft Leavenworth, KS: Combat Studies Institute, US Army Command and General Staff College, 1982.

Richard Townshend Bickers, Friendly Fire: Accidents in Battle from Ancient Greece to the Gulf War, London: Leo Cooper Books, 1994.

Bibliography

"Major General Omar N. Bradley and Lieutenant General Lesley J. McNair during the recent maneuvers of the the Third Army in Louisiana. General Bradley is seen pointing out one ot the maneuver situations to General McNair," 1942, Prints and Photographs Division, Library of Congress.

Film Review: Pearl Harbor and U-571

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Photographic negative, One Day After Pearl Harbor, Dec 1941, John Collier, LOC
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What constitutes the limits of dramatic license in fictional motion pictures set within the framework of a historical event? Filmmakers have regularly argued that the need for drama always outweighs the need for plausibility and historical accuracy. Audiences have generally bought the argument, as have the filmmakers themselves. Does it matter that Steven Spielberg portrays the Pentagon receiving word of the death of two Ryan brothers on Omaha Beach within two days of D-Day? Does it matter that a German fighter plane flew to the vicinity of Greenland as shown in U-571? Does it matter that Jimmy Doolittle and his raiders never flew in formation during the attack on Tokyo as shown in Pearl Harbor?

But does falsifying or fabricating events add to the drama, or is good drama incompatible with truth?

Who cares? After watching U-571, one person said, “If I want to see the truth, I will watch PBS.” But does falsifying or fabricating events add to the drama, or is good drama incompatible with truth? Clearly painting the name Enola Gay on the wrong side of the fuselage in The Beginning or the End (1947) and Above and Beyond (1952) adds nothing to the drama of Paul Tibbets's mission to drop an atomic bomb on Hiroshima. Does the mistake matter? On the other hand, portraying Tibbets as feeling guilty for carrying out his assignment, as Above and Beyond clearly does, falsifies history. Do the directors' justification that they could not show an American officer in 1952 willingly killing 80,000 people suffice?

Jonathan Mostow, director of U-571, claimed he was making a fictional story, not a documentary, about life aboard a submarine during the battle of the Atlantic and therefore he did not have to portray history accurately. Nevertheless, the British immediately took offense, claiming he was turning the Royal Navy's capture of an Enigma machine from a German submarine in 1941 into an American heist in 1942. Mostow denied he was doing this, pointing out that the British used a destroyer while he used a submarine. With U-571, the problems had less to do with history than with plausibility. The Germans did fly four-engine patrol planes over the North Atlantic but certainly not single-engine fighters. Whether an American submarine disguised as a German submarine might capture a U-boat might not be too farfetched, at least as portrayed in the movie. But having a second German submarine, in the dark of night, in a driving rainstorm recognize what was happening and figure out which one to torpedo stretches credibility beyond any realistic limits. Likewise, having the American boarding party know how immediately to start the disabled German submarine and get underway strains believability. Worse, submariners have attested to the virtual impossibility of one submarine torpedoing another submarine when both were submerged with the technology available early in the war.

U-571 remains probably the most exciting submarine movie ever made. Nevertheless, the factual and historical errors in the film prevented the director, Mostow, from fulfilling his goal of providing the contemporary generation with any real sense of life aboard a World War II submarine. His response to critics of the film: “Hey folks, it's only a movie.” In contrast, producer Jerry Bruckheimer and director Michael Bay tried to have it both ways with Pearl Harbor. On one hand, both men claimed they were making a fictional movie using the historical events only as the stage on which to create a love story. On the other hand, Bay predicted before the start of production, “You will see what happened at Pearl Harbor like you have never seen it in any other movie. Our goal is to stage the event with utmost realism.” He claimed that he wanted his Pearl Harbor movie to become one “by which all other films are measured,” dismissing Tora! Tora! Tora! (1970) as being “more of a documentary.”

To achieve these goals, Bay and Bruckheimer claimed to have read extensively in the histories about Pearl Harbor and to have interviewed many Pearl Harbor and Doolittle raid survivors. Noting that everyone had his or her own memories that did not always agree with others' on particular aspects of the Japanese attack, the filmmakers felt their re-creation was as valid as any of the recollections.

Pearl Harbor is a fictional tale crafted from a kaleidoscope of real life personal experiences of those living through this terrifying tragedy.” The operative word is “fictional.”

Of course, all memories are created equal, but some are more equal; where truth conflicted with drama, Bay and Bruckheimer chose to go with the drama, claiming they had captured the essence of what had happened on December 7. In fact, “essence” remains a very subjective term that can conceal a plethora of sins. One of the trailers for the film perhaps said it best: “Pearl Harbor is a fictional tale crafted from a kaleidoscope of real life personal experiences of those living through this terrifying tragedy.” The operative word is “fictional.” So little of what appears on the screen bears even a remote resemblance to actual events leading up to the attack on Pearl Harbor, the actual attack, or the aftermath, including the Doolittle raid, that audiences come away from the film with no real understanding of what happened and why. If the film's title had remained “Tennessee,” the original code name Disney gave the project to hide its actual subject, Bay and Bruckheimer, like Mostow, could have hidden behind the claim that they were only making a dramatic movie, not a documentary.

Historians have to be careful to criticize the elephants, not the ants, when discussing the dramatic license filmmakers take in their movies.

However, the title Pearl Harbor and Bay's predictions about what he intended to do strongly suggest the film is providing a reasonably accurate account of what happened on December 7. Historians have to be careful to criticize the elephants, not the ants, when discussing the dramatic license filmmakers take in their movies. But audiences have to know little or nothing about Pearl Harbor to recognize the errors or fabrications. In view of the recent attention given to President Franklin D. Roosevelt because of the dedication of his memorial, most people understand that he simply could not stand up unaided, as happens in the movie.

Likewise, since the movie portrays the growing tensions between Japan and the United States and relates at least superficially the plans for the attack on Pearl Harbor, audiences are going to wonder how one of the heroes could manage to get permission to fly his P-40 over Pearl Harbor at dusk. While Bay commented with pride about the film's signature shot of a bomb falling slowly downward toward the Arizona, people recognize the hokiness of the sequence even if they do not know that the battleship was hit after the Oklahoma, not before, as portrayed.

In fact, the reviewer has compiled a five-page list of “flaws” in Pearl Harbor. Do they matter? Only to the extent that truth itself matters. For most historians the liberties the filmmakers took with the facts render Pearl Harbor useless as a tool to teach students about the Japanese attack. From the Japanese perspective, however, the film has a significant upside. Most people went to see Pearl Harbor for the love story and the explosions and so left the theater without any significant antagonism toward those friendly people who brought the United States into World War II and later began making fine cars, cameras, television sets, and video recorders.

Bibliography

This review was first published in the Journal of American History, 88 (3) (2001): 1208–1209. Reprinted with permission from the Organization of American Historians (OAH).

For more information

To browse all of Teachinghistory.org's materials on Pearl Harbor, try our spotlight page: In Remembrance: Pearl Harbor. (Browse our full selection of spotlights on historic events and commemorations here.)

American POWS in Japanese Captivity

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charred remains of American POW being interred after World War II
Question

I recently read that, prior to the bombing of Hiroshima in 1945, up to 1,000 Allied POWs were dying per week at the hands of the Japanese. Is this true?

Answer

I have found no indication of this figure in the works of several historians who have written about the fate of Allied POWs in Japanese captivity.

Extreme Measures

Gavan Daws, in Prisoners of the Japanese: POWs of World War II in the Pacific, states, “Tokyo’s policy as of late 1944 was ‘to prevent prisoners of war from falling into the enemy’s hands,’” citing proceedings of the International Military Tribunal of the Far East and a research report of the Allied Translator and Interpreter Service Section as his sources. Drawing on a document in the National Archives dated February 26, 1945, entitled “Captured Japanese Instructions Regarding the Killing of POW,” of the Military Intelligence Division, Daws cites an entry in the journal of the Japanese headquarters at Taihoku on Formosa that called for “‘extreme measures’ to be taken against POWs in ‘urgent situations: Whether they are destroyed individually or in groups, or however it is done, with mass bombing, poisonous smoke, poisons, drowning, decapitation, or what, dispose of the prisoners as the situation dictates. In any case it is the aim not to allow the escape of a single one, to annihilate them all, and not to leave any traces.’”

"... dispose of the prisoners as the situation dictates ..."

Daws concludes, however, that with regard to carrying out the policy of killing POWs in various camps, “the picture was mixed.” In Palawan, in the Philippines, Japanese soldiers machine-gunned, clubbed, and bayonets 150 POWs trying to escape air raid shelters that the captors had doused with gasoline and lit. During the Battle of Manila in February and March 1945, guards at the camp at Bilibid left without harming the POWs.

Historian David M. Kennedy has summarized figures regarding the brutal treatment of American POWs by the Japanese. “Ninety percent of American prisoners of war in the Pacific reported being beaten,” Kennedy states. “More than a third died. Those who survived spent thirty-eight months in captivity on average and lost sixty-one pounds.”

POWs and the Atomic Bomb

After noting that 20 American POWs died as a result of the atomic bomb dropped on Hiroshima, according to Japanese military commanders, and that between one and three American prisoners may have been killed by the Japanese after the bombing, Richard B. Frank states, “The average number of Allied prisoners of war or civilian internees who died each day of the effects of captivity at the hands of the Japanese easily doubled this toll.”

In a radio broadcast on the night of August 9, 1945, hours after the U.S. dropped the second atomic bomb on Japan, President Harry S. Truman linked the use of the bomb to the treatment by the Japanese of American prisoners of war: “Having found the bomb we have used it. We have used it against those who attacked us without warning at Pearl Harbor, against those who have starved and beaten and executed American prisoners of war, against those who have abandoned all pretense of obeying international laws of warfare. We have used it in order to shorten the agony of war, in order to save the lives of thousands and thousands of young Americans.” In a letter two days later, Truman wrote, “nobody is more disturbed over the use of Atomic bombs than I am, but I was greatly disturbed by the unwarranted attack by the Japanese on Pearl Harbor and their murder of our prisoners of war.”

Bibliography

Gavan Daws, Prisoners of the Japanese: POWs of World War II in the Pacific (New York: William Morrow, 1994), 324-25.

David M. Kennedy, Freedom from Fear: The American People in Depression and War, 1929-1945 (New York: Oxford University Press, 1999), 813.

President, “Radio Report to the American People on the Potsdam Conference,” August 9, 1945, in John T. Woolley and Gerhard Peters, The American Presidency Project [online]. Santa Barbara, CA: University of California (hosted), Gerhard Peters (database). Available from World Wide Web: http://www.presidency.ucsb.edu/ws/?pid=12165.

Harry S. Truman to Samuel Cavert, August 11, 1945, in Harry S. Truman and the Bomb: A Documentary History, ed. and commentary by Robert H. Ferrell (Worland, WY: High Plains Publishing Co., 1996), 72.

Van Waterford, Prisoners of the Japanese in World War II: Statistical History, Personal Narratives, and Memorials Concerning POWs in Camps and on Hellships, Civilian Internees, Asian Slave Laborers, and Others Captured in the Pacific Theater (Jefferson, NC: McFarland, 1994).

Bernard M. Cohen, and Maurice Z. Cooper, A Follow-up Study of World War II Prisoners of War (Washington: U.S. Government Printing Office, 1954).

Images:
"U.S. medical men are attempting to identify more than 100 American Prisoners of War captured at Bataan and Corregidor and burned alive by the Japanese at a Prisoner of War camp, Puerto Princesa, Palawan, Philippine Islands. Picture shows charred remains being interred in grave: 03/20/1945," National Archives and Records Administration, Washington, DC.

"A volunteer of the Red Cross Motor Corps, at the loading of the Gripsholm, painting the destination on boxes of clothing, food, etc., for prisoners of war in Japan and the Far East," Prints and Photographs Division, Library of Congress.

Japanese-American Internment

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Photo, Oakland Store, from the National Japanese American Historical Society
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In 1942 President Franklin Roosevelt issued Executive Order 9066 authorizing the removal of more than 110,000 people of Japanese ancestry, two-thirds of whom were U.S. Citizens, into internment camps. This site, created for a class project at Massachusetts Institute of Technology, provides a gateway to brief essays and samplings of primary sources about the internment period from 1942-1945, a time line, oral histories, and photographs. There are links to 34 electronic essays and roughly 50 websites. Some of the more useful links are to the the National Archives and Records Administration, which documents the rights of American Citizens and actions of the Federal Government; the War Relocations Authority Camps in Arizona; the Museum of the City of San Franciso; the Japanese American Exhibit and Access Project; and Heart Mountain Digital Preservation Project. The site also contains personal reminiscences of life in the camp. Though many links on this site are useful for research on Asian-American history and the history of the World War II home front, this site should be used carefully. Some of the information presented as "fact" is highly controversial, some links present hearsay or speculation as fact, and several of the links are broken or obsolete.

Japanese American National Museum Collections

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Drawing, Playing Go K5-BA, 8-24-42, George Hoshida, Japanese American Nat. Muse.
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This site provides access to the digitized resources of the Japanese American National Museum in Los Angeles.

Collections include more than 300 letters sent to Clara Breed, a San Diego librarian, by her former patrons after their relocation to internment camps; panoramic photos from Buddhist Churches of America events; artwork by Hideo Date, Hisako Hibi, Estelle Ishigo, Henry Sugomoto, and Benji Okubo; the diary of Stanley Hayami, a high school student during the internment years, later killed in combat at age 19; sketches and watercolors from the diary of George Hoshida; photographs of Manzanar and Tule Lake by Jack Iwata, as well as other photographs of daily life in the internment camps; a major collection of issei immigrant artifacts and plantation clothing; and photographs for the Rafu Shimpo, one of the oldest Japanese American newspapers in the U.S.

This is an excellent source for anyone seeking primary sources related to Japanese American experience in the U.S., particularly with an emphasis on the years of internment.

Ansel Adams's Photographs of Japanese-American Internment at Manzanar

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Photo, Tsutomu Fuhunago, Ansel Adams
Annotation

During World War II, the U.S. Government forced more than 100,000 Japanese Americans to leave their homes and businesses, relocating them to internment camps from California to Arkansas. Well-known photographer Ansel Adams documented the lives of Japanese Americans at the Manzanar War Relocation Center in California—from portraits to daily life, including agriculture and leisure.

This site presents 242 original negatives and 209 photographic prints, often displayed together to show Adams's developing and cropping techniques. His 1944 book on Manzanar, Born Free and Equal is also reproduced. Adams donated the collection to the Library of Congress in 1965, writing, "The purpose of my work was to show how these people, suffering under a great injustice . . . had overcome the sense of defeat and dispair [sic] by building for themselves a vital community in an arid (but magnificent) environment."

A More Perfect Union

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Photo, Tule Lake renunciant, November 23, 1945
Annotation

Based on a 1987 Smithsonian exhibition, this site allows visitors to click and drag through sections of text, music, personal accounts, and images that tell stories of the forced—and ultimately determined to be unconstitutional—internment during World War II of 120,000 Japanese Americans living on the West Coast. Also provides searching capabilities to retrieve images of more than 800 artifacts relating to the lives of those interned.

Sections in the narrative cover immigration, removal, internment, loyalty, service, and justice. Provides a 5,000-word audio file of interview excerpts; 6,400-word accompanying text from the 1994 traveling exhibition; annotated timeline; 72-title bibliography; 20 links to related sites; and two classroom activities. Also invites visitors to share their responses and to read those of others. Of value to students of Asian American history, the homefront during World War II, and constitutional issues.

Military History

Article Body

The U.S. Armed Forces maintain multiple historical offices within each branch of the military and within smaller units of each of the services. Photographs, essays, and oral histories are among the digitized resources of each facility. These include the following:

The Naval Historical Center includes a number of online photographs, exhibits, art, artifacts, document collections, publications and information on naval history, heritage and traditions, as well as a guide to U.S Navy Museums across the United States. The Teacher Resource Page includes lesson plans and activities organized by grade level.

The U.S. Army Center for Military History features an overview of military history, exhibits, artwork and photography, artifacts, document collections, publications and a directory of Amy museums. An Artifact of the Month highlights items from collections in the Army Museum system. Complete issues of Army History may be downloaded as PDFs.

Air Force Link provides an overview of the Air Force's history, heritage, important people, airpower, images, milestones and art.

The U.S. Marine Corps History Division includes information on Marine customs and traditions, dates of historical significance, and biographies, as well as historical documents, orders and speeches.

Russian Ships at Pearl Harbor?

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aerial photo of Pearl Harbor before the attack
Question

If America had opened its ports at Pearl Harbor and the Philippines to the Russians prior to 1941, do you think that might have delayed or caused the Japanese to think twice about attacking these places, so as not to get America and Russia combined against them?

Answer

Most probably not. Although the Japanese generally avoided attacking Russian ships, there simply was not a lot of Soviet merchant shipping in the Pacific at the time. And perhaps more important, there were almost no Soviet warships in the region, so the chance of the Japanese attackers encountering and engaging with Russian ships by accident was small. Even if they had, Japan and Russia had chosen to gloss over incidents in the recent past because they calculated it was in their larger interests to do so. The chance that Japanese attackers might have damaged Russian ships did not affect Japanese planning.

Russian Ships in American Ports

American ports were not closed to Russian warships or merchant ships. A fleet of 11 Soviet ships, for example, left port at Balboa, U.S. Canal Zone, in July 1939, for the Russians' naval base at Vladivostok. Four mine layers among the fleet went by way of San Francisco, and the other ships went by way of the merchant shipping port facilities next to Honolulu.

Russian freighters and tankers often used port facilities in Los Angeles, San Francisco, Seattle, and Dutch Harbor, Alaska. It was Russia's merchant ships, not its navy, that crossed the Pacific at this time. At the beginning of World War 2, many of the Soviet Union's warships, in fact, had been purchased from or built by the U.S. The bulk of its navy was based in the west, in Leningrad, Kronstadt, Sevastopol, Odessa, and Murmansk.

Soviet Naval Power before the War

Soviet maritime activity, both mercantile and military, had waxed and waned from the late 19th century to the World War 2 period. Japan was a regional rival and this tension erupted in the 1904-05 Russo-Japanese War, in the course of which Japan all but obliterated the Russian fleet and emerged as a world naval power. The 1917 Russian Revolution and 1919-21 civil war drew off much of the Russian military presence in the Far East and Pacific region, but it began to build up again, including at its Pacific base in Vladivostok, in response to Japanese incursions in China in the late 1920s and into the 1930s. The Soviet Pacific Ocean Fleet at that time consisted almost entirely of small submarines, torpedo boats, and coastal patrol boats.

Russian warships would not have been cruising the Pacific, either in Hawaii or the Philippines before the war.

Almost all of the Soviets' "blue water," heavy warships were in the west. This did not have anything to do with American policy regarding its ports. In short, Russian warships would not have been cruising the Pacific, either in Hawaii or the Philippines, before the war. They were needed elsewhere.

Volatile Relations between the U.S., the Soviet Union, and Japan

The Soviet-Japanese Neutrality Pact was signed in April 1941. Cross-border skirmishes in Japanese-occupied Manchuria and in Mongolia motivated Japan to sign in order to keep Russia from tying it down in northern Asia while it accomplished its goals of territorial expansion in Southeast Asia. Russia signed it because it was focusing its military might to the west, supplying Germany with food and war material, in line with the August 1939 Molotov-Ribbentrop Pact, but also preparing for a confrontation with Germany itself. That came in June 1941, when Germany suddenly invaded the Soviet Union.

Both the Soviets and the Japanese found it expedient to honor their neutrality pact throughout most of the war.

At that time, Japan, as an ally of Germany, apparently briefly considered abrogating its neutrality pact with the Soviets and invading Russia, but decided against it in favor of focusing on military conquests toward the south. Both the Soviets and the Japanese found it expedient to honor their neutrality pact throughout most of the war. That included, for Japan, allowing passage to Russian merchant ships that were carrying supplies from the U.S. to Vladivostok.

After the 1939 Molotov-Ribbentrop Pact, the U.S. had conducted its Russian trade warily, with some constraints on what it would allow to be sold to the Russians (to try to prevent material from being further shipped to Germany). Britain, during this time, pressed the U.S. to drastically reduce its trade with Germany, Italy, and Japan, as well as Russia, as a partner in its "economic warfare."

From the summer of 1941, after Germany invaded Russia, U.S. relations with the Soviet Union went into flux, as FDR's administration moved to convert a near-adversary into an ally. In September 1941, for example, FDR promised Russia that the U.S. would deliver five new B-17s, flying them to Russia over the skies of Germany. U.S. constraints on sales were lifted and America began shipping food, fuel, and other war material to Russia, via Vladivostok, under the terms of the Lend Lease Act.

At nearly the same time, Roosevelt, not wishing to subsidize Japan's expansion in Asia, stopped shipment of U.S. oil and gasoline to Japan. It was at this point that Japan concluded that it would have to go to war with the U.S. in order to ensure its own territorial expansion. From Japan's point of view, at least privately, the die had been cast. The U.S. was still, however, trying to sort out its interactions with Russia under the changed circumstances. No joint naval operations, for example, had been authorized by the U.S. Chief of Naval Operations by the end of 1941.

Soviet-Japanese Maritime Clashes

Although the Germans pressured their Japanese allies to stop the shipping of U.S. goods via Russian freighters to Vladivostok, it continued, mostly unmolested, throughout the war. Both the Russians and the Japanese generally went out of their way avoid conflict with each other, despite isolated incidents. On May 1, 1942, a Japanese submarine sunk the Soviet cargo ship Angarstroi, loaded with sugar, in the Sea of Japan after it was detained, searched, and released by the Japanese Navy. At first, the Japanese blamed it on an American submarine, but the Soviets were not fooled and tensions escalated. The same month, a Japanese submarine exchanged fire with a Russian freighter off the coast of Australia.

At that point in the war, Japan was riding on the crest of victories at Pearl Harbor and the Philippines and it is possible that some of its naval officers were emboldened enough to disregard the Russia-Japan Neutrality Pact. Both countries built up their forces facing each other, separating Siberia from Manchuria, and Outer Mongolia from Inner Mongolia, but Russian and Japanese diplomats and military officers decided to pass over the incidents at sea and Russia and Japan continued to avoid conflict.

Japanese Planning and Objectives

The Japanese meticulously planned their attacks at Pearl Harbor on December 7, 1941, and, on the following day, at Manila. Their goal, which they largely (though only temporarily) achieved, was to destroy or disable the American Pacific fleet, especially its capital ships (aircraft carriers and battleships), in order to clear obstacles to the Japanese invasion of suth and southwest Asia, starting with the Philippines.

For the Pearl Harbor attack, the attacking Japanese pilots knew the composition of the American fleet and targeted specific ships. They were even prepared to fly to Maui in pursuit of these particular ships if the fleet had moved to its occasional anchorage at Lahaina.

Japanese pilots knew the composition of the American fleet and targeted specific ships.

The attackers, in other words, were not aiming to cause general chaos and destruction, but rather to destroy specific warships, to the extent that they could locate them. (The Americans' aircraft carriers happened to be out at sea that morning). The Japanese did not attack the merchant docks in Honolulu Harbor, and so, whatever foreign freighters happened to be there were not imperiled. The attack on the Philippines 10 hours later was aimed particularly at destroying U.S. military airpower in the Pacific, the B-17s and P-40s at Clark and Iba air bases. This would give Japan's airplanes uncontested control of the air and, therefore, allow the Japanese army's invasion of the Philippines.

Bibliography

Gordon William Prange, At Dawn We Slept: The Untold Story of Pearl Harbor (New York: Penguin, 2001).

William H. Bartsch, December 8, 1941: MacArthur's Pearl Harbor (College Station: Texas A&M Press, 2003).

Kinoaki Matsuo, How Japan Plans to Win. Trans. Kilsoo K. Kaan (Boston: Little, Brown and Company, 1942).

Donald M. Goldstein and Katherine V. Dillon, eds. The Pearl Harbor Papers: Inside the Japanese Plans (Washington: Brassey's, 1993).

Ian Kershaw. Fateful Choices: Ten Decisions That Changed the World, 1940-1941 (New York: Penguin, 2007), pp. 331-381.

Donald W. Mitchell, A History of Russian and Soviet Sea Power (New York: Macmillan, 1974).

Mairin Mitchell. The Maritime History of Russia, 848-1948 (Freeport, NY: Books for Libraries, 1969).

Jurgen Rohwer and Mikhail S. Monakov. Stalin's Ocean-Going Fleet: Soviet Naval Strategy and Shipbuilding Programmes, 1935-1953 (New York: Frank Cass Publishers, 2001).

"Russia, Japan Mobilize; Soviet Gunboat Is Sunk; Ultimatum for Moscow," Washington Post, July 1, 1937, p. 1.

"Soviet Ships Quit Panama: Vessels Take Diverse Routes on Trip to Vladivostok," New York Times, July 18, 1939, p. 10.

"Soviet Attitude Toward Chinese Influenced by Stand U.S. Takes," New York Times, July 14, 1940, p. 29.

Raymond Daniell, "British Seek the Enlistment of U.S. in Economic War on Axis and Allies," New York Times, January 29, 1941, p. 1.

Bertram D. Hulen, "Soviet Requests U.S. Help; Offers to Pay for Supplies," New York Times, July 2, 1941, p. 1.

"Russian Ship Shelled: Japanese Submarine Driven Off in Attack Off Australia," New York Times, June 26, 1942, p. 2.

"Soviet Ship Sunk by Japs," Los Angeles Times, June 26, 1942, p. 1.

"Japan Lets Russia Get Our Supplies," New York Times, March 13, 1943, p. 4.

John G. Norris, "Knox Sees Little Chance of Russo-Jap War Now," Washington Post, June 23, 1943, p. 3.

Barnet Nover, "Japan and Russia: Is Their Truce About to End?" Washington Post, August 14, 1943, p. 4.

"It Depends on Who's Winning," Los Angeles Times, November 16, 1944, p. A4.

Pearl Harbor Attack, 7 December 1941. Department of the Navy, Naval History & Heritage Command.

Images:
"This is Not [a] Drill" Dispatch, 12/07/1941, National Archives and Records Administration, Waltham, Massachusetts.

Aerial Photograph of Pearl Harbor, Hawaii: 01/07/1941, National Archives and Records Administration, Washington, D.C.

World War and Literature

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Poster, Books wanted for our men in camp..., c.1918-1923, C.B. Falls, LoC
Question

Can you suggest any literature covering World War I to World War II that my 10th-grade world history class can read? I am looking for short stories or novels from that period that would interest my students. I would like stories that include what life was like during these years for young people.

Answer

Historical literature can really grab your students' interest. Consider the following excerpt:

They had come for him just after midnight. Three men in suits and ties and black fedoras with FBI badges under their coats. 'Grab your toothbrush,' they’d said. This was back in December, right after Pearl Harbor, when they were still living in the white house on the wide street in Berkeley not far from the sea. The Christmas tree was up and the whole house smelled of pine, and from his window the boy had watched as they led his father out across the lawn in his bathrobe and slippers to the black car that was parked at the curb.

He had never seen his father leave the house without his hat on before. That was what had troubled him most. No hat. And those slippers: battered and faded, with the rubber soles curling up at the edges. If only they had let him put on his shoes then it all might have turned out differently. But there had been no time for shoes.

Grab your toothbrush.
Come on. Come on. You’re coming with us.
We just need to ask your husband a few questions.
Into the car, Papa-san

Later, the boy remembered seeing lights on in the house next door, and faces pressed to the window. One of them was Elizabeth's, he was sure of it. Elizabeth Morgana Roosevelt had seen his father taken away in his slippers.

The next morning his sister had wandered around the house looking for the last place their father had sat. Was it the red chair? Or the sofa? The edge of his bed? She had pressed her face to the bedspread and sniffed.

"The edge of my bed," their mother had said.

That evening she had lit a bonfire in the yard and burned all of the letters from Kagoshima. She burned the family photographs and the three silk kimonos she had brought over with her nineteen years ago from Japan. She burned the records of Japanese opera. She ripped up the flag of the red rising sun. She smashed the tea set and the Imari dishes and the framed portrait of the boy's uncle, who had once been a general in the Emperor's army. She smashed the abacus and tossed it into the flames. "From now on," she said, "we are counting on our fingers."

The next day, for the first time ever, she sent the boy and his sister to school with peanut butter and jelly sandwiches in their lunch pails. "No more rice balls," she said. "And if anyone asks, you're Chinese."

The boy had nodded. "Chinese," he whispered. "I'm Chinese."

"And I," said the girl, "am the Queen of Spain."

"In your dreams," said the boy.

"In my dreams," said the girl, "I'm the King."

When the Emperor Was Divine, a novel by Julie Otsuka, p. 73–75

Recommendations

This list includes books considered to be for adult readers as well as books considered to be for young adult readers. These labels are only somewhat useful. Occasionally the young adult books are less challenging, though perhaps equally rewarding, for the reader.

A Very Long Engagement by Sebastien Japrisot won the Prix Interallie in 1991. This nonlinear mystery is a moving and incisive portrait of life in France during and after the First World War.

An ambitious, meticulously researched, novel, The Green Glass Sea by Ellen Klages is set in New Mexico in 1943 and told from the viewpoint of two disenfranchised children at Los Alamos where scientists and mathematicians converge (along with their families) to construct and test the first nuclear bomb. Grades 5–up.

No Pretty Pictures, Caldecott illustrator Anita Lobel's haunting memoir of her traumatic years in Nazi-occupied Poland, is told from the perspective of a child—she is just five when the war begins—who does not fully comprehend what she is witnessing. Grade 6–up.

Private Peaceful by Michael Morpurgo is a slim, stunning, and easily accessible novel written by the author of War Horse. "Exquisitely written vignettes explore bonds of brotherhood that cannot be broken by the physical and psychological wars of the First World War," said Horn Book Magazine. Grade 7–up. Match with the superb photo-essay The War to End All Wars: World War I by Russell Freedman.

Bird in a Box by Andrea Davis Pinkney is a graceful, restrained, and detailed portrait of America's Great Depression, a time when the radio delivered the sound of Ella Fitzgerald and Duke Ellington into living rooms across the country and boxing champion, Joe Lewis, the "Brown Bomber," came to represent so much more than the zenith of a sport. Grade 4–up.

Set on the Laguna Pueblo Reservation in the years immediately following World War II, Ceremony by Leslie Marmon Silko, focuses on Tayo, a young vet of mixed Indian ancestry. The book is Tayo's story of return and redemption. "The novel is very deliberately a ceremony in itself—demanding but confident and beautifully written," said the Boston Globe.

The Book Thief by Markus Zusak is an unsettling, unsentimental, poetic novel, set in World War II and narrated by Death. This is not an easy read, but it is a book that can change a life. Grade 9–up.

We Are the Ship by Kadir Nelson is a sumptuous history of Negro League Baseball from its beginning in the 1920s to 1947 when Jackie Robinson broke the major leagues’ color barrier. Dazzling, almost iconic paintings illustrate the easygoing, conversational, historically detailed text, and all in all the book illuminates more than baseball in the '20s and '30s—it is a history of all of us. Grade 4–up.

The narrator of Ruta Sepetys's Between Shades of Gray, 15-year-old Lina, begins "They took me in my nightgown." In 1941, Stalin is deporting families from Lithuania and imprisoning them in Siberia where daily life is brutal. It is the slim possibility of survival that provides hope. This book is similar to Esther Hautzig's earlier autobiographical novel, Endless Steppe in that it is similarly themed and equally searing. In Endless Steppe, 10-year-old Esther Rudmin is arrested with her family in Poland as "enemies of the people" and exiled to Siberia. Grade 6–up.

Homestead, by Rosina Lippi, is a series of interconnected vignettes beginning in 1909, about life in Rosenau, a small isolated village in the Austrian Alps. The villagers harvest, tend animals, and make cheese. Against this pastoral backdrop are all of life's vicissitudes. The prose is clean and clear, each chapter is seemingly autonomous but as we see an event (over generations) from different characters' points of view, the life of Rosenau becomes increasingly rich and complex. This novel won the 1998 Hemingway Foundation/PEN Award for best first fiction and was short-listed for the 2001 Orange Prize.

Complete List of Titles
  • When the Emperor Was Divine by Julie Otsuka
  • A Very Long Engagement by Sebastien Japrisot
  • The Green Glass Sea by Ellen Klages
  • No Pretty Pictures: A Child of War by Anita Lobel
  • Private Peaceful by Michael Morpurgo
  • The War to End All Wars: World War I by Russell Freedman
  • Bird in a Box by Andrea Davis Pinkney
  • Ceremony by Leslie Marmon Silko
  • The Book Thief by Markus Zusak
  • We Are the Ship: The Story of Negro League Baseball by Kadir Nelson
  • Between Shades of Gray by Ruta Sepetys
  • The Endless Steppe: Growing Up in Siberia by Esther Hautzig
  • Homestead by Rosina Lippi
For more information

See here to search the California literature recommendations. Choose “historical fiction” as one of your search parameters.

This Ask a Master Teacher entry has some other helpful resources for finding historical literature.