Animating the Home Front

field_image
1942 ad for the American Gas Association
Question

I am looking for an electronic copy of a cartoon which shows most of the different aspects of the home front effort in America during World War II.

Answer

America’s home front effort included recruiting for the military, participating in scrap drives, paying income taxes, buying war bonds, using rationing coupons, planting Victory gardens, encouraging sanitation, volunteering for civil defense work, increasing public morale, and participating in industrial retooling and production. The Hollywood studios that were making cartoons at the beginning of the war were quickly drafted into turning their art to the war effort, to mobilize the American public. Cartoons were just one part of a propaganda effort, which also included the production and distribution of feature films, posters, war-themed commercial radio, newspaper and magazine advertising, the organization of celebrity tours and war bond drives, the establishment of censorship offices, and the formulation and distribution of a barrage of information and directives from various government officials and agencies.

Leon Schlesinger Productions produced popular cartoons featuring Daffy Duck and Bugs Bunny for Warner Brothers Studios, many of which had war themes, such as “The Ducktators” (1942), “Confusions of a Nutzy Spy” (1943), “The Fifth Column Mouse” (1943), “Tokio Jokio” (1943), “Daffy—The Commando” (1943), “Falling Hare” (1943), and “Draftee Daffy” (1945).

At least two of these Warner Brothers’ cartoons focused on home front activities and might be the cartoon you’re thinking of: “Scrap Happy Daffy” (1943), and ”Wacky Blackout” (1942).

Walt Disney also produced many war-themed cartoons with Mickey, Donald, Goofy and the rest of the gang, some of which were focused on the home front, such as “Out of the Frying Pan into The Firing Line” (1942), and ”Food Will Win the War” (1942).

A collection of short cartoons and movies from the Disney Studio during World War II, which includes many intended for the home front, was released (for purchase) in 2004 as a 2-disc DVD, “On the Front Lines,” in the series “Walt Disney Treasures.” This collection includes such titles as “Donald Gets Drafted” (1942), “Private Pluto” (1943), “Home Defense” (1943), “All Together” (1942), “Defense Against Invasion” (1943), and “Cleanliness Brings Health” (1945), as well as many others. The collection also includes Disney’s 1943 animated film, “Victory Through Air Power,” as well as a few of the hundreds of training films that the Disney studio made for the War Department or the National Film Board of Canada, such as “Four Methods of Flush Riveting” (1942).

For more information

Clayton R. Koppes and Gregory D. Black, Hollywood Goes to War: How Politics, Profits and Propaganda Shaped World War II Movies. Berkeley: University of California Press, 1990.

Thomas Doherty, Projections of War: Hollywood, American Culture, and World War II. New York: Columbia University Press, 1999.

Bibliography

James J. Kimble, Mobilizing the Home Front. College Station: Texas A&M University Press, 2006.

Steven Watts, The Magic Kingdom: Walt Disney and the American Way of Life. Boston: Houghton Mifflin, 1997.

Cass Warner-Sperling, Cork Millner, and Jack Warner. Hollywood Be Thy Name: The Warner Brothers Story. Lexington: University Press of Kentucky, 1999.

Historic Government Publications from World War II: A Digital Library

Image
Image, A Pocket Guide to Hawaii, R. Bach, 1945, Historic Government Publications
Annotation

More than 300 U.S. government publications from World War II have been digitized for this site, an ongoing project that plans to add another 200 documents.

Materials include pamphlets and books emphasizing home front issues, such as air raids, preservation, child labor, and victory farms. All materials are searchable by title, author, subject, and keyword. Browsing is also available.

A companion collection of photographs, the "Melvin C. Shaffer Collection," depicts the home front situation in Germany, North Africa, Italy, and Southern France from 1943 to 1945. Shaffer was a U.S. Army medical photographer assigned to document the medical history of the war through major campaigns. Shafer took the photographs on this site—totaling approximately 340—unofficially with the goal of recording the war's impact on civilians.

Cause and Effect: The Outbreak of World War II

field_image
german WWII Propaganda poster
Question

What were the causes of the Second World War?

Answer

Pinpointing the causes of a vast, global event like the Second World War is a challenging task for the historian. Events—especially enormous, multifaceted events—have multiple causes and multiple inputs.

A proximate cause is an incident that appears to directly trigger an event...

To help analyze the effects of those different inputs, historians often classify an event’s causes into different categories. A proximate cause is an incident that appears to directly trigger an event, as the election of Abraham Lincoln in November 1860 and the shelling of Fort Sumter led to the outbreak of the Civil War. Such dramatic incidents are often the ones we think of as “causing” an event, since the connection between the trigger and the outcome appears both direct and obvious.

In their attempts to explore cause and effect, however, historians often probe more deeply beyond the “triggers” to locate trends, developments, and circumstances that contributed equally, if not more, to events. In the case of the Civil War, for example, historians often point to the growing sectional polarization that divided the nation in the 1840s and 1850s, the national debate over the future of slavery, and the divergent economic paths that distinguished North and South during the antebellum period. Those factors created the backdrop against which Lincoln’s election and the shelling of Fort Sumter led to full-blown armed conflict in the spring of 1861; those conditions contributed to a state of affairs in which a triggering event could exert such enormous influence and touch off a four-year war.

In the case of the Second World War, historians generally point to a series of conditions that helped contribute to its outbreak.

In the case of the Second World War, historians generally point to a series of conditions that helped contribute to its outbreak. The unbalanced Treaty of Versailles (which forced a crippling peace on Germany to end the First World War) and the global depression that enveloped the world during the 1930s (which led to particularly desperate conditions in many European nations as well as the United States) usually emerge as two of the most crucial. Those conditions formed the background against which Adolf Hitler could ascend to the position of German Chancellor in the 1930s.

Virtually all historians of the Second World War agree that Hitler’s rise to power was the proximate cause of the cataclysmic war that gripped the globe between 1939 and 1945. Without Hitler, a megalomaniacal leader bent on establishing a 1,000-year German empire through military conquest, it becomes extremely difficult to imagine the outbreak of such a lengthy and devastating war.

At the same time, Hitler’s rise to power did not occur in a vacuum. Much of his appeal to the German citizenry had to do with his promises to restore German honor, believed by many Germans to have been mortgaged via the Treaty of Versailles. The peace agreement forced Germany to accept full responsibility for the Great War, and levied a massive system of reparation payments to help restore areas in Belgium and France devastated during the fighting. The Treaty of Versailles also required Germany to disarm its military, restricting it to a skeleton force intended only to operate on the defensive. Many Germans viewed the lopsided terms of the treaty as unnecessarily punitive and profoundly shameful.

Hitler offered the German people an alternative explanation for their humiliating defeat in the Great War. German armies had not been defeated in the field, he held; rather, they had been betrayed by an assortment of corrupt politicians, Bolsheviks, and Jewish interests who sabotaged the war effort for their own gain. To a German people saddled with a weak and ineffective democratic government, a hyperinflated currency, and an enfeebled military, this “stab in the back” mythology proved an enormously seductive explanation that essentially absolved them of the blame for the war and their loss in it. Hitler’s account of the German defeat not only offered a clear set of villains but a distinct path back to national honor by pursuing its former military glory.

During the 1930s, Hitler’s Germany embarked on a program of rearmament, in direct violation of the terms of the Versailles Treaty. German industry produced military vehicles and weapons; German men joined “flying clubs” that served as a thin pretense for training military pilots. Rearmament and militarization provided appealing avenues for Germans seeking some means to reassert their national pride.

Politicians in Britain, France, and the United States...were reluctant to act to check Hitler’s expansionism without irrefutable evidence of his ultimate intentions.

Hitler’s racial theories provided more context, both for his explanation of defeat in the First World War and for his plans for a 1,000-year German empire. In Hitler’s account, Communists and Jews—whom Hitler depicted as stateless parasites who exploited European nations for their own gain—had conspired to stab Germany in the back in 1918. Creating the 1,000-year Reich required the creation of a racially pure cohort of blond-haired, blue-eyed “Aryans” and the simultaneous liquidation of ethnic undesirables. Hitler’s vision of a racially pure German nation expanding across Europe, combined with his aggressive rearmament programs, proved a powerful enticement for the German people in the 1930s. Politicians in Britain, France, and the United States, encumbered with their own economic troubles during the global depression, were reluctant to act to check Hitler’s expansionism without irrefutable evidence of his ultimate intentions.

Only later would the world learn that those intentions revolved around the methodical military conquest of Europe from the center outward, a process one historian of the Second World War has likened to eating an artichoke leaf by leaf from the inside out. That conquest began with the German invasion of Poland in 1939 and the attack on France and the Low Countries six months later. Hitler’s quest for more “living-space” for his empire led to the invasion of the Soviet Union in 1941. By March of 1942, Hitler’s fanatical desire to conquer Europe—along with Japan’s concurrent push across East Asia and the Pacific—had plunged the world into a war that would last nearly six years and cost the lives of more than 50 million soldiers and civilians: by far the largest catastrophe in human history.

For more information

Weinberg, Gerhard. A World at Arms. New York: Cambridge, 2005.

Alternative Outcomes of World War II

field_image
Winston Churchill, drawing by Lynn Ott, 1942
Question

How was the Second World War likely to end if the U.S. hadn't intervened? Who seemed to be winning the war before the U.S. joined after the Pearl Harbor attack? Would the Allies have been able to prevail without U.S. help?

Answer

During the months preceding the attack on Pearl Harbor, the war in Europe had essentially boiled down to a contest between the Axis Powers of Germany and Italy, and against them, the Soviet Union and Great Britain.

Six months before Pearl Harbor, Germany had launched an invasion of the Soviet Union, its erstwhile ally. By December 5, two days before the Japanese attack on Pearl Harbor, German armies had advanced to within 5 miles of Moscow.

Hitler had decided to postpone a cross-channel invasion of Britain itself until his armies were able to defeat the Soviet Union, but Germany was still fighting Britain through aerial and missile bombing, and was engaged against Britain on the seas, as well as elsewhere in the British Empire, as in North Africa. In South Asia, Britain was also defending its colonies and commonwealth against Japan. On the face of it, especially in the long term and even with Lend-Lease aid from the United States, it is difficult to see how Britain could have continued the war without the entry of the United States into the conflict on its side. Presumably, Winston Churchill would have had to sue for peace, or endure a German invasion of the British Isles once the Nazis had consolidated their military strength in Europe.

That did not happen, of course. After Churchill heard that America had been attacked at Pearl Harbor, he rushed to a secure telephone to call Franklin Roosevelt. His Memoirs of the Second World War relate the following:

In two or three minutes Mr. Roosevelt came through. "Mr. President, what's this about Japan? "It's quite true," he replied. "They have attacked us at Pearl Harbor. We are all in the same boat now."

No American will think it wrong of me if I proclaim that to have the United States at our side was to me the greatest joy. I could not foretell the course of events. I do not pretend to have measured accurately the martial might of Japan, but now at this very moment I knew the United States was in the war, up to the neck and in to the death. So we had won after all!

Yes, after Dunkirk; after the fall of France; after the horrible episode of Oran; after the threat of invasion, when, apart from the Air and the Navy, we were an almost unarmed people; after the deadly struggle of the U-boat war—the first Battle of the Atlantic, gained by a hand's-breath; after seventeen months of lonely fighting and nineteen months of my responsibility in dire stress. We had won the war. England would live; Britain would live; the Commonwealth of Nations and the Empire would live.

How long the war would last or in what fashion it would end no man could tell, nor did I at this moment care. Once again in our long Island history we should emerge, however mauled or mutilated, safe and victorious. We should not be wiped out. We should not be wiped out. Our history would not come to an end. We might not even have to die as individuals. Hitler's fate was sealed. Mussolini's fate was sealed. As for the Japanese, they would be ground to powder.

United States forces played a direct role in defeating Germany, but also forced Hitler to keep huge military forces in Western Europe rather than sending them to reinforce his armies fighting against the Soviet Union, where they would likely have been a decisive factor against the Soviets. Instead, the German invasion of Russia failed after the effort that culminated at Stalingrad, and the German forces in Western Europe were eventually pushed back anyway, beginning with the landings at Normandy.

One of the delights of the alternate history genre of fiction is that its authors generally expend some considerable effort on the notion of history itself.

Your questions are hypothetical. They invite speculation. One of the delights of the alternate history genre of fiction is that its authors generally expend some considerable effort on the notion of history itself, especially the way in which history unwinds out of a skein of causes both large and small. In these novels, large and familiar causes and conditions and forces roll out across the world, but small human details, such as a missed appointment at the Reichs Ministry, an overlooked telegram, Hitler's mistress Eva Braun's choice of perfume on a fateful day, or a random batch of sunspots that interferes with a particular radio transmission, sometimes cascade into a vastly different history than the one with which we are familiar.

For more information

Philip K. Dick, The Man in the High Castle (1962), in which Nazi Germany and Imperial Japan win World War II. The East Coast and Midwest of the United States are occupied by Germany and the West Coast by Japan.

Harry Turtledove, In the Presence of Mine Enemies (2003), in which the U.S. does not enter the war, and the Axis Powers win. Germany then bombs the U.S. in the 1970s with nuclear weapons and defeats it.

Robert Harris, Fatherland (1992), another one in which Germany wins the war, although the U.S. defeats Japan.

Norman Spinrad, The Iron Dream (1972), which is presented as a science fiction novel written by pulp-fiction artist Adolf Hitler after he flees Germany to live in the United States after the end of the First World War.

Jo Walton’s "Small Change" series [Farthing (2006), Ha’penny (2007), and Half a Crown (2008)], in which the U.S. fails to provide aid to the UK to resist Germany and Britain makes peace with the Nazi Reich. Germany continues a drawn-out war with the Soviet Union, and Britain turns into a fascist state.

Newt Gingrich and William R. Forstchen, 1945 (1995), in which the U.S. defeats Japan but not Germany, and a subsequent "cold war" ensues between the U.S. and Germany.

Bibliography

July 1942: United We Stand

Image
Cover, "Screen Romances," August 1942
Annotation

Presents an exhibit on the "United We Stand" campaign of July 1942, a collaboration of the National Publishers Association and the Treasury Department in which approximately 500 magazine publications carried images of the American flag on their covers. The intent of the campaign was to raise public morale and stimulate the sale of war bonds during a time of national anxiety concerning the course World War II had taken. The exhibit includes nearly 300 covers along with a photo-narrative that addresses the history of the campaign and selected aspects of cover design issues. The exhibit also makes an effort to draw parallels to the recent nationwide display of the flag following the September 11th attacks.

Magazine covers are searchable according to subject, title, and keyword. The site includes a 19-title bibliography. Useful for those studying propaganda efforts, the history of business-government wartime collaboration, homefront nationalism, and the history of the magazine publishing industry.

After the Day of Infamy

Image
Day of Infamy website screen shot
Annotation

More than 12 hours of audio interviews conducted in the days following the December 7, 1941, attack on Pearl Harbor and in January and February, 1942, are included on this site. Interviews include the voices of 200 "ordinary Americans" recorded in 10 places across the U.S.

December recordings were made by fieldworkers contacted by the Library of Congress Radio Research Project to gather opinions of a diverse group of citizens regarding American entrance into war. In the 1942 recordings, produced by the Office of Emergency Management, interviewees were instructed to speak their minds directly to the President. Interviewees discuss domestic issues, including racism and labor activism, in addition to the war. Related written documents and biographies of the fieldworkers are also presented. The interviews are available in audio files and text transcriptions, and are searchable by keyword, subject, and location.

World War I Sheet Music

Image
Image, Introductory graphic, World War I Sheet Music
Annotation

This website offers an archive of nearly 2,000 pieces of sheet music printed during the First World War (1914-1918). The collection includes such diverse subjects as African-American soldiers, democracy, flags, marriage, and Woodrow Wilson, and it includes the work of such musicians as Irving Berlin, Eddie Cantor, and John Philip Sousa. The collection can be browsed by creator, publisher, subject, or titles; and both basic and advanced searches are available. A general introduction and a historical essay are forthcoming. This website is a useful resource for historians of early 20th-century American culture or those studying material or visual culture.

Experiencing War: Stories from the Veterans History Project

Image
Logo, Veterans History Project
Annotation

This collection presents video and audio oral histories and additional material from American veterans of 20th-century wars. Materials include memoirs (some lengthy), letters, diaries, photo albums, scrapbooks, poetry, artwork, and official documents. The website currently provides digital materials from 4,351 veterans from World War I, World War II, the Korean War, the Vietnam War, the Persian Gulf War, Afghanistan and the Iraq War, and other similar events. The 226 video interviews range from 25 minutes to two hours in length.

The material presented is part of a rapidly growing archive, the Veterans History Project, created by Congress in 2000 to collect stories from the 19 million living veterans. Other sections highlight World War I; World War II's forgotten theaters in China, Burma, and India; and 37 other unique war experiences.

Bill of Rights Institute

Image
Screenshot, Bill of Rights Institute home page
Annotation

This website offers opportunities for teachers and students to explore the Bill of Rights in a multitude of ways and includes information about educational opportunities for students and teachers in addition to their online content. (The institute puts on Constitutional seminars for teachers as well as a Constitution Academy and essay contest for students.)

On the website itself teachers will find information on Constitution Day, more than 90 lesson plans which incorporate the Bill of Rights, daily news headlines relating to the Bill of Rights, and one-to-three sentence summaries of more than 150 Supreme Court cases in 15 different thematic categories such as freedom of speech, federalism, and freedom of the press. The Supreme Court case feature is especially useful if you are looking for a brief description of the case and its central issues.

The site is very easy to navigate and the Institute has clearly made an effort to streamline the search for information. One particular example of this is the Americapedia. This resource allows teachers and students to find identifications and definitions for people and words commonly associated with the study of the Bill of Rights and the Constitution. The Americapedia is organized into five categories—Civic Values, The Constitution, Documents, Landmark Supreme Court Cases, and People—with 15–60 definitions in each section.

Another area of this site clearly designed for ease of use is the primary documents section. In this section you will find 11 foundational primary source documents in addition to the Declaration of Independence, Constitution, Bill of Rights, and other amendments. Such a short list of documents means finding relevant information quickly, but some may find this section quite limited if doing in-depth research.

Finally, for teachers and students looking for a little variety in their study of the Bill of Rights, this site offers some interactive games. While the “Life Without the Bill of Rights?” and “Constitution Duel Quiz” games could be good for lesson introduction or class discussion, the “Madison’s Notes are Missing” game offers an opportunity for more in-depth student inquiry and requires interaction beyond just the click of a mouse.

Teachinghistory.org Teacher Representative Seth Swihart wrote this Website Review. Learn more about our Teacher Representatives.

Digital Library of Georgia

Image
Postcard, 270 Peachtree Building, Historic Postcard Coll., Digital Library of Ga
Annotation

Bringing together a wealth of material from libraries, archives, and museums, this website examines the history and culture of the state of Georgia. Legal materials include more than 17,000 state government documents from 1994 to the present, updated daily, and a complete set of Acts and Resolutions from 1799 to 1995. "Southeastern Native American Documents" provides approximately 2,000 letters, legal documents, military orders, financial papers, and archaeological images from 1730–1842. Materials from the Civil War era include a soldier's diary and two collections of letters.

The site provides a collection of 80 full-text, word-searchable versions of books from the early 19th century to the 1920s and three historic newspapers. There are approximately 2,500 political cartoons from 1946-1982; Jimmy Carter's diaries; photographs of African Americans from Augusta during the late 19th century; and 1,500 architectural and landscape photographs from the 1940s to the 1980s.