Animating the Home Front

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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.

Powers of Persuasion: Poster Art from World War II

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Poster, We Can Do It!, NARA
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Created for a 1994 exhibit, this site examines poster art as a method of persuasion during World War II. Featuring 33 posters and one audio clip--the song "Any Bonds Today?"--the materials are divided into two sections. The first, which focuses on themes of "patriotism, confidence, and a patriotic outlook," is arranged into five subsections: "Man the Guns!"; "It's a Woman's War Too!"; "United We Win"; "Use it Up, Wear it Out, Make it Do, Or Do Without"; and "Four Freedoms." The second section, also arranged into five subsections, presents posters that attempted to foster "feelings of suspicion, fear, and even hate," a distinctly different strategy of propaganda. The materials are contextualized by background essays of 100-400 words in length. Although limited with regard to number of items, the site will be valuable for those studying wartime depictions of gender and race, and the power of images to further national goals.

July 1942: United We Stand

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Cover, "Screen Romances," August 1942
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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.

World War I Sheet Music

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Image, Introductory graphic, World War I Sheet Music
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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.

Film Review: Ken Burns's Jazz

Date Published
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Photo, Herbert Bernett plays jazz..., Mobile, Alabama, 2010, Carol M. Highsmith
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This is the second in a series of film reviews reprinted from the Journal of American History. These reviews model ways of looking critically at popular films, documentaries, miniseries, and other history-based features. Look for one each month!

Jazz, the much-heralded 10-part PBS video series, is an American historical event in itself. The broadcast programs and their ancillary documents—a boxed set of 10 videocassettes, a book, a boxed five-CD set of music, a single CD personally selected by Burns, 22 jazz albums devoted to individual artists featured in the documentary, and more—is the most publicized and widely promoted presentation this music has received in its hundred-year history. The magnitude, scope, and all-embracing exploitation of musical, visual, and verbal elements might favorably be compared to Richard Wagner's vision of a Gesamtkunstwerk that, for him, resulted in a four-opera Ring Cycle, a theater specially built for the production at Bayreuth, disciples, detractors, enormous expense, and long-lasting consequences. Although we await the consequences, and regardless of criticism pro and con, Ken Burns's Jazz is a significant undertaking of great magnitude and serious purpose that will be remembered as an influential advocate for America's native art music, jazz.

The series should be considered from at least four points of view, for it succeeds in one, is less successful in two, and fails in the fourth.

The series should be considered from at least four points of view, for it succeeds in one, is less successful in two, and fails in the fourth. As an example of the documentary filmmaker's art, the craftsmanship is superb, and the series earns high marks. As a social history of jazz in the 20th century, the narrative is interesting and sometimes compelling, but the story is incomplete and exclusive. As a musical history of jazz, it fails miserably. And, finally, as the third large episode in the Ken Burns trilogy on race relations in America—The Civil War (1990), Baseball (1994), and Jazz—the three together and individually present a dramatic personal view of black and white tensions in America viewed from different vantage points and experienced in widely contrasting locales, environments, and time frames. The trilogy stands as a landmark historical presentation of one man's view of America's struggle for racial equality, and Burns has crafted his presentation so that it might be palatable and understandable to a worldwide lay audience. Of the three, Jazz has stirred the most interest throughout the world and the most diverse and fervid critical and popular reaction. Even before the series completed its public debut, an event stretching out over four weeks of prime-time television, the film impacted the art form itself, stirred artists, critics, and laymen into serious contemplative activity, stimulated the sales of jazz books, records, and concerts, and brought an unprecedented awareness of jazz and its heroes to a mushrooming audience.

After Nick LaRocca's claim that jazz was invented by the white musicians of New Orleans, the ever-ebullient Wynton Marsalis's stunned silence and loss for words is drama at its best.

As an example of the filmmaker's art, Jazz is stunning. Miles of footage and thousands of photographs and recordings demonstrating jazz performances, musical venues, and contemporary events and places have been recovered and discovered, cleaned up, selected, and sequenced to fit seamlessly in a tight narrative. Some of the images have not been published before, and all have been meticulously polished with the latest technical wizardry. Even long-familiar movie excerpts are presented better here than elsewhere. They are sharper, brighter, and fitted with a high-quality music track. The experts who appear as talking heads, most notably Wynton Marsalis, Stanley Crouch, Albert Murray, and Gary Giddens, are convincing and articulate individuals, and their insertion in the overall narrative is never superfluous or gratuitous. After Nick LaRocca's claim that jazz was invented by the white musicians of New Orleans, the ever-ebullient Wynton Marsalis's stunned silence and loss for words is drama at its best. Burns's camera captures every subtle inflection of eye movement, smile, shock, and grimace. Further, some of the interviews of living jazz musicians are truly poignant. When tears well up in the eyes of Dave Brubeck as he relates an incident in which his father showed him a cattle brand burned on the chest of a black neighbor, there is no escaping the gripping pathos of the moment. These videocassettes are of such high quality in both dramatic content and technical virtuosity that they will be used in schools for many years to help explain and promote this music.

As a social history of jazz in the 20th century, the film documentary is good but flawed. Its coverage of selected musicians, selected locales, and a 60-year time frame, 1900 to 1960, is excellent. Better to follow the lives and work of some great figures in depth than to create a superficial, all-inclusive list of players and tunes that everyone will forget. We can all quibble about whether it was better to spend more time on Coleman Hawkins but little or none on Art Tatum, Bix Beiderbecke, Bill Evans, or Benny Carter, but Burns's method of making a selection of key figures and dealing with each expansively keeps the series from being, as one critic aptly put it, balanced into blandness.

In taking the Great Man approach to history, Burns has adopted a 19th-century system of viewing events rather than a late-20th-century methodology for explaining our past.

He should not have pretended to deal with the last 40 years of the century, for episode 10 is totally inadequate and poorly done. Also, historians should be reminded that, in taking the Great Man approach to history, Burns has adopted a 19th-century system of viewing events rather than a late-20th-century methodology for explaining our past. Further, he accepts the medieval premise of speculum musicae, music as the mirror of reality. He states over and over that jazz reflects, at every stage of its development, the social, cultural, and political circumstances that surround it. This premise would be impossible to defend critically. There are times when this is true, and there are times when jazz is blissfully unaware of its surroundings. He gives, as one example, Louis Armstrong's "West End Blues" as "a reflection of the country in the moments before the Great Depression." I cannot see how he can support this statement. What is it reflecting? The African Americans in Harlem, the Wall Street entrepreneurs, or the white middle-class farmers in Kansas and Iowa? This is bull-session history. Gunther Schuller says in Early Jazz (1968).

Louis's "West End Blues" . . . startles us with the powerful thrust and punch of its first four notes. We are immediately aware of their terrific swing, despite the fact that these four notes occur on the beat . . . The four notes should be heard by all people who do not understand the difference between jazz and other music.

I understand what Schuller means and can check his words against the music itself. Also, in a different time frame, one can build a case for "Free Jazz" as antiestablishment music of the 1960s and view Max Roach's Freedom Now suite as an overt political statement, but the filmmaker's interest peaks out long before his cursory and superficial presentation of Ornette Coleman, Charles Mingus, John Coltrane, and their followers.

Jazz, the series, presents a tale of black musicians striving for equality, artistic recognition, and some of the regular entitlements of white, middle-class Americans, such as financial security, health care, freedom to travel, and so on, in a bigoted and essentially racist society. In doing so, Burns and his advisers ignore Latino contributions and circumstances, minimize the quality and magnitude of white contributors, and are seemingly unaware of jazz in Europe and Asia. Most important, in focusing on the first six decades of the century, they ignore the fact that American society has changed dramatically since 1960, and jazz was a part of that change. Black Is Beautiful, Black Power, the Nation of Islam, and the martyrdom of Dr. Martin Luther King Jr. (and the jazz stemming from these realities) all take place after the real end of his story. Episode 10, 1960 to the present, is clearly the weakest link in the series.

Musically, and as a musical history of jazz, the series is just short of a disaster. Tragically, laymen will never know the difference. In nearly every instance, even when a work is touted as a masterpiece, it is treated as elevator and restaurant music, something to be talked over and relegated to some level of subliminal perception. The height of disrespect and lack of awareness occurs when the narrator cites a performance as a defining work of art and then the director allows the sound engineer to change the music to fit the demands of the script.

The height of disrespect and lack of awareness occurs when the narrator cites a performance as a defining work of art and then the director allows the sound engineer to change the music to fit the demands of the script.

This happens many times throughout the series, often enough to convince this reviewer that, regardless of what the narrator says about the intrinsic value of the music, it rates no better treatment than timely background music for a movie. Charlie Parker's "KoKo" is a perfect example. "KoKo" is not movie music to be altered by deleting a few seconds here and adding a few seconds there, but Burns allows this to happen with the seamless virtuosity of digital technology. It is unthinkable that any literate spokesman for the arts would change 50 measures of Ludwig van Beethoven's Opus 127 string quartet immediately after declaring it to be a masterpiece of the genius's late period. Can anyone imagine Leonardo da Vinci's Last Supper being moved to a larger hall and having three disciples on the left copied and inserted into the frame on the right to fill the available space, making what might then be called Leonardo's Jesus and the Fifteen Disciples? Burns effects exactly this kind of sleight-of-hand with "KoKo" and other masterpieces by other great artists as well. Near the end of episode 7, after a showing of the dramatic atom bomb explosion on Hiroshima and after a few introductory words from the jazz altoist Jackie McLean, the narrator says.

On November 26th, 1945, 11 weeks after the surrender of Japan, Charlie Parker finally made his first recording under his own name for the independent label, Savoy Records. . . . Four sides were cut that day: "Billie's Bounce," "Thriving from a Riff," "Now's the Time," and a new tune, built on the chord changes of "Cherokee," called "KoKo."

The music begins, and, toward the end of the piece's musical introduction, the narrator adds his encomium: "'KoKo' is one of the most extraordinary recordings in jazz history. There is no doubt about it." "KoKo," by Charlie Parker, is a masterpiece of jazz art that lasts 2 minutes and 51 seconds beginning to end. There are no wasted notes, the phrases fall one after another in logical sequence, in a breathless drive toward a musical goal that can only be described as brilliant. The "KoKo" Ken Burns offers his listeners lasts approximately 4 minutes and 10 seconds, a hodgepodge of snippets glued together by digital splicing. It becomes a destroyed masterwork stretched for the convenience of a narration and for a closing quotation from Ralph Ellison, in which a reader states the episode's theme: "Usually, music gives resonance to memory. But not the music then in the making. Its rhythms were out of stride and seemingly arbitrary, its drummers frozenfaced introverts dedicated to chaos." Bebop was not dedicated to chaos! Ken Burns's recreation of "KoKo" is chaotic, for it destroys the symmetry, the syntax, and the grammar of a jazz classic. Ken Burns is no jazz musician, and I suspect he is not much of a musician at all. What he has fed us in four weeks of listening is a fascinating personal vision of race in America during the first six decades of the 20th century. Jazz, to him, is background music for his tale.

Strangely, that vitriolic critique is not the real bottom line of this review. This morning I ate breakfast in a blue-collar café and heard Bird and Diz playing "Salt Peanuts" on the piped-in local radio station. I have not heard real jazz on a pop music station since the 1950s, and I have Ken Burns to thank for that.

Bibliography

This review was first published in the Journal of American History, Vol. 88, No. 3, 1195-1198, 2001. Reprinted with permission from the Organization of American Historians (OAH).

For more information

Looking for more resources on jazz? We have links out to more than 15 websites on jazz and jazz history, including the website that accompanied Ken Burns's documentary. The Library of Congress's new National Jukebox is also a fantastic place to go for music history from 1901–1925. Browse by genre, and choose "Popular music," and then "Ragtime, jazz, and more," or search by artist name or title.

If you've only got a few minutes to spare, how about learning about women in jazz and blues with our archived weekly quiz?

Guampedia aharmon Fri, 10/21/2011 - 13:41
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Illustration, Landing Place at Guam, Jan-July 1863, T. Coghlan, Flickr Commons
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Don't let Guam be forgotten in your classroom! After all, it is one of only 16 non-self-governing territories worldwide that are recognized by the UN. As such, leaving Guam out of history is to ignore a rather remarkable political exception.

Guampedia offers a range of short articles on everything from architecture to World War II. These pages also feature relevant photographs and further resource listings. Additional sections offer basic facts on Guam (motto, population, etc.) and its major villages. Be sure to check out the history lesson plans to see if there's any ready-made content appropriate for you to introduce to your classroom.

Additional ways to explore include a selection of media collections including photographs, illustrations, soundbites, and video; MARC Publications, including issues of the Guam Recorder, lectures, and additional e-publications on topics such as archaeology and stonework; and traditional recipes.

Kentuckiana Digital Library Anonymous (not verified) Mon, 04/14/2008 - 11:31
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Image for Kentuckiana Digital Library
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These historical materials come from 15 Kentucky colleges, universities, libraries, and historical societies. There are nearly 8,000 photographs; 95 full-text books, manuscripts, and journals from 1784 to 1971; 94 oral histories; 78 issues of Mountain Life and Work from 1925-62; and 22 issues of Works Progress Administration in Kentucky: Narrative Reports.

Photographs include collections by Russell Lee, who documented health conditions resulting from coal industry practices; Roy Stryker, head of the New Deal Farm Security Administration photographic section; and others that provide images of cities, towns, schools, camps, and disappearing cultures. Oral histories address Supreme Court Justice Stanley F. Reed, Senator John Sherman Cooper, the Frontier Nursing Service, veterans, fiddlers, and the transition from farming to an industrial economy. Texts include Civil War diaries, religious tracts, speeches, correspondence, and scrapbooks. Documents cover a range of topics, including colonization societies, civil rights, education, railroads, feuding, the Kentucky Derby, Daniel Boone, and a personal recollection of Abraham Lincoln.

StoryCorps

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Photo, Bob Heft, Designer of  the 50 star flag, StoryCorps
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StoryCorps is a nonprofit organization dedicated to collecting and preserving the stories of people across the U.S. Founded in 2003, it has collected more than 15,000 stories from people in all walks of life—immigrants, veterans, those that suffer from debilitating diseases, lovers, September 11th survivors, and many more. Each recorded conversation includes two or three people, often grandchildren interviewing grandparents, old friends interviewing each other, or children remembering their parents. Clips, usually between two and five minutes, from hundreds of these stories are available.

The clips are keyword searchable and browseable by category: Angels & Mentors, Discovery, Friendship, Griot, Growing Up, Hurricane Katrina, Identity, Romance, September 11, Struggle, Witness, Wisdom, and Work. Many people discuss their involvement in World War II or the Vietnam War, and many more talk about how they met their spouses or coped with segregation. Always thought-provoking, and often moving, these clips can expose the more human side of major 20th-century events.

Mass Moments

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Engraving, Filling Cartridges, Brooklyn Museum, Gift of Harvey Isbitts
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On May 15, 1602, English explorer Bartholomew Gosnold dropped anchor off the Massachusetts coast, and due to the abundance of cod fish in the waters surrounding his ship, named the location Cape Cod. This is the first of 365 moments in Massachusetts history presented at this website.

The majority of moments cluster in the 19th and 20th centuries, and include events of relevance to political, economic, social, and cultural history, including the incorporation of the town of Natick in 1781, the opening of Boston's African Meeting House in 1806, and the release of the movie Good Will Hunting in 1997.

Each moment is described in roughly 750 words, and is accompanied by an excerpt from a primary source. The text is also available in audio format. The moments are keyword searchable, as well as browseable through the website's Timeline and Map features.

Elementary, middle, and high school teachers will find the Teachers' Features section especially useful, as it includes several comprehensive lesson plans, on labor, women's rights, the African American experience in Massachusetts, and early contact between settlers and indigenous peoples in Plymouth.

Education by Design: Using Visual Aids

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Puzzle, Kindergarten cut-outs
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This site offers an online exhibit and an image database of more than 70 historic educational visual aids created for use by schools, libraries, and museums beginning in 1935 by the WPA's (Works Progress Administration) Museum Extension Project. The collection features items such as puppets, toys, architectural models, dioramas, jigsaw puzzles, handbooks and pamphlets, lantern slides, miniature furniture models, prints, and posters. Each item contains information about its size and place of production.

The collection is searchable by item and by state of manufacture and contains materials from Connecticut, Illinois, Kansas, New Jersey, Pennsylvania, and Wisconsin. Suitable for those interested in material culture or government-sponsored education projects.