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Gisselle Gomez
History 11 Book Worksheet Preview Pre-Submission Checklist
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Student
N
ame:
Student Section
N
umber:
What Soldiers Do
Worksheet Preview
1
Gisselle Gomez
Due Date
: See Canvas for the due date for your section.
Instructions
: As you read
What Soldiers Do
, answer the questions below. Refer to
Canvas for information on obtaining the book. There are twenty-five (25) questions
on the Preview, which is worth forty (40) points in total. I will grade the Preview
on effort rather than accuracy. You must stick to the following guidelines:
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Type your name in the document header above.
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Type your answers directly on the worksheet with MS Word or Google Docs
and submit a .doc, .docx, or PDF file to the
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link on Canvas.
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Do not delete the questions or adjust their original numbering.
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Type your answers in
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Answers
must
be written in complete sentences, and in your own words.
Here’s what “own words” means
: Write your answers in the same way that
you would convey the information to a friend or family member. Don’t be
afraid to consult a dictionary!
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Limit answers to no longer than four (4) sentences. [Many will require only
one (1) sentence.]
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—for example, (p. 132)—at the end of your answer. Be sure to use the
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Answers with
no page numbers will receive zero credit.
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Complete the assignment on your own. Do not work with classmates on it.
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Complete and digitally sign the “History 11 Book Worksheet Pre-
Submission Checklist” (see above) before submitting the assignment.
Tips for Success
:
2
Gisselle Gomez
-
The questions are listed in the order that they appear in each chapter. If you
find the answer to the second question for a specific chapter before you find
the answer to the first question, you know you have passed over the answer
to the first question!
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The most efficient way to complete the assignment is to go through the
following process for each chapter:
o
Skim over the questions for the chapter before you read it, so you
have a general sense of what you are looking for.
o
As you carefully read the chapter, note the location of each answer
(e.g., p. 15, paragraph 3).
o
When you finish the chapter, go back and type out the answers.
o
Don’t be afraid to use the book’s endnotes, especially for questions
that ask you about sources!
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If you get stuck on a question, do not waste more than ten (10) minutes
trying to locate the answer. Move on to the next question and come back to
the one(s) you skipped if you have time at the end.
Introduction
3
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Gisselle Gomez
1)
What led many American GI’s in France during World War II to believe that
they were in “a land of wine, women, and song”? Briefly describe how
cartoonist Bill Mauldin captured this idea in one of his cartoons.
The AEF involvement in the Great War (WWI) brought stories of women
and wine with the returning doughboys, who shared them with their sons.
These same sons would later become American GI’s in the second World
War. The cartoon reference physical similarities between all the French
citizens and the American soldier, implying that they all share similar DNA
and came from the same father (p.11-12)
2)
Why, according to Roberts, did the U.S. “seek to control a European balance
of power” during and after the war? What secondary source does she cite in
the endnotes to support this claim?
The U.S. sought this control to prevent the spread of communism from the
Soviet Union, and to minimize their global power (p.13). The secondary
source she cited in the endnotes was Charles Maier’s
Among Empires:
American Ascendancy and it’s Predecessors
(p.245)
3)
In your own words, summarize the paragraph beginning on p. 15 (p. 6 hard
copy) with “Ambiguity in the lines of authority….”
Struggles between the American and French officials would come with
complications. People would have to face how to police streetwalkers, how
to keep the streets safe at night and question the unresolved question of who
exactly was in charge. The U.S military commanded the French national
sovereignty. In this way sexual relations became a struggle for power
between France and the U.S. (p.15)
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4)
Again, in your own words, what myth did the photograph on p. 17 (p. 8 hard
copy) suggest about the American liberation of France during World War II?
Propagandists were getting themselves into something they didn’t know
what exactly the situation was such as a myth of the Normandy mission
would lead to something like Le Havre situation. Secondly, the myth seemed
to address people in the military about their fears they had that they were not
ready for. (p.17)
5)
What criticism does Roberts make of the work of historians like Stephen
Ambrose? Using the endnotes, identify at least one example of a previous
secondary source publication that Roberts cites to exemplify what she is
talking about.
Stephen Ambrose only references to “girls” in his popular histories. This
brings sex to the middle of the story and shows a political character. (Endnote
20)See Stephen E. Ambrose, Citizen Soldiers: The U.S. Army from the Normandy
Beaches to the Bulge to the Surrender of Germany, June 7, 1944–May 7, 1945
(New York: Simon and Schuster, 1997), 337–38; Band of Brothers: E Company,
506th Regiment, 101st Airborne from Normandy to Hitler’s Eagle’s Nest (New
York: Simon and Schuster, 1992), 169–70, 263, 286–87. In Wartime Understanding
and Behavior in the Second World War (New York: Oxford University Press,
1989), Paul Fussell also marginalizes sexuality, treating it in a separate chapter
titled “Drinking Far Too Much, Copulating Too Little.” (Pg.19)
Chapter 1- “Soldier, Liberator, Tourist”
6)
On p. 22 (p. 16 hard copy), Roberts mentions the “new military history”, by
which she means a branch of military history that goes beyond a narrow
focus on military strategy. What secondary source does she cite in the
endnotes that you could look up to learn more about this aspect of military
historiography?
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Roberts mentions “the new military history” and backs it up with historical
narratives on the day-to-day heroics of the American GI. The book
Citizen
Soldiers,
is the secondary source that she uses to explain her thought. (P.22)
7)
According to Roberts, how does this chapter of the book tell a different story
of the U.S. Army’s campaign in Normandy from the one told by Stephen
Ambrose in
Citizen Soldiers
?
According to the book Citizen Soldiers, some accusations came as a shock to
the Normans and in this book, there are children eager to kiss the American
hands and this shows how these children are growing up with the mentality
of these soldiers. (P.23)
8)
Identify at least two ways that, according to Roberts, thinking about
American GIs in France during the war as “tourists” helps us understand
their history better.
The American soldiers were ignorant and entitled tourists who used the
French labor and suppliers for their own needs; however the French needed
jobs. As the general GI view, Ambrose views the French civilians as
“ungrateful, sullen, lazy, and dirty.” (p.23)
9)
What primary source evidence does Roberts cite in the endnotes to prove
that the Comité français de la liberation nationale (CFLN) “believed Nazi
warnings concerning American imperial ambitions”? (Hint: you will need to
look at endnotes 27
and
32 to fully answer this question.)
Endnote 27 talks about an Archives nationales article and endnote 32 is an
article from a University Press website. He talks about the life and opinions
6
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of Parisians in 1943 and how life was under occupation that made some quit
days. (Pg.29)
10)
Describe one piece of primary source evidence that Roberts cites to prove
that American GIs were “angered, shocked, and saddened” by the Allied
bombardment of France. (Be sure to include the author, title, and year of the
source from which Roberts took this evidence.)
Roberts says, “…for example, Life magazine refused to publish parts of a
report from France that referred to “all these deaths, all these villages
destroyed” by Allied bombers.” Vercors,
Souffrances de mon pays
(Paris:
Collections des 150, 1945), 16. The article appeared in
Life
, 6 November
1944. The original French version was published some months later. Vercors
was a novelist whose
Silence de la mer
became extremely well known in
France (pg. 33)
11)
Describe at least one piece of primary source evidence that Roberts cites to
show that American GIs “could forget that Normandy was home to
someone”—that is, that they sometimes acted disrespectfully toward French
people and property. (Be sure to include the author, title, and year of the
source from which Roberts took this evidence.)
Robert Simon who experienced the bombing had a friend and watched him
die then greeted the American with “an inner wound and a heavy heart”.
Many Normans were homeless and having a hard time living, but they still
had each other. (p. 31)
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Gisselle Gomez
12)
According to Roberts, who were the “very first Normans to open their hearts
to the GIs”? Describe at least one example she uses to support this claim,
and cite the source that it comes from by using the endnotes. Is this a
primary source or secondary source and why? (Hint: If the full source
information is not listed in the footnote, it means you need to look at earlier
notes to find the first time Roberts cites it in order to read the complete
citation.)
According to Roberts, children were the first to open their hearts to the GI’s.
Pretty soon they were opening up to them, not only their hearts but all their
possessions. “The civilians began ti realize that we were there for good.”
(Pg. 41)
13)
Identify one piece of primary source evidence that Roberts presents to
support the idea that bad odors were one of the worst aspects of being in a
combat zone? Where did Roberts get this evidence from?
During the war there were so many stenches of smells in the air. “Cows,
horses, sheep, and goats were stern across the fields of Normandy, stiff and
bloated “under swarms of feasting flies,” and emitting horrible smells.” (Pg.
44)
14)
Other than the smell of death, what odor does Roberts claim was “most
remembered by Normans” during the Allied invasion of Normandy? Identify
one piece of primary source evidence Roberts uses to support this, as well as
where she got it from.
Other than the smell of death, there was the stench of rotten animal and
human flesh everywhere. “Normans recounted their encounter with death in
a terrible grammar of sounds, sights, smells, and tastes.” (pg.23)
15)
Summarize, in your own words, the paragraph on p. 52 (p. 48 hard copy)
beginning with “The adage ‘first impressions count’….”
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Gisselle Gomez
First impressions always count and it is said to be true in Normandy. There
was an accident of what that the Allies unloaded enough to conquer a
continent on the shores. It was a sight noted by Monsieur Morin as he
watched of the landing beaches. (p.52)
16)
Identify at least one piece of evidence that Roberts uses to support that idea
that historians like her have to confront the “problem of determining if the
GIs were imposing on the French their own preconceptions that women were
‘easy’ and without shame”? Also, identify the source from which this
evidence comes.
Many women would want to spend the night with a man for only their
happiness and what they felt they needed to do. The idea of women being g “easy”
was brought when the French made a place where tourists and many others can go
to have sex. “Countless GI’s arrived in Normandy with the notion that France was
a playground of easy women and loose morals.” This was kind of like the thought,
if you gave candy to children, they would follow in ones steps. (Pg. 26)
Chapter 2- “The Myth of the Manly GI”
17)
In your own words, summarize the paragraph that begins, “Obviously the
liberation of France…” on p. 61 (p. 59 hard copy). (To be clear, this
paragraph concerns the Figure.Intro.2).
Myths, just like photographs, lose the memory that they once too were made.
They purify, simplify, and depoliticize; the photograph in Figure 2.1 mythologized
the American mission in Europe. The romance neutralized tensions concerning
French national sovereignty. This image steered the soldiers away from such
political complexities instead of portraying the war as just another way for guys to
meet girls. (p.61-62)
9
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Gisselle Gomez
18)
According to Roberts, what was the “important symbolic effect” of the
“prevalence of women” in American propaganda photos of the Allied
mission in France? What secondary source does Roberts cite to support the
assertion that this type of symbolism “followed a common trend in twentieth
century propaganda”?
Although women wanted to do things that men did such as work in the
workforce, the men didn’t think they could handle a “mans job”. They often
face sexual harassment, long hours, and dangerous working conditions.
(p.63)
19)
Identify a piece of primary source evidence that Roberts uses to support her
assertion that
Stars and Stripes
“eroticized” Paris. Where did she find this
evidence?
Stars and Stripes
was a military newspaper, it was produced specifically for
the troops in Europe with the sanction of the US government. “The paper’s
photographs, in particular, looked “honest” even if they catered to the
military’s idealized version pf the war”. (p.63)
20)
How was the coverage of the Liberation in French newspapers different than
the coverage in
Stars and Stripes
? Identify one piece of primary source
evidence Roberts points to explain the difference and note where she found
it.
The first prototype of the GI beginning to appear in
Stars and Stripes
days
after the landings in Normandy. Some of the information that were on the
newspapers weren’t really the truth according to some soldiers that
disagreed. “The photo also gained force from the widely held belief that
photography told the “truth” of what it saw.” There were images from the
war that the soldier’s didn’t agree on either (P.60)
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Gisselle Gomez
21)
When Roberts asserts that “by the late summer of 1944, scores of women
throughout the Norman countryside had claimed to be sexually violated by
American soldiers”, what secondary sources does she point her readers to if
they want to learn more?
There were reports of rumors filed by Gaulle’s commissaires in Normandy
showing that Franco-Allied relations varied over the region. Coulet wrote
reports to Paris complaining that US officers in Normandy refused to
recognize his authority and attempting to arrest. (P.14)
22)
Roberts asserts that violence toward French civilians by Allied soldiers was
“overwhelmingly American, with little or no trouble from the Canadians and
British allied forces”. According to her endnotes, how did she arrive at this
conclusion?
By September of 1945, the GI had become a cliche that a French criminal
claimed to have been attacked by American soldiers on purpose to cover his
dealings with the Gestapo. Her most shock was the dramatic amount of
violent crimes in the cities where the US Army was. (P.75)
23)
Identify one specific example of a crime committed against a French civilian
by an American GI. Where did Roberts find a record of the crime in
question?
The US soldiers were committing rape against French women during and
after the liberation of France in the later stages of WWII. (P.71)
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24)
Why, according to Roberts, did
Stars and Stripes
“denigrate French
masculinity”? How did the cartoon on p. 79 (p. 78 hard copy) accomplish
this task?
This
cartoon
shows how the men and women during the war were actually
playing a role in. “In late July, Stars and Stripes featured a photo of seven
Cherbourg women with their heads shaved, titled “They Loved Nazis”.” The
women captioned it as if they did a good deed they will be rewarded. (P.79)
25)
How did Bill Mauldin denigrate French masculinity in the cartoon shown on
p. 84 (p. 82 hard copy)?
It rationalized a new role for the US as the protector of a nation without
men. This cartoon image shows that if the women their with does something
behind their back, the soldiers are going to show them not to be foolin’ around.
(P.84)
12
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