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Dec 6, 2023
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Gisselle Gomez
History 11 Book Worksheet Preview Pre-Submission Checklist You must complete this checklist before you submit the worksheet. Check the boxes below once you have complied with the listed guidelines and digitally sign at the bottom. (If you are using MS Word you can click on the boxes to fill them. If you are using Google Docs you can type an “x” next to the box.) ☐
My name is in the document header (top right). ☐
I left the questions in the document and did not alter their original numbering. ☐
I typed my answers in blue font to help offset them from the questions. ☐
I wrote all my answers in complete sentences. ☐
I did not
use direct quotations from the book of more than five (5) words. ☐
If/when I used direct quotations of five (5) words or less, I placed them in quotation marks. ☐
None of my answers are more than four sentences. ☐
All my answers include the page number(s) where the answer is located. ☐
I completed this assignment on my own, without assistance from anyone other than Professor Dinces. ☐
I understand that if I submit work that is not my own, I will receive no credit for the assignment. Student N
ame: Student Section N
umber:
What Soldiers Do
Worksheet Preview 1
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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: -
Type your name in the document header above. -
Type your answers directly on the worksheet with MS Word or Google Docs and submit a .doc, .docx, or PDF file to the TurnItIn
link on Canvas. -
Do not delete the questions or adjust their original numbering. -
Type your answers in blue font
to offset them from the questions. -
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! -
You may quote individual words or short phrases (up to 5 words), but do not
use extended quotations. -
Limit answers to no longer than four (4) sentences. [Many will require only one (1) sentence.] -
You must list the page number(s) where you found the answer in parentheses
—for example, (p. 132)—at the end of your answer. Be sure to use the numbers from the actual book pages (not your PDF viewer). Answers with no page numbers will receive zero credit.
-
Complete the assignment on your own. Do not work with classmates on it.
-
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! -
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! -
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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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) 4
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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? “…The myth seemed to address military fears that the GI’s were not ready for a new, more global American role.” This shows the the next generation from the GI’s were going to experience something newer than the first generation with partying with women. (P.18) 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. When historian Stephen Ambrose said he makes only passing reference to “girls” in his popular histories, I think he meant women in general talking about how women would get treated and how women and the GI’s had sexual contact shaped the American foreign policy. (p. 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? 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
? 5
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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.) There were some public opinions that the CFLN claims should be stopped. “Besides economic greed, the Americans were guilty of harshness in the Versailles treaty, indifference to German rearmament in the 1930’s…” Nazis wasn’t a big population where others would not give them opportunities. (p.29) 6
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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.) After the result of the bombing, the faces of Antoine Anne were lit by flame light and you could see the fear and rollercoaster of emotions upon them (p.30). What Do Soldiers Do: Sex and the American GI in World War II, Mary Louise Roberts, (2013). 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) 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. The first Normans to conquest this mission were Harold and William and 7
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they were the first to open their hearts to the GI’s as well. (P.32) What Do Soldiers Do: Sex and the American GI in World War II, Mary Louise Roberts, (2013). 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? Of all the dead soldiers laying around the scent of blood and soon to be rotten flesh was beginning to bring a really bad odor. Roberts got this evidence from when he mentioned “…it was a singular mix of sounds, sights, smells, and tastes.” (p. 36) 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. The stench of sulfur wrought by exploding gunpowder, lingering gas, open latrines, and wet clothes dominated the battlefield of the civil war. After his service in the Vietnam War, Norman returns home and has trouble adjusting to the normalcy of everyday life (p. 37). 15)
Summarize, in your own words, the paragraph on p. 52 (p. 48 hard copy) beginning with “The adage ‘first impressions count’….” 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) 8
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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. Parents were expected to guard their children especially their daughters. “For the Americans sexual desire was still something to be restrained, lest it overwhelmed rationality and more self-
discipline.” The French women would always want to be with a man even if they weren’t together. “It’s said there are 41,000 licensed prostitutes in Marseille—so if that figure is correct—it appears that almost every woman in the city is a whore.” (p.58) 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) 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 9
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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 notewhere 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. (P.63) 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? 10
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There were lessons in French taught to the GI’s; however the newspaper had American events for which the French demonstrated their gratitude with an orgy of kissing. (P.66) 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? The American eroticization of the Liberation becomes still more evident if they were to contrast it. The GI’s had a special namer for letters of women about their feelings back home. (P.70) 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) 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 11
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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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