The actual introduction to the unit curriculum should be a review of the seven continents. As many of the students have not learned the continents by seventh grade, it is necessary to ensure they have this background knowledge. This development should not take longer than one or two days and should also be accompanied with the introduction of the theory of plate tectonics. It may also be of benefit to ensure that the students have learned the major oceans and seas. Again in this environment, student comprehension of basic geography is severely limited and this elementary knowledge must be memorized before one can delve into deeper material of higher level thinking skills.
Lesson Plan: Japan’s Surprise Attack
Objectives
Students will be able to explain the immediate cause of the American entry into the Second World War.
Materials
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1. Computer
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2. Internet connection
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3. Speakers
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4. Recording of President Roosevelt’s speech to Congress asking for a declaration of war against Imperial Japan.
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5. Map of Asia and the Pacific
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6. Student Atlases
Introduction
Students should have already been given a list of vocabulary terms that will aid in comprehension of President Roosevelt’s speech to Congress. It is suggested that the opening for the day’s lesson begin with a review or quiz on the definition of terms. Students should then be allowed to listen to President Roosevelt’s speech to Congress asking for a Declaration of War against Imperial Japan.
Recommended terms
Infamy, ambassador, Senate, House of Representative, empire, solicitation, deceive, onslaught, treachery, hostilities and premeditated.
Procedure
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1. Students should be asked to write down any of the words that they hear in the speech that they do not understand.
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2. Students should be asked to write down the number of places that Japan attacked as they listen to the speech.
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3. Students should be given a blank map of Asia and the Pacific Ocean.
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4. After listening to the speech, words that the students do not know should be collected and reviewed.
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5. Students should be given the atlases, blank maps and lists of the locations referred to by Roosevelt in the speech. These locations are listed below.
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6. Students should label all of the locations that Japan attacked, using the atlases and the blank map.
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7. Instructor should review the attack on Pearl Harbor and President Roosevelt’s speech.
Locations in which Japan attacked in Asia and the Pacific
Hawaiian Islands, Pacific Ocean between West Coast of the continental United States and Hawaii (American vessels), Malaya, Hong Kong, Guam, Philippines, Wake Island and Midway Island.
Evaluation
Students will be asked to write a December 8, 1941 newspaper editorial about the Japanese attack on Pearl Harbor and the reaction to it around the world. This editorial should be a description of and a response to the commencement of Japan’s war against the world.
Narrative
This activity will introduce the immediate cause behind America’s entry into the Second World War -- the Japanese Attack on Pearl Harbor. The entire scope of Japanese hostilities will be illustrated initially by having students count the locations cited during the speech. This task should encourage continued student focus on the speech. By labeling the map, students will have a visual connection that will allow them to comprehend the entirety of the Japanese aggression.
The evaluation in the form of the December 8, 1941 editorial will allow students to recount the actual events surrounding the Japanese attack on Pearl Harbor and the feeling that it created in America. President Roosevelt’s speech should be sufficient to foster a feeling of empathy for what and how Americans felt after the attack. The instructor should test for student understanding by asking pointed questions during the review of events. The actual editorial will ensure the students understand the events and allow the students to voice their reactions to the attacks.
It is important to carefully build student empathy and understanding of how citizens of the United States felt after the Japanese surprise attack on Pearl Harbor and other locations throughout the Pacific Ocean and Asia.
Lesson Plan: MAGIC
Objectives
Students will be able to explain MAGIC and its significance to the United States war effort against the Imperial Japanese armed forces.
Students will analyze various primary source documents.
Materials
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1. Computers with internet access
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2. Redacted and reworded MAGIC intercepts from either the book,
MAGIC
by David Lowman or/and the website http://www.internmentarchives.com.
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3. Question sheet created by instructor to allow students to gather pertinent information
Introduction
Instructor will ask students to figure out how they could get a secret message to their friend without someone who overhears them, knowing what they are saying.
Procedure
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1. Students should be given the opportunity to answer the Introduction question.
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2. Instructor will explain to the students what MAGIC was and its importance to the United States war effort.
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3. Instructor should explain Prime Minister Winston Churchill’s decision not to warn people about the impending enemy bombing of the English city of Coventry.
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4. Students should be asked whether or not it is important to keep information secret even if some people will get hurt or killed in order to help save many other lives.
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5. The class should discuss this question (Step 4) as a group.
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6. Students should be assigned to write their personal responses as to whether or not it is important for governments to keep secrets in order to save lives.
Evaluation
Students will be assigned to write an opinion response in which they discuss whether or not they believe that it is right for governments to keep secrets in order to save lives.
Narrative
Students will learn about specifically chosen MAGIC intercepts in order to continue to build their empathy with American governmental officials in days following the attack on Pearl Harbor. Students will get the opportunity to weigh the successful prosecution of the war effort against the loss of the lives or liberties of some of its citizens.
Lesson Plan: Can it Happen Today?
Objectives
Students will compare the similarities at the Guantanamo Bay detention centers to the Japanese-American internment camps.
Introduction
Students will be given specific articles about the issues surrounding the Guantanamo Bay detention centers to read.
Procedure
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1. Students will read the articles on the issues surrounding the Guantanamo Bay detention center.
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2. Students will then be broken up into groups of two where each person explains to the other the points in their article and one similarity or difference between Guantanamo Bay detention centers and the Japanese-American internment camps.
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3. Each student will then explain to the entire class the points their partner made about his or her article while the instructor lists the similarities and differences on the board.
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4. Students will then discuss the similarities and differences between the Guantanamo Bay detention center and the Japanese-American internment camps.
Evaluation
Students will be assigned to write an essay answering the question, “Do you think it is fair to compare the Japanese-American Internment camps and the Guantanamo Bay Detention centers?”
Narrative
Students will have the opportunity to grapple with issues that the United States government is currently struggling with and at the same time put them into historical perspective.