The Rising Sun
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Homework: Students read a section of chapter one, "The Rising Sun" of Donald J. Miller's D-Days in the Pacific.
Small Group Activity: In groups of five, students gather from their impressions of the reading of the following questions:
Direct Instruction: Then students will watch (and follow along) FDR Infamy Speech and do a quick write immediately after listening to the speech. After sharing out, students will read the Japanese Declaration of War.
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Pearl Harbor-Reaction at Home and Abroad
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Preview: Students will read the newspaper article by Robert Hagy's The Worst News I Have Encountered in Twenty Years from an "America First" Rally in Pittsburgh on December 7, 1941.
Direct Instruction: Ms. Mac will introduce Winston Churchill's seven volume set on World War II including the "Moral of the Work" and the "Theme of the Volume" from his Grand Alliance. Then Ms. Mac will read Churchill's reaction and reflections. Small Group Activity: Students will analyze four documents identifying textual evidence from the following questions:
"Was war between the United States and Japan inevitable?" |
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ASSESSMENT-ESSENTIAL QUESTION WRITING
Using the Roosevelt's Address to Congress (December 8, 1941), Japan's Declaration of War (December 8, 1941), Winston Churchill's chapter "Pearl Harbor" from his WWII book, The Grand Alliance, and the newspaper article "America First Rally" in Pittsburgh (December 7, 1941) answer the following essential question in three paragraphs.
Was war between the United States and Japan inevitable?
Was war between the United States and Japan inevitable?
Battle of Midway
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Homework: Student will read "Midway" at home.
Preview: Students will view John Ford's documentary, The Battle of Midway. Students will take notes only identifying and listing songs they hear. Direct Instruction: Ms. Mac will teach about the "Five Came Back," the untold story of five legendary directors, John Ford, William Wyler, John Huston, Frank Capra and George Stevens and how they produced a body of work that was essential to how Americans perceived the war, and still do.
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WWII Posters and Propaganda
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Preview: In pairs, the students will "See, Think, Wonder" one of the twenty WWII recruiting posters. Each pair will share out.
Small Group Activities: In groups of four, students will read and answer questions from William Bird's and Harry Rubenstein's (abridged from History Now 14: GLI) "Every Citizen a Soldier: WWII Posters on the American Home Front."
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ASSESSMENT-ESSENTIAL QUESTION WRITING
The United States produced more than 200,000 different posters in an effort to build support on the home front during World War II. Of the posters you have studied, select three that you believe were the most effective in meeting their objective(s) and make an argument for your choices. It is important that you use evidence taken directly from the posters. Clearly cite your evidence in your three paragraphs.