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?
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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 one paragraph.
The Doolittle Raid
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Preview: The class will discuss these three quotes:
One Hour Over Toyko Individual Assignment: Students will "quick write" a paragraph using their t-chart notes on the three luckiest things that happened on Doolittle's Raid and three of the unluckiest things that happened on Doolittle's raid. |
Battle of Midway-History versus Memory
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DAY ONE:
Preview: Ms. Mac will introduces the book, Mark Harris's "Five Came Back" the five directing legends: John Ford, William Wyler, John Huston, Frank Capra, and George Stevens. The students will then watch the opening of the Netflix's "Five Came Back," episode 1, "The Mission Begins." Direct Instruction: Students will listen to Mark Harris's chapter nine, "All I Know Is That I'm Not Courageous." The students will take notes while they listen to the chapter. DAY TWO: Direct Instruction: Students will first establish history, the specific of the battle itself through the scholarship of Craig Symonds and the Battle of Midway. After a short discussion, students will view John Ford's documentary, The Battle of Midway. made for the public and Torpedo Squadron 8 made for the fallen to establish memory. Individual Assignment: Students will write a paragraph answering "How does John Ford's film illustrate the difference between history and memory?" (Students can use both John Ford films.) |
Race and War in the Pacific
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Preview: Students number the paragraphs on the essay, "Race and War in the Pacific" and Ms. Mac assigns pairs to summarize an assigned paragraph.
Small Group Activity: After each pair shares out their paragraph, in five groups, students will "observe and analyze" each of the six propaganda posters, three from an American point of view and three from a Japanese point of view. Large Group Share Out: Each group will present their observations and analysis of each poster.
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Strategy in the Pacific
Admiral Nimitz (seated) discussing strategies in the South Pacific theater with top officers.
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Preview: Student will view the following short films from the WWII museum:
Introduction to the War in the Pacific by Historian Richard Frank Strategy Overview - Pacific Theater Mapping the Pacific Strategy Individual Reading: Students will read "Pacific Strategy" for class discussion. Small Group Activity: Divided into five groups, each group will get a different scenario and answer the following questions:
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"Uncommon Valor"
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Due to the cancellation of school due to the Coronavirus, Ms. Mac sent home "Uncommon Valor" of Donald Miller's D-Days in the Pacific (chapter 8) about Iwo Jima. Students should read and annotate their copy of the chapter. Enjoy!
Survey on the chapter, "Uncommon Valor"
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