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LESSON PLAN 4: PAIRING A PRIMARY & SECONDARY SOURCE TIMES PAST PAGES 18-21 Lexile level: 1300L Pearl Harbor: From ‘Infamy’ to Friendship Seventy-five years after the attack on Pearl Harbor, a look at how the U.S. and Japan went from wartime enemies to the closest of allies Additional Resources upfrontmagazine.com Before Reading 1 List Vocabulary: Share with students some of the challenging general and domain- specific vocabulary for this article (see right). Encourage them to use context to infer meanings as they read. 2 Engage: Have students recall some pivotal breached (p. 19) militaristic (p. 19) embargo (p. 19) decisive (p. 20) stagnation (p. 20) pacifism (p. 21) Print or project: • Article Quiz (also appears on p. T10) • ‘A Date Which Will Live in Infamy’ (primary source; also appears on p. T15) • Organizing Ideas (outlining; online only) Video: President Obama’s visit to Hiroshima historic events of their lifetime (9/11, etc.). Explain that for their great-grandparents, a defining moment was the Japanese attack on Pearl Harbor. Analyze the Article 3 Read and Discuss: Ask students to read the Upfront article about the attack on Pearl Harbor and America’s evolving relationship with Japan since 1941. Review why the article is a secondary source. (It was written by someone who didn’t personally experience or witness the events.) Then pose these critical-thinking questions: T6 • Based on the article, how did Japan justify its Would you say that America was ready to enter militaristic behavior in the decade leading up to World War II in December 1941? Why or why not? World War II? (Japan had been expanding into (According to the article, before the attack on Pearl neighboring territories like mainland China. Its leaders Harbor, most Americans were ideologically opposed argued that it needed oil and other resources from these to entering the war. Additionally, the nation wasn’t places, and that it had a right to dominate Asia because militarily prepared for battle. Once the U.S. entered the it was a regional power.) war, Roosevelt took steps to boost the armed forces.) UPFRONT • UPFRONTMAGAZINE.COM What are some of the factors which may have Japanese constitution that prohibited war, and let Japan contributed to the current warm relationship between retain its emperor as a figurehead. Later, the U.S. pledged the U.S. and Japan? (The way the U.S. handled its to defend Japan against threats from China and Russia, occupation of Japan following the war may have helped the and American consumers became leading purchasers of two nations develop a warm relationship. For example, the Japanese goods. Ties improved as the two nations became U.S. brought in shiploads of food, helped write a new more familiar with one another.) 4 Integrate the Primary Source: Project or distribute the PDF ‘A Date Which Will Live in Infamy’ (p. T15), which features FDR’s historic address to Congress following the attack on Pearl Harbor. Discuss what makes the text a primary source. (It’s a speech given in 1941 about events of that era.) Have students read the address and answer the questions below (which appear on the PDF without answers). In an early draft, Roosevelt called December 7 a “date What rhetorical or persuasive devices does Roosevelt which will live in world history.” Why do you think employ? Are they effective? Explain. (Roosevelt uses he changed “world history” to “infamy”? (“Infamy” several effective persuasive elements in his address. is being famous for negative reasons. Roosevelt probably For example, he repeats the phrase “last night” for effect, changed the wording to emphasize that the attack would not emphasizing the numerous Japanese hostilities. He appeals just be remembered; it would be remembered for its atrocity.) to the intelligence of the American public when he says, “The people of the United States . . . well understand the With this speech, Roosevelt addressed both Congress implications to the very life and safety of our nation.”) and the millions of Americans who listened to the address on the radio. How do you think he hoped each Based on this address and the Upfront article, audience would respond? (Roosevelt clearly hoped that analyze the role that the element of surprise played Congress would declare war on Japan. He most likely also in the attack on Pearl Harbor. (In his speech, Roosevelt sought to persuade everyday American citizens—especially notes that Japan and the U.S. have been in recent those with isolationist leanings—that war was now communication and that there had been no hint of an necessary and justified.) attack. The Upfront article begins with an anecdote about the attack that also emphasizes the unexpectedness of the How would you describe the tone of the address? bombing. Yet the article also notes that because of Japan’s (The tone of the address might be described as bold, aggression in the years prior to 1941, the bombing should solemn, patriotic, or a call to action.) not have come as a complete surprise.) Extend & Assess 5 Writing Prompt What do you think Motoatsu Sakurai of New York’s Japan Society means when he says that in the past, “Americans didn’t know the Japanese and the Japanese public 6 Classroom Debate Does Japan rely too heavily on the U.S. for military protection? 7 8 Literature Links Pair this article and speech with recommended readings from the Japan Society on the Quiz & Skills Page relationship between Japan and the Use the quiz on page T10. Have U.S. during and after World War II. didn’t know the U.S.”? How might students practice outlining with Visit http://bit.ly/28J9ttj for a list one argue that this has changed? Organizing Ideas (available online). of books, films, and documents. S E PTE MBER 5, 2016 • U P FRONTMAGAZ INE.COM • PAG E 1 OF 2 SE PT E M B E R 5, 20 1 6 • UP F R O NT M AGA Z IN E .CO M • PAG E 2 O F 2 S E P T E M B E R 5 , 2 0 1 6 • U P F R O N T M A G A Z I N E . C O M • T7