Download Powers of Persuasion - Pacific Historic Parks

Powers of Persuasion: Lesson Plan
National Park Service
U.S. Department of the Interior
War in the Pacific National Historical Park
Powers of Persuasion
Poster Art from World War II
Created by: Jaclyn Zapanta Balajadia
Grade Level: 6-12 grade level
Content Area: Social Studies
Length of Lesson: This will take place over a
period of 1 week, which includes a pre-fieldtrip
classroom activity, a classroom visit with a Park
Ranger, a fieldtrip to the T. Stell Newman Visitor
Center and a battle site, and a post-fieldtrip
classroom activity.
Key Concepts
World War II
Propaganda
Franklin Roosevelt
Four Freedom’s Speech
Rosie the Riveter
Women’s roles During World War II
Norman Rockwell’s Four Freedoms paintings
Racial restrictions during World War II
Segregation during World War II
Axis Powers
Allied Powers
Nazis
National Security
During World War II, the U.S. Government found that images of
women and children in danger were effective emotional devices
Vocabulary
Propaganda
Patriotic
Masculine
Conservation
War Bonds
Atrocity
“Careless talk”
GPSS Content Standards/Performance Indicators
Social Studies Content Standards
EXPER IEN C E YOU R A M ER IC A ™
US.2.13 – Examine the events of World War
II, including the following:
• The causes and events that led to
American involvement in the war,
including… the Japanese attack on
Pearl Harbor
• …The treatment of prisoners of war
during World War II
US.2.14 – Describe the effects of World War
II on the homefront, including the following:
• How the U.S. mobilized its economic,
human, and military resources
• The contributions of women and
minorities to the war effort
• The role of media and
communications in the war effort
• The U.S. liberation of Guam
WH.2.26 – Assess the worldwide impact of
World War II, including the following:
• The… major leaders of the war…
Franklin D. Roosevelt… Adolf
Hitler… Hideki Tojo, and Hirohito
G.H.2.1 – Examine and interpret primary
and secondary source documents\
G.H. 2.2 – Use concepts, such as time,
chronology, causality, change, conflict, and
complexity, to explain connections and
patterns of historical change and continuity.
G.H. 2.3 – Identify and describe historical
periods and patterns of change during the
eras of Guam history, including the…
Japanese Occupation
Language Arts/ Reading Content
Standards
9.2.4 – Critique the logic of functional
documents by examining the sequence of
information and procedures and by the
anticipation of possible reader
misunderstandings
10.2.4 – Evaluate the credibility of an
author’s argument or defenes of a claim by
critiquing the relationship between
generalizations and evidence, the
comprehensiveness of evidence, and how
the author’s intent affects the text’s
structure and tone
11.2.1 – Analyze the features and rhetorical
devices of different types of public
documents and how authors use these
features and devices
12.2.4 – Critique the power, validity, and
truthfulness in the logic of arguments set
forth in public documents, their appeal to
audiences both friendly and hostile, and the
extent to which they anticipate and address
reader concerns and counterclaims
Lesson Overview
The teacher will work with the National Park Service in providing a better understanding
of World War II in the Pacific theater. The teacher will coordinate a fieldtrip to the T. Stell
Newman Visitor Center to facilitate a meaningful and engaging experience. This unit prepares
students for an educational experience at the Visitor Center or a historical site, includes a visit by
a Park Ranger into the classroom to discuss the goals and mission of the War in the Pacific
National Historical Park, and engages students in active critical thinking activities during and
after the fieldtrip.
This lesson was created by the Pacific Historic Parks and is intended as a component of a
World War II curriculum unit in a Social Studies or Language Arts/Reading classroom. In this
lesson, students will examine primary source images from World War II. They will learn about
what happened in Guam during World War II and understand how life dramatically changed for
the Chamorros as a result of the war. Students will also identify the purpose of propaganda,
EXPER IEN C E YOU R A M ER IC A ™
analyze primary sources documents with an understanding of various propaganda techniques,
and recreate propaganda posters or a commerical on World War II or on a currently debated
issue.
Lesson Objectives
In this lesson, students will be able to:
• Identify various propaganda techniques
• Evaluate effective propaganda techniques
• Understand the events of the Pacific Theater of World WarII
• Understand the experiences of the people living in Guam during World War II
• Analyze primary source documents
• Create propaganda and apply what they have learned in class and the Visitor Center
Textbooks/Materials/Resources
•
•
•
•
•
•
T. Stell Newman Visitor Center
Propaganda Techniques Handout
Liberating Guam: The U.S. Comes Back video
Liberating Guam: The U.S. Comes Back video companion guide
The Power of Persuasion Worksheet
Rubric for Making Your Own Propaganda
Procedures
Pre-Fieldtrip Activities:
1. Teacher will call or visit the T. Stell Newman Visitor Center and arrange for a fieldtrip
with a Pacific Historic Parks representative. The Education on Wheels program allows
teachers to apply for free busing. Curriculum materials are also free of charge and
available ready-to-use for the classroom, provided by the Pacific Historic Parks
Education Specialist. Teachers can work with the Education Specialist on how to cater
the fieldtrip to fit in their curriculum. Also at this time, the teacher will arrange for a
War in the Pacific National Historical Park Ranger for a pre-site classroom visit. Park
Rangers and/or the Education Specialist always look forward to visiting classrooms
and speaking with students. There are a variety of classroom activities that Park
Rangers can provide, such as an introduction of concepts about the National Parks,
audio-visual programs, and hands-on materials.
2. Classroom Anticipatory Set: In class, the teacher will ask students what kind of
commercials they have seen on television or heard on the radio. Teacher will pose the
question: Why do you think is the purpose of commercials? What kind of techniques do
you think commercials use?
EXPER IEN C E YOU R A M ER IC A ™
3. Teacher passes out the Propaganda Techniques Handout and goes over it with
students. Teacher emphasizes the meaning of propaganda.
4. Students will break into small groups and identify commercials they have seen that use
each of these techniques. The teacher will pose the question: How do these
advertisements get you to invest in their products? In what ways are these techniques
effective? Students share with the rest of class their ideas.
5. Teacher will inform students that they will go to the T. Stell Newman Visitor Center to
examine propaganda posters that were produced by the United States government
during World War II.
6. Teacher then will show the film, Liberating Guam: The U.S. Comes Back. A
companion video guide worksheet is available for students to fill out as they watch the
film. This 30-minute video depicts the pre-war lifestyles of the Chamorros, the
invasion and occupation of Guam by Japan (1941-1944), and the retaking of the island
by the United States Armed Forces. Pacific Historic Parks will give a free VHS copy of
this film to teachers.
7. A National Park Service Ranger will visit the classroom to discuss the goals and mission
of the War in the Pacific National Historical Park. They may also inform students what
to expect at the Visitor Center and/or the historical site they will be visiting.
Field Trip Activities:
1. Teachers will give the students The Power of Persuasion Worksheet at the T. Stell
Newman Visitor Center.
2. Students will work in pairs in completing the worksheet by watching the “Selling the
War” video and identify the propaganda posters present on the exhibit panel walls.
3. Park Ranger will escort students to and provide a supplemental World War II
educational program at one of the War in the Pacific National Historical Park sites.
Post-Field Trip Activities:
1. Students will have two choices:
Option #1: Create a propaganda poster that utilizes at least four of the
propaganda techniques. This assignment will be done individually.
Option #2: Film, edit, and construct a brief 30-second commercial that utilizes at
least four of the propaganda techniques. This assignment will be done in groups no
larger than 3 students.
For both projects:
• Students can create a propaganda poster or commercial that deals with World
EXPER IEN C E YOU R A M ER IC A ™
•
•
War II
Students may also create a propagnda poster or commercial on a current issue
in the world, or a local issue that may affect them in their daily lives (i.e. usage
of uniforms in public schools, the military build up, controversy surrounding
Pagat Cave, proper use of marine preserves)
Teacher will use the Rubric for Making Your Own Propaganda to grade
students
Assessment/Evaluation
•
•
•
Creation of a Propaganda poster or commercial based on the Making Your Own
Propaganda criteria rubric
Completion of worksheet of Liberating Guam: The U.S. Comes Back video companion
guide
Completion of the Power of Persuasion Worksheet
Wrap-Up/Closing Activity
•
•
Students will present their propaganda poster and explain the various techniques they
used.
Teacher may place student work on a bulletin board outside or inside the class.
References/Additional Resources
•
This lesson plan is provided by the Pacific Historic Parks, a non-profit organization that
supports and funds educational materials, museum exhibits, and interpretive programs
for four National Parks throughout the Pacific. For more information about curriculum
development in the War in the National Pacific Historical Park, please contact the Pacific
Historic Parks Education Specialist at [email protected] or call (671)
477-7278 (Ext 1015). You may also visit or write to 135 Murray Street, Suite 100 Hagatña,
Guam 96910.
•
The T. Stell Newman Visitor Center is located at the former Army Reserve, near the Naval
Station Guam front gate. They are open from 9:00 am to 4:30 pm from Monday through
Sunday, except for Thanksgiving, Christmas, and New Years Day. The Information Desk
can be contacted at (671) 333-4050.
EXPER IEN C E YOU R A M ER IC A ™
Powers of Persuasion
National Park Service
U.S. Department of the Interior
War In the Pacific
National Historical Park
Propaganda Technique Sheet
REPORTING AMERICA AT WAR: PROPAGANDA
What is Propaganda?
Propaganda is the use of a variety of communication techniques that create an
emotional appeal to accept a particular belief or opinion, to adopt a certain
behavior or to perform a particular action. There are a variety of techniques that
are used in propaganda.
Propaganda Techniques:
NAME CALLING – links a person, or idea, to a negative symbol. Examples:
commie, fascist, yuppie
GLITTERING GENERALITIES – use of virtue words; the opposite of name calling, i.e., links a person, or idea, to
a positive symbol. Examples: democracy, patriotism, family
TRANSFER – a device by which the propagandist links the authority or prestige of something well-respected
and revered, such as church or nation, to something they would have us accept. Example: a political activist
closes her speech with a prayer
TESTIMONIAL – a public figure or a celebrity promotes or endorses a product, a
policy, or a political candidate. Examples: an athlete appears on the Wheaties box;
an actor speaks at a political rally
PLAIN FOLKS – attempts to convince the audience that a prominent person and
his ideas are “of the people.” Examples: a prominent politician eats at McDonald’s;
an actress is photographed shopping for groceries
BANDWAGON – makes the appeal that “everyone else is doing it, and so should
you.” Examples: an ad states that “everyone is rushing down to their Ford dealer”
FEAR – plays on deep-seated fears; warns the audience that disaster will result if
they do not follow a particular course of action. Example: an insurance company pamphlet includes pictures of
houses destroyed by floods, followed up by details about home-owners’ insurance
BAD LOGIC – logic is manipulated deliberately to promote a cause. Example: Senator X wants to regulate the
power industry. All Communist governments regulate their power industries. Senator X is a Communist.
Adapted from Propaganda Critic Website. For more detailed definitions and additional examples see www.propagandacritic.com
EXPERIENCE YOUR AMERICA™
Powers of Persuasion
Worksheet
National Park Service
U.S. Department of the Interior
War In the Pacific
National Historical Park
Name: _______________________________
Class: ____________
Date: _________
Pair up with a classmate. Examine the following propaganda in the museum and identify the appropriate propaganda
technique(s) used in each one. Ask a Park Ranger if you need help.
Posters (found on the
panels of the exhibit
walls)
Propaganda
Technique
Poster (found in
“Selling the War”
film)
Propaganda
Technique
Discuss the following questions with your partner and write your answer in the space provided:
1) Which technique did you think was the most effective and why?
2) Out of all the propaganda you saw in the museum, which surprised you the most? Why?
EXPERIENCE YOUR AMERICA™
National Park Service
U.S. Department of the Interior
Rubric for Making Your Own Propaganda
War In the Pacific
National Historical Park
CATEGORY
4 points
3 points
Graphics Several of the graphics One or two of the
Originality
used on the
graphics used on the
poster/commercial
poster/commercial
reflect an exceptional reflect student
degree of student
creativity in their
creativity in their
creation and/or
creation and/or
display.
display.
2 points
1 point
The graphics are made No graphics made by
by the student, but are the student are
based on the designs or included.
ideas of others.
Graphics Relevance
All graphics are
All graphics are related
related to the topic
to the topic and most
and make it easier to make it easier to
understand. All
understand. All
borrowed graphics
borrowed graphics
have a source citation. have a source citation.
All graphics relate to
the topic. Most
borrowed graphics
have a source citation.
Propaganda
Techniques
Student utilized at
Student utilized at least Student utilized at least Student utilized at least
least 4 the propaganda 3 the propaganda
2 the propaganda
1 the propaganda
techniques.
techniques.
techniques.
techniques.
Content Accuracy
Five accurate facts are
displayed on the
poster or exhibited in
the commercial.
Attractiveness The
poster/commercial is
exceptionally
attractive in terms of
design, layout, and
neatness.
Mechanics/
Grammar
Four accurate facts are
displayed on the poster
or exhibited in the
commercial.
Three accurate facts are Less than three
displayed on the poster accurate facts are
or exhibited in the
displayed on the poster
commercial.
or exhibited in the
commercial.
The poster/commercial
is attractive in terms of
design, layout and
neatness.
The poster/commercial
is acceptably attractive
though it may be a bit
messy.
Capitalization,
There is one error in
grammar,
capitalization,
punctuation, syntax, grammar, punctuation,
and pronunciation are syntax, and
correct throughout
pronunciation in the
the
poster/commercial.
poster/commercial.
Points possible: 28
Graphics do not relate
to the topic OR several
borrowed graphics do
not have a source
citation.
The poster/commercial
is distractingly messy or
very poorly designed. It
is not attractive.
There are two errors in There are more than
capitalization, grammar two errors in
punctuation, syntax,
capitalization,
and pronunciation in grammar, punctuation,
the poster/commercial. syntax, and
pronunciation in the
poster/commercial.
Points earned by student: __________
Overall grade: _______
Liberating Guam: The U.S. Comes Back: High School Video Guide
National Park Service
U.S. Department of the Interior
War in the Pacific National Historical Park
Name: ______________________________________ Class: ___________________ Date: __________
This 30-minute video production depicts the pre-war lifestyles of the indigenous people of Guam,
the Chamorros; the invasion and occupation of Guam by Japan (1941-1944); and the retaking of
the island by the United States Armed Forces on July 21, 1944.
Instructions: Watch the video closely and answer the following questions or fill in the blanks. Use
the word bank in each section to help you.
Guam’s History Prior to World War II
A coaling station
Congress
Spain
America
Japan
Trading
1. The latte and pre-latte Chamorros had a society based on hunting, fishing, and
__________________________ with neighbors.
2. Which country claimed Guam in 1565? __________________________
3. In 1898, what country claimed Guam as its territorial possession? _________________________
4. What was Guam used primarily for by the Navy? _______________________________
5. Which country during the 1930s mounted an aggressive military campaign to expand?
__________________________
6. Which branch of the government debated and then voted against funds to fortify Guam against
attack because adequate defense of the island was considered impossible? ____________________
The War Begins: Guam
22,000
Saipan
Capture Agana Plaza de España
The Japanese bombed Pearl Harbor
Feast of the Immaculate Concepcion
7. What event occurred on December 7, 1941 that destroyed much of America’s Pacific Fleet?
____________________________________________
8. What holiday was being celebrated on December 8, 1941 when Guam was attacked by the
Japanese? ____________________________________________
9. For two days afterwards, Japanese planes that were flying in from the island of
___________________________ and attacked Guam’s military and communications installations.
EXPERIENCE YOUR AMERICA™
10. How many Chamorros sought refuge in the jungle when the war started?
______________________________________
11. What was the objective of the Japanese 5th Defensive Force when they landed on Dungca’s Beach?
________________________________________
12. More than 80 members of the Guam Insular Force Guard had been ordered to
___________________________________________, which was considered the seat of Hagatna’s Naval
Government to defend it.
Japanese Occupation of Guam
Give candy and cigarettes
George Tweed
Prisons
They had to bow
The Chamorros
The Great Shrine Island
700
Captives
13. On Guam, the Chamorros found themselves ____________________ on their own land.
14. The Japanese converted the Cathedral and other buildings into ___________________ for captured
American military personnel, Insular Force Guardsmen, and civilians.
15. The Japanese renamed the island of Guam to Omiya Jima, which means:
_____________________________________________.
16. What new behavior was expected of Chamorros whenever they came across a Japanese soldier?
___________________________________________
17. In March 1942, a new Japanese unit governed over Guam. What kinds of things did they do to
ease relations between the Chamorros and Japanese?
_____________________________________________________________________________
18. Owning this technological device was forbidden because it gave information about the progress of
the war. Those suspected of owning one faced certain torture, perhaps death. This item was the:
_____________________________________________
19. Who was the last American holdout who kept eluding Japanese soldiers on the island?
________________________________________
20. Who helped hide this man and risked being tortured and/or killed to protect him?
________________________________________
EXPERIENCE YOUR AMERICA™
21. Approximately how many Chamorros were killed by the Japanese in two and a half years of
occupation? __________________________
America Prepares for Guam
3
Manengon
11,000
Bombardment
Agana, Agat, & Asan
Saipan
26,000
22. By 1943, as American forces leap-frogged across the southwest and central pacific, they targeted
and captured islands selected for their strategic importance. In June of 1944, the Mariana Islands
were next. The U.S. Marines first invaded the island of _____________________________.
23. The fighting on this island was so intense that instead of taking a few days to capture, it ended up
taking ____________________ weeks.
24. On Saipan, some ____________________ Marines and Army soldiers lost their lives or were
wounded in capturing the island. More than ____________________ Japanese military personnel
and civilians died.
25. After the battle of Saipan, American military leaders decided to change their strategy of the war.
To prevent a high number of casualties in Guam, American commanders ordered a 13-day prelanding _____________ of the island.
26. This effectively destroyed Japanese fortifications and gun emplacements. Unfortunately, this also
reduced to rubble the villages of ______________________, Sumay, ______________________, Piti, &
_____________________.
27. Without warning, the Chamorros were forced to march into concentration camps. Identify one
camp: __________________________________________
Taking Over Guam
Orote Point
Agat
Coral
Asan
Flame throwers
28. On July 21, 1944, the 3rd Marine Division and the U.S. Coast Guard hit the village of ____________’s
northern beaches.
29. Shortly thereafter, the 1st Provisional Marine Brigade, and later followed by the Army 77th
Infantry Division, arrived in the village of _________ beach in the southern part of Guam.
30. In the south, men were raked by guns inside concrete block houses built into
____________________ outcroppings at Ga’an Point.
EXPERIENCE YOUR AMERICA™
31. Progress was difficult. Tanks were slowed by soft rice fields, the Marines by land mines, booby
traps, and buried fused torpedoes as they moved toward __________________, a strategically
important airfield.
32. In Chorrito Cliff, Marines used _________________________ to drive Japanese gunners from cliff
caves.
After the War on Guam
Food, shelter, medical care
Japan
National
Became part of a new naval station
War
Enola Gay
1945
17,500
Stragglers
7,000
33. The struggle to liberate Guam cost more than _______________ American casualties and more than
_______________ Japanese soldiers died.
34. In temporary refugee camps, the Americans provided ___________________, ___________________,
& ________________ to the Chamorros. Shortly, they returned to their villages to rebuild their
homes. Schools and stores reopened.
35. What happened to Sumay at Apra Harbor after the war? _________________________
______________________________________________________________________
36. By late autumn 1944, huge B-29s departing from Guam, Tinian, and Saipan were bombing the
country of __________________ with devastating irregularity.
37. One such bomber, the ______________________, took off from Tinian. Its mission was to drop the
atomic bomb on Hiroshima, a Japanese city.
38. On Sept 2, _____, World War II ended.
39. Despite the end of the war, many Japanese soldiers, _________________ still hid in Guam’s jungles
and caves.
40. To honor the courage and sacrifice of every marine and soldier, sailor, and islander who
participated in the campaigns of the Pacific during World War II, the Congress of the United
States established the ___________ in the Pacific __________________ Historical Park.
EXPERIENCE YOUR AMERICA™
National Park Service
U.S. Department of the Interior
Liberating Guam: The U.S. Comes Back: High School Video Guide
War in the Pacific National Historical Park
Guam’s History Prior to World War II
1.
2.
3.
4.
5.
6.
Trading
Spain
The United States
A coaling station
Japan
Congress
The War Begins: Guam
7.
8.
9.
10.
11.
12.
The Japanese bombed Pearl Harbor
Feast of the Immaculate Concepcion
Saipan
22,000
To capture Agana
Plaza de Espana
Japanese Occupation of Guam
13.
14.
15.
16.
17.
Captives
Prisons
The Great Shrine Island
They had to bow
They had tea in Chamorro homes,
held kaibuki theater, and arranged
dances, they sought friendships, gave
candy and cigarettes.
18. Radios
19. Navy Radioman George Tweed
20. The Chamorros; Father Jesus Baza
Duenas/Agueda I Johnston
EXPERIENCE YOUR AMERICA™
21. 700
America Prepares for Guam
22.
23.
24.
25.
26.
27.
Saipan
3
11,000; 26,000
Bombardment
Agana, Agat, & Asan
Mamai, Tai, Asinan, Manengon,
Fena, Atatecamp
Taking Over Guam
28.
29.
30.
31.
32.
Asan
Agat
Coral
Orote Point
Flame throwers
After the War on Guam
33.
34.
35.
36.
37.
38.
39.
7,000; 17,500
Food, shelter, & medical care
It became part of a new naval station
Japan
Enola Gay
1945
Stragglers
40. War; National
Liberating Guam: The U.S. Comes Back: Middle School Video Guide
National Park Service
U.S. Department of the Interior
War in the Pacific National Historical Park
Name: ______________________________________________ Class: ___________________________ Date:
______________
This 30-minute video production shows the pre-war lifestyles of the local people of Guam, the
Chamorros; the invasion and occupation of Guam by Japan (1941-1944); and the retaking of the
island by the United States Armed Forces on July 21, 1944.
Instructions: Watch the video closely and answer the following questions or fill in the blanks.
Use the word bank in each section to help you.
Guam’s History Prior to World War II Japan
The United States
Spain
Trading
1. The latte and pre-latte Chamorros had a society based on hunting, fishing, and
_______________________________________ with neighbors.
2. Which country claimed Guam in 1565? _______________________________________
3. In 1898, what country claimed Guam as its territorial possession?
____________________________________________________________________________________
4. Which country during the 1930s mounted an aggressive military campaign to expand?
____________________________________________________________________________________
The War Begins: Guam 22,000
Saipan
Feast of the Immaculate Concepcion
Japanese bombed Pearl Harbor
Plaza de Espana
To capture Agana
5. What event occurred on December 7, 1941 that destroyed much of America’s Pacific Fleet?
____________________________________________________________________________________
6. What holiday was being celebrated on December 8, 1941 when Guam was attacked by the Japanese?
____________________________________________________________________________________
7. For two days afterwards, Japanese planes that were flying in from the island of
__________________________________________ and attacked Guam’s military and communications
installations.
8. How many Chamorros sought refuge in the jungle when the war started?
____________________________________________________________________________________
EXPERIENCE YOUR AMERICA™
th
9. What was the objective of the Japanese 5 Defensive Force when they landed on Dungca’s Beach?
________________________________________________________
10. More than 80 members of the Guam Insular Force Guard had been ordered to
___________________________________________________________, which was considered the
seat of Hagatna’s Naval Government to defend it.
Japanese Occupation of Guam George Tweed
Prisons
The Great Shrine Island
The Chamorros
Captives
700
Radios
They had to bow
11. On Guam, the Chamorros found themselves ____________________ on their own land.
12. The Japanese converted the Cathedral and other buildings into ___________________ for captured
American military personnel, Insular Force Guardsmen, and civilians.
13. The Japanese renamed the island of Guam to Omiya Jima, which means:
______________________________________________________________________.
14. What new behavior was expected of Chamorros whenever they came across a Japanese soldier?
_______________________________________________________
15. Owning this technological device was forbidden because it gave information about the progress of the
war. Those suspected of owning one faced certain torture, perhaps death. This item was the:
__________________________________________________
16. Who was the last American holdout who kept eluding Japanese soldiers on the island?
______________________________________________________________________
17. Who helped hide this man and risked being tortured and/or killed to protect him?
______________________________________________________________________
18. Approximately how many Chamorros were killed by the Japanese in two and a half years of occupation?
_____________________________________________________
America Prepares for Guam 26,000
3
11,000
Bombardment
Saipan
19. By 1943, as American forces leap-frogged across the southwest and central pacific, they targeted and
captured islands selected for their strategic importance. In June of 1944, the Mariana Islands were next.
The U.S. Marines first invaded the island of
_________________________________________________.
EXPERIENCE YOUR AMERICA™
20. The fighting on this island was so intense that instead of taking a few days to capture, it ended up taking
____________________ weeks.
21. On Saipan, some ____________________ Marines and Army soldiers lost their lives or were wounded in
capturing the island. More than ____________________ Japanese military personnel and civilians died.
22. After the battle of Saipan, American military leaders decided to change their strategy of the war. To
prevent a high number of casualties in Guam, American commanders ordered a 13-day pre-landing
___________________________________ of the island.
Taking Over Guam 7,000
Orote Point
17,500
Flame throwers
23. Progress was difficult to take over Guam. Tanks were slowed by soft rice fields, the Marines were slowed
by land mines, booby traps, and buried fused torpedoes as they moved toward
__________________________________, a strategically important airfield.
24. In Chorrito Cliff, Marines used _____________________
from cliff caves.
_____________ to drive Japanese gunners
25. The struggle to liberate Guam cost more than ___________________________ American casualties and
more than _________________________ Japanese soldiers died.
After the War on Guam Pacific
1945
Food, shelter, & medical care
Japan
Historical
Stragglers
26. In temporary refugee camps, the Americans provided ________________________,
______________________, & _____________________ to the Chamorros. Shortly, they returned to
their villages to rebuild their homes. Schools and stores reopened.
27. By late autumn 1944, huge B-29s departing from Guam, Tinian, and Saipan were bombing the country of
_________________________________ with devastating irregularity.
28. On Sept 2, 19__________, World War II ended.
29. Despite the end of the war, many Japanese soldiers, ______________________________ still hid in
Guam’s jungles and caves.
30. To honor the courage and sacrifice of every marine and soldier, sailor, and islander who participated in
the campaigns of the Pacific during World War II, the Congress of the United States established the War
in the ______________________________ National _______________________________ Park.
EXPERIENCE YOUR AMERICA™
Liberating Guam: The U.S. Comes Back: Middle school Worksheet Answers
National Park Service
U.S. Department of the Interior
War in the Pacific National Historical Park
Guam’s History Prior to World War II 1.
2.
3.
4.
Trading Spain The United States Japan The War Begins: Guam 5. The Japanese bombed Pearl Harbor 6. Feast of the Immaculate Concepcion 7. Saipan 8. 22,000 9. To capture Agana 10. Plaza de Espana Japanese Occupation of Guam 11. Captives 12. Prisons 13. The Great Shrine Island 14. They had to bow 15. Radios EXPERIENCE YOUR AMERICA™
16. Navy Radioman George Tweed 17. The Chamorros; Father Jesus Baza Duenas/Agueda I Johnston 18. 700 America Prepares for Guam 19. Saipan 20. 3 21. 11,000; 26,000 22. Bombardment Taking Over Guam 23. Orote Point 24. Flame throwers 25. 7,000; 17,500 After the War on Guam 26. Food, shelter, & medical care 27. Japan 28. 1945 29. Stragglers 30. Pacific; Historical