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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