Download NCSS Lesson Plan Theme IV - VT Scholar

Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
War Responsibility: Emperor Hirohito War Criminal or Puppet?
Ryan Borden and Nicholas Baker
Virginia Tech Blacksburg, VA
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
Attachment A: Just Do It PowerPoint with Mock Trial Photograph
Attachment B: Just Do It Activity with Readings
Attachment C: Just Do It Activity Rubric
Attachment D: Perspective Activities with Readings
Attachment E: Blank Frame
Attachment F: Completed Frame
Attachment G: Perspective Activities Rubric
Attachment H: Source Bix War Responsibility for Perspective Activities
Attachment I: Source Gibney
Attachment J: Source Material Hay
Attachment K: Source Material Interview Bix
Attachment L: Source Material Large
Attachment M: Source Material Lawson
Attachment N: Source Material Simkin
Attachment O: Source Material Yagami
Attachment P: Source Material ymarsakar
Attachment Q: Mock Trial Directions
Attachment R: Country/Judges Information for Mock Trial
Attachment S: Information on China and USSR
Attachment T: Information on US
Attachment U: Information on Japan
Attachment V: Mock Trial Rubric
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
Attachment W: Wrap Up Activity
Attachment X: Wrap Up Activity Rubric
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
Title: War Responsibility: Emperor Hirohito War Criminal or Puppet?
Lesson Author: Ryan Borden and Nicholas R. Baker
Key Words: History, Occupation, Reconstruction, Tokyo War Trials,
Emperor Hirohito, Gen. MacArthur, Herbert P. Bix, War Responsibilities
Grade Level: 11 and 12
Time Allotted: 45 minutes
Rationale/ Purpose (so what?)
Nature and scope of topic. Why is this significant to the mission of educating future citizens?
Our topic is of great importance because the decision to trial or not to trial
Hirohito had major ramifications on post war Japanese citizens and the
United States status in the Cold War. It also covers certain sections of the
SOL will be covered later in the lesson plan.
Background/Context: How does this lesson fit into a unit of study?
Looking
backwards, looking forwards
This lesson will follow the end of World War II with the surrender of the Axis Powers
with a focus on the Nuremberg trials. This will lead into a discussion on the Tokyo War
Crimes Trials and the U.S. occupation of Japan. A post lesson would discuss the United
States position during the Cold War.
Key Concept(s) include definition:
1. Reconstruction: the rebuilding of a nation’s infrastructure
(transportation, bridges, buildings, agriculture, utilities, institutions)
2. Occupation: The actions/state/ or period where one country’s military
force is present in another country.
3. War Crimes: An action that is a carried by an individual during
wartimes that violates international laws on war.
4. Tokyo War Crime Trials: Post war individuals in the Japanese
government and military that were put on trial for war crimes
committed during World War II. The United States military court
system was responsible for carrying out the war crime trials.
5. Emperor Hirohito: Leader/God of the Japanese people.
6. General MacArthur: U.S. military general put in charge of overseeing
the U.S. occupation of Japan.
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
NCSS Standard(s)
SOL Information
*As written in the Virginia SOL “Curriculum Framework” for the grade level
NCSS Theme (s) with indicators: Theme IV Individual Development
and Identity:
(a)
Personal identity is shaped by an individual’s culture, by groups,
by institutional influences, and by lived experiences shared with
people inside and outside the individual’s own culture throughout
her or his development.
Explanation: This can be analyzed through Emperor Hirohito’s own
views and statements in relation to his power over his citizens and
the role he took in Japanese aggressive acts towards countries
during war time. We will be discussing the various plausible
perspectives of Emperor Hirohito and the U.S. officials who
decided his fate during the Tokyo War Crime Trials.
(b)
Questions related to identity and development, which are
important in psychology, sociology, and anthropology, are central
to the understanding of who we are.
Explanation: We will be discussing the different perspectives of
Emperor Hirohito and U.S. officials during U.S. occupation of
Japan.
SOL*: World History & Geography 1500 – Present Era VII: Era of Global
Wars, 1914 to 1945
WHII.11 The student will demonstrate knowledge of political, economic,
social, and cultural developments during the Interwar Period by
c) examining events related to the rise, aggression, and human costs of
dictatorial regimes in the Soviet Union, Germany, Italy, and Japan , and
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito
Mussolini, Hirohito, and Hideki Tojo.
WHII.12 The student will demonstrate knowledge of the worldwide impact
of World War II by
a) explaining economic and political causes, describing major events, and
identifying leaders of the war, with emphasis on Franklin D. Roosevelt,
Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George C.
Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and
Hirohito;
c) explaining the terms of the peace, the war crimes trials, the division of
Europe, plans to rebuild Germany and Japan, and the creation of
international cooperative organizations and the Universal Declaration of
Human Rights (1948)
Virginia & U.S
Conflict: The World at War: 1939 to 1945
VUS.11 The student will demonstrate knowledge of World War II by
a) analyzing the causes and events that led to American involvement in the
war, including military assistance to the United Kingdom and the Japanese
attack on Pearl Harbor;
b) describing and locating the major battles and turning points of the war
in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the
Normandy landing (D-Day), and Truman’s decision to use the atomic bomb
to force the surrender of Japan;
c) describing the role of all-minority military units, including the Tuskegee
Airmen and Nisei regiments;
d) examining the Geneva Convention and the treatment of prisoners of war
during World War II;
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
e) analyzing the Holocaust (Hitler’s “final solution”), its impact on Jews and
other groups, and the postwar trials of war criminals. The United States
since World War II
VUS.13 The student will demonstrate knowledge of United States foreign
policy since World War II by
a) describing outcomes of World War II, including political boundary
changes, the formation of the United Nations, and the Marshall Plan;
Essential Knowledge
(minimum for SOL Resource Guide)
WH11c: Japan during the Interwar
Period —
Hirohito and Hideki Tojo
• Militarism
• Industrialization of Japan, leading
to
drive for raw materials
• Invasion of Korea, Manchuria, and
the rest of China
WH12a: Major events of the war
(1939–1945) Japanese attack on
Pearl Harbor Atomic bombs dropped
on Hiroshima and Nagasaki
Major Leaders of the War
Hideki Tojo: Japanese general
Hirohito: Emperor of Japan
Douglas MacArthur: U.S. general
WH12c Efforts for reconstruction of
Japan
• United States occupation of Japan
under MacArthur’s administration
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Essential Skills
(minimum for SOL Resource Guide)
Use maps, globes, artifacts, and
pictures to analyze the physical
and cultural landscapes of the
world and to interpret the past.
(WHII.1b)
Formulate historical
questions and defend
findings, based on inquiry
and interpretation.
(VUS.1c)
Develop perspectives of
time and place. (VUS.1d)
Interpret the significance of
excerpts from famous speeches and
other documents. (VUS.1h)
Identify the costs and benefits of
specific choices made, including the
consequences, both intended and
unintended, of the decisions and
Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
• Democracy and economic
how people and nations responded
development
to positive and negative incentives.
• Elimination of Japan’s military
(VUS.1i)
offensive capabilities; guarantee of
Japan’s security by the United States
• Emergence of Japan as dominant
economy in Asia
VUS11a: The war in Asia
During the 1930s, a militaristic
Japan invaded and brutalized
Manchuria and China as it sought
military and economic domination
over Asia. The United States refused
to recognize Japanese
conquests in Asia and imposed an
embargo on exports of oil and
steel to Japan. Tensions rose, but
both countries negotiated to avoid
war.
While negotiating with the United
States and without any warning,
Japan carried out an air attack on
the American naval base at Pearl
Harbor, Hawaii, on December 7,
1941. The attack destroyed much of
the American Pacific fleet and killed
several thousand Americans.
Roosevelt called it ―a date that will
live in infamy‖ as he asked
Congress to declare war on Japan.
After Pearl Harbor, Hitler honored a
pact with Japan and declared
war on the United States. The
debates over isolationism in the
United States were over. World War
II was now a true world war, and
the United States was fully involved.
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
VUS11b: Following Pearl Harbor,
Japan invaded the Philippines and
Indonesia and planned to invade
both Australia and Hawaii. Her
leaders hoped that America would
then accept Japanese predominance
in Southeast Asia and the Pacific,
rather than conduct a bloody and
costly war to reverse Japanese
gains.
Use of the atomic bomb: Facing the
prospect of horrendous American
and Japanese casualties if American
forces were to invade Japan itself,
President Harry Truman ordered the
use of atomic bombs on the
Japanese cities of Hiroshima and
Nagasaki to force the Japanese to
surrender. Tens of thousands of
people were killed in both cities.
Shortly after the bombs were used,
the Japanese leaders surrendered,
avoiding the need for American
forces to invade Japan
VUS13a: The treatment of prisoners
of war in the Pacific Theater often
reflected the savagery of the fighting
there. In the Bataan Death March,
American POWs suffered brutal
treatment by the Japanese after
surrender of the Philippines.
Japanese soldiers often committed
suicide rather than surrender.
The treatment of prisoners of war in
Europe more closely followed the
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
ideas of the Geneva Convention.
Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH
LESSON- Visible in lesson procedure and materials.
The day’s big question: Is Emperor Hirohito responsible for the
war crimes committed by the Japanese military forces during war
time?
(Sub-Question: Should Emperor Hirohito be considered a war
criminal?)
Lesson Objective(s): clearly emerges from big question and rationale and standards
and will align with your assessment in Procedure and Process
Obj. 1 Using a frame students will be able to identify and list two
perspectives on Hirohito’s degree of responsibility for the war crimes
carried out by the Japanese military during war times.
Obj. 2 Students will be able to assume the roles of Emperor Hirohito “his
defense” and the U.S. military court’s prosecution to carry out a mock trial
to determine whether or not Emperor Hirohito is a war criminal.
Obj. 3 How would the Japanese have reacted if Emperor Hirohito was
placed on trial for war crimes and executed? Why would you think that the
US government decided not to place Emperor Hirohito on trial?
(Assessment): By the end of the lesson students will be able to infer how
the Japanese people would have reacted if Emperor Hirohito had been
tried and executed. Students will also be able to make inferences on the
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
rationale behind the US government’s decision to not place Emperor
Hirohito on trial for war crimes.
Assessment Tool(s) to be used- Everything above- goes to what you want them
to know/understand do- So what assessments are you going to use to help you manage and
monitor that they have got it-informal and formal—make one over-riding assessment connect to
your closure.
Assessment 1. Just Do It Activity: Visual discovery answering
questions through written assessment. Understanding monitored
through instructors proximity control.
Assessment 2. The perspective on the degree of war
responsibility: Frame assessment that the instructors will guide
them through and will be checked for completion at the end of the
activity.
Assessment 3. Mock Trial of Emperor Hirohito: Assessment will be
based on group participation through individual group discussion
and a class discussion at the end.
Assessment 4. Wrap Up: Have students complete a paragraph
that illustrates their understanding of the two main perspectives
regarding Emperor Hirohito’s degree of war responsibility. They
will use their understanding to create, analyze, and process
information into a written historical argument.
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
Materials: Historical
Source(s): List here and include copies
in materials section below
Additional
Materials/Resources: List here and
include copies in materials section- textbooks
etc page numbers, websites etc
Related World War 2: Japan Images. Retrieved from http://www.google.com/imghp
Bix, H. (2012). Interview by Harper Collins Publishers. Herbert p. Bix on hirohito and the
making of modern japan., Retrieved from
http://www.harpercollins.com/author/authorExtra.aspx?authorID=13941&isbn13=97800
60931308&displayType=bookinterview
Bix, H. (2008). War responsibility and historical memory: Hirohito's apparition. The Asia-Pacific
Journal: Japan Focus, (May), Retrieved from http://www.japanfocus.org/-herbert_p_bix/2741
Bowen, J., “Japanese War Crimes.” Retrieved from
http://www.pacificwar.org.au/WarCrimeIntro.html
Clancey, P., “IMTFE Judgment (English Translation).” Retrieved from
http://www.ibiblio.org/hyperwar/PTO/IMTFE/index.html#index
Gibney, F. (n.d.). Emperor hirohito. Retrieved from
http://www.willamette.edu/~rloftus/hirohito.html
Hays, J. (2009). Facts and details: Emperor hirohito. Retrieved from
http://factsanddetails.com/japan.php?itemid=584
Large, S. (2000). 'emperor hirohito: From myth to history. Retrieved from
http://www.willamette.edu/~rloftus/largelec.html
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
Lawson, R. (2010). Emperor hirohito, accepting the potsdam declaration, radio broadcast.
Retrieved from https://www.mtholyoke.edu/acad/intrel/hirohito.htm
New Jersey Hong Kong Network. “The Tokyo War Crimes Trials.” (1990) Retrieved from
http://cnd.org/mirror/nanjing/NMTT.html
Simkin, J. (1997-2013). Emperor hirohito: Primary sources. Retrieved from
http://www.spartacus.schoolnet.co.uk/2WWhirohito.htm
University of Virginia., “Biological Warfare.” Retrieved from
http://lib.law.virginia.edu/imtfe/exhibit/biological-warfare
Yagami, K. (2012). The role of emperor hirohito in the pacific war 1941 - 1945: The views of
the revisionists. Virginia Review of Asian Studies, (Spring), 136-144. Retrieved from
http://www.virginiareviewofasianstudies.com/archived-issues/2012-2/
ymarsakar. (2007, 07 08). MacArthur and hirohito: Destinies of men and nations. Retrieved
from http://ymarsakar.wordpress.com/2007/08/07/macarthur-and-hirohito-destinies-ofmen-and-nations/
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
Procedure/Process:
1) JUST DO IT! The “Hook”: A high-interest activity that introduces new content with
connections to students’ prior knowledge. Between 1-5 minutes. You could also introduce the
days guiding question- could help with assessment of student needs
The Hook: The instructor reads aloud a short alternative reality where MacArthur tries
Emperor Hirohito, he is convicted, executed, and the Japanese people break into
anarchy.
2) Instructional sequence:
Processing Activity and Procedure –
Obj #
See
above.
include directions, question frames,
assignment details, to be given to students
(these should all be made into explicit
materials (e.g. see material A) Do you have
opportunities for direct/guided instruction and
independent practice/engagement when
appropriate and time estimates
Check for Evidence of
Understanding
-Either Formal or Informal e.g.
assessments- question frames,
quiz, choice activities, discussion
with frame and your THAT’s A
WRAP.
(Checks Essential Knowledge
and Skills should be in line with
assessment tools above)
Instructor starts PowerPoint slideshow with
WWII related images. (See Attachment A)
Instructor reads the short alternative
Instructors will monitor
reality story to trigger interest and
students and provide
Just do it. motivation amongst students. (See
guidance if necessary. (See
Attachment B) Instructor hands out “Just
Attachment C)
do it” activity questions and gives students
appropriate time to answer them
individually. (See Attachment B)
Instructor(s) will introduce the topic of the day as well as the big questions
Transition:
and the learning objectives.
Instructor will walk around
To ensure students will achieve or
the room and make sure all
grasp objective one instructors will
frames are completed.
facilitate the two perspectives
(See Attachment G)
Objective
#1
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activity where students will use a
provided frame to record the
information pertaining to the two
perspectives which they will use in a
think pair share discussion activity.
(See Attachments D, E, and F.)
Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
Instructor(s) should bring up the frames from the first activity will be
Transition: useful in the upcoming activity. Instructor (s) will then introduce mock trial
activity.
Objective
#2
To ensure students will achieve or
grasp objective two instructors will
facilitate the mock trial activity
assigning groups and handing out
needed source materials. (See
Attachment Q, R, S, T, and U)
Instructors will guide and
observe students and
facilitate the trial process
along with facilitating class
discussion at the end. (See
Attachment V)
3) Closure- THAT’S A WRAP that goes to opening question- and also in part to assessment
tools –at least one key assessment tool. (Do you need a rubric)
(Covers Objectives #3 and 4): Instructors will collect one paragraph
personal responses from students regarding their view on whether
Emperor Hirohito should be tried as a war criminal. (See Attachment W
and X)
Modifications/Accommodations for Diverse Learners:
Include reference and acknowledgement of IEP plans for specific students- that is easy.
Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including
attention to student groupings, use of time and materials, variance in whole class and small
group instruction, varied task complexity. Can you delineate key instructional strategies and
scaffolds that are effective for responding to student needs? Do you provide rubrics to explain
what good work looks like? Do you provide room for direct instruction/guided instruction
(including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and
Tomlinson and McTighe).
 Differential Instruction by taking into account the learning process, learning modalities,
critical literacy levels, and critical thinking abilities.
 Multiple types of activities adhering to different learning modalities (Visual, Body
Kinsthetic, Auditory, and Written).
 Instructors will provide scaffolding through the use of frames.
 Instructors will model the last activity via visualization of the diagrams.
 Instructors will promote critical thinking skills when carrying out a mock trial.
 Instructors will promote critical literacy skills in providing frames to students.
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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet?
Materials (one resource per page- so it becomes a teacher or student handout, or overhead
directions or ppt presentation. Include photocopies if need be. Can you provide elements of
choices in materials or enrichment or support/anchor materials for different students?.
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