Download World War II: a Three-Part Lesson/Traditional Japanese Culture

World War II: A Three-Part Lesson/Traditional Japanese Culture: A One Part
Lesson
Name: Brandi M. Love
Subject: High School U.S. History, but the lessons are adaptable to World History
School and Location: Kirby High School, Memphis, TN
Prior Knowledge: Students must have some basic working knowledge of the concepts of Nazis, Kristallnacht, war,
concentration camp, atomic bomb, air war, and the Pacific War
Length of Lesson: 4 Days
TN Social Studies State Standard Addressed in this Lesson:
W.47 Identify and locate the Allied and Axis powers and explain the major battles of the Pacific and European
theaters of war including the blitzkrieg, Dunkirk, Battle of Britain, Stalingrad, Normandy, Midway, Battle of the
Bulge, Iwo Jima, and island hopping.
W.51 Analyze the decision to use nuclear weapons to end World War II.
Essential Questions: What kind of sacrifices does war require? Why do political actions often lead to war? How does war
impact society and the environment?
Objectives of this lesson:
Students will know:
 How the government mobilized the economy, financed the war, and later stabilized the wartime economy.
 The early military strategies of the Allied forces in the Pacific including the Doolittle Raid.
 The military strategies of the Allied forces in Europe and North Africa.
 The military strategies used to end the war with Japan including firebombing and the use of the atomic bomb.
Students will be able to:
 Analyze statistical information showing how the U.S. economy performed during the war.
 Analyze and interpret primary sources in various forms, including photographs and written text.
 Collaborate within groups in a simulation activity.
 Recognize the geographic factors that determined much of the strategy of the Pacific War.
 Analyze and evaluate information provided in graphs and charts.
 Identify, analyze, and evaluate important information shown in a map.
Enduring Understanding: Disputes over ideas, resources, values, and politics can lead to change.
Predictable Misunderstandings: America, the United Kingdom, and the Soviet Union defeated Germany and Japan in World
War II. Although it is true that the “Big Three” played a vital role in defeating Germany and Japan, one has to remember
that the Allied coalition was made up of dozens of countries that supplied troops, logistics, and support, including France,
Poland, Canada, Australia, China, and many more.
Students might think that the Japanese destroyed the entire American Navy at Pearl Harbor. While the Japanese surprise on
Pearl Harbor severely crippled a portion of America’s Pacific fleet, the United States still had sizable naval power with which
to retaliate.
The Classroom Environment: Over the course of the next four days, your classroom will mirror the image of a WWII
Learning Center. On day one, students will have an opportunity to express what they already know and have learned about
World War II. This gives you, as the instructor, an opportunity to delve into your learners’ prior knowledge skills, seek out
untruths, and determine the key points all students should know to master the state standards.
On days two and three, we move into the heart of the lesson by presenting our class lecture series while the learners will
take cornell-style notes about World War II, ask clarifying questions, and discuss what has been presented during the
lesson. In our classroom, we utilize the McGraw-Hill, United States: History & Geography textbook. The note-taking
activities for days two and three follow the notation guide with the student textbook. There are also two films available for
viewing that should be utilized as ancillary material to support your class lecture. In addition to that, the note-taking guide
can be found at the end of this lesson plan to provide additional support. All of the information can be located at
www.connected.mcgraw-hill.com
Lastly, on day four students will clear the desk from the class and divide the space into three sections (if an open space is
available, relocate). The classroom environment will be transformed in three separate Japanese cultural centers. The focus
on this day is largely not upon the war so that students have a chance to learn a bit about traditional Japanese culture.
Students should rotate stations once every twenty minutes.
In Memphis, I contacted Dr. Yuki Matsuda, Associate Professor of Japanese; Section Head at the University of Memphis. Dr.
Matsuda and her top six students visited our classroom to create and organize our Japanese cultural centers. Locate a
Japan-related organization in your city for more assistance with an activity of this nature.
Japanese Cultural Stations:



Station One: Peace by Paper-In Peace by Paper, students will have an opportunity to experiment with origami.
Students will learn to make Japanese paper cranes, just like at the end of World War II, as a symbol of peace.
Station Two: My Japanese Masterpiece-In My Japanese Masterpiece, students will have an opportunity to
experiment with Japanese calligraphy and learn to spell their names and a few other words in Japanese.
Station Three: Tea Time-In Tea Time, students will have an opportunity to participate in an official Japanese Tea
Ceremony. This is not tea and crumpets with Grandma!
In the event that there is no supporting agency in your area, you can complete the stations on your own with the following
supplies:
You will find all supplies at a local art supply store or craft store such as Hobby Lobby or Michaels’.
You will need the following items for Peace by Paper: Origami Paper $6.49 – This paper can be purchased at both stores in
sets of 25, 50 or 100 sheets. Each pack comes in simple white or multicolored packs. I purchased 1-100 sheet pack which
supplied more than enough paper for my small group of 30 students. For easy origami making instructions, try the website
http://www.origami-instructions.com/origami-for-kids.html
You will need the following items for My Japanese Masterpiece: Brown-Taklon Variety paint Brush Set for $9.99, Speedball®
Super Pigmented Acrylic Drawing & Calligraphy Ink $5.99, Bienfang™ #207 Calligraphy Parchment Paper, White 50 sheets
$14.99 and Ashland® Rose Bowl for $1.29 After you have gathered all of your supplies, gear your students for an easy
Japanese Calligraphy video on YouTube and search for: Japanese Calligraphy Tutorials- Writing Kanji #01 永 Eternity
I do not recommend attempting the tea ceremony on your own and it can get quite expensive with a large group of
students. With Peace by Paper and My Japanese Masterpiece students can be placed into smaller groups and rotated at
various time intervals to ensure each student has an opportunity to experience both stations.
Assessment Evidence: K-W-L Chart Completion, Think-Pair-Share Partner Activity with a Graphic Organizer, Completion of
all three Japanese Cultural Centers
Key Vocabulary Terms:
demilitarized
dominate
isolationism
kamikaze
collaborator
appeasement
violate
involvement
mobilization
ethnic
sanctions
blitzkrieg
resolve
genocide
occupation
Instructional Planning: Day One Based on 90 Minute Block Scheduling Class Sessions
Estimated Time
Class Activity & Daily Agenda
Allotment
(Write On the Board)
5 Mins
Bellwork
15 Mins
Vocabulary Activity - Students should utilize the textbook to define the daily vocabulary words
listed above in columns 1 & 2
15 Mins
Chapter Opener Image Analysis Presentation-Dorie Miller, USS Arizona, The Only Way We Can
Make Her Safe & Isolation Policy
15 Mins
Introduction & Class Presentation on the unfolding of the World War II- KWL Chart – Student
centered-Here your leaners should reveal what they already know about WWII
15 Mins
KWL Chart & The Big Idea on Giant Post It Notes on the C-Hall-Each student should have received
4 to 6 Post-It Notes to now transfer the personal KWL charts to a larger, class sized KWL ChartThis can be done on the Whiteboard or on a Giant Post-It Note
15 Mins
Introduction & Class Presentation on the unfolding of the Bomb Drop-Graphic Organizer-ThinkPair-Share Activity – Student centered-Here your learners should view the Atomic Bomb Video
Clip from the Connected.Mcgraw-Hill.com World History Textbook to participate in a Think-PairShare Activity
5 Mins
The 5 Minute Review
5 Mins
Exit Ticket – 3 2 1 Activity, Closure & Class Wrap Up
Instructional Planning: Day Two Based on 90 Minute Block Scheduling Class Sessions
Estimated Time
Class Activity & Daily Agenda
Allotment
(Write On the Board)
10 Mins
Bellwork
Chapter Introduction, Class Lecture Presentation & Student Cornell Note-Taking Activity –
25 Mins
Pear Harbor
 Pearl Harbor Attacked
 Roosevelt asks Congress to declare war
Forced Relocation
 Distrust
 Internment Camps
 Other Groups Relocated Some Germans and Italians
 Belated Apology In 1988 President Ronald Reagan apologized to Japanese Americans on behalf of
the U.S. government for interment during WWII.
The Battle of Midway
 Code Breakers
 U.S. Naval Ambush
 Counterattack
 Japanese Advance Stopped
15 Mins
10 Mins
15 Mins
5 Mins
5 Mins
5 Mins
Class Discussion & Question/Answer Session
Vocabulary Activity - Students should utilize the textbook to define the daily vocabulary words
listed above in column 3
WWII Videos, Activity Assignments & Info
The 5 Minute Review
Closure & Class Wrap Up
Exit Ticket – 3 2 1 Activity
Instructional Planning: Day Three Based on 90 Minute Block Scheduling Class Sessions
Estimated Time
Class Activity & Daily Agenda
Allotment
(Write On the Board)
10 Mins
Bellwork
30 Mins
Chapter Introduction, Class Lecture Presentation & Student Cornel Note-Taking Activity –
The Tehran Conference
 Tehran Conference
 Soviet Attack of Germany
 Division of Germany
 Soviet Efforts Against Japan
 The United Nations
The War in Japan, 1944—1945
 Iwo Jima
 Firebombing
 Okinawa
 Terms for Surrender - WWII survivor Sadako Sasaki
V-J Day
 Soviet Declaration of War
 Japan Surrenders
 War Crimes Trials
20 Mins
10 Mins
15 Mins
5 Mins
Class Discussion & Question/Answer Session
Vocabulary Activity - Students should utilize the textbook to define the daily vocabulary words
listed above in column 3
WWII Videos, Activity Assignments & Info –War on the Home Front Video Segment, Flags of Our
Fathers Video Segment
The 5 Minute Review
Instructional Planning: Day Four Based on 90 Minute Block Scheduling Class Sessions
Estimated Time
Class Activity & Daily Agenda
Allotment
(Write On the Board)
10 Mins
Bellwork
5 Mins
Introduction of Dr. Yuki Matsuda, her students and the Japanese Culture Activity Station
15 Mins
Japanese Culture Activity Station
15 Mins
Japanese Culture Activity Station
15 Mins
Japanese Culture Activity Station
15 Mins
Japanese Culture Class Clean Up
5 Mins
The 5 Minute Review
5 Mins
Closure & Class Wrap Up –2 minute preview of tomorrow’s lesson
5 Mins
Exit Ticket – 3 2 1 Activity
Extending the Lesson:
An Interview with a Veteran or Holocaust Survivor – Major Nancy Byrd w/American Legion or Facing History Institute (in Memphis for assistance in
contacting a living WWII Veteran or Holocaust Survivor in Memphis, TN
Step 1: Finding a Veteran to Interview and Shaping the Questions
Essential Question Ask: What kind of sacrifices does war require?
Directions: Explain to students that they will document an interview with a veteran (using a CD or DVD). Students should begin by thinking about what
they might learn from a veteran. For example, students could learn American attitudes in that person’s community toward the war they were involved
in, where he or she served, what he or she knew at the time about the country they served in, or how service affected his or her political views. The
next and crucial task is to find a veteran to interview. A local Veterans of Foreign Wars group can be helpful (asking other community organizations or
churches is also a possibility). Students may write a letter or phone the veteran to ask for his or her participation. Putting It Together Once students
know the basics about their interviewee (such as the branch of the military and the war involved), they should write out the questions they will ask in a
question-and-answer format, organizing the questions in a logical fashion (the person’s life before the war, mission during the war, and so on).
Step 2: Practicing the Interview
Guiding Question Ask: What is the most important information to get?
Step 3: Conducting the Interview
Guiding Question Ask: What is the goal of this interview? What information am I trying to get?
Step 4: Editing and Presenting
Guiding Question Ask: What is the essential core of the interview to be preserved, and what introduction and conclusion needs to be added to it?
Step 5: Wrap Up Students will review the presentations and provide an evaluation of their work.
Directions: Students follow up their presentations with a self-evaluation of both the project and their work on it. Students should write a brief essay
that answers the questions below.
• What was the most difficult part of this project? Why?
• What was the best part of this project? Why?
• What could be done to improve the presentation?
• What did I learn about war by completing this project?
Putting It Together Students should provide clear essays and succinct answers to each
America and World War II, 1941–1945
Hands–on History Chapter Project
Connected.Mcgraw-Hill.com
Note Taking Guide:
THE UNITED STATES ENTERS THE WAR
Pearl Harbor
December 7, 1941: Japan attacked the Pearl Harbor naval base in Hawaii.
U.S. forces had been anticipating a Japanese attack—but not on Pearl Harbor because of its great distance.
The attack killed 2,403 Americans and destroyed or severely damaged numerous battleships and other naval vessels.
The next day, Roosevelt asked Congress to declare war.
Forced Relocation
Distrust After Pearl Harbor, some Americans believed that Japanese Americans were not loyal to the United States. Japanese homes
and businesses were vandalized. They could not cash checks or buy goods.
Internment Camps In 1942 the government declared the West Coast a military zone. People of Japanese ancestry, mainly American
citizens, were ordered to pack and relocate to 10 internment camps farther inland.
Other Groups Relocated People of German and Italian descent were also interned.
Supreme Court Decisions In December 1944, the Supreme Court ruled that the relocation was constitutional because it was based
not on race, but on “military urgency.” However, later the court ruled that U.S. citizens could not be held against their will. This led to
the release of Japanese Americans from the camps.
Belated Apology In 1988 President Ronald Reagan apologized to Japanese Americans on behalf of the U.S. government. Each
surviving internee was given $20,000 in reparations.
The Battle of Midway
Code Breakers The Japanese believed that their strategic plans were secret, but U.S. code breakers had cracked the Japanese military
code in early 1942. U.S. code breakers learned of the Japanese plan to take Midway Island. Japanese commanders expected Midway
Island to be undefended.
U.S. Naval Ambush Learning of the Japanese strategy, U.S. admiral Nimitz sent three carriers to Midway to wait for the arrival of the
Japanese fleet.
Counterattack When Japanese warplanes began their air assault on Midway on June 4, 1942, U.S. anti-aircraft gun crews were ready
in a virtual ambush. The U.S. carriers Hornet, Yorktown, and Enterprise launched a counterattack on the Japanese carriers.
Japanese Advance Stopped Coming only six months after the attack on Pearl Harbor, the Battle of Midway stopped the Japanese
advance. Four Japanese carriers were destroyed, forcing Admiral Yamamoto to order a retreat.
The Tehran Conference
Tehran Conference Roosevelt, Churchill, and Stalin met at Tehran, Iran, in late 1943. They reached several important agreements at
this conference.
Soviet Attack of Germany The Soviets agreed to launch a major offensive against Germany from the east once the Allies invaded
France in 1944.
Division of Germany To prevent Germany from becoming too powerful, Roosevelt and Stalin agreed to divide the nation into smaller
nations after the end of the war.
Soviet Efforts Against Japan The Soviets agreed to help the United States battle Japan after the war in Europe ended.
The United Nations Stalin agreed to the creation of an international peacekeeping organization after the end of the war.
The War in Japan, 1944—1945
Iwo Jima In February 1945, U.S. marines stormed the island of Iwo Jima, hoping to secure it as a refueling point for U.S. aircraft.
Intense fighting that resulted in more than 6,800 American casualties followed, but troops succeeded in capturing the island from the
Japanese.
Firebombing Before the capture of Iwo Jima, American bombers had a hard time reaching targets in Japan. General Curtis LeMay had
bombers begin using firebombs made with napalm that would start fires even if the bombs missed their military targets. These bombs
became controversial because they also hurt and killed civilians, but they caused enormous damage to Japan's war industries.
Okinawa To gain a base close enough to Japan that it could be used to launch an invasion, U.S. troops invaded the island of Okinawa.
Japanese forces defended the island, and fighting lasted for over two months. U.S. forces captured the island at the expense of some
12,000 deaths.
Terms for Surrender After Okinawa, Japan was looking for a way to end the war. American leaders demanded a surrender that would
remove Emperor Hirohito from office. The Japanese, however, wanted their leader to retain power.
The Atomic Bomb
Manhattan Project By 1939, scientists had begun exploring the possibilities of nuclear fission. The secret U.S. scientific research
project to build an atomic bomb was called the Manhattan Project. Its first major success was the construction of the first nuclear
reactor at the University of Chicago in late 1942. By 1945, scientists had developed the atomic bomb.
V-J Day
Soviet Declaration of War At about the same time as the United States used the atomic bomb on Japan; the Soviet Union declared
war against Japan.
Japan Surrenders The combination of the destruction of the atomic bombs and the Soviet declaration of war caused Japan to
surrender. V-J Day—August 15, 1945—marked the Japanese surrender and official end of World War II.
War Crimes Trials Allied leaders created a military tribunal to try German and Japanese war criminals. Germans responsible for the
war and the Holocaust were tried at Nuremberg, Germany; Japanese war criminals were tried in Tokyo. The trials aimed not only to
punish wrongdoers but also to help prevent similar crimes from happening in the future.