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Archive for the ‘1940s: World War II’ Category

In Class: We will work in groups to create posters showing the pros and cons of each of the three options for the decision to drop the Atomic Bombs on Hiroshima and Nagasaki. Each group will share what they think are the best supporting arguments for their option. Each student will then decide which option they personally feel is best.

Homework: Keep working on the “Bomb the Color Line” reading from Takaki. The scored class discussion will be Thursday in class.

Additional Resources:
http://www.pbs.org/perilousfight/psychology/the_atomic_option/
http://www.trumanlibrary.org/whistlestop/study_collections/bomb/large/

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Music Monday: http://www.youtube.com/watch?v=EWxW2Z5znWQ “That’s America to Me” Frank Sinatra
DQ: What factors went into the decision to drop the atomic bomb?

In Class: Look at the different options that President Truman considered when deciding whether or not to drop the atomic bombs on Hiroshima and Nagasaki. Split into groups, each group will read through the supporting arguments for each option.

Homework: Read through the options for the atomic bomb for our discussion tomorrow

Additional Resources:
Truman Library Archives
A Letter from Hiroshima to President Obama
BBC Atomic Bomb

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In Class:

1. We will continue to analyze older US history textbooks and see how views of WWII have changed over time.

 

Additional Sources:

http://www.nytimes.com/2013/12/29/world/asia/japan-fights-a-political-battle-using-history-texts.html?_r=0

http://www.nytimes.com/2014/01/18/world/asia/hiroo-onoda-imperial-japanese-army-officer-dies-at-91.html

http://en.wikipedia.org/wiki/Pacific_Ocean_theatre_of_World_War_II

http://www.nationalww2museum.org/learn/education/for-students/ww2-history/america-goes-to-war.html

 

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In Class: We will be in the LMC looking at Densho, a website that preserves the testimonies of Japanese citizens in internment camps. Each person will listen to 4 interviews and complete this guide The Impact of Language

Homework: Complete the worksheetThe Impact of Language at home if necessary. Using the quotes and evidence that you collected, write a one page, double-spaced, narrative arguing what vocabulary should be used to accurately describe the experience of Japanese Americans during World War II. Be specific and convincing. Due at the start of class on Monday Feb. 10

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DQ: How do we decide what to include and what to leave out when we talk about historical moments?

In Class: Looking at sources for the Pacific Theater in World War II. We Will look at different sources such as textbooks, interviews, political cartoons and paintings to try and understand what is and is not included in different textbooks and lessons.

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DQ: How do we balance maintaining national security and protecting civil liberties during wartime?

In Class: Finish watching in “Civilians at War” and complete the viewing guide. Look at Executive Order 9066 and understand what happened to Japanese Americans after the attack on Pearl Harbor.

Homework: Look at Densho’s website.
http://www.densho.org/
Tomorrow we will be the LMC looking at interviews from Japanese Americans who lived in internment camps during the war.
The Impact of Language

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Music Monday: “Chattanooga Choo Choo” http://www.youtube.com/watch?v=QzHIn5S-RbY
DQ: How did the war effort impact civilian life? Were those impacts the same for different social groups in the US? (ie women, African Americans, Asian Americans…)

In Class: Go over the newspaper assignment and turn it in. We will also watch “Civilians at War” and go through the viewing guide.

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