American Justice on Trial

from SCORE H/SS!

http://rims.k12.ca.us/activity/internment/index.html

Description: Students create a mock trial to examine the questions of justice involved when the U.S. government set up zones within the U.S. which restricted the constitutional rights of Americans of Japanese ancestry during World War II. Standard 11.7.5 and 12.2.1 civics

Author: Geoff Lillich, Channel Islands High School

Lesson ID: 53

Nazi Germany Through An Examination of the Holocaust

from SCORE H/SS!

http://rims.k12.ca.us/activity/holocaust/index.html

Description: This is a problem-based unit, in which the students are presented with a real-world situation to produce a news series on the Holocaust, in the context of current pressures from neo-Nazis and others espousing Holocaust Denial theories. The underlying questions relate to the moral and ethical climate of the times, compared to the present. They involve the potential for human evil and unbridled power in the totalitarian state of Nazi Germany, as well as the heroism displayed by individuals who resisted and in some cases triumphed. Standards 10.7.3 and 11.7.5

Author: Peter Milbury, Chico High School

Lesson ID: 752

A Date Which Will Live in Infamy

http://www.archives.gov/education/lessons/day-of-infamy/

Description: On December 8, at 12:30 p.m., Roosevelt gave this speech to a joint session of Congress and the nation via radio. The Senate responded with a unanimous vote in support of war; only Montana pacifist Jeanette Rankin dissented in the House. At 4:00 p.m. that same afternoon, President Roosevelt signed the declaration of war against Japan, marking the U.S. entry into World War II. What did Roosevelt say that achieved such immediate results? Standards 10.8.2, 10.8.4, and 11.7.1

Author: Teaching with Documents, National Archives and Records Administration

Lesson ID: 8

A Separate Peace: A Teenager Experiences World War II

http://www.web-and-flow.com/members/shursey/separatepeace/webquest.htm

Description: You are a teenager living in the United States during World War II. You read the newspapers and hear the radio broadcasts, but it is hard to make sense of this war that involves so many countries and people. This webquest will take you back to the Home Front of the 1940's to learn what it was like to grow up during this turbulent time. As a group you're going to explore the topic of A Separate Peace. What would it have been like to have been a teenager during World War II? How would teenagers of today deal with the conflicts of war and friendship? Standards 10.8.4, 11.7.5 and 11.7.6

Author: Sally Hursey

Lesson ID: 15

Analyzing Political Cartoons Based on Immigration

http://webs.rps205.com/departments/TAH/lessonplans.html

Description: The scroll down the page to Analyzing Political Cartoons Based on Immigration will be worth it. Here is a printable lesson outlining the persuasive strategies used by political cartoonists. Cartoon examples relate to the current debate on immigration. Standards 11.9.7, 11.11.7, and 12.8.2

Author: History Connections, Rockford Public Schools

Lesson ID: 129

Battle of Iwo Jima

http://edtech.suhsd.k12.ca.us/inprogress/suh/GForand/IwoJima.htm

Description: As momentum built with the turning of the tide in the Pacific war, U.S. forces moved ever closer to Japan proper. The final amphibious landing on the island of Japan drew nearer. American B-29 Superfortresses in late 1944 were already conducting bombing raids over Japan. These raids were proving costly for two reasons: First, no fighter cover was available for the bombers because of the great distance that the aircraft had to fly; Secondly, in the event that one of the B-29's had an emergency their only options was to ditch in the ocean or attempt to fly back to U.S. controlled bases in the Marianas - over 1000 miles from Japan. The United States wanted a base that would be close enough to Japan to provide an emergency landing site and allow fighter cover for the heavy bombers. Iwo Jima, an island located halfway between the Marianas and Tokyo -- about 670 miles from each, was that base. What was the battle to gain that island like for U.S. Marines? Standards 11.7.2 and 11.7.3

Author: Col Russ Hanthorn, CW03 Gerry Forand, and GySgt Jesus Tavares, MCJROTC

Lesson ID: 122

Changing Perspectives on the Japanese Internment Experience

http://www.thirteen.org/edonline/lessons/internment/index.html

Description: In this interactive and multi-disciplinary lesson, students learn about the role that perspective plays in the writing of history by focusing on the changing views about Japanese-Americans in internment camps during World War II. Students will demonstrate what they've learned by forming a version of history - in a medium that they select - while adopting a perspective other than their own. Standard 11.7.5

Author: Anna Chan Rekate, Thirteen Ed Online

Lesson ID: 201

Creating a Holocaust Monument

http://fcit.usf.edu/HOLOCAUST/activity/912plan/monument.htm

Description: In this interdisciplinary art and history activity, students use geometric shapes or forms to create a Holocaust monument. The lesson is appropriate after students have studied the Holocaust enough that they are ready to express some personal response to what they have learned. Standards 10.8.5, 11.7.5, civics 12.3 all

Author: Teachers Guide to the Holocaust, Florida Department of Education

Lesson ID: 271

Exploring United States V. Hirabayashi

http://www.courts.wa.gov/education/lessons/?fa=education_lessons.display&displayid=Hirabaya

Description: Learn about a key case challenging the special laws governing Japanese- Americans during World War II. Place the order of the events in the case of United States v. Gordon K. Hirabayashi on a time line. Then identify the arguments put forward by Mr. Hirabayashi and by the U.S. government at trial. Analyze the actions of the judge, the jury, and Gordon Hirabayashi and then analyze the decision reached in the case. Create alternative outcomes for the initial trial of United States v. Hirabayashi centering on the actions of Gordon Hirabayashi and Judge Lloyd Black. Standard 11.7.5

Author: Tarry L. Lindquist, Washington State Office of the Administrator for the Courts

Lesson ID: 386

I Witness to History: Attack on Pearl Harbor

http://www.nytimes.com/learning/teachers/lessons/19981207monday.html?searchpv=learning_lessons

Description: Read a first-hand account of the Japanese attack on Pearl Harbor as a springboard for researching a significant historic event and writing a set of diary entries from the perspective of a person involved in that event. Standard 11.7.1

Author: Alison Zimbalist, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 550