Unit: World War II – War Comes to Hawaii

Andrea Eshelman

Grade: 9th (Modern Hawaiian History)

May 2001

 

 

 

Stage 1- Desired Results

Content Standard(s):

World in Spatial Terms: Students use geographic representations to organize, analyze, and present information on people, places, and environments.

(9-12) Use tools and methods of geographers to construct, interpret, and evaluate qualitative and quantitative data.

Performance indicators: Given a geographic problem or question, the student will:

1.     select useful geographic information from variety of sources both quantitative (statistical) and qualitative (descriptive)

2.     Analyze information, e.g., draw inferences and identify trends and patterns, propose relationships and draw conclusions.

3.     Formulate valid generalizations based on the geographic inquiry.

Human Systems: Students analyze how people organize their activities on earth through their analysis of human populations, cultural mosaic, economic interdependence, settlement, and conflict and cooperation.

(9-12) Evaluate how political, social, and economic factors impact settlement, development, and territorial cooperation and conflicts.

Performance indicators: Based on the society under study, the student will:

1.     Explain how the political/social/economic systems determine cooperation and/or conflict.

2.     Determine the extent/degree to which the factors impacted the society.

Global Cooperation, Conflict, and Interdependence: Students understand similarities and differences across cultural perspectives, and evaluate the ways individuals; groups, societies; nations and organizations change and interact.

(9-12) Explain the United States' changing role in international policies and relations and the strength and limitations of US influence on foreign affairs.

Performance indicators: The student

1. Investigates a local or regional issue.

2. Explains a global connection.

3. Traces the issue over time.

4. Identifies US foreign policy regarding an international issue or location (broad foreign policy such as isolationism, imperialism, anti communism or specific foreign policy such as diplomacy, alliances, foreign aid, trade, military intervention, covert action).

5. Shows development of or shift in reasons for policy.

6. Evaluates the positive and negative impact of US role in an issue or location.

Understanding(s):

Students will understand that

Trends and patterns in geographic data can help to identify relationships

By looking at geographic data they can form generalizations about the area

Political, Social, and Economic issues can affect how nations deal with each other

The US policy of isolationism played an important role in US foreign policy.

Essential Question(s):

 

Why do nations need to expand their control of land?

How do cultural/ethnic differences play a role in alliances and enemies?

Students will know…

 

§         that two major groups controlled the world during WWII (axis and allied)

§         there were two major areas which were fought over in WWII (pacific/Europe)

§         Hawaii and the pacific islands are important strategically

§         How the Bombing of Pearl Harbor impacted the United States.

§         How AJAs were treated during WWII

 

Students will be able to:

 

§         use a variety of sources to acquire geographic information

§         organize data given to them

§         use a map to present data

§         explain how political, social, and economic systems can affect world conflicts

Stage 2-Assessment Evidence

Performance Task(s):

 

§         students participate in class discussion on WWII taking notes on important points (see learning plan below)

§         students will find and circle those ships which were damaged during the bombing of Pearl Harbor

§         students participate in finding/identifying axis/allied countries and their area of control on a map

§         Students will find and label the AJA interment camps on a map, using longitude and latitude

 

Other Evidence:

 

§         reflections on reactions to bombing of Pearl Harbor and marital law

§         Test on WWII unit

 

Self Assessment:

§         self assess your maps

§         self assess your reflections

 

Stage 3 – Learning Plan

Background: At the time the US entered WWII…the rest of the world had been in conflict for a number of years.  The US had a policy of isolationism; they did not want to become involved in the conflict.  However Japan’s aggression (attack of Pearl Harbor) brought the US fully into the war.  The United States’ entry into WWII caused drastic changes for the people of Hawaii, and for Americans of Japanese Ancestry.

 

Purpose:  In this lesson, students will

(1) Identify and understand how Isolationism impacted the United States’ delayed entry into WWII

(2) Understand the impact of WWII on the Hawaiian Islands and AJAs

(3) Select useful geographic information to create various maps pertaining to:

§         Axis vs. Allied control of the world during WWII.

§         Bombing of Pearl Harbor

§         Internment Camps

Analyze the maps and draw inferences from the patterns.

(4) Explain the political/social/economic factors involved in WWII, and what caused or encouraged the conflict.

Materials and Resources Needed:

§         Classroom Maps

§         Modern Hawaiian History Book:  History of Hawaii

§         Handouts/worksheets

§         Classroom supplies: colored pencils, markers, pens, etc.

Learning Activities:

1.     Class discussion, notes, lecture on the beginnings of World War II (1939-1941), touching on Europe and Pacific (Japanese aggression in Pacific), the US and its policy of isolationism

2.     Read as a class handout The Attack on Pearl Harbor and pages 140-142 in A History of Hawaii, class discussion and notes on bombing of Pearl Harbor. Use overhead transparencies of Pearl Harbor and Bombing map during discussion.

3.     Pass out Pearl Harbor Map. Have students complete activity.

4.     Write journal reflections on: Had you lived in Hawaii at the time of the attack, how would you feel?  How would you react to the bombing? (minimum of two paragraphs)

5.     Ask a few students to share their reflection, discuss reactions (touch on emotions-anger, fear, etc.)

6.     Distribute Blank Maps of the World, Worksheet that goes with map

§         involves mapping axis and allied countries

§         involves mapping the areas controlled by axis and allied countries in 1940

7.     Read as a class and discuss pages 143-146 in A History of Hawaii, discussion and notes on Marital Law in Hawaii

8.     Write a journal reflection on: Think back over the past week, if we lived under martial law today, what types of things would you be unable to do?  How would living under Martial Law make you feel? (minimum of two paragraphs)

9.     Ask a few students to share their reflection, discuss reactions

10.            Read as a class and discuss pages 147-150 in A History of Hawaii, discussion and notes on People of Japanese Ancestry, internment camps, 100th infantry

11.            Read aloud as class the Handout: Executive Order 9066, Use the Overhead to discuss the pictures of AJAs and Internment.

12.            Complete the map of internment camps – using latitude and longitude to map the locations

13.            Journal Reflection: Imagine you are of Japanese ancestry and had to go to an internment camp during WWII.  If you had a chance to serve your country to prove your patriotism (like the members of the 10th infantry) would you serve?  Why or why not? (minimum of one paragraph)

14.            Class discussion on the reflection.

15.            Video with Questions: From Hawaii to the Holocaust

16.            Review questions from video, and discuss as a class.

17.            Quiz on World War II

 

Extensions:

§         Students can interview a relative or family friend who was alive during WWII for their recollections of the time.

§         Students can visit the Arizona Memorial or the USS Missouri and write a report on what they learned.

§         Students can create a 3-D map of the bombing of Oahu and Pearl Harbor.

 

Appendix:

§         Handout The Attack on Pearl Harbor, Executive Order 9066

§         Pearl Harbor Map

§         Blank Map of World, with instructions for map

§         Overhead- transparencies – Internment pictures

§         Map Activity Internment Camps

§         Video From Hawaii to the Holocaust

 

References:

A History of Hawaii

Teacher Notes

Internet sources: www.maps.com http://motlc.wiesenthal.org, http://www.cr.nps.gov/

 

 

 

 

 

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© Hawaii Geographic Alliance. All Rights Reserved.  July 2002