10th Grade Semester Two
Unit Three: War in the Pacific
Stage 1: Desired OutcomesTopic / Unit Title: War in the Pacific
· To what extent should nations use military force to achieve their goals?
NYS Content Standards
Standard : 1 Key Idea 4
Standard : 2 Key Idea 2
Standard : 2 Key Idea 3
Standard : 2 Key Idea 4 / Common Core Skills
· RH 1, 2, 5, 8, 9
· W 1, 4, 9
SL 1, 2, 4, 6
Understandings:
· Japan’s need for resources and imperialist expansion in Asia.
· Lukewarm relationship between the United States and Japan (including competition for Asian markets and resources).
· Motivation behind Japan’s attack on Pearl Harbor.
· U.S. motivations for using the atomic bomb, including stated and unstated reasons.
· Alternate arguments regarding the use of the atomic bomb.
· The impact the invention and development of the atomic bomb had on the growth of the nuclear age. / Essential Questions:
· What assumptions do different groups hold about power, authority, governance and law?
· Could the war in the Pacific have been avoided?
· Who was more responsible for war in the Pacific – the United States or Japan?
· Were the Japanese justified in attacking Pearl Harbor?
· Why did the United States drop the atomic bomb on Japan?
· Should dropping the atomic bomb on Japan be considered a war crime?
· Should nations have nuclear weapons?
Stage 2: Assessments and Tasks
Common Core Literacy Task
· Prepare a written debate between a person advocating for using the atomic bomb and a person who believes we should NOT use the atomic bomb.
· Prepare an opening court statement that accuses Harry Truman of perpetrating “crimes against humanity”.
· Prepare a statement from General Tojo defending his decisions to attack Pearl Harbor.
· DBQ Essay assessing whether the United States should have dropped the atomic bomb on Hiroshima & Nagasaki.
· Exit tickets evaluating scenarios presented to Japan before the bombing of Pearl Harbor – what other options were available to Japan? / Performance Task(s) – Other Evidence
· Classroom debate arguing whether the United States should have dropped the atomic bomb on Hiroshima & Nagasaki.
· Create propaganda posters supporting the United States use of atomic weapons.
· Design and create a War Memorial dedicated to victims of atomic warfare.
· In class essay answering the over-arching unit question: “To what extent should nations use military force to achieve their goals?”
· Write a play re-enacting the plight of those who suffered through nuclear fallout.
· Re-create a war-room scenario wherein advisors to Truman are explaining the pros and cons of using atomic weapons on Japan.
· Students will complete a map activity related to the Pacific Ocean and explaining the strategic interests of Japan in acquiring natural resources in surrounding areas as well as Japan’s strategic importance for both the Soviet Union and the United States in a post-WWII
Accommodations: Scaffolds and Differentiation
Content / o Modify primary source texts (variety, complexity, length)
o Incorporate alternative materials (visual, video, audio, internet)
o Provide supplementary resources for supports
o Group with a purpose
Process / o Model skills, task and/or product
o Utilize graphic organizers / note taking template
o Provide individual or group intervention and support
o Re-enforce vocabulary / concept development
o Provide choice / variety of activities or tasks
o Group with a purpose
Product / o Assign specific, purposeful assessments to individuals or groups
o Allow students to choose from a variety of assessments
o Provide scaffolds / supports (outlines, templates, models)
o Provide extension activities to expand thinking or understanding
o Group with a purpose
How will students reflect upon and self-assess their learning?
· Students will be asked to write a reflection based on what they learned and how effectively they worked.
· Reading feedback on essays and other written work.
Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
AIM: Could war in the Pacific have been avoided? OR Who was more responsible for war in the Pacific - The U.S. or Japan? OR Were the Japanese justified in attacking Pearl Harbor?
· Identify/define: Pearl Harbor, Japanese Expansion, trade embargo, Rome-Berlin-Tokyo AXIS
· Describe Japan’s industrial and military growth through 1930.
· Explain the role of the military in the pre-war Japanese government.
· Explain Japanese reasons for, and evaluate the impact of Japanese expansion in Asia.
· Analyze maps to describe and explain the territorial moves made by the Japanese before World War II.
· Discuss the reasons for, and impact of the U.S. trade embargo on Japan.
· Discuss the reasons for, and impact of the Japanese attack on Pearl Harbor.
· Evaluate whether or not war in the Pacific could have been avoided.
AIM: Should atomic bombs have been dropped on Japan? OR Should atomic bombs have been dropped on Japan? OR Was Harry Truman a war criminal? OR Should nations have nuclear weapons?
· Identify/define: Kamikaze, Hiroshima, Nagasaki, Hiroshima Peace Park Memorial Museum
· Analyze the reasons why the U.S. used atomic weapons on Hiroshima and Nagasaki to end the war with Japan
· Use accounts of the atomic bombings to assess the short and long term effects of the bombings on the victims and on Japanese society.
· Evaluate how the invention and implementation of these weapons began in nuclear age.
· Evaluate whether Harry Truman was justified in dropping two atomic bombs on Japan.
· Evaluate whether nations should have nuclear weapons.
Teacher Reflection for Future Planning
· Evaluate exit tickets and responses to questions during discussion.
· Explore test results and essay writing skills on class exam to shape future writing lessons/assignments.
June 2011
Theme: TechnologyThroughout history, societies have developed significant technological innovations. These technological innovations have had both positive and negative effects on a society or on humankind.
Task: Select two technological innovations and for each
• Discuss why the technological innovation was important during a specific time period
• Discuss the positive and/or negative effects this technological innovation had on a society or on humankind
You may use any technological innovation from your study of global history. Some suggestions you might wish to consider include irrigation systems, stirrup, astrolabe, printing press, factory systems, nuclear weapons, chemical pesticides, and satellites launched into space.
August 2000
Theme: Science and TechnologyScience and technology have played a critical role in altering the course of human history.
Task: Identify two scientific or technological advances that had a major impact on global history
• Explain the relationship between the scientific or technological advance and a specific historic event or period in history
• Analyze how these advances changed the course of history
You may use any scientific or technological advance from your study of global history. Some suggestions you might wish to considerinclude development of agriculture, irrigation systems, the astrolabe,the printing press, the telescope, nuclear power, steam power, andthe microscope.
June 2006
Theme: ConflictConflicts between groups of people have threatened peace in many nations and regions.
Task: Identify one conflict that has threatened peace in a nation or region and
• Discuss one major cause of that conflict
• Identify two opposing groups involved in the conflict and discuss one viewpoint of each group
• Discuss the extent to which the conflict was or was not resolved
You may use any major conflict from your study of global history. Some suggestions you might wish to consider include the Crusades, the French Revolution, World War I, the Russian Revolution, the Chinese civil war, the partition of India, the policy of apartheid in South Africa, the Rwandan civil war, and the Bosnian War.
Multiple Choice
1 Which event sparked the outbreak of World War I?
(1) attack on Pearl Harbor by Japan
(2) Germany’s invasion of Poland
(3) Bolshevik coup d’état in Russia
(4) assassination of the Austrian Archduke
2 Which of these World War II events happened first?
(1) Battle of Britain
(2) D-Day invasion
(3) invasion of Poland
(4) dropping of an atomic bomb on Hiroshima
3 Which headline is most closely associated with the cities of Hiroshima and Nagasaki?
(1) “Japan Signs Treaty of Kanagawa”
(2) “Nuclear Bombs Dropped on Japan”
(3) “Japan Invades Korea”
(4) “Japan Hosts Discussion on Greenhouse Gases
Base your answer to question 4 on the map below and on your knowledge of social studies.
4 Based on the information provided by this map, how did the growth of the Japanese Empire affect China?
(1) China acquired Japanese military technology.
(2) China invaded French Indochina.
(3) China was forced to adopt Korean culture.
(4) China lost control of many of its eastern seaports.