Annotated Resource Set (ARS)
Content Theme:
Pearl Harbor
Developed by:
Lindsay Linoff, Terri Welsh, Kathy Williams
Contextual Paragraph for Resource Set:
December 7, 1941 is date that will live in history. Pearl Harbor changed the course of American
involvement in World War II and had a lasting impact on the United States relations during and
following the war. Focusing on the attack and its immediate aftermath, the United States
transitioned from a country not at war to a nation who became a major player in the outcome of
World War II.
Teaching with Primary Sources - Annotated Resource Set
1
Resource Set
Date Of Infamy
(radio address – audio with
transcript)
Signing of the Declaration
of War
USS Arizona
USS West Virginia
(photograph)
(photograph)
(photograph)
http://historymatters.gmu.edu/
d/5166
http://memory.loc.gov/cgibin/query/r?ammem/presp:@f
ield(NUMBER+@band(cph+3
a17434))
Reading Copy of President
Roosevelt's Address
“End of the Nap” by Dr.
Seuss
(written document)
(political cartoon)
Dorie Miller Receives the
Naval Cross
News Parade 1942
(media)
(propaganda poster)
http://lcweb2.loc.gov/cgibin/query/i?ammem/fsaall:@fil
req(@field(NUMBER+@band
(fsa+8e09026))+@field(COLL
ID+fsa)):displayType=1:m856
sd=fsa:m856sf
Pearl Harbor Radiogram
http://memory.loc.gov/cgibin/query/r?ammem/fsaall:@fi
eld(NUMBER+@band(fsa+8e
00810))
http://www.loc.gov/exhibits/tre
asures/trm064.html
http://www.archive.org/details/
NewsPara1942
Map of Pearl Harbor
Pearl Harbor Map
“Dear Mr. President . . “
(interactive map)
(audio)
http://plasma.nationalgeograp
hic.com/pearlharbor/index.ht
ml
http://memory.loc.gov/cgibin/query/r?ammem/afcpearl:
@field(DOCID+@lit(afc19420
03.sr50))
(artifact)
to access: Click 1941, Click
December, Scroll Down
http://www.archives.gov/legisl
ative/images/day-of-infamypage-1.jpg
http://orpheus.ucsd.edu/specc
oll/dspolitic/Frame.htm
Teaching with Primary Sources - Annotated Resource Set
http://www.archives.gov/histor
ical-docs/todaysdoc/index.html?doddate=1207
http://my.execpc.com/~dscha
af/bshipro2.html
2
Annotations
Grade
Level
7th
grade
Curriculum
Connections
American
History
Curriculum
Standards
S1C8 – PO4:
Learning Objectives
Content Objectives
Thinking Objectives
Describe how Pearl
Harbor led to
United States involvement
in World War II.
Students will develop an
understanding of how the
bombing of Pearl Harbor
led to US entry into World
War II.
Suggested
Learning
Strategies
Suggested Assessment
Strategies
National Archives
see
pages 4 - 7
see culminating activities
page 7
--------------------------------Create a Document
Based Question using
the primary sources:
8th
grade
American
History
S1C8-PO2:
Explain (assess) how
Pearl Harbor led to
United States involvement
in World War II.
Students will analyze the
cause – effect relationship
between the bombing of
Pearl Harbor and US
entry into World War II.
Links to Other Resources
7th & 8th grade:
Explain how the attack
on Pearl Harbor led to
the US declaration of
war.
http://www.archives.gov/e
ducation/lessons/workshe
ets/
Archived Photos of the
USS West Virginia
http://www.navsource.org/
archives/01/48a.htm
Archived Photos of the
USS Arizona
http://www.navsource.org/
archives/01/39a.htm
11th grade:
11th
grade
American
History
S1C8-PO2:
Describe the impact
(causes) of American
involvement
in World War II:
g. turning points such as
Pearl Harbor
Teaching with Primary Sources - Annotated Resource Set
Students will develop an
understanding of why the
bombing of Pearl Harbor
was a turning for the US
in World War II.
Students will analyze the
impact US entry in World
War II had on the overall
outcome of the war.
Describe how
propaganda and media
influenced public opinion
after the attack on Pearl
Harbor
Japanese Propaganda
http://www.2bangkok.com
/wwiipropaganda.shtml
Japanese Perspective of
Pearl Harbor
http://www.eyewitnesstohi
story.com/pearl2.htm
3
Suggested Learning Strategies:
Date of Infamy Radio Address:
listen to the radio address while reading along with written transcript for improved comprehension
write a letter to President Roosevelt describing the students’ feeling toward the Japanese aggression and how the President should
respond
- see also Reading Copy of President Roosevelt’s Address
o use written document analysis worksheet from National Archives
http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf
-
Signing of the Declaration of War Photography:
- use photo analysis worksheet from National Archives
http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf
-
write a newspaper article from the perspective of a reporter assigned to witness the signing of the declaration of war
USS Arizona and USS West Virginia Photographs:
- see interactive map for more information about the ships during the attack
http://plasma.nationalgeographic.com/pearlharbor/index.html
- use photo analysis worksheet from National Archives
http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf
-
compare and contrast the devastation of the 2 ships using the photographs
create a diary entry of a seamen stationed on one of the ships during the attack
research what happened to each of the ships after the attack
research the connection (irony of) between the 2 ships
Teaching with Primary Sources - Annotated Resource Set
4
Dorie Miller Receives the Naval Cross Propaganda Poster
- use poster analysis worksheet from National Archives
http://www.archives.gov/education/lessons/worksheets/poster_analysis_worksheet.pdf
-
-
create a propaganda poster encouraging Americans to join the armed forces
show clip from the movie “Pearl Harbor” (2001) with Cuba Gooding, Jr. as Dorie Miller shooting down Japanese planes during the attack
ideas for discussion questions:
o Who was Dorie Miller? Why did he receive the Naval Cross?
o What is significant about an African American receiving the Naval Cross?
o What was life like for African Americans serving in the military during World War II?
o Why was Dorie Miller used on this naval recruitment poster?
Extended Learning Activity:
o Research President Truman’s Executive Order 9981 (1948)
(http://www.trumanlibrary.org/9981.htm)
o
What would Dorie Miller’s response be to Truman’s Executive Order?
News Parade – 1942 News Reel:
- use motion picture analysis worksheet from National Archives
http://www.archives.gov/education/lessons/worksheets/motion_picture_analysis_worksheet.pdf
-
-
identify propaganda imbedded into the film
relate the film to who, what, where, when, why questions
compare and contrast to news reels today
discussion questions:
o What was the intended response of Americans to showing this news reel?
o How would respond to a news reel of this kind?
Extended Learning Activity:
o research news reels from World War II to current wars
o how has the presentation of war information changed?
o create a visual documenting the media coverage of the major incident during each of the major war of the 20th and 21st centuries
Teaching with Primary Sources - Annotated Resource Set
5
“End of the Nap” By Dr. Suess Propaganda Poster
- use cartoon analysis worksheet from National Archives
http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf
-
pre-write activity: spend 5 minutes writing down as many things as you can see, then write a paragraph describing what is in the cartoon
and the symbolism it may represent
create a political cartoon relating to Pearl Harbor
create a political cartoon from the Japanese perspective of Pearl Harbor
Pearl Harbor Radiogram
- use written document analysis worksheet from National Archives
http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf
-
anticipatory set: preface to Pearl Harbor
discussion questions:
o What if the air raid had been followed by a land invasion?
o How successful would a land invasion by the Japanese have been?
Map of Pearl Harbor and Pearl Harbor Interactive Map
- map analysis worksheet for Map of Pearl Harbor
http://www.archives.gov/education/lessons/worksheets/map_analysis_worksheet.pdf
- analyze the geographical layout of the Pearl Harbor and how it impacted the overall devastation caused by the Japanese attack
-
analyze the lay out of the ships in Pearl Harbor and how it impacted the overall devastation caused by the Japanese attack
have students use a hard copy the Map of Pearl Harbor to follow along with the Pearl Harbor Interactive Map
in small groups, have students create questions that were not answered by the interactive map and then answer them as a class
create an “I Am” Poem from the perspective of an American serviceperson stationed at Pearl Harbor
create an “I Am” Poem from the perspective of a Japanese naval pilot engaged in the bombing of Pearl Harbor
o “I Am” Poem Format: http://www.ronjones.org/EnglishLiterature/iampoem.pdf
Teaching with Primary Sources - Annotated Resource Set
6
“Dear Mr. President . . . “ Audio Recording
- use sound recording analysis worksheet
http://www.archives.gov/education/lessons/worksheets/sound_recording_analysis_worksheet.pdf
-
Discussion Question:
o What impact did US entry into World War II have on Arizona and its economy?
Reflecting Back – Culminating Activities using 1 or more of the Primary Sources:
-
-
interview someone on the home front who remembers Pearl Harbor – document their experience on that day and the days following the
attack
interview a veteran of World War II – discuss the impact Pearl Harbor had on their enlistment
create a political cartoon or propaganda poster about an event that has changed the course of modern history (similar to the impact that
Pearl Harbor had)
write a letter or create an audio recording to President Obama discussing the significance of his inauguration as an event that changed
history
research the Japanese perspective of Pearl Harbor and the impact it had on Japan
create an interactive timeline of the attack on Pearl Harbor
o each student had one event to research and create a visual and then presents to the class
o timelines can be displayed around the room
create a postcard home from the perspective of a person at Pearl Harbor during the attack
design a telegram warning of the attack
o remember: you pay by the letter
Teaching with Primary Sources - Annotated Resource Set
7