Title Page Author Name: Calvin W. Creger
Unit Plan Title: The Japanese Experience in the Pacific War Lesson Duration: 5 hours research time + 3 hours presentation time Grade level: 11th grade U.S. History
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Table of Contents Overview/Goals . 3
Objectives .. 4 Washington State Standards .. 5 Lesson Description 6 Lesson Plan Materials Pacific War Project 8 Analysis Worksheet ..10 Persuasive Paper Rubric ...14 Power Point Presentation Rubric...15 Demo how to analyze primary source exercise.16
Written Document Analysis Worksheet17 Photo Analysis Worksheet.18 Cartoon Analysis Worksheet.20 Map Analysis Worksheet..21
Annotated Bibliography22
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Overview/Goals Students will learn about the Pacific War in general and at least one of the several events and/or ideas that comprise the war itself.
Students will learn how to find and examine artifacts relating to the Pacific War and how what they find reveals how Americans, Japanese-Americans, and the Japanese themselves lived and felt at the time.
Students will learn from analyzing the things they find about the Pacific War the causes of the event and how it relates to the war itself.
Students will learn by analyzing artifacts about the Pacific War why people did the things they did and believed the things they did.
Students will be able to explore various events of Pacific War once the United States entered the war from the surprise attack on Pearl Harbor to the ending of the war with Japan on the battleship Missouri.
Pacific War events that the students can choose to research may include the following:
the United States domestic policies toward Japanese-Americans like Executive Order 9066 and the racism the Japanese-Americans experienced living in the United States
the valor of the all Japanese-American unit fighting the Germans in Italy
how the ideologies of the code of Bushido and reverence of the Emperor affected the way Japanese soldiers reacted with brutality and merciless violence toward combatants and civilians alike in various areas of Asia and the Pacific
the various battles fought between American and Japanese forces that spread out across the Pacific
the sudden conclusion of the Pacific War with the dropping of the atom bombs on Hiroshima and Nagasaki.
Essential Questions for Students:
How do the primary sources and artifacts increase your understanding of the event?
How do the primary sources and artifacts provide possible differing interpretations of the event?
How does this event fit within the larger social, economic, and cultural context of the Pacific War as it relates to Japan and the United States?
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Objectives Students will present their Pacific War event as a power-point to the class as well as submit a paper.
Students will demonstrate their knowledge of the event if they have a clear thesis that is supported by their analysis of at least three specific artifacts and/or primary sources. Students will demonstrate their knowledge of the event if they accurately describe at least three differing interpretations. Students will demonstrate their knowledge if they accurately explain how the event fits within the larger social, economic, and cultural context of the Pacific War. (In other words, what makes the event so significant in regards to the war itself?)
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Washington State Standards This lesson plan satisfies the following EALRs: History 4.1.2, 4.2.2, 4.2.3, 4.3.1, 4.3.2, Civics 1.3.1, Economics 2.2.1, Geography 3.2.3, Social Studies Skills 5.1.1, 5.1.2, and 5.4.1. History 4.1.2 (understands how themes and developments help to define eras in United States history) History 4.2.2 (analyzes how cultures and cultural groups have shaped the United States) History 4.2.3 (Analyzes and evaluates how technology and ideas have shaped United States history) History 4.3.1 (Analyzes differing interpretations of events in United States history) History 4.3.2 (Analyzes multiple causes of events in United States history, distinguishing between proximate and long-term causal factors)
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Lesson Description 1. Provide an overview of Americas entry into the war and briefly mention a
few of the battles, events, and issues that comprise the Pacific War. a. Mention the motives, objectives, and a few of the particulars of
Japans surprise attack on the American fleet based at Pearl Harbor. b. Describe some of Japans early military campaigns in the Pacific
such as their seizing control of the Philippines in 1942 and its objective of capturing Midway.
c. List other Pacific War battles such as the Doolittle Raid, the battles of the Coral Sea, Leyte Gulf, Iwo Jima, and Okinawa.
d. Mention some of the technologies and devices that were used in the Pacific War, such as submarines, fighters, aircraft carries, battleships, destroyers, flamethrowers, and banzai attack strategies.
e. Mention the use of the atomic bombs on Hiroshima and Nagasaki to bring the war to a quick end. Describe some of the effects of the bombs and mention some of the reasons why Truman decided to use them.
2. To introduce the various topics and events students may choose to do their projects on allow them to look over the Pacific Theater of events in the Time Lifes series on World War II.
3. Record a list of students and their chosen topic or event. 4. The students will write a four page persuasive paper. The format of the
paper will follow the directions as outlined in the Dig Deep CBA for high school.
a. The student will compose a thesis statement based on their event or topic and support it with their analysis of three or more specific artifacts and/or primary sources.
b. The student will describe three or more differing interpretations of their event or topic using published sources for support.
c. The student will include a description of how geographic factors, (for example, problems associated with an American invasion of mainland Japan) and the social, cultural (Japanese reverence of the Emperor and the dishonor of surrender), and economic (the enormous cost of human life an invasion might have) aspects of the event or topic.
5. Students will also prepare a power point presentation to give to the class. The power point presentation will follow a somewhat similar format comprising at least 10 slides.
a. Slide one: An Introduction and Title slide with the projects title and presenters name.
b. Slide two: Student will introduce their thesis statement and background information on their event or topic.
c. Slides three to five: Student will introduce their analysis of artifacts and/or primary sources.
d. Slides six to eight: Student will provide differing interpretations of their event or topic.
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e. Slides nine and ten: Student will explain how geographic factors interacted with social, economic, and cultural aspects of the topic or event.
6. Allow for several days (2 to 3 weeks) for students to research their topics and events. Give them five to six hours in the library or computer lab to additional research, draft their papers, and work on power point presentations.
7. Assign a due date for the persuasive paper (2 to 3 weeks from the day of introducing the assignment) and assign dates for students to give their power point presentations in class.
8. Score the paper and presentation as you like. I suggest weighing the paper more than the presentation and I also suggest allocating points for completing the Artifact / Primary Source Worksheets.
9. Demonstrate who to analyze an artifact or primary source with the class.
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Pacific War Project Persuasive Paper & Power Point Presentation
Persuasive paper directions: 1) Choose an event or topic from the suggested Pacific War Events and Topics list to write a four page a research paper. Write your name next to the event or topic on the suggested list. If an event or topic that you would like to research does not appear on the list speak with your teacher first.
2) Read about your event or topic from a variety of sources, such as your textbook, internet, library books, articles, newspapers, and videos. Take notes from each of the sources as you proceed with your research
3) Gather a collection of primary sources and artifacts such as letters, diaries, or any first hand account writings, and photographs, clothing, or any object associated with your event or topic. You will need at least three artifacts or primary sources but I suggest you collect several so that you can more fully form a cogent thesis.
4) Identify the core political, social, economic, or cultural issues surrounding your topic or event and then construct a cogent thesis statement that can be supported by your analysis of the primary sources and artifacts you have collected.
5) Use the Artifact / Primary Source Analysis Worksheet to help you organize your analysis of your primary sources and artifacts and to help you develop a cogent thesis statement. Continue to study a variety of sources and note differences of interpretations of the event or topic. For example, it is likely that an American soldier, a Japanese soldier, a general, a politician, a civilian, or even a medical doctor would view the same event differently. You will need at least three different viewpoints.
6) In preparation to writing your paper keep in mind the following: The first couple of paragraphs should provide the historical setting and
background information of your event or topic, and should contain your thesis statement.
In subsequent paragraphs and pages you will need to support your thesis based on your analysis of at least three primary sources and/or artifacts.
Following your arguments you will need to describe at least three differing interpretations of your event or topic that have relevancy to your thesis.
Finally you will need to describe how the geographic factors of the event or topic interact with the core issues (political, social, economic, or cultural).
Power point presentation directions: 1) Slide one: An Introduction and Title slide with the projects title and your name.
2) Slide two: Introduce your thesis statement and bullet background information on your event or topic.
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3) Slides three to five: Introduce your analysis of the artifacts and/or primary sources.
4) Slides six to eight: Provide three differing interpretations of your event or topic, one for each slide.
5) Slides nine and ten: Explain how your topic or event relates to two of the following broader aspects, one slide each: the social aspects, the economic aspects, and/or the cultural aspects.
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Pacific War Name: ____________________ Artifact / Primary Source Analysis Worksheet Topic / Event: ____________________________________________________________ Core issues (political, social, economic, and cultural): Thesis: ________________________________________________________________________
#1 How does this artifact / primary source support my thesis?: bibliographic info:
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________________________________________________________________________
#2 How does this artifact / primary source support my thesis?: bibliographic info: ________________________________________________________________________
#3 How does this artifact / primary source support my thesis?: bibliographic info:
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________________________________________________________________________
#1 Interpretation of event / topic: bibliographic info: ________________________________________________________________________
#2 Interpretation of event / topic: bibliographic info:
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________________________________________________________________________
#3 Interpretation of event / topic: bibliographic info: ________________________________________________________________________
How do the geographic factors of the event or topic interact with the core issues (political, social, economic, and cultural)?:
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Persuasive Paper Rubric 4 Excellent 3 Proficient 2 Partial 1 Minimal Background & Thesis & Analysis of artifacts and/or primary sources
Provides thorough background information on the event or topic from which there is a clear and cogent thesis statement supported by the analysis of at least three artifacts and/or primary sources.
Provides thorough background on the event of topic from which there is a clear and cogent thesis statement supported by the analysis of two artifacts and/or primary sources.
Provides thorough background on the event of topic from which there is a clear and cogent thesis statement supported by the analysis of one artifact and/or primary source.
Background information is provided on the event or topic and an attempt at a thesis is made without references to artifacts or primary sources or support from such references is poor.
Interpretations Accurately describes at least three published interpretations on the event or topic that is relevant to the students thesis.
Accurately describes two published interpretations on the event or topic that is relevant to the students thesis.
Accurately describes one published interpretation on the event or topic that is relevant to the students thesis.
An attempt to provide an interpretation is made or interpretations are inaccurate.
Geographic factors & core issues
Accurately describes how geographic factors interact with at least two core issues (political, social, economical, or cultural)
Accurately describes how geographic factors interact with one core issue (political, social, economical, or cultural)
Accurately describes geographic factors and one core issue (political, social, economical, or cultural) without describing their interaction.
Accurately describes geographic factors without describing their interaction with any core issues.
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Power Point Presentation Rubric 4 Excellent 3 Proficient 2 Partial 1 Minimal Background & Thesis & Analysis of artifacts and/or primary sources
Provides thorough background information on the event or topic from which there is a clear and cogent thesis statement supported by the analysis of at least three artifacts and/or primary sources.
Provides thorough background on the event of topic from which there is a clear and cogent thesis statement supported by the analysis of two artifacts and/or primary sources.
Provides thorough background on the event of topic from which there is a clear and cogent thesis statement supported by the analysis of one artifact and/or primary source.
Background information is provided on the event or topic and an attempt at a thesis is made without references to artifacts or primary sources or support from such references is poor.
Interpretations Accurately describes at least three published interpretations on the event or topic that is relevant to the students thesis.
Accurately describes two published interpretations on the event or topic that is relevant to the students thesis.
Accurately describes one published interpretation on the event or topic that is relevant to the students thesis.
An attempt to provide an interpretation is made or interpretations are inaccurate.
Geographic factors & core issues
Accurately describes how geographic factors interact with at least two core issues (political, social, economical, or cultural)
Accurately describes how geographic factors interact with one core issue (political, social, economical, or cultural)
Accurately describes geographic factors and one core issue (political, social, economical, or cultural) without describing their interaction.
Accurately describes geographic factors without describing their interaction with any core issues.
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Demonstration of how to analyze primary sources prepared by National Archives and Records Admin. Records Relating to Japanese Balloon Bomb Attacks
RECORDS OF THE 13TH NAVAL DISTRICT RECORDS OF THE U.S. FOREST SERVICE
Late in 1944, the Japanese began launching into the jet stream paper balloons with high explosive or incendiary bombs attached. If the ballast mechanisms worked properly, it took the balloons about four days to reach North America. The balloons were recovered as far north as the Northwest Territories in Canada and as far east as Laurens, Iowa. Launched in retaliation for the U.S. bombing raids on Tokyo and other Japanese cities, the bombs were never intended to be a massive offensive action. Rather, they were designed to panic people living on the Pacific Coast. Due to the decision to break wartime censorship restrictions and to disseminate information concerning the balloons, they did not have the desired effect. They did however cause some damage in the form of forest fires. They were also the cause of the only deaths by hostile fire in the continental U.S. in May, 1945, when a Sunday school teacher and several young students were killed when they discovered one of the bombs in Oregon and accidentally detonated it.
Is the document telling the truth:
1. Who was the document created by? 2. Who was it created for? 3. Did the creator of the document have first-hand knowledge of the facts recorded? 4. Did the creator of the document have an interest in recording accurate information? 5. Is this document a primary source? 6. Is this document a reliable source of information?
Some things to consider:
1. Why did the military want to keep information about the balloons from appearing in the newspapers?
2. Compare the balloon bombs with the V-2 robot rockets that Germany launched against England at the end of the European war. Were these the last-ditch efforts of desperate countries?
3. Why would fear of these bombs help the Japanese war effort?
Document citations:
Memorandum to the Record, March 29, 1945; Region 6, Portland Office; Records of the U.S. Forest Service (Record Group 95); National Archives-Pacific Northwest Region
Japanese Balloon Information Bulletin No. 1 [1945]; Region 6, Portland Office; Records of the U.S. Forest Service (Record Group 95); National Archives-Pacific Northwest Region
Operational Intelligence Japanese Balloons, March 3, 1945; Operational Files (Entry 27), A8-5; Records of the 13th Naval District (Record Group 181); National Archives-Pacific Northwest Region
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Written Document Analysis Worksheet
1. TYPE OF DOCUMENT (Check one):
___ Newspaper ___ Letter ___ Patent ___ Memorandum
___ Map ___ Telegram ___ Press release ___ Report
___ Advertisement ___ Congressional record ___ Census report ___ Other
2. UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more):
___ Interesting letterhead ___ Handwritten ___ Typed ___ Seals
___ Notations ___ "RECEIVED" stamp ___ Other
3. DATE(S) OF DOCUMENT:
___________________________________________________________________________ 4. AUTHOR (OR CREATOR) OF THE DOCUMENT:
___________________________________________________________________________ POSITION (TITLE): ___________________________________________________________________________
5. FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN? ___________________________________________________________________________
6. DOCUMENT INFORMATION (There are many possible ways to answer A-E.) A. List three things the author said that you think are important: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ B. Why do you think this document was written? ___________________________________________________________________________ ___________________________________________________________________________ C. What evidence in the document helps you know why it was written? Quote from the document. ___________________________________________________________________________ ___________________________________________________________________________ D. List two things the document tells you about life in the United States at the time it was written: ___________________________________________________________________________ ___________________________________________________________________________ E. Write a question to the author that is left unanswered by the document: ___________________________________________________________________________ ___________________________________________________________________________
Designed and developed by the
Education Staff, National Archives and Records Administration, Washington, DC
20408.
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Photo Analysis Worksheet Step 1. Observation A. Study the photograph for 2 minutes. Form an overall impression of the photograph and then
examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible. ___________________________________________________________________________
B. Use the chart below to list people, objects, and activities in the photograph.
People Objects Activities
Step 2. Inference Based on what you have observed above, list three things you might infer from this
photograph. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
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Step 3. Questions A. What questions does this photograph raise in your mind?
___________________________________________________________________________ ___________________________________________________________________________
B. Where could you find answers to them? ___________________________________________________________________________ ___________________________________________________________________________
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Cartoon Analysis Worksheet
Level 1
Visuals Words (not all cartoons include words)
1. List the objects or people you see in
the cartoon.
1. Identify the cartoon caption and/or
title.
2. Locate three words or phrases used
by the cartoonist to identify objects or
people within the cartoon.
3. Record any important dates or
numbers that appear in the cartoon.
Level 2 Visuals Words
2. Which of the objects on your list are
symbols?
3. What do you think each symbol
means?
4. Which words or phrases in the
cartoon appear to be the most
significant? Why do you think so?
5. List adjectives that describe the
emotions portrayed in the cartoon.
Level 3
A. Describe the action taking place in the cartoon.
B. Explain how the words in the cartoon clarify the symbols.
C. Explain the message of the cartoon.
D. What special interest groups would agree/disagree with the cartoon's message? Why?
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Map Analysis Worksheet
1. TYPE OF MAP (Check one): ____ Raised relief map ____ Topographic map ____ Political map ____ Contour-line map ____ Natural resource map ____ Military map ____ Bird's-eye view ____ Artifact map ____ Satellite photograph/mosaic ____ Pictograph ____ Weather map ____ Other ( )
2. UNIQUE PHYSICAL QUALITIES OF THE MAP (Check one or more): ____ Compass ____ Handwritten ____ Date ____ Notations ____ Scale ____ Name of mapmaker ____ Title ____ Legend (key) ____ Other
3. DATE OF MAP: ___________________________________________________________________________
4. CREATOR OF THE MAP: ___________________________________________________________________________
5. WHERE WAS THE MAP PRODUCED? ___________________________________________________________________________
6. MAP INFORMATION A. List three things in this map that you think are important: 1. _____________________________________________ 2. _____________________________________________ 3. _____________________________________________ B. Why do you think this map was drawn? ___________________________________________________________________________ ___________________________________________________________________________ C. What evidence in the map suggests why is was drawn? ___________________________________________________________________________ ___________________________________________________________________________ D. What information does the map add to the textbook's account of this event? ___________________________________________________________________________ ___________________________________________________________________________ E. Does the information in this map support or contradict information that you have read about this event? Explain. ___________________________________________________________________________ ___________________________________________________________________________ F. Write a question to the mapmaker that is left unanswered by this map. ___________________________________________________________________________ ___________________________________________________________________________
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Annotated Bibliography Chang, Iris. The Rape of Nanking Penguin Books, 1997.
Use to introduce Japanese war atrocities by relating a few of the more poignant stories as told by Iris Chang. Also, use the photographs and documents inserted in the middle to provide students with examples of primary sources and artifacts.
Dower, John D. War Without Mercy, Race & Power in the Pacific War Pantheon Books, 1986.
Use to describe how Americans and Japanese viewed each other as the enemy and help explain the extent propaganda had on them and their reasons for fighting each other. Also, use the magazine and cartoon inserts to introduce students to wartime propaganda and to demonstrate how effective this might be in mobilizing a countrys population and resources to fight a brutal war.
Kasulis, Thomas P. Shinto The Way Home University of Hawaii Press, 2004.
Use to introduce students to Shinto thought and how State Shinto was used by Imperial Japan to unite the Japanese people behind the Emperor and the nation.
Make History, one-stop site for rich digital content. Thousands of free maps, images, documents, and links from Bedford/St. Martins five acclaimed content libraries: Map Central, the U.S. History Image Library, DocLinks, HistoryLinks, and PlaceLinks.
http://bcs.bedfordstmartins.com/makehistory/BFW10/Player/pages/Main.aspx State College Area School Districts (Pennsylvania) has generated a list of websites covering various time periods in history.
http://www.scasd.org/2497_381013142344/lib/2497_381013142344/history.htm
Library of Congress: American Memory provides free and open access written and spoken words, sound recordings, still and moving images, prints, maps, and sheet music that document the American experience. It is a digital record of American history and creativity. These materials, from the collections of the Library of Congress and other institutions, chronicle historical events, people, places, and ideas. http://memory.loc.gov/ammem/index.html Direct link to webcasts http://www.loc.gov/today/cyberlc/index.php OurDocument.gov lists 100 milestone documents, complied by the National Archives and Records Administration from 1776-1965. http://www.ourdocuments.gov
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http://bcs.bedfordstmartins.com/makehistory/BFW10/Player/pages/Main.aspxhttp://www.scasd.org/2497_381013142344/lib/2497_381013142344/history.htmhttp://memory.loc.gov/ammem/index.htmlhttp://www.loc.gov/today/cyberlc/index.phphttp://www.ourdocuments.gov/
this link gives you the actual list. http://wwwourdocuments.gov/content.php?page=milestone U.S. Holocaust Memorial Museum http://www.ushmm.org/ Digital History (lots of sponsors including the University of Houston) http://www.digitalhistory.uh.edu/ The National Archives (can get to the presidential libraries from here) http://www.archives.gov (home page) http://www.archives.gov/exhibits/eyewitness/ (eyewitness accounts)
http://www.archives.gov/exhibits/american_originals_iv/site_map.html (American Originals)
http://www.archives.gov/exhibits/powers_of_persuasion/powers_persuasion_home.html (posters from WWII)
http://www.digitalvaults.org/# (direct link to the Digital Vault)
http://www.archives.gov/exhibits/a_people_at_war/a_people_at_war.html (A People at War)
New Deal Network contains more than 900 newspaper and journal articles, speeches, letters, reports, advertisements, and other textual materials, treating a broad array of subjects relevant to the periods social, cultural, political, and economic history, while placing special emphasis on New Deal relief agencies and issues relating to labor, education, agriculture, the Supreme Court, and African Americans. The Photo Gallery of more than 5,000 images is organized into five units Culture, Construction, Social Programs, Federal Agencies, and miscellaneous, including photos from 11 exhibitions and five series of photoessays, and images of disaster relief and public figures. http://newdeal.feri.org/ Ad*Access is image database of over 7,000 U.S. and Canadian advertisements covering five product categories Beauty and Hygiene, Radio, Television, Transportation, and World War II propaganda dated between 1911 and 1955 (sponsored by Duke University). http://library.duke.edu/digitalcollections/adaccess/
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http://wwwourdocuments.gov/content.php?page=milestonehttp://www.ushmm.org/http://www.digitalhistory.uh.edu/http://www.archives.gov/http://www.archives.gov/exhibits/eyewitness/http://www.archives.gov/exhibits/american_originals_iv/site_map.htmlhttp://www.archives.gov/exhibits/powers_of_persuasion/powers_persuasion_home.htmlhttp://www.archives.gov/exhibits/powers_of_persuasion/powers_persuasion_home.htmlhttp://www.digitalvaults.org/http://www.archives.gov/exhibits/a_people_at_war/a_people_at_war.htmlhttp://newdeal.feri.org/http://library.duke.edu/digitalcollections/adaccess/
Famous Trials (professor from University of Missouri-Kansas City School of Law) covers a wide range of trials throughout history. http://www.law.umkc.edu/faculty/projects/ftrials/ftrials.htm New York Public Library Digital Gallery provides access to over 600,000 images digitized from primary sources and printed rarities. http://digitalgallery.nypl.org/nypldigital/index.cfm Densho Project Website preserves the testimonies of Japanese Americans who were unjustly incarcerated during World War II before their memories are extinguished. Offers irreplaceable firsthand accounts, coupled with historical images. http://www.densho.org/ The Avalon Project at Yale University is sponsored by Yale Law School with the International Relations and Security Network (ISN), and is a collection of over 3,500 full-text documents relevant to the fields of law, history, economics, politics, diplomacy, and government. The documents are divided into four century categories: pre-18th, 18th, 19th, and 20th. http://www.yale.edu/lawweb/avalon.htm (home page)
http://www.yale.edu/lawweb/avalon/20th.htm (direct link to the 20th century documents)
Hiroshima Directory of Resources (created by Lewis & Clark State College in Portland) one section of the Hiroshima Project provides a list of websites covering vast aspects of Hiroshima http://www.lclark.edu/~history/HIROSHIMA/dirc-others.html#visual Remembering Nagasaki http://www.exploratorium.edu/nagasaki/ Tax History provides scholars, policymakers, journalists, and the general public with information on the history of U.S. public finance http://www.taxhistory.org/ History Now: American History Online (The Gilder Lehrman Institute of American History) is designed to promote the study of American history with articles by historians and teachings resources. Includes a slide of World War Posters & suggested World War II sources.
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http://www.law.umkc.edu/faculty/projects/ftrials/ftrials.htmhttp://digitalgallery.nypl.org/nypldigital/index.cfmhttp://www.densho.org/http://www.yale.edu/lawweb/avalon.htmhttp://www.yale.edu/lawweb/avalon/20th.htmhttp://www.lclark.edu/~history/HIROSHIMA/dirc-others.html#visualhttp://www.exploratorium.edu/nagasaki/http://www.taxhistory.org/
http://www.historynow.org/12_2007/index.html Internet Moving Images (Preminger Archives and Internet Archive.) a privately held collection of 20th century American ephemeral films (products for specific purposes at specific times, not intended for long-term preservations), are featured on this sites. The site contains nearly 2,000 high-quality digital video files documenting various aspects of 20th century North American culture, society, leisure, history, industry, technology, and landscape. http://www.archive.org/details/prelinger History Link is an encyclopedia of the history of Seattle and King County, Washington. A timeline of 180 Milestones connects visitors to 500-word historical essays on topics in Seattle-area history from before 1851 to 2000. http://www.historylink.org/this_week/index.cfm Regional Oral History Office (University of Berkeley) preserves the history of the San Francisco Bay Area, California, and the Western United States. It covers a wide range of topics, including politics and government, law and jurisprudence, arts and letters, business and labor, social and community history, University of California history, natural resources and the environment, and science and technology. The sources has full-text transcripts of more than 270 interviews online (some with audio recordings). http://bancroft.berkeley.edu/ROHO/ Social Security Online is an extensive collection of history-related materials. The sites present both the institutional history of the Social Security Administration and the history of the Social Security program. http://www.ssa.gov/history/ Campaign Atlases provides more than 400 color maps of military campaigns from American colonial wars to U.S. involvement in Somalia in 1992-1993. http://www.dean.usma.edu/history/web03/atlases/AtlasesTableOfContents.html Virtual Museum & Archive of the SEC and Securities History (Securities and Exchange Commission Historical Society) is an archive and virtual museum that offers papers, photographs, and oral histories on the U.S. Securities and Exchange Commission (SEC) and its role in U.S. and international markets from 1929 to the present. http://www.sechistorical.org/
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http://www.historynow.org/12_2007/index.htmlhttp://www.archive.org/details/prelingerhttp://www.historylink.org/this_week/index.cfmhttp://bancroft.berkeley.edu/ROHO/http://www.ssa.gov/history/http://www.dean.usma.edu/history/web03/atlases/AtlasesTableOfContents.htmlhttp://www.sechistorical.org/
Other useful sites:
http://www.authentichistory.com/ww2.html http://www.free.ed.gov/ http://americanhistory.si.edu/
FDR Fireside Chat, On the Declaration of War with Japan, December 9, 1941, http://www.fdrlibrary.marist.edu/120941.html
FDR Fireside Chat, On Progress of the War, February 23, 1942, http://www.fdrlibrary.marist.edu/022342.html
FDR Fireside Chat, On Our National Economic Policy, April 28, 1942, http://www.fdrlibrary.marist.edu/042842.html (FDR mentions someone dropped bombs on Tokyo, use for Doolittle Raid)
http://www.fdrlibrary.marist.edu/psf/box3/t37i01.html (Memorandum, Raid on Tokyo-H.H. Arnold to the President-May 3, 1942, use for Doolittle Raid) http://www.fdrlibrary.marist.edu/psf/box3/a37o25.html Ten Escape Form Tojo, pages 24&25 (Refers to Doolittle Raid of Japanese commander and American POWs) http://www.fdrlibrary.marist.edu/images/photodb/23-0302a.gif (Last call to pick up suits and gowns before shades were pulled down in "Little Tokyo," in Los Angeles, prior to evacuation of residents of Japanese ancestry. July 1942) http://www.fdrlibrary.marist.edu/images/photodb/23-0131a.gif (Wreckage of bombed USS Shaw on Pearl Harbor, December 7, 1942) http://www.fdrlibrary.marist.edu/images/photodb/23-0170a.gif (In this snow-covered post, somewhere in Alaska, dog teams perform tasks in country impassible to other forms of locomotion. Defense of Alaska) http://www.fdrlibrary.marist.edu/images/photodb/23-0168a.gif (Blind-folded and heavily-guarded, these Japanese arrive at Dutch Harbor, Alaska--but in the role of prisoners rather than fighting men. October 7, 1942. Defense of Alaska) http://www.fdrlibrary.marist.edu/images/photodb/23-0167a.gif (Soldiers of an Inf. haul their 37mm gun up a Mt. pass through the snow and over the rough terrain. Alaska. 1942. Defense of Alaska) http://www.trumanlibrary.org/whistlestop/study_collections/japanese_internment/documents/pdf/0.pdf#zoom=100 (Letters exchanged between Truman and Mr. & Mrs. Winfield Ward) see also http://www.trumanlibrary.org/whistlestop/study_collections/japanese_internment/docs.php http://www.c-span.org/presidentiallibraries/Content/Truman/bomb.pdf (Secretary of War Stimsons wire to Truman about the bomb drop on Hiroshima, August 6, 1945. Surrender of Japan) http://www.archives.gov/exhibits/featured_documents/japanese_surrender_document/ (Instrument of Surrender document, September 2, 1945. Surrender of Japan) http://pro.corbis.com/popup/Enlargement.aspx?mediauids={d12ce3a9-624f-49f6-be9a-4e86b2dec5d9}|{ffffffff-ffff-ffff-ffff-ffffffffffff}&qsPageNo=1&fdid=&Area=Search&TotalCount=93&CurrentPos=28&WinID={d12ce3a9-624f-49f6-be9a-4e86b2dec5d9} (photo of President Truman and Instrument of Surrender document) see also http://pro.corbis.com/popup/Enlargement.aspx?mediauids={b5720828-3480-4001-ba13-84d9150f10b2}|{ffffffff-ffff-ffff-ffff-ffffffffffff}&qsPageNo=2&fdid=&Area=Search&TotalCount=93&CurrentPos=40&WinID={b5720828-3480-4001-ba13-84d9150f10b2}
26
http://www.authentichistory.com/ww2.htmlhttp://www.free.ed.gov/http://americanhistory.si.edu/http://www.fdrlibrary.marist.edu/120941.htmlhttp://www.fdrlibrary.marist.edu/022342.htmlhttp://www.fdrlibrary.marist.edu/042842.htmlhttp://www.fdrlibrary.marist.edu/psf/box3/t37i01.htmlhttp://www.fdrlibrary.marist.edu/psf/box3/a37o25.htmlhttp://www.fdrlibrary.marist.edu/images/photodb/23-0302a.gifhttp://www.fdrlibrary.marist.edu/images/photodb/23-0131a.gifhttp://www.fdrlibrary.marist.edu/images/photodb/23-0170a.gifhttp://www.fdrlibrary.marist.edu/images/photodb/23-0168a.gifhttp://www.fdrlibrary.marist.edu/images/photodb/23-0167a.gifhttp://www.trumanlibrary.org/whistlestop/study_collections/japanese_internment/documents/pdf/0.pdf#zoom=100http://www.trumanlibrary.org/whistlestop/study_collections/japanese_internment/documents/pdf/0.pdf#zoom=100http://www.c-span.org/presidentiallibraries/Content/Truman/bomb.pdfhttp://www.archives.gov/exhibits/featured_documents/japanese_surrender_document/http://pro.corbis.com/popup/Enlargement.aspx?mediauids=%7bd12ce3a9-624f-49f6-be9a-4e86b2dec5d9%7d|%7bffffffff-ffff-ffff-ffff-ffffffffffff%7d&qsPageNo=1&fdid=&Area=Search&TotalCount=93&CurrentPos=28&WinID=%7bd12ce3a9-624f-49f6-be9a-4e86b2dec5d9%7dhttp://pro.corbis.com/popup/Enlargement.aspx?mediauids=%7bd12ce3a9-624f-49f6-be9a-4e86b2dec5d9%7d|%7bffffffff-ffff-ffff-ffff-ffffffffffff%7d&qsPageNo=1&fdid=&Area=Search&TotalCount=93&CurrentPos=28&WinID=%7bd12ce3a9-624f-49f6-be9a-4e86b2dec5d9%7dhttp://pro.corbis.com/popup/Enlargement.aspx?mediauids=%7bd12ce3a9-624f-49f6-be9a-4e86b2dec5d9%7d|%7bffffffff-ffff-ffff-ffff-ffffffffffff%7d&qsPageNo=1&fdid=&Area=Search&TotalCount=93&CurrentPos=28&WinID=%7bd12ce3a9-624f-49f6-be9a-4e86b2dec5d9%7dhttp://pro.corbis.com/popup/Enlargement.aspx?mediauids=%7bd12ce3a9-624f-49f6-be9a-4e86b2dec5d9%7d|%7bffffffff-ffff-ffff-ffff-ffffffffffff%7d&qsPageNo=1&fdid=&Area=Search&TotalCount=93&CurrentPos=28&WinID=%7bd12ce3a9-624f-49f6-be9a-4e86b2dec5d9%7dhttp://pro.corbis.com/popup/Enlargement.aspx?mediauids=%7bb5720828-3480-4001-ba13-84d9150f10b2%7d|%7bffffffff-ffff-ffff-ffff-ffffffffffff%7d&qsPageNo=2&fdid=&Area=Search&TotalCount=93&CurrentPos=40&WinID=%7bb5720828-3480-4001-ba13-84d9150f10b2%7dhttp://pro.corbis.com/popup/Enlargement.aspx?mediauids=%7bb5720828-3480-4001-ba13-84d9150f10b2%7d|%7bffffffff-ffff-ffff-ffff-ffffffffffff%7d&qsPageNo=2&fdid=&Area=Search&TotalCount=93&CurrentPos=40&WinID=%7bb5720828-3480-4001-ba13-84d9150f10b2%7dhttp://pro.corbis.com/popup/Enlargement.aspx?mediauids=%7bb5720828-3480-4001-ba13-84d9150f10b2%7d|%7bffffffff-ffff-ffff-ffff-ffffffffffff%7d&qsPageNo=2&fdid=&Area=Search&TotalCount=93&CurrentPos=40&WinID=%7bb5720828-3480-4001-ba13-84d9150f10b2%7dhttp://pro.corbis.com/popup/Enlargement.aspx?mediauids=%7bb5720828-3480-4001-ba13-84d9150f10b2%7d|%7bffffffff-ffff-ffff-ffff-ffffffffffff%7d&qsPageNo=2&fdid=&Area=Search&TotalCount=93&CurrentPos=40&WinID=%7bb5720828-3480-4001-ba13-84d9150f10b2%7d
Pacific WarCBA Pacific War
