Why did attackers on December 7, 1941, and on September 11, 2001, choose the targets they did? That is one of several questions young historians try to answer as they compare and contrast the two attacks. They also consider the...

As part of a study of the December 7, 1941 attack on Pearl Harbor, young historians imagine the feelings of those who lived during the attack by creating a word cloud of 10 words they think express the emotions of people at that time....

After listening to President Franklin D. Roosevelt's "Day of Infamy" speech, young historians research information about the Japanese attack on Pearl Harbor, possible motives for the attack, and the consequences of the attack. Scholars...

High schoolers assess the significance of a watershed event in the political history of the United States . They identify events and issues associated with the internment of Japanese-Americans as a result of the Japanese attack on Pearl...

Students examine photographs of the attack on Pearl Harbor. They discuss the damage that occured on December 7, 1941. They debate whether the attack was a success or not for the Japanese.

This compelling plan based on the letters in the book Dear Miss Breed engages readers in learning what it was like for Japanese Americans following the attacks at Pearl Harbor. After reading the letters, young scholars will...

What a great resource to share! Based on the book Lost Names by Richard Kim, this valuable lesson focuses on the Japanese occupation of Korea during WWII. Additionally, it employs first-person journaling as a mode of understanding themes...

The third in a series of lessons introduced by “A Fence Away From Freedom,” uses the Smithsonian website, “A More Perfect Union: Japanese Americans and the U.S. Constitution” and focuses on the section of the presentation devoted to the...

Students compare and contrast the events of the Pearl Harbor Attack and the attack on September 11, 2001 by examining the similarities and differences between these two events.

Students analyze artist's themes and means of communication, think critically about their sources of information, and weigh claims of national security against the civil liberties of diverse groups.

Students study Japanese American internment camps. In this American history lesson, students compare and contrast the camp internees' experiences with with team sports-related challenges students have encountered. Students discuss team...

Students analyze Franklin D. Roosevelt's "Day of Infamy" War Address. Students read the original first typed draft of the speech, and compare handwritten changes with the original to determine whether the changes strengthened or weakened...

Tenth graders analyze how government policies led to complete concentration in war effort, evaluate how patriotism was encouraged by many local and state groups, and discuss fate of Japanese Americans.