World War II
Documents and Civic Duties (Teaching with Documents)
Submitted by Steven Lapham on Mon, 07/27/2009 - 2:48pm—Lee Ann Potter
A one-sentence letter from school boy Anthony Ferreira to President Ford stating, “I think you are half right and half wrong ” is one of several primary sources featured in this article that highlight for students the value of responsible citizenship.
Enduring Lessons of Justice from the World War II Japanese American Internment
Submitted by Steven Lapham on Mon, 07/27/2009 - 11:26am—Nancy P. Gallavan and Teresa A. Roberts
Investigating the internment of Japanese Americans during World War II helps students develop an appreciation of constitutional rights and civil liberties.
The Dropping of Atomic Bombs on Japan
Submitted by Steven Lapham on Mon, 07/27/2009 - 11:05amThomas Holmes
As the 60th anniversary of the bombing of Hiroshima and Nagasaki draws near, a classroom teacher shares four approaches to exploring this momentous event with students.
Documents in the Digital Age (Teaching with Documents)
Submitted by Steven Lapham on Mon, 07/27/2009 - 11:01amLee Ann Potter
As more and more documents exist only in digital form, archivists and historians are faced with new challenges: preserving and providing access to computer-readable historical records [such as WWII Army Enlistment Records and Records about Japanese American Relocation].
Promoting Historic Preservation in the Classroom
Submitted by Steven Lapham on Mon, 07/27/2009 - 9:07amBy Paul LaRue
High school students learn that there is much more to history than the textbook when they interview World War II veterans and transcribe the stories for the Library of Congress’s Veterans History Project.
Learning Early Twentieth-Century History through First-Person Interviews
Submitted by Steven Lapham on Mon, 07/27/2009 - 9:04amBy Lisa A. Lark
Carrying out face-to-face interviews with American seniors can make U.S. history more relevant to students, and especially those who are first- and second-generation citizens.
Letters from George Washington and Samuel Cabble, and Speeches by Franklin D. Roosevelt and John F. Kennedy
Submitted by Jennifer Bauduy on Fri, 07/24/2009 - 1:35pmBy Lee Ann Potter
Students will grapple with what it means to “embrace the future” when they study primary documents related to four noteworthy individuals who embraced the future in distinct ways.
Fear, Panic, and Injustice: Executive Order 9066 A Lesson for Grades 4-6 (Elementary Education)
Submitted by Jennifer Bauduy on Fri, 07/24/2009 - 1:11pmBy Theresa M. McCormick
In this lesson, students use primary sources to understand how a climate of fear influenced the president to sign the order that forced the incarceration of Japanese Americans.
Conducting Interviews to Learn about World War II (Elementary Education)
Submitted by Jennifer Bauduy on Fri, 07/24/2009 - 1:07pmBy Mary E. Haas
The featured lesson plan offers student interviewers the opportunity to evaluate multiple perspectives, interpret information, and draw historical conclusions.
Dear Miss Breed: Using Primary Documents to Advance Student Understanding of Japanese Internment Camps
Submitted by Jennifer Bauduy on Fri, 07/24/2009 - 12:53pmBy Patrick Westcott and Martha Graham Viator
The authors highlight the Carter G. Woodson award winner Dear Miss Breed—which recounts the stories of 19 children of Japanese descent interned in U.S. camps during World War II—as an excellent resource for studying the Japanese American wartime experience.
