Korean War (1950-53):
Source examination and discussion:
The Vietnam War:
View President Johnson speaking before Congress about Vietnam in 1967 (0:42-4:14):
Discuss as a class:
Opening activity: "Godless Communism"
Who was responsible? Document analysis:
The Iron Curtain Speech
Soviet Ambassador Telegram
Henry Wallace Letter
Who was responsible? Wrap-up discussion:
Take about 10-15 minutes to reflect on a news item that you learned about last night for homework. You might approach your reflection in a number of ways, but do consider approaching it through the frame of the questions below:
The StoryCorps trailer in Seattle. Source: KUOW.
StoryCorps stations activities
Reflections on oral history
Context: Pacific Theater at end of World War II
Key Question: Was President Truman justified in his decision to use nuclear weapons against the cities of Hiroshima and Nagasaki in August 1945?
Examine Atomic Bombs: Multiple Perspectives (Google Doc). For each item, identify:
By show of hands, split the class into three groups:
With the time that remains, we will conduct a student-led discussion based on these materials. With five minutes remaining, we will ask the facilitator to recap what we have learned, with an opportunity for others to aid the debrief.
WWII homefront overview
Japanese internment: timeline
Examine the timeline (PDF) and review the major events.
Japanese internment: U.S. government position
Watch the following film on the newsreel footage produced by the U.S. Office of War Information sometime in the middle of 1942. The goal of the film is to explain the reasons and strategies for interning Japanese Americans.
Japanese internment: Korematsu v. United States
Read selections of the majority opinion in the Korematsu v. United States ruling on pages 121-23 of the Course Reader.
Finally, read selections from Justice Black’s dissent on page 125-26 of the Course Reader.
Debating U.S. entry into World War II
Examine this selection of primary source documents (Google Doc) that highlight different dimensions of the debate on entry into World War II from the late 1930s through December 1941. In teams of 3-4, identify:
The Four Freedoms
Questions for guided discussion:
Questions for discussion:
Primary, secondary, and tertiary sources
What are primary, secondary, and tertiary sources?
In most cases, these are easy to differentiate. But keep in mind some possible challenges:
Apply: complete the following chart (Google Doc)
Keys to selecting good secondary sources
Together we will overview the handout “Selecting Good Secondary Sources” (Google Doc) that you previewed for homework.
Next, work as a team to identify six excellent secondary sources that might be useful for historical research on the team-specific topic that has been assigned to your group.
Check your sources against the author, publisher, and date tips on the handout. Identify sources you think are:
Debrief together as a class.
Possible topics (note these are the same topics we will select from for our group presentations):
Benito Mussolini salutes supporters at rally in Rome in 1925 (Source: Wikimedia).
Nazi Germany: The View from Hotchkiss