The following selections are from a book written by historian John Dower in which he explains two different ways that the dropping of the atomic bombs is remembered. The source for both passages is John W. Dower, “Three Narratives of Our Humanity,” in Edward T. Linenthal and Tom Engelhardt, eds., History Wars: The Enola Gay and Other Battles for the American Past (New York: Metropolitan Books, 1996). Both passages (and this lesson) are adapted from the Stanford History Education Group (SHEG).
Team readings review:
Now that you know something about the experience of both servicemen and civilians, write a long letter from the perspective of your character immediately after the war to a(n imagined) friend abroad who might be unfamiliar with the experiences of the Japanese people during the war. Use prompts A-D as guides in writing your letter. You may want to reference the other set of oral histories (servicemen or civilians) and re-read your own assigned set before composing your letter. End your letter with some closing thoughts on the war. This letter will be graded out of 20 points.
Today we will examine the following question:
We will begin by recording possible answers on one half of the whiteboard.
Then, each student will be assigned to read one document from the documents packet and report the following to the class:
After taking notes on introductions from their classmates, students then continue reading the remainder of the documents.
Together as a class, we revisit the question discussed at the beginning of class.
Initial questions for discussion on Minter
Presentation and discussion of student articles
Homework: U5 assessment due Monday.
Preparation for class
Introduction to unit 2
Charting key terms
Today's class notes prepared by Charlie Arresty.
Duus on Formal Empire in Korea
Complete and share map exercise
Discussion on Korea
Duus on Informal Empire in China
Mindmapping key terms
Annotated mapping exercise
Today we will be working with a partner on two interrelated tasks:
Review readings together
Complete discussion on visual sources from Sino-Japanese War (1894-95)
Western images of the Russo-Japanese War (1904-05)
Complete 5-minute reflection on yesterday's student-led discussion activity.
Step 1: Background
Read the introduction to woodblock prints by John W. Dower. Together, we will consider the following questions:
Step 2: Visual analysis
Prints for: Group 1; Group 2; Group 3.
Examine the selection of woodblock prints assigned to your group using the following categories:
Step 3: Thematic analysis
After analyzing your woodblock prints, identify at least two or three themes or patterns you see emerging in your set of prints. Be sure to draw evidence from at least three prints to support your claims.
All of your themes should be based on your group’s own set of prints. If needed for further evidence, you may also consult the full set of woodblock prints.
Step 4: Conclusions
Drawing on thematic observations from all three groups, consider how the creators of these woodblock prints aimed to answer the following two questions: