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Comparing Reactions to the Attack at Pearl Harbor and the Attacks on September 11, 2001

Adam Markgraf Spring 2014

CIEP 475 Workshop-Teaching with Primary Sources Course

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Unit Overview On December 7, 1941, Japan attacked the U.S. Pacific Fleet at Pearl Harbor, Hawaii. The following day, the United States declared war. On September 2, 2001, two passenger planes were flown into the World Trade Center in New York. Shortly after that, another plane was flown into the Pentagon and another hijacked plane crashed in an open field in Pennsylvania. Several days later, the president was authorized to use force “against those responsible” (S.J. RES.23.ENR). While the time period and circumstances of these attacks were different, both attacks shocked the people of the United States and provoked strong responses from the government as well as the average citizen. This mini-unit includes three lessons that are designed to compare and contrast the responses of the nation to these attacks. The first lesson is an examination of the initial government responses to the attacks. While the United States had a clear adversary to fight after Pearl Harbor, the aggressors on September 11, 2001 were not a single nation-state which affected the U.S. response. Lesson two is designed to explore how views regarding race, ethnicity, and/or religion changed in the aftermath of the attacks. The final lesson compares interviews and opinions expressed by “average people” in the days and months after the attacks. These include the “Man on the Street” interviews conducted by Alan Lomax after the Pearl Harbor attacks as well as narratives and artwork from Americans after the September 11 attacks. This mini-unit is designed for grades 9-12 and is intended for use in History/Social Studies classes. Table of Contents Lesson #1: Government responses to the attack at Pearl Harbor and 9/11……………………3 Lesson #2: Race, Ethnicity, and Religion in aftermath of Pearl Harbor and 9/11…………….16 Lesson #3: Comparing public reactions in the aftermath of the attacks……………………...29

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Lesson #1 Title: Government responses to the attack at Pearl Harbor and 9/11 Overview: Essential Question for Unit: How did America’s reaction to the terrorist attacks on September 11, 2001 compare to the reactions to the Japanese attack at Pearl Harbor? The essential question for lesson one is: How did the initial government reaction for Pearl Harbor compare to the reaction to 9/11? Students will be comparing the Presidential addresses delivered in the aftermath of the attacks. Students will be examining the language and themes of the two speeches. After the speeches are examined, the students will compare the differences between the formal declaration of war that officially brought the U.S. into WWII and S.J.RES.23 (which later becomes Public Law 107-40) which gave President Bush authorization to use military force. Objectives:

• Students will analyze primary sources regarding the initial government reaction to the attacks at Pearl Harbor and on September 11, 2001.

• Students will compare and contrast the government responses to the attack at Pearl

Harbor and the attack on September 11, 2001 Standards Addressed (Common Core): CCSS.ELA-LITERACY.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Time Required: Two 40 minute periods Grade: 9-12 Subject/Topic: History/Social Studies Sub-topics: War Powers, WWII, Presidential Addresses

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Resources Used Source #1 Photograph from September 11, 2001 Niemann, Brian. "In Memory" 9/11/01. 2002. Photograph. Library of Congress, Washington D.C.. Web. 8 Apr 2014. <http://www.loc.gov/wiseguide/sept03/911.html>. Source #2 "Day of Infamy" Speech by Franklin D. Roosevelt, December 8, 1941 “Day of Infamy” Speech. Roosevelt, Franklin D. Library of Congress: American Memory. N. p. 12 8 1941. Web. 26 Mar 2014. <http://memory.loc.gov/cgi-bin/query/r?ammem/afccalbib:@field(DOCID+@lit(afccal000483))>. Source #3 Audio recording, “Day of Infamy” Speech “Day of Infamy” Speech Audio Recording. Roosevelt, Franklin D. Library of Congress. N. p. 12 8 1941. Web. 26 Mar 2014. <http://memory.loc.gov/cgi-bin/query/r?ammem/afccalbib:@field(DOCID+@lit(afccal000099))>. Source # 4 Signing of the Declaration of War against Japan “President Roosevelt Signing the Declaration of War Against Japan.” Library of Congress: Prints and Photographs. December 8, 1941. Web. 26 2014.<http://www.loc.gov/pictures/resource/cph.3a17434/>. Source #5 President Bush’s Address after 9/11 ”Address to the Nation on the September 11 Attacks.” Speech by George W. Bush, September 11, 2001. Selected Speeches of President George W. Bush 2001-2008. Whitehouse Archives.Web. 26. Mar 2014. <http://georgewbush-whitehouse.archives.gov/infocus/bushrecord/documents/Selected_Speeches_George_W_Bush.pdf>. Source #6 Bill Text 107th Senate "S.J.RES.23.ENR-Authorization of the Use of Military Force." Library of Congress: Thomas. N.p., 09 14 2001. Web. 26 Mar 2014. <http://beta.congress.gov//bill/107th-congress/senate-joint-resolution/23/text>.

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Note: S.J.RES.23.ENR later becomes Public Law 107-40 Materials Overview of War Powers “Overview of War Powers.” Library of Congress: Law Library of Congress. 2 28 2014. Web 26 Mar2014. <http://www.loc.gov/law/help/war-powers.php>. Beck, Roger, Linda Black , Larry Krieger, Phillip Naylor, and Dahia Shabaka. World History: Patterns of Interaction. United States: McDougal Littell, 2009. Print. Compare and Contrast Chart Procedure Prior to Lesson Step 1: Prior to viewing the primary source material, the students should be familiar with the basic events that happened during the attacks on December 7, 1941 and September 11, 2001. Chapter 32 Section 2 of the textbook World History: Patterns of Interaction covers the attack at Pearl Harbor and Chapter 36 section 4 covers the events of September 11. These can be read independently prior to the actual lesson (approximately 20 minutes). Day 1 Step 2: To begin the lesson there will be a brief hook activity. Students will be given Source #1, “In Memory” 9/11/2001 to view (appendix page 10). They will then be given the two scenarios below to discuss. After discussing with a partner the instructor can have several students share their responses to each scenario (approximately 10-15 minutes).

• Scenario #1: You are walking through the streets of New York and suddenly you hear an incredibly loud noise. You look up and you see what is captured in the image above. With your partner, discuss your thought process at this point. What thoughts are going through your head? How would you respond?

• Scenario #2: You are the President of the United States. You are informed that several minutes ago, two airplanes crashed into the World Trade Center in New York. Within the hour, you also find out that another plane has crashed into the Pentagon and another has crashed in a field in Pennsylvania. With your partner, discuss your thought process at this point. What thoughts are going through your head? How would you respond?

Step 3: After the hook activity, the class will have the opportunity to examine the initial government responses. The students should be placed in partners for the next phase. To ensure

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all students are comfortable breaking down a primary source the instructor should model the process. The instructor can walk the class through a guided annotation with the Pearl Harbor speech. Play the speech (which is streamed through the Library of Congress site) as the students read along. After they have heard and read the speech, conduct a guided annotation with the text (appendix page 11) (approximately 10-15 minutes). Step 4: After modeling with the first document, each pair will read and discuss the documents (found on pages 11-15 in the appendix). As the partners discuss the documents they should complete the graphic organizer found on page 8 in the appendix. The graphic organizer should be completed like a Venn Diagram. Similarities between the reactions should be identified in the middle column. Reactions that are distinct or different will be identified on left for Pearl Harbor and the right for 9/11. Before the pairs begin working, instruct them to look for common themes in the reactions as well as differences that set them apart. Sample responses can be found on page 9 of the appendix. Day 2 Step 5: The first document that will be examined is the “Day of Infamy” speech by President Roosevelt (appendix page 11). This will then be compared to the Presidential Address by President Bush on September 11, 2001 (appendix pages 12-13). After the speeches the class should compare and contrast the documents President Roosevelt signing the Declaration of War against Japan and S.J.RES.23. (appendix pages 14-15). (approximately 30 minutes). Step 6: After the pairs have analyzed and discussed the documents the class should regroup for a large group discussion. There are suggested discussion questions listed below. (approximately 10-15 minutes).

• Possible Questions for the large group discussion 1. How is religion incorporated into the responses? 2. How are the actions of the attackers explained? 3. How is blame assigned in each of the responses? 4. In what ways do the leaders try to reassure the nation? 5. To whom will the retaliatory response be directed against? Why is the wording of this very significant (especially in S.J.RES.23)? 6. In what ways, if any, do you think the time period affected the reactions to these events?

Extension Ideas The concept of war powers could be studied in more detail. President Bush was authorized to use military force against unspecified groups as opposed to a traditional declaration of war as was the case during World War II. Using the Overview of War Powers link (listed under the secondary sources), students can explore additional cases and legislation involving the war powers.

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Evaluation Students will be informally evaluated in several ways. The comparison chart can be collected and graded. The students should have all analyzed all sources (Objective 1). A brief summarizer statement should also be assigned at the end of class. In paragraph form, the students will respond to the essential question for the lesson: How did the initial government reaction to Pearl Harbor compare to the reaction to 9/11(Objective 2)? The class discussion can also be used as an informal assessment.

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Appendix Compare and Contrast Chart

Pearl Harbor Both 9/11

Questions: Questions:

Questions:

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Sample Responses

Pearl Harbor Both 9/11

-Clear enemy, Japan -Requests formal declaration of War against Japan

-Both leaders make religious references in their speeches -Both note that these are significant events that will not be forgotten -Protecting the country is a priority -Americans have great strength and determination and will persevere -America was caught off guard -The country will respond with force

-uncertainty with who was responsible -Force is authorized against “organizations and persons” but not a nation

Questions: Questions:

Questions:

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Source 1

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Source 2 “Day of Infamy Speech”

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Source 3 President Roosevelt signing the Declaration of War

Source 4 ADDRESS TO THE NATION ON THE SEPTEMBER 11 ATTACKS THE OVAL OFFICE WASHINGTON, D.C. SEPTEMBER 11, 2001 Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes, or in their offices; secretaries, businessmen and women, military and federal workers; moms and dads, friends and neighbors. Thousands of lives were suddenly ended by evil, despicable acts of terror. The pictures of airplanes flying into buildings, fires burning, huge structures collapsing, have filled us with disbelief, terrible sadness, and a quiet, unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed; our country is strong.

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A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America. These acts shattered steel, but they cannot dent the steel of American resolve. America was targeted for attack because we’re the brightest beacon for freedom and opportunity in the world. And no one will keep that light from shining. Today, our nation saw evil, the very worst of human nature. And we responded with the best of America — with the daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any way they could. Immediately following the first attack, I implemented our government’s emergency response plans. Our military is powerful, and it’s prepared. Our emergency teams are working in New York City and Washington, D.C. to help with local rescue efforts. Our first priority is to get help to those who have been injured, and to take every precaution to protect our citizens at home and around the world from further attacks. ———— The functions of our government continue without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential personnel tonight, and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business, as well. The search is underway for those who are behind these evil acts. I’ve directed the full resources of our intelligence and law enforcement communities to fi nd those responsible and to bring them to justice. We will make no distinction between the terrorists who committed these acts and those who harbor them. I appreciate so very much the members of Congress who have joined me in strongly condemning these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences and assistance. America and our friends and allies join with all those who want peace and security in the world, and we stand together to win the war against terrorism. Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a power greater than any of us, spoken through the ages in Psalm 23: “Even though I walk through the valley of the shadow of death, I fear no evil, for You are with me.” This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day. Yet, we go forward to defend freedom and all that is good and just in our world. Thank you. Good night, and God bless America.

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Source 5

S.J.RES.23 -- Authorization for Use of Military Force (Enrolled Bill [Final as Passed Both House and Senate] - ENR)

--S.J.Res.23--

S.J.Res.23

One Hundred Seventh Congress of the

United States of America AT THE FIRST SESSION

Begun and held at the City of Washington on Wednesday,

the third day of January, two thousand and one

Joint Resolution

To authorize the use of United States Armed Forces against those responsible for the recent attacks launched against the United States.

Whereas, on September 11, 2001, acts of treacherous violence were committed against the United States and its citizens; and

Whereas, such acts render it both necessary and appropriate that the United States exercise its rights to self-defense and to protect United States citizens both at home and abroad; and

Whereas, in light of the threat to the national security and foreign policy of the United States posed by these grave acts of violence; and

Whereas, such acts continue to pose an unusual and extraordinary threat to the national security and foreign policy of the United States; and

Whereas, the President has authority under the Constitution to take action to deter and prevent acts of international terrorism against the United States: Now, therefore, be it

Resolved by the Senate and House of Representatives of the United States of America in Congress assembled,

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SECTION 1. SHORT TITLE.

This joint resolution may be cited as the `Authorization for Use of Military Force'.

SEC. 2. AUTHORIZATION FOR USE OF UNITED STATES ARMED FORCES.

(a) IN GENERAL- That the President is authorized to use all necessary and appropriate force against those nations, organizations, or persons he determines planned, authorized, committed, or aided the terrorist attacks that occurred on September 11, 2001, or harbored such organizations or persons, in order to prevent any future acts of international terrorism against the United States by such nations, organizations or persons. (b) War Powers Resolution Requirements-

(1) SPECIFIC STATUTORY AUTHORIZATION- Consistent with section 8(a)(1) of the War Powers Resolution, the Congress declares that this section is intended to constitute specific statutory authorization within the meaning of section 5(b) of the War Powers Resolution. (2) APPLICABILITY OF OTHER REQUIREMENTS- Nothing in this resolution supercedes any requirement of the War Powers Resolution.

Speaker of the House of Representatives.

Vice President of the United States and

President of the Senate.

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Lesson #2 Title: Race, Ethnicity, and Religion in aftermath of Pearl Harbor and 9/11 Overview: This lesson is intended to examine the ways in which race, ethnicity, and religion were viewed in the United States in the aftermath of major attacks. In particular, students will be analyzing documents that focus on the views and treatment of Japanese-Americans and African -Americans after the Pearl Harbor bombings and views regarding Islam as well as Arab-Americans and Afghan-Americans after 9/11. The students will be examining documents from the time period shortly after Japan attacked the U.S. Naval base at Pearl Harbor in 1941 and the terrorist attacks on September 11, 2001. The documents include photographs, magazine covers, political cartoons, and artwork. The essential question for the unit is: How did America’s reaction to the terrorist attacks on September 11, 2001 compare to the reactions to Pearl Harbor? The subquestion for this lesson is: How did views of race, ethnicity, and religion change in the United States after Japan’s attack at Pearl Harbor and the terrorist attacks on September 11. Prior to this activity, students should know how to identify bias. Objectives: Students will analyze and synthesize information from primary sources. Students will compare and contrast various points of view regarding Pearl Harbor and the attacks on September 11, 2001. Standards (Common Core) CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Time: Approximately Two 40 minute class periods Grade: 9-12 Subject: History/Social Studies Resources Used: Lawrence, Lana. Afghan American Man Holding U.S. Flags. 2001. Photograph. Library of Congress Web. 30 Mar 2014. <http://www.loc.gov/wiseguide/apr06/law.html>.

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Young, Daniel. Curb Your God. 2001. Photograph. Library of Congress, Washington D.C.. Web. 30 Mar 2014. <http://www.loc.gov/pictures/item/2002716337/>. Telnaes, Ann. Aim Carefully, Please. 2001. Photograph. Library of Congress, Washington D.C.. Web. 30 Mar 2014. <http://www.loc.gov/pictures/item/2002716981/>. Hesh, Linda. Safe-Suspect. 2001. Photograph. Library of Congress, Washington D.C.. Web. 30 Mar 2014. <http://www.loc.gov/pictures/item/2002716320/>. Lange, Dorothea. Oakland, Cali., Feb 1942. 1942. Photograph. Library of Congress, Washington D.C.. Web. 30 Mar 2014. <http://loc.gov/pictures/item/2001705924/>. Szyk, Arthur. Japan's Aggressor: Admiral Yamamoto. 1941. Photograph. Library of Congress, Chicago, IL. Web. 30 Mar 2014. <http://www.loc.gov/pictures/item/99472754/>. Lange, Dorothea. Oakland, Cali., Mar. 1942. 1942. Photograph. Library of Congress, Washington D.C.. Web. 30 Mar 2014. <http://www.loc.gov/pictures/item/2004665381/>. Martin, David, and David Martin. Above and Beyond the call of Duty: Dorie Miller . 1943. Photograph. Library of Congress, Washington D.C.. Web. 30 Mar 2014. <http://www.loc.gov/pictures/item/93505848/>. Materials Used Students will be using the Primary Source Analysis Table found on page 19 of the appendix. The table is a modified version of the Primary Source Analysis Tool from the Library of Congress website. Students should complete the chart based on the sources. The original Primary Source Analysis Tool can be found at the website below. "Primary Source Analysis Tool." Library of Congress. Library of Congress. Web. 13 Apr 2014. <http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf>. Procedure Day 1 Step 1: Students will be completing a gallery walk activity. The images found on pages 21-28 of the appendix should be displayed around the classroom. Students will be moving from document to document. As students move from document to document they should complete the Primary Source Analysis Table (approximately 25-30 minutes). Step 2: After the students have had an opportunity to examine and analyze each document, the class will regroup for a discussion The class should discuss their observations and questions about each document they viewed on the gallery walk. (approximately 15 minutes).

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The following questions can also be used to help guide the large group discussions. 1) What kind of response do we see from Japanese-Americans and Afghan-Americans after these attacks. Why do you think they are responding this way? 2) After viewing the “Safe-Suspect” image (appendix page 24) what do you think this suggests about the response of many Americans to the attacks? 3) What similarities and differences do you see between the response towards different ethnic, racial, and religious groups after the attacks? Day 2 Step 3: Students should complete the journal entry assignment found on page 28 of the appendix (approximately 25 minutes). Extension Ideas Students can do independent research into several related topics. Using the library website, students can look at African-American involvement in World War II, Japanese Internment, or American surveillance of Arab-Americans. Evaluation Students will be completing a journal entry from the perspective of either a Japanese-American or Middle Eastern-American. The journal entry should discuss how life appeared to have changed after the attacks. The student handout is on page 29 of the appendix. The journal entry should: Include a date Be written from the first person Reference at least two pieces of information identified in the documents Address the questions of how life appeared to have changed after the attacks. The finished product should be approximately one page in length Approximately 20-25 Minutes in class or it can be assigned as homework.

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Appendix Source Observations

Questions Reflection

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Source #1

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Source #2

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Source #3

24

Source #4

25

Source #5

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Source #6

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Source #7

28

Source #8

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Student Handout-Journal Entry Name_______________________ Now that you have had a chance to examine the various sources you will be writing a journal entry from the perspective of either a Japanese-American or a Middle-Eastern American addressing the issue of how life has changed after the attacks. Your journal entry should include the following: A date Be written from the first person Reference at least two pieces of information identified in the documents Address the questions of how life appeared to have changed after the attacks. The finished product should be approximately one page in length

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Lesson Plan 3 Title: Comparing public reactions in the aftermath of the attacks Overview: For lesson three, students will be looking at general public reactions to the attacks. The resources for Pearl Harbor largely pulled from “Man on the Street” interviews that were conducted by John Lomax in the days, weeks, and months following the attack. In a similar fashion, there were numerous interviews conducted in the aftermath of the September 11 attacks. Objectives: Students will analyze various primary sources regarding the attacks on September 11th and at Pearl Harbor. Students will write an essay comparing and contrasting the reactions to the attacks at Pearl Harbor and September 11, 2001. Standards Addressed (Common Core) CCSS.ELA-LITERACY.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. CCSS.ELA-LITERACY.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Time Required: Four 40 Minute time periods Recommended Grade Range: 9-12 Subject/Topic: Social Studies, History

Resources Used

Student Artwork: Post-9/11 Hamilton, Eddie. It's Ok. 2001. Photograph. Library of Congress, Knoxville, Tennessee. Web. 26 Mar 2014. <http://memory.loc.gov/cgi-bin/displayPhoto.pl?path=/service/afc/afc2001015/gr&topImages=gr015dr.jpg&topLinks=gr015dv.jpg,gr015du.tif&displayProfile=0&dir=ammem&itemLink=S?ammem/afc911bib:@field(TITLE @od1(It's OK))>.

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Written Narrative: Post-9/11 Mina, Niloofar. "September 11, 2001, Documentary Project." Library of Congress. Library of Congress, 2001, Web. 31 Mar 2014. <http://memory.loc.gov/cgi-bin/query/r?ammem/afc911:@field(DOCID+afc2001015t023)>. Written Narrative: Post-9/11 Sherman, Josepha. "September 11, 2001, Documentary Project." Library of Congress. Library of Congress, n.d. Web. 31 Mar 2014. <http://memory.loc.gov/cgi-bin/query/r?ammem/afc911:@field(DOCID+afc2001015t018)>. “Man on the Street” Interview Transcript Jamison, Lena. Interview by John Lomax. "What a Great Pity." After the Day of Infamy: "Man on the Street" Interviews Following the Attack on Pearl Harbor . 09 Dec 1941. Library of Congress. Dec . Web. 31 Mar 2014. http://memory.loc.gov/ammem/today/dec07.html. “Man on the Street” Interview Audio Recording Jamison, Lena. Interview by John Lomax. "What a Great Pity." After the Day of Infamy: "Man on the Street" Interviews Following the Attack on Pearl Harbor . Rec. 09 Dec 1941. Library of Congress. Dec . Web. 31 Mar 2014. http://memory.loc.gov/service/afc/afc1941004/sr17/sr17asl.mp3 “Man on the Street” Interview Transcript Barker, Bob. Interview by John Henry Faulk. ""Dear Mr. President"." After the Day of Infamy: "Man on the Street" Interviews Following the Attack on Pearl Harbor . January or February 1942. Library of Congress, Washington D.C. January or February . Web 31 Mar 2014. http://memory.loc.gov/cgi-bin/query/r?ammem/afcpearltext:@field(DOCID @lit(afcpearlsr306430a)). “Man on the Street” Interview Audio Recording Barker, Bob. Interview by John Henry Faulk. ""Dear Mr. President"." After the Day of Infamy: "Man on the Street" Interviews Following the Attack on Pearl Harbor . Rec. January or February 1942. Library of Congress, Washington D.C. January or February . Web 31 Mar 2014. http://memory.loc.gov/service/afc/afc1942003/sr30/sr30asl.mp3

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“Man on the Street” Interview Transcript Lucas, Porter. Interview by Vance Randolph. ""Dear Mr. President"." After the Day of Infamy: "Man on the Street" Interviews Following the Attack on Pearl Harbor . January or February 1942. Library of Congress, Washington D.C. January or February . Web 31 Mar 2014. http://memory.loc.gov/cgi-bin/query/r?ammem/afcpearltext:@field(DOCID @lit(afcpearlsr246423a)). “Man on the Street” Interview Audio Recording Lucas, Porter. Interview by Vance Randolph. ""Dear Mr. President"." After the Day of Infamy: "Man on the Street" Interviews Following the Attack on Pearl Harbor . Rec. January or February 1942. Library of Congress, Washington D.C. Rec. January or February . Web 31 March 2014. http://memory.loc.gov/service/afc/afc1942003/sr24/sr24asl.mp3 “Man on the Street” Interview Transcript Calvert, Merritt. Interview by Paul Martin. ""Dear Mr. President"." After the Day of Infamy: "Man on the Street" Interviews Following the Attack on Pearl Harbor . 10 Dec 1941. Library of Congress, Washington D.C. Dec . Web. http://memory.loc.gov/cgi-bin/query/r?ammem/afcpearltext:@field(DOCID @lit(afcpearlsr246423a)). “Man on the Street” Interview Audio Recording Calvert, Merritt. Interview by Paul Martin. ""Dear Mr. President"." After the Day of Infamy: "Man on the Street" Interviews Following the Attack on Pearl Harbor . Rec. 10 Dec 1941. Library of Congress, Washington D.C. Dec . Web 31 March 2014. http://memory.loc.gov/service/afc/afc1941004/sr04/sr04bsl.mp3 “Man on the Street” Interview Transcript Fox, Mike. Interview by Paul Martin. ""Dear Mr. President"." After the Day of Infamy: "Man on the Street" Interviews Following the Attack on Pearl Harbor . 10 Dec 1941. Library of Congress, Washington D.C. Dec . Web. http://memory.loc.gov/cgi-bin/query/r?ammem/afcpearltext:@field(DOCID @lit(afcpearlsr046360a)). “Man on the Street” Interview Audio Recording

Fox, Mike. Interview by Paul Martin. ""Dear Mr. President"." After the Day of Infamy: "Man on the Street" Interviews Following the Attack on Pearl Harbor . Rec. 10 Dec 1941. Library of Congress, Washington D.C. Dec . Web 31 Mar 2014. http://memory.loc.gov/service/afc/afc1941004/sr04/sr04asl.mp3

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Materials Used

For this activity, the instructor will use a modified version of the Multiple Sources Multiple Perspectives activity from Reading History by Janet Allen (105). The modified handout can be found on 42-43 of the appendix. Please see the citation below for the original.

Allen, Janet. Reading History: A Practical Guide to Improving Literacy. New York: Oxford University Press, 2005. Print.

Pre-Writing Activity-Created by Adam Markgraf 2014 found on page 44 in the appendix

A Grading Rubric Created by Evanston Township High School 2013 found on page 45-46 in the appendix

Procedure Teacher Information: For this activity, students will use a modified version of the Multiple Sources Multiple Perspectives activity from Reading History (Allen, 105). A column has been added in to address the issue of bias and to tie the document back to the central question. The students will be examining different types of documents including artwork, written narratives, and recorded interviews. Although transcripts of the “Man on the Street” Interviews are included on pages 38-41 of the appendix, students should listen to the audio recordings (links to the full mp3 files are listed in the resources section on pages 31-32). The audio files have been edited by Adam Markgraf to the specific sections transcribed in the appendix and are available to stream at: https://drive.google.com/folderview?id=0B3JlxA4IIJGGMUI2QUVULUtKYzg&usp=sharing If computers are unavailable, the written transcripts can be used. Step 1: Students should be placed with a partner for the document analysis. As the students analyze each document they should be completing the chart on 42-43 (40 minutes). Step 2: After students have completed the chart they will have the opportunity to share their findings and ask questions in a large group discussion (10-15 minutes). Evaluation Students will be writing an essay utilizing the information from all of the lessons to answer the essential question for the unit. This evaluation serves as the culminating activity for all three lessons. Students should draw on all of their knowledge from the previous documents to answer the central question for the unit: How did America’s reaction to the terrorist attacks on September 11, 2001 compare to the reactions to Pearl Harbor?

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If this is the first DBQ students are doing, the prewriting activity (page 44) can help them organize the documents into categories that they can use to form body paragraphs. The sorting of documents into categories will take approximately 20 minutes. Their response should include references to specific documents for supporting evidence. Please see the attached brainstorming and pre-writing charts in the Materials section. If the students are writing the essay in class it will take approximately two, forty minute periods. For grading, please refer to the rubric in the appendix on pages 45-46

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Appendix Source #1

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Source #2 Narrative by Niloofar Mina Here is another view from downtown New York: A week has passed but I am still engulfed in depression and anxiety and do not quite understand why. On Wednesday night, the day after the bombing, as we were driving out of the city to escape the confusion and smoke in my downtown neighborhood, the sight of the empty streets, army vehicles, and the refrigerated trucks on the road reminded me of the period of revolution in Iran. I think part of my fear stemmed from my experience of exile. The events that lead to my present life in downtown New York became once again vivid. I felt I could not bear moving again. There is an unbelievable force and power witnessing thousands die in front of you. And I saw it happen! I was riding my bike along the Hudson River to my school's swimming pool at around 9. I was pretty close to the WTC. By the time I [reached] my school the second tower was hit and people were rushing uptown, filling up the bike path along the river. At school the pool was closed, so, I went to the Battery Park City, across the street, to see what was developing. The twin buildings were on fire. But all the surroundings were normal, just two buildings on fire. People from Wall Street were sitting in the park to take a breath, talking about bodies, falling off the top of the twin towers. From there I could see the black shadows falling off the buildings. People were standing there in disbelief. Some had brought out their telescopes from their apartments in Battery Park City to look closer. I rode my bike closer, opposite the world financial center, near the boats. I was thinking of all the people trapped, and looking at the towers like two torches, on fire. We were all transfixed; did not think that we should really be moving away from there. The area was full of people just looking up in astonishment and horror. I do not think it occurred to anyone that the buildings might collapse or pose any danger to the surrounding area. But suddenly the South tower collapsed. It was unbelievable. It looked as if the top of the building was sliding off of it and coming toward us. But the building immediately disappeared in a white cloud and now the cloud was rushing to us. I looked up at the buildings right above me. In a flash I realized that they too were about to collapse or at the least the windows were sure to break on top of us. When the cloud reached us in a matter of seconds, the air was all white with small white particles in it. We could not breathe or see beyond our nose. I could not breath, things were falling from above and people were saying confusing things: like lie on the floor. Go to the right, no, left! There was a middle aged Wall Street CEO type within my field of vision. He was on the floor, hurt. I could not reach to help him. I was holding on to my bike and contemplating a jump in the Hudson River. At least I won't be burned. For a short while I was essentially immobile, thinking that we were all about to die and there is little we can do about it. There was nothing to hide under. It was scary and unbelievable, strange. Like a Godzilla movie. I decided to get off the ground and walk up north through the park and to the West side highway, along the river. It was a good decision, because the pictures now show that area to be covered with metal and glass from the American Express Building. There were kids trapped in the Stuyvesant school engulfed in smoke. But I could not linger to help. The police kept pushing us to move. A sea of people moving slowly. Once on the highway I jumped on my bike and left the area. Right as I reached home the other building collapsed. People were screaming on the street right outside my window. I looked out and saw the second building reduced to smoke. Everything was covered with building particles, glass and smoke. By the next day my neighborhood was sealed off and the air was full of smoke and chemical vapors. I realized that when confronted with human loss

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political and cultural differences disappear. I felt for the WTC victims the same way I feel for the continuing plight of the Palestinian people, the people of Iraq, and for the over 2 million Iranian and Iraqi people who were killed in a war that was used by the US to destabilize and devastate the Gulf region and fund terrorist groups in Central America. A war that took the lives of many of my friends. This is precisely the reason why the current talks of revenge and war, and the patriotic sentiments forced on the American people scare me. Clearly, violence diminishes us. Source # 3

Narrative by Josepha Sherman I live on the Upper West Side in NYC, in a high-rise apartment. Late on September 10th, I finished writing my latest folklore book, MYTHOLOGY FOR STORYTELLERS, for ABC-CLIO. I finally sent it off to the publisher very early on September 11th, then went to bed. A few hours later, somewhere around 9:00 AM, I was awakened by the phone. A hysterical friend had managed to get through to me, screaming, "They're gone! They're gone!" I calmed her enough to find out to turn on CNN--and saw the whole horror. I have never felt so stunned and alone, and remember gasping "Oh God," over and over. My friend and I clung to the phone as though to a lifeline. Then I thought to check the Net. Sure enough, the Net was up, and the entire NY writing community started checking in. Having the Net was a sanity-saver for us all as one by one people logged on. The mayor was asking everyone to stay home, at it was eerie to look out over a silent city. With the airport closed, the only planes overhead were warplanes, and it was both frightening and reassuring to hear their powerful roar. I was a little unnerved at being on the 23rd floor, but then reasoned that A) there were no planes but our military up there, and B) a random apartment house would hardly have been a target. The next day, 9/12, I was determined to show the terrorists that life went on, and got out to do some shopping. The local conversations were, of course, about 9/11, and the mood was subdued but determined. That night, the smell of burning was in the air, though not yet sickeningly strong. On 9/13, the wind shifted and the air was filled with both the stench and the smoke. My balcony, particularly the table, was covered with what I wanted to believe was only soot. Since I had pneumonia this year, I was grateful to a friend in NJ who offered clean air for a couple of days. I got to the Port Authority Bus Station just in time for a bomb scare to evacuate the building. By this point, being a New Yorker, I was angry more than scared (we've had a lot of nut case bomb threats over the years). And I was determined to do what I could to help. I managed to calm a Brazilian family who didn't speak enough English to understand the cops, and soothe a poor, scared teenaged girl who was in tears. Then, since my nerves were shaken by their fear, I went and had coffee, and then (two more bomb scares later) took the bus to NJ. There were, I learned later, bomb scares at Grand Central Station and the Empire State Building as well. (I think the entire city would have gone to attack the terrorists if they'd hurt that building!) There's a turn on the highway out of NYC that gives you a good view of the skyline. Everyone on the bus, as one, turned to look at where the Twin Towers had been. Nothing could be seen but the enormous cloud of dust and smoke, but it hurt as though the injury was my own. I think that's what everyone in NYC felt: A personal injury had been done. I returned to NYC two days later, hung flags on my door and balcony, and wore a flag pin. There were flags EVERYWHERE: From window, from balconies, over doors, in windows, on light

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poles and bus stanchions, flying from cab antennas and car antennas--everywhere. The mood was slowly changing from fear to anger to pride. After the first stunned week, I haven't been afraid to fly, or do anything else, for that matter. The city is back to normal. No surprise there. This is one tough city! Source #4 Pearl Harbor "My first thought was what a great pity that… another nation should be added to those aggressors who strove to limit our freedom. I find myself at the age of eighty, an old woman, hanging on to the tail of the world, trying to keep up. I do not want the driver's seat. But the eternal verities--there are certain things that I wish to express: one thing that I am very sure of is that hatred is death, but love is light. I want to contribute to the civilization of the world but…when I look at the holocaust that is going on in the world today, I'm almost ready to let go…" Source #5 “Dear Mr. President” Bob Barker: Mr. President, I live down here in Granbury in Hood County, Texas. This man over here says I can talk to you. Well, that's the one of the things I've always wanted to do is speak my mind to the President of the United States. Of course I never get a chance to do anything like that ordinarily, but I'm sure glad I've got this chance, and I want to talk to you. I know you're pretty busy up there in Washington, but I want to just talk to you about what I've got on my mind about this war situation. Since the coming of Pearl Harbor, as everybody around Hood County here knows, we've been getting right in behind you Mr. President. We'll have to tell you straight before that, we was kind of wondering what you had in your mind up there. But we can see now, and we're behind you a hundred percent, and we want you to know it. The boys around Hood County, here have been joining up pretty fast, I can tell you.

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Source #6 “Dear Mr. President” Mrs. Porter Lucas: Dear Mr. President, there are many questions that I would like to ask about this program that is going on now, but before I would ask those I would like to ask why our Department of Justice has been so lenient with those who have been caught in subversive activities. We have example of men who have been in high government positions that have been proved to be connected with different organizations that are absolutely against our form of government and our democratic ideals. I might mention Harry Bridges and his wife who have been in this country many years and have lived under the blessings of democracy while they were undermining our government. I cannot understand why we have extended to them all the courtesies of democracy under these circumstances, and they are not alone. There are many of those people and if our Americans in foreign countries had been caught in similar circumstances, I am quite sure that those governments would not have been as merciful as we have been. That is one question I would like to have answered. Another thing that I cannot understand is why John L. Lewis has set up such a dictatorship in this, a democracy. I cannot understand how any one man can attain such power in a righteous manner. Those things are not democratic. They are not patriotic. And they are not what we have been taught to be true Americanism. I would like to know why labor has not been a leader in this defense program. Why the strikes in the mines have been allowed to continue to hamper our defense program. I would like to know why these things have not been put into the legislature and taken up. We have had labor legislation we know, but it has been all on one side. There must be labor, equality, and justice for all. We have an example of course of the Irish Republic when they struck while the iron is hot. And that old adage still stands good. But I think that the laboring men and the women of the country who have been, I think, cruelly misled. I think that if they were given the opportunity to say to you, Mr. President, "Give us a chance to show that we too are Americans," I think you would find that John L. Lewis and his cohorts would find that they were not as powerful as they would like to think they are. I am, of course, very much in favor of censorship by the radio and the press. I hope that it can continue to be largely voluntary. But if not, then it is our duty as Americans to get by with less news and less of other things. For we must know that everything that is printed on the front pages of the newspapers of America is made available to the world. Certainly, we are not entitled in times like this to know the military secrets. That is for you and your cabinet. We must be guided by you and your policies in this time of crisis. No man in public office can occupy that office or be there without some hatred, without some feeling. These must now be subordinated to the one thing that we have in mind and that is victory.

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Source #7 “Man on the Street” Interview Paul Martin: Well, to Calvert what had been your attitude concerning the foreign policy of the United States toward Japan and toward the rest of the world before this bombing? Merritt A. Calvert: I'm quite sure that I was just an isolationist, I -- Paul Martin: You were an isolationist? Merritt A. Calvert: I seemed, that I should feel that we keep out of it as much as possible. But after an attack on American property, right away I am of a different opinion. Paul Martin: And, do you think that the present Axis powers, and I mean by that Germany and Italy, and Japan, do you feel that they must be crushed absolutely before there can be any kind of a just peace achieved in this world. Merritt A. Calvert: Well, I am not sure they will have to be crushed absolutely. I think that finances, natural resources will enter into this thing after a length of time, it may be quite a length of time. Paul Martin: But you think that we will have to win a war against them? Merritt A. Calvert: I think we will. Source #8 “Man on the Street” Interview Paul Martin: This is Wednesday, December 10th, 1941. Last Sunday, three days ago, on December 7th, the United States of America was attacked by armed forces of the Japanese Empire. Indiana University, in cooperation with the Library of Congress of the United States, has arranged to record some of the opinions of five representative students concerning the war at this point. These students, we believe, have opinions which should be taken into consideration because they are the people who will be bearing the brunt of this war after the war actually gets underway. First, I have upon my right, Mr. Mike Fox, a sophomore. Mr. Fox, tell us just nearly as you can just what you thought of the war when you heard of the declaration of war by Japan? I mean the attack of the Japanese planes upon Pearl Harbor last Sunday? Mike Fox: Well, I was stunned and at first I didn't believe it.

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Paul Martin: Did not believe it at first. Well, after that period left you, then what did you think about it? Mike Fox: Oh, I'd say it was one a feeling of fury and anger that we had been betrayed. Paul Martin: That we had been betrayed by the people who negotiated in Washington at the time of the actual attack did take place. Mike Fox: Yes. Mr. Boyer: I think our secretary of state must have been asleep if we were betrayed. Clearly, we need somebody in the Naval Intelligence Corps to kind of find out what's going on. If we didn't know what was going on prior to the attacks.

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Analysis Chart Name____________________________ Based on Multiple Sources Multiple Perspectives Activity from Reading History (Allen 105). Sources (include author and title)

Factual Information (key info/main ideas)

Reading between the lines (inferences you can make)

Potential Bias in the document

Questions you want to ask?

How can this document help us answer the central question?

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Pre-Writing Activity Name____________________ Forming Categories As you prepare to write your essay, use the following sheet to brainstorm and form categories for your body paragraphs. Category Documents that

deal with this topic Similarities between Pearl Harbor and 9/11

Differences between Pearl Harbor and 9/11

Initial Government Responses

Military Response

Response towards ethnic/religious groups

Blame for the attacks

General Public reactions

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Essay Grading Rubric Student Name_____________________________

MISSING 5 SOME 6 GOOD 8 VERY GOOD 10

FOCUS (x 2)

· Writing demonstrates no understanding of the task. · Thesis is missing or off topic. · Writing does not focus on

thesis.

· Writing demonstrates an uncertain understanding of the task. · Thesis attempts to establish writer’s

purpose, but is too vague. · Writing demonstrates weak focus on

thesis with few examples that may not connect to thesis and are mostly summary.

· Writing demonstrates a clear understanding of the task. · Thesis clearly establishes writer’s

purpose. · Writing maintains focus on thesis

throughout essay by using examples.

· Writing demonstrates a clear understanding of the task. · Thesis establishes writer’s purpose in

an original way. · Writing maintains focus throughout

essay by connecting examples to thesis.

CONTENT (x 2)

· Introduction is missing. · Writing uses little or no

examples and supporting evidence. · Writing contains no

explanations of examples and supporting evidence. · Conclusion may be missing.

· Introduction does not establish context of the essay. · Writing uses limited examples and

supporting evidence, but they may be off-topic or inaccurate. · Writing contains brief explanations of

examples and supporting evidence. · Essay attempts to draw to conclusion.

· Introduction establishes context of the essay. · Writing uses good examples and

supporting evidence. · Writing contains clear explanations of

examples and supporting evidence. · Essay effectively draws to conclusion

without repeating introduction.

· Introduction establishes interest and context of the essay. · Writing uses range of specific examples

and supporting evidence. · Writing contains clear and varied

explanations of examples and supporting evidence. · Essay effectively draws to conclusion

by emphasizing importance of topic.

ARGUMENT (x2)

· Writing ineffectively uses evidence to prove thesis. · Writing does not

acknowledge counter-argument. · Writing does not

acknowledge point-of-view of source material.

· Writing uses evidence to prove thesis, but not always effectively. · Writing attempts to acknowledge

counter-argument. · Writing briefly acknowledges point-of-

view of source material.

· Writing effectively uses evidence to prove thesis. · Writing acknowledges counter-argument

and refutes it. · Writing analyzes point-of-view of source

material.

· Writing persuasively uses evidence to prove thesis. · Writing acknowledges counter-

argument and refutes it to strengthen argument. · Writing analyzes point-of-view of

source material to strengthen the argument.

STYLE / VOICE (x 2)

· Writing demonstrates no awareness of audience. · Writing does not present an

appropriate voice for the task. · Diction and syntax are not

appropriate and/or impair understanding.

· Writing demonstrates little awareness of audience. · Writing presents an inconsistent voice

for the task. · Diction and syntax are often

appropriate, but may interfere with understanding at times.

· Writing demonstrates a clear awareness of audience. · Writing maintains an appropriate voice

for the task. · Diction and syntax are appropriate,

mostly concrete and specific.

· Writing demonstrates a clear and appropriate awareness of audience. · Writing maintains an appropriate and

clear voice for the task. · Diction and syntax are appropriate and

varied.

ORGANIZATION · Not in multi-paragraph format. · No topic sentences in body

paragraph(s).

· Paragraphs have unclear order. · Not all body paragraphs may feature

topic sentences. · Paragraphs have a clear order throughout

the essay. · All body paragraphs feature topic

sentences.

· Paragraphs have a clear order that contributes to the overall effectiveness of the essay. · All body paragraphs feature topic

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· Topic sentences do not guide paragraphs or support thesis. · No transitions are used in the

essay.

· Topic sentences inadequately guide paragraphs and may not support thesis. · Some transitions are used in essay

and/or they interfere with readability.

· Topic sentences guide the paragraphs and connect them to the thesis. · Transitions are present within and among

all paragraphs.

sentences. · Topic sentences thoughtfully guide the

paragraphs and connect them to the thesis. · Varied transitions within and among

paragraphs make the essay easy to read.

MECHANICS · Essay does not meet the assigned criteria. · Numerous grammatical errors

seriously impair understanding. · Essay is not in MLA format.

· Essay meets only some of the assigned criteria. · Many grammatical errors in essay. · Essay is in MLA format, but with many

errors.

· Essay meets all of the assigned criteria. · Essay is edited for grammar, but may

contain a few minor errors. · Essay is in MLA format.

· Essay meets all of the assigned criteria. · Essay is thoroughly edited for grammar. · Essay is in MLA format.

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Credits:

Unit Designed by Adam Markgraf