I. NCSS Standard: Culture

          Performance Expectations

                   b. predict how data and experiences may be interpreted by people from diverse cultural perspectives and frames of reference

                   f. interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding

II. Learning Outcomes

·        Students will understand the difficulties in presenting controversial historic events to the public.

·        Students will understand the varying perspectives of all parties involved in the Enola Gay controversy.

·        Students will understand that the cultural differences in 1945 still prevail in today's society.

·        Students will become familiar with using technology for academic assignments.

·        Students will demonstrate their ability to complete preparation work before the beginning of class.

III. Evaluation

          Through class discussion, students will be evaluated on their comprehension of the reading material. Each student having received a different article to read will thus be required to contribute his/her material to the class discussion. At the end of class, the students will be assigned a 1-2 page journal entry on their experiences and thoughts after the discussion.

IV. Curriculum

          This lesson will primarily be used in an American or World History course, but could possibly be used in a civics course.

V. Instructions

          1.) Each student will be given a reading assignment on the topics of the bombing of Pearl Harbor, the atomic bombs, and the U.S. encampment of Japanese and Japanese-Americans from a variety of perspectives, to read prior to class discussion. If the means are available, students will also be required to participate in an online discussion board before class to inform their classmates on their readings.

          2.) If the discussion board is not possible, then the beginning of class will be briefly spent summarizing the readings. Discussion will then commence, with students directing most of the discussion and the teacher guiding the students to the desired topics. The teacher will interject questions to stimulate the discussion.

          3.) Near the end of class, the students will be assigned to write a 1-2 page journal entry into their Learning Portfolio on their reaction and thoughts to the discussion.

VI. Questions

·        Why did the Japanese bomb Pearl Harbor? Where their reasons justified, given the evidence?

·        Why did Japan keep fighting even though they could not win?

·        Why did the United States want to take away the Japanese Emperor?

·        Do you think the United States understood the Japanese culture?

·        Was President Truman right to drop the bomb on Hiroshima? What about Nagasaki? Could there be other reasons for dropping the bombs? (Cold War)

·        Why were Japanese and Japanese-Americans sent to interment camps?

·        How is this cultural issue still handled today? (Smithsonian Enola Gay Exhibit)