Brian O'Connor
ECUI 526 - Field Experience II
2-28-18
After completing the heading, please list the following content for the plan:
Title
Subject Area(s)
Grade Level
Summary of the Lesson
Standards: (as applicable)
International Standards
National Standards
Professional Organization
Standards
PA Academic Standards
PA Core Standards
Essential Questions
Objectives
Vocabulary:
Estimated Time
Materials Required
World War II- Pearl Harbor
U.S. History
10th Grade
We will examine the Japanese attack on Pearl
Harbor on Dec. 7, 1941
Standard - CC.8.5.9-10.C
Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or
simply preceded them.
Standard - 8.1.U.B
Evaluate the interpretation of historical events and
sources, considering the use of fact versus opinion,
multiple perspectives, and cause and effect relationships.
How did the Japanese attack on Pearl Harbor
affect the U.S. and WW II?
Students will be able to:
 Hypothesize the shift in American feelings
toward involvement after the attack
 Make observations about the attack after
classroom lecture
Torpedo- explosive that is propelled through the
water and is meant to damage a ship below the
waterline
USS Arizona- A US destroyer that was sunk early in
the Attack on Pearl Harbor
50 minutes
Primary source handout
Picture of the USS Arizona and the memorial
 Pictures from Japan Naval Base at Ulithi, sunken
relics- good resource for visual learners
Procedure BEFORE: (5 Minutes)
Each professor may Begin by reviewing the US stance on isolationism
choose to align this section and the inching closer and closer to involvement
to his/her content areas. through acts/policies like the Cash and Carry and
then Lend Lease Act
This section will include Review how the day prior, we had discussed the
anticipated areas of issue of US involvement and how it was a difficult
differentiated instruction. question to answer. We had valid desires to get
involved and also valid desires to stay neutral.

DURING: (38 Minutes)

Start by showing a map of the Pacific and how
Japan had spread their influence across much of
the Pacific Ocean.
Explain how the Japanese peace envoys were
present in Washington giving the appearance of
desiring peace even though they had instructions
to deny any peace proposals
Next show how Japan’s fleet moved toward Pearl
Harbor and launched their planes in the early
morning hours
Show a YouTube video on the attack
https://www.youtube.com/watch?v=vRgS1LZhqfw
Then reiterate how the planes came in and
bombed or torpedoed the battleships and various
ships.
At this time, I will mention the USS Arizona and
how it was destroyed very quickly at the beginning
of the battle. We will look at the primary source
(below) and read at least some, if not all, of the
account.
This will then tie into FDR asking the congress for
a declaration of war. I will play a clip of his speech
to Congress and then ask the students what they
believe the response will be. When the students
 are assuming that we will go to war, I will prod
them further asking if it will be unanimous or just
the majority. Then I will bring in Congresswoman
Jeanette Rankin who voted against the war. 388-1
was the vote total and her quote, “As a woman, I
can’t go to war, and I refuse to send anyone else.”
This took a lot of courage to vote against the war
and it cost her the reelection bid
AFTER: (7 Minutes)
I will also talk about how a few hours after this
attack, the Japanese began attacking the
Philippines (across the INT date line- DEC 8) and I
will bring up a picture of the USS Arizona
Memorial for students to see and reflect on the
lasting impact of this battle.
Bring the lesson to today, comparing the Japanese
power across the Pacific and the current growing
Chinese Naval presence in the South China Sea.
Formative Assessment I will use formative assessment throughout the
lesson by asking questions and reinforcing key
points. As we progress, I will ask students to share
their predictions as to where the US policy will go
moving forward.
Student Resources Handout included

Accommodations Adhere to all IEP and 504 documents

Assessment Summative assessment will take place at the end
of the WWII unit.

*Peer corrections/suggestions are in red ink

Marine Corporal E.C. Nightingale abord the USS Arizona

http://www.eyewitnesstohistory.com/pearl.htm

"At approximately eight o'clock on the morning of December 7, 1941, I was leaving the breakfast table
when the ship's siren for air defense sounded. Having no anti-aircraft battle station, I paid little attention
to it. Suddenly I heard an explosion. I ran to the port door leading to the quarterdeck and saw a bomb
strike a barge of some sort alongside the NEVADA, or in that vicinity. The marine color guard came in
at this point saying we were being attacked. I could distinctly hear machine gun fire. I believe at this
point our anti-aircraft battery opened up.

"We stood around awaiting orders of some kind. General Quarters sounded and I started for my battle
station in secondary aft. As I passed through casement nine I noted the gun was manned and being
trained out. The men seemed extremely calm and collected. I reached the boat deck and our anti-
aircraft guns were in full action, firing very rapidly. I was about three quarters of the way to the first
platform on the mast when it seemed as though a bomb struck our quarterdeck. I could hear shrapnel
or fragments whistling past me. As

soon as I reached the first platform, I saw Second Lieutenant

Simonson lying on his back with blood on his shirt front. I bent over
him and taking him by the shoulders asked if there was anything I
could do. He was dead, or so nearly so that speech was impossible.
Seeing there was nothing I could do for the Lieutenant, I continued
to my battle station.

"When I arrived in secondary aft I reported to Major Shapley that

Mr. Simonson had been hit and there was nothing to be done for
him. There was a lot of talking going on and I shouted for silence
which came immediately. I had only been there a short time when a A captured Japanese photo shows
terrible explosion caused the ship to shake violently. I looked at the Battleship Row under attack.
boat deck and everything seemed aflame forward of the mainmast.
Hickam Field burns in the distance
I reported to the Major that the ship was aflame, which was rather
needless, and after looking about, the Major ordered us to leave.

"I was the last man to leave secondary aft because I looked around and there was no one left. I followed
the Major down the port side of the tripod mast. The railings, as we ascended, were very hot and as we
reached the boat deck I noted that it was torn up and burned. The bodies of the dead were thick, and
badly burned men were heading for the quarterdeck, only to fall apparently dead or badly wounded.
The Major and I went between No. 3 and No. 4 turret to the starboard side and found Lieutenant
Commander Fuqua ordering the men over the side and assisting the wounded. He seemed exceptionally
calm and the Major stopped and they talked for a moment. Charred bodies were everywhere.

"I made my way to the quay and started to remove my shoes when I suddenly found myself in the
water. I think the concussion of a bomb threw me in. I started swimming for the pipe line which was
about one hundred and fifty feet away. I was about half way when my strength gave out entirely. My
clothes and shocked

condition sapped my strength, and I was about to go under when

Major Shapley started to swim by, and seeing my distress, grasped
my shirt and told me to hang to his shoulders while he swam in.

"We were perhaps twenty-five feet from the pipe line when the
Major's strength gave out and I saw he was floundering, so I
loosened my grip on him and told him to make it alone. He stopped
and grabbed me by the shirt and refused to let go. I would have
drowned but for the Major. We finally reached the beach where a
marine directed us to a bomb shelter, where I was given dry clothes
The USS Shaw explodes
and a place to rest."