Hiroshima Peace Site

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Photo, A-Bomb Dome
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This is a somewhat random collection of material designed to inform visitors about the effects of atomic weapons on Hiroshima and Nagasaki and to encourage discussions about world peace. The Hiroshima City University Department of Computer Science produced the site, which is divided into twenty pages. Pages that address the effects of the bomb include interviews of 700 to 900 words with five survivors and a survey of attitudes of second-generation Hiroshima citizens and children towards the bombing. There are 13 images of objects in the Peace Memorial Museum and 12 photographs that portray the effects of the bomb on Hiroshima. A 600-word essay describes the bomb and its physical effects. Pages that focus on peace include a tour of Peace Park, messages from the Mayors of Hiroshima and Nagasaki, and the 19-page transcript of the Hiroshima Peace Forum, attended by Shimon Peres, Kenzaburo Ooe, and Takeshi Hiraoka. A bibliography provides titles for 37 books about the bomb and links to 30 other bomb related sites. Site may be useful for discussion of the cultural legacy of the bomb.

After the Day of Infamy

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Day of Infamy website screen shot
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More than 12 hours of audio interviews conducted in the days following the December 7, 1941, attack on Pearl Harbor and in January and February, 1942, are included on this site. Interviews include the voices of 200 "ordinary Americans" recorded in 10 places across the U.S.

December recordings were made by fieldworkers contacted by the Library of Congress Radio Research Project to gather opinions of a diverse group of citizens regarding American entrance into war. In the 1942 recordings, produced by the Office of Emergency Management, interviewees were instructed to speak their minds directly to the President. Interviewees discuss domestic issues, including racism and labor activism, in addition to the war. Related written documents and biographies of the fieldworkers are also presented. The interviews are available in audio files and text transcriptions, and are searchable by keyword, subject, and location.

Beyond the Movie: Pearl Harbor

Description

From the Snag Learning website:

"Explore the real stories, real heroes, real places, and real action underlying the Touchstone Pictures release Pearl Harbor. Did the characters portrayed in the feature film really exist? How did the moviemakers decide when to use real events and when to foray into fiction? National Geographic documents how real life history and fiction came together to make a fascinating story. Spellbinding scenes from the film are juxtaposed with authentic combat footage and insights from historians, combat veterans, top-ranking military personnel, and the film’s all-star cast and crew."

ABMC War Dead Database

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This American Battle Monuments Commission (ABMC) Burials and Memorializations database features over 224,000 records of individuals buried or memorialized in ABMC cemeteries and memorials worldwide. Covering 24 cemeteries in 10 foreign countries and 3 additional memorials in the U.S., this database provides online access to burial information of those killed in action primarily during World War I, World War II, the Korean War, and the Vietnam War.

Additional individuals include veterans, active duty military, and civilians. The database also provides information on individuals in the Corozal American Cemetery (Panama) and the Mexico City National Cemetery (Mexico), including civilians and veterans of the Spanish-American War and the Civil War.

The database interface allows students to search by name, war or conflict, service or serial number, branch of service, unit, service entry location, cemetery/memorial, date of death, and keyword. Users can also search for service members who are missing in action and Medal of Honor recipients who are buried or memorialized by ABMC.

This organization of the material allows the user to explore a wealth of information. Students can research the geographic distribution of burials or explore representation among military branches in individual cemeteries. The ABMC database allows users to focus on who is buried and memorialized and to explore the experiences of individual soldiers as well as patterns and commonalities.

Students, for example, could begin to explore the number of women who served as nurses during World War I and the Influenza epidemic of 1918, or the experiences of the 100th Infantry Battalion of the U.S. Army during World War II. Or they could chose to search for an individual from their home state or community and use the database’s information as a starting point to research the life of this individual. They can download search results and print, email, or share individual records.

This valuable research and teaching resource is accompanied by a robust “Education Resources” section featuring interactive timelines and campaign narratives, cemetery or memorial-specific mobile apps, publications, videos, lesson plans, and curriculum ideas. The “Flying Yanks: American Airmen in WWI” interactive, for example, provides historical background for students exploring the air war in WWI, a timeline and map with primary sources, as well as individual stories of airmen.

Students can use the database in conjunction with the learning materials to enrich their understanding of U.S. military history, memorialization, public history, and numerous other historical topics.

World War II Memorial

Video Overview

What do the elements of the World War II Memorial in Washington, DC, symbolize? Is the design effective? Who was the memorial built for? Christopher Hamner and Michael O'Malley try to answer these questions by contrasting the memorial with the Vietnam Veterans Memorial.

Video Clip Name
warmemorial2.mov
Video Clip Title
World War II Memorial
Transcript Text

Christopher Hamner: You can’t really understand the World War II Monument, where it is and why it looks the way it looks, without understanding the Vietnam Memorial and the story of getting it built. The design competition for the Vietnam Veterans Memorial was open to everybody. It eventually got more than 1,400 submissions. They were handled anonymously so that the judging panels saw only the design and a numbered code and they went on 1,400 down to 300 down to 30 down to the winner who was very surprising when it was revealed. It was a 21-year-old architecture student at Yale named Maya Lin.

Michael O’Malley: Problematic is so many ways.

Christopher Hamner:: Youth, ethnicity, gender. And it was the design that’s very close to what we now see on the Mall. One of the reasons that I suspect the World War II Monument looks the way that it looks, which is much more traditional, heroic, sort of celebratory. It seems to privilege sort of consensus and unity above everything else. [It] has to do with the desire to avoid that kind of controversy. One of the things that we pointed out was the fact that the ring of stones that sort of marks the outer boundary that are adorned with wreaths are dedicated to the states.

Michael O’Malley: Which makes no sense. The state-iness was not part of the World War II experience.

Christopher Hamner: Of all the ways you could possibly cut up World War II—

Michael O’Malley: It’s not like all the guys from Delaware were in one unit. They got drafted, they went down to some camp in the South and then they went back. I mean their was no state-iness attached to it.

Christopher Hamner: It’s a national effort to the extent that people identify with some smaller segment, it’s usually by branch or then by division. There are other ways that you could group it, but the one that makes the least sense is the states. It’s incredibly traditional, it’s white, there are wreaths, there’s a gold star at one end for every 500 combat deaths.

Michael O’Malley: So they want to have some element of what the Vietnam War Memorial does so well, which is individualizing. Really made graphic the extent of the loss. They want to have some element of that—

Christopher Hamner: But they don’t particularize it quite as effectively and that some of the teachers that we toured with said that that element of it had sort of fallen flat, that it did not—

Michael O’Malley: You actually came away thinking less people died in World War II than in Vietnam.

Christopher Hamner: I found as I walked around I spent probably half my time trying to figure out what the organizational strategy was. They were not in alphabetical order, they were not in the order the states joined the Union, they’re not grouped together. I mean I couldn’t tell. It didn’t look to me like it was sort of by population or the sort of number of soldiers from that state who perished over the course of the war and I started to suspect that it was just random.

Michael O’Malley: I mean the Vietnam Memorial takes a few elements and loads them with meaning. This thing takes a lot of elements and bleeds the meaning out of them.

Christopher Hamner: We also talked about the Korean War Memorial, which is a sort of interesting combination, right? That it’s particularized and personalized and that it’s slightly larger-than-life-size figures of soldiers that are in ponchos. They’re spread out and kind of making their way across a field but they’re not heroic in the way that soldiers a century ago would have been portrayed. You can feel the weight of the gear that they carry.

Michael O’Malley: And that wants to put you in the midst of it, I mean you walk through them. You’re right in the middle of that, so, where as in the World War II Memorial you’re in the middle of kind of nothing, you’re in the middle of some kind of empty abstraction.

Christopher Hamner: It has become more participatory at least during the daytime than it had been before because there are so many World War II veterans who are designated, who are kind of milling around the areas and who will engage with visitors and pose for photographs and talk about their experience so there is a sort of participatory dimension to it. But as Mike pointed out, these guys won’t be around forever, that cannot last.

Michael O’Malley: That’s an element of this thing that we got to in the discussion. There were some great questions, like who was this thing for? And there was really a sense that this was for veterans. Like this is here to make veterans feel good. It’s not about the nation remembering something. It’s a gift to veterans. I have nothing against giving gifts to veterans, but is that the purpose of a memorial? That’s a worthwhile question. And when the veterans are gone, what do you have? You have a gift for a person who is no longer around. It’s an odd construction of memorialization.

IWitness

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What is it?

IWitness is a free resource developed by the USC Shoah Foundation Institute to help students develop a deeper understanding of 20th-century history alongside digital and media literacies. It houses approximately 1,000 Holocaust survivor and witness testimonies and allows students to construct multimedia projects using the testimonies. Users need only an Internet connection; all of the tools—including an online video editor—are self-contained on the server and are compatible with both Macs and PCs.

Getting Started

In order to start using IWitness, click here and select “register.” Once registered, you will be able to create classes and generate access codes students can use to register.

Teachers are using IWitness as a way to integrate 21st-century literacies into a range of subjects.

Even prior to registering, the IWitness home page features a rotating group of curated clips. These short clips run less than five minutes and draw learners into compelling stories. Linked from the home page, the Browse All Topics page provides more clips from a breadth of topics to anyone visiting the site. Registered users are able to search among more than 1,000 full-length testimonies, then save clips from the testimonies for use in projects. Testimonies have been indexed to the minute with keywords. If, for example, students search for “music,” they will get a list of clips where the interviewee discusses music, and they can go right to the exact minute in which music is discussed in a testimony. Users also can narrow search results in various ways.

Once signed in, you should go to your “Dashboard” to get started exploring IWitness. From here you will notice videos located on the left side under “Connections.” The Connections videos will help you address important topics with your students: ethical editing of video clips, effective searching, and defining terms like “archive” and “testimony.” There is an Educators page designed to orient teachers to the site and highlight available resources. There is also a resource tab on the top of the screen with links to reliable information. For students and teachers alike, IWitness offers a Tool Kit, which can fly out from the right side of the screen. The Tool Kit provides users with quick access to their assigned activities, as well as to an encyclopedia, glossary, and note-taking tool.

IWitness has numerous activities you can assign to your students. More than 200 activities are available in several languages and cover an array of subjects from the Holocaust and genocide to cinema and media & digital literacy. Different types of activities present information in diverse formats and can be filtered for different age or subject levels. “Information Quest”, for example, focuses on a single survivor or witness of the Holocaust. Students listen carefully for information in testimony clips and then reflect on their learning by using, among other things, a world cloud tool. As an educator, you are also able to build your own activities for your students in IWitness with the “Activity Builder”. The additional resources offered on the “Resources” page provide bibliographies, glossaries, and timelines that may be useful when assigning activities for students to build or complete.

Examples
IWitness allows students to learn about . . . the 20th century while creating meaningful projects and making connections with their own lives.

Teachers are using IWitness as a way to integrate 21st-century literacies into a range of subjects, including social studies, language arts, media studies, psychology, and more. One history teacher built an IWitness activity so his students could compare and contrast the Hollywood portrayal of the Sobibor Uprising in film with how survivors of the event remember and describe it. Through his IWitness activity “Escape From Sobibor: Hollywood and Memory,” his students were able to use critical thinking as they watched testimony and compared it to the film, then select clips of that testimony to construct a more historical depiction of daily life in the concentration camp.

You can also use IWitness to help teach online etiquette and respectful dialogue skills. Within IWitness, students finish their activities by viewing and commenting on their classmates’ projects. This is a great way to spark conversation that can continue in IWitness through social-media-style commenting tools. Teachers are able to mediate conversations and communicate with students within the application. IWitness also provides reminders to students about good digital citizenship when communicating with their peers within the site. IWitness allows students to learn about important events in the 20th century while creating meaningful projects and making connections with their own lives.

For more information

Want to learn more about IWitness? See Teachinghistory.org's Website Review for more information.

Looking for more resources on the Holocaust? Teachinghistory.org has gathered website reviews, lesson plans, teaching strategies, and more on the Days of Remembrance of the Victims of the Holocaust spotlight page.

Civilian Public Service Story

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The Civilian Public Service Story answers the question, "Did individuals conscripted for World War II who were strongly opposed to killing have to fight?" The answer, something rarely discussed, is no. In the words of the site's introductory page, "Civilian Public Service (CPS) was a program developed at the onset of WWII which provided those whose conscience forbade them to kill, the opportunity to do work of national importance under civilian direction rather than go to war. Nearly 12,000 men made this choice, and many women voluntarily joined the cause. They fought forest fires, worked in mental institutions, planted trees, did dairy testing and served as subjects for medical experiments in more than 150 camps scattered throughout the United States."

The section "The Story Begins" consists of a brief summary of the history of conscientious objection in the U.S., beginning with colonial times. You can also find an annotated bibliography, listing approximately 18 works. Note that these works, and this site in its entirety, are intended for adult users. However, this does not preclude the information from being useful for K–12 history education.

"The People" consists of a few statistics on the World War II CPS population as well as a database of the men and women of the CPS, reproduced with permission from the Center of Conscience and War. These records, searchable and alphabetized by last name, may include year of birth, community, religious denomination, CPS entrance and exit dates, spouse, camps and units, higher education, and pre- and post-CPS occupation. These records may be of the most use in a classroom setting, as they could spark local history or oral history projects. "The Camps" provides a similar feature. Consider looking into CPS camps that were in your area using the map application on the site.