Sam Gross Summer Institute

Description

Through the Institute, teachers begin an investigation of the history of the Holocaust, the systematic, planned annihilation of European Jews and other groups by Nazi Germany from 1933–1945. Participants will also broaden their depth of knowledge about current genocides and continued episodes of man's inhumanity to man during the 20th and 21st centuries. The institute includes a wide range of age-appropriate resources and strategies being modeled through exploration of the best practices in an integrated teaching model. Educators will be equipped to return to their classrooms with the knowledge and pedagogical resources to teach in a manner that leads to an investigation of the ramifications of prejudice, racism, and stereotyping. Educators will examine what it means to be a responsible and respectful person for the purpose of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions.

Registration Deadline
Sponsoring Organization
Florida Holocaust Museum
Phone number
727-820-0100
Target Audience
K-12
Start Date
Cost
$640
Course Credit
Participants will receive 3 hours of USF *4000 level credit.
Duration
Five days
End Date

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.

Understanding and Appreciating World War II Veterans

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Question

My 8th-grade students will interview a veteran and then do independent research on those battles and locations. Do you have suggestions of sites my students can hit that would have info about the various branches of military and info about battles, ships, planes, etc. where these vets served?

Answer

There are a number of wonderful sites for someone looking for background information about World War II, and the experiences of military men and women abroad and at home. Unfortunately, while there is considerable general information, the experiences of specific veterans can be widely varied—extending across the globe, and over land, sea, and air. Given the large number of units and the many changes in deployments over the course of the war, it can be difficult to find information about specific units on the web.

As a starting point, to transport your students back into the period you might start with some of the very broad overviews of the war by sites such as the History Channel. And (with proper warnings about the way they exaggerate and oversimplify) you might have them look at one of the War Department’s Why We Fight documentaries.

As they try to get a closer understanding of the specific experiences of particular service people and their units, your students can look at the materials prepared by the military services, which have substantial resources on the web (though they are a pretty clunky). For information on ground forces, they should check out the Army’s U.S. Center for Military History. Much of the material here consists of digitized version of print publication (hence the rather look), but it provides very comprehensive information about particular events.

The Naval History Center offers similar information for the U.S. Navy and Marine corps. Those are probably your best sources for information on the web at the unit level.

The National Archives also offers a treasure trove of information digitized from their collections, which includes everything from enlistment records of particular soldiers to photographs from the period. It can be hit-or-miss the closer you try to get to a specific person or unit, but it does provide some excellent examples of their specific experiences at the time.

Finally, the Library of Congress’s Veteran’s History Project provides a model of the kinds of information students might want to gather from each of the veterans they interview. Each interviewee in the database has a small fact sheet summarizing the key elements of their careers, and also offers digitized recordings of interviews with service men and women.

These are the best sources of information about World War II I have found on the web, though there are dozens of other sources available out there of widely varied quality. Most of the other sites are either extremely dated or are quite general summaries of broad themes and specific battles or events, but these sites should get your students started and on the right track.

Reading and Thinking Aloud to Understand

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Article Body

This 11th-grade honors U.S. history class, using Reading Apprenticeship techniques developed by WestEd, shows students engaged in the process of reading primary source documents as a means of better understanding the internment of Japanese Americans during World War II. The students in this video are in an honors classroom. The class is in an ethnically, linguistically, and economically diverse school in a high immigrant, rural community. This video provides examples of two promising practices:

  • Putting students in pairs to conduct "read aloud/think aloud" work
  • Providing students with strategic vocabulary for reading primary sources
Content

Students in this lesson are in the middle of a week-long unit on Japanese American internment. Focusing on the question of the constitutionality of relocating and interning these citizens, students read several primary source documents, including the Constitution and opinions from Korematsu vs. the United States, a 1944 Supreme Court case challenging the internment.

Read Aloud/Think Aloud

Students work together in pairs to summarize excerpts from the Constitution relevant to the internment. They take turns reading aloud to each other and talk through the process of reading. As they do, they verbalize their reading and thinking processes, defining terms, connecting the text to prior knowledge, analyzing the meaning of the text, and asking questions about difficult passages as they go.

Strategic Vocabulary

Before, during, and after her students read, the instructor signals key terms that need definition (e.g., ex post fact, bill of attainder, vested). While the read aloud/think aloud strategy helps students make sense of difficult texts, they still need assistance with advanced language and sophisticated concepts. By identifying and defining key terms for students, the instructor helps them decode the documents.

What's Notable?

Many teachers ask students to read primary source documents. But students often struggle with complex language and difficult concepts, often missing the connection with the material they are studying. What makes this class unique is the way the instructor structures the class in order to support student reading.

Civil Rights and Incarceration

Teaser

What were the consequences of and motivations for Japanese American removal during World War II?

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Description

Students analyze the consequences of the removal of Japanese Americans in the western United States to relocation centers during World War II.

Article Body

In this lesson students view and take notes on a 10-minute newsreel describing the evacuation and relocation of Japanese Americans from western states during World War II. Students analyze the movie using a handout. Questions focus students' attention on analyzing the government's case for the necessity of the incarceration. This newsreel activity and a set of introductory readings, pictures, and interviews make up the recommended core of the lesson. Most of the remaining eight activities, by contrast, illustrate the Japanese American perspective on the incarceration. Each activity is organized around a different type of primary source, including photographs, diaries, autobiographies, poetry, and theater. Classroom activities range from analyzing textual and visual sources to performing scripted dramatic readings. Some activities include potentially challenging reading material, but teachers can tailor the lesson to the needs of their students by choosing from the many options available. We think that teachers will appreciate the diversity, high quality, clear presentation, and emotional resonance of the materials provided by this lesson.

Topic
Japanese American Internment; World War II; Civil Rights
Time Estimate
1-6 class sessions (or longer)
flexibility_scale
5
Rubric_Content_Accurate_Scholarship

Yes Materials used in the lesson have been well researched. Content and materials on the Densho site are very thorough. Check out other resources and causes of incarceration.

Rubric_Content_Historical_Background

Yes Students are required to study an introductory section, The Incarceration Years, before beginning film analysis.

Rubric_Content_Read_Write

Yes Newsreel activity requires students write a film review. Optional activities may include reading primary sources and offer additional writing assignments.

Rubric_Analytical_Construct_Interpretations

Yes Constructing interpretations and evidence-based judgments about the incarceration is central to most of the activities.

Rubric_Analytical_Close_Reading_Sourcing

Yes Each activity is organized around a different type of source. Much of the lesson encourages students to think critically about what can be learned from different source materials.

Rubric_Scaffolding_Appropriate

Yes The basic newsreel and introductory activities would be appropriate for any high school class. Other activities range in difficulty, including some that would challenge Advanced Placement history students.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes A variety of worksheets and suggested discussion questions are provided to scaffold student thinking.

Rubric_Structure_Assessment

No Not all activities include assessment strategies.

Rubric_Structure_Realistic

Yes The lesson provides clear directions. Detailed advice on how to use the lesson in any classroom is provided on the site.

Rubric_Structure_Learning_Goals

Yes Learning objectives are explicitly stated.

American Radicalism Collection

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Annotation

This website contains 129 pamphlets, documents, and newsletters produced by or relevant to radical movements. Groups represented by one to 30 documents include the American Indian Movement; Asian Americans; the Black Panthers; the Hollywood Ten; the Ku Klux Klan, the IWW, and the Students for a Democratic Society. Additional situations covered include the Rosenberg case, Sacco and Vanzetti, and the Scottsboro Boys. Additional topics include birth control and the events at Wounded Knee. This is a small but useful resource on radicalism, political movements, and rhetoric.

USC Archival Research Center

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Annotation

These varied collections document the history of Los Angeles and southern California. "Digital Archives" offer more than 126,000 photographs, maps, manuscripts, texts, and sound recordings in addition to exhibits. Nearly 1,200 images of artifacts from early Chinese American settlements in Los Angeles and Santa Barbara are available, as is the entire run of El Clamor Publico, the city's main Spanish-language newspaper from the 1850s. Photographs document Japanese American relocation during World War II and photographs, documents, and oral history audio files record Korean-American history. The archive also includes Works Projects Administration Land Use survey maps and Auto Club materials. A related exhibit, "Los Angeles: Past, Present, and Future", offers collections on additional topics, including discovery and settlement, California missions, electric power, "murders, crimes, and scandals," city neighborhoods, cemeteries, Disneyland, African American gangs, and the Red Car lines.

Battle Lines: Letters from America's Wars

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Annotation

This annotated collection of more than 30 letters addresses the personal and political costs of war. Letters cover conflicts from the Revolutionary War to the current war in Iraq and are divided thematically into five sections: "Enlisting," "Comforts of Home," "Love," "Combat," and "The End of the War." Letters come from well-known military figures, such as Douglas MacArthur and Robert E. Lee, as well as ordinary veterans, such as Peter Kiterage, one of the 5,000 African Americans who fought in the Revolutionary War. The thematic organization allows users to chart changes and continuities over 200 years of American history. Each letter is read aloud so students can listen as well as read. In addition, a "magic lens" feature provides transcriptions over the original handwriting to help students decode the letters.