L3+Kendall,+Grace


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name**: Ms. Kendall / Ms. K **Date of Lesson**: Perspective/Letters to be compiled into a class e-book
 * Grade Level**: 11-12 **Topic**: The Pacific Theater of WWII

__**Objectives**__

 * Student will understand** that the Pacific theater had far reaching impacts on society in both Japan and the United States.
 * Student will know** **about the following**: casualty rates in the European theater as opposed to the Pacific; surrender conditions set by the US; American and Japanese interpretations of one another; lead-up to attack on Pearl Harbor; Russian movement towards Japan; “island hopping” strategy in the Pacific; conditions on Okinawa and/or Iwo Jima. ( Equip). Students will use a Sense Chart graphic organizer to help them evaluate what it would have been like to be on Iwo Jima.
 * Student will be able to** write four letters (two as an American soldier, two as a Japanese soldier) as a soldier serving on Iwo Jima writing to someone back home, whether that is a friend, family member, or even the President or Emperor.

__**Maine Learning Results Alignment**__
Maine Learning Results, Social Studies: E - History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma: World War II and Postwar United States, 1939 - 1961 (Pacific Theater) "Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world."


 * Rationale:** This lesson investigates what life was like for soldiers serving in the Pacific during World War II, both Americans and Japanese. Students will learn important aspects of war as a whole, and of the Pacific theater in particular.

__**Assessment**__

 * Formative (Assessment for Learning):** Students will use a Sense Chart graphic organizer during the lesson to help them evaluate what it would have been like to be on Iwo Jima. As a cooperative learning exercise, students will get together in Jigsaw groups to learn about the conditions on Iwo Jima (Students’ research topic may be assigned to them according to the five senses listed on the Sense Chart). During the class discussion and sharing of what they learned, students will continually add to their Sense Chart to create for themselves a complete picture of what soldiers on Iwo Jima would have experienced. Presentations by the teacher and additional information students came across in their research will be shared to add to the content knowledge, timeline, etc. and students will work with all of these things in order to write their letters. Students will complete all four letters as a homework assignment and pass them in as first drafts. They will be evaluated using the lesson rubric, with feedback included on the rubric and/or letters, and final drafts will be due the following class period


 * Summative (Assessment of Learning):** Students’ final product will consist of four letters in final draft form. The technical format of these letters will vary, as students may pass in handwritten ones, typed ones, letters with doodles in the margins, etc. so long as it remains a fairly authentic portrayal of what an actual soldier might have written during their time in the Pacific theater of WWII. These letters will then be uploaded to create a class E-book, and the students' final product, as uploaded to the class E-book, will be graded according to a lesson rubric.

__**Integration**__

 * Technology**: Students will utilize type II technology as a class when they compile a class E-book of all the letters they have written.
 * English**: Students will write four letters in various formats, and inclusions of poetry, "exploded moments," or other writing techniques will be encouraged.
 * Art**: Students may include artwork in their letter writing, and will be introduced to artwork from the Marine Combat Art Collection to explain this possibility.
 * Geography**: Maps and discussions about the geography of Iwo Jima (particularly the cave system and its expansion by the Japanese, Mount Suribachi, etc.) will be used to explain tactics and process of the battle.

__Groupings__
During this lesson, students will get together in Jigsaw groups to learn about the conditions on Iwo Jima. To form groups, the class will count off by a number (whichever number will yield groups of approximately 5 students per group - so in a class of 20 students, they would count off by 4), and each student in the group will be assigned one of the 5 senses. Students will research together, with teacher guidance about likely topics, and will fill in their sense chart as they go. Class discussion will follow, with students sharing what they learned. During discussion, students will continually add to their Sense Chart to create for themselves a complete picture of what soldiers on Iwo Jima would have experienced.

__**Differentiated Instruction**__
**Verbal/Linguistic**: Since this lesson essentially revolves around the idea of writing letters as both Japanese and American soldiers stationed in the Pacific during WWII, students who have well-developed Verbal/Linguistic intelligence will connect to it very well. **Logical/Mathematic**: Filling in the Sense Chart graphic organizer will be a helpful organizational technique to help logical learners to plan out their letter writing beforehand. **Visual/Spatial**: Visual learners will be engaged through the hook, when photographs from Iwo Jima will be included in the teacher presentation. **Interpersonal**: Interpersonal intelligence will be utilized during the Jigsaw activity, particularly at the activity’s close where students teach their classmates about what they learned.  **Intrapersonal**: Intrapersonal learners will be engaged through the main premise of the assignment; that they are being asked to assume the role of another person and really evaluate what life would have been like for that person.  **Naturalist**: Since a very important part of this assignment will be the nature of fighting on in the Pacific, a lot of attention to the setting and environment will be paid during the presentation(s). In particular, about the black beach sand, the name “Iwo Jima” translating to “Sulfur Island” and the smell of sulfur permeating the island, the fact that Iwo Jima is a volcanic island and how this affects its environment, etc. **Bodily/Kinesthetic**: Physically assuming the roles of their letter characters and doing a read-aloud/acting out of their letter would be encouraged, but not required. Bonus points would be offered if a student wanted to do something like this.
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Students can utilize teacher notes and the class agenda on the class wikispace to catch up, but must also communicate with the teacher via email or a personal meeting to be brought up to speed. Work that was due and completed on the day the student was absent may be passed in via email. Skype will be available for students who want to take advantage of it.
 * Absences**


 * Extensions**
 * Students will utilize type II technology in the form of a class E-book during this lesson. **

__**Materials, Resources and Technology**__
copy of unit syllabus printout of selected writings of E.B. Sledge (Peleliu & Okinawa): [] laptop for each student whiteboard and markers printouts of the Senses graphic organizer (1 per student) projector for use during class review of photographs and works from the Marine Combat Art Collection website art supplies for students who want to include artwork in their letters headphones for students to use while researching

__Source for Lesson Plan and Research__
Sense Chart Graphic Organizer: []
 * Classroom Tools Sources:**

PBS' "The War" media gallery: [] Definition of "1,000 yard stare": [] About the island of Iwo Jima: [] Battle of Okinawa video (good sound examples): [] Selected writings of E.B. Sledge (Peleliu & Okinawa): []
 * Online Information Sources:**

Possibly E.B. Sledge, //With the Old Breed: At Peleliu and Okinawa//, 7th ed. (New York: Presidio Press, 2007). Ronald H. Spector, "//Strangers in Strange Lands//," in //Major Problems in the History of World War II: Documents and Essays//, ed. Mark A. Stoler, Melanie S. Gustafson, and Thomas Paterson, (Boston: Houghton Mifflin, 2003). <span style="font-family: arial,helvetica,sans-serif;">Laura Hillenbrand, //Unbroken: A World War II Story of Survival, Resilience, and Redemption//, (New York: Random House, 2010).
 * Non-web Information Sources:**

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** To ensure that all students are learning to the best of their own ability, this lesson will strive to work with all of the four learning styles discussed in EDU221, including Puppy, Beach Ball, Microscope, and Clipboard styles. Clipboard learners will work well with the organization style used in the Sense Chart graphic organizer. Microscope learners will be engaged through guided research, including teacher presentations, in-class research time with teacher support, and class readings. Puppy learners will connect with the group work and class discussion portions of this lesson, while beach ball learners will enjoy the variety of research options provided. The read-aloud hook of this lesson will also engage beach ball learners by allowing them a period of time to focus on the lesson's topic.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will know<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> about the following: <span style="border-collapse: separate; font-family: arial,helvetica,sans-serif;"><span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">casualty rates in the European theater as opposed to the Pacific; surrender conditions set by the US; American and Japanese interpretations of one another; lead-up to attack on Pearl Harbor; Russian movement towards Japan; “island hopping” strategy in the Pacific; conditions on Okinawa and/or Iwo Jima. ( Equip). Students will use a Sense Chart graphic organizer to help them evaluate what it would have been like to be on Iwo Jima. These topics will be covered during classroom discussions and through teacher presentations as well as through student research. These topics and their coverage will meet the Maine Learning Results standard E1 for History education:

Maine Learning Results, Social Studies: E - History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma: World War II and Postwar United States, 1939 - 1961 (Pacific Theater) "Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world." **Rationale:** This lesson investigates one of America's and the world's most influential eras: World War II. In addition to this major era, students will examine the roles of soldiers in war and how war affects the men and women "on the ground."

For this lesson's summative assessment, students will be able to<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> write four letters (two as an American soldier, two as a Japanese soldier) as a soldier serving on Iwo Jima writing to someone back home, whether that is a friend, family member, or even the President or Emperor. This lesson will ask students to think of war conditions from the perspective of both Japanese and American soldiers. Students will be asked to consider soldiers' feelings about the war itself, battles, fighting, home, etc.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** Students will utilize type II technology in the form of a WebQuest during this lesson. Other examples of varied instructional strategies and technology usage include:

<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">**Verbal/Linguistic**: Since this lesson essentially revolves around the idea of writing letters as both Japanese and American soldiers stationed in the Pacific during WWII, students who have well-developed Verbal/Linguistic intelligence will connect to it very well. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">**Logical/Mathematic**: Filling in the Sense Chart graphic organizer will be a helpful organizational technique to help logical learners to plan out their letter writing beforehand. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> **Visual/Spatial**: Visual learners will be engaged through the hook, when photographs from Iwo Jima will be included in the teacher presentation. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> **Interpersonal**: Interpersonal intelligence will be utilized during the Jigsaw activity, particularly at the activity’s close where students teach their classmates about what they learned. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> **Intrapersonal**: Intrapersonal learners will be engaged through the main premise of the assignment; that they are being asked to assume the role of another person and really evaluate what life would have been like for that person. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> **Naturalist**: Since a very important part of this assignment will be the nature of fighting on in the Pacific, a lot of attention to the setting and environment will be paid during the presentation(s). In particular, about the black beach sand, the name “Iwo Jima” translating to “Sulfur Island” and the smell of sulfur permeating the island, the fact that Iwo Jima is a volcanic island and how this affects its environment, etc. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;"> **Bodily/Kinesthetic**: Physically assuming the roles of their letter characters and doing a read-aloud/acting out of their letter would be encouraged, but not required. Bonus points would be offered if a student wanted to do something like this.

**Formative (Assessment for Learning)** <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Students will use a Sense Chart graphic organizer to help them evaluate what it would have been like to be on Iwo Jima. As a cooperative learning exercise, students will get together in Jigsaw groups to learn about the conditions on Iwo Jima (Students’ research topic may be assigned to them according to the five senses listed on the Sense Chart). During the class discussion and sharing of what they learned, students will continually add to their Sense Chart to create for themselves a complete picture of what soldiers on Iwo Jima would have experienced. Presentations by the teacher and additional information students came across in their research will be shared to add to the content knowledge, timeline, etc. and students will work with all of these things in order to write their letters. Students will complete all four letters as a homework assignment and pass them in as first drafts. They will be evaluated using the lesson rubric, with feedback included on the rubric and/or letters, and final drafts will be due the following class period
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

**Summative (Assessment of Learning):** Assuming the roles of both a Japanese soldier and an American soldier serving in the Pacific, write a series of four letters (two as a Japanese soldier, two as an American soldier) to someone "back home" (whether you address these letters to a friend, family member, former teacher, or even the President or Emperor is up to you). Include information about your experiences, both past and present, what you are feeling, what hardships you have encountered and what good points you have encountered (if any). Be creative and really try to empathize with your subject matter. When all of the class letters are completed, we will compile them into a class e-book. Proper source citations should be included with each letter (as footnotes if the letter is typed, and as an additional page if the letter is handwritten).

__Teaching and Learning Sequence__
Classroom arrangement: For this lesson, the classroom will be arranged by setting tables up in "islands" of 5 students per group. There would be one "floating" roller chair in the room that would be used by the teacher to move among table groups during group work. I would have one or two bulletin boards up to display different types of resources and information about opportunities the students might be interested in. There would be at least one bookcase to hold additional research material for students to use, as well as print resources about Turabian citation.

Day 1 (80 minutes) Day 2 (80 minutes)
 * Begin class. After students take their seats, class will begin with the teacher handing out a Sense Chart graphic organizer to each student. The purpose of these graphic organizers will be explained, and it is for students to keep track of observations they make during the next portion of class, a read-aloud hook. (10 minutes/70 remaining)
 * The lesson will begin with the teacher reading aloud selected excerpts from//With the Old Breed// by E.B. Sledge. This reading will last about 5 minutes and will include Sledge's coverage of battles, conditions, firsthand accounts, etc. of fighting in the Pacific theater of WWII. Following the reading, the teacher will ask students to take part in a class discussion, sharing what parts of the reading jumped out at them and why. (15 minutes/55 remaining)
 * Intro to assignment. The 4 letters assignment will be explained and outlined. By the end of this intro, students will know why the Sense Chart graphic organizer is being utilized; that they will write 4 letters (2 as an American soldier, 2 as a Japanese soldier); that their letters may be typed or handwritten, so long as they look authentic; that they may include drawings, poetry, or other artwork in their letters to make them feel as authentic as possible; that their letters may be addressed to a number of possible individuals (family back home, friends, the President or Emperor, etc.); that at the end of the project, the students letters will be compiled into a class e-book. At the end of this intro, a Q&A session about the assignment will be held, and if no questions are asked, the teacher will call on students with specific questions related to the assignment (i.e. "Jenny, how many letters are we going to write for this assignment?"). (15 minutes/40 remaining)
 * Collected resources for research will be presented to the students, with an explanation of each one and a bit of class exploration of the resources via the overhead projector. During this presentation, the teacher will stress again why the Sense Charts are being used, and that students should be trying hard to take on a soldier's perspective. (10 minutes/30 remaining)
 * Explanation of groups. Groups will generally be formed simply by tables, so will be already decided based on where students chose to sit when they came in to the new class arrangement that day. Groups will be combined/moved as necessary to make sure all or most groups have 5 people. Once this is finalized, the teacher will explain that each group member will choose one of the 5 senses listed on the Sense Chart and they will research more information about how that sense would be been used or engaged by a soldier in the Pacific. The teacher will give groups 2 minutes to decide among themselves which group member will be researching which sense. (5 minutes/25 remaining)
 * Group research. Students will have approximately 15 minutes of class time to begin their research, using in-class resources and their laptop computers (accessing resources from the class wiki or through their own online research). During this time the teacher will be circulating around the class to ask questions and offer further explanation. (15 minutes/10 remaining)
 * Fill in your groups! Students will be given a notice when they have 5 minutes left of research time - at this notice, they should stop researching and they should share with their group what they found about their assigned sense. Group members should use this sharing time to fill in more information on their own sense charts. (5 minutes/5 remaining)
 * Wrap up. In the last 5 minutes of class the teacher will explain that drafts of the 4 letters are due the next class period. Rubrics for the assignment will be handed out. (5 minutes/done)
 * Begin class. After students take their seats, class will begin with the teacher projecting this photo ([]) and asking students to offer their thoughts/reactions to it. The teacher will then explain the concept of the "Thousand Yard Stare" or "combat stress reaction." This will be presented for general information but also in case any students want to incorporate this into their letters. (10 minutes/70 remaining)
 * Peer-to-peer editing. Using the first drafts that should have been completed as homework, students will get together with their season partners and do peer editing of their letters. For this part of the lesson, they will be using the letter rubric they were given last class. **__Note__**: students who don't have first drafts started will conference with the teacher and will be given work time in a quiet area away from peer-to-peer editing sessions. (15 minutes/55 remaining)
 * Class check-in. For a short time following peer-to-peer editing, the class will discuss what has been the hardest aspect of this assignment, what part(s) they are having trouble with, etc. and will have the opportunity to pose questions to the teacher and/or the class as a whole. (10 minutes/45 remaining)
 * Work time. Students will be given the remainder of class to work on their letters. A sign up sheet for teacher conferences will be made and students who would like to may add their names to this list and have a teacher conference to get input on their letters. (45 minutes/done)
 * __Note__**: Final drafts will be due the following class period and the teacher will grade them with the rubric as well as scan and/or upload them to create a class e-book.

Student will understand that <span style="border-collapse: collapse; font-family: Arial,sans-serif; line-height: 14px;">the Pacific theater had far reaching impacts on society in both Japan and the United States. **<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; font-weight: normal;">Students should understand how seemingly outside influences can have unexpected effects and should also be aware of the far reaching effects that war can have on societies. Students should understand the human cost of war, and the effects that war has on the men and women who are asked to do the fighting. The Maine Learning Result standard E1 ( **<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">//**Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world)**// is adequately addressed by several aspects of this lesson. See above for lesson layout and process.
 * Where, Why, What, Hook Tailors:** Visual (use of artwork from the Marine Combat Art Collection in the hook section), Intrapersonal (the reading of a firsthand account during the hook section will ask students to consider what it would have been like as a soldier in the Pacific), Naturalist (inclusions in the read-aloud portion of the hook that will talk about the environmental conditions in the Pacific).

In order to truly take on the perspective of a soldier in the pacific during this lesson, students will need to have some background knowledge about the war in the Pacific during WWII. The majority of instruction during this lesson will be conducted as a presentation/guided discussion, with the teacher offering information about the strategies used in the Pacific, the nature of the fighting there, etc. The teacher will ask students to take part by sharing their own reactions to these topics. Student participation will be guided by voluntary additions as well as the teacher posing questions and calling on students for answers. Students will use a Sense Chart graphic organizers during this lesson as note-taking tools during presentations and to aid them in truly considering what it would have been like to be a soldier in the Pacific. The goal of this activity will be aid students in their consideration of this idea. "Checkpoints" along the way to check for students' progress and understanding will include group discussions, the Jigsaw session, peer-to-peer editing of first drafts of letters, and the sign-up sheet for teacher conferences. Their final summative assessment will come in the form of 4 letters written as if they were Japanese and American soldiers in the Pacific. At the end of the lesson, these letters will be compiled into a class e-book.
 * Equip, Explore, Rethink, Revise, Tailors:** Logical (utilizing the Sense Chart graphic organizer to aid in taking on this different perspective), Interpersonal (group and class discussions; peer-to-peer editing), Intrapersonal (student option to sign up for a one-on-one conference with the teacher), Visual (students will be encouraged to include artwork in their letters if they would like to).

<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Students will work in groups of 5 students. Throughout the hook and the lesson, students will be asked to think critically and deeply about what it would mean to them to be a soldier serving in the Pacific theater of WWII. This in-depth consideration will be facilitated by background knowledge provided by the teacher and open ended questions posed during class to promote class-wide discussion. To ensure that every students takes part in high-order thinking, the teacher will accept voluntary answers but will also make a practice of calling on students. Additionally, the checklist portion of the lesson, where student groups confer with the teacher about their question worksheets will offer the teacher the opportunity to provide meaningful feedback and push students to higher order thinking. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; line-height: normal;">Students will pass in the first drafts of their letters and will receive timely feedback from the teacher utilizing the rubric for this project.
 * Explore, Experience, Revise, Refine, Tailors:** Interpersonal (group work and discussions); Logical (feedback via rubric).

Students will self-assess before passing in their final draft of their letters by using the same rubric that the teacher will, and will pass this rubric in along with their completed letters. Timely feedback will be provided by the teacher using the same rubric, which will be passed back the following class period. This lesson serves as a strong introduction to the following one, which is about American motivations for their use of the atomic bomb in WWII. The brutality of the fighting in the Pacific, as well as the predicament of many POWs may have been factors in the decision to drop the atomic bomb.
 * Evaluate, Tailors:** Intrapersonal (self-assessment with rubric; feedback from teacher); Logical (use of rubric); Verbal (use of rubric and written feedback).

Island hopping strategy in the Pacific entailed Allied forces inching closer to the Japanese mainland island by island, taking relatively small islands one by one and expelling Japanese forces in order to gain access to necessary air strips. Airstrips were important in Allied strategy of undertaking an assault on the Japanese mainland to end the war. The Japanese military taught that to be captured as a POW was shameful, and that instead, soldiers should fight to the death, and this feeling exacerbated the inhumane treatment of Allied POWs in Japanese camps. Japanese treatment of POWs and civilians was consistently barbaric. Examples: Rape of Nanking, treatment of POWs. E.B. Sledge excerpts related to t<span style="font-family: Arial,Helvetica,sans-serif;">he senses: "The world was a nightmare of flashes, violent explosions, snapping bullets. Most of what I saw blurred." "The sun bore down unmercifully… Smoke and dust from the barrage limited my vision. The ground seemed to sway back and forth under the concussions. I felt as though I were floating along in the vortex of some unreal thunderstorm. Japanese bullets snapped and cracked and tracers went by me on both sides at waist height…" "The noise and concussion pressed in on my ears like a vise…" "To be shelled by massed artillery and mortars is absolutely terrifying, but to be shelled in the open is terror compounded beyond the belief of anyone who hasn't experienced it." "We ate our rations, checked our weapons, and prepared for a long night… We felt isolated listening to the moisture dripping from the trees and splashing softly into the swamp. It was the darkest night I ever saw. The overcast sky was as black as the dripping mangroves that walled us in. I had the sensation of being in a great black hole and reaching out to touch the sides of the gun pit to orient myself." "Each morning just before sunrise, when things were fairly quiet, I could hear a steady humming sound like bees in a hive as the bluebottle flies became active with the onset of daylight. They rose up off the corpses, rocks, refuse, brush and wherever else they had settled for the night like a swarm of bees." "During a lull the men stripped the packs and pockets of the enemy dead for souvenirs. This was a gruesome business, but Marines executed it in a most methodical manner. Helmet headbands were checked for flags, packs and pockets were emptied, and gold teeth were extracted... It wasn't simply souvenir hunting or looting the enemy dead; it was more like Indian warriors taking scalps." "To the noncombatants and those on the periphery of action, the war meant only boredom or occasional excitement; but to those who entered the meat grinder itself, the war was a nether world of horror from which escape seemed less and less likely as casualties mounted and the fighting dragged on and on. Time had no meaning; life had no meaning. The fierce struggle for survival in the abyss of Peleliu eroded the veneer of civilization and made savages of us all. We existed in an environment totally incomprehensible to men behind the lines -- service troops and civilians." "The salt air was delicious to breathe. What a luxury to inhale long deep breaths of fresh clean air, air that wasn't heavy with the fetid stench of death… But something in me died at Peleliu. Perhaps it was a childish innocence that accepted as faith the claim that man is basically good. Possibly I lost faith that politicians in high places who do not have to endure war's savagery will ever stop blundering and sending others to endure it." "We thought the Japanese would never surrender. Many refused to believe it. Sitting in stunned silence, we remembered our dead. So many dead. So many maimed. So many bright futures consigned to the ashes of the past. So many dreams lost in the madness that had engulfed us. Except for a few widely scattered shouts of joy, **the survivors of the abyss sat hollow-eyed and silent, trying to comprehend a world without war**." (remind students about the "Thousand Yard Stare" <span style="font-family: Arial,Helvetica,sans-serif;"> The fighting itself that took place in the Pacific was also very different, thanks in part due to a vastly different climate and environment. Disease was a major risk in the Pacific, with some Army divisions had "66 percent and 41 percent of the infantrymen had been sent to a malaria treatment center at least once."Additionally, and perhaps due in large part to this fact, fewer than 60% of POWs in Japanese camps in WWII survived, and oftentimes the Japanese forces refused to comply with Geneva Convention rules for the treatment of POWs.
 * Content Notes**

<span style="font-family: Arial,Helvetica,sans-serif;"> **<span style="font-family: Arial,Helvetica,sans-serif;">Handouts ** <span style="font-family: Arial,Helvetica,sans-serif;"> Sense Chart graphic organizer <span style="font-family: Arial,Helvetica,sans-serif;"> Rubric <span style="font-family: Arial,Helvetica,sans-serif;"> E-book permission slip to be signed by student and parent, allowing their letters to be posted online