L1+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:** Interpret/WebQuest (final product is an essay that is included in WebQuest)
 * Grade Level:** 10 **Topic:** The Pacific Theater of WWII

__**Objectives**__

 * Student will understand that** cultural differences (and misconceptions about those differences) between the US and Japan greatly affected the way the war was fought -AND- the Pacific theater had far reaching impacts on society in both Japan and the United States.
 * Student will know** about the following: American feelings towards the Japanese and vice versa; what effect misconceptions or falsehoods had; surrender conditions set by the US; “island hopping” strategy and what it was like for soldiers; US allies (Australia, in particular, because there is a lot of propaganda related to it).
 * Student will be able to** critically complete a WebQuest investigating the use of propaganda in WWII.

__**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 the idea of how cultural differences can be influential factors in a war, and how those cultural differences may be used by opposing forces to affect wartime sentiment.

__**Assessment**__

 * Formative (Assessment for Learning)** Students will use a Describing Wheel graphic organizer to brainstorm possible answers to the question: “Why do soldiers fight?” There will be a short (1-2 minute) period for students to brainstorm silently, but the bulk of this brainstorming will be done as a class with the teacher posing questions to encourage discussion. This activity will help students evaluate why propaganda can be so effective. This lesson will pause for a Three-Minute Review and offer students the opportunity to ask clarifying questions and to discuss what they think of propaganda as a topic, how they think it would feel the be the target of such propaganda, etc. Students will then work in teams to complete the assigned WebQuest (consisting of two sets of short answer questions and one final essay). Students will pass the short answer questions from the WebQuest along with their essay outline in to the teacher. The teacher will review the outline using a checklist and give students feedback and a "green light" to move on the final draft of their essay.


 * Summative (Assessment of Learning):** Complete this WebQuest, designed by Craig Fell of Penn State University (Attribution-NonCommercial-ShareAlike 2.5 Generic [CC BY-NC-SA 2.5]), to investigate the use of propaganda by both the American and Japanese governments during WWII. Examples of propaganda will be shown in class and we will discuss propaganda, its aims, and its effectiveness. The WebQuest will ask you to further examine the topic of both American and Japanese propaganda, as well as answer two sets of short-answer (3-5 sentences) questions. The final product of the WebQuest will be a short essay responding to your critical reading of an essay about Japanese and American propaganda. This essay will be graded using the rubric included in Mr. Fell's WebQuest.

__Integration__


 * Technology**: Students will utilize type II technology in the form of a WebQuest during this lesson.
 * English**: Students' final project will consist of a short written essay.
 * Art**: Students will critically analyze propaganda art from WWII.
 * Music**: Students will listen to a clip of a WWII propaganda song.

**__Groupings__** Between their individual completion of the Describing Wheel and beginning of the WebQuest, students will pause and form groups to take part in a Three Minute Review cooperative learning project. Groups will be set up by "table groups" of 3-4 students to each table, with these table groups having been assigned earlier in the year to ensure diverse viewpoints at each table. The Three-Minute Review will offer students the opportunity to ask clarifying questions and to discuss what they think of propaganda as a topic, how they think it would feel the be the target of such propaganda, etc. The students will complete the WebQuest together (with one as the computer navigator, one as the discussion coordinator, one as the question reader, and one as the designated question asker [this student will bring any questions the group has to the teacher for explanation] but each will form their own individual sheets of short answers, as well as completing their own unique outlines.

__**Differentiated Instruction**__
**Logical/Mathematic**: Logical/Mathematical intelligence is present when students are asked to critically analyze WWII propaganda and its effectiveness. **Visual/Spatial**: This lesson is naturally geared towards Visual/Spatial learners through its use of WWII propaganda artwork. **Interpersonal**: Group and partner work and discussions will allow students to hear multiple viewpoints about the use and effectiveness of propaganda in WWII and share their own viewpoints. **Intrapersonal**: When students are asked to reflect on how they would feel if they were the target of propaganda like that which was used in WWII, this will tie in Intrapersonal intelligence into the lesson. **Musical**: Students will also listen to/watch this clip from Letters From Iwo Jima, which includes a propaganda-esque song being sung by schoolchildren and broadcast in dedication to the Japanese soldiers fighting on Iwo Jima. ([] ) **Naturalist**: Students will also analyze the layout of the WWII propaganda posters and how ideas such as “home” or the harsh environment of the Pacific were used to great effect.
 * Strategies:**
 * Verbal/Linguistic**: Verbal/Linquistic intelligence is addressed in the portion of this assignment where students write short answers and an essay analyzing propaganda use in WWII.

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**

Students will utilize type II technology in the form of a WebQuest during this lesson.
 * Extensions**

__**Materials, Resources and Technology**__
copy of unit syllabus a projector or poster-sized printout of propaganda poster from WWII for class discussion and analysis handouts showing examples of propaganda from WWII laptop for each student whiteboard and markers world map printouts of the Describing Wheel graphic organizer (1 per student) students will need notebooks printouts of essay outline/web checklist (1 per student)

__Source for Lesson Plan and Research__
If a definition of a WebQuest is needed: [] The propaganda WebQuest that students will complete: [] The WebQuest's rubric: [] Describing Wheel graphic organizer: []
 * Classroom tools sources:**

Links to propaganda collections: [], [] Information about mass suicides at Saipan: [] Musical propaganda, as fictionalized in //Letters from Iwo Jima//: [] National Archives YouTube channel: [] Naval History & Heritage page for Pearl Harbor, information and images: [] About Naoetsu POW Camp: []
 * Online information sources:**

Howard Zinn and Kathy Emery, //A People's History of the United States, Abridged Teaching Edition//, Updated & abridged ed. (New York: New Press, 2003), 299-326. Gail Collins, //America's Women: 400 Years of Dolls, Drudgery, Helpmates, and Heroines// (New York: Harper Perennial, 2003).. Laura Hillenbrand, //Unbroken: A World War II Story of Survival, Resilience, and Redemption//, (New York: Random House, 2010). Christopher O’Brien, “US History II,” (class lectures, University of Maine at Farmington, March 20, 2010 - April 8, 2010).
 * Non-web information sources: **

__**Maine Standards for Initial Teacher Certification and Rationale**__
The variety of work and instruction strategies in this lesson will utilize all of the four learning styles discussed in EDU221: puppy, beach ball, clipboard, and microscope. Since students will be given the rubric at the outset of the assignment, "clipboards" will have an easy task of keeping track of what they need to do and what progress they are making on their assignment. Turning in essay outlines to be reviewed with a checklist before moving on to writing a draft will also help clipboards know they are on the right track and allow them the chance to receive clear feedback before moving on to their final step. "Microscopes" will naturally connect with the main theme of this lesson: to investigate propaganda and both why and how it was used in the Pacific theater of WWII. Students will be asked to analyze, question, and investigate, all of which are skills that microscope learners utilize well. The group work and class discussion sections of this lesson will engage puppies, since they tend to thrive on peer-to-peer interactions. Finally, beach ball learners will be engaged through the brainstorming, and the movement through different stages of this lesson, from the hook through the short answer questions and on to the essay planning and writing. The hook portion of the lesson, of examining examples of propaganda as a class and discussing them, will allow beach balls to focus on the topic and goal of the lesson.
 * //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:**

Students will know about the following: American feelings towards the Japanese and vice versa; what effect misconceptions or falsehoods had; surrender conditions set by the US; “island hopping” strategy and what it was like for soldiers; US allies (Australia, in particular, because there is a lot of propaganda related to it). These topics will be covered during classroom discussions and through teacher presentations as well as through the WebQuest assignment. These topics and their coverage will meet the Maine Learning Results standard E1 for History education:
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

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 idea of how cultural differences can be influential factors in a war, even today, and how those cultural differences may be used by opposing forces to affect wartime sentiment.

For this lesson's summative assessment, students will be able to critically complete a WebQuest investigating the use of propaganda in WWII, including the WebQuest's final assignment of a short essay. This lesson will ask students to utilize their interpretation skills to great extent and at almost every stage of the lesson. They will be asked to analyze and interpret WWII propaganda art for its intended goals and its effectiveness, compare and contrast propaganda from opposing sides of WWII and how they are similar and dissimilar, and finally critically read an essay by Anthony Navarro and write a short essay in response to it.

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:
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

**Verbal/Linguistic**: Verbal/Linquistic intelligence is addressed in the portion of this assignment where students write short answers and an essay analyzing propaganda use in WWII. **Logical/Mathematic**: Logical/Mathematical intelligence is present when students are asked to critically analyze WWII propaganda and its effectiveness. **Visual/Spatial**: This lesson is naturally geared towards Visual/Spatial learners through its examination of WWII propaganda artwork. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">**Interpersonal**: Group and partner work and discussions will allow students to hear multiple viewpoints about the use and effectiveness of propaganda in WWII and share their own viewpoints. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">**Intrapersonal**: When students are asked to reflect on how they would feel if they were the target of propaganda like that which was used in WWII, this will tie in Intrapersonal intelligence into the lesson. <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">**Musical**: Students will also listen to/watch this clip from Letters From Iwo Jima, which includes a propaganda-esque song being sung by schoolchildren and broadcast in dedication to the Japanese soldiers fighting on Iwo Jima. (<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[] ) <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">**Naturalist**: Students will also analyze the layout of the WWII propaganda posters and how ideas such as “home” or the harsh environment of the Pacific were used to great effect.

**Formative (Assessment for Learning)** <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; line-height: normal;">Students will use a Describing Wheel graphic organizer to brainstorm possible answers to the question: “Why do soldiers fight?” There will be a short (1-2 minute) period for students to brainstorm silently, but the bulk of this brainstorming will be done as a class with the teacher posing questions to encourage discussion. This activity will help students evaluate why propaganda can be so effective. This lesson will pause for a Three-Minute Review and offer students the opportunity to ask clarifying questions and to discuss what they think of propaganda as a topic, how they think it would feel the be the target of such propaganda, etc. Students will then work in teams to complete the assigned WebQuest (consisting of two sets of short answer questions and one final essay). Students will pass the short answer questions from the WebQuest along with their essay outline in to the teacher. The teacher will review the outline using a checklist and give students feedback and a "green light" to move on the final draft of their essay.
 * //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):** Complete <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">this WebQuest, designed by Craig Fell of Penn State University (Attribution-NonCommercial-ShareAlike 2.5 Generic [CC BY-NC-SA 2.5]), to investigate the use of propaganda by both the American and Japanese governments during WWII. Examples of propaganda will be shown in class and we will discuss propaganda, its aims, and its effectiveness. The WebQuest will ask you to further examine the topic of both American and Japanese propaganda, as well as answer two sets of short-answer (3-5 sentences) questions. The final product of the WebQuest will be a short essay responding to your critical reading of an essay about Japanese and American propaganda. This essay will be graded using the rubric included in Mr. Fell's WebQuest.

__Teaching and Learning Sequence__
Classroom arrangement: My class will be set up with tables arranged in a horseshoe pattern (3-4 students to each table, with everyone facing the inside of the horseshoe) with the horseshoe "opening" towards the board. Desks in this arrangement would best facilitate classroom discussions about what is being learned. 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):
 * Begin class. Before students sit down there will be two enlarged examples of WWII-era anti-American propaganda either projected via the computer or blown up to poster size and taped to the front board. Class will begin with the teacher asking students to interpret various aspects of the posters, such as theme, symbolism, target audience, and what they feel the posters are trying to convey about Americans. This discussion will involve the class as a whole, with students and teacher all asking and answering questions. (15 minutes/65 remaining)
 * Handouts of Anti-Japanese propaganda. Students will be given one or two sheets of paper showing additional examples of propaganda, but these will be anti-Japanese propaganda. In this way, students will be exposed to both sides of this particular issue. The differences between the examples will be discussed, and the teacher will facilitate a conversation about them. (10 minutes/55 remaining)
 * "Why do soldiers fight?" - Teacher will ask the class to consider and discuss this question, and will as students to specifically consider the differences between the questions "Why do soldiers enlist?" and "Why do soldiers fight?" Other questions posed by the teacher might include: //How do feelings about war change as one is exposed to it? Why might battlefield propaganda be effective? What does battlefield propaganda try to make soldiers think about? Would you be swayed by such propaganda in a similar situation?// The goal of this discussion would be to have students critically analyze the aim of propaganda and why it might work, as well as what cultural differences were most on display in the examples. The teacher will supplement this discussion with open ended questions and relevant content information. (15 minutes/40 remaining)
 * Three Minute Review. Class will pause and students will work with their table groups during a Three Minute Review session, where they will synthesize their thoughts and reactions and have a chance to ask clarifying questions. During this review, the teacher will walk among groups to answer questions or pose new ones if a group seems stuck. (5 minutes/35 remaining)
 * WebQuest introduction. The teacher will introduce students to the WebQuest they will be completing for this lesson. Students will all be asked to get their laptops out and turned on, and the teacher will utilize the projector to run the class through the basic layout and process of the WebQuest, including the different sections, the two main assignments (short answer questions and an essay), and the grading rubric. Students will also be notified at this time of one change in the process of the WebQuest: Before they can move on to the essay portion of it, they must pass in an outline of their essay for teacher feedback and approval. (10 minutes/25 remaining)
 * Work time. Students will use the remainder of class to begin working on the WebQuest. This will be done within table groups, with each student completing his or her own short answer questions. During this work time, the teacher will move among the table groups to check on progress, answer questions, offer insights, etc. (20 minutes/5 remaining)
 * Wrap up. Students will be given a 5 minute warning before the end of class that it is time to clean up and shut down computers. Students who are not done their short answer questions should finish them for homework and pass them in at the beginning of the next class period. (5 minutes/done)

Day 2 (80 minutes):
 * Introduction to final part of WebQuest. The final stage of the WebQuest is to read an article by Anthony Navarro about WWII propaganda and write a one page essay answering one of two proposed questions. The teacher will explain this stage and offer students a short introduction to Navarro's article before allowing students class time to tackle this portion of the WebQuest, again working in table groups. It will also be explained that during class students must complete an outline or web for their essay, and this outline or web must be presented to the teacher for feedback via a checklist before they can move on to the final stage of the WebQuest of actually writing their essay. (10 minutes/70 remaining)
 * Work time. Students will be allowed a large chunk of class time to work on the WebQuest with their table groups. During this time, the teacher will be moving among the table groups to answer questions, help, offer content info, etc. (30 minutes/40 remaining)
 * Discussion of Navarro article. The final essay will be answering one of two questions offered by the WebQuest after students have read the Anthony Navarro article about propaganda use in the Pacific theater of WWII. Following the work time (during which students will have read the article), the class will pause for a class review of the article, with a focus on how to address the two assigned questions using the article. (15 minutes/25 remaining)
 * Work on outlines/webs. Students will have approximately 20 minutes to begin working on their essay outlines or webs and get them approved by the teacher before moving on to writing the essay itself. For this assignment, students may do handwritten outlines/webs or may use the Inspiration software on their laptops. During this time, the teacher will move between table groups for to review outlines/webs and offer assistance. Outlines/webs will be reviewed using a simple checklist reviewing thesis & supporting ideas, with a comments section for the teacher to offer written feedback. (20 minutes/5 remaining)
 * Wrap up. Students will be given a 5 minute warning before the end of class that it is time to clean up and shut down computers. The teacher will answer any last minute questions and will inform students that their essays should be completed as homework, with the essay, a hardcopy version of their outline or web, and the checklist to be passed in at the beginning of the next class period, at which time the class will move on to their new lesson.

<span style="font-family: Arial,Helvetica,sans-serif;">Students will understand that <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14px;">cultural differences (and misconceptions about those differences) between the US and Japan greatly affected the way the war was fought -AND- <span style="font-family: Arial,sans-serif; line-height: 14px;">the Pacific theater had far reaching impacts on society in both Japan and the United State. **<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; font-weight: normal;">Students should be familiar with the concept of propaganda and the fact that investigating both sides of a conflict can offer a deeper understanding of it for historians and students alike. Students should also be aware of propaganda's roots in advertising and how similar principles are still evident today. 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:** Logical (analyzing WWII propaganda artwork), Visual (use of WWII propaganda artwork in the hook section), Interpersonal (group discussion during the hook section), Musical (clip of propaganda song [see above] to be played during the first part of the lesson), Naturalist (there will be a focus on the use of aspects of "home" and the environment in the Pacific in propaganda).

In order to take a critical and analytical role in this lesson, students will need to have some background knowledge about the tactics and conditions of the war in the Pacific during WWII. The majority of instruction at the beginning of this lesson will be conducted as a presentation/guided discussion, with the teacher offering information about the strategies used in the Pacific, American and Japanese relations, the reasons propaganda might have been effective, what the Pacific was like for soldiers and how these ideas were used in propaganda (see content notes below). The teacher will ask students to take part by sharing their own opinions and insights into 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 Describing Wheel graphic organizer during this lesson, writing the question "Why do soldiers fight?" in the center of the wheel and brainstorming possible answers in the sections of the wheel. The goal of this activity will be for students to analyze what goals different propaganda had and the specific methods used to achieve those goals. "Checkpoints" along the way to check for students' progress and understanding will include students completing and passing in a set of short answer questions, completing an essay outline or web and going over this with the teacher using a checklist to provide concrete feedback, and a final summative assessment in the form of a short essay.
 * Equip, Explore, Rethink, Revise, Tailors:** Logical (analyzing WWII propaganda artwork; utilizing a Describing Wheel graphic organizer to arrange thoughts and ideas; making connections between propaganda tactics and real-world concerns during the Pacific theater of WWII), Interpersonal (group and class discussions when completing the Describing Wheel), Intrapersonal (students will be asked to reflect on how it would feel to be the target of such propaganda; each student will complete their own answers to the short answer question as well as their own essay);

<span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">Students will work in table groups of 3-4 students. Throughout the hook and the lesson, students will be asked to critically analyze WWII propaganda, why it was made, and what it hoped to accomplish. This analysis 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 students confer with the teacher about their essay outline will offer the teacher the opportunity to provide meaningful feedback and push students to higher order thinking. The table groups will have been set up at the beginning of the year and organized to ensure diverse opinions in each group. For this WebQuest assignment each table will have roles assigned: <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif; line-height: normal;">with one as the computer navigator, one as the discussion coordinator, one as the question reader, and one as the designated question asker [this student will bring any questions the group has to the teacher for explanation] (for table groups with 3 students, question reader and discussion coordinator roles will be combined). The checklist activity provides students with an excellent opportunity to revise and refine their essay product, and the goal of group work is that rethinking will be a constant aspect of the work since students will be sharing differing ideas among themselves. This goal will also be acheived by the teacher posing open-ended, discussion-generating questions.
 * Explore, Experience, Revise, Refine, Tailors:** Interpersonal (group work and discussions); Logical (analysis of WWII propaganda; checklist portion of assignment); Intrapersonal (student to teacher conferences and student-specific feedback during the checklist activity).

Students will self-assess before passing in their essay by using the same rubric that the teacher will, and will pass this rubric in along with their essay. Timely feedback will be provided by the teacher using the same rubric, which will be passed back within two class periods. This lesson serves as a strong introduction to the following one, which is about cultural differences and how they affect war. These cultural differences and varying interpretations of them are magnified in propaganda, so this lesson serves as a good introduction to the next lesson.
 * Evaluate, Tailors:** Intrapersonal (self-assessment with rubric; feedback from teacher); Logical (use of rubric); Verbal (use of rubric and written feedback);

American hatred of the enemy was widespread, but particularly vehement towards the Japanese. Why? 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 society held its own racist opinions as well, and considered the Japanese a "pure" race and characterized Allied soldiers as barbaric "Anglo-Saxon devils." Mass suicides at Saipan were propelled by Japanese propaganda that taught death by suicide was preferable to capture by Allied forces, particularly Americans. American forces insisted on unconditional surrender from the Japanese, which proved problematic since the one constant condition the Japanese had was that their emperor must remain in place. Since the emperor is a holy figure in Japan, this was a sticking point for surrender negotiations.
 * Content Notes**
 * Examples: Earl Warren, attorney general in California during the war: "We believe that when we are dealing with the Caucasian race... we can... arrive at some fairly sound conclusions because of our knowledge of the way they live in the community." Time magazine reporting on the battle for Iwo Jima: "The ordinary unreasoning Jap is ignorant. Perhaps he is human. Nothing... indicates it."
 * Pearl Harbor: 2400+ Americans killed. Facts & pictures here.
 * Japanese treatment of POWs and civilians was consistently barbaric. Examples: Rape of Nanking, treatment of POWs.

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 way. Australian allies were an important part of this strategy because Australia offered a friendly base in the Pacific.


 * Handouts**
 * Rubric
 * Describing Wheel Graphic Organizer
 * Propaganda Handout
 * Checklist for essay outline/web