Patti Winkler
Hocker Grove Middle School
8th Grade Social Studies

Subject: Who should be put on Trial for War Crimes? Japan? United States?

Lesson Time Frame: 4-5 days (45 minute periods)

Rational: The curriculum emphasizes cause and effect relationships to better understand history (1850-2005). The Nuremberg trials are a perfect example. Students will be able to take their previous knowledge of these trials to evaluate which other countries, if any, should also be put on trial.

Primary and Secondary Resources:
Posters from NARA (700 Pennsylvania Ave, NW, DC, 20408) dealing with WWII, Japanese influence specifically
http://www.historychannel.com/thcsearch/thc_resourcedetail.do?encyc_id=226140 (a great website for a summary of the background)
http://campus.northpark.edu/history/WebChron/China/JapanManchuria.html (primary and secondary information with some pictures)
http://forum.japantoday.com/m_173618/mpage_42/key_/tm.htm (includes several differing views.)
Videos, Conversations: Before and After The War, Rabbit In The Moon: A Documentary Memoir, Something Strong Within from Facing History and Ourselves National Foundation www.facinghistory.org (each of these concerns the Japanese internment)
Video, Pearl Harbor
Former POWs from the area (specifically 2 who were imprisoned on Bataan)
Teacher who was interned in China by Japan because they were American
CD of FDRs address on December 7
Maps with WWII battles in the Pacific marked
Textbook, library books, magazines covering any of the general topics of US vs. Japan

Technology Needed: TV/VCR, student computers, overhead or board

Lesson: Have the posters from NARA posted around the room. Students should answer the question: What roles did Japan play in WWII? They may use resources such as the posters or text. Use the videos (small snippets), web information, Vets, etc. to review the roles Japan and the US played in the causes and effects of WWII. Work through this information in chronological order. Start with Japan invading China (the web site gives descriptions of the Chinese families being displaced and life being destroyed), Pearl Harbor, FDR and 2 minutes of Pearl Harbor following the bombing devastation, the battles in Japan's area (Pacific-use the maps for hands-on, the POW Vet. Contact your local VFW for names or written accounts if there are no available Vets), The Japanese Internment on the west coast (any of the listed videos are good. The scenes discussing what the housing arrangements were.), the bombing of Japan.

Once the overview is in place, students should answer the questions:
1. Thinking of Nuremberg, should Japan have been tried?
2. Where?
3. How?
4. Why?

Put students in groups of 2.

Step 1: The partners will build a case to try Japan. The arguments should convince the courts to try the whole country, the general population, or specific players. Why try them? How could they be tried? Where would the court be? Find which people? Where? What rules will need to be included? What specific incidences on both sides help prove your case? Write the case.

Step 2: The opposing council is to build a case to not allow the trials. Why? What would/could/should the defense use? What specific incidences help prove your case? Should other countries or people be tried instead? Convince the judge this is absolute worst thing that could ever happen. Write the case.

Step 3: Present the cases. If time allows, students could debate the sides (one person is chosen for pro and makes his or her plea to the class, the con then makes his or her remarks to the class). A faster recognition of the learning is to have each set of partners propose or defend to another set of partners. These arguments should be concluded with a written judgment including what the decision was and why. If time doesn't allow for oral arguments, students will hand in their written remarks with the addition of what the judgment should be and why.

Assessment: The written arguments (should Japan be tried for War Crimes, or not? Should someone else be?) and a final judgment of yes or no for the trial explaining why that decision was made.