Students learn the details of the Japanese attack on Pearl Harbor and the U.S. entry into the war against Japan, Germany, and Italy. Then, they follow the progress of American industry’s mobilization for the war and they evaluate the leadership of President Franklin D. Roosevelt in response to the war’s outbreak. Finally, they create a collage of primary source visuals about the mobilization.
Students read an overview of the experience and the learning objectives, then consider the idea that the United States has sometimes stayed out of wars before being drawn into major global conflicts. They contribute to a word cloud by naming countries that are currently at war, and then post to a class wall explaining what kinds of events might cause the United States to enter a global war today, supporting their ideas with evidence from history or current events.
Teacher MovesIntroduce the experience and review the objectives. Facilitate a brief discussion of student responses, highlighting examples such as direct attacks on the United States or its allies, devastating cyberattacks, escalating threats, or terrorism as possible triggers for U.S. entry into war.
Students read background text on Japan’s motives and actions leading up to the December 7, 1941 attack on Pearl Harbor, then use Pearl Harbor (Khan Academy) and/or the Pearl Harbor Summary to take structured notes in a graphic organizer about the overall event, details of the attack, Japanese motives, and forewarnings. They then post to a class wall explaining why Japanese leaders might have considered the attack a risk worth taking and respond to at least two classmates with questions or positive comments.
Teacher MovesGuide students to focus their note-taking on key causes, events, and consequences of the attack. Review wall posts and highlight exemplary or thought-provoking reasons students give for Japan’s decision, such as the impact of the U.S. oil embargo, hopes of disabling the U.S. fleet, or the role of military dictatorship, and use these as discussion starters.
Students read about the immediate U.S. response to Pearl Harbor, including the rapid mobilization of industry and agriculture, the expansion of the armed forces, the increased participation of women in the workforce, and the economic impact of mobilization. They watch the 1943 film clip Manpower to see contemporary perspectives on mobilization, answer multiple-choice questions about prewar military weakness and opportunities for women, and post to a class wall explaining why Roosevelt’s call for mobilization was so successful, supporting their views with evidence.
Teacher MovesClarify how U.S. mobilization transformed the economy and workforce, including women’s roles and the end of the Great Depression. Review student responses to the wall prompt, drawing attention to ideas such as Roosevelt’s popularity, public anger after Pearl Harbor, eagerness for work after the Depression, and industry’s willingness to convert to war production. Use selected posts to launch discussion, and direct interested students to additional sources in the Student Pack for deeper research on mobilization.
Students examine the “We Can Do It!” Rosie the Riveter poster and read about how wartime mobilization was celebrated through iconic images that promoted enthusiasm and confidence. They search for World War II mobilization images—photographs, posters, and other media—and create a digital collage of at least four primary source visuals (not including the Rosie poster) using the drawing canvas or an external graphics program. Afterward, they review classmates’ collages and post to a class wall about patterns they notice in the subjects and viewpoints of the images and the purposes these images likely served during the war.
Teacher MovesSuggest search strategies (for example, using “World War II mobilization images”) to help students locate appropriate primary sources. Encourage students to compare and contrast the images they select, and explain that Rosie the Riveter was a fictional figure symbolizing the strength and determination of American women war workers. Emphasize how such images functioned as propaganda and morale boosters, and prompt students to connect visual themes to broader ideas about mobilization and gender roles.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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