Comparing Reactions to the Attack at Pearl Harbor and the Attacks on September 11,
2001
Adam Markgraf
Spring 2014
CIEP 475 Workshop-Teaching with Primary Sources Course
1
Unit Overview
On December 7, 1941, Japan attacked the U.S. Pacific Fleet at Pearl Harbor, Hawaii. The
following day, the United States declared war. On September 2, 2001, two passenger planes
were flown into the World Trade Center in New York. Shortly after that, another plane was
flown into the Pentagon and another hijacked plane crashed in an open field in Pennsylvania.
Several days later, the president was authorized to use force “against those responsible” (S.J.
RES.23.ENR). While the time period and circumstances of these attacks were different, both
attacks shocked the people of the United States and provoked strong responses from the
government as well as the average citizen.
This mini-unit includes three lessons that are designed to compare and contrast the responses of
the nation to these attacks. The first lesson is an examination of the initial government responses
to the attacks. While the United States had a clear adversary to fight after Pearl Harbor, the
aggressors on September 11, 2001 were not a single nation-state which affected the U.S.
response. Lesson two is designed to explore how views regarding race, ethnicity, and/or religion
changed in the aftermath of the attacks. The final lesson compares interviews and opinions
expressed by “average people” in the days and months after the attacks. These include the “Man
on the Street” interviews conducted by Alan Lomax after the Pearl Harbor attacks as well as
narratives and artwork from Americans after the September 11 attacks.
This mini-unit is designed for grades 9-12 and is intended for use in History/Social Studies
classes.
Table of Contents
Lesson #1: Government responses to the attack at Pearl Harbor and 9/11……………………3
Lesson #2: Race, Ethnicity, and Religion in aftermath of Pearl Harbor and 9/11…………….16
Lesson #3: Comparing public reactions in the aftermath of the attacks……………………...29
2
Lesson #1
Title: Government responses to the attack at Pearl Harbor and 9/11
Overview:
Essential Question for Unit: How did America’s reaction to the terrorist attacks on September
11, 2001 compare to the reactions to the Japanese attack at Pearl Harbor? The essential question
for lesson one is: How did the initial government reaction for Pearl Harbor compare to the
reaction to 9/11? Students will be comparing the Presidential addresses delivered in the
aftermath of the attacks. Students will be examining the language and themes of the two
speeches. After the speeches are examined, the students will compare the differences between
the formal declaration of war that officially brought the U.S. into WWII and S.J.RES.23 (which
later becomes Public Law 107-40) which gave President Bush authorization to use military
force.
Objectives:
•
Students will analyze primary sources regarding the initial government reaction to the
attacks at Pearl Harbor and on September 11, 2001.
•
Students will compare and contrast the government responses to the attack at Pearl
Harbor and the attack on September 11, 2001
Standards Addressed (Common Core):
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a
problem.
Time Required: Two 40 minute periods
Grade: 9-12
Subject/Topic: History/Social Studies
Sub-topics: War Powers, WWII, Presidential Addresses
3
Resources Used
Source #1
Photograph from September 11, 2001
Niemann, Brian. "In Memory" 9/11/01. 2002. Photograph. Library of Congress, Washington
D.C.. Web. 8 Apr 2014. <http://www.loc.gov/wiseguide/sept03/911.html>.
Source #2
"Day of Infamy" Speech by Franklin D. Roosevelt, December 8, 1941
“Day of Infamy” Speech. Roosevelt, Franklin D. Library of Congress: American Memory. N. p.
12 8 1941. Web. 26 Mar 2014.
<http://memory.loc.gov/cgibin/query/r?ammem/afccalbib:@field(DOCID+@lit(afccal000483))>.
Source #3
Audio recording, “Day of Infamy” Speech
“Day of Infamy” Speech Audio Recording. Roosevelt, Franklin D. Library of Congress. N. p.
12 8 1941. Web. 26 Mar 2014.
<http://memory.loc.gov/cgibin/query/r?ammem/afccalbib:@field(DOCID+@lit(afccal000099))>.
Source # 4
Signing of the Declaration of War against Japan
“President Roosevelt Signing the Declaration of War Against Japan.” Library of Congress:
Prints and Photographs. December 8, 1941. Web. 26
2014.<http://www.loc.gov/pictures/resource/cph.3a17434/>.
Source #5
President Bush’s Address after 9/11
”Address to the Nation on the September 11 Attacks.” Speech by George W. Bush, September
11, 2001. Selected Speeches of President George W. Bush 2001-2008. Whitehouse
Archives.Web. 26. Mar 2014. <http://georgewbushwhitehouse.archives.gov/infocus/bushrecord/documents/Selected_Speeches_George_W_Bush.p
df>.
Source #6
Bill Text 107th Senate
"S.J.RES.23.ENR-Authorization of the Use of Military Force." Library of Congress: Thomas.
N.p., 09 14
2001. Web. 26 Mar 2014. <http://beta.congress.gov//bill/107th-congress/senatejoint-resolution/23/text>.
4
Note: S.J.RES.23.ENR later becomes Public Law 107-40
Materials
Overview of War Powers
“Overview of War Powers.” Library of Congress: Law Library of Congress. 2 28 2014. Web 26
Mar2014. <http://www.loc.gov/law/help/war-powers.php>.
Beck, Roger, Linda Black , Larry Krieger, Phillip Naylor, and Dahia Shabaka. World History:
Patterns of Interaction. United States: McDougal Littell, 2009. Print.
Compare and Contrast Chart
Procedure
Prior to Lesson
Step 1: Prior to viewing the primary source material, the students should be familiar with the
basic events that happened during the attacks on December 7, 1941 and September 11,
2001. Chapter 32 Section 2 of the textbook World History: Patterns of Interaction covers the
attack at Pearl Harbor and Chapter 36 section 4 covers the events of September 11. These can be
read independently prior to the actual lesson (approximately 20 minutes).
Day 1
Step 2: To begin the lesson there will be a brief hook activity. Students will be given Source #1,
“In Memory” 9/11/2001 to view (appendix page 10). They will then be given the two scenarios
below to discuss. After discussing with a partner the instructor can have several students share
their responses to each scenario (approximately 10-15 minutes).
•
•
Scenario #1: You are walking through the streets of New York and suddenly you hear an
incredibly loud noise. You look up and you see what is captured in the image
above. With your partner, discuss your thought process at this point. What thoughts are
going through your head? How would you respond?
Scenario #2: You are the President of the United States. You are informed that several
minutes ago, two airplanes crashed into the World Trade Center in New York. Within
the hour, you also find out that another plane has crashed into the Pentagon and another
has crashed in a field in Pennsylvania. With your partner, discuss your thought process at
this point. What thoughts are going through your head? How would you respond?
Step 3: After the hook activity, the class will have the opportunity to examine the initial
government responses. The students should be placed in partners for the next phase. To ensure
5
all students are comfortable breaking down a primary source the instructor should model the
process. The instructor can walk the class through a guided annotation with the Pearl Harbor
speech. Play the speech (which is streamed through the Library of Congress site) as the students
read along. After they have heard and read the speech, conduct a guided annotation with the text
(appendix page 11) (approximately 10-15 minutes).
Step 4: After modeling with the first document, each pair will read and discuss the documents
(found on pages 11-15 in the appendix). As the partners discuss the documents they should
complete the graphic organizer found on page 8 in the appendix. The graphic organizer should
be completed like a Venn Diagram. Similarities between the reactions should be identified in the
middle column. Reactions that are distinct or different will be identified on left for Pearl Harbor
and the right for 9/11. Before the pairs begin working, instruct them to look for common themes
in the reactions as well as differences that set them apart. Sample responses can be found on
page 9 of the appendix.
Day 2
Step 5: The first document that will be examined is the “Day of Infamy” speech by President
Roosevelt (appendix page 11). This will then be compared to the Presidential Address by
President Bush on September 11, 2001 (appendix pages 12-13). After the speeches the class
should compare and contrast the documents President Roosevelt signing the Declaration of War
against Japan and S.J.RES.23. (appendix pages 14-15). (approximately 30 minutes).
Step 6: After the pairs have analyzed and discussed the documents the class should regroup for a
large group discussion. There are suggested discussion questions listed below. (approximately
10-15 minutes).
•
Possible Questions for the large group discussion
1. How is religion incorporated into the responses?
2. How are the actions of the attackers explained?
3. How is blame assigned in each of the responses?
4. In what ways do the leaders try to reassure the nation?
5. To whom will the retaliatory response be directed against? Why is the wording of
this very significant (especially in S.J.RES.23)?
6. In what ways, if any, do you think the time period affected the reactions to these
events?
Extension Ideas
The concept of war powers could be studied in more detail. President Bush was authorized to
use military force against unspecified groups as opposed to a traditional declaration of war as
was the case during World War II. Using the Overview of War Powers link (listed under the
secondary sources), students can explore additional cases and legislation involving the war
powers.
6
Evaluation
Students will be informally evaluated in several ways. The comparison chart can be collected
and graded. The students should have all analyzed all sources (Objective 1). A brief summarizer
statement should also be assigned at the end of class. In paragraph form, the students will
respond to the essential question for the lesson: How did the initial government reaction to Pearl
Harbor compare to the reaction to 9/11(Objective 2)? The class discussion can also be used as
an informal assessment.
7
Appendix
Compare and Contrast Chart
Pearl Harbor
Questions:
Both
Questions:
9/11
Questions:
8
Sample Responses
Pearl Harbor
-Clear enemy, Japan
-Requests formal declaration
of War against Japan
Both
-Both leaders make religious
references in their speeches
9/11
-uncertainty with who was
responsible
-Both note that these are
-Force is authorized against
significant events that will not “organizations and persons”
be forgotten
but not a nation
-Protecting the country is a
priority
-Americans have great
strength and determination
and will persevere
-America was caught off
guard
-The country will respond
with force
Questions:
Questions:
Questions:
9
Source 1
10
Source 2
“Day of Infamy Speech”
11
Source 3
President Roosevelt signing the Declaration of War
Source 4
ADDRESS TO THE NATION ON THE SEPTEMBER 11 ATTACKS
THE OVAL OFFICE
WASHINGTON, D.C.
SEPTEMBER 11, 2001
Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack
in a series of deliberate and deadly terrorist acts. The victims were in airplanes, or in their
offices; secretaries, businessmen and women, military and federal workers; moms and dads,
friends and neighbors. Thousands of lives were
suddenly ended by evil, despicable acts of terror.
The pictures of airplanes flying into buildings, fires burning, huge structures collapsing, have
filled us with disbelief, terrible sadness, and a quiet, unyielding anger. These acts of mass murder
were intended to frighten our nation into chaos and retreat. But they have failed; our country is
strong.
12
A great people has been moved to defend a great nation. Terrorist attacks can shake the
foundations of our biggest buildings, but they cannot touch the foundation of America. These
acts shattered steel, but they cannot dent the steel of American resolve.
America was targeted for attack because we’re the brightest beacon for freedom and opportunity
in the world. And no one will keep that light from shining.
Today, our nation saw evil, the very worst of human nature. And we responded with the best of
America — with the daring of our rescue workers, with the caring for strangers and neighbors
who came to give blood and help in any way they could.
Immediately following the first attack, I implemented our government’s emergency response
plans. Our military is powerful, and it’s prepared. Our emergency teams are working in New
York City and Washington, D.C. to help with local rescue efforts. Our first priority is to get help
to those who have been injured, and to take every precaution to protect our citizens at home and
around the world from further attacks. ————
The functions of our government continue without interruption. Federal agencies in Washington
which had to be evacuated today are reopening for essential personnel tonight, and will be open
for business tomorrow. Our financial institutions remain strong, and the American economy will
be open for business, as well.
The search is underway for those who are behind these evil acts. I’ve directed the full resources
of our intelligence and law enforcement communities to fi nd those responsible and to bring them
to justice. We will make no distinction between the terrorists who committed these acts and those
who harbor them.
I appreciate so very much the members of Congress who have joined me in strongly
condemning these attacks. And on behalf of the American people, I thank the many world
leaders who have called to offer their condolences and assistance.
America and our friends and allies join with all those who want peace and security in the world,
and we stand together to win the war against terrorism. Tonight, I ask for your prayers for all
those who grieve, for the children whose worlds have been shattered, for all whose sense of
safety and security has been threatened. And
I pray they will be comforted by a power greater than any of us, spoken through the ages in
Psalm 23: “Even though I walk through the valley of the shadow of death, I fear no evil, for You
are with me.”
This is a day when all Americans from every walk of life unite in our resolve for justice and
peace. America has stood down enemies before, and we will do so this time. None of us will ever
forget this day. Yet, we go forward to defend freedom and all that is good and just in our world.
Thank you. Good night, and God bless America.
13
Source 5
S.J.RES.23 -- Authorization for Use of Military Force (Enrolled Bill [Final as
Passed Both House and Senate] - ENR)
--S.J.Res.23-S.J.Res.23
One Hundred Seventh Congress
of the
United States of America
AT THE FIRST SESSION
Begun and held at the City of Washington on Wednesday,
the third day of January, two thousand and one
Joint Resolution
To authorize the use of United States Armed Forces against those responsible for the
recent attacks launched against the United States.
Whereas, on September 11, 2001, acts of treacherous violence were committed against
the United States and its citizens; and
Whereas, such acts render it both necessary and appropriate that the United States
exercise its rights to self-defense and to protect United States citizens both at home
and abroad; and
Whereas, in light of the threat to the national security and foreign policy of the United
States posed by these grave acts of violence; and
Whereas, such acts continue to pose an unusual and extraordinary threat to the
national security and foreign policy of the United States; and
Whereas, the President has authority under the Constitution to take action to deter and
prevent acts of international terrorism against the United States: Now, therefore, be it
Resolved by the Senate and House of Representatives of the United States of
America in Congress assembled,
14
SECTION 1. SHORT TITLE.
This joint resolution may be cited as the `Authorization for Use of Military Force'.
SEC. 2. AUTHORIZATION FOR USE OF UNITED STATES ARMED
FORCES.
(a) IN GENERAL- That the President is authorized to use all necessary and
appropriate force against those nations, organizations, or persons he determines
planned, authorized, committed, or aided the terrorist attacks that occurred on
September 11, 2001, or harbored such organizations or persons, in order to
prevent any future acts of international terrorism against the United States by
such nations, organizations or persons.
(b) War Powers Resolution Requirements(1) SPECIFIC STATUTORY AUTHORIZATION- Consistent with section
8(a)(1) of the War Powers Resolution, the Congress declares that this
section is intended to constitute specific statutory authorization within the
meaning of section 5(b) of the War Powers Resolution.
(2) APPLICABILITY OF OTHER REQUIREMENTS- Nothing in this resolution
supercedes any requirement of the War Powers Resolution.
Speaker of the House of Representatives.
Vice President of the United States and
President of the Senate.
15
Lesson #2
Title: Race, Ethnicity, and Religion in aftermath of Pearl Harbor and 9/11
Overview: This lesson is intended to examine the ways in which race, ethnicity, and religion
were viewed in the United States in the aftermath of major attacks. In particular, students will be
analyzing documents that focus on the views and treatment of Japanese-Americans and African Americans after the Pearl Harbor bombings and views regarding Islam as well as ArabAmericans and Afghan-Americans after 9/11. The students will be examining documents from
the time period shortly after Japan attacked the U.S. Naval base at Pearl Harbor in 1941 and the
terrorist attacks on September 11, 2001. The documents include photographs, magazine covers,
political cartoons, and artwork. The essential question for the unit is: How did America’s
reaction to the terrorist attacks on September 11, 2001 compare to the reactions to Pearl Harbor?
The subquestion for this lesson is: How did views of race, ethnicity, and religion change in the
United States after Japan’s attack at Pearl Harbor and the terrorist attacks on September
11. Prior to this activity, students should know how to identify bias.
Objectives:
Students will analyze and synthesize information from primary sources.
Students will compare and contrast various points of view regarding Pearl Harbor and the attacks
on September 11, 2001.
Standards (Common Core)
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a
problem.
Time: Approximately Two 40 minute class periods
Grade: 9-12
Subject: History/Social Studies
Resources Used:
Lawrence, Lana. Afghan American Man Holding U.S. Flags. 2001. Photograph. Library of
Congress Web. 30 Mar 2014. <http://www.loc.gov/wiseguide/apr06/law.html>.
16
Young, Daniel. Curb Your God. 2001. Photograph. Library of Congress, Washington D.C.. Web.
30 Mar 2014. <http://www.loc.gov/pictures/item/2002716337/>.
Telnaes, Ann. Aim Carefully, Please. 2001. Photograph. Library of Congress, Washington D.C..
Web. 30 Mar 2014. <http://www.loc.gov/pictures/item/2002716981/>.
Hesh, Linda. Safe-Suspect. 2001. Photograph. Library of Congress, Washington D.C.. Web. 30
Mar 2014. <http://www.loc.gov/pictures/item/2002716320/>.
Lange, Dorothea. Oakland, Cali., Feb 1942. 1942. Photograph. Library of Congress, Washington
D.C.. Web. 30 Mar 2014. <http://loc.gov/pictures/item/2001705924/>.
Szyk, Arthur. Japan's Aggressor: Admiral Yamamoto. 1941. Photograph. Library of Congress,
Chicago, IL. Web. 30 Mar 2014. <http://www.loc.gov/pictures/item/99472754/>.
Lange, Dorothea. Oakland, Cali., Mar. 1942. 1942. Photograph. Library of Congress,
Washington D.C.. Web. 30 Mar 2014. <http://www.loc.gov/pictures/item/2004665381/>.
Martin, David, and David Martin. Above and Beyond the call of Duty: Dorie Miller . 1943.
Photograph. Library of Congress, Washington D.C.. Web. 30 Mar 2014.
<http://www.loc.gov/pictures/item/93505848/>.
Materials Used
Students will be using the Primary Source Analysis Table found on page 19 of the appendix.
The table is a modified version of the Primary Source Analysis Tool from the Library of
Congress website. Students should complete the chart based on the sources. The original
Primary Source Analysis Tool can be found at the website below.
"Primary Source Analysis Tool." Library of Congress. Library of Congress. Web. 13 Apr 2014.
<http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pd
f>.
Procedure
Day 1
Step 1: Students will be completing a gallery walk activity. The images found on pages 21-28 of
the appendix should be displayed around the classroom. Students will be moving from
document to document. As students move from document to document they should complete the
Primary Source Analysis Table (approximately 25-30 minutes).
Step 2: After the students have had an opportunity to examine and analyze each document, the
class will regroup for a discussion The class should discuss their observations and questions
about each document they viewed on the gallery walk. (approximately 15 minutes).
17
The following questions can also be used to help guide the large group discussions.
1) What kind of response do we see from Japanese-Americans and Afghan-Americans after these
attacks. Why do you think they are responding this way?
2) After viewing the “Safe-Suspect” image (appendix page 24) what do you think this suggests
about the response of many Americans to the attacks?
3) What similarities and differences do you see between the response towards different ethnic,
racial, and religious groups after the attacks?
Day 2
Step 3: Students should complete the journal entry assignment found on page 28 of the appendix
(approximately 25 minutes).
Extension Ideas
Students can do independent research into several related topics. Using the library website,
students can look at African-American involvement in World War II, Japanese Internment, or
American surveillance of Arab-Americans.
Evaluation
Students will be completing a journal entry from the perspective of either a Japanese-American
or Middle Eastern-American. The journal entry should discuss how life appeared to have
changed after the attacks. The student handout is on page 29 of the appendix.
The journal entry should:
Include a date
Be written from the first person
Reference at least two pieces of information identified in the documents
Address the questions of how life appeared to have changed after the attacks.
The finished product should be approximately one page in length
Approximately 20-25 Minutes in class or it can be assigned as homework.
18
Appendix
Source
Observations
Questions
19
Reflection
20
Source #1
21
Source #2
22
Source #3
23
Source #4
24
Source #5
25
Source #6
26
Source #7
27
Source #8
28
Student Handout-Journal Entry
Name_______________________
Now that you have had a chance to examine the various sources you will be writing a journal
entry from the perspective of either a Japanese-American or a Middle-Eastern American
addressing the issue of how life has changed after the attacks. Your journal entry should include
the following:
A date
Be written from the first person
Reference at least two pieces of information identified in the documents
Address the questions of how life appeared to have changed after the attacks.
The finished product should be approximately one page in length
29
Lesson Plan 3
Title: Comparing public reactions in the aftermath of the attacks
Overview: For lesson three, students will be looking at general public reactions to the
attacks. The resources for Pearl Harbor largely pulled from “Man on the Street” interviews that
were conducted by John Lomax in the days, weeks, and months following the attack. In a
similar fashion, there were numerous interviews conducted in the aftermath of the September 11
attacks.
Objectives:
Students will analyze various primary sources regarding the attacks on September 11th and at
Pearl Harbor.
Students will write an essay comparing and contrasting the reactions to the attacks at Pearl
Harbor and September 11, 2001.
Standards Addressed (Common Core)
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
Time Required: Four 40 Minute time periods
Recommended Grade Range: 9-12
Subject/Topic: Social Studies, History
Resources Used
Student Artwork: Post-9/11
Hamilton, Eddie. It's Ok. 2001. Photograph. Library of Congress, Knoxville, Tennessee. Web. 26
Mar 2014. <http://memory.loc.gov/cgibin/displayPhoto.pl?path=/service/afc/afc2001015/gr&topImages=gr015dr.jpg&topLinks=gr015
dv.jpg,gr015du.tif&displayProfile=0&dir=ammem&itemLink=S?ammem/afc911bib:@field(TIT
LE @od1(It's OK))>.
30
Written Narrative: Post-9/11
Mina, Niloofar. "September 11, 2001, Documentary Project." Library of Congress. Library of
Congress, 2001, Web. 31 Mar 2014. <http://memory.loc.gov/cgibin/query/r?ammem/afc911:@field(DOCID+afc2001015t023)>.
Written Narrative: Post-9/11
Sherman, Josepha. "September 11, 2001, Documentary Project." Library of Congress. Library of
Congress, n.d. Web. 31 Mar 2014. <http://memory.loc.gov/cgibin/query/r?ammem/afc911:@field(DOCID+afc2001015t018)>.
“Man on the Street” Interview Transcript
Jamison, Lena. Interview by John Lomax. "What a Great Pity." After the Day of Infamy: "Man
on the Street" Interviews Following the Attack on Pearl Harbor . 09 Dec 1941. Library of
Congress. Dec . Web. 31 Mar 2014. http://memory.loc.gov/ammem/today/dec07.html.
“Man on the Street” Interview Audio Recording
Jamison, Lena. Interview by John Lomax. "What a Great Pity." After the Day of Infamy: "Man
on the Street" Interviews Following the Attack on Pearl Harbor . Rec. 09 Dec 1941. Library of
Congress. Dec . Web. 31 Mar 2014.
http://memory.loc.gov/service/afc/afc1941004/sr17/sr17asl.mp3
“Man on the Street” Interview Transcript
Barker, Bob. Interview by John Henry Faulk. ""Dear Mr. President"." After the Day of Infamy:
"Man on the Street" Interviews Following the Attack on Pearl Harbor . January or February
1942. Library of Congress, Washington D.C. January or February . Web 31 Mar 2014.
http://memory.loc.gov/cgi-bin/query/r?ammem/afcpearltext:@field(DOCID
@lit(afcpearlsr306430a)).
“Man on the Street” Interview Audio Recording
Barker, Bob. Interview by John Henry Faulk. ""Dear Mr. President"." After the Day of Infamy:
"Man on the Street" Interviews Following the Attack on Pearl Harbor . Rec. January or February
1942. Library of Congress, Washington D.C. January or February . Web 31 Mar 2014.
http://memory.loc.gov/service/afc/afc1942003/sr30/sr30asl.mp3
31
“Man on the Street” Interview Transcript
Lucas, Porter. Interview by Vance Randolph. ""Dear Mr. President"." After the Day of Infamy:
"Man on the Street" Interviews Following the Attack on Pearl Harbor . January or February
1942. Library of Congress, Washington D.C. January or February . Web 31 Mar 2014.
http://memory.loc.gov/cgi-bin/query/r?ammem/afcpearltext:@field(DOCID
@lit(afcpearlsr246423a)).
“Man on the Street” Interview Audio Recording
Lucas, Porter. Interview by Vance Randolph. ""Dear Mr. President"." After the Day of Infamy:
"Man on the Street" Interviews Following the Attack on Pearl Harbor . Rec. January or February
1942. Library of Congress, Washington D.C. Rec. January or February . Web 31 March 2014.
http://memory.loc.gov/service/afc/afc1942003/sr24/sr24asl.mp3
“Man on the Street” Interview Transcript
Calvert, Merritt. Interview by Paul Martin. ""Dear Mr. President"." After the Day of Infamy:
"Man on the Street" Interviews Following the Attack on Pearl Harbor . 10 Dec 1941. Library of
Congress, Washington D.C. Dec . Web. http://memory.loc.gov/cgibin/query/r?ammem/afcpearltext:@field(DOCID @lit(afcpearlsr246423a)).
“Man on the Street” Interview Audio Recording
Calvert, Merritt. Interview by Paul Martin. ""Dear Mr. President"." After the Day of Infamy:
"Man on the Street" Interviews Following the Attack on Pearl Harbor . Rec. 10 Dec 1941.
Library of Congress, Washington D.C. Dec . Web 31 March 2014.
http://memory.loc.gov/service/afc/afc1941004/sr04/sr04bsl.mp3
“Man on the Street” Interview Transcript
Fox, Mike. Interview by Paul Martin. ""Dear Mr. President"." After the Day of Infamy: "Man on
the Street" Interviews Following the Attack on Pearl Harbor . 10 Dec 1941. Library of Congress,
Washington D.C. Dec . Web. http://memory.loc.gov/cgibin/query/r?ammem/afcpearltext:@field(DOCID @lit(afcpearlsr046360a)).
“Man on the Street” Interview Audio Recording
Fox, Mike. Interview by Paul Martin. ""Dear Mr. President"." After the Day of Infamy: "Man on
the Street" Interviews Following the Attack on Pearl Harbor . Rec. 10 Dec 1941. Library of
Congress, Washington D.C. Dec . Web 31 Mar 2014.
http://memory.loc.gov/service/afc/afc1941004/sr04/sr04asl.mp3
32
Materials Used
For this activity, the instructor will use a modified version of the Multiple Sources Multiple
Perspectives activity from Reading History by Janet Allen (105). The modified handout can be
found on 42-43 of the appendix. Please see the citation below for the original.
Allen, Janet. Reading History: A Practical Guide to Improving Literacy. New York: Oxford
University Press, 2005. Print.
Pre-Writing Activity-Created by Adam Markgraf 2014 found on page 44 in the appendix
A Grading Rubric Created by Evanston Township High School 2013 found on page 45-46 in the
appendix
Procedure
Teacher Information: For this activity, students will use a modified version of the Multiple
Sources Multiple Perspectives activity from Reading History (Allen, 105). A column has been
added in to address the issue of bias and to tie the document back to the central question.
The students will be examining different types of documents including artwork, written
narratives, and recorded interviews. Although transcripts of the “Man on the Street” Interviews
are included on pages 38-41 of the appendix, students should listen to the audio recordings (links
to the full mp3 files are listed in the resources section on pages 31-32).
The audio files have been edited by Adam Markgraf to the specific sections transcribed in the
appendix and are available to stream at:
https://drive.google.com/folderview?id=0B3JlxA4IIJGGMUI2QUVULUtKYzg&usp=sharing
If computers are unavailable, the written transcripts can be used.
Step 1: Students should be placed with a partner for the document analysis. As the students
analyze each document they should be completing the chart on 42-43 (40 minutes).
Step 2: After students have completed the chart they will have the opportunity to share their
findings and ask questions in a large group discussion (10-15 minutes).
Evaluation
Students will be writing an essay utilizing the information from all of the lessons to answer the
essential question for the unit. This evaluation serves as the culminating activity for all three
lessons. Students should draw on all of their knowledge from the previous documents to answer
the central question for the unit: How did America’s reaction to the terrorist attacks on
September 11, 2001 compare to the reactions to Pearl Harbor?
33
If this is the first DBQ students are doing, the prewriting activity (page 44) can help them
organize the documents into categories that they can use to form body paragraphs. The sorting
of documents into categories will take approximately 20 minutes.
Their response should include references to specific documents for supporting evidence. Please
see the attached brainstorming and pre-writing charts in the Materials section. If the students are
writing the essay in class it will take approximately two, forty minute periods.
For grading, please refer to the rubric in the appendix on pages 45-46
34
Appendix
Source #1
35
Source #2
Narrative by Niloofar Mina
Here is another view from downtown New York: A week has passed but I am still engulfed in
depression and anxiety and do not quite understand why. On Wednesday night, the day after the
bombing, as we were driving out of the city to escape the confusion and smoke in my downtown
neighborhood, the sight of the empty streets, army vehicles, and the refrigerated trucks on the
road reminded me of the period of revolution in Iran. I think part of my fear stemmed from my
experience of exile. The events that lead to my present life in downtown New York became once
again vivid. I felt I could not bear moving again. There is an unbelievable force and power
witnessing thousands die in front of you. And I saw it happen! I was riding my bike along the
Hudson River to my school's swimming pool at around 9. I was pretty close to the WTC. By the
time I [reached] my school the second tower was hit and people were rushing uptown, filling up
the bike path along the river. At school the pool was closed, so, I went to the Battery Park City,
across the street, to see what was developing. The twin buildings were on fire. But all the
surroundings were normal, just two buildings on fire. People from Wall Street were sitting in the
park to take a breath, talking about bodies, falling off the top of the twin towers. From there I
could see the black shadows falling off the buildings. People were standing there in disbelief.
Some had brought out their telescopes from their apartments in Battery Park City to look closer.
I rode my bike closer, opposite the world financial center, near the boats. I was thinking of all the
people trapped, and looking at the towers like two torches, on fire. We were all transfixed; did
not think that we should really be moving away from there. The area was full of people just
looking up in astonishment and horror. I do not think it occurred to anyone that the buildings
might collapse or pose any danger to the surrounding area. But suddenly the South tower
collapsed. It was unbelievable. It looked as if the top of the building was sliding off of it and
coming toward us. But the building immediately disappeared in a white cloud and now the cloud
was rushing to us. I looked up at the buildings right above me. In a flash I realized that they too
were about to collapse or at the least the windows were sure to break on top of us. When the
cloud reached us in a matter of seconds, the air was all white with small white particles in it. We
could not breathe or see beyond our nose. I could not breath, things were falling from above and
people were saying confusing things: like lie on the floor. Go to the right, no, left! There was a
middle aged Wall Street CEO type within my field of vision. He was on the floor, hurt. I could
not reach to help him. I was holding on to my bike and contemplating a jump in the Hudson
River. At least I won't be burned. For a short while I was essentially immobile, thinking that we
were all about to die and there is little we can do about it. There was nothing to hide under. It
was scary and unbelievable, strange. Like a Godzilla movie. I decided to get off the ground and
walk up north through the park and to the West side highway, along the river. It was a good
decision, because the pictures now show that area to be covered with metal and glass from the
American Express Building. There were kids trapped in the Stuyvesant school engulfed in
smoke. But I could not linger to help. The police kept pushing us to move. A sea of people
moving slowly. Once on the highway I jumped on my bike and left the area. Right as I reached
home the other building collapsed. People were screaming on the street right outside my
window. I looked out and saw the second building reduced to smoke. Everything was covered
with building particles, glass and smoke. By the next day my neighborhood was sealed off and
the air was full of smoke and chemical vapors. I realized that when confronted with human loss
36
political and cultural differences disappear. I felt for the WTC victims the same way I feel for the
continuing plight of the Palestinian people, the people of Iraq, and for the over 2 million Iranian
and Iraqi people who were killed in a war that was used by the US to destabilize and devastate
the Gulf region and fund terrorist groups in Central America. A war that took the lives of many
of my friends. This is precisely the reason why the current talks of revenge and war, and the
patriotic sentiments forced on the American people scare me. Clearly, violence diminishes us.
Source # 3
Narrative by Josepha Sherman
I live on the Upper West Side in NYC, in a high-rise apartment. Late on September 10th, I
finished writing my latest folklore book, MYTHOLOGY FOR STORYTELLERS, for ABCCLIO. I finally sent it off to the publisher very early on September 11th, then went to bed. A few
hours later, somewhere around 9:00 AM, I was awakened by the phone. A hysterical friend had
managed to get through to me, screaming, "They're gone! They're gone!" I calmed her enough to
find out to turn on CNN--and saw the whole horror. I have never felt so stunned and alone, and
remember gasping "Oh God," over and over. My friend and I clung to the phone as though to a
lifeline. Then I thought to check the Net. Sure enough, the Net was up, and the entire NY writing
community started checking in. Having the Net was a sanity-saver for us all as one by one people
logged on. The mayor was asking everyone to stay home, at it was eerie to look out over a silent
city. With the airport closed, the only planes overhead were warplanes, and it was both
frightening and reassuring to hear their powerful roar.
I was a little unnerved at being on the 23rd floor, but then reasoned that A) there were no planes
but our military up there, and B) a random apartment house would hardly have been a target. The
next day, 9/12, I was determined to show the terrorists that life went on, and got out to do some
shopping. The local conversations were, of course, about 9/11, and the mood was subdued but
determined. That night, the smell of burning was in the air, though not yet sickeningly strong.
On 9/13, the wind shifted and the air was filled with both the stench and the smoke. My balcony,
particularly the table, was covered with what I wanted to believe was only soot. Since I had
pneumonia this year, I was grateful to a friend in NJ who offered clean air for a couple of days.
I got to the Port Authority Bus Station just in time for a bomb scare to evacuate the building. By
this point, being a New Yorker, I was angry more than scared (we've had a lot of nut case bomb
threats over the years). And I was determined to do what I could to help. I managed to calm a
Brazilian family who didn't speak enough English to understand the cops, and soothe a poor,
scared teenaged girl who was in tears.
Then, since my nerves were shaken by their fear, I went and had coffee, and then (two more
bomb scares later) took the bus to NJ. There were, I learned later, bomb scares at Grand Central
Station and the Empire State Building as well. (I think the entire city would have gone to attack
the terrorists if they'd hurt that building!) There's a turn on the highway out of NYC that gives
you a good view of the skyline. Everyone on the bus, as one, turned to look at where the Twin
Towers had been. Nothing could be seen but the enormous cloud of dust and smoke, but it hurt
as though the injury was my own. I think that's what everyone in NYC felt: A personal injury
had been done.
I returned to NYC two days later, hung flags on my door and balcony, and wore a flag pin. There
were flags EVERYWHERE: From window, from balconies, over doors, in windows, on light
37
poles and bus stanchions, flying from cab antennas and car antennas--everywhere. The mood
was slowly changing from fear to anger to pride. After the first stunned week, I haven't been
afraid to fly, or do anything else, for that matter.
The city is back to normal. No surprise there. This is one tough city!
Source #4
Pearl Harbor
"My first thought was what a great pity that… another nation should be added to those
aggressors who strove to limit our freedom. I find myself at the age of eighty, an old woman,
hanging on to the tail of the world, trying to keep up. I do not want the driver's seat. But the
eternal verities--there are certain things that I wish to express: one thing that I am very sure of is
that hatred is death, but love is light. I want to contribute to the civilization of the world
but…when I look at the holocaust that is going on in the world today, I'm almost ready to let
go…"
Source #5
“Dear Mr. President”
Bob Barker: Mr. President, I live down here in Granbury in Hood County, Texas. This man over
here says I can talk to you. Well, that's the one of the things I've always wanted to do is speak my
mind to the President of the United States. Of course I never get a chance to do anything like that
ordinarily, but I'm sure glad I've got this chance, and I want to talk to you. I know you're pretty
busy up there in Washington, but I want to just talk to you about what I've got on my mind about
this war situation.
Since the coming of Pearl Harbor, as everybody around Hood County here knows, we've been
getting right in behind you Mr. President. We'll have to tell you straight before that, we was kind
of wondering what you had in your mind up there. But we can see now, and we're behind you a
hundred percent, and we want you to know it. The boys around Hood County, here have been
joining up pretty fast, I can tell you.
38
Source #6
“Dear Mr. President”
Mrs. Porter Lucas: Dear Mr. President, there are many questions that I would like to ask about
this program that is going on now, but before I would ask those I would like to ask why our
Department of Justice has been so lenient with those who have been caught in subversive
activities. We have example of men who have been in high government positions that have been
proved to be connected with different organizations that are absolutely against our form of
government and our democratic ideals. I might mention Harry Bridges and his wife who have
been in this country many years and have lived under the blessings of democracy while they
were undermining our government. I cannot understand why we have extended to them all the
courtesies of democracy under these circumstances, and they are not alone. There are many of
those people and if our Americans in foreign countries had been caught in similar circumstances,
I am quite sure that those governments would not have been as merciful as we have been. That is
one question I would like to have answered.
Another thing that I cannot understand is why John L. Lewis has set up such a dictatorship in
this, a democracy. I cannot understand how any one man can attain such power in a righteous
manner. Those things are not democratic. They are not patriotic. And they are not what we have
been taught to be true Americanism.
I would like to know why labor has not been a leader in this defense program. Why the strikes in
the mines have been allowed to continue to hamper our defense program. I would like to know
why these things have not been put into the legislature and taken up. We have had labor
legislation we know, but it has been all on one side. There must be labor, equality, and justice for
all. We have an example of course of the Irish Republic when they struck while the iron is hot.
And that old adage still stands good. But I think that the laboring men and the women of the
country who have been, I think, cruelly misled. I think that if they were given the opportunity to
say to you, Mr. President, "Give us a chance to show that we too are Americans," I think you
would find that John L. Lewis and his cohorts would find that they were not as powerful as they
would like to think they are.
I am, of course, very much in favor of censorship by the radio and the press. I hope that it can
continue to be largely voluntary. But if not, then it is our duty as Americans to get by with less
news and less of other things. For we must know that everything that is printed on the front
pages of the newspapers of America is made available to the world. Certainly, we are not entitled
in times like this to know the military secrets. That is for you and your cabinet.
We must be guided by you and your policies in this time of crisis. No man in public office can
occupy that office or be there without some hatred, without some feeling. These must now be
subordinated to the one thing that we have in mind and that is victory.
39
Source #7
“Man on the Street” Interview
Paul Martin: Well, to Calvert what had been your attitude concerning the foreign policy of the
United States toward Japan and toward the rest of the world before this bombing?
Merritt A. Calvert: I'm quite sure that I was just an isolationist, I -Paul Martin: You were an isolationist?
Merritt A. Calvert: I seemed, that I should feel that we keep out of it as much as possible. But
after an attack on American property, right away I am of a different opinion.
Paul Martin: And, do you think that the present Axis powers, and I mean by that Germany and
Italy, and Japan, do you feel that they must be crushed absolutely before there can be any kind of
a just peace achieved in this world.
Merritt A. Calvert: Well, I am not sure they will have to be crushed absolutely. I think that
finances, natural resources will enter into this thing after a length of time, it may be quite a
length of time.
Paul Martin: But you think that we will have to win a war against them?
Merritt A. Calvert: I think we will.
Source #8
“Man on the Street” Interview
Paul Martin: This is Wednesday, December 10th, 1941. Last Sunday, three days ago, on
December 7th, the United States of America was attacked by armed forces of the Japanese
Empire. Indiana University, in cooperation with the Library of Congress of the United States, has
arranged to record some of the opinions of five representative students concerning the war at this
point. These students, we believe, have opinions which should be taken into consideration
because they are the people who will be bearing the brunt of this war after the war actually gets
underway.
First, I have upon my right, Mr. Mike Fox, a sophomore. Mr. Fox, tell us just nearly as you can
just what you thought of the war when you heard of the declaration of war by Japan? I mean the
attack of the Japanese planes upon Pearl Harbor last Sunday?
Mike Fox: Well, I was stunned and at first I didn't believe it.
40
Paul Martin: Did not believe it at first. Well, after that period left you, then what did you think
about it?
Mike Fox: Oh, I'd say it was one a feeling of fury and anger that we had been betrayed.
Paul Martin: That we had been betrayed by the people who negotiated in Washington at the time
of the actual attack did take place.
Mike Fox: Yes.
Mr. Boyer: I think our secretary of state must have been asleep if we were betrayed. Clearly, we
need somebody in the Naval Intelligence Corps to kind of find out what's going on. If we didn't
know what was going on prior to the attacks.
41
Analysis Chart
Name____________________________
Based on Multiple Sources Multiple Perspectives Activity from Reading History (Allen 105).
Sources
(include
author
and title)
Factual
Information
(key info/main
ideas)
Reading
between the
lines (inferences
you can make)
42
Potential
Bias in the
document
Questions
you want to
ask?
How can this
document help
us answer the
central question?
43
Pre-Writing Activity
Name____________________
Forming Categories
As you prepare to write your essay, use the following sheet to brainstorm and form categories for
your body paragraphs.
Category
Documents that
deal with this topic
Similarities between
Pearl Harbor and 9/11
Initial Government
Responses
Military Response
Response towards
ethnic/religious groups
Blame for the attacks
General Public reactions
44
Differences between
Pearl Harbor and 9/11
Essay Grading Rubric
Student Name_____________________________
MISSING
FOCUS
(x 2)
CONTENT
(x 2)
· Writing demonstrates no
·
·
·
·
evidence to prove thesis.
Writing does not
acknowledge counterargument.
Writing does not
acknowledge point-of-view of
source material.
· Writing demonstrates no
·
·
ORGANIZATION
examples and supporting
evidence.
Writing contains no
explanations of examples and
supporting evidence.
Conclusion may be missing.
· Writing ineffectively uses
·
STYLE /
VOICE
(x 2)
understanding of the task.
Thesis is missing or off topic.
Writing does not focus on
thesis.
· Introduction is missing.
· Writing uses little or no
·
ARGUMENT
(x2)
5
awareness of audience.
Writing does not present an
appropriate voice for the task.
Diction and syntax are not
appropriate and/or impair
understanding.
· Not in multi-paragraph
format.
SOME
6
· Writing demonstrates an uncertain
·
·
understanding of the task.
Thesis attempts to establish writer’s
purpose, but is too vague.
Writing demonstrates weak focus on
thesis with few examples that may not
connect to thesis and are mostly
summary.
GOOD
8
· Writing demonstrates a clear
·
·
understanding of the task.
Thesis clearly establishes writer’s
purpose.
Writing maintains focus on thesis
throughout essay by using examples.
· Introduction does not establish context
· Introduction establishes context of the
of the essay.
Writing uses limited examples and
supporting evidence, but they may be
off-topic or inaccurate.
Writing contains brief explanations of
examples and supporting evidence.
Essay attempts to draw to conclusion.
essay.
Writing uses good examples and
supporting evidence.
Writing contains clear explanations of
examples and supporting evidence.
Essay effectively draws to conclusion
without repeating introduction.
·
·
·
· Writing uses evidence to prove thesis,
·
·
but not always effectively.
Writing attempts to acknowledge
counter-argument.
Writing briefly acknowledges point-ofview of source material.
· Writing demonstrates little awareness of
·
·
audience.
Writing presents an inconsistent voice
for the task.
Diction and syntax are often
appropriate, but may interfere with
understanding at times.
· Paragraphs have unclear order.
· Not all body paragraphs may feature
·
·
·
· Writing effectively uses evidence to
·
·
prove thesis.
Writing acknowledges counter-argument
and refutes it.
Writing analyzes point-of-view of source
material.
· Writing demonstrates a clear awareness
·
·
of audience.
Writing maintains an appropriate voice
for the task.
Diction and syntax are appropriate,
mostly concrete and specific.
· Paragraphs have a clear order throughout
the essay.
VERY GOOD
10
· Writing demonstrates a clear
understanding of the task.
· Thesis establishes writer’s purpose in
an original way.
· Writing maintains focus throughout
essay by connecting examples to thesis.
· Introduction establishes interest and
context of the essay.
· Writing uses range of specific examples
and supporting evidence.
· Writing contains clear and varied
·
explanations of examples and
supporting evidence.
Essay effectively draws to conclusion
by emphasizing importance of topic.
· Writing persuasively uses evidence to
prove thesis.
· Writing acknowledges counter·
argument and refutes it to strengthen
argument.
Writing analyzes point-of-view of
source material to strengthen the
argument.
· Writing demonstrates a clear and
appropriate awareness of audience.
· Writing maintains an appropriate and
clear voice for the task.
· Diction and syntax are appropriate and
varied.
· Paragraphs have a clear order that
contributes to the overall effectiveness
of the essay.
· Topic sentences do not guide
·
MECHANICS
paragraphs or support thesis.
No transitions are used in the
essay.
· Essay does not meet the
·
·
assigned criteria.
Numerous grammatical errors
seriously impair
understanding.
Essay is not in MLA format.
· Topic sentences inadequately guide
·
paragraphs and may not support thesis.
Some transitions are used in essay
and/or they interfere with readability.
· Essay meets only some of the assigned
·
·
criteria.
Many grammatical errors in essay.
Essay is in MLA format, but with many
errors.
46
· Topic sentences guide the paragraphs and
·
connect them to the thesis.
Transitions are present within and among
all paragraphs.
· Essay meets all of the assigned criteria.
· Essay is edited for grammar, but may
contain a few minor errors.
· Essay is in MLA format.
sentences.
· Topic sentences thoughtfully guide the
·
paragraphs and connect them to the
thesis.
Varied transitions within and among
paragraphs make the essay easy to read.
· Essay meets all of the assigned criteria.
· Essay is thoroughly edited for grammar.
· Essay is in MLA format.
Credits:
Unit Designed by Adam Markgraf
47