No Pearl Harbor

An Alternate History Assignment for 8^th Grade

Background

      On December 7, 1941, Japan launched an air attack on the American military installations in Pearl Harbor, Hawaii. The attack was primarily intended to cripple America’s Pacific fleet, but was not successful in this aim. As a result of the attack twelve warships and sixty-eight aircraft were destroyed and more than 2,400 American soldiers and civilians were killed. In part because America officially declared war on Japan on December 8, 1941, Japan’s allies Germany and Italy declared war on the United States on December 11, 1941. 

      Before the attack on Pearl Harbor, Americans were divided about whether to enter war with Japan, Germany, and Italy. As a result of the attack, however, Americans united. America’s entrance into World War II greatly impacted the results. American soldiers struggled in both Europe and in the Pacific before winning victory and destroying fascism.

What Actually Happened

      The attack on Pearl Harbor galvanized Americans against Japan and, in turn, against Germany and Italy as well. Although America was already materially involved in the war effort through the Lend-Lease Program, there was considerable debate in the United States about whether the country should get involved in the fighting. Pearl Harbor changed everything. Four short years after the attack, America had mobilized an unprecedented war effort and played a major role in securing victory for the Allies in both Europe and the Pacific.

Point of Divergence

      Despite a myriad of difficulties with the United States, Japan chose not to attack Pearl Harbor. The United States, therefore, did not declare war on Japan on December 8, 1941, and Germany and Italy did not declare war on the United States three days later.

Questions to be Answered

• Would Americans ever reach consensus on whether to become involved in World War II?
• Would America ever extend its involvement in World War II beyond the Lend-Lease Program?  When?  Why?  How?
• Would America enter the World War II? If so, how?
• What would the results of World War II be in Europe? In Japan?

Connections to New York State Intermediate

Social Studies Standards

No Pearl Harbor

 Standard 1—US and NY History

 1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

• Students explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans.

Students will explore the idea of defending freedom.

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

• Students investigate key turning points in New York State and United States history and explain why these events or developments are significant.

Students will investigate the attack on Pearl Harbor, which directly led to United States involvement in World War II.

• Students analyze the role played by the United States in international politics, past and present.

Students will analyze the role of the United States in the Allies’ victory in World War II.

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

• Students describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents.

Students will explore the role that the democratic belief of freedom had in America’s entrance into World War II.

Standard 2—World History

2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations

• Students study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.

Students will study the role World War II played in changing the course of World War II.

4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

• Students investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions.

Students will practice all of the skills listed above by investigating the onset of World War II.

Standard 3—Geography

2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994: Geography for Life)

• Students interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.

Students will consider what might have been different if Japan had not attacked Pearl Harbor, Hawaii.

Standard 4—Economics

1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.

• Students understand how scarcity requires people and nations to make choices which involve costs and future considerations.

Students will consider the reasons America chose to enter World War II and whether other reasons, including economic considerations, could have led to this.  They will also explore America’s Lend-Lease program.

• Students understand how people in the United States and throughout the world are both producers and consumers of goods and services.

Students will learn about the United States as a producer through the Lend-Lease program.

Standard 5—Civics, Citizenship, and Government

1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

• Students analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs.

Students will analyze the human rights aspects of World War II.

3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.

• Students explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time.

Students will consider the different roles American citizens took on to contribute to the war effort after the attack on Pearl Harbor.