This lesson introduces students to the Japanese attack on Pearl Harbor and asks them to consider the reasons why Japan might have wanted to expand its territory in the early 1940s. They will also consider the reasons why the United States would have kept warships in Pearl Harbor. Students will conclude by reading some firsthand accounts of what it was like in Pearl Harbor during the attack and by writing letters to American servicepeople who were there.

Geography, United States history, world history

Standard 13: "How the forces of cooperation and conflict among people influence the division and control of Earth's surface"

Two hours

• Computer with Internet access
• Wall map of the world

Students will

• discuss the territories that they inhabit on a regular basis;
• describe what they do when their territories are "invaded";
• discuss their knowledge of the attack on Pearl Harbor;
• look at areas of Japanese control in 1941 on a map, and explain why they think Japan wanted to expand its territory;
• refer to a map to explain why the United States wanted to keep warships in Pearl Harbor and why Japan chose to attack Pearl Harbor rather than someplace else;
• read quotes from an online bulletin board about what it was like at Pearl Harbor on December 7, 1941, and write sentences describing what they read; and
• write letters to American servicepeople stationed at Pearl Harbor in December 1941.

Write the word "territory" at the top of one side of the board. Ask students to describe their own territories within the classroom. What space do they define as their own when they’re in class? They might say that their desks and the air surrounding their desks represent their personal territories within the classroom.

Ask students what they do when their territory is "invaded." Do they fight, argue, go to an adult, "get even," or do other things? Write their responses on the board.

Inform students that, just as they have their own personal territories within the classroom, countries have territories that are usually defined by national borders. Ask a student to point out the boundaries of the United States on the map.

Ask students to describe the ways that a country defends its territory. They should realize that, just as kids sometimes fight over their personal territories, nations sometimes fight over their borders and territories. They should also realize that countries sometimes go to war to extend their territories, taking new land away from other countries or groups of people.

Inform the class that one of the most famous events in U.S. history was the Japanese bombing of Pearl Harbor on December 7, 1941. Ask them if anyone has heard of this event and, if so, what they know about it. They might make comments based on what they have heard about the movie (e.g., explosions, airplanes, or warships). Explain that this incident was partially related to Japan's desire to expand its territory and to the United States' desire to prevent Japan from doing so.

Refer to a world wall map, or have students look at their own maps of the Pacific Rim or the world. Point out, or have students point out, the continental United States, Hawaii, and Japan. Explain that Pearl Harbor is located on the Hawaiian island of Oahu, and have students locate this island on the map.

Tell students that, shortly before attacking Pearl Harbor, Japan was in control of parts of China and modern-day Vietnam. (You can see the boundaries of Japanese control at the Japanese Plan and Troop Disposition map.) Point out these places on the map, and ask students why they think Japan would have wanted to control this territory. Ask students to consider reasons why Japan might decide to expand.

Continue referring to the map while explaining that the United States had (and still has) military installations on the Hawaiian island of Oahu. In 1941, Japan and the United States were not on good terms with each other. Ask students why they think the United States at that time would have wanted to keep warships stationed in Pearl Harbor. Then ask them why they think the Japanese would have chosen to attack Pearl Harbor rather than another part of the United States. You might want to pose these questions to the class:

• Why do you think the United States kept warships in Hawaii? (For more information, see p. 64 of the December 1991 issue of National Geographic magazine.)
• Why do you think Japan wanted to expand into Southeast Asia and the Pacific Islands? (Encourage students to think about the natural resources available in Japan in comparison to other locations.)

Have students go to National Geographic's online Talk Board and read some of the statements that kids and adults have submitted about Pearl Harbor. Ask them to pay particular attention to statements about what it was like during the attack. Ask them to write three to five sentences describing what it was like to be in Pearl Harbor when it was attacked.

optional: Have students look at this picture of the U.S.S. Arizona sinking after being attacked. Make sure they understand that this picture is the real thing and not a scene from the movie. Emphasize that this scene is the type of thing that can happen when countries go to war over territory or other issues.

Note: Some students may think photographs of the Pearl Harbor bombing are "cool," just like the special effects they see in movies and on TV. Remind them that more than 2,000 Americans were killed and that this event brought the United States into a war that lasted almost four more years, killing and wounding several hundred thousand more. Emphasize that this was a real event, not just a movie or a series of pictures.

Hold a class discussion asking students to describe what happened at Pearl Harbor and to explain why this event occurred.

Have students write letters to American servicepeople who were stationed in Pearl Harbor at the time of the bombing. Their letters should

• explain three things they have learned about the bombing of Pearl Harbor;
• explain why they think the Japanese attacked Pearl Harbor; and
• pose three to five questions they would like to ask a Pearl Harbor survivor.

Have students post a question on National Geographic's online Talk Board.

Tell the class that the United States and Japan fought each other in World War II for almost four years, and the war ended with the U.S. dropping two nuclear bombs on Japan. As many as 150,000 Japanese were killed in Hiroshima and Nagasaki.

Ask students to brainstorm alternatives to fighting when countries are in disagreement over who should control which territories. What might Japan and the United States have done instead of going to war? Have them list their ideas in pairs or small groups.

For more advanced students: Have students research and discuss the role that Japan's alliance with Germany played in making the United States want to fight Japan. What did the United States think of the German government, and why? How can events in one part of the world (Europe) lead up to events on the other side of the world (the Pacific)?

Japanese Plan and Troop Disposition map
National Geographic: Beyond the Movie—Pearl Harbor
National Geographic: Online Talk Board
National Geographic: Remembering Pearl Harbor
Pearl Harbor Anchorage map