Fernando M. Reimers et 31.

Activity GCR.3.1

In this lesson students will read Roosevelt’s Joint Address to Congress
Leading to a Declaration of War Against Japan (the “day that will live in
infamy” speech) in order to assess whether Roosevelt spelled out the case for
a just war (http://www.pbs.org/thewar/downloads/just__war.pdf).

Optional Activity

Use the following lesson plan on just wars, which includes a role—playing ac—
tivity concerning the decision to go into the Korean War and also an evalua—
tion of the My Lai massacre during the Vietnam War: http://www.yale.edu/
ynhti/curriculum/units/2002/3/02.03.0 l .x.html.

Activity GCR.3.2

Students are divided into various roles and take part in a mock trial of the
United States’ bombing of Hiroshima. Applying discussions and concepts
introduced in the unit, they debate whether the bombing of Hiroshima to
end World War II was justified.

Possible roles include attorneys for both the defense and the prosecution, a
judge, a bailiff, and witnesses.

Optional Activity GCR.3.3

Students take a more contemporary speech made by a president on an act of
war (e.g., President Bush’s speech after September 11 or President Obama’s
speech on escalating the troop presence in Afghanistan) and compare it to
Roosevelt’s speech.

They also evaluate a more contemporary war on the basis of just—war theory
and discuss/ debate the terms by which such decisions are made.