by President Gerald R. Ford
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
'Day of Infamy' Speech
- President Franklin D. Roosevelt
On December 7, 1941 Japan bombed Pearl Harbor, a United States naval base in Hawaii, effectively drawing America into World War II. President Franklin D. Roosevelt, the 32nd President of the United States, delivered this speech to a Joint Session of Congress on December 8, 1941, the day after the attack.Pair the “Day of Infamy” speech with “Confirming the Termination of Japanese Internment during World War II” and ask students to discuss these historical speeches. How does FDR’s speech inform Ford’s? Compare how each president discusses Pearl Harbor and the historical consequences of this day.
Excerpt from Trail of Tears Diary
- Jobe Alexander & Mary Hill
The Trail of Tears is the name given to the forced relocation of Native American nations following the Indian Removal Act of 1830. The removal included many members of tribes who did not wish to assimilate. Many Native Americans suffered from disease and exposure, and somewhere between 2,000-6,000 Cherokee died on the trail. The Trail of Tears Diary includes interviews that reveals the extraordinary resilience of the Native American nations during the trail.Pair “Confirming the Termination of Japanese Internment during World War II” with “Excerpts from The Trail of Tears Diary” and ask students to discuss American history of relocation. How did people justify these infractions of human rights?
Charter of the United Nations
“The Charter of the United Nations” is an international treaty that was signed on June 26, 1945 by 50 countries around the world. In that same year, World War II officially ended on September 2, 1945. The U.N. was formed to protect human rights across the world, after witnessing the atrocities committed in both world wars, and to take step forward to international peace.Pair “Confirming the Termination of Japanese Internment during World War II” with “Charter of the United Nations” and ask students to compare these post-WWII documents. How are they concerned with justice and human rights? What caused people to commit these infractions against human rights (i.e. internment and the tragedies of WWII) in the first place?
Nazi Summer Camp
- Jad Abumrad and Robert Krulwich, from RadioLab
In this transcription of the podcast, “Nazi Summer Camp”, Reporter Karen Duffin discusses the lesser known Aliceville POW camp in Alabama, and the treatment of POWs in the United States at that time.Pair “Confirming the Termination of Japanese Interment” with “Nazi Summer Camp” to give students further details regarding the treatment of Japanese-American during World War II. How does President Gerald R. Ford’s description of the Japanese-Americans’ treatment during the war compare to the depiction in “Nazi Summer Camp”?
Japanese Relocation during World War II
- National Archives
The informational text, “Japanese Relocation during World War II,” discusses the relocation and internment of Japanese Americans during WWII.Pair “Confirming the Termination of Japanese Internment” with “Japanese Relocation during World War II” to allow students to further explore the aftermath of the internment of Japanese Americans. In addition to the termination of Japanese internment and a formal apology, former Japanese internees received money for the injustice – why was merely an apology not enough? Ask students whether they think the government should have provided additional compensation.
Agreement Between the U.S. and the Spokane Indians
- Digital Public Library of America
The “Agreement Between the U.S. and the Spokane Indians” outlines the parameters of the Spokane Indians’ relocation to the Coeur d’Alene Reservation.Pair “Confirming the Termination of Japanese Internment” with “Agreement Between the U.S. and the Spokane Indians” and ask students to discuss the United States’ history with relocating groups of people. How did the United States justify their decision to force countless people out of their homes?
Reliving the Attack on Pearl Harbor
- Veterans History Project
In “Reliving the Attack on Pearl Harbor”, J.C. Alton shares his experiences serving in the army and the events of the attack on Pearl Harbor as he remembers them.Pair “Confirming the Termination of Japanese Internment” with “Reliving the Attack on Pearl Harbor” and ask students to explore the effects of the attack on Pearl Harbor. How are the events of the two articles connected? In what other instances has the United States been prejudiced towards groups of people in the name of national security?