uSS Indianapolis

Lesson: USS Indianapolis
Grades: 6-12
Subject: History/Math/Technology/Science
Estimated Time of Completion: Five to seven fifty-minute class sessions

I. Summary

History Detectives use many different resources to investigate a case. They must be up-to-date on the latest technological advances in DNA analysis, ballistics, and fabric analysis. They have to contact experts in the fields of forensic anthropology and genealogy. They find clues by analyzing documents, interviewing collectors, and researching in libraries, archives, and patent offices. They gather background information about the case that allows them to ask the right questions. This activity requires your students to use the same resources as shown on History Detectives. After researching the Pacific Theatre of World War II, your students will decide what questions to ask and what resources to use. See how they match up against the History Detectives in the case of USS Indianapolis.

II. Objectives

• Students will collect, research, and record data that will organize thinking and enhance historical thinking.
• Students will practice and improve problem-solving skills.
• Students will create a timeline of events and political decisions and use it to analyze the possible effects of the events on the decisions.
• Students will develop a plan to verify or refute the accuracy of historical evidence using investigative techniques.
• Students will present research findings in a written or oral report.

III. Materials Needed

• PBS History Detectives site (www.pbs.org/historydetectives)
• Computer with Internet access with a presentation device or available computers for groups of students and Internet access to the History Detectives site.
• Optional: Software such as PowerPoint and/or Excel.
• Paper and pencil.

IV. Procedure

1. (Class 1 – This section may be done together as a class or in groups. You may wish to extend the research for another class period if you would like your students to do more in-depth research.) Have students brainstorm what historical information baseball cards have to offer

2. Research the following:

• Pearl Harbor at The Trueman Library & Museum. View the Multimedia Map and Time Line. Record the date of the attack (www.trumanlibrary.org/whistlestop/study_collections/bomb/large/documents/fulltext.php?fulltextid=3).
• FDR’s Day of Infamy speech at The National Archives. View the speech and record the date (http://www.archives.gov/education/lessons/day-of-infamy/).
• Kamikaze attacks in World War II at Wikipedia.org. Record significant dates (en.wikipedia.org/wiki/Kamikaze).
• The Battle of Okinawa at Wikipedia.org. Record significant dates (http://en.wikipedia.org/wiki/Battle_of_Okinawa).
• U.S.S. Indianapolis at Naval Historical Center . Record significant dates (www.history.navy.mil/photos/sh-usn/usnsh-i/ca35.htm).
• The dropping of atomic bombs on Hiroshima and Nagasaki at Wikipedia.org. Record the dates (en.wikipedia.org/wiki/Atomic_bombings_of_Hiroshima_and_Nagasaki).

3. Go to The Trueman Library & Museum and view the documents up to the end of WWII. Record the date of each document and its main purpose. (www.trumanlibrary.org/whistlestop/study_collections/bomb/large/documents/fulltext.php?fulltextid=3)

4. (Class 2) Create a timeline using the dates and events from the research. This timeline may be created on the board, on computer, or on paper.

5. Together, discuss how the researched events coincide with information from the documents. Establish a connection between the events and the decisions made by the United States government.

6. (Class 3) Watch the introduction of History Detectives Season 4 case of U.S.S. Indianapolis. Watch only the introduction which presents the case and gives information the detectives have to start with.

7. Break the class into groups and present the task. Each group is to present a plan on how they would begin investigating the case. (Before you do this, determine a presentation format for the groups’ plans. It can be a written format, an oral report, or a Power Point presentation. Also determine how much class time will be allotted for it.) Students should browse Investigative Techniques, Do It Yourself and any other resources they find useful on the PBS History Detectives site. Some questions they should answer are:

1. What items would you investigate?
2. What questions would you want to answer about these items?
3. What type of analyses would you do?
4. What type of experts would you use?
5. What research would you do?
6. Where would you go?
7. What would you investigate there?
8. What results could confirm or refute that these items are from a kamikaze attack on the U.S.S. Indianapolis?

8. (Class 4) Arrange for use of computers with Internet access so that groups can work on their plans. If time permits, you may extend the number of class periods for groups to work.

9. (Class 5) After students have handed in or presented their plans, watch the entire case of U.S.S. Indianapolis.

10. Evaluate each group’s investigative plans. Were the techniques used by the History Detectives in the plans? Discuss with your class the similarities and differences between their suggested approaches and the approach of the History Detectives.

V. Classroom Rubric for Assessment of Investigation Plan

	Master Detective	History Detective	Apprentice Detective
Subject Knowledge	The plan demonstrates much knowledge of the subject matter.	The plan demonstrates some knowledge of the subject matte.r	The plan demonstrates a lack of knowledge of the subject matter.
Case Objectives	The plan demonstrates clear understanding the case objectives.	The plan demonstrates some understanding of the case objectives.	The plan demonstrates a lack of understanding of the case objectives.
Complete Plan	The plan went beyond the required information.	The required information was included.	Some of the required information was missing.
Resources	The plan uses a variety of investigative resources.	The plan uses several investigative resources.	The plan uses a minimum of investigative resources.
Presentation	The information was clearly and attractively presented in the plan.	The information was mostly clearly presented. Some effort was shown to attractively present the plan.	The information was vague. The presentation of the information was not visually appealing.

VI. Extensions and Adaptations

• Provide students with access to PowerPoint and let them develop an interactive PowerPoint presentation of the timeline. It should include pictures, web links, audio, and any other enhancements they feel are appropriate.
• Have students research the scientists involved in the Manhattan project. What were their lives like before, during, and after?
• Invite a World War II veteran to speak to the class about the events that the class has researched.

VII. Standards

From National Center for History in the Schools

Historical Thinking Standard 1: Chronological Thinking

• Interpret data presented in time lines
• Reconstruct patterns of historical succession and duration

Historical Thinking Standard 3: Historical Analysis and Interpretation

• Analyze cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas, and the role of chance

Historical Thinking Standard 4: Historical Research Capabilities

• Formulate historical questions
• Obtain historical data

United States History Standard for Era 8: The Great Depression and World War II (1929-1945)

• Standard 3: The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs

World History Standard for Era 8: A Half-Century of Crisis and Achievement, 1900-1945

• Standard 4: The causes and global consequences of World War II

From McREL

Language Arts:

• Standard 4. Gathers and uses information for research purposes
• Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts
• Standard 8. Uses listening and speaking strategies for different purposes
• Standard 9. Uses viewing skills and strategies to understand and interpret visual media

Science:

• Standard 12. Understands the nature of scientific inquiry

Technology

• Standard 2. Knows the characteristics and uses of computer software programs
• Standard 6. Understands the nature and uses of different forms of technology

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