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Teacher's Guide: Hints for the Active Learning Questions

1. As a follow-up, ask students to examine the timeline they have created and see if they can locate the turning point in each theater of the war. How far apart in time were the turning points in Europe and the Pacific?

2. To help guide students responsible for the debate over the Philippines, you might note that supporters of annexation included President William McKinley and Senator Albert Beveridge; opponents included members of the American Anti-Imperialist League, such as Carl Schurz and Mark Twain. One way to compare the two debates would be to ask students to distinguish between arguments based on American self-interest (for example, annexation of the Philippines would strengthen the American economy, and the overthrow of the Saddam Hussein regime would reduce the threat of terrorism) and arguments based on the interests of the other country involved (for example, the Filipinos would benefit from American missionary activity, and the Iraqis would benefit from the opportunity to elect a new government).

3. For extra credits, students could prepare graphs or charts showing Japanese casualties (civilian as well as military) during the war, possibly comparing those to casualties suffered by other nations.

1. After the presentation, you might discuss with the class the potential contribution that special forces can make in the war against terrorism.

2. Students may want to visit the Web site of the ICC. Also, for background on the Nuremburg Trials, as well as updates on conflicts around the world today, students may want to visit the Web site of the United States Holocaust Memorial Museum. Background on the Tokyo trials can be found on the American Experience MacArthur Web site. In addition, students may want to read a speech by an Administration official on the United States and the ICC.

1. Students also should understand, on the basis of the film and the reading, the role that mistreatment and neglect played in the prisoners' poor health.

2. An alternative would be for students to create a map showing Japanese expansion in the early phase of World War II and a separate map showing United States victories that led to Japan's surrender.

1. Before they form their own opinion on the issue, you might ask students to imagine what they would think if they were the captor, and if they were the captive, in such a situation.

2. Groups advising against the use of economic leverage might argue that the experience of the 1940s shows that it can backfire, promoting armed conflict rather than averting it. Groups favoring the use of economic leverage might outline differences between the two situations, such as the United States' ability to respond quickly and with overwhelming military power to any North Korean attack.

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