View
219
Download
3
Category
Preview:
Citation preview
Activity: RADAR: Innovating Naval Warfare
Guiding question: How did the invention and use of RADAR technology alter the defensive and off ensive strategies used in the Pacifi c Theater and impact the complexities of planning and plotting attacks in war?
DEVELOPED BY WHITNEY JOYNERGrade Level(s): 6-8, 9-12Subject(s): Social Studies, Geography, Science, MathematicsCemetery Connection: West Coast MemorialFallen Hero Connection: Quartermaster Second Class Edgar Blannam Atkinson
Activity: RADAR: Innovating Naval Warfare 1
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
OverviewUsing interactive technology from the American Battle Monuments Commission, maps, and primary and secondary source analysis, students will determine how the invention of RADAR impacted the war in the Pacific while plotting an attack on an enemy convoy.
Historical ContextWhat began as a laboratory experiment developed into a new military technology that would serve as a powerful offensive and defensive weapon for the Allies throughout World War II. RADAR (RAdio Detection And Ranging) is a system capable of detecting objects using radio waves to determine range, angle, and location. RADAR was utilized throughout the war to locate air, ground, and sea targets. RADAR did not possess a long enough range to be able to detect ships in the vast ocean of the Pacific. LORAN (LOng RAnge Navigation) was created as a solution to this problem, and also made it pos-sible to use it without breaking radio silence. Military person-nel, scientists, engineers, fabricators, technicians, and radio operators all played an integral role in building, deploying, and maintaining the use of RADAR systems throughout the Pacific Theater.
ObjectivesAt the conclusion of this lesson, students will be able to
• Analyze primary and secondary sources to learn about the role that RADAR played in World War II;
• Describe the role the invention of RADAR played in the Pacific Theater during World War II;
• Evaluate the importance of RADAR use for both offensive and defensive efforts at sea and in the air; and
• Calculate time, distance, and speed while plotting an enemy convoy attack, giving students a better understanding of the complexities of plotting attacks in war, how RADAR works, and the science, math, and technology involved in war.
“The invention of RADAR and sonar technologies was a pivotal turning point in
the defensive and offensive efforts of the Allies in
World War II. My interest in this topic began with
researching Quartermaster Second Class Edgar
Blannam Atkinson. Placing students in the simulation
of a plotting room gives them the opportunity to experience a piece of the
quick and complex decision making those in the Combat
Information Center were faced with at sea. This new technology impacted both
military and civilian life and inspired future innovation in
navigation. ”— Whitney Joyner
Joyner teaches at Northeast Middle School in Clarksville, TN.
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare 2
Standards Connections Connections to Common Core CCSS.ELA-LITERACY.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSS.MATH.CONTENT.8.EE.C.8.C Solve real-world and mathematical problems leading to two linear equations in two variables.
Connections to C3 FrameworkD2.Geo.3.6-8. Use paper based and electronic mapping and graphing techniques to repre-sent and analyze spatial patterns of different environmental and cultural characteristics.
D2.Geo.7.6-8. Explain how changes in transportation and communication technology influ-ence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.
D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past.
ISTE Standards for Students5. Computational Thinker Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students: a. formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions. b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. c. break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. d. understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare 3
Documents Used ★ indicates an ABMC source
Primary SourcesFilm, Conquest of the NightU.S. Navy, U.S. Marine Corps, and U.S. Coast Guard, 1945https://www.youtube.com/watch?v=-BiBg2eOT-I
RADAR Plot from Station Opana, Pearl Harbor, Hawaii, 1941National Archives and Records Administration (2600930)https://catalog.archives.gov/id/2600930
Secondary Sources"What If?" Radar Operation on the Day of the Pearl Harbor Attack ★American Battle Monuments Commission https://youtu.be/R6SueP3eP3o
Map, The Far East and the Pacific 1941United States Military Academy at West Pointhttp://www.westpoint.edu/history/SiteAssets/SitePages/World%20War%20II%20Pacific/WWIIAsia01.pdf
Map, The Invasion of Leyte and the Battle for Leyte Gulf, October 1944 United States Military Academy at West Pointhttp://www.westpoint.edu/history/SiteAssets/SitePages/World%20War%20II%20Pacific/ww2%20asia%20map%2029.jpg
Map, Major Operations of World War Two in the Pacific Theater United States Military Academy at West Pointhttp://www.westpoint.edu/history/SiteAssets/SitePages/World%20War%20II%20Pacific/WorldWarTwoAsiaOverview.pdf
Map, Major Japanese War Objectives and Planned Opening AttacksUnited States Military Academy at West Pointhttp://www.westpoint.edu/history/SiteAssets/SitePages/World%20War%20II%20Pacific/WWIIAsia04.pdf
World War II: A Visual History ★American Battle Monuments Commissionhttps://www.abmc.gov/sites/default/files/interactive/interactive_files/WW2/index.html
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare 4
Materials• RADAR Plotting Map
• RADAR Plotting Scenario Teacher’s Guide
• Convoy Attack Team Planning Guide
• RADAR in World War II Graphic Organizer
• A Closer Look at RADAR during World War II Handout
• Optional Strategic Value Cards for Plotting Team Activity
• Quick Write Assessment Rubric
• Pencils and erasers for plotting
• Calculators
• Computer with internet and projection capabilities to show video clips
Lesson PreparationActivity One:
• Pre-arrange students in pairs for the first activity.
• Cue up the World War II: A Visual History to the December 1941 Japanese Attack on Pearl Harbor section and ensure both sound and video are in working order.
• Cue up the "What If?" Radar Operation on the Day of the Pearl Harbor Attack video and ensure both sound and video are in working order.
• Cue up the Conquest of the Night video and ensure both sound and video are in working order.
• Make one copy of the following for each pair of students:
◦ RADAR Plot from Station Opana, Pearl Harbor, Hawaii, 1941
◦ A Closer Look at RADAR during World War II Handout
◦ RADAR in World War II Graphic Organizer
Activity Two: • Pre-arrange students into groups of three or four students each for the Plotting Team Activity.
• Make one copy each of the following for each group of students:
◦ Map, Major Operations of World War Two in the Pacific Theater
◦ Map, Major Japanese War Objectives and Planning Opening Attacks
◦ Convoy Attack Team Planning Guide
◦ RADAR Plotting Map (make extra copies in case students make mistakes in their plotting)
◦ Map, The Invasion of Leyte and the Battle for Leyte Gulf (optional)
◦ Strategic Value Cards for Plotting Team Activity (optional)
• Make one copy of RADAR Plotting Scenario Teacher’s Guide for teacher use.
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare 5
• Make one copy Quick Write Assessment Rubrics for each student.
ProcedureActivity One: Understanding the Role of RADAR (60 minutes)
• Show students the ABMC World War II: A Visual History - Japanese Attack Pearl Harbor video and read the excerpt that accompanies the video.
◦ Ask the students, What emotions and reactions do you think Americans had following the attack on Pearl Harbor?
• Show students the "What If?" Radar Operation on the Day of the Pearl Harbor Attack video filmed at the Pacific Aviation Museum.
◦ Ask the students, Why was the attack a surprise? If the attack on Pearl Harbor happened today, what technology could be used to warn our military and citizens?
• Distribute copies of the RADAR Plot from Station Opana, Pearl Harbor, Hawaii, 1941 for students to analyze.
◦ Ask pairs to analyze the document and respond to the following questions:
• What words/dates stand out to you on this document?
• What are the numbers throughout the document?
• Who do you think created this document?
• Why do you think this document was created? What is the significance of this document?
• Summarize this document in two or three sentences.
◦ Discuss student answers to the questions in a whole class discussion.
• Teacher Tip: Explain to students that this document is the actual RADAR plot from the detection station at Opana Point in Oahu, Hawaii from the day Pearl Harbor was attacked. This plot was used in a Congressional committee meeting as evidence in the investigation of the attack.
• Move students into pairs and distribute a copy of A Closer Look at RADAR during World War II Handout and RADAR in World War II Graphic Organizer to each pair.
◦ Ask each pair to analyze the various ways the invention of RADAR was used in World War II and complete the graphic organizer.
• Show students the Conquest of the Night video.
◦ Ask students, How did the invention and use of RADAR technology alter the outcome of the war in the Pacific?
◦ Teacher Tip: Use this discussion time to review the graphic organizer pairs completed and discuss the propaganda video.
• Close the lesson by telling students that tomorrow they will have the opportunity to learn the science and math behind RADAR plotting and that they will be working in teams to plot an attack on an enemy convoy.
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare 6
Activity Two: Attack! (60 minutes)• Divide students into teams of three students each. These teams will become their “Plotting
Teams.”
• Give each team one copy of the Map of Major Japanese War Objectives and Planning Opening Attacks and one copy of the Major Operations of World War Two in the Pacific Theater Map.
• Direct each team to analyze the two maps and answer the following questions for both maps on their own sheet of paper. Following think time, lead a class discussion, comparing and contrasting both maps and student answers.
◦ What area of the world is this map displaying?
◦ What information is the map presenting?
◦ From whose perspective is this map being shown?
• Explain that students will work in their Plotting Teams to plot an attack on an enemy convoy. The teacher will serve as the RADAR, providing the information needed about the distance, time, and speed of the enemy.
• Provide one copy of the Convoy Attack Team Planning Guide and Map for Plotting handouts to each team.
◦ Teacher Tip: Teachers with advanced students may choose to provide each team with a copy of the Map, The Invasion of Leyte, October 1944 and Strategic Value Cards for Plotting Team Activity for students to to use in the plotting activity.
• Follow the step-by-step directions in the RADAR Plotting Scenario Teacher’s Guide.
• Debrief at the conclusion of the class using the following questions:
◦ What were some of the problems you encountered while plotting your attack?
◦ How did you overcome these problems?
◦ What information was most helpful in planning your attack?
◦ What path did you choose and what justification/strategic reasoning can you provide for the path you chose?
◦ In what ways could RADAR be beneficial on the offensive side of war? The defensive side?
◦ How has RADAR evolved over time and what are we able to do with RADAR technology today?
◦ What inventions/innovations do you use today that incorporate RADAR technology?
Assessment (15 minutes)• Pose the following question to students: How did the invention and use of RADAR technology
alter the outcome of the war in the Pacific?
• Instruct students to complete a quick write, answering the question, while citing evidence and examples from their work over the course of the last two days.
• The Quick Write Assessment Rubric can be used to score this assessment.
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare 7
Methods for Extension• Students with more interest in the role that RADAR played in World War II can research the
role RADAR played in the Battle of Britain. Students can also research the discovery and use of RADAR by the Axis powers.
• The lesson can be adapted for more advanced students by incorporating more advanced calculations into the plotting portion of the lesson. From calculating trajectory and plotting vectors, there are many levels of math that can be incorporated into this activity.
• Teachers can enhance students’ interest in the impact of science, mathematics, and technology in World War II by exploring these related lesson plans on ABMCEducation.org:
◦ Flight Plans and Rescues: Using Math to Explore the World War II Strategic Bombing Campaign
◦ Horror in the Hedgerows: Technology, Tactics, and Teamwork
◦ The Army Engineers: Challenges at the Anzio Beachhead
◦ The Math of War: The Numbers Behind Minesweeping in the Mediterranean
◦ The Calculus of War: Tactics, Technology, and the Battle of the Atlantic
Adaptations• Teachers can adapt the project to younger learners or learners with special needs by
simplifying the plotting and changing the Maneuverability Board to a basic X, Y axis grid and allowing students to plot basic points.
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
RADAR Plot from Station Opana, Pearl Harbor, Hawaii, 1941 National Archives and Records Administration (2600930)
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
A Closer Look at RADAR during World War IIWhat began as a laboratory experiment developed into a new military technology that would serve as a powerful off ensive and defensive weapon for the Allies throughout World War II. RADAR (RAdio Detection And Ranging) is a system capable of detecting objects using radio waves to determine range, angle, and location. RADAR was utilized throughout the war to locate air, ground, and sea targets.
In the Pacifi c, RADAR did not possess a long enough range to be able to detect ships in such vast oceans. LORAN (LOng RAnge Navigation) was created as a solution to this problem, and also made it possible to use it without breaking radio silence. Military personnel, scientists, engineers, fabricators, technicians, and radio operators all played an integral role in building and deploying the use of RADAR systems throughout the Pacifi c Theater.
Bombing
The development of the bombsight helped to make RADAR a strategic weapon. RADAR allowed for more accurate bombing and precision targeting of military and industrial loca-tions. Because of RADAR, Allied Air Forces were better able to attack targets at night and dur-ing inclement weather.
Boeing B-17F RADAR bombing through clouds over Bremen, Germany, November 13, 1943. National Museum of the U.S. Air Force.
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
A Closer Look at RADAR during World War II cont.Chain Home RADAR
The British Royal Air Force (RAF) built Chain Home Early Warning RADAR stations during World War II to detect and track aircraft. Chain Home RADAR provided the RAF with almost 30 minutes of warning time to intercept threats. The system could detect German formations before they could reach the English Channel. British Women’s Auxiliary Air Force (WAAF) plotters and duty offi -cers helped to run these stations during the war. Pictured here, women tellers recorded information from the Filter Room and relayed it to plotters, who reproduced it on their map.
Monitoring Weather
Military meteorologists used RADAR to track various types of weather, and in particular, storms. Typhoon Cobra was the U.S. Navy’s designation for a tropical storm cyclone that struck the U.S. Pacifi c Fleet in December 1944. Pictured here is the eye structure of the storm as captured on RADAR.
The Operations Room at the Royal Air Force Fighter Command's No. 10 Group Headquarters at Rudloe
Manor in Wiltshire. This image shows British Women’s Auxiliary Air Force (WAAF) plotters and duty offi cers
at work, 1943. Imperial War Museum (CH 11887).
An image of Typhoon Cobra captured by the RADAR of a U.S. Navy ship. The typhoon, located east of the Philippines, was the second tropical storm to be observed using RADAR,
December 18, 1944. National Oceanic and Atmospheric Administration Photograph Library.
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
A Closer Look at RADAR during World War II cont.Fire Control
RADAR was also used to direct gunfi re and used to aim anti-aircraft guns.
Fire Control RADAR was commonly used by night fi ghters to locate a precise position of a detected target. This type of RADAR helped guide pilots close enough to a target to see it, aim their guns, and hit it.
The Mark 8 fi re control RADAR (shown here) directed large-caliber battleship and cruiser guns. It was also ideal for fi re control against surface targets.
Naval Surface Search
The SG Surface Search RADAR was installed on destroyers and larger ships to assist in locating enemy surface ships, coordinating attack by surface vessels, and to aid in navigation.
The SG Surface Search RADAR could detect large ships at a distance of 15 miles and a submarine peri-scope at fi ve miles, due to its gyro-stabilized mount.
A Mark 8 fi re control RADAR system. U.S. Navy.
The SG Surface Search RADAR unit on the forward face of the tower on the USS Washington, photographed at the New
York Navy Yard on August 18, 1942. U.S. Navy.
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Rubric
RADAR in World War II Graphic OrganizerDirections: Complete the following chart using the A Closer Look at RADAR During World War II handout.
Who used RADAR during World War II?
What did this person or group use RADAR to accomplish?
Synthesis: How did the invention of RADAR impact the outcome of World War II?
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
Map, Major Japanese War Objectives and Planned Opening AttacksUnited States Military Academy at West Point
DES
TRO
Y /
NEU
TRA
LIZE
THE
US
PACI
FIC
FLEE
T
ESTA
BLIS
H A
DEF
ENSE
PER
IMET
ER
SECU
RE T
HE
SOU
THER
N R
ESO
URC
ESA
REA
CUT
US
LOC
TOTH
E PH
ILIP
PIN
ES
WAT
CH T
HE
USS
R
WIN
TH
E W
AR
IN C
HIN
A
ISO
LATE
CH
INA
AL
AS
KA
UN
ION
OF
SO
VIE
T S
OC
IAL
IST
RE
PU
BL
ICS
CA
NA
DA
UN
ITE
DS
TAT
ES
ALEU
TIA
N I
SLA
NDS
ATTU
KISK
A
AM
CHIT
KAA
DA
K
UM
NA
KH
ARB
OR
DU
TCH
KOD
IAK
KURILE IS.
KAMCHATKA
MA
NCH
URI
A
OU
TE
R M
ON
GO
LIA
SIN
KIA
NG
TIB
ET
CH
INA
KOREA
IND
IA
BURM
A
FRENCH
INDOCHINA
FORM
OSA
(TA
IWA
N)
PHIL
IPPI
NE
IS.
THA
ILA
ND
S UM
AT R A
AU
ST
RA
LIA
BORN
EO
MIN
DAN
AO
CELE
BES
NEW
GU
INEA
TASM
AN
IA
NEW
ZEA
LAN
D
NEW
CA
LDO
NIA
S OLO
MO
N I
S .
SA
NT
A C
RU
Z I
S.
NE
WH
EB
RID
ES
HO
LLA
ND
IA
TAH
ITI
SUVAFI
JI IS
.
SAM
OA
NO
UM
EA
ESPI
RITU
SAN
TO
GU
AD
ACA
NA
L
CAN
TON
LIN
E IS
LAN
DS
CHRI
STM
AS
IS.
PALM
YRA
GIL
BERT
IS.
HAW
AIIA
N IS
LAN
DS
JOH
NST
ON
IS.
MID
WAY
PEA
RL H
ARB
OR
OA
HU
TARA
WA
MA
KIN
MIL
LEPO
NA
PEM
AJU
RAM
ALE
OLA
PKW
AJA
LEIN
WO
TJE
ENIW
ETO
K
WA
KE
MA
RCU
S
SAIP
AN
ROTA
GU
AM
TRU
K
ULI
THI
YAP
NG
ULU PA
LU IS
.
CA
RO
LIN
E I
S.
MA
RSH
ALL
IS
.
EQU
ATO
R
VOLC
AN
OIS
LAN
DS
MA
RIA
NA
SIS
LAN
DS
NEW
BRIT
AIN
BON
INIS
LAN
DS
HO
NG
KON
G
CHRI
STM
AS
IS.
SPRA
TLY
IS.
RYU
KYU
IS.J
AP
AN
TARA
KAN
IS.
AN
DAM
AN
IS.
MA
LAYA
KRA
ISTH
MU
S
TIM
OR
IS.
IWO
JIM
A
OKI
NAW
A
HA
INA
N
PESC
AD
ORE
IS.
SAKH
ALI
N
JA
VA
MO
ROTA
IIS
.
InternationalDate Line
Peki
ng
Shan
ghai
Chun
gkin
g
Chan
gsha
Port
Arth
ur
Vlad
ivos
tok
Nom
e
June
au
Seat
tle
San
Fran
cisc
o
Los
Ang
eles
Auc
klan
d
Wel
lingt
on
Ade
laid
e
Mel
bour
ne
Sydn
ey
Bris
bane
Tow
nsvi
lle
Port
Mor
esby
Dar
win
Der
byBr
oom
e
Perth
KOEP
AN
G
Soer
abaj
a
Mak
assa
rKE
ND
ARI
AM
BOIN
A
BIA
K
Sarm
iSa
nsap
or
Men
ado
Bata
via
Pale
mba
ngBa
ndja
rmas
inBa
likpa
pan
Kuch
ing
Sing
apor
eM
iri
Jess
elto
nSa
ndak
enJo
ln
Bang
kok
Saig
on
Rang
oon
Man
ilaCL
ARK
FIEL
D
DEL
MO
NTE
FI
ELD
Calc
utta
Man
dala
y
Kunm
ing Ca
nton
Dav
ao
Mad
ang
Lae
Buna
Kiel
aRa
bauk
Bism
ark
Arc
hipe
lago
BURMA
RO
AD
THE
FAR
EA
ST A
ND
PA
CIFI
C, 1
941
MA
JOR
JAPA
NES
E W
AR
OBJ
ECTI
VES
A
ND
PLA
NN
ED O
PEN
ING
ATT
ACK
S4 HIS
TO
RY
DE
PAR
TM
EN
TU
SM
AFr
ank
Mar
tini
NSC
ALE
OF
MIL
ES
040
080
0
120
0
1
600
AB
CD
1 2 3 4
1 2 3 4
BA
CD
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
Map, Major Operations of World War Two in the Pacific TheaterUnited States Military Academy at West Point
CANA
DA UNITE
DST
ATES
ALAS
KA (U
.S.)
SO
VI
ET
U
NI
ON
MO
NG
OL
IA
CH
IN
A
PHILI
PPIN
ES (U
.S.)
MAN
CUKU
O(M
ANCH
URIA
) KORE
A
JA
PA
N
THAI
LAND
FREN
CHIN
DOCH
INA
MAL
AYA
(BR.
)
BRIT.
N. B
ORNE
OBR
UNEI
(BR.
)SA
RAW
AK (B
R.)
NETH
ERLA
NDS
EAST
INDI
ES
DUTC
HBO
RNEO
AU
ST
RA
LI
A
N.E.
NEW
GUI
NEA
(AUS
T.)
NEW
GUI
NEA
(NET
H.)
KAM
CHAT
KAPE
NINS
ULA
SAKH
ALIN
ISLA
ND
KURIL ISLANDS
HOKK
AIDO
HONS
HU
SHIK
OKU
KYUS
HU
BONI
N IS
LAND
S
VOLC
ANO
ISLA
NDS
RYUKYU ISLANDS
FORM
OSA
HAIN
AN
LUZO
N
SU
MA
TR
A
JAVA
CELE
BES
MOR
OTAI
CARO
LINE I
SLAN
DS
MAR
IANA
ISLA
NDS
TRUK
ISLA
NDS
ADM
IRAL
TY IS
LAND
SHA
LAM
ERA
SAM
ARLE
YTE
MIN
DORO
PALA
WAN
PALA
U IS
LAND
S
NEW
IREL
AND
SOLO
MON
ISLA
NDS
NEW
BRI
TAIN
MAR
SHAL
L ISL
ANDS
GILB
ERT I
SLAN
DS
JOHN
STON
ISLA
ND
OAHU
MAU
I
KODI
AK
BIKI
NI
MAK
IN
NEW
HEB
RIDE
S
ESPIR
ITU S
ANTO
YAP
FIJI IS
LAND
S
HAW
AIIN
ISLA
NDS
(U.S
.)
ALEU
TIAN
ISLA
NDS
(U.S
.)
HAW
AII
TIMOR
FLOR
ES
Ulith
i
Darw
in
Cairn
s
Port
Mor
esbyLae
San F
ranc
isco
Vanc
ouve
r
Sitka
Sapp
oro
Khab
arov
isk
Harb
in
Vlad
ivosto
k
Muk
den
Pekin
g
Port
Arth
ur
Seou
l
Pusa
nTo
kyo Yo
koha
ma
Kobe
Osak
aHi
rosh
ima
Naga
saki
Nank
ing Shan
ghai
Wen
chow
Fooc
how
Amoy
Swato
wCa
nton
Chan
gsha
Hano
i
Saigo
n
Bang
kokCh
unkin
g
Dava
o
Men
ado
Sans
apor
oSPRU
ANCE
(Spr
ing)
SPRU
ANCE
(Spr
ing-S
umme
r 194
4)
HALS
EY(U
nder
Mac
Arth
ur, F
all 19
42 Sp
ring 1
943)
Mac
Arth
ur(S
prin
g-Sum
mer)
SPRU
ANCE
(Win
ter 19
44)
GHOR
MEL
Y(S
umme
r 194
2)
PACI
FIC
OCEA
N AR
EAS
(NIM
ITZ)
SOUT
HWES
T PA
CIFI
C A
REA
(Mac
ARTH
UR)
SOUT
HWES
T PA
CIFI
C A
REA
(Mac
ARTH
UR)
SOUT
HWES
T AS
IA A
REA
(MOU
NTBA
TTEN
)
SPRUANCE
(Spring 1
943)
HALSEY
(Sum
mer 19
44)
This
area w
as un
der
Briti
sh St
rateg
ic Di
rectio
n.
Japan
ese P
erime
ter(Ju
ly 19
42)
Japan
ese P
erime
ter(Ju
ly 19
42)
OKIN
AWA
1945
IWO
JIMA
1945
PHILI
PPIN
E SEA
1944
BATA
AN-C
ORRE
GIDO
R 19
42
LEYT
E GUL
F 194
4
HONG
KON
G 19
41
SAIPA
N 19
44
TINI
AN 19
44GU
AM 19
44
PELE
LIU 19
44
ENIW
ETOK
1944
KWAJ
ALEI
N 19
44 TARA
WA 19
43
WAKE
ISLA
ND 19
41
BIAK
1944
RABA
UL 19
43
KAVI
ENG
1943
BOUG
ANVI
LLE 1
943
CORA
L SEA
1942EM
PRES
S AUG
USTA
BAY
1943
KOLO
MBAN
GARA
1943
GUAD
ALCA
NAL 1
942-4
3
JAVA
SEA
1942
SING
APOR
E 194
2
PEAR
L HAR
BOR
1941
MIDW
AY 19
42
KISK
A 19
42
ATTU
1942
Allie
d Com
mand
Bou
ndari
esJap
anes
e Com
mand
Bou
ndari
es
Allie
d Rou
tes
Terri
tory C
ontro
lled b
y Alli
es (1
942)
KEY
Terri
tory C
ontro
lled b
y Jap
anes
e (19
42)
Allie
d Vict
ory
Japan
ese V
ictor
y
PHAS
E ONE
From
7 De
cem
eber
1941
, unt
il Jun
e 194
2, th
e Jap
anes
e suc
cess
fuly
attac
ked
the P
acific
Flee
t’s ba
se at
Pear
l Har
bor, t
ook W
ake I
sland
and G
uam
, inva
ded
and c
onqu
ered
the P
hilipp
ines,
Hong
Kon
g, M
alaya
, and
seize
d the
Brit
ishba
se of
sing
apor
e. Th
ey co
nque
red B
urm
a the
reby
cutti
ng of
f Chin
a fro
mall
over
land r
outes
to th
e wes
tern a
llies,
and s
eized
the N
ether
lands
East
indies
and B
ritish
Bor
neo,
ther
eby s
ecur
ing a
muc
h nee
ded s
ource
of oi
l. Th
e Jap
anes
e adv
ance
cam
e to a
halt w
ith th
e Am
erica
n vict
ories
at th
e Ba
ttle o
f the
Cor
al Se
a (M
ay 19
42) a
nd th
e Batt
le of
Midw
ay (J
une 1
942).
PHAS
E TW
OTh
e sec
ond p
hase
was
one o
f a re
alativ
e stal
emate
. Fro
m Ju
ne 19
42 un
til lat
e 194
3, ne
ither
side
could
mus
ter th
e lan
d, se
a or a
ir re
quire
d to t
ake t
heof
fensiv
e and
seize
d the
initia
tive f
rom
the o
ther.
the B
attle
of G
uada
l Can
alis
a goo
d exa
mple
of th
is sta
lemate
.
PHAS
E FOU
RDu
ring t
he la
ter st
ages
of th
e war
the a
rmy A
ir Fo
rce, o
pera
ting f
rom
the
Mar
iana I
sland
s and
flying
the B
-29 S
uper
fortr
ess,
had b
egun
to fir
e bom
bth
e citie
s of J
apan
. The
se ra
ids cu
lmina
ted w
ith th
e dro
ping o
f the
atom
icbo
mbs
at H
irosh
ima o
n 6 A
ugus
t 194
5 and
Nag
asak
i thre
e day
s late
r. Ja
pan
surre
nder
ed to
the A
llies o
n 2 S
eptem
ber 1
945.
PHAS
E THR
EETh
e thir
d pha
se fr
om m
id 19
43 to
Sep
tembe
r 194
5, ca
n be c
hara
cteriz
ed as
th
e per
iod of
Allie
d ofen
sives
. Two
drive
s wer
e und
er A
mer
ican c
ontro
l; Ge
nera
l Mac
Arth
ur’s
Sout
hwes
t Pac
ific ca
mpa
ign an
d Adm
iral N
imitz
’s Ce
ntra
lPa
cific c
ampa
ign. M
acAr
thur
’s dr
ive w
as a
serie
s of a
rmy a
mph
ibiou
s op
erati
ons u
p the
Solo
mon
Islan
d cha
in an
d alon
g the
north
ern c
oast
of N
ewGu
inea,
with
the P
hilipp
ine Is
lands
as th
e ultim
ate ob
jectiv
e. N
imitz
’s str
ategy
was d
esign
ed to
mov
e dire
ctly t
owar
ds Ja
pan a
nd dr
aw th
e Im
peria
l Nav
yint
o a de
cisive
fleet
enga
gem
ent a
s hap
pend
at th
e Batt
les of
the P
hilipn
e Sea
(June
1944
) and
Leyte
Gulf
(Octo
ber 1
944).
Mac
Arth
ur’s
and N
imitz
’s ca
mpa
igns m
erge
d int
o one
for t
he in
vasio
n of t
he Ph
ilippin
es. A
fterw
ards
the
Cent
ral P
acific
cam
paign
cont
inued
with
the i
nvas
ions o
f Iwo J
ima a
nd
Okina
wa.
FAR
EAST
AND
PACI
FIC,
19
41-19
45M
AJOR
OPE
RATI
ONS O
F WOR
LD W
AR
TWO
IN T
HE PA
CIFI
C TH
EATE
R
SCAL
E OF M
ILES
HIST
ORY
DEPA
RTM
ENT
USM
AFr
ank M
artin
i
N0
300
600
900
120
0
AB
CD
1 2 3 4
1 2 3 4
BA
CD
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
Convoy Attack Team Planning Guide
Step 1: Locating your own convoy. Your convoy is located in the center of the innermost circle on your Maneuvering Board. Please place a star on the location of your own convoy.
Step 2: Based on the provided Plotting Map, you must fi rst determine the size of the region in which you are traveling (the area represented by the concentric circles.) If Iwo Jima is the center of the Maneuvering Board and the city of Davao, Philippines is at the outermost con-centric circle of the Maneuvering Board, the radius line, showing the distance between the two points are 1,400 Nautical Miles or 2,575 kilometers.
Using the following formulas, answer the following questions for both nautical miles and kilometers.
1. What is the diameter of the Maneuvering Board (radius x 2)?
Nautical Miles Kilometers
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
Convoy Attack Team Planning Guide cont. 2. What is the circumference of the Maneuvering Board (π x diameter)?
Nautical Miles Kilometers
When dealing with military operations, timing and location are of the utmost importance. Knowing the full area in which you are traveling (and more importantly, where the enemy is traveling) and your RADAR capabilities can be the difference between a sound victory or a bitter defeat.
3. What is the area of the Maneuvering Board (π x radius2)?
Nautical Miles Kilometers
Step 3: Your convoy is traveling in a Northwest direction toward the enemy. We will begin by calculating your convoy’s speed in knots. The knot is a unit of speed equal to one nauti-cal mile (1.852 km). Your convoy is able to travel at a speed of 28 kph. Calculate the speed in knots (kph/nm) that your convoy is traveling.
Your Convoy’s Speed in Knots:
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
Convoy Attack Team Planning Guide cont.Step 4: The enemy convoy is traveling at a speed of 20 knots. How many kph (knots x 1 NM) is the enemy convoy traveling?
The Enemy Convoy’s Speed in kph:
Step 5: Plot the following enemy convoys your Plot/Map:
(One large concentric circle represents 400km, one small (inner) circle represents 200 km, Iwo Jima to fi rst concentric circle is 400 km)
1. northwest 320 degrees, 1,200 kilometers from your convoy2. southeast 150 degrees, 2,000 kilometers from your convoy3. southwest 245 degrees 3,200 kilometers from your convoy 4. northeast 20 degrees, 500 kilometers from your convoy5. southeast 225 degrees, 3,200 kilometers from your convoy
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
Convoy Attack Team Planning Guide cont.Step 6: If target 4 (from Step 5 above) is traveling at 20 knots, how long will it take to inter-cept our convoy (presuming we are stationary at Iwo Jima). The following metrics have been provided to assist with the following question.
Distance = Speed x TimeTime = Distance/SpeedSpeed = Distance/Time
Time it Will Take to Intercept our Convoy:
Step 7: In your team, plot your course of attack based on one of the enemy convoys location as seen in Step 5. You must decide how many vessels in your convoy will attack, how fast you will travel, and what path(s) you will take to get there. Please plot out your plan of attack on the map provided. Please write out a justification for your decisions in the space provided.
Justification for Plan of Attack:
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
Radar Plotting Map
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
Map, The Invasion of Leyte and the Battle for Leyte Gulf, October 1944United States Military Academy at West Point
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
Strategic Value Cards for Plotting Team Activity
Strategic Value of Leyte
The Leyte operation was a critical battle of the war in the Pacific. Its outcome altered the future course of the war against Japan. Leyte, located in the heart of the Philippine archipelago, became the point where the Southwest Pacific and Central Pacific forces merged in an attempt to take the Philippines out of enemy hands. With Leyte under Allied control, the other islands would be within better striking distance of ground and air forces. The Allies needed a victory.
On October 20, 1944, United States troops invaded Leyte as part of a strategy aimed at isolating Japan from the countries it had occupied in Southeast Asia. This would deprive Japanese forces and industry of vital oil supplies neces-sary for their war effort. The battle lasted for a little more than two months and became known for the debut of Japanese kamikaze suicide pilots. The battle was a decisive victory for the Allies, allowing them to begin a full-scale liberation of the Philippines.
Strategic Value of Guam
In summer 1944, the United States sought to retake the Marianas Islands, which included Guam, Saipan, and Tinian. These islands were essential to the United States to end World War II in the Pacific. The Marianas could cut the strategic line of communication from Japan to islands in the South Pacific and isolate garrisons stationed there. Guam was particularly important in implementing a successful victory in World War II because it allowed the United States use of the airfields to launch their B-29 bombers to initiate raids on the islands of Japan. Guam would also served as a submarine refueling point closer to enemy territory. Finally, Apra Harbor offered a good naval base. In July 1944, Allied forces retook the island of Guam, following weeks of intense fighting, leading to more than 7,000 American casualties and over 18,000 Japanese killed.
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
RADAR Plotting Scenario Teacher’s GuideTeacher Note: For the purposes of this activity, we have taken a RADAR Maneuvering Board and overlaid it on a map of the Pacific Theater, centering the location at the island of Iwo Jima. Distances are rounded in order to simplify calculations. Like all simulations, some lib-erty has been taken with historical accuracy, but the process and concept is designed to help students understand both the challenges and benefits of RADAR.
This document serves as a guide and script for the teacher:
Teacher: Today, you will be working in teams to plot an attack on an enemy convoy in the Pacific Theater. You will be provided with a Convoy Attack Team Planning Guide and Map for Plotting handout. You will need to listen carefully as I explain and provide you with the infor-mation needed to plot your attack.
RADAR (RAdio Detection And Ranging) is a way to detect and study far off targets by trans-mitting a radio pulse in the direction of the target and observing the reflection of the radio pulse.
I will serve as the ping or pulse being sent out and reflected back to you. This means that I will give you the information about your enemy convoy as if I am the RADAR. Your job is to analyze the information I present you with and plot it on your Maneuvering Board and Map. From time to time, I will also pause and ask you to make calculations on your Convoy Attack Team Planning Guide Handout.
Step 1: Locate your own convoy. Your convoy is located in the center of the innermost circle on your Maneuvering Board. Please place a star on the location of your own convoy.
Step 2: Based on the provided Plotting Map, you must first determine the size of the region in which you are traveling (the area represented by the concentric circles.) If Iwo Jima is the center of the Maneuvering Board and the city of Davao, Philippines is at the outermost con-centric circle of the Maneuvering Board, the radius line, showing the distance between the two points are 1,400 Nautical Miles or 2,575 kilometers.
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
RADAR Plotting Scenario Teacher’s Guide cont.
Using the following formulas, answer the following questions for both nautical miles and kilometers.
1. What is the diameter of the Maneuvering Board (radius x 2)?
Nautical Miles Kilometers
1,400 x 2 = 2,800 NM 2,575 x 2 = 5,150 km
2. What is the circumference of the Maneuvering Board (π x diameter)?
Nautical Miles Kilometers
3.14 x 2800 = 8,792 NM 3.14 x 5,150 = 16,171 km
3. What is the area of the Maneuvering Board (π x radius2)?
Nautical Miles Kilometers
3.14 x 1,4002 = 6,154,400 NM 3.14 x 2,5752 = 20,820,162 km
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
RADAR Plotting Scenario Teacher’s Guide cont.When dealing with military operations, timing and location are of the utmost importance. Knowing the full area in which you are traveling (and more importantly, where the enemy is traveling) and your RADAR capabilities can be the difference between a sound victory or a bitter defeat.
Step 3: Your convoy is traveling in a northwest direction toward the enemy. We will begin by calculating your convoy’s speed in knots. A knot is a unit of speed equal to one nautical mile (1.852 km) per hour. Your convoy is able to travel at a speed of 28 kph, or knots per hour. Calculate the speed in knots that your convoy is traveling.
Your Convoy’s Speed in Knots:
Formula Answer
KPH / NM 28 / 18.52 = 15.11 knots
Step 4: The enemy convoy is traveling at a speed of 20 knots. How many km/hour is the enemy convoy traveling?
The Enemy Convoy’s Speed in kph:
• The methodology behind this question is the reverse of Step 3, here we are converting knots to KM. The necessary equation is #Knots multiplied by one nautical mile. 20 x 1.852 = 37.04kph.
Formula Answer
Knots x 1 NM 20 x 1.852 = 37.04 kph
Step 5: Plot the following enemy convoys on your Plot/Map:(One large concentric circle represents 400km, one small (inner) circle represents 200 km, Iwo Jima to first concentric circle is 400 km)1. northwest 320 degrees, 1,200 kilometers from your convoy (Open Water)2. southeast 150 degrees, 2,000 kilometers from your convoy (Guam)3. southwest 245 degrees 3,200 kilometers from your convoy (400 KM from Manila)4. northeast 20 degrees, 500 kilometers from your convoy (Open Water)
ABMCEDUCATION.ORGAmerican Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
RADAR Plotting Scenario Teacher’s Guide cont.5. southeast 225 degrees, 3,200 kilometers from Your Convoy (Leyte)
• Begin with the centerpoint of the maneuvering Board (Iwo Jima) and count the necessary circles to reach each plot point. As stated above, one large concentric circle represents 400km, one small (inner) circle represents 200 km, Iwo Jima to the fi rst concentric circle is 400 km. Some enemy convoy points have been selected due to their impact in the war (Guam, Leyte) while the remaining enemy convoy points were selected at random.
Step 6: If target 4 (from Step 5 above) is traveling at 20 knots, how long will it take to inter-cept our convoy (presuming we are stationary at Iwo Jima)? The following metrics have been provided to assist with the following question.Distance = Speed x TimeTime = Distance/SpeedSpeed = Distance/Time
Time it Will Take to Intercept our Convoy:
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Handouts
RADAR Plotting Scenario Teacher’s Guide cont.• Answer: 25 Hours. The equation needed is Time or Distance/Speed. As stated in Step 5,
Target 4 is 500km way from our convoy. 500 km represents “distance.” Next we have the rate of speed the enemy convoy is traveling, or 20 knots. As we currently have different mea-surements, we must now convert Knots to KPH or 20 x 1.852 = 37.04kph. 37.04 kph repre-sents “speed.” We now have the equation of distance/speed in kilometers. 500/37.04 = 13.5 or 13 hours, 30 minutes.
Step 7: In your team, plot your course of attack based on one of the enemy convoys location as seen in Step 5. You must decide how many vessels in your convoy will attack, how fast you will travel, and what path(s) you will take to get there. Please plot out your plan of attack on the Plot/Map provided. Please write out a justification for your decisions in the space provided.
• The Goal is for the students to select key strategic locations that were associated with the Pacific Theater (Guam and Leyte). Guam was selected due its strategic location, topography for airfields, harbors, and other strategic advantages. Leyte was chosen as it served as the site of the largest naval battle in the pacific.
• The teacher may want to share the following resources with students in order to help them see the strategic value in the locations of Guam and Leyte.
◦ Map, The Invasion of Leyte and the Battle for Leyte Gulf ◦ Strategic Value Cards for Plotting Team Activity
Teacher Note: The teacher may choose to add as many curve balls into the plotting process as they wish. You can change the locations of enemy ships based on updated RADAR informa-tion, adding to the number of enemy ships, etc.
ABMCEDUCATION.ORG American Battle Monuments Commission | National Cemetery Administration | National History Day | Roy Rosenzweig Center for History and New Media
Activity: RADAR: Innovating Naval Warfare | Rubric
Quick Write Assessment RubricAdvanced Proficient Basic Emerging
Content and Analysis
The response contains a clear and controlled main idea and the topic is clearly communicated. The focus is strongly maintained for the purpose, audience, and task.
The response contains a clear claim. The claim demonstrates sufficient comprehension of the topic. The overall analysis follows logically from the text.
The response contains a claim, but it is not fully articulated. The claim demonstrates basic comprehension of the topic. Major points of textual analysis are missing or irrelevant to the purpose.
The response contains a minimal claim but does not demonstrate understanding of the topic. There is no clear purpose to the writing.
Use of Evidence The response is well-supported by textual evidence throughout the entire analysis. The main idea and supporting details clearly connect to the evidence presented.
The response is fairly well supported by textual evidence, but contains gaps in the analysis. The main idea and supporting details mostly connect to the evidence presented.
The response is only partially supported by textual evidence and analysis is occasionally supported with significant gaps or misinterpretation of sources. There is little connection to the evidence presented.
The response demonstrates some comprehension of the idea of evidence, but only supports the claim with minimal evidence which is generally invalid or irrelevant.
Organization The response has a clear and effective organizational structure, the topic is clearly communicated, and there is a logical progression of ideas from beginning to end.
The response has an evident organizational structure , the topic is mostly communicated, and there is an adequate progression of ideas from beginning to end.
The response has little to no organizational structure, the main idea is confusing, and there is little order to the progression of ideas from beginning to end.
There is no organizational structure, no main idea, and no progression of ideas from beginning to end.
Conventions and Grammar
The response demonstrates an above adequate command of conventions including: adequate use of correct sentence formation, punctuation, capitalization, grammar, and spelling.
The response demonstrates an adequate command of conventions: limited use of correct sentence formation, punctuation, capitalization, grammar, and spelling.
The response demonstrates minimal command of conventions: infrequent use of correct sentence formation, punctuation, capitalization, grammar, and spelling.
The response demonstrates no command of conventions: infrequent use of correct sentence formation, punctuation, capitalization, grammar, and spelling.
Recommended