Focus/ Summary: The focus of this lesson will be to investigate the character,
thoughts and sentiments of individuals (i.e., a young soldier named Sledge) towards "the enemy" during times of war. The issue of race will be examined in this lesson in
an attempt to observe the effects which war has on those who engage in battle. An explanation into the role of the media and government propaganda in times of war
may also be incorporated.

Vital Theme & Narrative: Values, beliefs, political ideas, and institutions and Patterns of social and political interaction.

Habit of Mind: Acquire at one and the same time a comprehension of diverse cultures and of shared humanity.

Objectives:

1) Students will learn about the feelings and thoughts of young soldiers during World War II.

2) Students will think about war and their thoughts towards an "enemy" in a war within the context of racism.

3) Students will learn about the role of media in the war effort,

4) Students will think about the consequences of war.

5) Students will think about the nationalism and patriotism during war.

Procedures:

1) Provide the students with excerpts from the book where Sledge (his comrades included) make comments about the war and about Japanese soldiers.
(See pgs. 64, 85, 117, 110, 156, 235, 250, 266, 267, 282, 287).

2) Have them distinguish the comments between "positive" or "negative".

3) Ask students to decide whether' the individual(s) making the comments were
"good" or "bad" guys and why they (students) responded as they did?
· Did they think that the war changed the soldier's beliefs?
· Did they think that the military "taught them to hate the enemy"?
· What kind of soldier would you be, a "good" one or a "mean" one?

4) Ask students what they know about Muslims and/or Palestinians?

5) Write responses on board and divide into "positive and negative" ones.

6) Ask students to think about their answers:
a. What nationality are you? What religion do you follow?
b. Have you ever visited the Middle East?
c. Have you ever studied, in?depth, events in the Middle East?
d. Where did you learn about Muslims/Palestinians?

Note: Students may interview their peers as part of this exercise.

7) Bring in current articles (Chicago Sun Times and Chicago Tribune) covering
the Middle East.

8) Have students analyze the pictures and/or articles to decide if they thought such articles and pictures were Pro-Israeli or Pro-Palestinian?

9) Have students briefly read about U.S.-Israeli relations.

10) Have students reflect on their answers about Sledge at the beginning of the lesson and see if their thoughts about him being "good" or "mean" change?

11) Have students think about the relationship between the government, military training, and propaganda during times of war.

Sources: With the Old Breed, Chicago Sun Times, Chicago Tribune

Student Assessment:
1) Have students write an in-class essay about their thoughts.
2) Have students share their essays in class.