for Bataan Overview
for Bataan is a multimedia presentation about the
people, places, and events surrounding the siege of
the Bataan Peninsula. From December 8, 1941 until April
9, 1942, American and Filipino forces fought Japanese
invaders on the Philippine Island of Luzon in the first
ground battle of World War II. This chapter in American
history is told through the story of New Mexico's 200th
and 515th Coast Artillery units, but their experiences
on Bataan were typical of other units, and their history
echoes the history of other units: young soldiers from
America in a foreign land, defenders of Bataan and Corregidor,
prisoners and slaves of the Japanese.
This material is presented on both a CD and a Web site
(reta.nmsu.edu/bataan). It includes video clips, written
and video oral histories, slide shows, maps, and an
interactive slide show maker that draws from an extensive
database of photographs, documents, and other items.
The material is organized into the following sections:
Military Experience: The story of the
Battle for Bataan told through five multi-media pages,
each with videos and a slideshow.
The Regiment: History of the 200th Coast Artillery
Siege of Bataan: From August 1941 to Surrender
Survival: The brutality of the Death March and prison
Liberation: World War II in the Pacific and the surrender
Memorial: How do we remember the lessons of Bataan?
Timeline: The Battle for Bataan told
through the words of veterans
Artifacts: A collection of hundreds
of images and a slideshow maker
Pacific Theater: Maps of World War
II in the Pacific
Curriculum Resources: Teaching resources,
including lessons, a printable version of the timeline,
oral histories, articles, and historical resources.
World War II, nations from Europe, America, Australia,
and Asia warred across the lands, oceans, and skies
of the world. Although the fighting was far from New
Mexico, this war touched the lives of most New Mexicans,
including families, friends, and members of the 200th
and 515th Coast Artillery units from New Mexico. This
unit will deepen students' understanding of the people,
times, and places involved in New Mexico's contribution
to World War II in the Pacific Theater.
World War II involved a complex series of events that
occurred in Europe, Pacific Islands, Asia, and North
Africa. It is important to understand the time and places
in this conflict before beginning the unit. There are
several resources in the site that you may use to develop
a basic level of background knowledge. See timeline,
articles, and artifacts
Battle for Bataan presents complex moral, emotional,
and historical material designed to engage students
in critical thinking about history, their community,
and its place in world events. When supplementing WW
II curriculum with Battle for Bataan resources, teachers
lessons are to be learned through this study?
will multimedia support the learning objectives?
final products will demonstrate the learning objectives?
are constantly challenged to present historical material
to students in a relevant way. Battle for Bataan, with
its connection to New Mexico history, achieves learning
objectives through material that also feeds students'
need for relevance to their world. This material encourages
students to consider:
was the role of New Mexico in world history during
World War II?
was the role of the students' community in World War
was the impact of events in the South Pacific on their
is the impact of the events in Battle for Bataan on
for Bataan contains graphic material, depicting horrific
events. Some language is racist. It is imperative that
educators preview all material.
Before beginning the unit, consider reactions students
may have when viewing this material. Allow opportunities
for classroom discussion. Educators are encouraged to
reflect on the following before beginning this unit.
Define learning objectives for the unit.
Assess objectives at the beginning, middle, and end
of the unit to make sure they are being achieved.
(All lessons are cross-referenced to New Mexico Content
and Performance Standards.)
- Language changes with time and purpose. Once
common terms such as Japs and Nips are no longer
socially or legally acceptable. Students hearing
this language from family or peers and may not
be aware of its social and legal ramifications.
Such terms are frequently used in the oral histories.
- Discuss the differences between home, social,
and work language.
students to work with unclear, contradictory, emotional
primary source material that is colored by personal
gathered during times of extreme stress, as in
the case of material in Battle for Bataan, reflects
the views of many individuals. People who experienced
an event describe the event based on their perception.
Historians discuss and debate interpretation of
events. When educators allow students this experience,
it deepens their understanding of history.
with primary source material allows students to
develop analytical skills. Structure interaction
with primary source material to provide support
for unit learning objectives, student interest
and reading ability, as well as a variety of sources.
for Bataan covers a multitude of events that happened
to thousands of people in different places over
a period of time. The experience of one person
is not a universal experience. For example, not
every soldier experienced the Death March. Some
were hospitalized, others were sent to Camp O'Donnell
in a truck and others were on Corregidor. And
for those who did experience the Death March,
some walked more than 60 miles while others rode
part way in a truck. Discuss with students that
while the tendency is to simplify complex historical
events with a universal explanation, this is most
often not appropriate.
clear citation of sources
Technology has added an increased depth to studies.
With that depth, comes an added responsibility. Students
research, create learning products and distribute
those products over the Web. Teach your students the
difference between personal pages, .com, .net .edu,
statistics by looking for signs in your community
of NM's involvement in Bataan.
The bibliography is a rich resource for personalizing
the experience on Bataan. The grim statistics of this
time period are more than just numbers. The numbers
represent the grandparents, uncles, cousins, and neighbors
of many New Mexicans. Encourage students to conduct
oral histories. When students discover personal connections
to historical events, they deepen their ability to
understand complex issues.
content is appropriate for age level.
If presenting this material to middle school students,
communicate regularly with parents about the content.
Encourage parents to visit the Web site with their
children to discuss any issues that arise. Inform
parents and students that some pictures, text, and
interviews are very graphic due to the nature of the
material and may be disturbing to them.
stereotypes in the material. The Battle for Bataan
allows teachers in a variety of disciplines to extend
the content with a close examination of social issues.
Class discussions may be structured around questions
that have no right or wrong answer such as
do stereotypes limit one's experience?
are the basic responsibilities humans have toward
one another, regardless of religious beliefs or
do moral beliefs differ from legal obligations?
survivors possess certain qualities such as an
optimistic belief system, a religious faith or
some other quality?