a large ship caught in a wave with the text "The Lost Ship"
Illustration by Randy Pollak

The Lost Ship

A World War II ship destroyed at sea, a captain blamed for the tragedy, and a middle schooler’s quest to change history

By Kristin Lewis
From the February 2021 Issue

Learning Objective: to identify key ideas in a nonfiction article about the tragic sinking of the USS Indianapolis and write a speech honoring the ship and its crew

Lexiles: 880L, 740L
Other Key Skills: author’s craft, text features, text structure, key ideas and details
AS YOU READ

As you read the article and study the images, think about what it took to clear Captain McVay’s name.

In July 29, 1945, the USS Indianapolis churned through the warm waters of the South Pacific Ocean. Hundreds of miles from land and wrapped in the darkness of night, the ship was a mere whisper of a shadow on an endless sea.

The night was blistering hot, and some crewmen had brought their bedding above deck to sleep under the stars. In spite of the heat, the mood was hopeful. After nearly six years of bloodshed, World War II seemed to be coming to an end. Already Adolf Hitler was dead, and the war in Europe had ended with Germany’s defeat. It seemed only a matter of time before the war with Japan ended too and everyone could go home.

But the Indianapolis would never go home. 

On July 29, 1945, the USS Indianapolis made its way through the warm waters of the South Pacific Ocean. Hundreds of miles from land and wrapped in darkness, the ship was a mere whisper of a shadow on an endless sea. 

The night was very hot. Some of the crewmen had brought their bedding above deck to sleep outside. In spite of the heat, the mood was hopeful. After nearly six years of bloodshed, World War II seemed to be ending. Already, Adolf Hitler was dead, and the war in Europe had ended with Germany’s defeat. It was only a matter of time before the war with Japan ended too and everyone could go home.

But the Indianapolis would never go home. 

Bettmann/Getty Images

Captain Charles McVay III

Just before 11 p.m., Captain Charles McVay III retired to his cabin. McVay was proud to be at the helm of the USS Indianapolis, a jewel of the American Navy. About the length of two football fields, she was heavily armed and lightning fast. Throughout the war, the Indianapolis had carried supplies, weapons, planes, and troops across the Pacific Ocean. She’d seen many battles—and survived them all. In fact, the Indianapolis had just completed a mission and was now sailing away from the fighting.

And as far as Captain McVay knew, their route was safe.

“Things are very quiet,” Commodore James Carter had told McVay before they set sail. “There’s nothing to worry about.”

This, it would turn out, was not correct.

As the crew went about their work or got some rest or wrote letters home, a Japanese submarine spotted the Indianapolis.

And fired.

Two torpedoes shot through the water. They pierced the skin of the Indianapolis. Fires broke out. Water gushed into the ship.

The force of the blasts knocked McVay out of bed. He got to his feet and raced to the bridge. For the next eight minutes, he and the crew focused on assessing the damage and trying to send a distress message. When it became clear the ship was doomed, McVay gave the order.

“Abandon ship.”

A few minutes later, a giant wave swept him overboard into the sea.

It took just 12 minutes for the ship to sink. Of the 1,200 men on board, nearly 900 made it into the water alive—including the captain.

For the next five days, the survivors drifted through the ocean. Twelve-foot waves tossed them around like rag dolls. Hunger clawed at their stomachs. Dehydration parched their throats. Some began guzzling seawater in desperation, only to throw it up. Others became delirious, insisting that fresh water and ice cream awaited them on the sunken ship. They swam down and were never seen again. Meanwhile, packs of ravenous sharks circled the men, picking them off one by one.

When help finally arrived, only 316 survivors remained.

Just before 11 p.m., Captain Charles McVay III retired to his cabin. McVay was proud to be the captain of the USS Indianapolis. The ship was part of the American Navy. It was about the length of two football fields, heavily armed, and very fast. Throughout the war, the ship had carried supplies, weapons, planes, and troops across the Pacific Ocean. The ship had seen many battles. And it had survived them all. In fact, the Indianapolis had just completed a mission and was now sailing away from the fighting. 

Captain McVay thought their route was safe.

“Things are very quiet,” Commodore James Carter had told McVay before they set sail. “There’s nothing to worry about.”

It would turn out that this was not correct. 

As the crew went about their work or got some rest or wrote letters home, a Japanese submarine spotted the Indianapolis.

And fired.

Two torpedoes shot through the water. They hit the Indianapolis. Fires broke out. Water gushed into the ship.

The force of the blasts knocked McVay out of bed. He got to his feet and raced to the bridge. For the next eight minutes, he and the crew focused on assessing the damage and trying to send a distress message. When it became clear the Indianapolis was doomed, McVay gave the order.

“Abandon ship.”

A few minutes later, a giant wave pushed him into the sea. 

It took 12 minutes for the ship to sink. Nearly 900 of the 1,200 men on the ship made it into the water alive. Captain McVay survived too.

The survivors drifted through the ocean for the next five days. Twelve-foot waves tossed them around. They were very hungry and thirsty. Some began drinking seawater in desperation, only to throw it up. Others became delirious and insisted that there was fresh water and ice cream waiting for them on the sunken ship. They swam down and were never seen again. Meanwhile, packs of hungry sharks circled the men. The sharks picked them off one by one.

Help finally arrived. But only 316 survivors remained. 

Bettmann/Getty Images

The Ship

The Indianapolis was a type of ship called a heavy cruiser. In the 1930s, President Franklin Delano Roosevelt sailed aboard the ship several times, and even hosted a fancy party on her gleaming decks, entertaining important leaders from around the world.

The Trial

Twelve days after the survivors were plucked from the sea, Japan announced it would surrender. Yet even as the world celebrated the end of the war, the families of the men lost on the Indianapolis grieved. They wanted to know how, in the last days of the war, such a terrible thing could have happened. They wanted to know if it could have been prevented. They wanted to know who was to blame.

The Navy came up with an answer: Captain McVay. He was court-martialed—put on trial by the military. During the trial, the Navy accused McVay of putting the ship in undue danger. They said he should have zigzagged, which means following a crooked path through the water. This, they claimed, would have prevented enemy torpedoes from hitting the Indianapolis.

After a two-week trial, McVay was found guilty. This verdict did nothing to bring back the men who had been lost. But it shattered McVay’s life. He was haunted by the loss of his men and his ship until his death in 1968.

That might have been the end of the story of the Indianapolis.

But in fact, it was only the beginning.

Japan announced it would surrender 12 days after the survivors were rescued. But as the world celebrated the end of the war, the families of the men lost on the Indianapolis grieved. They wanted to know how such a terrible thing could have happened in the last days of the war. They wanted to know if it could have been prevented. They wanted to know who was to blame. 

The Navy came up with an answer: Captain McVay. He was put on trial by the military. During the trial, the Navy accused McVay of putting the ship in unnecessary danger. They said he should have zigzagged. This means following a crooked path through the water. The Navy claimed this would have stopped enemy torpedoes from hitting the Indianapolis

After a two-week trial, McVay was found guilty. This decision did nothing to bring back the men who had been lost. But it destroyed McVay’s life. He was haunted by the loss of his men and his ship until his death in 1968. 

That might have been the end of the story of the Indianapolis

But it was only the beginning.

A School Project

In 1996—50 years after the sinking of the Indianapolis and a world away—11-year-old Hunter Scott was watching a movie at his home in Florida. The movie was called Jaws.

Like many kids fascinated by sharks, Hunter was riveted by the story of a ferocious great white shark terrorizing a town. But it wasn’t the shark that really caught Hunter’s attention; it was a three-minute speech by one of the characters about a ship Hunter had never heard of: the Indianapolis.

Hunter asked his dad if the story of the Indianapolis, a ship whose crew had met a terrible fate after being torpedoed, was true. His dad said it was. Hunter decided to make the ship the topic of his sixth-grade history fair project. The theme was “Triumph and Tragedy.”

Like a detective working a case, Hunter embarked on a search for information. He scoured the library and put an ad in the local Navy newspaper. Eventually, he connected with an Indianapolis survivor named Maurice Glenn Bell.

In 1996, 50 years after the sinking of the Indianapolis, 11-year-old Hunter Scott was watching a movie at his home in Florida. The movie was called Jaws.

Hunter was riveted by the story of a ferocious shark terrorizing a town. But it wasn’t the shark that really caught Hunter’s attention. It was a short speech by one of the characters about a ship. The ship was called the Indianapolis

Hunter asked his dad if the story of the Indianapolis, a ship whose crew had met a terrible fate after being torpedoed, was true. His dad said it was. Hunter decided to make the ship the topic of his sixth-grade history fair project. The theme was “Triumph and Tragedy.” 

Hunter started searching for information. He searched the library and put an ad in the local Navy newspaper. Eventually, he connected with a survivor from the Indianapolis named Maurice Glenn Bell.

US Coast Guard/Getty Images

The War

World War II (1939-1945) was fought on two fronts: in Europe and in the Pacific. In the Pacific, Japan and the U.S. battled for control of the islands that stretched from Hawaii to Japan. Planes rained bombs from the sky. Submarines prowled beneath the waves. An estimated 80 million men, women, and children died due to the war. 

Here American troops are pictured arriving on the island of Iowa Jima in 1945.

A Middle Schooler’s Mission 

Hunter traveled to Mobile, Alabama, to interview Bell in his home. During their conversation, Bell told Hunter about his final minutes aboard the Indianapolis. He showed Hunter his Purple Heart, a special military award given to those wounded in combat. Bell also gave Hunter a list of the 154 survivors who were still alive, and Hunter began writing to them.

The response was beyond anything Hunter could have imagined. The survivors, most of whom were in their 70s and 80s, sent Hunter photographs and letters. They wrote about friends they’d lost. They described the long days and nights wondering if rescue would ever come. Some spoke for the first time in decades about what they had gone through.

But as the stories poured in, a larger story began to take shape. The survivors described McVay as a leader, a man of honor and integrity, someone they respected. They said that he had been unfairly blamed for what happened to them on that tragic night so long ago.

With their words echoing in his ears, Hunter realized that his project would be about a lot more than winning the history fair. His project would be a quest to restore a good man’s name.

To change history.

Hunter traveled to Mobile, Alabama, to interview Bell in his home. During their conversation, Bell told Hunter about his final minutes on the Indianapolis. He showed Hunter his Purple Heart, which is a special military award given to those hurt in combat. Bell also gave Hunter a list of survivors who were still alive. There were 154 of them. Hunter began writing to them.

The response was beyond anything Hunter could have imagined. The survivors, most of whom were in their 70s and 80s, sent Hunter photographs and letters. They wrote about friends they’d lost. They described the long days and nights wondering if rescue would ever come. Some spoke for the first time in decades about what they had gone through.

But as the stories poured in, a larger story began to take shape. The survivors described McVay as a leader. A man of honor and integrity. A man they respected. They said that McVay had been unfairly blamed for what happened to them on that tragic night so long ago.

After hearing these stories, Hunter realized that his project would be about a lot more than winning the history fair. His project would be a mission to restore a good man’s name.

Courtesy of Hunter Scott

Hunter’s display board for his history fair project

What Really Happened?

The tragedy of the Indianapolis, as Hunter would learn, could not be blamed on one man. It was the result of a series of missteps, oversights, and bad luck.

For example, before Captain McVay set sail, he asked for an escort ship, for protection, but was told an escort wasn’t necessary. By then, most of the war activity was far from where the Indianapolis would be sailing. And on the day of sinking, McVay had ordered the Indianapolis to travel at half speed to conserve fuel, a common practice at the time.

What Captain McVay didn’t know was that at least four enemy submarines were in the area. In fact, only days earlier, one had sunk another U.S. ship. But this crucial information was never given to him.

If he had known, might McVay have increased the ship’s speed? Hunter wondered. Might he have changed the route? Might he have insisted on an escort?

Even worse, no one noticed when the Indianapolis did not arrive at its destination—an island in the Philippines called Leyte. As hundreds of men fought for their lives in the water, no one even realized they were missing. In fact, they were discovered by accident, when a pilot happened to spot an oil slick on the water—spilled fuel from the ship.

Bell and many other survivors told Hunter the courtmartial was a sham. Key information had been left out. The captain of the Japanese submarine, Mochitsura Hashimoto, was brought in to testify; he would later say his words had been mistranslated in a way that made McVay seem guilty of causing the disaster. And yet, Hashimoto insisted, the ship was doomed the moment it appeared in his submarine’s scopes.

As for whether McVay should have zigzagged the ship, that too was questionable. The effectiveness of zigzagging was debated. You could quite easily zigzag to avoid one torpedo and sail into another. What’s more, as far as McVay knew, the route was relatively safe. He had no reason to zigzag.

“[The court-martial] was the worst thing the Navy could have done,” Bell told Hunter. “It dishonored the captain and the crew.”

For decades, the survivors had been trying to exonerate their captain—without success. They were frustrated and angry. During the war, more than 300 captains lost their ships. Only McVay was court-martialed.

Could a middle schooler make the world listen at last?

Hunter eventually learned that the tragedy of the Indianapolis could not be blamed on one man. It was the result of a series of mistakes, oversights, and bad luck.

For example, before Captain McVay set sail, he asked for an escort ship for protection. But he was told this wasn’t necessary. By then, most of the war activity was far from where the Indianapolis would be sailing. And on the day of sinking, McVay had ordered the Indianapolis to travel at half speed to save fuel. This was a common practice at the time.

Captain McVay didn’t know that at least four enemy submarines were in the area. In fact, one had sunk another U.S. ship only days earlier. But this important information was never given to him.

Hunter had questions. If he had known, might McVay have increased the ship’s speed? Might he have changed the route? Might he have insisted on an escort?

Even worse, no one noticed when the Indianapolis did not arrive at its destination of an island in the Philippines called Leyte. As hundreds of men fought for their lives in the water, no one even realized they were missing. In fact, they were discovered by accident. A pilot happened to spot spilled fuel from the ship. 

Bell and many other survivors told Hunter the trial was a sham. Important information had been left out. The captain of the Japanese submarine, Mochitsura Hashimoto, was brought in to testify. He would later say his words had been mistranslated in a way that made McVay seem guilty of causing the disaster. But Hashimoto insisted that the ship was doomed the moment his submarine spotted it.

It was also questionable whether McVay should have zigzagged the Indianapolis. It was debated whether zigzagging actually worked. You could easily zigzag to avoid one torpedo and sail into another. What’s more, as far as McVay knew, the route was relatively safe. He had no reason to zigzag. 

“[The trial] was the worst thing the Navy could have done,” Bell told Hunter. “It dishonored the captain and the crew.”

For decades, the survivors had been trying to exonerate their captain. They were not successful. They were frustrated and angry. During the war, more than 300 captains lost their ships. Only McVay was put on trial. 

Could a middle schooler make the world listen at last? 

A New Mission

In 1997, Hunter wrote to President Bill Clinton and to the Secretary of the Navy, John Dalton, asking for McVay to be cleared of all wrongdoing. The answer he received was no.

But Hunter would not be discouraged. “Giving up never crossed my mind,” Hunter says. “I just felt this was the right thing to do and that other people would also see it was the right thing to do.”

Luckily, a congressperson in Hunter’s hometown of Pensacola heard about Hunter’s project and decided to showcase it in his office. A story appeared in a local newspaper and before long, it had been picked up by the national press. “Boy’s School Project Aims to Revise History” read one headline.

In 1997, Hunter wrote to President Bill Clinton. He also wrote to the Secretary of the Navy, John Dalton. He asked for McVay to be cleared of all wrongdoing. The answer he received was no. 

But Hunter would not be discouraged. “Giving up never crossed my mind,” Hunter says. “I just felt this was the right thing to do and that other people would also see it was the right thing to do.”

Luckily, a congressperson in Hunter’s hometown of Pensacola heard about Hunter’s project and decided to display it in his office. A story appeared in a local newspaper. Before long, it had been picked up by the national press. “Boy’s School Project Aims to Revise History” read one headline.

Courtesy of Hunter Scott

Hunter gives a press conference in Washington, D.C., before legislation was introduced to clear Captain McVay’s name. Representatives Julia Carson (far left) and Joe Scarborough (far right) were among those who helped craft the legislation. Indianapolis survivors stand behind Hunter.

Powerful Testimony

For the next four years, the Indianapolis dominated Hunter’s life. Hunter filled binders with notes and created detailed timelines. There was no question he couldn’t answer, no detail he missed. News crews followed him around at school. It seemed like every other weekend, he was flying off to give an interview. He gave a speech at the Indianapolis survivors’ annual reunion and marched alongside them in a parade.

He even uncovered new details that had not been presented at McVay’s trial, including that before the Indianapolis sank, its distress calls had been received by at least three people—but were not responded to. Finally, two members of Congress took up Hunter’s cause. They invited Hunter, along with survivors and representatives from the Navy, to Washington, D.C. Hunter gave powerful testimony.

Hashimoto, by then 90 years old and living as a Shinto priest in the Japanese city of Kyoto, even sent a personal letter to one senator who had heard Hunter’s testimony.

I have met many of your brave men who survived the sinking of the Indianapolis, Hashimoto wrote. I would like to join them in urging that your national legislature clear their captain’s name. Our peoples have forgiven each other for that terrible war and its consequences. Perhaps it is time your peoples forgave Captain McVay for the humiliation of his unjust conviction.

For the next four years, the Indianapolis dominated Hunter’s life. Hunter filled binders with notes. He created detailed timelines. There was no question he couldn’t answer. There was no detail he missed. News crews followed him around at school. It seemed like every other weekend, he was traveling for an interview. He gave a speech at the Indianapolis survivors’ annual reunion. He marched with them in a parade.

He even uncovered new details that had not been presented at McVay’s trial. One detail was that before the Indianapolis sank, its distress calls had been received by at least three people. But none of them responded to these calls.

Finally, two members of Congress took up Hunter’s cause. They invited Hunter to Washington, D.C. They also invited survivors and representatives from the Navy. Hunter gave powerful testimony. 

Hashimoto, by then 90 years old and living as a Shinto priest in Japan, even sent a personal letter to one senator who had heard Hunter’s testimony.

I have met many of your brave men who survived the sinking of the Indianapolis, Hashimoto wrote. I would like to join them in urging that your national legislature clear their captain’s name. Our peoples have forgiven each other for that terrible war and its consequences. Perhaps it is time your peoples forgave Captain McVay for the humiliation of his unjust conviction.

Honor Restored

Courtesy of Hunter Scott

Hunter with survivor Maurice Glenn Bell

In 2001, Hunter, then 16, was fishing with his father when he received the phone call he had been waiting for: McVay’s name had been cleared at last.

It had been five years since Hunter watched Jaws, the movie that started it all. His family had spent a small fortune on Hunter’s travels. Hunter had given up afterschool activities and time with friends. And yet, he will tell you that his sacrifice was nothing compared to what Captain McVay and the crew of the Indianapolis suffered.

Today, Hunter is a pilot in the U.S. Navy. It was not a career he imagined for himself when he started his project all those years ago. But the time he spent with the survivors changed him.

“What those men sacrificed, the courage and honor they showed,” he says. “I joined the Navy for them.”

In 2001, Hunter, then 16, was fishing with his father. He received the phone call he had been waiting for. McVay’s name had been cleared at last. 

It had been five years since Hunter watched Jaws. The movie had started it all. His family had spent a small fortune on Hunter’s travels. Hunter had given up after-school activities. He had given up time with friends. And yet, Hunter will tell you that his sacrifice was nothing compared with what Captain McVay and the crew of the Indianapolis suffered.

Today, Hunter is a pilot in the U.S. Navy. It was not a career he imagined for himself when he started his project all those years ago. But the time he spent with the survivors changed him.

“What those men sacrificed, the courage and honor they showed,” he says. “I joined the Navy for them.” 

Writing Prompt

Imagine that you are giving a speech at the USS Indianapolis memorial in Indiana. Write your speech, using information from the article as well as from the video and the slideshow. 

Writing Prompt

Imagine that you are giving a speech at the USS Indianapolis memorial in Indiana. Write your speech, using information from the article as well as from the video and the slideshow. 

This article was originally published in the February 2021 issue.

This article was originally published in the February 2021 issue.

video (1)
Slideshows (1)
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Activities (13)
Quizzes (1)
Answer Key (1)
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Slideshows (1)
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Activities (13)
Quizzes (1)
Answer Key (1)
Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Essential questions: How can we right the wrongs of the past? How do we make sense of a tragedy? Why is it important to learn about the past? 

Essential questions: How can we right the wrongs of the past? How do we make sense of a tragedy? Why is it important to learn about the past? 

1. PREPARING TO READ (15 MINUTES)

Watch the video. (10 minutes)

  • Watch the Behind the Scenes video, which introduces the time period and events described in the article. Then have students respond to the Video Discussion Questions (available in your Resources tab) in small groups or independently.

Preview vocabulary. (5 minutes)

  • Project the Vocabulary: Definitions and Practice  (available in your Resources tab) on your whiteboard, or if you’re remote, share it on your screen. Review the definitions as a class. (Optionally, have students complete the practice activity for homework.) Highlighted words: assessing, delirious, exonerate, integrity, sham, testimony

Watch the video. (10 minutes)

  • Watch the Behind the Scenes video, which introduces the time period and events described in the article. Then have students respond to the Video Discussion Questions (available in your Resources tab) in small groups or independently.

Preview vocabulary. (5 minutes)

  • Project the Vocabulary: Definitions and Practice  (available in your Resources tab) on your whiteboard, or if you’re remote, share it on your screen. Review the definitions as a class. (Optionally, have students complete the practice activity for homework.) Highlighted words: assessing, delirious, exonerate, integrity, sham, testimony

2. READING AND DISCUSSING (45 MINUTES)

  • Have a volunteer read the As You Read box on page 4 of the magazine or at the top of the digital story page. 
  • Read the story once through as a class. (Differentiation: Share the lower-Lexile version of the article with students who may need it.) Optionally, have students listen to author Kristin Lewis read the story while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View. 
  • Divide students into groups to read the story again and respond to the following close-reading questions. Tip: If you’re remote, you can have each group respond in a shared doc or discuss the questions in their own chat room; you can also use the questions as an asynchronous assignment.

Close-Reading Questions (10 minutes)

  1. How does the mood shift throughout the introduction? How does author Kristin Lewis create these moods? (mood, author’s craft) The mood of the introduction starts off as quiet and calm before changing to terrifying and suspenseful. Lewis begins the section by describing the ship moving through the darkness and the crew deciding to “sleep under the stars.” She also explains that the mood on the ship was hopeful because World War II was coming to an end and those fighting could soon go home. These details create a sense of calm. Then Lewis writes, “But the Indianapolis would never go home.” This line creates a feeling of suspense and foreboding. The mood then shifts briefly back to calm as Lewis describes Captain McVay retiring to his cabin, believing the ship to be safe and out of harm’s way—before Lewis again builds up the suspense with the line “This, it would turn out, was not correct.” The mood remains terrifying and suspenseful throughout the rest of the section as Lewis vividly describes the ship being struck by torpedoes and the crew becoming stranded in the ocean. 

  2. Consider the information in the caption titled “The War.” Why is this information important to the story? (text features) These details are important to the story because they help explain why the USS Indianapolis was in the Pacific and why it was torpedoed by a Japanese submarine. The information in the caption helps put the events of the article into historical context.

  3. What does the section “What Really Happened?” add to the article? (text structure) The section helps readers understand that the sinking of the Indianapolis could not be blamed entirely on Captain McVay and that the Navy had made a mistake. The section also helps readers understand why Hunter may have felt so strongly that McVay’s name needed to be cleared. 

Critical-Thinking Questions (8 minutes)

  1. What does Hunter’s quest to exonerate Captain McVay reveal about Hunter as a person? Answers will vary but students will likely say that Hunter’s quest reveals that he is an empathetic and determined person. The fact that Hunter sacrificed so much time to clear the name of a man he did not know simply because he thought it was the right thing to do shows that he has a strong moral character. Hunter’s refusal to give up after initially failing to clear McVay’s name shows that he is determined. 

  2. Lewis writes that when Hunter began writing to survivors from the Indianapolis, “The response was beyond anything Hunter could have imagined.” Why do you think so many survivors wanted to share their story with Hunter? Answers will vary. Students may say that the survivors wanted to make sure the public understood what really happened to them and to make sure that their experience—and the experience of Captain McVay—was being accurately portrayed. Students may also say that the survivors wanted to share their stories with Hunter because it was something they felt strongly about and perhaps because it was a traumatic experience they hadn’t spoken much about over the years.

  3. Why is it important to tell stories from the past like this one about the Indianapolis? Answers will vary. Students may say that it’s important because otherwise, these stories would be lost to time. Captain McVay and his crew on the Indianapolis served our country. Many of them died. It’s important that their experiences are remembered as part of human history, both to honor the Captain and the crew as well as to contribute to our understanding of World War II.
  • Have a volunteer read the As You Read box on page 4 of the magazine or at the top of the digital story page. 
  • Read the story once through as a class. (Differentiation: Share the lower-Lexile version of the article with students who may need it.) Optionally, have students listen to author Kristin Lewis read the story while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View. 
  • Divide students into groups to read the story again and respond to the following close-reading questions. Tip: If you’re remote, you can have each group respond in a shared doc or discuss the questions in their own chat room; you can also use the questions as an asynchronous assignment.

Close-Reading Questions (10 minutes)

  1. How does the mood shift throughout the introduction? How does author Kristin Lewis create these moods? (mood, author’s craft) The mood of the introduction starts off as quiet and calm before changing to terrifying and suspenseful. Lewis begins the section by describing the ship moving through the darkness and the crew deciding to “sleep under the stars.” She also explains that the mood on the ship was hopeful because World War II was coming to an end and those fighting could soon go home. These details create a sense of calm. Then Lewis writes, “But the Indianapolis would never go home.” This line creates a feeling of suspense and foreboding. The mood then shifts briefly back to calm as Lewis describes Captain McVay retiring to his cabin, believing the ship to be safe and out of harm’s way—before Lewis again builds up the suspense with the line “This, it would turn out, was not correct.” The mood remains terrifying and suspenseful throughout the rest of the section as Lewis vividly describes the ship being struck by torpedoes and the crew becoming stranded in the ocean. 

  2. Consider the information in the caption titled “The War.” Why is this information important to the story? (text features) These details are important to the story because they help explain why the USS Indianapolis was in the Pacific and why it was torpedoed by a Japanese submarine. The information in the caption helps put the events of the article into historical context.

  3. What does the section “What Really Happened?” add to the article? (text structure) The section helps readers understand that the sinking of the Indianapolis could not be blamed entirely on Captain McVay and that the Navy had made a mistake. The section also helps readers understand why Hunter may have felt so strongly that McVay’s name needed to be cleared. 

Critical-Thinking Questions (8 minutes)

  1. What does Hunter’s quest to exonerate Captain McVay reveal about Hunter as a person? Answers will vary but students will likely say that Hunter’s quest reveals that he is an empathetic and determined person. The fact that Hunter sacrificed so much time to clear the name of a man he did not know simply because he thought it was the right thing to do shows that he has a strong moral character. Hunter’s refusal to give up after initially failing to clear McVay’s name shows that he is determined. 

  2. Lewis writes that when Hunter began writing to survivors from the Indianapolis, “The response was beyond anything Hunter could have imagined.” Why do you think so many survivors wanted to share their story with Hunter? Answers will vary. Students may say that the survivors wanted to make sure the public understood what really happened to them and to make sure that their experience—and the experience of Captain McVay—was being accurately portrayed. Students may also say that the survivors wanted to share their stories with Hunter because it was something they felt strongly about and perhaps because it was a traumatic experience they hadn’t spoken much about over the years.

  3. Why is it important to tell stories from the past like this one about the Indianapolis? Answers will vary. Students may say that it’s important because otherwise, these stories would be lost to time. Captain McVay and his crew on the Indianapolis served our country. Many of them died. It’s important that their experiences are remembered as part of human history, both to honor the Captain and the crew as well as to contribute to our understanding of World War II.

3. SKILL BUILDING AND WRITING (20 MINUTES)

  • Have students complete Preparing to Write: Plan Your Speech (available in your Resources tab). This activity will help them organize their ideas in preparation for the writing prompt on page 9 in the printed magazine and at the bottom of the digital story page. 
  • Have students complete Preparing to Write: Plan Your Speech (available in your Resources tab). This activity will help them organize their ideas in preparation for the writing prompt on page 9 in the printed magazine and at the bottom of the digital story page. 
Text-to-Speech