Goals and Objectives:
Students will understand how the roles of women and minorities changed in America due to America's joining the war.
Students will actively follow the PowerPoint Presentation on Japanese internment during WWII and complete the guided notes handout.
Students will analyze primary and secondary sources about Japanese internment to examine and evaluate the underlying social and political context behind Japanese American's relocation to internment camps during WWII.
Students will construct an essay that evaluates the necessity or travesty of the internment of Japanese Americans during WWII and defend it with at least one secondary and three primary sources.
Students will actively follow the PowerPoint Presentation on Japanese internment during WWII and complete the guided notes handout.
Students will analyze primary and secondary sources about Japanese internment to examine and evaluate the underlying social and political context behind Japanese American's relocation to internment camps during WWII.
Students will construct an essay that evaluates the necessity or travesty of the internment of Japanese Americans during WWII and defend it with at least one secondary and three primary sources.
California Content Standard:
H/SS 11.7.5: Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
Common Core Literacy Standards:
READING:
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
WRITING:
CCSS.ELA-Literacy.WHST.11-12.1.e
Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.11-12.2.b
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-Literacy.WHST.11-12.2.e
Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
CCSS.ELA-Literacy.WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS.ELA-Literacy.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.WHST.11-12.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
WRITING:
CCSS.ELA-Literacy.WHST.11-12.1.e
Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.11-12.2.b
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-Literacy.WHST.11-12.2.e
Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
CCSS.ELA-Literacy.WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS.ELA-Literacy.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.WHST.11-12.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Driving Historical Question:
Was the internment of Japanese Americans during WWII a necessity or a travesty?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 min
Student Internment Quick-Write: Teacher will give students prompt and give students a couple of minutes to respond. Then teacher will instruct them to think-pair-share their answers with their neighbor. Teacher will then call the class together and ask students to discuss their thoughts/feelings/reactions.
Vocabulary (Content Language Development) ‖ Time: Within lesson framework
Vocabulary will be discussed within the PowerPoint presentation as well as throughout students’ analysis of their primary sources. The packet also contains a vocabulary sheet covering the terms: Issei, Nisei, Kibei, Espionage, internment, barracks, compliance, alien, propaganda, and no no boy.
Content Delivery (Method of Instruction) ‖ Time: 35 min on Day 1
The following is the Power Point presentation on Japanese internment during WWII
JapaneseInternmentPP
More presentations from Jessica Buckle
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 5 days
Day 1- Students will complete guided notes handout while following along the PowerPoint presentation and will use the remainder of the class period to begin the K-W-L chart
Day 2- Packet Part 2 (30 min) &3 (rest of class period)
Day 3- Discuss HW (5 min), Packet Part 4 (30 min), Packet Part 5 (15 min), Packet Part 6 (remainder of class)
Day 4- Discuss HW (5 min), complete K-W-L chart 15 min, give students essay prompt and discuss (5 min), give students time to begin working on essays (remainder of class)
Day 5- Work on essays in class (47 minutes- must be finished as hw)
Day 2- Packet Part 2 (30 min) &3 (rest of class period)
Day 3- Discuss HW (5 min), Packet Part 4 (30 min), Packet Part 5 (15 min), Packet Part 6 (remainder of class)
Day 4- Discuss HW (5 min), complete K-W-L chart 15 min, give students essay prompt and discuss (5 min), give students time to begin working on essays (remainder of class)
Day 5- Work on essays in class (47 minutes- must be finished as hw)
Lesson Closure ‖ Time: 5 min
For the last five minutes of class on Day 5 ask students to volunteer examples of their essay responses and have them sum up what they have learned
Assessments (Formative and Summative)
The guided notes, K-W-L chart, and the packet work serve as a formative assessments. The essay assignment serves as a summative assignment.
Accommodations for English Language Learners, Striving Readers, and Students with Special Needs
ELL students can spend more time on Think-Pair-Share activities, listening to other students about their responses and understanding; could complete the packet with a partner to further comprehension; do more vocabulary scaffolding. Teacher can do further explicit modeling and help students to practice determining key ideas and point of view or provide adapted worksheets or more in-depth study guides, or more visual aids
Striving reading students might be provided with a more in-depth vocabulary assignment, adapted text, or marginal notes. Students may also participate in more scaffolding activities to promote reading comprehension, more visual aids, or given more in-depth reading guides to help focus attention.
Students with special needs will be helped on an individual basis to meet their needs be it by provided braille or recorded copies of the instructions and assignments, using technology, adapting lesson plan material, or one on one assistance.
Striving reading students might be provided with a more in-depth vocabulary assignment, adapted text, or marginal notes. Students may also participate in more scaffolding activities to promote reading comprehension, more visual aids, or given more in-depth reading guides to help focus attention.
Students with special needs will be helped on an individual basis to meet their needs be it by provided braille or recorded copies of the instructions and assignments, using technology, adapting lesson plan material, or one on one assistance.
Resources (Books, Websites, Handouts, Materials)
Evacuation Order Quick Write Prompt, K-W-L Handout, “The Faces of the Home Front: Japanese Internment” packet, Japanese Internment PowerPoint lecture, video clips: U.S. Office of War Information’s Japanese Relocation (https://youtu.be/k6gSShuQCUE), The Working Group’s Fred Korematsu: A Civil Rights Hero (https://youtu.be/X1UDNAgeppI), and Ken Burns The War: Episode One (http://www.pbs.org/thewar/detail_5380.htm), and essay prompt and rubric handout.