2. Developed by: / Patricia McConaghy-White
3. Grade Level: / 4th
4. Essential Question: / Why did the US government take away theCivil Liberties of the American Japanese People?
What was the World War II experience like for the thousands of Japanese Americans living in internment camps?
In Colorado what was the experience like?
5. Contextual Paragraph / The activities in this unit are designed to provide 4th grade students with a window into the war years. (1 activity listed of form below)
Using primary sources, students will explore a period in United States history when 120,000 Japanese Americans were evacuated from the West Coast and held in internment camps.
Lessons are designed as an introductory activity to the study of wartime America and the Japanese Internment camp in Colorado. The activities will provide students with background for reading historical fiction from World War II such as:
Journey to Topaz (Uchida)
So Far from the Sea (Bunting)
Dear Miss Breed (Oppenheim)
The Journal of Ben Uchida: Citizen 13559 Mirror Lake Internment Camp (Deneberg)
Fences Between Us (Larson)
We Were There Too (Hoose)
Annotated Resource Set (ARS)
Phase I
6. Resource SetChildren pledging allegiance to U.S. flag at Weill public school, San Fran., prior to relocation / School children, Manzanar Relocation Center, California / Civilian exclusion order #5 /
Executive Order 9066: Resulting in the Relocation of Japanese (1942)
/ The evacuation of the Japanese-Americans from West Coast areas under U.S. Army war emergency order / Registering Japanese-Americans upon arrivalSan Francisco, Calif., April 1942. First-graders, some of Japanese ancestry, at the Weill public school pledging allegiance to the United States flag. The evacuees of Japanese ancestry will be housed in War relocation authority centers for the duration of the war / 1943 / Civilian exclusion order #5, posted at First and Front streets, directing removal by April 7 of persons of Japanese ancestry, from the first San Francisco section to be affected by evacuation / Issued by President Franklin Roosevelt on February 19, 1942, this order authorized the evacuation of all persons deemed a threat to national security from the West Coast to relocation centers further inland. / Los Angeles, California. The evacuation of the Japanese-Americans from West Coast areas under U.S. Army war emergency order. Japanese-Americans going to camp at Owens Valley gather around baggage car at the old Santa Fe Station / Santa Anita reception center, Los Angeles, California. The evacuation of Japanese and Japanese-Americans from West Coast areas under U.S. Army war emergency order. Registering Japanese-Americans upon arrival
http://www.loc.gov/pictures/item/2001705948 / http://loc.gov/pictures/item/2002697874 / http://loc.gov/pictures/item/2001705937 / http://www.ourdocuments.gov/doc.php?flash=true&doc=74 / http://loc.gov/pictures/item/fsa1998003524/pp / http://loc.gov/pictures/item/fsa1998003584/pp
Auctionsalesign in Little Tokyo / Oakland, Calif., Feb. 1942 / Entrance to Manzanar / I am an American / War Production Board poster (WPB). "BewareJap-Germs." / Challenge to Democracy, 1944
The stocks belong to a Japanese subject to evacuation from West coast areas under United States Army war emergency order / Photo attributed to Dorothea Lange / Wooden sign at entrance to the Manzanar War Relocation Center with a car at the gatehouse in the background. / The store was closed following orders to persons of Japanese descent to evacuate from certain West Coast areas. The owner, a University of California graduate, will be housed with hundreds of evacuees in War Relocation Authority centers for the duration of the war / This is one of a series of "Jap-Germs" posters that were spread through the Westinghouse plant at Bloomfield, New Jersey, under the auspices of the labor-management committee. The two-headed figure, the Jap-Germ, was featured in all posters of the series which warned against sabotage and encouraged the objectives of the war production drive / Government-produced film attempting to defend the massive internment of Japanese Americans in concentration camps during World War II.
/ / / / /
Video
http://loc.gov/pictures/item/fsa2000049209/pp / http://loc.gov/pictures/item/2001705924 / http://loc.gov/pictures/item/2002695960 / http://www.loc.gov/pictures/item/2004665381 / http://loc.gov/pictures/item/oem2002011650/pp
Notes/Comments:
Resource SetAmache, Colorado / Denver Survey of Resident Japanese & Japanese Americans / Amache High School student letters / Three high school Ag students with three of their charges / Government's latest anti-discrimination poster. -- Denver, Colorado. 7/19/43 / Charles E. Mace and Hikaru, in the WRAPS office
Granada Relocation Center, general order and description / The students get farm shop credit through part-time farm work at the center farm units. / July 7, 1943 / Charles E. Mace and Hikaru, in the WRAPS office, prepare more than 1,000 mounted enlargements to distributed in order to promote resettlement.
http://archives.auraria.edu/cdp/rpt4.pdf / http://archives.auraria.edu/cdp/rpt7.pdf / http://archives.auraria.edu/cdp/corr.pdf / http://archives.auraria.edu/cdp/chsthumbnails.htm / http://www.oac.cdlib.org/ark:/13030/ft7s200846/?brand=oac4 / National Archives photo no. 210-E-G-811
Poston residents Rose Yamanda and Mitsuye Ohye / “Remember Pearl Harbor” / National Parks / Internment ID Tag
Look at WRAPS photographs of resettlers
Sept 1945 / 1942 / National Parks Video / ID_Tag_Blank.pdf
/ /
YOUTUBE /
National Archives photo no. 201-G-K-357 / http://www.loc.gov/pictures/item/2004669768 / http://www.youtube.com/watch?v=XgmY2P-xT_Y / http://content.cdlib.org/ark:/13030/tf3j49n6jd/?order=7
Phase II
Foundations Annotations7. Curriculum Connections
Language Arts: Letter writing, Research
Social Studies: Us History, Colorado History
8. Curriculum Standards
Historical Understanding
Standard 2. Understands the historical perspective
Language Arts
Standard 6. Uses Reading skills and strategies to understand and interpret a variety of literary texts
Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts
Standard 8. Uses listening and speaking strategies for different purposes
Standard 9. Uses viewing skills and strategies to understand and interpret visual media
US History
Standard 25. Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs
9. Content & Thinking Objectives
After completing the lesson activities, students will be able to:
· evaluate documents and photographs from the American Memory collections.
· explain how major events are related to each other in time.
· recognize point of view in print and visual materials.
· Create a letter in the first person narrative from the internment camp in Colorado
· draw upon primary sources to create a presentation reflective of the Japanese internment experience.
10. Learning Activities & Strategies
-Inquiry Learning Activity
-Reading two of the picture and historical books
-brainstorming activity based on items from resource set
- Students create a power point using Primary Sources and present to class
11. Assessment Strategies
- Observation sheet filled out
-Students demonstrates ability to create a letter in first person narrative relating to the Japanese internment camp in Colorado
-Student demonstrates understanding of Japanese Internments camps in Colorado History through a presentation
Presentation evaluated by the following rubric:
4 - Excellent: The student's work is historically accurate, is exceptionally detailed, meets or exceeds grade-level requirements for written/oral communication. Presentation is unique and visually outstanding.
3 - Good: The student's work is historically accurate, contains ample detail, meets grade-level requirements for written/oral communication. Presentation is attractive.
2 - Fair: The student's work contains some historical inaccuracies, needs more details, contains many errors in written/oral communication. Presentation lacks quality and attention to detail.
1 - Poor: The student's work contains numerous historical inaccuracies, lacks focus, lacks content. Presentation lacks effort.
Other Resources
15. Web Resources
Digital Storytelling Project from a TPSParticipant from Illinois / http://tps.govst.edu/digital_stories/Japanese_Americans.WMV
Historic Panama Hotel in Seattle Washington / http://www.panamahotelseattle.com/history.htm
Amache Digital Collections Project / http://archives.auraria.xedu/adc.html
http://www.amache.org/Pictures.php
National Park Service Report on the Preservation of Japanese American Internment Sites in the US / http://www.nps.gov/history/history/online_books/internment/reportd.html
President Gerald Ford's Remarks in 1976 Regarding Japanese American Internment / http://www.fordlibrarymuseum.gov/library/speeches/760111.htm
Japanese American Internment / http://www.ushistory.org/us/51e.asp
http://newton.uor.edu/Departments&Programs/AsianStudiesDept/asianam-intern.html
Ansel Adams's Manzanar Photographs: About This Collection / http://www.memory.loc.gov/ammem/collections/anseladams/aamabout.html
http://www.coloradopreservation.org/epp/sites/epp_01_04.html
Children of the Camps: Internment History (PBS) / http://www.pbs.org/childofcamp/history/index.html
Clare Breed / http://www.janm.org/collections/clara-breed-collection/
Woodrow Wilson presidential speech / http://www.densho.org/causes/default.asp?path=1racism/1mythsandstereotypes.asp
Yatsutake story / http://www.densho.org/sitesofshame/index.html
Colorado connection Amache (Granada) / http://www.densho.org/sitesofshame/facilities.xml
The Amache Japanese Internment CampThrough Records at the Colorado State Archives - http://www.colorado.gov/dpa/doit/archives/wwcod/granada.htm
Densho: The Japanese American Legacy Project - http://www.densho.org/
Children of the Camps: Internment History - http://www.pbs.org/childofcamp/history/index.html
JARDA: Japanese American Relocation Digital Archives - http://www.calisphere.universityofcalifornia.edu/jarda/
16. Secondary Sources
YouTube: http://www.youtube.com/watch?v=PxNt45q5sHU
http://www.youtube.com/watch?v=bUJD8EPJiwk
http://www.youtube.com/watch?v=mNLWKxAMZY4
17. Print and Other Media Resources
So Far from the Sea Bunting
Journey to Topaz Uchida
Dear Miss Breed website http://www.dearmissbreed.com/Index.asp
http://www.janm.org/exhibits/breed/title.htm
The Journal of Ben Uchida: Citizen 13559 Mirror Lake Internment Camp (My Name Is America) Deneberg
Fences Between Us Larson ( Dear America )Baseball Saved Us Mochizuki
We Were There Too Hoose
Weedflower Kadohota
ARS Component Guide
Phase I Components
1. Title / Content Area: Provide the title of the ARS. If the title doesn’t explicitly denote the sets theme, please also provide a content area (e.g. Environment, Government, Immigration, War/Military, Women’s History, etc.).
2. Developed by: Provide your name and any other contributors to the ARS.
3. Grade Level: Provide the grade level(s) for which the set is to be taught.
4. Essential Question: Provide an essential question that encompasses the set theme and that could be used as a launching point for use in the classroom.
5. Contextual Paragraph for Resource Set: Provide a short paragraph explaining the resource set and describing the context in which the set is to be used
6. Resource Set: Provide titles, context, thumbnails and addresses for the specific resources. It isn’t necessary to provide a thumbnail for all resources (e.g. audio and video files). Important: Be sure to use a permanent URL for all resources (Refer to A2.6).
Phase II Components
7. Curriculum Standards: Provide local, state or national standards that could be addressed through the use of the ARS and subsequent activities
8. Curriculum Connections: Provide other curriculum areas to which this set of resources could be applied
9. Content & Thinking Objectives: Provide objectives to be met through the use of the ARS and subsequent activities
10. Learning Activities & Strategies: Provide specific strategies and learning activities which the ARS will be used to support
11. Assessment Strategies: Provide assessment methods which will be used to demonstrate student learning after the use of the ARS and subsequent activities
Other Resources
15. Secondary Sources: Provide any secondary sources that could be used to supplement the ARS
16. Web Resources: Provide links to any additional web resources that could be used to supplement the ARS
17. Print and Other Media Resources: Provide other resources that could be used to supplement the ARS
Learning Activity ProcedureOverview
The activities in this unit are designed to provide 4th grade students with a window into the war years.
Using primary sources, students will explore a period in United States history when 120,000 Japanese Americans were evacuated from the West Coast and held in internment camps.
Lesson is designed as an introductory activity to the study of wartime America and the Japanese Internment Camp in Colorado.
PreparationARS set created. Artifact obtained. Copies of Observation forms- paper or on-line
Procedure
Activity One - Evacuation Day -Group Inquiry Learning Activity Using an artifact and a photograph that contains that artifact in the image, teachers willbegin by holding up, and then passing the artifact around. While the artifact is being passed around have students describe it. (I.e.: color, size, shape, weight, etc) Next have them speculate how it was used and who used it? (Their answers can be written in lists on the board). Next bring out the photograph and/or digital image of the photo and have them find the artifact. Next ask them questions such as: Is the artifact being used in the way they guessed itwould be? Who is using it?Is there anything in the photograph thattheyhave in their home? What else is going on in the photo? Why and when do they think this picture was taken?What is the historical context of this picture? (What was going on in history when this photo was taken?)
Individual Inquiry Activity
Give students a copy of the Observation Sheet to record their observations and a second photo from the ARS set. Guiding questions:
· Is this photograph indoors or outdoors?
· What objects and/or structures do you see?
· How many people do you see? Men? Women? Children?
· How are the people dressed?
· Are these people family members?
· Do they relate to each other?
· Are they touching in any way?
· What emotions do you see or sense? Anger? Fear? Confusion? Sadness? Joy? Expressionless?
· Is there something happening in the photograph that might trigger emotions?
· What is the setting? Where would you place this photo in time and place?
· Who was taking this photo?
· Why was this photo being taken?
· What title would you give this photo?
Activity Extensions --
Students continue to search for photos about the books they are reading and create their own ARS set.
1
Teaching with Primary Sources - Annotated Resource Set