The Life of Japanese Americans during World War II: The American Dream violated.
Teaching with Primary Sources
Illinois State University
Eduard Hafermann
Chiddix Jr. High School
Spring 2010
Teaching with Primary Sources
Illinois State University
People standing outside Catholic church at Manzanar
Relocation Center, California. Library of Congress,
Prints & Photographs Division, Ansel Adams, photographer,
reproduction number, LC-DIG-ppprs-00333 DLC
When you think of the people who suffered the most during World War II most relate to the annihilation of the Jews. However, many people in American do not realize that during this same time in history, thousands upon thousands of Americans were rounded up in similar fashion to that of the Jews and put into trains and sent to internment camps far away from their homes.
The basis of this unit is for students to have a better understanding of the transgressions and suffering of Japanese-Americans during World War II. With that said, students will research about 5 Japanese American World War II veterans, who despite the internment camps and prejudices in America, served honorably during the war.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· compare and contrast Japanese internment camp pictures to Nazi concentration camps
· read non-fiction personal accounts of the movement of Japanese Americans from their homes to internment camps
· listen to audio recordings of Americans reactions the day after the bombing of Pearl Harbor.
· create and present PowerPoint presentations on Japanese American WWII veterans.
Recommended time frame / 2-3 weeks
Grade level / 6th grade
Curriculum fit / Language Arts
Materials / · Smart Board with speaker system
· Pencils
· Laptop computers
· PowerPoint software
· Audio Analysis worksheets
· Photo Analysis worksheets
· The Bracelet written by Yoshiko Uchida. Found in the book Elements of Literature. (Published by Holt, Rinehart & Winston)
Illinois State Learning Standards Back to Navigation Bar
Language Arts:
GOAL 1: Read with understanding and fluency
· 1.B. Apply reading strategies to improve understanding and fluency.
· 1.B.3a Preview reading materials, make predictions and relate reading to information from other sources.
· 1.C. Comprehend a broad range of reading materials
· 1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material.
GOAL 2: Read and understand literature representative of various societies, eras and ideas
· 2.B. Read and interpret a variety of literary works.
· 2.B.3a Respond to literary material from personal, creative and critical points of view.
GOAL 3: Write to communicate for a variety of purposes.
· 3.B. The learner will compose well-organized and coherent writing for specific purposes and audiences.
Procedures Back to Navigation Bar
Day One:
· Students will be shown several pictures of Japanese American camps and Nazi concentration camps.
· Students will fill out a Venn diagram comparing and contrasting the pictures.
· Students will then be asked the following questions:
· Speculate as to why someone would be put into these camps?
· What crimes against humanity would you imagine they did to be put here?
· What other purposes would people have to build these camps?
· The teacher will then reveal the identity of the pictures.
· The teacher will then distribute “Discussion Questions” worksheets to the students. The purpose of this worksheet is to spark thought and discussion on the rights of American Citizens.
· Next, the teacher will go to the following Library of Congress website to share the background information on Japanese American Internment camps. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/wwarii/japanam.html
Day Two:
· Students will listen to interviews of Americans’ reactions after the bombing of Pearl Harbor.
http://memory.loc.gov/ammem/afcphhtml/
· Students will fill out the audio analysis sheets of each recording.
· Students will read the story The Bracelet written by Yoshiko Uchida
· Students will then write a journal in response to the following prompt: Have you ever had an unexpected change in your lifestyle such as moving, new family member, sudden loss of property? If so, how did you feel and react to this. Be sure to be detailed in your response.
· Students will have 10 minutes to write in their journal before getting into their literature circles to discuss their prompt and the story.
Day Three:
· Students will get into groups of two and log onto the Library of Congress website and look at pictures in the book entitled Ansel Adams’s Photographs of Japanese-American Internment at Manzanar.
· Students will fill out photo analysis sheets for three pictures they have seen from the collection highlights section (http://memory.loc.gov/ammem/collections/anseladams/aamsp.html).
· Based upon the selected photos students will write a fictional account of a day in the life of a Japanese American.
Day Four:
· Students will read/share their personal narratives with their writing circles. Those students who feel comfortable will be allowed to share them with the rest of the class.
Day Five-Nine:
· Students will be separated into 5 groups and introduced to their final assessment of the Japanese American Internment camp.
· Students will be given the informational handout on the “Japanese American World War II veterans” PowerPoint presentation. In addition students will be given the rubric for the PowerPoint.
· Groups will be assigned one of the 5 Asian Pacific American WW II veterans featured in the following website: http://www.loc.gov/vets/stories/ex-war-asianpacific.html
Day 10-11:
· Students will give their PowerPoint presentations to the class.
Evaluation Back to Navigation Bar
· Students’ final assessment will be based on the PowerPoint rubric.
Extension Back to Navigation Bar
· Students will follow up about learning about Japanese American female veterans and their contribution in other times of war. http://lcweb2.loc.gov/diglib/vhp-stories/loc.natlib.afc2001001.07154/
Primary Resources from the Library of Congress
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Image / Description / Citation / URL/ Roy Takeno reading paper in front of office / Library of Congress, Prints & Photographs Division, Ansel Adams, photographer, [reproduction number, LC-DIG-ppprs-00407 DLC]. / http://memory.loc.gov/cgi-bin/query/r?ammem/manz:@field(NUMBER+@band(ppprs+00004))</permanent_url
/ Nurse Aiko Hamaguchi, mother Frances Yokoyama, baby Fukomoto, Manzanar Relocation Center, California / photograph by Ansel Adams. / Library of Congress, Prints & Photographs Division, Ansel Adams, photographer, [reproduction number, LC-DIG-ppprs-00343 DLC]. / http://memory.loc.gov/cgi-bin/query/r?ammem/manz:@field(NUMBER+@band(ppprs+00458))</permanent_url
/ M. Ogi, S. Sugimoto, and Bunkichi Hayashi standing among shelves with boxes in warehouse. / Library of Congress, Prints & Photographs Division, Ansel Adams, photographer, [reproduction number, LC-DIG-ppprs-00295 DLC]. / http://memory.loc.gov/cgi-bin/query/r?ammem/manz:@field(NUMBER+@band(ppprs+00219))</permanent_url
/ People standing outside Catholic church at Manzanar Relocation Center, California. / Library of Congress, Prints & Photographs Division, Ansel Adams, photographer, [reproduction number, LC-DIG-ppprs-00333 DLC] / http://memory.loc.gov/cgi-bin/query/r?ammem/manz:@field(NUMBER+@band(ppprs+00196))</permanent_url
/ Mrs. Ryie Yoshizawa, instructor, standing in front of class of women students, one woman in foreground with dressmaker's dummy. / Library of Congress, Prints & Photographs Division, Ansel Adams, photographer, [reproduction number, LC-DIG-ppprs-00302 DLC]. / http://memory.loc.gov/cgi-bin/query/r?ammem/manz:@field(NUMBER+@band(ppprs+00455))</permanent_url
/ Mrs. Yaeko Nakamura looks at puzzles with her daughters, Louise Tami Nakamura and Joyce Yuki Nakamura in a store with assistance from clerk, Fred Moriguchi. / Library of Congress, Prints & Photographs Division, Ansel Adams, photographer, [reproduction number, LC-DIG-ppprs-00325 DLC] / http://memory.loc.gov/cgi-bin/query/r?ammem/manz:@field(NUMBER+@band(ppprs+00140))</permanent_url
/ Bird's-eye view of center grounds showing buildings, roads and mountains in background. / Library of Congress, Prints & Photographs Division, Ansel Adams, photographer, [reproduction number, LC-DIG-ppprs-00200 DLC] / http://memory.loc.gov/cgi-bin/query/r?ammem/manz:@field(NUMBER+@band(ppprs+00200))</permanent_url
/ Standing on the step at the entrance of a dwelling, left to right: Louise Tami Nakamura, holding the hand of Mrs. Naguchi, and Joyce Yuki Nakamura. / Library of Congress, Prints & Photographs Division, Ansel Adams, photographer, [reproduction number, LC-DIG-ppprs-00246 DLC] / http://memory.loc.gov/cgi-bin/query/r?ammem/manz:@field(NUMBER+@band(ppprs+00220))</permanent_url
/ Radio interviews of Americans’ reactions the day after the Pearl Harbor bombing on the streets of Washington D.C. / After the Day of Infamy: "Man-on-the-Street" Interviews Following the Attack on Pearl Harbor
Library of Congress, American Folklife Center.
[Reproduction number afc1941004] / http://memory.loc.gov/cgi-bin/query/r?ammem/afcpearl:@field(DOCID+@lit(afc1941004.sr01))
/ One of Auschwitz I streets with a row of poplars. / Auschwitz-Birkenau State Museum Archives
www.auschwitz.org.pl / http://en.auschwitz.org.pl/m/index.php?option=com_ponygallery&func=detail&id=399&Itemid=3
/ A frame from the "Chronic of liberation on KL Auschwitz" made by Soviet army cameramen. / Auschwitz-Birkenau State Museum Archives
www.auschwitz.org.pl / http://en.auschwitz.org.pl/m/index.php?option=com_ponygallery&func=detail&id=711&Itemd=3
/ Column of prisoners on their way to work to build factories for the Krupp concern. / SS-man Dietrich Kamann
www.auschwitz.org.pl / http://en.auschwitz.org.pl/m/index.php?option=com_ponygallery&Itemid=3&func=viewcategory&catid=26
Rubric
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Japanese American Veteran PowerPoint/scoring rubric
Group Members______
______
______
______
______
______/15 Adequately fulfills requirements as described on the project guide line sheet
All listed components completed = 13 - 15 pts.
Missing one component = 10-12 pts.
Missing two components = 7-9 pts.
Missing more than two components = 6 pts. or less
______/15 Effort: neatly done (3), creative (3), goes beyond basic requirements
and evidence of time spent to complete can be easily seen (6),
detailed (3), etc.
______/15 Presentation: Poise (loud & clear voice, eye contact, appropriate
language, good posture) - 4pts., provides clear and
accurate information related to the topic – 4pts.,
professional (focused on the topic, smooth transitions)–4pts.
______/20 Research: (10)demonstrate knowledge of the topic through your
research and information is accurate and detailed,
(10) project is true based on facts that you gathered, all aspects of your project relate to the topic. You are the expert! We should see that you have spent time researching your topic!
______/5 Time: 3-5 minutes
______/70 Total
Comments:
Handouts
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Japanese American Veteran
PowerPoint guidelines
Your group is responsible for creating and presenting a power point presentation to the class about your assigned World War II veteran from the following website: http://www.loc.gov/vets/stories/ex-war-asianpacific.html
The following are the guidelines that you should follow when researching your veteran:
1. Watch the entire video interview and fill out the motion picture analysis worksheet.
2. Read all memoir excerpts and fill out the written document analysis worksheet.
3. View all photographs and fill out photo analysis worksheet for each
The following should be included in your power point presentation:
o General information about veteran
o name, birth place, age
o family history
o education
o Military background
o Branch
o Unit
o Service location
o Rank
o 3-4 photos
o 2-3 interview video highlights
o Summary of memoirs.
o Military honors/awards
Teaching with Primary Sources
Illinois State University
Photo Analysis Worksheet
Step 1. Observation
Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.
Use the chart below to list people, objects, and activities in the photograph.
Activities / People / ObjectsStep 2. Inference
Based on what you have observed above, list three things you might infer from this photograph
1.
2.
3.
Step 3. Questions
What questions does this photograph raise in your mind?
Where could you find answers to them?
Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408
Sound Recording Analysis Worksheet
Step 1. Pre-listening
Whose voices will you hear on this recording?What is the date of the recording?
Where was this recording made?
Step 2. Listening
Type of sound recording (check one):Policy Speech / Convention proceedings
Congressional Testimony / Campaign speech
News report / Arguments before a court
Interview / Panel discussion
Entertainment broadcast / Other
Press conference
Music
Live broadcast
Narrated
Special sound effects
Background sound
What is the tone or mood of this recording?
Step 3. Post-listening (or repeated listening)
List three things in this sound recording that are important:Why do you think the original broadcast was made and for what audience?
What evidence in the recording helps you to know why it was made?
List two things this sound recording tells you about life in the
Write a question to the broadcaster that is left unanswered by this sound recording.
What information do you gain about this event that would not be conveyed by a written transcript? Be specific.
Written Document Analysis Worksheet
TYPE OF DOCUMENT (Check one):Newspaper / Map
Advertisement / Congressional Record
Letter / Telegram
Patent / Press Release
Census Report / Memorandum
Report / Other
UNIQUE PHYSICAL CHARACTERISTICS OF THE DOCUMENT (Check one or more):
Interesting Letterhead / Notations
Handwritten / “Received” stamp
Typed / Seals
Other
DATE(S) OF DOCUMENT:
AUTHOR (OR CREATOR) OF THE DOCUMENT:
POSITION (TITLE):
FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?
DOCUMENT INFORMATION (There are many possible ways to answer A-E.)
A. List three things the author said that you think are important:
B. Why do you think this document was written?
C. What evidence in the document helps you know why it was written? Quote from the document.
D. List two things the document tells you about life in the United States at the time it was written.
E. Write a question to the author that is left unanswered by the document:
Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408
Motion Picture Analysis Worksheet
Step 1. Pre-viewing
Title of Film:Record Group Source:
What do you think you will see in this motion picture? List Three concepts or ideas that you might expect to see based on the title of the film. List some people you might expect to see based on the title of the film
Concepts/Ideas / People
1.
2.
3. / 1.
2.
3.
Step 2. Viewing