MBesteso

The classroom that the diverse text set is intended for is an 11th grade American History class. The class spans from post World War I until present day America history. For this lesson plan, students will be studying about the imprisonment of Japanese Americans in internment camps during World War II. The purpose of the lesson is to inform students on a topic that is often overlooked in high school history classes. The class is a college prep course, with students who intend on continuing there education after high school.
 * 1) Context for using the text set **
 * 2) **
 * A) Print Resources **

· Iritani, Frank and Joanne. (1995). Instructions to all Persons of Japanese Ancestry. Asian American Curriculum Project, Inc. San Mateo, CA. Retrieved on http://www.geocities.com/Athens/8420/poster.html o This is a real poster from May of 1942 giving instructions to the Japanese American population on how to complete the mandatory evacuation into internment camps. This Poster was hung up in towns in cities for all to see, telling Japanese Americans when to leave, what to and not to bring and other rules they had to follow. This poster was issued by the United States government. o I selected this poster because it is a primary source from the time of Japanese internment camps. This shows what you would have seen if you lived in 1942. o I would have the students read this document, so they would begin to understand the experiences of the Japanese Americans during the 1940’s. Students would be expected to try to put themselves in the position of the Japanese Americans and discuss how they would feel a situation like this.

· Timeline. Retrieved on February 26, 2007, from http://www.geocities.com/Athens/8420/timeline.html o This is a timeline of important events from before World War II, until the end of Japanese Internment camps. The timeline shows important government decisions and major dates in terms of Japanese Internment camps. The timeline ends in 1952 when the ban on Asian immigrants was raised. o I selected this timeline, because it is extremely effective in organizing major events in the course of Japanese American history surrounding the time of World War II. This document also shows statistics that are relevant to the subject. o The purpose of this text is to have students organize major topics in the history of Japanese Internment camps. Students can also begin to see the magnitude of the movement of Japanese Americans by viewing the statistics the timeline presents.

· Winter, Katie. (2008). Remembering Japanese internment will help stop future prejudice, The Tufts Daily. Retrieved February 26, 2008, from http://media.www.tuftsdaily.com/media/storage/paper856/news/2008/02/19/OpEd/Remembering.Japanese.Internment.Will.Help.Stop.Future.Prejudice-3219040.shtml o This newspaper article is about viewing a historical event such as Japanese internment camps, and learning to prevent similar activities from happening in the future. The article summarizes the basic information about these internment camps, such as locations, populations and government decisions. The article points out, that history has seemed to repeat itself. The war on terrorism has sparked the patriot act which Winter argues leads to racism against Muslims. She argues that wartime racial profiling leads to increased racism throughout the country. The point of the article is to have people realize what is going on by viewing the past. Remembering Japanese internment will help people see that this racial profiling is wrong. o I selected this article because it makes a great connection between the 1940’s and the present day. The connection helps open peoples eyes about the major issue of racism caused by racial profiling. The article covers the major issue of racism. o I would have students read this article because it is important to have them relate the past to the future. It is important for students to make connection from what they are learning in class to what is happening to the world they live in. Making these connections would have students partake in critical thinking.

· Kawakami, Tojo Suyemoto//.// Barracks Home. Retrieved February 25, 2008, from http://www.sccs.swarthmore.edu/users/04/sorelle/poetry/wwii/poetry.html#poetry-adults-US, o Barracks Home is a poem about how it is like to live in a Japanese Internment camp. The poem tells the story of an adult observing new children coming into the camp. The poem shows the disappointment and the fear a child has when coming to a new camp. It talks about the houses and the food. The poem shows a sense of hopelessness. o I selected this poem because it shows the disappointment of the Japanese Americans who were forced into internment camps. The poem gives emotion to the topic, unlike factual texts. o I would have students read this poem in order to try to relate to how the Japanese Americans must have felt. The poem adds a human element to all the facts that they have already learned.

· Matsuzawa, Mary. My Plea. Retrieved February 25, 2008, from http://www.sccs.swarthmore.edu/users/04/sorelle/poetry/wwii/poetry.html#plea o My plea is a poem about gaining equality. The poem expresses feelings of desire. Mary desires a country where all races are “on the same playing field.” Mary is praying to God to end prejudices in the world, and to set her people free from the interment camps. o I selected this poem because it gives more emotion to the subject. The poem is important because it speaks of racial prejudices. It is important to understand how the people who were being racially profiled felt at the time. o I would use this poem to have students connect to the internment camps. Mary’s wish to have her people set free should help students understand the distress the Japanese American people in these camps must have been feeling.

· Received on February 24, 2007, from http://www.trumanlibrary.org/whistlestop/study_collections/japanese_internment/20-2321a.gif o This photograph shows the housing arrangement provided in Japanese Internment camps. The houses are similar to barracks’. They were long houses, with no walls to separate families. The houses were built in rows and were very similar to one another. Also, it is visible that this internment camp was in a secluded area. o I selected this photo, because it gives a good example of what a internment camp looked like. It also shows an example of where you may find an internment camp. o I would have students observe this photo in order to visualize what an internment camp looked like. The students would see this photo early in the lesson, so as they go along they can remember what the living conditions were like. Based on the picture I would have the students begin to imagine what it would have been like for a child, a mother and a father to live here for the number of years that they did.
 * B) Media Resources **

· Doleman, Carter. Topaz Internment Camp. (2007). Retrieved February 27, 2008, from http://youtube.com/watch?v=mUGDgZVnrl0 o The video clip, Topaz Internment Camp, is a one minute clip asking people to simply know what happened to the Japanese Americans during World War II. The video begins by showing about 30 seconds of pictures from Topaz, and is finished off by a Japanese American named Brad, who asks people to understand the history of the camp. Brad is a grandson to prisoners in this camp. o I selected this short clip because it show, that even though Japanese internment camps happened in the 1940’s, some Japanese Americans still feel the pain of those days. The racism born from singling out Japanese Americans during World War II carries on through generations. o I would show this video in class because it will show the students the impact of racism. It shows how an act from about 60 years ago still hurts this ethnicity of Americans.

· Topaz Japanese American WWII Internment Camp. (2006). Topaz Museum. Retrieved on February 24, 2008, from [|http://www.topazmuseum.org/index.html o This website is an online museum of the Topaz Internment Camp. This online museum summarizes the history of this internment camp. It talks about how the camp was set up. The museum also gives hard facts about the camp, such as open and close dates, building costs, population and location. The site has photos from the camp, and maps that show the layout of the camp. This online museum is part of a museum found on the original location of the Topaz camp. o I selected this online museum because it will be important for students to view a real example of one of the camps. Since the museum only focuses on the Topaz Internment Camps, it works well to have students focus on one camp. This museum has photos from the 1940’s and photos of what the camp looks like now. Also, it has pictures of artifacts. All of this will help students understand what life was like in an internment camp. o I would have students use this museum to pull together all that they learned form other texts on Japanese Internment camps. This museum will be the last text tat I will have students view. I want the students to be able to take all the information they learned on the topic, and focus it all in on Topaz. Students should be able to relate what they learned earlier to this internment camp.
 * C) Online Interactive Resources **

· Japanese Internment Quickquiz. (2007). [|History on the Net Group]. Retrieved on February 27, 2008, form http://www.historyonthenet.com/WW2/japaninternmentcampquickquiz.htm o This quiz is a short online quiz about Japanese internment camps. The quiz has ten true or false questions, which you are given 60 seconds to complete. The quiz tests a person’s basic knowledge on the subject. o I selected this quiz because it was a short quiz that did not take much time to complete. The quiz covers basic topics on the subject. o I would use this before the lesson plan on Japanese internment. This would be a quick pre-test to see what students know about the topic before hand. Since it is only a 60 second quiz, it will not take much time out of class. · Mukai, Gary. (2003) Teaching about Japanese-American Internment. ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. Retrieved on February 24, 2008, from http://www.ericdigests.org/2001-3/japanese.htm o Teaching about Japanese-American Internment, ERIC Digest is an online lesson plan guide on Japanese-American Internment. The site suggests how a teacher should go about teaching a class about the subject. It gives six steps to teach the subject. These steps are to set the context for Japanese American internment through an examination of civil rights, introduce the Japanese immigration experience in the early twentieth century, introduce perspectives on Japanese Americans from the media following the Japanese attack on pearl harbor, introduce perspectives on the question of “loyalty,” Introduce reparations, and present diverse perspectives on the Japanese American internment experience. o I selected this lesson plan strategy because it sets several good topics to introduce in my own lesson plan. The website is helpful in setting up an effective lesson plan. It introduces topics that such as reparations, that I may have left out. o I do not believe I would have students read this webpage. The webpage is aimed at teachers, in order to create a more effective lesson plan. Students would benefit from a teacher who is better prepared for the lesson.
 * D) Instructional Resources **

I would use these texts in my classroom to describe the history of Japanese internment camps. Every text gives some information on the history of the subject. The online quiz would be given before the lesson begins, to test the students’ prior knowledge on the subject. The timeline, the photo, the museum and the poster would be used to lay out the facts of the history. The museum, photo and the video clip would allow students to visualize what they are learning. The poems are meant to add emotion to the topic, allowing students to relate there feeling to the Japanese Americans imprisoned in these camps. The news article by Winter, connects the internment camps to present day issues brought on by the war on terrorism. Students would use this article to engage them in critical thinking. The online lesson plan guide would not be read by the students. This is for me as the teacher, to help me create the most effective lesson plan as possible.
 * 3) Using these texts together in the classroom. **


 * 4) Learning Objectives **

History Learning Objective - G&C 1 (9-12) –2 - Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed, by, -identifying how actions of a government affect relationships involving the -individual, society and the government (e.g., Homeland Security) -explaining how political authority is obtained and legitimized -examining the historical origins of power and how that power has been exercised over time

Reading Strategy Objective - R–12–15 - Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by, -R–12–15.1 Identifying and evaluating potential sources of information -R–12–15.2 Evaluating and selecting the information presented, in terms of completeness, relevance, and validity -R–12–15.3 Organizing, analyzing, and interpreting the information -R–12–15.4 Drawing conclusions/judgments and supporting them with evidence

Mike,

All of your texts seem really well chosen. I especially like how you incorporated a lot of primary source documents, which could work well to activate prior knowledge or to establish it. I also think your inclusion of the article "Remembering Japanese Internment..." is a wise choice because it allows you to talk about point of view and to show the interconnectedness between historical events, and it helps students view history as a continuum. I also like how you incorporated the two poems, because you could use those to do a joint history-english lesson if you wanted to, to show how History and English are related. Your sources also appeal to a wide range of multiple intelligences.

~Liz Darling

Mike, I really like your idea of studying the experiences of Japanese-Americans during World War II, especially as they relate to the internment camps. Using the short quiz to establish the students’ prior knowledge base is a good way to introduce the topic. I think that the poems do give a human voice to the lesson just as the online museum, the video clip, and the photograph provide visual images that will help the students better understand the experiences of the Japanese-Americans in the camps. I think the timeline is a great way to demonstrate how this country could come to the point of imprisoning its own citizens. That, along with the article, will help them understand some of the potential dangers in our response to terrorism and how race plays a role in that response. I think you have a good variety of sources. Toni Janik

Mike, One of the major strengths of your diverse text set is that there is a heavy focus on primary resources. Often, when issues are presented in textbooks, they seem to be stripped down to the bare facts. With a topic as sensitive as this, it is important to get the "voice" of the issue in order to gain a genuine understanding of the events that occured. More specifically, I like how you present the poster at the beginning of the unit to get students to form their own mental images of how it may have been like to be a part of the evacuation. That document, in addition to the poems and the video from the grandson of a prisoner, compose a strong base for understanding. After using those resources, students should definately have a good understanding of the pain and hardships that came with being evacuated to a Japanese Internment Camp. One suggestion would be to provide a stronger factual basis because, aside from the lesson plan and a textbook, there is little in terms of "cold facts" as most of the resources have a strong influence on emotion. Aside from that, I think you did a great job on the text set. -Kaitlyn LaPlume