Replace This Text With The Title Of Your Learning Experienceteachingprimarysources.illinoisstate.edu/Resources/...8… · Web viewWith that said, students will research about 5 Japanese

The Life of Japanese Americans during World War II: The American Dream violated.

Eduard HafermannChiddix Jr. High School

Spring 2010

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 weeksGrade level 6th gradeCurriculum fit Language ArtsMaterials Smart Board with speaker system

Pencils

Teaching with Primary Sources Illinois State University

http://memory.loc.gov/cgi-bin/query/i?ammem/manz:@field(NUMBER+@band(ppprs+00196)):displayType=1:m856sd=ppprs:m856sf=00196

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 BarLanguage 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 BarDay 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


http://memory.loc.gov/ammem/collections/anseladams/aamsp.html

http://memory.loc.gov/ammem/collections/anseladams/aamsp.html

http://memory.loc.gov/ammem/afcphhtml/

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/wwarii/japanam.html



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/


http://lcweb2.loc.gov/diglib/vhp-stories/loc.natlib.afc2001001.07154/

http://lcweb2.loc.gov/diglib/vhp-stories/loc.natlib.afc2001001.07154/

http://www.loc.gov/vets/stories/ex-war-asianpacific.html


Primary Resources from the Library of CongressBack to Navigation Bar

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.



M. Ogi, S. Sugimoto, and Bunkichi Hayashi standing among shelves with boxes in warehouse.



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))%3C/permanent_url
















Mrs. Ryie Yoshizawa, instructor, standing in front of class of women students, one woman in foreground with dressmaker's dummy.



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.



Bird's-eye view of center grounds showing buildings, roads and mountains in background.



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.



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))





















http://memory.loc.gov/cgi-bin/query/D?afcpearl:3:./temp/~ammem_H8nx::@@@mdb=manz,mharendt,rbpebib,cwband,cwnyhs,gmd,mreynoldsbib,mtaft,cwar,fsaall,mfdipbib,mff,scsmbib,mal,mcc,ncpm,pan,afcpearl,lhbprbib,afc911bib,papr,runyon,detr,mgw,nfor,sgp,sgproto,ww2map

One of Auschwitz I streets with a row of poplars.

Auschwitz-Birkenau State Museum Archiveswww.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 Archiveswww.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





http://www.auschwitz.org.pl/












RubricBack to Navigation Bar

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 andaccurate 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:


HandoutsBack to Navigation Bar

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, ageo family historyo education

o Military backgroundo Brancho Unito Service locationo Rank

o 3-4 photos o 2-3 interview video highlightso Summary of memoirs.o Military honors/awards



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 Objects

Step 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 WorksheetStep 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 proceedingsCongressional Testimony Campaign speechNews report Arguments before a courtInterview Panel discussionEntertainment broadcast OtherPress conference

MusicLive broadcastNarratedSpecial sound effectsBackground 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 WorksheetTYPE OF DOCUMENT (Check one):

Newspaper MapAdvertisement Congressional Record Letter TelegramPatent Press ReleaseCensus Report MemorandumReport Other

UNIQUE PHYSICAL CHARACTERISTICS OF THE DOCUMENT (Check one or more):Interesting Letterhead NotationsHandwritten “Received” stampTyped SealsOther

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 20408Motion 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 filmConcepts/Ideas People1.

2.

3.

1.

2.

3.

Step 2. Viewing

Type of motion picture (check where applicable):Animated Cartoon Theatrical short subjectDocumentary Film Training filmNewsreel Combat filmPropaganda Film Other

Physical qualities of the motion picture (check where applicable):Music Live actionNarration Background noiseSpecial effects AnimationColor Dramatization

Note how camera angles, lighting, music, narration, and/or editing contribute to creating an atmosphere in this film. What is the mood or tone of the film?

Step 3. Post-viewing (or repeated viewing)

Circle the things that you listed in the previewing activity that were validated by your viewing of the motion picture.

What is the central message(s) of this motion picture?

Consider the effectiveness of the film in communicating its message. As a tool of communication, what are its strengths and weaknesses?

How do you think the filmmakers wanted the audience to respond?

Does this film appeal to the viewer's reason or emotion? How does it make you feel?


1.

2.

Write a question to the filmmaker that is left unanswered by the motion picture.


Japanese Internment camps vs. Nazi Concentration Camp

Directions: Study the photographs of the Nazi camp and the Japanese Internment camp. Fill out the Venn diagram below comparing and contrasting the images.

Japanese Internment camp Nazi Concentration camp

Discussion Questions

1. Name three rights that American citizens have.

2. Under what conditions, if any, might it be justifiable to violate a citizen’s legal right?

3. As a young adult has there been a time when you have felt that your rights have been violated?

4. Do you feel that certain people’s rights are violated because of their race, religion, or ethnicity? Is racial profiling still an issue today?

5. What do you know about the relations between the United States and Japan during WWII?

Documents

Replace This Text With The Title Of Your Learning Experienceteachingprimarysources.illinoisstate.edu/Resources/...8… · Web viewWith that said, students will research about 5 Japanese