Are We Americans
Again?
A Portrait of Japanese American Internment
Plan Outline:
Click on links below
to go directly to lesson plan for indicated day.
Time Required:
2 - 5 days. (Days 1 and
2: History and Overview can be taught independently in two class sessions.)
Materials Needed:
- Primary Source Documents
of Estelle Ishigo
- "Using Primary Sources"
copies for collaborative groups
- Transparencies or chart
paper
- "Citizenship"
copies for each student
Student Objectives:
- Students will obtain
historical data through the use of primary source documents.
- Students will describe
elements of the Japanese American Internment during World War II, through
discussion and writing.
- Students will develop
a sense of historical understanding of the internees' experiences during and
after the Internment.
- Students will relate
the themes of tolerance and prejudice to the era.
- Students will evaluate
the implementation of Executive Order 9066.
- Students will define
and describe basic human rights and the role of an American citizen.
Assessment:
Days 1 - 5: Participation in
discussion
Day 3: Using Primary Sources, a collaborative group activity
Day 4: Prejudice vs. Tolerance, homework prompt, individual response
Day 5: Citizenship, questions 1 - 6, collaborative and individual response
Standards Correlation:
The National Standards
for the United States and World History emphasizes historical
understanding. "History ... reveals the vast range of accommodations individuals
and societies have made to the problems confronting them, and discloses the consequences
that have followed the various choices that have been made."
The National Standards
for the United States and World History encourages students to develop a
sense of historical thinking. Middle school students should engage in activities
in the following five areas:
- Chronological Thinking
- Historical Comprehension
- Historical Analysis and
Interpretation
- Historical Research Capabilities
- Historical Issues-Analysis
and Decision-Making
The National Council
for the Social Studies recommends in "Strand 2: Time, Continuity and
Change" that "students begin to understand and appreciate differences
in historical perspectives, recognizing that interpretations are influenced
by individual experiences, societal values, and cultural traditions."
The National Standards
for Civics and Government in "Section V" focuses on the Roles of
the Citizen in American Democracy.
Conceptual Links to Prior Understanding
and Knowledge:
This unit works well taught
- after study of the Holocaust/WWII.
- as a unit on tolerance
and the effects of prejudice.
- after study of points
of view.
Cross-curricular Connections:
History - Language Arts - Art