Goals and objectives
Students will be able to evaluate the decision to intern Japanese Americans during World War II.
Students will be able to discuss the constitutional issues involved with Japanese internment.
Students will understand that in times of national crisis the government has the power to limit civil liberties and individual rights.
Students will be able to discuss the constitutional issues involved with Japanese internment.
Students will understand that in times of national crisis the government has the power to limit civil liberties and individual rights.
California State Content Standards
12.5. 1. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and the equal-protection-of-the-law clause of the Fourteenth Amendment
12.5.4. Explain the controversies that have resulted over changing interpretations of civil rights.
12.5.4. Explain the controversies that have resulted over changing interpretations of civil rights.
Common core literacy standards
CCSS.ELA-Literacy.RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.WHST.11-12.1. Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.WHST.11-12.1. Write arguments focused on discipline-specific content.
Driving historical questions
During times of national crisis, is it appropriate to limit civil liberties? Explain.
When and to what extent is it acceptable for the government to place the needs of the nation over the rights of the individual?
When and to what extent is it acceptable for the government to place the needs of the nation over the rights of the individual?
Lesson Introduction- Accessing prior knowledge
Students will be presented with a few photographs to recall what they have learned about Japanese internment during World War II. After viewing the photographs, students will be asked to discuss with a partner ways in which the rights Japanese Americans were violated during this time.
Vocabulary
Internment
Relocation
Naturalization
Alien and Sedition Acts
Espionage
Executive Order
14th Amendment
The vocabulary words will be presented in the primary source documents and during the short lecture that reviews the Alien and Sedition Acts and the 14th Amendment.
Relocation
Naturalization
Alien and Sedition Acts
Espionage
Executive Order
14th Amendment
The vocabulary words will be presented in the primary source documents and during the short lecture that reviews the Alien and Sedition Acts and the 14th Amendment.
Content delivery
The driving historical questions will be presented on the board and students will be asked to keep these questions in mind when examining the documents. The lesson will focus on the use of primary sources for students to answer the two historical questions.
The teacher will provide background information on the Alien and Sedition Acts, Japanese internment and ways it conflicts with the 14th Amendment. The teacher will explain that the students will be examining three primary sources to evaluate the decision to intern Japanese Americans during WWII and the constitutional issues involved with their internment. Students will use an online analysis tool to answer questions about each document.
The teacher will provide background information on the Alien and Sedition Acts, Japanese internment and ways it conflicts with the 14th Amendment. The teacher will explain that the students will be examining three primary sources to evaluate the decision to intern Japanese Americans during WWII and the constitutional issues involved with their internment. Students will use an online analysis tool to answer questions about each document.
student engagement (critical thinking and student activities)
Students will be presented with three documents to read and evaluate:
1. Executive Order 9066
2. Instructions to All Persons of Japanese Ancestry (Discussion Questions)
3. Korematsu v. United States Supreme Court Case (syllabus and dissenting opinion)
After reading the three documents individually, students will work with a partner to analyze and evaluate the primary sources using the Library of Congress Primary Source Analysis Tool.
1. Executive Order 9066
2. Instructions to All Persons of Japanese Ancestry (Discussion Questions)
3. Korematsu v. United States Supreme Court Case (syllabus and dissenting opinion)
After reading the three documents individually, students will work with a partner to analyze and evaluate the primary sources using the Library of Congress Primary Source Analysis Tool.
Discussion Questions for document #2
1. How would you feel if you saw a notice like this posted in your neighborhood and referring to you or your friends?
2. What could people take with them? Why do you think restrictions were placed on the quantity of goods they could bring?
3. How much time were people given to prepare for relocation--sell their houses, businesses, and farms, pack their belongings, and so forth? How long would it take your family to do this?
4. The instructions say that the government will provide for storage of household items left behind "at the sole risk of the owner." What does that mean? If you were being relocated, would you leave your things to be stored? Why or why not?
5. Do you think the government wanted to help Japanese aliens and Japanese-Americans prepare for the relocation? Do you think they should have done so? Discuss.
1. How would you feel if you saw a notice like this posted in your neighborhood and referring to you or your friends?
2. What could people take with them? Why do you think restrictions were placed on the quantity of goods they could bring?
3. How much time were people given to prepare for relocation--sell their houses, businesses, and farms, pack their belongings, and so forth? How long would it take your family to do this?
4. The instructions say that the government will provide for storage of household items left behind "at the sole risk of the owner." What does that mean? If you were being relocated, would you leave your things to be stored? Why or why not?
5. Do you think the government wanted to help Japanese aliens and Japanese-Americans prepare for the relocation? Do you think they should have done so? Discuss.
lesson closure
3-2-1 Activity: At the end of the lesson students will be asked to list three things they learned today, two things they have questions about or want additional information, and one thing that they enjoyed about this lesson.
assessments (formative and summative)
Formative Assessment: Responses on the Primary Source Analysis Tool will be used to check for understanding and provide the teacher with opportunities to address any misconceptions. Their responses and analysis of the primary sources will indicate that students are able to read, contextualize, and corroborate more complex text. The teacher will also use responses from class discussion (questions from document #2) to check for understanding.
accommodations for english learners, striving readers, and students with special needs
English Learners, striving readers, and students with special needs will benefit from working with a partner to analyze the primary source documents using the online tool. Vocabulary will be presented along with visual aids prior to the reading to assist students of all learning abilities.