Goals & Objectives
Goals
11.7 Students analyze America's participation in World War II.
CCSS.ELA-LITERACY.RH.11-12.1
Driving Historical Questions
Goals
- Students will understand the legacy and impact of the mass internment of Japanese-American citizens
- Students will analyze the constitutional issues surrounding the internment of Japanese-American citizens.
- Students will determine the meanings of words and phrases within the text, understanding how word choice relates to message.
11.7 Students analyze America's participation in World War II.
- 5. Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
CCSS.ELA-LITERACY.RH.11-12.1
- Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- 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.
- Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
- Draw evidence from informational texts to support analysis, reflection, and research.
- Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Driving Historical Questions
- Why were Japanese-Americans interned during World War II?
- How were the constitutional rights of various citizens violated on the domestic front?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 minutes
Hook:
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Vocabulary (Content Language Development) ‖ Time: Included during Content Delivery
Vocabulary will be addressed during the delivery of content, bolded on the slides and explicitly taught. Students will be required to write down the definition provided on screen as well as create one in their own words. Space will be provided on the Timeline Worksheet.
Vocabulary Terms:
Vocabulary Terms:
- Munson Report
- Executive Order 9066
- Internment
- Manzanar Internment Camp
- Korematsu v. United States
Content Delivery (Method of Instruction) ‖ Time: 30 minutes
PowerPoint Presentation
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Student Engagement (Critical Thinking & Student Activities) ‖ Time: Spans 2 days
Discussion is a key aspect of critical thinking as it illustrates comprehension and thus enables application, which ultimately allows for a student to progress through the material towards mastery. Therefore, discussion should be a central point of the social studies classroom. This will be done by using the Fishbowl Discussion method, which focuses on the discussion of primary and secondary sources. In this case, primary sources will be the focus of the discussion. The whole class will read three sources and then respond to a number of guided questions via the Written Document Analysis Tool/Worksheet. These notes will be utilized for the discussion, so it is important that all students understand the requirements for completion. Students will work in groups to finish the worksheets, completing what is left at home. This activity will be done during the remaining time of class on the first day after the delivery of content.
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On the second day, I would select four to six students to participate in the “fishbowl” in the center of the room. A group leader will be chosen and they will lead the discussion, inviting those within to participate and facilitating. Those in the "fishbowl" will discuss the motivations and reasons behind interning the Japanese, how it effected those imprisoned, and how were Japanese-American citizens' rights violated. The students on the outside, the observers, will write comments to share during the debrief. After about twenty-five minutes the class will regroup and both those in the fishbowl and the observers will share their thoughts and comments regarding the material.
Lesson Closure ‖ Time: 10 minutes
Check Out Activity
- At the end of the period on the first day, the teacher will walk around to each desk and check on student’s work, answering questions and asking students to delve deeper while considering which students to select for the “fishbowl.” Students' work will be stamped during this time, ensuring accountability during the class period. (In order to receive the stamp, students must have completed a portion of the work and were clearly working during the class period.) Without the stamp, students will receive only partial credit.
- Once discussion has been completed on the second day, the students will participate in a quick write exit slip in which they will discuss the topic of Japanese internment, summarizing feelings, opinions, and insights.
Assessments (Formative & Summative)
Formative:
- Summary and analysis of three primary sources (completed worksheets)
- Probing questions/discussion
- Meaningful contributions to Fishbowl Discussion
- Quick write exit slip regarding primary source reading--reaction to what they have read
- Journal entry written by student as if they were imprisoned themselves (mirroring the voice of one of the sources)
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Language Learners, striving readers, and students with special needs will be supported during the course of the lesson through the structuring of the activities. They will be grouped with students who are academically advanced within the class, those more fluent in English, and those who work well with others on a general level, who can assist and facilitate their participation in group discussion. The fishbowl discussion provides a place for verbal demonstration of knowledge and can be altered to fit students with various needs. (For instance, a student who struggles with language and easily becomes discourage would likely be in the outer observing circle, given time to think about the observations and see other students model discussion.) The utilization of pictures within the PowerPoint will provide individual students who benefit from visual aids an opportunity to see a connection between an event and an action. This offers the ability to reiterate key academic vocabulary that individuals within the class may be unfamiliar with such as internment. (Vocabulary can be frontloaded if found necessary.)
The quick write at the end provides them a means in which to express themselves in a relatively anxiety free setting. (In addition, it is graded based upon participation rather than in terms of literary abilities. But additional comments can be given to help foster development.) The journal entry, which will be taken home, provides students with the time needed to create and compose a response, reducing stress and anxiety. In addition, the worksheets can be modified to allow for students of all levels to participate.
The quick write at the end provides them a means in which to express themselves in a relatively anxiety free setting. (In addition, it is graded based upon participation rather than in terms of literary abilities. But additional comments can be given to help foster development.) The journal entry, which will be taken home, provides students with the time needed to create and compose a response, reducing stress and anxiety. In addition, the worksheets can be modified to allow for students of all levels to participate.
Resources (Books, Websites, Handouts, Materials)
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