Japanese Internment: Evaluating Sources to Form Our Own Perspectives

I have incorporated elements of the Stanford History education Group’s curricula into  a 30 minute lesson that utilizes both declarative and procedural knowledge in examination of 3 documents with varying perspectives of the internment of people with Japanese descent during World War 2.  The underlying themes for this lesson are:

  • Wartime Policy
  • Propoganda
  • Reparations
  • Racism

The essential question for this unit is:

Was the decision to intern people of Japanese descent a calculated and necessary military decision…Or was it the result of racism and unjust speculation hyper-speculation during wartime?

First, lets take this short quiz

How did you do? In determining the answer to historical questions, it is important to be cognizant of the level of validity, bias, and accuracy that your sources provide.

 

For example, during this lesson we will examine three sources that provide various perspectives of the reasoning behind the U.S. Government’s choice to intern roughly 100,000 of it’s own people. Below you you can explore a timeline of major event in the history of the U.S. Government’s treatment of citizens with Japanese descent:

With this chronological context, lets examine Document A:

Document A is a propaganda video released by the U.S. Government to ease the growing tide of opposition to internship among other American citizens.

As you watch this video, please ill out this accompanying “Examination Worksheet” below:

 

 

 

Next, we will examine Document B: The Munson Report. 

As you examine this document, please also complete the accompanying examination table:

 

 

 

The last document in this lesson is Document C: Personal Justice Denied

As you examine this document, please also complete the accompanying examination table:

 

 

 

Now that we have examined these 3 documents., lets take a moment to Synthesize a final hypothesis that encompasses out our perspective of the historical event.

Western Expansion Unit Walkthrough

Two of my main goals as an educator is to master the collective ‘little things’ that make my students lives easier, and effectively communicate with others in my department.  Both of these goals are student centered.

I work on a windows 10 PC, and a great tool to achieving these two goal is one simple macro away (win+G).  This macro opens up a screen capture tool that is embedded in all windows 10 devices. This ease of use opens up worlds of possibilities in creating “walk-through”s for students in addition to  verbal or written instruction. I personally have 3 students with IEPs that specifically call for written instruction slips in addition to verbal instruction. Recording step by step instructions via screen-capture amplifies this accommodation.

This tool also has it’s merits in  communication. From teacher to teacher collaboration, presenting curriculum to a  dept chair for approval, or providing a review of grades/ student work for parents, this tool will find it’s way into my repertoire by the time I have my own classroom.

Below you will find my screen capture that gives an overview of the Western Expansion Unit that I will start teaching next Friday. Please provide comments/ tips and tricks if you have them!

 

(click on the photo below to view my Unit Project Instructions)

Adobe Spark Page

Indian Removal

Unit Goal:

 

This unit provides a chronological framework for students to envision their current knowledge of westward expansion in a chronological framework, while also introducing additional declarative knowledge of the people, organizations, locations, and specific events that serve as markers for this unit. Students are also presented with primary source material that exhibit conflicting perspectives. Students are asked to incorporate sourcing, contextualization, close reading, and corroboration of primary source materials to demonstrate procedural knowledge and critical thinking skills.

 

Central focus of the the Unit: (I noticed most successful EDTPA examples use essential questions as the central focus)

 

The central focus of this learning segment is to answer the essential question: In what ways can change/progress/growth be both positive and negative?

 

Central focus of the learning segment: (I noticed most successful EDTPA examples use essential questions as the central focus)

 

The central focus of this learning segment is to answer the essential question: Does the United States government’s interaction with indigenous peoples (past and present) reflect an ethical and moral identity synonymous with justice, democracy, and benevolence?

 

Warmup:

 

Considering what we’ve learned about how the US Government has native tribes up to this point in history (1870) What do you think the US Government’s next approach was to their, “Indian Problem”?

 

Direct Instruction:

 

Nez Perce War—–> Wounded Knee

 

Historical Thinking:

 

Chief Joseph’s Surrender and proposal to treat his people as americans

VS Luther Standing Bear’s retelling of negative experiences at an Indian Boarding School

Wrap-Up:

 

Students use this time to ask instructor to assist them in completing the study guide. This is due next class, will be HW if not finished.

 

 

 

 

Chief Joseph’s Assorted Speeches

 

Sourcing:

  • Who wrote this?
  • When was this written?
  • What is the writer’s perspective?

 

Context:

  • What was going on during this time period?
  • What was different about this time period in comparison to 2017?
  • What possible biases might have affected this text?

 

Close reading:

  • What language (words, symbols, colors ETC) does the writer use?

 

Luther Standing Bear On Carlisle School

Sourcing:

 

  • Who wrote this?
  • When was this written?
  • What is the writer’s perspective?

 

Context:

  • What was going on during this time period?
  • What was different about this time period in comparison to 2017?
  • What possible biases might have affected this text?

 

Close reading:

  • What language (words, symbols, colors ETC) does the writer use?

 

Corroborate:

 

  • Do all three sources have the same opinion regarding the west/ people who already lived there?
  • Which piece do you find for informative/ reliable?
  • If you were asked to retrieve another source to further inform youself, what might you use?

 

*Featured image created on Adobe Spark