Title of Lesson Plan: Impact of Forced Removal and Incarceration on Japanese American Teenagers during WWII
Grade level: High School
Synopsis/Summary of Lesson: This lesson is designed to give students a look into the lives of the Japanese American teenagers incarcerated in the camps on the American West Coast during World War Two through the use of primary documents. Students act as historians and gather evidence from primary documents created by, and about,Japanese American teenagers during incarceration. The second part of the lesson involves reflection on the experiences and attitudes surrounding the teenage experience during incarceration, as well as providing an opportunity for students to reflect on their own attitudes and obstacles. Finally, students can research the impact of immigration detention today on teenagers affected by the current political climate and world events.
Introduction:
Shortly after the bombing of Pearl Harbor, Americans became increasingly aware, and often afraid, of the Japanese Americans living on the West Coast. This fear would eventuallylead to the forced removal and incarceration of all people of Japanese descent, many of whom were American citizens. Like many immigrants to the United States, Japanese families moved to the US with the hopes that their children would have opportunities for economic advancement, education, and a high quality of life. When President Roosevelt signed the Executive Order 9066, the lives of Japanese Americansdrastically changed. This forced removal and incarceration would have a significant impact on the teenagers whose lives were turned upside down. Most Japanese American teens considered themselves “typical” American teenagers with future goals of college and careers. The war changed everything and the teenagers were faced with new obstacles and challenges to overcome. How did they cope with these challenges? What were their lives like in the camps? How was their education disrupted? How did incarceration change their plans for their future? What can American teenagers today learn from those who survived these troubling times? These are some of the questions I hope students will investigate in this lesson. Answers to these questions may vary based on students’ interpretation of the evidence and could provide an opportunity for diverging viewpoints and lively discussion.
There are many resources and primary documents related to the topic that can be used interchangeably with this lesson online.
This lesson fits best following a prior lesson or understanding of Pearl Harbor and the Executive Order 9066.
Focus/Essential Question(s):From the sources provided, what can we learn about the impact of the forced removal and incarceration on Japanese American teenagers during World War Two?
Objectives:
1.Interpret, analyze, and closely read primary documents in order to search for evidence to answer the inquiry question.
2.Discuss and reflect using the evidence found in the historical documents to better understand the complications of the era and the impact the historical situation had on the lives of teenagers.
3. Research and reflect on similar situations that impact teenagers today, allowing them to make connections to their own lives.
4. Write a paragraph or short essay on the topic from a personal point of view.
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C3 Framework Standards:
Era 8 -The Great Depression and World War II (1929-1945)
Standard 3C -Demonstrate the understanding of the effects of World War II at home.
D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.
D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.
Preparation
Readings for Teachers
Information on life in the Topaz camp with a description of the high school and student activities and links to primary documents:
Densho Encyclopedia
Topaz Museum
Additional primary sources related to the topic:
Japanese American National Museum Collections and Research
The Japanese American Evacuation and Resettlement: A Digital Archive
Information on the Japanese American Student Relocation Council (Additional)
Japanese American Student Relocation Council
Materials and Preparation:
All sources may be viewed online, however, selections can be printed for easier viewing in the classroom or group work.
Document A: Drawing of graduation ceremony at Topaz
Document B: Manuscript: “Impact of Pearl Harbor on my Life and Ambitions”
Document C: Topaz Yearbook: Ramblings 1943
(May be viewed online in whole, however, selections can be printed for easier viewing in the classroom and more guided instruction)
Document D: Newspaper Article: “Graduation Day, Six Decades Late”
Evidence Collection Form on Google Docs
Student Reflection Worksheet on Google Docs
Procedure:
1. Review student understanding of Executive Order 9066.
2. Ask students to do a quick write on the following prompts:
Imagine you were ordered to leave with your family to a detention camp due to your ancestry. What impact would that have on your future? On your education? What obstacles would you encounter? How might this experience impact your ideas of citizenship? How might this experience impact your social life?
3. As a class, investigate Document A together and fill out the boxes on the evidence collection form. Guide students on where to find the source information. Remind students to think about how they might feel if this was their graduation ceremony. What makes it different? What makes it the same? What does graduation symbolize?
4. Assign students to read Document B. Then have them meet in partners or small groups to fill out the evidence collection form. They may have questions about the source of the document, which is great for discussion.
5. As a class, have students share out what information they found in the document and how it can be used to answer the inquiry question. Guide them to elements in the document of citizenship, racism, separation, attitude, obstacles, and future goals.
6. In groups or partners, have students investigate Document C (online or print copies of pages for sharing) and discuss. Help students pull out what is similar to their lives today and what is different. What was shocking to them? What challenged their initial perceptions?
7. For homework, or in class, have students read Document D and complete the evidence collection form. Let students discuss what they found in small groups, then lead a class discussion around what the students found.
8. For homework, or in class, have students complete the reflection questions. Then discuss in small groups or as a class. Take notes of some of the key points in the discussion on the board.
9. Assign students a short written essay on the topic using evidence collected and informed by class discussions and personal reflections.
10. Extension: There are many issues today around immigration and detention, the separation of families, and the disruption in the goals of education for immigrant and minority families. Have students research current examples they think are related. As a class, compare and contrast the different experiences. Ask students what they feel they can do to help other teens whom might be faced with these challenges and obstacles.