Intermediate Guided Reading Lesson Plan
Title:Journal of Ben UchidaAuthor: Barry Denenburg
Publisher: Scholastic / Genre: HF / Text Structure:
Narrative Informational / Level: S 850L
Literacy Core Objective:
Identify main ideas and note details / Enduring Understanding: Purpose for reading
Identify main ideas and note details while connecting their feelings
Content Core Objective:
Evaluate the role of the US as a world power on how they treated people after Pearl Harbor / “I Can Statements” - Essential Questions:
Make notes and connect my feelings
ELL Language Objective:
Graphic organizer
Before Reading
Vocabulary: evacuated (15), dangled (28), maze (33), appointed (49), regulation (49), warden (52), precise (53), hostage (55), barrack (56), swivel (58) infamy (95), ordeal (118), mandatory (124) incarceration (135), partition (81) canteen (89), decipher (91), HR’s & RBI (66) contagious (79) quarentine (79), MP (80) rescinded (141)
Activate/Build Prior Knowledge:
1. Hand out the mock evacuation order and talk with students about it, their feelings, understandings, etc.
2. Show the following pictures: http://www.loc.gov/exhibits/wcf/images/wcf090a.jpg
http://memory.loc.gov/learn/lessons/99/fear/gallery.html
Questions to ask when looking at a photo include:
· What is the historical time frame of the photo?
· Is the photo historically significant?
· Why do you think the photo was taken?
· What is unusual or significant about the photo?
· Who took the photo?
· What can you tell me about the subjects in the photo?
· What can you tell me about other small items in the photo that could give you more specific information on a subject in the photo.
· What in the photo leads you to these conclusions?
· Can you feel or see any emotions from the subjects? What emotion, which subject, and why? Name some of the clues you discovered in looking at the photo that lead you to these conclusions.
· What do you see in the photograph that touches you in some way?
· Is the photo itself unusual in the way the photographer took the picture or manipulated the photo or the development with special techniques.
·
Comprehension Strategy: Predicting Making Connections Inferring, Visualizing,
Questioning Determining Importance Clarifying and self-monitoring Summarizing Synthesizing
During Reading
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will be listening to students read, monitoring, giving feedback, taking anecdotal notes and running records.
Attend to Comprehension Within, Beyond, & About the text:
After Reading
1. Discuss the 1st, 4th, and 5th amendments of the Bill of Rights. How were these amendments handled for Japanese citizens?
2. Why burn everything in print, pictures, dolls etc.
3. You only have one duffel and 2 suitcases what will you pack and what will you leave?
4. Why did they think it was strange that Germans and Italians were not being evacuated too?
5. What does “food for thought” mean on May 22nd?
6. What is a “bird’s eye view” and “pain in the neck” mean?
7. From the point of view of a Japanese American character from the past who is speaking to young people today. Have students consider the following and have them write a letter to someone today:
· What would this character say about what he/she experienced?
· What are his/her feelings?
· Does he/she feel that his/her rights were violated?
· What would he/she want young people of today to learn from the past?
If you had to pick one person to be your friend in the internment camp, would you chose Charles Hamada or Ben Uchida? Explain why.
8. Why does baseball become so important to Ben?
9. Why do you think Papa had changed so much when he was reunited with his family?
10. Throughout Ben's journal there are hints that Mike Masuda might not be a trustworthy person. Go back through the journal and see if you can find some of the early clues that tell you about Mike.
11. Papa says that "The family must stick together to remain strong, like the chopsticks." Ben says his father had told him the chopstick story thirty thousand times. What is the chopstick story?
12. Some of the Japanese-American internees stayed in the camps for three years or more. Ben's journal covers approximately ten months. Based on how Ben changes over this amount of time, how do you think Ben would change if he had to stay for the three year period? How about Naomi, Mama, and Papa?
13. Why do you believe he was allowed to send for the rest of his photography equipment?
14. What did Gerald Ford & Ronald Reagan do for the Japanese who had been in the camps
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.)
Assessment: / Activities:
1. Using the Historical Note in the book and the interview with author Barry Denenberg in this guide, list three reasons why the U.S. government chose to imprison over 100,000 Japanese Americans.
2. Imagine you were placed in the internment camp. Write a letter to your best friend back home describing life there.
3. The Japanese American 442nd Regimental Combat Team fought bravely in eight major campaigns. Investigate how these brave men fought for a nation that imprisoned their families. Sites with excellent connections to more information about World War II and Japanese Americans are:
http://www.katonk.com/index.html
http://www.homeofheroes.com/moh/nisei/index3_442nd.html
http://www.goforbroke.org/History/Military_Info/442nd_regimental_combat_team.html
4. In 1988, President Ronald Reagan apologized and ordered the government to pay $20,000 restitution to the living internees. Read the full text of President Reagan's Redress Act speech on-line at http://facstaff.uww.edu/mohanp/ethnic7b.html or at your public library. (The President spoke on August 10, 1988 in Room 450 of the Old Executive Office Building. H.R. 442, approved that day, was assigned Public Law No. 100-383.) If you or your family had spent several years in an internment camp, do you think you would be satisfied? What do you think he should have said in his apology?
5. Read other fictional and informational accounts of Japanese Americans during World War II. Graham Salisbury's Under the Blood Red Sun is an award-winning historical fiction account of the bombing of Pearl Harbor. Other fine accounts include Ken Mochizuki's picture storybook Baseball Saved Us (illus. by Dom Lee), and books by Yoshiko Uchida, Jerry Stanley, Sheila Hamanaka, and Michael Tunnell. Even though they are about different places and camps, are there similarities? Compare and contrast the way that Japanese Americans are treated in each book.
6. On June 15, two months after her father was taken away by government agents, Naomi hangs a picture of him on the wall to remind the family what he looks like. She has drawn the picture from memory. Draw of picture of someone you haven't seen for awhile from memory. Then compare it to that person's photograph. How similar are they? Why didn't Ben's family have any pictures of their relatives with them?
7. Read more about the Japanese American Internment Camps during World War II. Here is a web site that includes maps for the locations of Japanese American Internment Camps:
http://www.scu.edu/SCU/Programs/Diversity/map.html
*Not all activities will be done in each lesson. Some lessons may take multiple days to complete. However, all students should be reading each time you meet.
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Info Sheet
Mock Evacuation Order
Lesson Connection: Giving Voice to History
Copyright The Kennedy Center. All rights reserved.
ARTSEDGE materials may be reproduced for educational purposes.
BY ORDER OF THE FEDERAL GOVERNMENT
Households with young people under fifteen must be evacuated from this neighborhood by next
week.
The following instructions must be observed:
1. A responsible member of each family, preferably the head of the family, or the person in whose
name most of the property is held, and each individual living alone, will report to the Civil Control
Station to receive further instructions. This must be done between 8:00 A.M. and 5:00 P.M. on
Monday, or between 8:00 A.M. and 5:00 P.M. on Tuesday.
2. Evacuees must carry with them on departure for the Assembly Center, the following property:
a) Bedding and linens (no mattress) for each member of the family;
b) Toilet articles for each member of the family;
c) Extra clothing for each member of the family;
d) Sufficient knives, forks, spoons, plates, bowls and cups for each member of the family;
e) Essential personal effects for each member of the family.
All items carried will be securely packaged, tied and plainly marked with the name of the owner
and numbered in accordance with instructions obtained at the Civil Control Station. The size and
number of packages is limited to that which can be carried by the individual or family group.
3. No pets of any kind will be permitted.
4. No personal items and no household goods will be shipped to the Assembly Center.
5. The Government through its agencies will provide for the storage, at the sole risk of the owner, of
the more substantial household items, such as iceboxes, washing machines, pianos and other
heavy furniture. Cooking utensils and other small items will be accepted for storage if crated,
packed and plainly marked with the name and address of the owner. Only one name and address
will be allowed per family.
6. Each family, and individual living alone will be furnished transportation to the Assembly Center or
will be authorized to travel by private automobile in a supervised group. All instructions pertaining
to the movement will be obtained at the Civil Control Station.
Go to the Civil Control Station between the hours of 8:00 AM to 5:00 PM.
Details / Feelings