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When the Emperor Was Divine

When the Emperor Was Divine:

We Interrupt Your Lives to Bring You…

Michael McManis

NormalCommunityHigh School

Summer 2005

Adams, Ansel. “Entrance to Manzanar,

ManzanarRelocationCenter.” 1943.

Library of Congress. ManzanarWarRelocation

Center photographs.

[

[cph 3g05549] [June 20, 2005)

Students gain a deeper understanding of the themes and setting of the novel through an investigation of primary sources. The adage that “a picture is worth a thousand words” comes to mind as students begin their investigation of Julie Otsuka’s novel of the Japanese-American experience during World War II. The novel begins with a scene of an unnamed Japanese-American mother reading the text of EvacuationOrderNo. 19. (Otsuka’s fictional equivalent of FDR’s Executive Order 9066)

Therefore, the photographs students will investigate first are those of Japanese Americans “leaving home.”

Overview/State Standards/Resources/Procedures/Evaluation

Overview Back to Navigation Bar
Objectives / Students will:
  • Learn about the history of Japanese Internment through analysis of primary source photographs and documents
  • Demonstrate visual literacy skills;
  • Relate the setting and themes of When the Emperor Was Divine to their own experiences/perspective;
  • Describe in writing the people and events depicted in primary source photographs
  • Raise questions left unanswered by the observable data in the primary sources
  • Write a creative response to the primary source.

Recommended time frame / 50 minute class period
Grade level / 10th
Curriculum fit / American Literature and Composition
Resources /
  • Image table
  • Photograph analysis sheet
  • Additional questions form
  • Essential Questions:

  • Teacher webpage: (under construction)

  • Primary Sources Lesson
“Suffering under a Great Injustice": Ansel Adams's Photographs of Japanese-American Internment at Manzanar

  • Women Come to the Front: Journalists, Photographers and Broadcasters of World War II

IllinoisState Learning Standards Back to Navigation Bar
Language Arts:
GOAL1: Read with understanding and fluency.
1.B. Apply reading strategies to improve understanding and fluency.
  • 1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources.
1.C. Comprehend a broad range of reading materials.
  • 1.C.4e Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view).
GOAL2: Read and understand literature representative of various societies, eras and ideas.
2.A. Understand how literary elements and techniques are used to convey meaning.
  • 2.A.4b Explain relationships between and among literary elements including character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of the literary piece.
  • 2.A.5b Evaluate relationships between and among character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece.
  • 2.A.5d Evaluate the influence of historical context on form, style and point of view for a variety of literary works.
GOAL 3: Write to communicate for a variety of purposes.
3.A.Use correct grammar, spelling, punctuation, capitalization and structure.
  • 3.A.5 Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences.
GOAL 5: Use the language arts to acquire, assess and communicate information.
5.B. Analyze and evaluate information acquired from various sources.
  • 5.B.4a Choose and evaluate primary and secondary sources (print and nonprint) for a variety of purposes.

Procedures Back to Navigation Bar
Photograph #1:
  • Display photograph on overhead. Give students time to observe the photograph. Ask the following questions (from the photograph analysis sheet) for class discussion:
  • What do you observe in this photograph? Note details, describe the people, what event may be taking place? (Students may relate to prior knowledge from social studies classes…)
Additional Questions:
  • What can you infer or conclude is happening based on what you see?
  • What questions does this primary source raise? What else would you need to know?
Working in partners, students will respond to #2 and #3. Students should use the Photograph Analysis Sheet to write their responses.
Photograph #2:
Photograph #3:
Class Discussion: Discuss responses and questions raised by investigation of primary sources.
Photograph #4:
Journal Prompt:
Imagine that you are a Japanese American and you see the NOTICE of Evacuation Orders depicted in this photograph. What would you do? What would you advise your friends and family to do? Why? Explain.
Evaluation Back to Navigation Bar
  • Teacher observation of participation in class discussion;
  • PhotoAnalysis Worksheet Rubric
  • Written Response: JournalRubric

An Adventure of the American Mind

IllinoisStateUniversity