Japanese Internment Unit

9 Apr

At the end of each school year, we do a unit on the Japanese Internment camps is social studies.  It’s a tiny standard and just a paragraph in our history book, but I spend around three weeks on the subject.  Kids are fascinated by anything having to do with WWII, and the internment camps unit gives me a chance to teach with a lot of primary resources and to connect an event in CA with the work we’ve been doing in writing and reading around civil rights.

The question when we begin is always, “How do I give them the background they need for this huge topic, without overwhelming them with a lot of extraneous information they don’t need?”  It doesn’t help that I took several courses on WWII in college and love the subject.  If I could inundate them with the complexities, tragedies, and triumphs of human behavior that occurred during this period everyday of the year, I would.

But I digress.

I begin with a mini-lecture, which is a brief, 20-minute lecture that is accompanied by many pictures, on how the United States entered WWII.  We talk about how America initially didn’t want to get involved in the war, how there was anti-Japanese discrimination already in existence (frustration from their economic success and the depression, similar to the anti-Chinese discrimination) and how the Pearl Harbor bombing not only created fear and anxiety about the possibility of Japanese spies, it also ignited the simmering racism that was already in existence.

We color code countries for their involvement in the war (red for Axis, blue for Allies) and create two timelines: major events in the war as a whole, and then major events in the interning of the Japanese. I want students to see how what happens in California mirrors what’s happening in the war as a whole.

After the background introduction, we start to dig into primary resources.  I’m spending about a week on different resources, pictures, videos, newspaper articles, and letters.  The great thing about the internment camps is how much information there is available.  There’s not so many resources from the time period when you’re studying the CA explorers!  The class really gets into seeing pictures and videos from the time period!

We do a couple of days on propaganda during the war, and we wrap it all up with a final project where they write a journal from the perspective of a Japanese American child during the time period.

I’m looking forward to sharing our work in the coming weeks!

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

CARDBOARD BOX OFFICE

A world of film, a house of stuff.

Literacy Changes Everything!

Teaching and Parenting as a Dedicated Reader and Writer

To Make a Prairie

A blog about reading, writing, teaching and the joys of a literate life

sunday cummins

Experience Nonfiction

Shanahan on Literacy

Literacy in Education

TWO WRITING TEACHERS

A meeting place for a world of reflective writers.

The Quick and the Ed

Literacy in Education

Shanker Blog

THE VOICE OF THE ALBERT SHANKER INSTITUTE

Free Technology for Teachers

Literacy in Education

chartchums

Smarter Charts from Marjorie Martinelli & Kristine Mraz

%d bloggers like this: