Title: The Racial Discrimination of Japanese-Americans

Subtopic(s): Tolerance and Diversity

Creator(s) And School Affiliation(s):

Description: In this learning unit, the students explore the Japanese-American internment and relocation experience. They become aware of the intolerance that allowed this to occur and examine the historical events that are central to this episode in U.S. history.

Objectives: The learners will demonstrate the ability to:

1. Identify the events that led to Japanese-American internment and relocation.

2. Identify the opportunities that relocation to Seabrook Farms afforded them.

3. Use primary documents as sources of information on Japanese-American relocation.

4. Read a document and interpret a picture.

5. Compare their family experiences with those of the Japanese-Americans at Seabrook Farms.

6. Appreciate the historical significance of New Jersey and the role it played in the lives of immigrant families.

7. Develop compassion for the differences of others and become aware of the harmful effects of intolerance.

Time Required:

Recommended Grade Level (check all that apply): Kindergarten___ 1st___ 2nd___ 3rd___ 4th___ 5th__x_ 6th__x_ 7th__x_ 8th___ 9th___ 10th___ 11th___ 12th___ College___ Post-graduate___ Lifelong learner_x__

Curriculum Fit: This learning unit incorporates Social Studies, Language Arts Literacy, and Technological Literacy.

New Jersey Curriculum Standard(s):

 Resources Used:

All of the images and documents are located in the NJDH repository with the exception of the following:

   

Materials Needed:

Unit Methodology (Procedures):

This eleven-part unit is designed to be followed in a linear fashion, beginning with the background lesson and culminating with a third enrichment activity on tolerance. In addition to the eleven lessons, the learning unit and a glossary of terms can be accessed by clicking in the box in the upper right-hand corner of the page.  

1.Background     

The teacher writes “WWII” on the board and asks the students to think of phrases or words that come to mind. The students first share these ideas with a partner and then with the class. The teacher gives a brief overview of the unit to be explored, mentioning the time period and the countries involved. He/She then focuses the children on the first page of the module named “Background.” As a class, the first paragraph is read and discussed. The teacher asks for volunteers to identify the states containing relocation camps on a wall map. The students are asked to find a pattern (most are located on the West Coast). With a partner, the students follow the link for the Pearl Harbor encyclopedia page (en.wikipedia.org/wiki/Attack_on_Pearl_Harbor ).Each group of two is responsible for finding and writing five important events about the topic, including the location of Pearl Harbor, the reasons for the attack, and the American reaction. Each group shares its findings with the entire class. For homework, the students answer the two questions in their journals. Comprehension is assessed by the accuracy of the answers to these questions.

 

2.Enrichment Activity     

The students are asked the following questions:

- Why do you think the American government placed Japanese-Americans in camps?

-  Do you agree with this government action?

- Were the Japanese-Americns guilty of any crimes?

- Do you think this could happen today?

 

The teacher then asks the students to pretend that they are Japanese-Americans in 1941, and they just heard about the attack on Pearl Harbor. The students write a list of emotions to describe the way they feel. With a partner, the students share their lists and decide on two emotions to share with the class by placing them on sticky notes and attaching the notes to a poster labeled “emotions.” Once the list is read, the students are asked to make a prediction about what it was like to live in the camps. The students are directed to the second page of the module named “Enrichment Activity.” They are permitted to click on the links for the “posted evacuation order” and “involuntarily relocated.” The teacher assigns a time limit for exploration, and the students work independently or with a partner to find as much information on the living conditions in the camp.

 

Once they have accumulated enough information, they may begin the diary entry. The teacher should go through each component of the entry, so the students include all necessary information (this can be done in class or at home). In groups of four, the students share their diary entries. They are then collected and used to assess comprehension.

 

3.The Questions of Loyalty     

The teacher asks the students what it means to be loyal. He or she then proceeds to ask how someone can be loyal to his/her family, friends, and pets. As a class, the first paragraph on the “The Questions of Loyalty” page is read. Next the teacher reads the two questions of loyalty, asking the students if they see any problems with the questions. A list of responses could be posted on the board. In their journals, the students answer the four questions. The class is divided into four groups. One question is assigned to each group. The groups must condense their individual responses into one well-prepared answer to share with the class, combining each group member’s ideas. Individual answers in journals and group presentations are used for assessment.

 

4.Seabrook Farms    

The students are asked to write Seabrook Farms on the top of a sheet of paper. They pretend to be a Japanese-American preparing to leave for Seabrook Farms. They do not know anything about this farm. In their journals, the students write everything that they think they will see, hear, smell, taste, and feel in their new home. In small groups, the lists are shared. The students are directed to view the page labeled “Seabrook Farms” and read the first paragraph. After locating Cumberland County on the map, the aerial view of Seabrook Farms in projected on a screen large enough for the whole class to observe. The students work together to answer the question. Students are permitted to use a pointer to locate factories, large fields, and buildings possibly used for living quarters. Journal responses are used for assessment.

 

5.Charles F. Seabrook     

The teacher announces to the class that Seabrook Farms was named for the founder, Charles F. Seabrook. On a sheet of drawing paper, the students draw a brief sketch of what they think Mr. Seabrook looked like and list three character traits to describe him. The pictures are taped to the board and the traits are discussed. The students are directed to the link of Charles Seabrook’s picture on the page named for him. The students study the picture of Mr. Seabrook and his staff. They are asked to describe what they see (males and females, many nationalities, older dress). After answering the question as a class, each student writes a brief paragraph in his/her journal. In the paragraph, they pretend to be Mr. Seabrook, and they must convince the Japanese-Americans to work for him instead of staying in a relocation camp. Paragraphs are used to assess comprehension.

  

6. Enrichment Activity 2:  Evacuees Suitcase:

A selected student volunteer reads the scenario entitled “Evacuees Suitcase” during whole group instruction.  The students then begin to put themselves in the shoes of a Japanese American youth forced to evacuate his/her home. In small groups, students discuss and list the items that they would choose to take. After completing their lists, each group then creates a Venn diagram comparing their lists to that of the actual notice that Japanese American evacuees were mandated to obey. For homework, students reflect on what it might have felt like to pack only a few selected items from their belongings.  They also imagine what it was like to not know if they would ever return.  These responses are recorded in their journals and used as an assessment tool.

 

7. Life at Seabrook Farms

The teacher first locates a picture from the NJDH archives that the students will not be exposed to in this learning unit. He or she projects the picture for the whole class to view or prints a copy for each student. The teacher then models how to complete each section of the "How to Read a Picture" sheet. A transparency would help model this procedure. (Resource: How to Read a Picture - click on "Lesson Plans and Teaching Activities" and then click on "Analysis Worksheets - Photograph"  www.archives.gov/digital_classroom/lessons/analysis_worksheets/photo.html).

Once the teacher feels confident that the students can complete the task independently, he or she continues using pictures related to the unit:

Students view and discuss what they see in Picture #1: On the Farm, while the teacher records their reponses on the transparency. Small groups of students then carefully read pictures #2 and #3 and complete worksheets for each. Each group then shares its findings with the class. In their journals, students answer the questions and share their responses in small group.

 

8. The Children at Seabrook

Using the Resource: How to Read a Picture- Worksheets, students work in pairs to describe and record what they see in the pictures.  Half the class looks at the picture “Children Dining” while the other half of the class looks at the picture “Child Care Center.” Based on their findings, students then reflect on what they believe life was like for the Japanese American children at Seabrook Farms in their journals. Ask students to imagine that they are one of the children in the picture. They then create a story narrative through the eyes of the child that they selected. The students share their stories in small groups. Worksheets are used as an assessment of comprehension.

 

9.  I Remember ...

Have students read independently the memoir that was written by Fusaye Kazaoka, a Japanese American resident of Seabrook Farms.

After students finish reading the memoir, have them answer the following questions in their journals:

·  What affected Kiku’s perception of the people in the cafeteria?

·  Would your perception be different? Why, or why not?

 

A whole group discussion then takes place, using the journal responses.  Journals are read to ensure comprehension.                 

 

10. Addressing Tolerance

As a whole class, student volunteers are selected to read about the reparations that were sent to the Japanese Americans with a  signed apology letter from President Clinton. Students answer the following question in their journals:

·  Did President Clinton do the right thing?  Why, or why not?

 

In small groups, have students discuss what they wrote in their journals. These responses should demonstrate an understanding of time and money issues.

 

 

11. Activity: Simulation

In a whole group setting, a student volunteer is selected to read the introduction and situation of the activity aloud to the class. After students have had a class discussion and have demonstrate an understanding of the “Role Play,” two student volunteers participate in a “Role Play”. Divide students up into small groups to discuss the following questions:

 

1. Do you think Student #1 should have his/her seat back? Why?

2. Do you think Student #2 will give up his/her seat? Why?

3. Do you think there is a way to work this out?

4. How do you think Student #1 felt when he/she was not allowed to have his/her desk back?

5. How would you feel if you were Student #2?  

Students write the words “The Japanese American  Internment and Relocation Experience” in a circle in their journals.  For homework students create a web of all their ideas, thoughts, feelings and emotions about this unit. The teacher reviews with students the steps to create “Haiku” (an old form of Japanese Poetry) using the syllable pattern of 5,7,5 in class.  (www.abcteach.com/Contributions/haikuContest.htm)

The students begin creating their “Haiku” in class, reflecting on the ideas that they webbed. For homework, students complete their “Haiku”. In class, the students are assigned to work in groups.  They mount their poems to large poster board.  After their poems are mounted they are then required to illustrate or find pictures on the Internet (NJDH website) to represent this unit. Each group demonstrates the knowledge gained from this unit on Japanese internment and relocation by presenting their finished posters to the class.

Assessment:

The following forms of assessment must be analyzed by the teacher to ensure accuracy and comprehensiveness of content:

1. Background - journal responses

2. Enrichment Activity 1 - diary entries

3. Questions of Loyalty - journal responses and/or group presentations

4. Seabrook Farms - journal responses

5. Charles F. Seabrook - persuasive paragraphs

6. Enrichment Activity 2 - Venn diagrams and journal responses

7. Life at Seabrook Farms - Completed "How to Read a Picture" sheets and journal responses

8. The Children at Seabrook Farms - Completed "How to Read a Picture" sheets, journal responses, and stories

9. I Remember... - journal responses

10. Addressing Tolerance - journal responses

11. Enrichment Activity 3 - Haiku poems

 

 Extension Activities:  

1.     Have students interview an immigrant about his/her experiences. Instruct the students to write their questions and responses in interviewer/interviewee format, and have them share their findings with the class.

2.     Read Under the Blood-Red Sun by Graham Salisbury and construct literature circles to foster discussions.

3.     Plan a multicultural feast to highlight the cultures of the students in the class.

4.     Share children’s literature stories that reflect the Japanese-American relocation and internment experiences. Use these stories as platforms for discussions and to compare experiences:

a.     Baseball Saved Us by Ken Mochizuki, Dom Lee (Illustrator)

b.    The Bracelet by Yoshiko Uchida, Joanna Yardley (Illustrator)

c.     American Dreams by Lisa Banim, Nan Golub (Illustrator)