Unit 5.9 Classwork/HW: Japanese Internment During WWII

Last updated over 1 year ago

9 questions

Note from the author:

Content Objective: I will be able to apply principles of the United States Constitution to the issue of Japanese American relocation and internment.

Standard Objective: I will be able to draw reasonable conclusions from the text.

Instructions

Content Objective: I will be able to apply principles of the United States Constitution to the issue of Japanese American relocation and internment.

Standard Objective: I will be able to draw reasonable conclusions from the text.

Unit 5.9 Classwork/HW: Japanese Internment During WWII

Last updated over 1 year ago

9 questions

Note from the author:

Content Objective: I will be able to apply principles of the United States Constitution to the issue of Japanese American relocation and internment.

Standard Objective: I will be able to draw reasonable conclusions from the text.

Instructions

Content Objective: I will be able to apply principles of the United States Constitution to the issue of Japanese American relocation and internment.

Standard Objective: I will be able to draw reasonable conclusions from the text.

Warm Up: What does this image remind you of? What do you notice about the people in the image? What questions do you have about this photo?

The day after Pearl Harbor, the United States formally declared war on Japan and entered World War II. Over the next few months, almost 120,000 people of Japanese ancestry, over 60 percent of whom were American citizens, were removed from their homes, businesses and farms on the West Coast and forced to live in internment camps.
Why? The U.S. government feared that these individuals, simply because of their ethnicity, posed a national security threat.

How would you summarize the text above into "college-ready" notes, so that if it were deleted, you would still have the key ideas?

Let's Be Clear: This was a violation of the US Constitution in many ways. Need examples? Match the historical event (on the left) with the Amendment from the Bill of Rights that it breaks (on the right).

Before the signing of Executive Order 9066, Japanese suspected of helping the enemy were arrested and detained. They were never given a trial.
Japanese who were suspected of spying, sabotage, or helping the enemy had their homes raided and had their things confiscated by the FBI. Japanese were unwillingly removed from their homes and placed in internment camps.

Amendment 4. Right of search and seizure regulated- The right of the people to be secure in their persons, houses, papers, and effects against unreasonable searches and seizures shall not be violated.
Amendment 6. Right to a speedy trial and witnesses- In all criminal prosecution, the accused shall enjoy the right to speedy and public trial by an impartial jury.

Applying Knowledge: Next, we are going to gain a better understanding of Japanese Internment through a gallery walk. 

What do you see in Document A? What feelings, questions, or ideas does this document bring up for you? The man who owns the store is a Japanese American citizen.

What do you see in Document C? What feelings, questions, or ideas does this document bring up for you?

What do you see in Document E? What feelings, questions, or ideas does this document bring up for you? These Japanese American women are making netting to help the American war effort.

Unit 5.9 Classwork/HW: Japanese Internment During WWII

Unit 5.9 Classwork/HW: Japanese Internment During WWII

Warm Up: What does this image remind you of? What do you notice about the people in the image? What questions do you have about this photo?

How would you summarize the text above into "college-ready" notes, so that if it were deleted, you would still have the key ideas?

Let's Be Clear: This was a violation of the US Constitution in many ways. Need examples? Match the historical event (on the left) with the Amendment from the Bill of Rights that it breaks (on the right).

What do you see in Document A? What feelings, questions, or ideas does this document bring up for you? The man who owns the store is a Japanese American citizen.

What do you see in Document C? What feelings, questions, or ideas does this document bring up for you?

What do you see in Document E? What feelings, questions, or ideas does this document bring up for you? These Japanese American women are making netting to help the American war effort.

What do you see in Document H? What feelings, questions, or ideas does this document bring up for you?

What do you see in Document I? What feelings, questions, or ideas does this document bring up for you?

Exit Ticket: Which document stood out to you the most in Gallery Walk? Why?

Warm Up: What does this image remind you of? What do you notice about the people in the image? What questions do you have about this photo?

How would you summarize the text above into "college-ready" notes, so that if it were deleted, you would still have the key ideas?

Let's Be Clear: This was a violation of the US Constitution in many ways. Need examples? Match the historical event (on the left) with the Amendment from the Bill of Rights that it breaks (on the right).

What do you see in Document A? What feelings, questions, or ideas does this document bring up for you? The man who owns the store is a Japanese American citizen.

What do you see in Document C? What feelings, questions, or ideas does this document bring up for you?

What do you see in Document E? What feelings, questions, or ideas does this document bring up for you? These Japanese American women are making netting to help the American war effort.

What do you see in Document H? What feelings, questions, or ideas does this document bring up for you?

What do you see in Document I? What feelings, questions, or ideas does this document bring up for you?

Exit Ticket: Which document stood out to you the most in Gallery Walk? Why?