Susan+Nelson+4C1+Lesson+Plan

Topic **: Japanese-American Internment during World War II · Students will analyze primary source documents (photos and posters). · Students will compare and contrast expectations with reality. · Students will begin to evaluate the treatment of Japanese/Japanese American interned during WWII. o 8.3.12B Identify and evaluate primary documents, material artifacts and historic sites important in US history from 1890-Present. o 8.3.12D Identify and evaluate conflict and cooperation among social groups and organizations in US history from 1890-Present.  []
 * [[file:4C1 Photos and Posters Lesson Plan.docx]]
 * Objectives **:
 * State ** **Standards**:
 * Materials **: Primary Source Photographs & Poster
 * Specific Poster **

[] (Library of Congress photos of Manzanar Internment Camp by Ansel Adams) __<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">Lesson Plan Steps __<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">:
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 115%;">Photograph Series **

1. Using laptops, students will link to the poster announcing Japanese internment/relocation. (Zoomify would be a great tool to assist students in poster analysis.)

2. Students analyze this poster in partner teams, completing the NARA poster analysis worksheet. Another optional analysis tool is the //Written Document Analysis// sheet attached at the end of this lesson. (For the written poster, this tool may be more effective, I would likely experiment with each type of form to see which worked best with my level of students.)

3. Once students have completed the forms, they would hook up with another partner team to create a team of four. This team would predict what conditions would be like for the Japanese/Japanese Americans being relocated. Each team would draw 5-7 images of what the new location might be like-BASED ON THE PRIMARY SOURCE POSTERS LIST OF WHAT CAN AND CANNOT BE TAKEN TO THE CAMPS. (i.e. “No pets allowed.”)

4. Students would share their posters in presentations to the class, noting various expectations that peers have about what the camps would be like.

5. //<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">Transition //**<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">(direct a question toward students): Share a time in your life when you had a certain expectation that turned out to be wrong. (i.e. you //expected// a bike for Christmas, but got a sweater instead, you //thought// you’d never get a pet and your parents surprised you with two puppies etc.) Sometimes our expectations are met, sometime not. What do we base our expectations on? Brainstorm some ideas.

<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">6. We have predicted what we expect internment camps to be like based on our analysis of a primary source poster. The next step is to examine primary source photographs taken in a camp and see how accurate our predictions are.

<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">7. Have student link to the Photographs by Ansel Adams and examine the pictures. Back in teams, students would pick 2 photos to analyze using the NARA Photo Analysis Worksheet.

<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;"> 8. Share your photo analysis observations (NARA sheet responses) with a different partner team (again a group of 4).

9. Students will be asked to respond to this question: “Did our expectations meet reality?” by individually completing a VENN diagram/three column chart:

<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 115%;">

(Sample chart) Student Name: Class Period: ** //<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 115%;">Expectation v. Reality: // //<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 115%;">Internment of Japanese/Japanese Americans during WWII. //


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">Our expectations based on the __poster__ announcing evacuations: || <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">What our expectations __had in common__ with reality: || <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">The reality the was revealed by the __photographs__: ||

__<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 115%;">Questions __**<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 115%;">: How did our expectations and realities correspond? Why? Were you surprised by the results of the chart?

<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 115%;">10. Students would build further on the evaluation aspect of this lesson by examining other primary sources photographs, written primary sources (letters/books), documentaries/films etc. that reveal more information about the camps. Other photo series sites: [] (Dorothea Lange series on Manazanar). **possibly compare/contrast Lange’s impressions with Adams? <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 115%;"> 11. //<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 115%;">Other curriculum connections //<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 115%;">: __Language arts__-write letters as internees or to internees, __art__- make a poster protesting internment-(**I am wondering if students could work “backwards” from a blank SEA worksheet & design their poster with the SEA guide in mind?), __government__-debate constitutionality of internment, __math__-research data on numbers interned, percentages of the population, statistics from camps-deaths, births etc.**

<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: 115%;">Student Name(s): Class Period:

<span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 16pt; text-align: center;">Written Document Analysis Worksheet

_ Letter _ __Patent__ _ Memorandum ||  || <span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">_ __Map__ _ Telegram _ __Press release__ _ Report ||  || <span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">_ __Advertisement__ _ Congressional record _ __Census report__ _ Other ||  || _ Handwritten _ __Typed__ _ Seals ||  || <span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">_ __Notations__ _ "RECEIVED" stamp _ __Other__ ||  || _ || _
 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: right;">1. ||  || <span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">TYPE OF DOCUMENT (Check one): || <span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">_ __Newspaper__
 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: right;">2. ||  || <span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more): || <span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">_ __Interesting letterhead__
 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: right;">3. ||  || <span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">DATE(S) OF DOCUMENT:
 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: right;">4. ||  || <span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">AUTHOR (OR CREATOR) OF THE DOCUMENT:

__POSITION (TITLE):__ _ || _ ||
 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: right;">5. ||  || <span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?
 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: right;">6. ||  || <span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">DOCUMENT INFORMATION (There are many possible ways to answer A-E.)

A. List three things the author said that you think are important: _ _ _ B. Why do you think this document was written? _ _ C. What evidence in the document helps you know why it was written? Quote from the document. _ _ D. List two things the document tells you about life in the United States at the time it was written: _ _ E. Write a question to the author that is left unanswered by the document: _ _ ||

<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt;">Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408. **