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Lesson Title	Grade band
Heart Mountain Relocation Center The objectives of this lesson plan is to compare, contrast, and draw conclusions based on competing historical evidence related to the Heart Mountain Relocation Center in Wyoming.	5-8 9-12
Interning Japanese Canadians: A Blight on Canadian History In this introductory activity, students will create a timeline of events from the time of the internment of Japanese Canadians during the Second World War to the eventual apology from the government in 1997. The purpose of this lesson is to identify historical events in sequence.	K-4 5-8 9-12 undergraduate
An Internment Camp Journal The purpose of this lesson is to understand the impact of internment on a young child. Students will write a journal entry in role as a seven-year-old child in an internment camp.	5-8
The Enemy that Never Was The purpose of this lesson is to review and determine the role of racism in a historical event. Students will write a speech in role as a B.C. MLA explaining why Japanese Canadians were not a threat to Canada during the Second World War.	9-12
Debating the Internment of Japanese Canadians The purpose of this lesson is to identify and argue the positions for and against an issue, to investigate the rights of governments. Students will debate the right of the federal government to intern Japanese Canadians during the Second World War.	9-12
The Internment of Ukrainians in Canada The purpose of this lesson plan is to investigate government actions in response to perceived security threats, to compare government treatment of various groups of citizens. Using a variety of Web-based resources, students will research the internment of Ukrainians during the First World War, then compare and contrast that internment with the internment of Japanese Canadians during the Second World War.	9-12
Aren't I an American? A Multicultural WebQuest This lesson is about Japanese Internment Camps. The objective of this lesson is to know about the demoralizing history of the exiled Japanese Americans; have an opportunity to find information about Japanese internment and then use the information to address the problem of people being unaware of this significant time in U.S. history; understand how the subjects (English/Language Arts, Social Studies, Technology and Art) you learn in school are related and can be used to solve problems; have an opportunity to work with other students as a team.	9-12
Journey to Topaz: A Literature Based Approach The objective of this lesson is to help students become aware of, and sensitive to, the Japanese American camp experience. They will develop a sense of empathy by simulating the situations which Japanese American children faced.	5-8
Building Awareness of the Japanese American Wartime Experience It is difficult for anyone to truly feel the experiences that others have gone through unless he or she has been through similar situations. However, it is very important for students to feel history as well as to know it. Therefore, students can study the circumstances under which Japanese Americans were removed from their homes, their cities, and encamped in isolation during World War II.	5-8 9-12
Understanding the Bill of Rights and the Japanese American Internment Experience To guide and support students in the processes of critical thinking and group interaction through the study of The Bill of Rights and the internment of Japanese Americans during World War II.	5-8 9-12
When Justice Failed - and History Happened Here The activities in this lesson are designed to provide middle school students with a window into the war years. Using primary sources, students will revisit wartime America with a focus on history in their own communities.	5-8
Are We Americans Again?: A Portrait of Japanese American Internment The student objectives of this lesson is to obtain historical data through the use of primary source documents; describe elements of the Japanese American Internment during World War II, through discussion and writing; develop a sense of historical understanding of the internees' experiences during and after the Internment; relate the themes of tolerance and prejudice to the era; evaluate the implementation of Executive Order 9066; and define and describe basic human rights and the role of an American citizen.	5-8
Beauty Behind Barbed Wire: The Relocation Camp Experience of Estelle Ishigo Students should be aware of the history of Japanese immigration to the United States and the general antipathy toward Asian immigrants on the West Coast as exemplified by numerous laws that targeted Asians. Students should have studied the causes and beginning of World War II including the Japanese invasion of China and the bombing of Pearl Harbor. Students should know that shortly after Pearl Harbor many Japanese Americans were arrested by FBI agents because of their jobs or membership in various organizations with ties to Japan. After Executive Order 9066 was signed, the internment of anyone of Japanese ancestry began on the West Coast.	9-12
Views and Voices From Within: The Art and Writing of Estelle Ishigo, Heart Mountain Internment Camp, 1942-1945 There are 9 objectives of this lesson. 1. Students will obtain historical data through the use of primary source documents. 2. Students will describe elements of Japanese American Internment during World War II, through discussion and writing. 3. Students will develop a sense of historical understanding of the internees' experiences during and after the Internment. 4. Students will relate the themes of tolerance and prejudice to the era. 5. Students will define and describe basic human rights and the role of an American citizen. 6. Students will learn to analyze and interpret information from a variety of primary sources. 7. Students will learn that artists use elements of art to convey messages. 8. Students will learn how art and text work together to promote understanding of an historical event. 9. Students will understand that creating artwork is a means of coping	K-4 5-8
Japanese American Summaries On the Net (JASON) Projects Three projects that use cartoons representing the Japanese American internment experience as vehicles for self-expression.	5-8
Nothing to Fear but Fear Itself What was the World War II experience like for the thousands of Japanese Americans living on the West Coast? The activities in this lesson are designed to provide middle school students with a window into the war years. Using primary sources, students will explore a period in United States history when 120,000 Japanese Americans were evacuated from the West Coast and held in internment camps.	5-8
American Justice on Trial This lesson is designed to raise students' awareness of events surrounding Japanese American internment during World War II, as well as the political and human rights issues that are associated with this episode. It is based on a mock trial in which the United States government is being prosecuted for its actions by an international tribunal. The activity can benefit students on a practical level by familiarizing them with the workings of the American legal system, and also by increasing their awareness of rights built into the Constitution which are relevant to their own lives.	9-12
Letters from the Japanese American Internment This lesson plan is the study of letters as primary source documents about Japanese internment during the World War II. It uses four of the Miss Breed letters. As students compare the writersâ€™ differing points of view, they might see more clearly that the history of an event or period of time is never a single story.	K-4 5-8
Civil Rights and Japanese-American Internment This curriculum module offers students the opportunity to consider civil rights issues in the context of the Japanese-American experience during the immigration years and during World War II, and the legacies of these experiences as they impact Japanese Americans today.	9-12 undergraduate
Diamonds in the Rough: Baseball and Japanese-American Internment This guide (with accompanying book and documentary) can be used as a supplement to SPICE's comprehensive curriculum unit, Civil Rights and Japanese-American Internment. It is also suggested that activities from this activity guide be utilized as a supplement to U.S. history textbook coverage of Japanese-American internment during World War II.	5-8 9-12
Episodes in the History of U.S.-Japan Relations: Case Studies of Conflict, Conflict Management and Resolution This unit explores key historical episodes in U.S.-Japan relations, including the first Japanese embassy to the U.S. in 1860, the picture bride immigration from Japan to the U.S., World War II, the U.S. Occupation of Japan, and the 50th anniversary of Pearl Harbor. A fascinating collection of primary sources makes this unit especially exciting for students. This unit is ideal for U.S. History or world history classes.	9-12 undergraduate
Japanese Migration and the Americas: An Introduction to the Study of Migration This curriculum module introduces students to the study of migration, including a brief overview of some categories of migration and reasons why people migrate. In this introductory study, the Japanese migration experience in the Americas is used as a case study. Students will be introduced to categories of migration such as rural-urban migration, urban-urban migration, cyclical migration, forced migration, return migration, remigration, and U-turn migration. Case studies of migration will be drawn from the Japanese experience in the United States, Peru, Brazil, Canada, Mexico, Argentina, Bolivia, and Paraguay. A brief history of the Japanese experience in each of these countries will be presented to students, and students will engage in small group activities that focus on a migration-related event. These activities are structured around the theory of multiple intelligences.	9-12
Japanese Immigration to the United States This lesson is a wonderful addition to teaching about turn-of-the-century immigration to the United States. Using a case study of Japanese picture brides, students examine primary source immigration documents and other resources to investigate experiences of these women and their husbands. From full unit titled Episodes in the History of U.S.-Japan Relations: Case Studies of Conflict, Conflict Management and Resolution. (Published in 1993)	9-12 undergraduate
Yoshiko Uchida The objectives of this lesson are to be able to describe what Japanese culture is like; to identify how the Japanese culture influenced Yushiko Uchida's life; to be able to identify why freedom is important to them; read different types of folk tales and be able to develope a folktale of their own; perform reader's theater to the folk tales Yushiko Uchida has published; to identify ways they can celebrate common humanity by finding out where their family's roots come from.	K-4 5-8
Journey To Topaz: A WebQuest for Grade 5 Language Arts and Social Studies Students will learn what happened to American citizens of Japanese ancestry during World War II by creating a presentation.	5-8
Becoming aware of the Japanese American Internment Camp Experience The objective of this classroom activity, based on the Smithsonian's exhibition A More Perfect Union, is to help students become aware of, and sensitive to, the Japanese American interment camp experience. They will develop a sense of empathy by simulating the situations which Japanese American children faced. In Part I (writing exercise), students will write lists of things we often take for grantedâ€�?things Japanese Americans were often deprived of when they were interned. Part II (discussion) calls for responses from students to situations similar to what Japanese Americans faced. Part III (web site exploration and discussion) provides the teacher with a brief conclusion and a summary of the lesson.	K-4 5-8
Exclusion Orders The objective of this classroom activity is to help students identify with experiences that camp internees underwent.	5-8 9-12
Documents and Photographs Related to Japanese Relocation During World War II This lesson plan contains reproducible copies of primary documents, related to Japanese relocation during World War II, from the holdings of the National Archives of the United States. Lectures, demonstrations, analysis of documents, independent research, and group work become a gateway for research with historical records in ways that sharpen students' skills and enthusiasm for history, social studies, and the humanities.	5-8 9-12
Japanese American Internment: Asian Americans and U.S.-Asia Relations A role-playing and discussion exercise on the Japanese American Internment in the 1940s. Students will examine events and determine the factors which led to Japanese American internment; become aware of what took place during the Japanese American internment experience; discuss the impact of the internment experience on Japanese American families and individuals; and develop a sense of empathy by simulating the situations which Japanese American children faced.	K-4 5-8
Wartime and Race Relations: Historical Lessons In an effort to learn from past mistakes, this lesson plan focuses on how adverse relations between the United States and other countries affect the way Americans often perceive people who are (or thought to be) from that country. This unit uses case studies on the Japanese American Internment as an exercise in perceptions and misperceptions and how it applies to our lives today.	5-8 9-12
Smile for the camera! Analyzing photos from the Amache Digital Collections Project Students will learn how to evaluate and interpret primary documents on the Japanese internment and relocation to the Granada (Camp Amache) Relocation Center.	K-4
Detecting Bias in Primary Sources: Amache Relocation Camp At the conclusion of this lesson, the learner will be able to observe and interpret print and photo primary sources; identify and evaluate bias in primary sources; research and gather both print and electronic secondary information on Relocation camps in the United States, 1942-1945; hypothesize why Japanese and Japanese-Americans were sent to Relocation camps, 1942-1945; and describe aspects of everyday life at the Amache Relocation Camp, (Grenada, Colorado) 1942-1945.	9-12
Picture Bride by Yoshiko Uchida Yoshiko Uchida tells the story of Hana Omiya, a Japanese woman who comes to the United States as a picture brideâ€�?a woman whose marriage is arranged by family members through an exchange of photographs. The novel follows Hana's experiences, beginning with her arrival in San Francisco in 1917 and continuing through her family's relocation to a Japanese internment camp in Utah in 1943. Her expectations of life in the United States change constantly, causing her to adapt to America on her own terms. This plan includes two themes: 1. Linking to Today: Racism in America; 2 Law and Justice.	9-12
Exploring United States v. Hirabayashi The objectives of this lesson for students are to place the order of the events in the case of United States v. Gordon K. Hirabayashi on a time line; to identify the arguments put forward by Mr. Hirabayashi and by the U.S. government at trial; to analyze the actions of the judge, the jury, and Gordon Hirabayashi; students will analyze the decision reached in the case; and to create alternative outcomes for the initial trial of United States v. Hirabayashi centering on the actions of Gordon Hirabayashi and Judge Lloyd Black.	K-4 5-8
The War Relocation Camps of World War II: When Fear Was Stronger Than Justice This lesson is based on the National Register of Historic Places files Manzanar War Relocation Center and Rowher Relocation Center Memorial Cemetery, and other related materials. The objectives for students is to analyze the reasons why people of Japanese ancestry living in the United States at the onset of World War II were removed from their homes on the West Coast and placed in relocation centers; to examine the places where relocation centers were established; to describe the characteristic features of the centers; to examine the reactions of some of the residents; and to research the local community to see if a perceived enemy was ever unfairly treated, and, if so, how that mistreatment might be acknowledged.	5-8 9-12
Locke and Walnut Grove: Havens for Early Asian Immigrants in California The lesson could be used in units on immigration or on multiculturalism in America. The lesson also could be used to enhance the study of Asian American history. It is based on the National Register of Historic Places registration files, Walnut Grove Japanese-American Historic District, Walnut Grove Chinese-American Historic District, Walnut Grove Commercial/Residential Historic District, and Locke Historic District. This lesson is one in a series that brings the important stories of historic places into the classrooms across the country.	5-8 9-12
In the Shadow of My Country: A Japanese American Artist Remembers Teacher resource guide accompanying Densho's educational website In the Shadow of My Country: A Japanese American Artist Remembers (www.densho.org/shadow). The multimedia website features Roger Shimomura's painting series An American Diary, images of the forced removal and incarceration of his family after Pearl Harbor. The paintings are accompanied by music, Shimomura's series Memories of Childhood, an interview with the artist, quotations of incarcerated Japanese Americans, period photos, and historical notes. All the text on the website is offered in Japanese, and a Japanese-language version of this guide is available. Through sharing one family's memories, and viewing the other primary sources on the site, we hope students will come to understand the impact of the forced removal and incarceration on 120,000 individuals, many of them school-aged children. By exploring the paintings, historical photos, and comments of the artist, students can investigate the historical background of the incarceration and make connections to current events. The classroom activities are appropriate for grades 5 through 12. This guide contains separate historical summaries for teachers and students, a timeline, a chapter from Nisei Daughter by Monica Sone, notes on terminology, additional resources, and six sample lessons. The multidisciplinary lessons ask students to analyze the artist's themes and means of communication, think critically about their sources of information, and weigh claims of national security against the civil liberties of diverse groups. Our goal is to help students connect the World War II violation of civil liberties to the current debate about national security and individual rights.	5-8 9-12
In the Shadow of My Country�?祖国�?�影�?�日系アメリカ人アーティスト�?�追憶�? �?��?�教師用リソース・ガイド�?��?Densho �?�学習用ウェブサイト（www.densho.org/kage）「In the Shadow of My Country - 祖国�?�影�?�：日系アメリカ人アーティスト�?�追憶�?�?�併用�?�る目的�?��?画�?�れ�?�。�?��?�マル�?・メディア�?�ウェブサイト�?��?��?真�?�湾攻撃後�?ロジャー・シモムラ�?�?�家�?�?�立�?��?��?��?�れ�?強制�?�容�?�れ�?�体験をイメージ�?�る作�?�?�シリーズ�?「An American Diary�?を特集�?��?��?�る。�??�?�絵�?�音楽やシモムラ�?�?�インタビュー�?強制�?�容�?�れ�?�日系アメリカ人�?�言葉�?当時�?�写真�?歴�?�解説�?シモムラ�?�?�作�?「Memories of Childfood�?�?��?�も�?�紹介�?�れ�?��?�る。ウェブサイト上�?�本文�?��?全�?�英語�?�も�??供�?�れ�?��?�る。一家�?�?��?�?�出�?�ウェブサイト�?�リソースを通�?��?�学齢期�?��?供を多�??�?�む１２万人�?�強制立�?�退�??を迫られ�?�?�容�?�れ�?�影響�?�大�??�?�を学習者�?��?�?�解�?��?�もら�?��?��?�。シモムラ�?�?�絵や歴�?�写真�?コメントを学習�?�る�?��?��?��?強制�?�容�?�歴�?�的背景を調査�?��?�?�在�?�事件�?��?�関連性を見出�?��?��?��?��?��??る。�?��?�学習活動�?�アメリカ�?�５年生�?�ら１２年生用�?�授業�?��?��?��?�当�?�内容�?��?�る。 �?��?�ガイド�?��?教師�?��?�学習者�?��?��?�歴�?��?�概�?�?年表�?モニカ・ソ�?著�?�「日系二世�?�娘�?�?�ら�?�抜粋や用語�?�注釈�?他�?�リソース�?３種類�?�レッスン例を�?�む。多�?�?�分野�?��?��?��?�るレッスン�?��?アーティスト�?�テーマやコミュニケーション�?��?味を分�?�?��?情報を批判的�?��?��?�止�?�?多民�?�?�人権�?�国家�?�安全性�?��?�兼�?��?��?��?��?��?��?�真剣�?�考�?�る�?��?�を学習者�?�求�?る。第二次世界大戦中�?�起�?��?��?�市民�?�自由侵害�?��?�?�在行�?れ�?��?�る国家�?�安全�?�個人�?�権利�?�関�?�る論議を�?学習者�?�関連�?��?��?�考�?�られるよ�?�支�?��?�る�?��?��?�目的�?��?�る。	5-8 9-12
Activity 1-1: An Introduction to Civil Rights In this activity, students are introduced to the definition of civil rights and are asked to come up with examples of civil rights. Then, students are presented with the Bill of Rights and selected amendments and are asked to determine which class examples are actual civil rights. In addition, students are given situation cards and must discuss and answer questions about the civil rights involved in their given situation.	9-12 undergraduate
Lesson 1: Setting the Context Students discuss the definition of civil rights and consider the importance of civil rights in their lives. They also examine the U.S. Constitution as a document that describes the basic rights of U.S. citizens.	9-12 undergraduate
Activity 2-1: A Japanese Immigrant Experience In this activity, students examine experiences of early Japanese immigration to the United States as depicted in three episodes of comic strips by Henry (Yoshitaka) Kiyama. Students will learn about the segregation of Asian children in San Francisco schools in 1906; the alien land acts passed by the State of California in 1913 and 1920; and the Immigration Act of 1924, which ended further Japanese immigration to the United States. Students are asked to respond to these comic strips by writing a poem, writing a persuasive letter, and/or developing a five-minute role play.	9-12 undergraduate
Lesson 2: The Immigration Years Introduces students to the Japanese immigration experience in the United States. The lesson involves the experiences of Japanese immigrants in the early 20th century as depicted in comic strip form.	9-12 undergraduate
Activity 3-1: Perspectives Through Popular Media In this activity, students examine some of the attitudes expressed in the U.S. media towards Japanese Americans prior to their removal from the West Coast. Students are first presented with a range of reactions, then are asked to engage in small-group activities based on an article and political cartoons. In addition, students analyze non-Japanese American perspectives that voiced disagreement with the mass removal and incarceration.	9-12 undergraduate
Activity 3-2: Japanese American Perspectives Through Congressional Testimonies In this activity, students will examine the testimonies of two Japanese Americans at a congressional committee hearing in San Francisco, California, in order to understand how the Japanese American community responded to the possibility of mass removal and incarceration. Working in small groups, students will then develop their own positions on the issue and vote, as if the year were 1942, on how the threat of Japanese Americans on the West Coast should be resolved.	9-12 undergraduate
Lesson 3: Prelude to Incarceration This lesson introduces the precarious position Japanese Americans were thrust into following the Japanese attack on Pearl Harbor on December 7, 1941. Reactions from popular media and the Japanese American community are presented to students.	9-12 undergraduate
Activity 4-1: U.S. Government Perspectives Through a Newsreel This activity engages students in an analysis of a newsreel made by the U.S. War Relocation Authority (WRA) and the Motion Pictures Division of the Department of War. The WRA was responsible for implementing the mass removal and incarceration of Japanese Americans from the West Coast.	9-12 undergraduate
Activity 4-2: Perspectives Through Photographs This activity engages students in an analysis of photographs taken prior to and during the mass removal and incarceration of Japanese Americans from the West Coast.	9-12 undergraduate
Activity 4-3: Perspectives of a Scholar in the Camps Through His Writings In this activity, students examine the writings of Stanford University Professor Yamato Ichihashi, who was incarcerated during World War II. His writings are contained in the book, Morning Glory, Evening Shadow, written by Professor Gordon Chang, also of Stanford University. Students are introduced to the importance of Ichihashi's writings in a letter to students written by Professor Chang.	9-12 undergraduate
Activity 4-4: Perspectives of Incarcerated Japanese Americans Through Poetry and Art This activity introduces students to perspectives on the Japanese American incarceration through poetry and art. Five groups of students will examine poetry, and five groups will examine art.	9-12 undergraduate
Activity 4-5: Perspectives of a Caucasian Woman in Heart Mountain Incarceration Camp In this activity, students examine the life of Estelle Ishigo through excerpts from the documentary Days of Waiting by Steven Okazaki. Ishigo was one of the few Caucasians incarcerated in a camp during World War II.	9-12 undergraduate
Activity 4-6: Perspectives Through an Autobiography Professor Daniel Okimoto, a professor of political science at Stanford University, was born at the Santa Anita Assembly Center and spent the first few years of his life in an incarceration camp in Poston, Arizona. Professor Okimoto reflected on the impact that growing up in camp had on his life in his 1970 autobiography American in Disguise. He wrote a retrospective to this autobiography in 2000. Students will read a selection from the novel American in Disguise as well as Professor Okimoto's retrospective, and will complete activities based on these readings.	9-12 undergraduate
Activity 4-7: Japanese Latin American Perspectives Through Photographs and a Newspaper Article In this activity, students learn about the 2,264 members of the Japanese community in Latin America who were deported to and interned in the United States during World War II.	9-12 undergraduate
Activity 4-8: Perspectives Through a Dramatic Reading Distant Voices is a dramatic reading of the diary of Hiroaki Nishimura, written during his experience at the Tule Lake incarceration camp. To provide a more in-depth historical background, Danny Peak, the writer and director, also includes excerpts from newspaper articles, political speeches, congressional testimonies, and private letters. The piece is underscored throughout by music by pianist Julie Nishimura (Hiroaki's daughter) with musical selections from traditional Japanese folk songs as well as 20th century composers such as Gershwin, Copland, Dvorak, and Debussy. Three readers tell the story: one reader represents the voice of Hiroaki, a second reader is the main narrator, and a third takes on various other voices. This abridged version of the original script should take about 30 minutes to recite.	9-12 undergraduate
Lesson 4: The Incarceration Years This lesson provides students with information on events leading up to and including the mass removal of Japanese Americans from the West Coast of the United States. Students examine the Japanese American experience through various perspectives.	9-12 undergraduate
Activity 5-1: Perspectives of Japanese American Soldiers Through Autobiographies and Letters In this activity, students are introduced to Japanese American soldiers who fought in Europe. They were soldiers of the 442nd Regimental Combat Team.	9-12 undergraduate
Activity 5-2: Perspectives of the Military Intelligence Service Through an Autobiography In this activity, students learn about the Japanese Americans who served in the U.S. Military Intelligence Service (MIS) during World War II. Their experiences were particularly unique because they served against Japan, the birthplace of their parents.	9-12 undergraduate
Activity 5-3: Perspectives of Resisters Through Editorials In this activity, students examine the perspectives of Japanese Americans who refused to serve in the military until their rights as U.S. citizens were restored.	9-12 undergraduate
Activity 5-4: Perspectives of a No-No Boy Through an Excerpt From a Novel Through a character in a novel, students examine the perspectives of Japanese Americans who answered no-no to questions #27 and #28 on the controversial questionnaire that presumably tested the loyalty of Japanese Americans.	9-12 undergraduate
Lesson 5: The Question of Loyalty In this lesson, students examine perspectives of Japanese Americans who either served or refused to serve in the military during World War II.	9-12 undergraduate
Activity 6-1: Perspectives on Redress and Reparations In this activity, students debate whether the U.S. government should provide redress to Japanese Americans who spent time in incarceration camps. A third of the class will argue for redress and another third will argue against it. The last third will vote on whether to approve redress. Following the vote, students will learn how the government responded to demands for redress.	9-12 undergraduate
Activity 6-2: Contemporary Perspectives on the Mass Removal and Incarceration of Japanese Americans This web-based activity provides students with an opportunity to do research and to incorporate information presented earlier in the module. Students will design a memorial commemorating the Japanese American experience during World War II. They are encouraged to use information or sources found in this module as well as anything they can find in their own research.	9-12 undergraduate
Lesson 6: Legacies of Incarceration: Redress In this lesson, students learn more about the Redress Movement as a legacy of the incarceration that affects all Americans today.	9-12 undergraduate
Civil Rights and Japanese American Incarceration In this curriculum, students will: Learn and analyze the concept of civil rights; develop a basic understanding of the events leading up to and including the mass removal and incarceration of Japanese Americans during World War II; become familiar with the diversity of Japanese American experiences; analyze the decision to incarcerate Japanese Americans; learn to think critically and make informed opinions; evaluate different opinions and generate alternative perspectives on an issue; learn tools to enhance awareness and communication; work effectively in small and large groups; and support and effectively express opinions.	9-12 undergraduate
American Justice on Trial On February 19, 1942, at the height of U.S. involvement in World War II, President Roosevelt authorized military leaders within the War Department to place all Japanese Americans residing on the West Coast in detention camps. The following months saw the relocation of some 120,000 Japanese Americans, of whom 77,000 were U.S. citizens. The decision to relocate Japanese Americans raises many compelling questions about the workings of U.S. justice during crisis periods such as World War II. What if, after the war, an international tribunal had put the U.S. government on trial for violating the human rights of Japanese American citizens? In this lesson, students enact such a trial by means of researching documents, photos, and materials available on the World Wide Web. Students will act these roles: judges, historians, prosecution, defense, witnesses, media, and protestors. Students are provided with background information, detailed instructions, and online and print resources. The teacher's notes describe the unit's purpose and explain the application of history/social science standards. (BT)	9-12
Strength and Diversity: Japanese American Women, 1865 to 1990 This study guide was created to accompany the special exhibit Strength and Diversity: Japanese American Women, 1885 to 1990 at The Oakland (California) Museum, February 17-May 13, 1990. The guide provides a supplement for studying the history of Japanese American women, their immigration, and acculturation. The guide touches upon important historical and sociological aspects of becoming an American, such as immigration, acculturation, discrimination, ethnic identity/pride, and cultural diversity.	5-8
The Charters of Freedom: The Bill of Rights This publication is intended for teachers bringing a class to visit the National Archives in Washington, D.C., for a workshop on primary documents. The National Archives serves as the repository for all federal records of enduring value. Primary sources are vital teaching tools because they actively engage the student's imagination so that he or she may visualize past events and make sense of their reality and meaning. This publication concerns the Bill of Rights to the U.S. Constitution. Historical information on the Bill of Rights as well as on the internment of Japanese Americans during World War II is included. A photograph of the Bill of Rights and a photograph of persons of Japanese ancestry arriving at an internment center during World War II are included, as are two student exercises. (DB)	5-8 9-12
An Introduction to Asian and Asian American Fiction This curriculum outline illustrates the components of a course which introduces students to an understanding of short stories and novels and emphasizes the broadening of their world view through the use of Asian and Asian-American stories.	undergraduate
Teaching about Japanese-American Internment The Japanese-American internment experience during World War II continues to affect the Japanese-American community. This ERIC Digest provides six suggestions for teaching about the Japanese-American internment, touching on civil rights, immigration, the media, loyalty, redress and reparations, and primary and secondary sources. Includes five internet resources and six references and ERIC resources.	K-4 5-8 9-12
Study Guide for Picture Bride Glencoe Literature Library study guide for Picture Bride by Yoshiko Uchida.	9-12
Unit I: World War II Incarceration: A Chronological History Many insights about teaching global education can be gained from the exploration of the Japanese American experience. Being aware of one's own perspective as well as the perspective of an immigrant group, e.g., Japanese Americans, is an important component of studying American history and culture. Through the examination of Japanese Americans in pluralistic America, students should discover that the culture, identity, and history of any group in America is influenced by a mix of home-country values, American idealism, and an American sense of place.	5-8 9-12
Unit II: Multiculturalism This lesson was originally designed for use in the study of Japanese Americans in Hawai`i and in conjunction with an exhibition about Japanese Americans in Hawai`i. Students will demonstrate more understanding of their own race, ethnicity, gender and that of others. Students will demonstrate an understanding of fairness, justice, rights and responsibilities.	9-12
Unit III: American Pluralistic Society While this lesson focuses on Japan and Japanese Americans, the class did also study West Africa and African Americans using the same format. This was part of a year-long unit in social studies.	K-4 5-8
Sharing an American Story The stories of American soldiers of Japanese ancestry during World War II who faced two enemies - the battlefield foe and the prejudice they faced at home. These World War II veterans provide a first-hand, personal perspective into both the triumphant moments and the tragedies and sacrifices of war. Their successful effort to secure recognition and redress for the injustices suffered during the war is a powerful example of the weaknesses and strengths of living in a democratic nation. Each of the lessons is designed to be a stand-alone lesson. You may select one or any combination of lessons that fit your time allocation. Each lesson contains a reading, activities, and a glossary. By clicking on the underlined terms in each lesson you have the option of printing out an additional reading. The reading can be used as an extra credit or enrichment activity.	9-12
The European Front Readings and activities related to military exploits of the largely segregated Japanese American units (100th/442nd), including the Battle of Cassino, the rescue of the 'Lost Battalion, and the liberation of the Dachau concentration camp.	9-12
Japanese American History Readings and activities related to the broad themes of Japanese American history leading up to World War II, including migrant labor, and the relocation into internment camps.	9-12
Awards and Achievements of Nisei Soldiers Readings and activities related to the most decorated World War II military unit, the 100th/442nd, a segregated military unit made up of Nisei (second generation Japanese American) soldiers.	9-12
The Pacific Front - The Military Intelligence Service (MIS) Readings and activities related to the foundation and role of the Military Intelligence Service Language School (MISLS) during World War II.	9-12
World War II Overview Readings and activities related to the major historical themes of World War II, with focus on the experiences and roles of Japanese Americans.	9-12
Hole Hole Bushi This unit is geared for grade 4, and will encompass ideas from both geography, and music. The primary scope of this unit is music: Ostinato patterns and music history.	K-4
Kokoro (True Heart) by Velina Hasu Houston Velina Hasu Houston's story, Kokoro (True Heart), provides the basis for student activities to understand the concepts of cultural defense and motherhood.	9-12
Citizenship Denied: An Integrated Unit on the Japanese American Internment In 1942, 110,000 Japanese Americans living on the West Coast of the United States were relocated to ten internment camps. It took another forty years for the US government to recognize the violations of this population's constitutional rights. From studying the experiences of those interned, students will recognize and discuss a multitude of other issues such as civil rights, citizenship, and the legacy of racism. Using a variety of resources, students will investigate and interpret diverse points of view among those interned. The lessons are organized around the central question of' Whet are our rights and responsibilities as American citizens? The goal is to empower students to recognize social injustices and advocate for the constitutional rights of everyone.	5-8 9-12
A Unit on Farewell to Manzanar for 8th Grade English Jeane Wakatsuki Houston and James D. Houston's historical narrative Farewell to Manzanar (1973) provided an autobiographical account of the Japanese-American internment camps during World War II. Through some poignant moments, Farewell to Manzanar attempts to raise some important concerns about generational issues (Issei and Nissel), gender roles (tradtional and non-traditional), and ethnicity (race reatlions). The unit focuses on integrating the modes of listening, speaking, reading, and writing through literature-based, interdisciplinary instruction. Students will develop greater cultural sensitivity to people from another background; students will also discover the psychological and sociological implications (home vs. school culture) regarding biliterate and bicultural issues embedded within the acculturation process though the activities of reading, research, and reflection.	5-8
Becoming aware of the Japanese American Internment Camp Experience To help students become aware of, and sensitive to, the Japanese American interment camp experience. They will develop a sense of empathy by simulating the situations which Japanese American children faced. Suited to second through sixth grades.	K-4 5-8
Exclusion Orders To help students identify with experiences that camp internees underwent.	5-8 9-12
Exploring the Japanese American Internment Through Film and the Internet Discussion questions and sample classroom activities.	5-8 9-12 undergraduate
Rediscovering Our History: The Japanese American Experience - Activity 2: Post-Viewing Discussion & Questions Discussion activities based on the award-winning documentaries Family Gathering by Lise Yasui, and Days of Waiting by Steve Okazaki.	5-8 9-12 undergraduate
Internment and Redress: The Japanese Canadian Experience In this lesson students will learn firsthand how the internment experience affected Japanese Canadians like Mary Kitagawa. In reading Mary's Story the students will be confronted with the eyewitness account of a young woman who survived the internment experience, but with much personal pain and suffering. Students will be asked to read her autobiographical account of the internment and then analyze the reading using some very thought-provoking questions.	9-12
Internment and Redress: The Story of Japanese Canadians Through the story of Japanese Canadians, students will begin to think about some of the key issues; learn to identify and clarify a problem; create a set of rules for the classroom based on fairness and respect for individuals; develop an understanding of the relationship between rights and responsibilities; participate in a democratic process and experience the consequences of not being allowed to participate; learn what redress is; learn to value diversity and human rights; and demonstrate their understanding of rights and responsibilities.	5-8
Tea by Velina Hasu Houston Velina Hasu Houstonâ€™s TEA uses history and poetic writing to weave a drama about Japanese â€œwar bridesâ€�? living in Kansas. Houston dedicates the play to the women she knew. Telling their stories, she allows us into the world of Japanese culture and cross-cultural relationships. Listening to this drama brings students an appreciation of the challenges facing immigrants and an example of the rich cultural diversity that is part of our societyâ€™s landscape.	9-12
Japanese Relocation/Internment Online Lesson Plan: An online lesson examining the Japanese Internment Excerpts from reports sent from relocation centers show problems in the implementation of the Executive Order No. 9066. Students will examine the order and discuss how the order would affect their families.	K-4 5-8 9-12
Classroom Guide for Baseball Saved Us by Ken Mochizuki Have students examine the cover of the book, the title, and the first few pages of BASEBALL SAVED US. Then ask them to brainstorm what they think the book will be about. Have students create a chart listing what they think will happen in the story and what questions they hope will be answered by the story's end. After students have finished reading the story, or have had the story read aloud to them, suggest that they complete their charts. You may wish to have them use the charts as a basis for a written response to the book.	K-4 5-8
Defining Moments: Frank Murphy, Fred Korematsu, and the Internment of Japanese Americans During World War II Michigan Government Television presents a package of curriculum materials dealing with the internment of Japanese Americans during WWII, with the U.S. Supreme Court case of Korematsu v. U.S. Government, and with the dissenting opinion in that case of Michigan's Frank Murphy, a U.S. Supreme Court justice. These materials tell the story of Fred Korematsu, a second generation Japanese-American or nisei, who was working as a welder in the San Francisco shipyards when Pearl Harbor was attacked, and of Frank Murphy, former Detroit mayor and Michigan governor, who was a U.S. Supreme Court justice at the same defining moment. Their lives crossed because of the involuntary internment of Japanese Americans in camps following the Pearl Harbor attack and the resulting Supreme Court case that bears Korematsu's name. Korematsu v. U.S. Government is a case that demonstrates how the dry and sometimes nearly unintelligible language of the courts, of our government at work, can translate into profound effects on the people of this country.	9-12
Unit Lesson Plans To expose students to a troubling period in U.S. history, the internment of Japanese Americans during World War Two. The goal is for students to understand the howâ€™s and whyâ€™s of our governmentâ€™s reaction to the Pearl Harbor attack. While the internment is a sub-topic of World War II history, several of the important themes of the War are addressed (changing views of human rights, attitudes on the American home front, and international politics of the era). Students will learn though a combination of methods, including mock activities, visual learning projects, and lectures. Students will need to know how to take notes, and create a time line and flow chart. They will also develop research skills and learn to frame issues and make decisions (in particular by using a decision-making matrix). Learning will occur on all levels of Bloomâ€™s Taxonomy; all historical themes will be touched upon; most social studies (historical and decision making) content standards will be addressed.	9-12
Lesson Plan Extension Ideas This unit includes other activities that students might complete to gain further understanding of the concepts and events encountered in Defining Moments.	9-12
Lesson One: Framing the Problem Through this lesson plan, students will understand that there are various ways to frame a problem; understand that several people may look at the same problem; the same set of data, and frame the problem in different ways; and understand the way that a problem is framed suggests the solution to the problem.	9-12
Lesson Two: Analyzing Data Through this lesson plan, students will create a search strategy to find information about the Japanese American Internment and the Korematsu case; use a variety of information technologies, including print and non-print; and evaluate the information obtained in light of bias, currency, authority (asking, who says so and how they know what they say.)	9-12
Lesson Three: Making a Decision Through this lesson plan, students will use the spreadsheet below (spreadsheet is embedded as a Microsoft Excel object) to determine policy options, establish criteria for the solution, weight the criteria in terms of importance and rate the options relative to each criterion to determine a solution to the problem. They also will determine the options available to the United States government in its effort to protect the west coast and respond to the public outcry after the attack on Pearl Harbor.	9-12
Lesson Four: Biographical Comparison Through this lesson plan, students will determine key factors in lives of individuals studied; graphically compare the individualsâ€™ lives using a matrix and timeline; compare and contrast the lives of two individuals involved in a single historic event; and create and analyze graphic representations of information.	9-12
Lesson Five: Personal Decision Making Through this lesson plan, students will understand how families, individuals and communities were impacted by internment; make personal decisions about preparing for relocation; compare differences among generations in facing a crisis; and use MS PowerPoint to make a presentation.	9-12
Lesson Six: The â€œYellowâ€�? Peril Through this lesson plan, students will discuss what happened on the west coast of the United States in 1942 from the perspective of either Japanese and Japanese Americans or their non-Asian neighbors. After watching part one of the video, students will be made aware of both sides of the issue the internment of Japanese Americans during World War II.	9-12
Yoshiko Uchida Unit This unit covers Yoshiko Uchida's The Invisible Thread: An Autobiography. It includes a timeline, spelling/vocabulary, exit slips, and group projects.	5-8
The 1944 Nisei Draft at Heart Mountain, Wyoming: Its Relationship to the Historical Representation of the World War II Japanese American Evacuation By examining a controversial aspect of the World War II eviction and detention experience of Americans of Japanese ancestryâ€�?the drafting of U.S. citizen Nisei from behind barbed wires at a federal internment facility in Wyoming administered by the War Relocation Authorityâ€�?this brief unit of several-days duration is designed to introduce students to two controversial historiographical issues. The first one involves the changing representation of past reality. The second, and closely related, issue pertains to how historical truths and value judgments are reflective of a societyâ€™s circumstances and power relations. Since the situation under examination occurred in 1944 during the Japanese American Evacuationâ€�?yet achieved renewed prominence within the movement for Japanese American redress between the late 1960s and the presentâ€�?this unit may be taught profitably in conjunction with either World War II or recent U.S. history.	undergraduate
Asian Americans in Hawai`i The goal of this lesson is to help students develop the critical faculties needed to detect stereotyping and bias and to form independent and responsible judgments by studying Asian Americans in Hawaiâ€™i.	undergraduate
Evacuation: The Japanese Americans in World War II Through this lesson plan, students will be able to understand the U.S. governmentâ€™s actions that led to the evacuation of Japanese Americans in 1942; analyze primary and secondary sources; describe life during the early months of evacuation; and identify racial and other forms of bias at the time.	9-12
Asian American Poetry Much Asian American poetry deals with issues of identity: its construction, its maintenance, and its loss. Many poems describe the ambivalence of Asian Americans regarding their identity as Americans. Further, one can discover a difference in feelings about this issue depending on the generation from which the individual comes. As such, Asian American poetry also lends itself to a discussion of poetry as history. Students concurrently reading The Great Gatsby can discern similarities and differences with the poetry regarding the issue of identity. Additionally, students will investigate the role poetry has played in historical events in which Asian Americans figured prominently: the existence of Angel Island, and the Japanese American relocations during World War II.	9-12
Isamu Noguchi/Stone Sculpture In this lesson plan students will acquire knowledge about the art and history of Japan which they will then use to create a work of art that reveals something about their own culture. The lesson will focus on Japanese art and the art, life and philosophy of Isamu Noguchi. Noguchi was a son of a Japanese poet and an American writer. He lived in both Japan and the United States at various times in his life and traveled quite a bit through Asia and Europe (The Metropolitan Museum of Art, 1999).	5-8 9-12
Japanese American Internment What would it feel like to have neighbors and friends from school suddenly disappear because of their race? In this lesson, students will experience the internment of Japanese Americans from San Francisco's Fillmore neighborhood. By connecting local experiences with national events, students will understand both the constitutional issues at stake and the human impact of this government policy.	9-12
A Jar of Dreams by Yoshiko Uchida During this unit, students will use the Internet to meet some American heroes and then write about their own hero. They will look at artwork that examines prejudice as a theme and then create their own work of art and share it with their classmates. They will write a poem after they do some research on United States citizenship. And they will create a multicultural collage that reflects their own heritage. This unit focuses on the main themes of A Jar of Dreams; believing in yourself, following your dreams through hard work and overcoming the harmful effects of prejudice. The activities are meant to stimulate student thinking on these themes as well as give them an outlet to express their ideas about the themes.	5-8
The Four Immigrants Manga: A Japanese Experience in San Francisco, 1904-1924 by Henry Kiyama In the four activities contained in this guide, the experiences of four Japanese immigrants in the early 20th century are introduced to students. Henry (Yoshitaka) Kiyama depicted these experiences in comic strip form and published them as a book in 1931. Each Japanese who has immigrated to the United States has a unique story. It is important to point out to students that although we cannot make generalizations about Japanese immigration experience in the United States solely based on Henry Kiyamaâ€™s depictions, the depictions cover many significant episodes in early 20th century Japanese immigration history and offer a unique glimpse into that history through comic strip form. The objectives of this lesson are to learn about early 20th century immigration experiences of Japanese in the United States attitude; to appreciate the experiences of people who have immigrated to the United States; and to work effectively in small groups.	9-12
Changing Perspectives on the Japanese Internment Experience In this interactive and multi-disciplinary lesson, students learn about the role that perspective plays in the writing of history by focusing on the changing views about Japanese-American internment camps during World War II. Students will demonstrate what they've learned by creating a project that demonstrates a biased view of the Internment camps.	9-12
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Arkansas History Curriculum This two-week unit is designed to introduce middle school Arkansas history students to the experiences of Japanese Americans and Arkansans during World War II. It is based around an essential question, â€œWhat impact did World War II have on Arkansas?â€�? which students should be able to answer in detail by the end of the unit.	5-8 9-12
Geography Curriculum This unit, Geography and the Japanese American Experience in WWII Arkansas, was written for middle school geography teachers. Teaching the unit in its entirety would require 10 classes, or 5 class periods on the block schedule, although lessons or activities could be used separately as well. The unit is based around an essential question, which students should be able to answer by the end of the lessons.	5-8
Journey Home Curriculum The mission of Life Interrupted is to research the experiences of Japanese Americans in World War II Arkansas, and educate the citizens of Arkansas and the nation about the two camps at Jerome and Rohwer. This unit is organized by both subject and date in a calendar. The teachers can choose to use some or all of the lessons presented.	K-4 5-8
Rights and Responsibilities Curriculum This unit, Rights and Responsibilities, was written for civics and U.S. history teachers. Teaching the unit in its entirety would require 10 classes, or 5 class periods on the block schedule, although lessons or activities could be used separately as well. The unit is based around an essential question, which students should be able to answer by the end of the lessons.	9-12
Japanese Internment Camps in the US during World War II Students will examine significant ideas, beliefs, and themes; organize patterns and events; analyze how individuals and societies have changed over time in Maryland, the United States, and the world. Students also will examine the causes and impact of WWII on the world community in order to make generalizations about international cooperation and conflict. The objectives of this lesson plan are to be able to analyze the impact of the Japanese/American conflict during World War II on the Japanese American population by examining primary sources; and evaluate the consequences of government action regarding international conflict and demonstrate their understanding by creating a collage of pictures or words.	5-8
World War II and the Japanese Internment The relocation of Japanese-Americans during World War II in Old Town Portland will be studied using historical city directories as well as photographs, interviews, films, maps, and readings. Students will examine the relocation of Japanese-Americans in the Old Town section of Portland using ArcView GIS to study Portlandâ€™s City Directories for the time period of 1934-1949. Students will also examine a 1938 â€œResidential Securityâ€�? (or Redlining) map to gain an understanding of the distribution of minority populations in Portland prior to World War II.	9-12
Nihonmachi: Japan Town Remembered Portlandâ€™s â€œOld Townâ€�? was a diverse community of immigrants around the turn of the 20th century. In three weeks (2 periods a day), students will explore urban immigration to Portlandâ€™s Old Town, as well as their own immigrant/migrant experience to Portland, in relation to larger historical themes of immigration and migration.	5-8
Japanese Internment during the Second World War (Canada & US) In order to have students will compare the impact and reaction of different countries to historical events, will have students explore the treatment of Japanese people on the west coast of the United States and Canada following the bombing of Pearl Harbor in World War Two.	9-12
Our Past Acclaims Our Future: Japanese-American Artists Respond to the American Experience -- Roger Shimomura, Sansei This curriculum unit was developed as an antidote to ignorance and racism and to address and enhance the understanding of the reality of our collective lives. The goals are rooted in the fundamental purpose of challenging my students to recognize one of the most frightening abuses of state power in the history of the United States: the Japanese Internment and the role of society played in perpetuating the isolation and devaluation of Japanese American culture. Through the work of visual artist Roger Shimomura, students will learn the acculturation was not an obstacle for Japanese American artists who visually articulated a cross-cultural identity. Shimomura is an American artist of Japanese ancestry who has commemorated his familyâ€™s internment during World War II. He combines Japanese literary tradition with pop-art images in idioms of the popular genre called Ukiyo-e (pictures of the floating world) as he concomitantly examines his relationship between his American identity and his Japanese heritage.	9-12
Learning from Objects Students will be able to exercise critical observation skills by carefully examining objects.	K-4 5-8 9-12
Lesson 1: Overview Students will understand and describe the Japanese American internment; improve research and critical thinking skills; develop editing and writing skills; and produce an on-line exhibition on the Japanese American experience during WWII.	5-8
Lesson 2: Immigration Students review the website â€œA More Perfect Union: Japanese Americans and the U.S. Constitution,â€�? focusing on the immigration images; they choose several images and describe/explain them.	5-8
Lesson 3: Crisis, Pearl Harbor, Internment Students review the website â€œA More Perfect Union: Japanese Americans and the U.S. Constitution, focusing on the Crisis, Pearl Harbor, and Internment images; they choose several images and describe/explain them.	5-8
The View from Within: Japanese American Art from the Internment Camps, 1942-1945 Students develop an understanding of the World War II American internment camp experience and of Japanese Americans from a Japanese American artistic perspective.	9-12

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