Relocation Camps

1. Relocation Camps A WebQuest Prepared by Mr. Christiansen

2. Relocation Camps Introduction Task Process Resources Assessments Conclusion Additional Components

3. Introduction Emergency Bulletin!!! We are sorry to interrupt your normal internet viewing but there is an urgent message from the President of the United States: (Click speaker to play) Imagine hearing this speech live in 1941. How would this make you feel? What actions would you expect the United States to take afterward?

4. Task Some of the main reasons we study the history of our country is to help us learn how we got to where we are, understand people who thought and acted differently than we do in our current time, and learn from our past mistakes or successes. One issue that still causes a lot of debate is the creation of relocation camps in the U.S. for Japanese people during World War II. Your goal is to formulate your own opinion on this subject by looking at a variety of websites from different perspectives. By the end of this assignment your group should come to a consensus and be able to answer the following questions in the form of an essay with support for your answers: Were the relocation camps that were set up for Japanese people during the Second World War necessary? Why or why not? Why do you think it is important that we learn about Relocation camps? How or why might this apply to present day?

5. Process Cause Effect You may want to use some of the graphic organizers we are familiar with to help you with the cause and effect relationships Step 1-Background -WWII: Before we begin looking at relocation camps from different perspectives, let’s make sure that we have enough background information to understand some of the main ideas of the war so we can formulate our opinions. Each member of your 3 person group will start by watching this BrainPop Video on WWII (login-Yokomi PW-Akira) After watching the video, take the review quiz on the WWII video. Discuss with your group some cause and effect relationships you observed in the video.

6. Process Step 2 – The 5 W’s: You might be wondering to yourself, how does this relate to California’s history? Each member of your 3 person group will need to individually answer the following questions using the links in the resource section to help. Throughout your research you should be able to make many connections to CA. Each member of your group needs to write out a thorough answer to each of these questions: Questions: 1. What is a relocation camp? 2. Who was in the relocation camps? 3. Why were the people in the relocation camps put there? 4. Where were the relocation camps located? 5. When were the relocation camps built?

7. Process Step 3 – Taking Others Perspectives: Individuals from your team will take one of the following roles below. It is highly suggested you write out answers to the questions or take notes for your role. Questions can be answered by using the links provided for your role in the resources section. Remember you need to be an expert in whatever role you adopt; your team is going to rely heavily on your research, facts, and acquired knowledge in the group essay. American Politician 1942 What was the opinion of politicians concerning concentration camps during this time? What motivated Politicians to act the way they did? How did the public feel about Pearl Harbor and the Japanese people? Who were some of the important politician who were outspoken about relocation camps? B. Japanese American Citizen 1942 What Impact (Socially, emotionally, economically)did the relocation camps have of Japanese Americans during this time? What were some of the issues individuals at the camps had to face? How could the camps be improved? How did Japanese people show their loyalty to the U.S.? C. Historian Present Day How have the attitudes of the U.S. Government and its citizens in regards to relocation camps and Japanese people changed? Or has it? What has been done recently to acknowledge the relocation camps and treatment of the Japanese-Americans in the US? What role do memorials serve? D. Constitutionalist What are some of rights guaranteed to citizens of the US in the US Constitution? Are there ever exceptions to this rule? If so, when? Were citizens’ rights violated during WWII? How so? What specific groups?

8. Process Step 4 – Coming to a Consensus Read the short tutorial on Building a Consensus Keep in mind the strategies that are taught within the link for the formation of your essay on the 2 main questions in the task. Also, make sure you read the assessment rubrics so you know what is expected of you in each of the areas of the process, task, and group responsibilities. *Remember: Your final grade on this WebQuest will be a combination of your groups opinions about your work performance, your own self evaluation, and your teacher’s assessment.

9. Resources Web Links for Step 2 of the Process (The 5 W’s): Sequence of Events: US enters War War Relocation Centers Internment Timeline Internment History Japanese-American Internment Camps Location of Camps Map of Camps

10. Resources Helpful resources for the individual role section: American Politician 1942 Relocation of Japanese Americans Dewitt’s Letter of Japanese Evacuation of the West Coast 1942 Setting up the Camps Photo Essay Preparing for War Military Necessity Editorial B. Japanese American Citizen 1942 New Pictures Depict Harsher Life Food at the Camps Internment Bias A More Perfect Union Experiences C. Historian Present Day Preservation of Sites Tule Lake Retrospect Pilgrimages2-More Concentration Camps? D. Constitutionalist A More Perfect Union Wikipedia – Japanese American Internment Bill of Rights for Kids Tule Lake History Article Executive Order No 9066

11. Assessment Your final grade on this WebQuest will be a combination of your groups opinions about your work performance, your own self evaluation, and your teacher’s assessment of how well you did. After you have completed the task ask your teacher for a copy of the assessment rubrics.

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16. Conclusion In the task portion of this WebQuest I mentioned some of the main reasons we study the history of our country is to help us learn how we got to where we are, understand people who thought and acted differently than we do in our current time, and learn from our past mistakes or successes. The creation of relocation camps in the U.S. for Japanese people during World War II helped us to understand these ideas better. We learned that looking at issues from others’ points of view can help us see things from a different perspective, and in turn may have changed some of our personal opinions. Your group also worked very hard to come to a consensus about the issue. What did you learn about the dynamics of working with your peers and trying to agree on complex issues? Think about your success and failures within your group and learn from them. Think about the success and failures of your country and learn from them as well. In the years to come, it will be up to you to be an active, informed, and analytical voter. As voters you will have the power to try to promote what is good, and prevent what is bad. Let’s strive for continued improvement!

17. Additional Components Extension Activity 1 General Knowledge Game Elementary Appropriate Picture Books: Mochizuki, Ken. Baseball Saved Us.Iuus. by Dom Lee. 1993. Lee & Low. Gr. 4-9. This picture book for older readers focuses on the experiences of a Japanese American kid who faces bigotry both during and after his internment, but his baseball skills earn him respect. Hamanaka, Sheila. The Journey, Japanese Americans, Racism and Renewal. 1990. Orchard/Richard Jackson. Gr. 4-9. In a picture book for older readers that is based on her 25-foot, 5-panel mural, artist Hamanaka tells of the experiences of Japanese Americans, focusing on their internment during World War II. Special thanks to Bernie Dodge and his sdsu.edu website, as well as my instructor for support and guidance, George Smith.

18. Lesson Plan Title: Relocation Camps Grade Level: 4th Grade Standards Addressed: Soc. Studies – 4.4.5 – Discuss the effects of the Great Depression, the Dust Bowl, and WWII on California. 4.5.2 - Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution. Lang. Arts – Reading Comprehension 2.2 Use appropriate strategies when reading for different purposes 2.5 Compare and contrast information on the same topic after reading several passages or articles. Writing: Use various reference materials (e.g. online information) to aid in writing. 2.4 Write summaries that contain the main ideas of the reading selection and the most significant details. Listening and Speaking: 1.8 Use details, examples, anecdotes, or experiences to explain or clarify information. Objectives: Students develop a basic understanding of citizen’s rights based on the U.S. constitution. Students become sensitive to the mistreatment of the Japanese American citizens during WWII and can discuss within a group setting the effects of relocation camps on the individuals of the U.S. and also relating this to CA’s history. Students apply the use of technology to help them compare and contrast different online sources, recognize bias, and navigate through the world wide web. Materials: Laptops, pencils, paper Procedures: The process is essentially identical to the procedure within this lesson plan. The teacher needs to play an active role within the classroom at all times to ensure the technology is being handled appropriately and groups are focused on the steps they need to take to ultimately reach a consensus and write their final essay. The procedure was designed to get increasingly more difficult as they progress through the lesson. Step 1- they watch a video, take a practice quiz on the movie, and then have a group discussion about cause and effect. Step 2 – they answer some more basic type of comprehension questions so they have a solid base of understanding on the 5 W’s. Step 3 is where most of their independent work is completed. Students are assigned or choose a role and need to become experts on that perspective. There are some guiding questions attached to their role so students do not feel lost exploring the 3 or 4 sites that each role has. Lastly in step 4, students read about how to appropriately build a consensus and then work together as a group to answer the main task questions in essay form. I think this will be beneficial because they have the rubrics and know what is expected of them to pass or fail. Not only that but they get to help dictate the grade their teammates get, and hopefully empower themselves and look at their performance critically. Assessment: Assessment of this lesson is based on the average of three overall rubric grades. The students will use each of the rubrics (if applicable, certain squares may not apply) to evaluate their 3 group members, they will self evaluate themselves, and the teacher should also use the rubrics to evaluate. It may be easy for teachers to print out the rubrics so students have a hard copy of it while the work there way through the process and ultimately complete the task. Extensions: http://americanhistory.si.edu/perfectunion/resources/activity1.html

19. Works Cited Yu, John. “Canal Camp Photo” [Online] 24 July 2009. http://home.comcast.net/~chtongyu/internment/camps.html American Rhetoric. “Pearl Harbor Address to the Nation” [Online] 24 July 2009. http://www.americanrhetoric.com/speeches/fdrpearlharbor.htm American Rhetoric. “Pearl Harbor Address to the Nation” [Online] 24 July 2009. http://www.americanrhetoric.com/speeches/fdrpearlharbor.htm Franklin D. Roosevelt. “Speech to the U.S. Congress on December 8, 1941.” [Online Sound] 21 July 2009. < http://www.pearlharbor.org/speeches-songs-music.asp> Yu, John. “Stop Area Limits” [Online] 24 July 2009. http://home.comcast.net/~chtongyu/internment/camps.html