Introduction

1. Introduction Task Process Evaluation Conclusion Understanding Internment In 1942 the United States of America stripped thousands of its citizens of their civil rights and property in order to place them in internment camps for the duration of World War II. How does an act of such a heinous nature occur in the land of the free? Could it happen again? Is it already happening now? You and your partner will make a journey through time to investigate! You may contact Mr. Skipper at sskipper01@bellarmine.edu

2. Introduction Task Process Evaluation Conclusion You and your partner will examine the interconnected events that led our government to intern U.S. citizens. By understanding the multiple perspectives involved and the cause and effect relationships, you and your partner will be able to make a value judgment on U.S. internment and also examine a similar modern scenario. You will then choose to write a paper or construct a video project for assessment.

3. Introduction Task Process Evaluation Conclusion Simply click the arrows to guide yourself through an unforgettable learning experience. Some pages have questions for you and your partner to discuss together. The arrows on the right will take you forward and the arrows on the left will take you backward. Click the arrow to begin!

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5. Introduction Task Process Evaluation Conclusion Congratulations! Now you have an in-depth understanding of U.S. internment in the 1940’s! The U.S.’s authoritarian mistreatment of its citizens is truly a dark piece of its history, but by understanding the situation from multiple perspectives, you can begin to make sense of it. It is now your job as an informed citizen in our great democracy to use your knowledge to prevent it from happening again! For further study click on the pictures below! Pictures link to videos and text boxes link to archives! George Takei’s Experience Another Guantanamo Bay Experience Japanese American Relocation Digital Archives Densho Archive National Archives Click here for Teacher Page

6. Introduction Task Process Evaluation Conclusion Step 1: The Precedent The United States was not unprecedented in its actions against its citizens. Examine these widely circulated news articles that portrayed internment in other countries by clicking the appropriate flag. Discussion Question: Do you think you could have justified internment based on these news reports alone?

7. Introduction Task Process Evaluation Conclusion Nazi concentration camps eventually led to extermination camps, one of the terrible horrors of history. Click on the Canadian notice for a brief overview of Canadian Internment.

8. Introduction Task Process Evaluation Conclusion Step 2: Internment in the U. S. The bombing of Pearl Harbor was the catalyst for war as well as internment. Click the U.S. propaganda poster to read an article by Westbrook Pegler that reveals the mass hysteria of the time. Discussion Question: Undoubtedly Westbrook Pegler must have had many Japanese-American readers, but he chose to forsake them in this article. Do you think it is justified to punish an entire ethnic group for the crimes of a minority of its members?

9. Introduction Task Process Evaluation Conclusion Watch this video on the history of World War II internment In the United States.

10. Introduction Task Process Evaluation Conclusion Compare what you know about the reality of internment with this U.S. propaganda film. Discussion Question: Do you think the United States government could lie to its citizens today? Can lying be justified in a democracy?

11. Introduction Task Process Evaluation Conclusion Now you both have a chance to obtain inside information as you take a seat in the Oval Office and examine the correspondence that came across FDR’s desk. Notice how the portrayal of current events in the media can have serious ramifications in a democratic society. Click on the image of FDR at his desk in the Oval Office to begin! Discussion Question: How would you have proceeded if you had been in FDR’s shoes? Would you have issued Executive Order 9066?

12. Introduction Task Process Evaluation Conclusion Step 3: Modern Internment? Unfortunately the United States is still in the business of denying due process of law. In the cases at Abu Ghraib and Guantanamo Bay, it is once again directed at people of a certain ethnicity. Discussion Question: Is internment still manifesting itself today? Discuss how this modern situation is similar and different.

13. Introduction Task Process Evaluation Conclusion Step 4: Assessment • You now have the option to do a paper as individuals or work on a • video project together. • Your paper must include these four elements: • Explain the rationale behind why the U.S. interned its citizens • Compare and contrast U.S. internment with other examples from the era • Make a value judgment on whether or not you believe internment was justified • Compare Guantanamo Bay with U.S. internment in the 1940’s and state your position • Click the right arrow for instructions for the video project!

14. Introduction Task Process Evaluation Conclusion • If you choose to do the video project you will continue to work as • partners. You will select two individuals who are not affiliated with • your high school and conduct a three to four minute video taped • interview with each of them. You have the following three options to • discuss their positions on: • U.S. internment during World War II • The detainment of individuals at Guantanamo Bay • A hypothetical situation of your creation • The topic of the interview should be on the personal position of the • Interviewee in regards to the issue. You should probe them with • questions in order to better understand their perspective. • If you choose to create a hypothetical situation, make sure it is • grounded in the historic situation. For instance, a few members of • a misunderstood minority group may do something that leads the • public into a mass hysteria of fear. Then you pose an internment • situation that avoids habeas corpus. • The conclusion of the video should be a five to six minute segment in which you and your partner explain the position that you each have taken on the issue and your analysis of your interview subjects’ positions. Why do they feel the way they do? Make an effort to understand them.

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17. Introduction Task Process Evaluation Conclusion Teacher Page This 11th grade U.S. history WebQuest is based off of SS-HS-5.1.2 which states that “students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.” It builds a context for internment as well as builds off of their understanding of Social Darwinism in the early 20th century. It provides the students with various documents that show the developing chain of events and voices in the discussion. This activity is also a valid way to discuss SS-HS-1.3.2 which states, “students will explain how the rights of an individual may, at times, be in conflict with the responsibility of the government to protect the ‘common good’.” It also addresses two learning targets found on the JCPS curriculum map for U.S. history: “I can explain the U.S. government’s rationale for establishing Japanese-internment camps” and “I can describe the effect internment camps had on the Japanese during World War II.” The Web Quest naturally lends itself to KYTS 6 by incorporating technology in the classroom. I have designed a nonlinear power point that allows the students to maneuver through instruction at their own pace. The key objective in this WebQuest is for the students to act as young historians. They try to interpret a past event primarily through the use of primary sources. Once they have discerned various perspectives, they are then able to make a value judgment on the actions of the people involved. Finally they bring their knowledge of the past to the present day where they specifically relate internment to the War on Terror detainees that have been denied due process and proceed to draw parallels and address the modern situation. This WebQuest was not specifically designed with an IEP in mind, but its duo format aides students with disabilities and it is HI friendly as all the videos have available captioning.