JOURNALS
FROM A JAPANESE INTERNMENT CAMP
Mr.
Quezada
American
History
12th
Grade
INTRODUCTION:
in·tern·ment (ĭn-tűrn'mənt) n.
The act of interning or confining, especially in wartime. The state of being interned;
confinement. (The American Heritage
Dictionary)
In 1942, almost 120,000 Japanese
Americans were forced from their homes in
TASK:
You
are a member of a team of investigative journalists. To avoid being detected you must blend in
with the work crew at a Japanese Relocation Camp. You are to take notes of your experience and
on your research. At the end of your
experience you will gather with your other members of your team. You will discuss the experience (as if you
were there), with your other team members.
After you share your stories together you will write a group article
about the overall internment experience to be published by the FDA Press. You will follow the steps of the Public
Policy Analyst (see the Process section below) to help you write the final
article.
Team
members will be working together to gather research so that they can write a
article entry that reflects the internment experience(s). You will read through
all of the research and make five, one page journal entries. These journal entries are to question the concept of forced location.
Any
journal entry should reflect the experience from your perspective of what
effects internment has on the Japanese who are being relocated. This journal a reflection on forced
relocation related to the internment over the three year period of their
internment. Make sure you look at the
journal entries on this website as an example:
http://niod.nihon.nl/en/diary_frame.htm
For
the purpose of publishing the article the group will work together to publish
the final article. The article will be
a collective reflection questioning the concept of
forced location and about the pain and suffering of the Japanese from
this experience. Each member of the
group will bring their own “experience” to the group in the form of the journal
entries that each member has. Once
everyone shares their journal entries and research the final article will be an
overall reflection on the experience. At
the end of the article, by using the PPA model, you will have a thorough understanding
of what it was like to be relocated to a Japanese internment camp during World
War II.
These
are the roles that the Editor-in-Chief will assign to each team member:
Team
Captain-You
are responsible for making sure that you and every other member of the team
stays on task and is thorough in their journal entry. At the end, when the article has to be
written you will be responsible for making sure that everything is done in a
timely way. Make sure that the focus of
the article is questioning the
concept of forced location
Team
Editor-You
will edit the final article. Make sure
that the focus of the article is questioning the
concept of forced location as a policy.
Team
Copywriter-
You will be responsible for each team member making contribution and for
helping bring the team together to write the final article making sure that the
focus is on questioning the concept of forced
location.
Team
Illustrator/Photographer- You are responsible for the final illustrations
and/or photographs to accompany the final article.
Team
Presenter-
You will aid with writing the final article and you will present the final
article to the Editor in Chief for The FDA Press.
PROCESS:
Each
student will research Japanese Internment Camps using the internet in the
resource section below. After fully
understanding the issue of Japanese Internment and the impact it had on the
Japanese American people, you will write and type a three-page double spaced
article on Japanese Internment Camps.
You will need to use the first four steps of the PPA 4-step public policy
approach and complete the worksheets for each step in blue, with your
group. You should include the following
in your article:
q Define and
describe the problem of Japanese Internment Camps.
q Identify causes
for this problem. Use the resources
below to identify the causes of the problem.
RESOURCES:
http://www.scu.edu/SCU/Programs/Diversity/arrest.html
http://niod.nihon.nl/start_en.php
http://www.lib.washington.edu/exhibits/harmony/Exhibit/
http://www.cr.nps.gov/history/online_books/anthropology74/ce1.htm
http://en.wikipedia.org/wiki/Japanese_internment
EVALUATION
|
65-69% |
70-79% |
80-95% |
100% |
Presentation |
Incomplete but follows the
4-syep format Does not use the conventions
of standard written English |
Complete with too few analyses
of the PPA Exhibits a weak use of standard
English |
Complete with sufficient
analysis of the PPA Exhibits an acceptable use of
standard English. |
Complete with a superior
understanding of the PPA Exhibits a strong use of
standard and written English |
Article |
Fewer than 3 pages. Inaccurate |
3 pages, some graphics,
somewhat accurate |
3 or more pages, graphics. Clearly written and accurate |
Creative 3 page writing,
graphics and/or photos. Accurate |
STANDARDS:
ENGLISH LANGUAGE
ARTS STANDARDS:
E1c: Read and comprehend
informational materials.
E2a: Produce a
report of information.
E3b: Participate in
group meetings.
E4b: analyze and
subsequently revise work to improve its clarity and effectiveness.
SOCIAL STUDIES
SKILLS:
GETTING INFORMATION
– STUDENTS WILL GATHER INFORMATION FROM A
-PICTURES,
CARTOONS, SKETCHES
-OBSERVATIONS
-DISCUSSION WITH
OTHERS THROUGH INTERVIEWS
USING INFORMATION –
STUDENTS WILL BE ABLE TO
-INTERPRET
INFORMATION
-DRAW CONCLUSIONS
-DETERMINE CAUSES
AND EFFECTS
-EVALUATE DATA AND
PREDICT OUTCOMES, ACTIONS AND OPINIONS
-DRAW INFERENCES
FROM DATE BY IDENTIFYING FROM DATA BY IDENTIFYING RELATIONSHIPS, DETECTING
INCONSISTENCIES, AND WEIGHING CONFLICTING FACTS AND STATEMENTS
-INTERPRET INFORMATION
WITHIN A VARIETY OF CONTEXT
STANDARD 1:
LANGUAGE FOR INFORMATION AND UNDERSTANDING
STANDARD 2:
LANGUAGE FOR CRITICAL ANALYSIS AND EVALUATION
STANDARD 3:
LANGUAGE FOR SOCIAL INTERACTION
CONCLUSION:
You
have not experienced what it was like to be interred in a Japanese Internment
Camp during World War II. You have
completed a journal entry experience.
You have worked with a group to write a three page article for
publication. This article is based on
the four steps of the Public Policy Analyst which you now know how to use to
look at policy in a reflective way.