Herbert Lehman High School

Mr. Benson

Global Studies

Wartime Civil Liberties

Introduction:

You are the editor of a major newspaper in California during World War II. You have a report about the forcible removal of local Japanese Americans by US Army Reservists to concentration camps. Do you publish this story? The owner of the paper has warned you against “making trouble” by putting it on the front page.

Japanese-Americans Assemble for transportation to interment camps

Task:

Your objective is to investigate the causes of this situation which will help you decide whether to publish the story. Use the six steps of the PPA to find evidence that will prevent or reduce the chance of such a violation from happening again during a future war.

Process: Using the TIPS Public Policy Analysis method you will:

1) Define the Problem

2) Gather evidence that the problem really exists.

3) Identify causes of the problem.

4) Evaluate a policy –Look at existing or past policies that dealt with the

issue.

5) Develop solutions- Look at or suggest a solution to the problem. For

historical events look at alternative policies that

were suggested or might have been tried.

6) Select the best solution Look at the solutions proposed or that were

used, were (are) they the best solutions to the problem as described.

Use the following guidelines for the completion of the product.

Guidelines:

Ø Ø Research the sources listed below in order all the following questions.

Ø Ø Use the six step public policy analysis work sheets before writing your report.

www.maxwell.syr.edu/plegal/TIPS/welcome.html

Ø Ø After you complete your six worksheets, begin writing a first draft.

RESOURCES

American Civil Liberties Union

http://www.lib.utah.edu/spc/photo/9066/9066.htm

http://www.lib.utah.edu/spc/photo/p144/p144.html

http://americanhistory.si.edu/perfectunion/experience/index.html

http://www.press.uchicago.edu/Misc/Chicago/548228.html

http://academic.udayton.edu/race/02rights/intern00.htm

http://www.katonk.com/442nd/442nd.htm

Heart Mountain War Relocation Camp

News Reports from San Francisco about Japanese Interment

Wendy's Grandfather: A Personal Account

Conscience and the Constitution: A film about the interment and resistance

Photo collages of the camps

Family Photos

Photo collages: Canadian camps

A personal story of a nightmare

Executive Order 9066

Map of the camps

EVALUATION:

Presentation Rubric

	Evaluating Student Presentations
Developed by Information Technology Evaluation Services, NC Department of Public Instruction
	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text and presentation.
Mechanics	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
				Total Points:

STANDARDS:

ENGLISH LANGUAGE

Writing

Produce a report of information.

Produce a response to literature.

Speaking, Listening, and Viewing

c Prepare and deliver an individual presentation

Conventions, Grammar, and Usage of the English Language

a	Independently and habitually demonstrate an understanding of the rules of the English language in written and oral work.
b	Analyze and subsequently revise work to improve its clarity and effectiveness.

Public Documents

a	Critique public documents with an eye to strategies common in public discourse.

Social Studies:

Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 3: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Summary:

At the end of this project is hoped that students will understand the complex issues involving the protection of civil liberties in a democracy while the nation is at war. This balance of freedom and forced unity of purpose often causes conflicts, especially for those citizens who decent from government policies. There also are serious tensions that affect the lives of immigrants from nations which the U.S. is at war with. These groups often have found that the civil liberties Americans normally take for granted are abridged or even denied to them during wartime.

It is hoped that this project will allow students to explore these issues and apply the historical examples to a discussion of present and future events in which the issues of personal rights and liberties seem to conflict with concerns about national security and unity.