Webquest

By

Elizabeth Miranda CIS 313

For the

TIPS Program

 

Racial Profiling: Two Examples through Time

 

Is the United States justified in its current state of “heightened security” or are we reliving one of our “darkest hours”?

 

Introduction: 

Due to the September 11th terrorist attacks executive decisions have called for “heightened security measures”, some Arab American citizens feel as though these measures have led to racial profiling.  Racial profiling of any kind, in any ethnic community violates constitutional rights.  During World War II many Americans of Japanese ancestry were placed in internment centers after war was declared on Japan.  We will research the decision in Korematsu v. United States which lead to Japanese Americans being singled out for status as second class citizens.   Japanese Americans were isolated and sent to live in internment camps (“relocation” camps) just because they were Japanese.  The sequestering of Japanese Americans resulted in a Supreme Court case which would ultimately rule whether or not the constitutional rights of Japanese Americans were violated. This landmark case is known as Korematsu v. United States. 

 

Task:

At the end of your webquest you will compose an essay consisting of several paragraphs.  Your essay will include a brief summary that will reflect your understanding of the Korematsu Supreme Court Case, your opinions, and finally, a critical compare and contrast this case with the current war in Afghanistan. You can use any prior knowledge of the subject matter for your essay, and you may include in your final analysis any accounts of racial profiling that you have experienced.

Your webquest will lead you through a series of websites that serve as resources in your informational journey.  Make sure you take notes, they are an important part of the process, and you will turn them in with your essay.

 

 

Process and Resources:

First, you will explore the Korematsu case by visiting: http://www.maxwell.syr.edu/plegal/scales/korematsu.gif .

 

Then, you will read the account titled “Japanese Exclusion in World War II” at:

http://www.maxwell.syr.edu/plegal/handout4a.html

After a more in depth understanding of the Korematsu argument write a few sentences summarizing the “handout” you read—make sure you use your own words!!! Understand the essence of the 14th Amendment which grants “Equal Protection”, at http://www.maxwell.syr.edu/plegal/ep.html and think how this Amendment might apply to Korematsu, other incidents of racial profiling, and you.

 

 

Next, you will journey to http://www.nara.gov/education/cc/relocate.html, and view the

“Constitutional Connections”, make sure you take notes regarding the three Constitutional Amendments that are connected to Japanese Relocation during WWII.

In order to become more familiar with the history of the Korematsu case and nation’s climate of racial profiling explore photographic documents 4 – 20.  After viewing the photographs briefly summarize your opinions regarding the treatment of Japanese Americans.  Visit a “Japanese Relocation Center” at http://www.heartmountain.org/, and  experience Heart Mountain Relocation Center for yourself.

 

 

Finally, having explored elements of the Korematsu case and the internment of Japanese Americans can you relate historical events to today’s climate of racial profiling?  For a first-hand account of racial profiling in the wake of 9/11 visit:

http://www.africana.com/DailyArticles/index_20011030.htm.

 

After completing your webquest utilize your notes, research and other conclusions you have reached to create a two or three paragraph essay response.  Be sure to include examples regarding Japanese internment camps, and the present day treatment of Arabs, and Arab-Americans. Make sure to include any of your own experiences or previous knowledge about racial profiling.

 

Additional Resources:

http://www.maxwell.syr.edu/plegal/handout4b.html

http://www.maxwell.syr.edu/plegal/handout4c.html

WW II Links:  http://www.fordham.edu/halsall/mod/modsbook45.html

Original Korematsu Supreme Court Documents: http://www.w.lp.findlaw.com/cgi-bin/getcase.pl?court=US&vol=323&invol=214

Literature Textbook:  “Camp Harmony”

Social Studies Text:  

 

 

 

 

 

Evaluation:

90 – 100         

-     Student turns in notes with references to at least six websites.

                        -     Essay 5 or more paragraphs, includes an Introduction with a thesis

statement, and a conclusion paragraph. Essay should have few spelling and grammatical errors.

-         Student can Summarize, or identify causes and effects of the

Korematsu case.

-         Student demonstrates an understanding and application of the Korematsu Case by referencing resources and drawing connections between World War II history, and the 9/11 attacks and present day war in Afghanistan.

-         Student demonstrates an understanding of law by referencing laws, executive orders, The Constitution and the Amendment(s).

-         Student makes additional connections, relating information to self, forming opinions and judgments.

 

 

 

   80 - 89         

-     Student turns in notes with references to at least five websites.

                        -     Essay at least 5 paragraphs, includes an Introduction with a thesis

statement, and a conclusion paragraph. Essay should have few spelling and grammatical errors.

-         Students will accomplish three of the following four critical thinking exercises in their essay:

-         Student can Summarize, or identify causes and effects of the

Korematsu case.

-    Student demonstrates an understanding and application of the                                                                                                                             Korematsu case by referencing resources and drawing connections  between World War II history, and the 9/11 attacks and present day war in Afghanistan.

-         Student demonstrates an understanding of law by referencing laws, executive orders, The Constitution and the Amendment(s).

-         Student makes additional connections, relating information to self, forming opinions and judgments.

 

 

   70 - 79         

-     Student turns in notes with references to at least three websites.

-     Essay is at least three to four paragraphs.

-     Essay includes thesis sentence, introduction and conclusion.

-         Students will accomplish two or three of the following four critical thinking exercises in their essay:

-         Student can Summarize, or identify causes and effects of the

Korematsu case.

     ­-     Student demonstrates an understanding and application of the Korematsu case by referencing resources and drawing connections between World War II history, and the 9/11 attacks and present day war in Afghanistan.

-         Student demonstrates an understanding of law by referencing laws, executive orders, The Constitution and the Amendment(s).

-         Student makes additional connections, relating information to self, forming opinions and judgments.

 

69 & below

-     Student fails to turn in notes utilizing websites as references.

-     Essay is not at least three to four paragraphs.

-     Essay does not include thesis sentence, introduction and conclusion.

-         Student’s work does not include at least two of the following four critical thinking exercises in their essay:

-         Student can Summarize, or identify causes and effects of the

Korematsu case.

     ­-     Student demonstrates an understanding and application of the Korematsu case by referencing resources and drawing connections between World War II history, and the 9/11 attacks and present day war in Afghanistan.

-         Student demonstrates an understanding of law by referencing laws, executive orders, The Constitution and the Amendment(s).

-         Student makes additional connections, relating information to self, forming opinions and judgments.

 

 

Conclusion:

 

The following webquest was designed to exercise students’ critical thinking skills.  Students have been asked to make connections between historical events that occurred during the World War II period, and Constitutional Law.  Students will become versed in  The Fourteenth Amendment, and the protection it offers to “All persons born or naturalized in the United States . . .”.  Additionally, students have been asked to compare and contrast racial profiling in two separate decades when the United States has been involved in foreign war spurred by attacks on the United States.  Finally, students will make inferences and pose questions about their roles, and the roles of others as “Citizens”. 

 

 

 

 

 

 

This Webquest contains the following New York State and City Standards:

 

New York State Social Studies Standards:

  1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions of people across time and place regarding power authority, governance, and law.
  1. Central to civics and citizenship is an understanding of the roles of the citizenship within American constitutional democracy and the scope of a citizen’s rights and responsibilities.
  2. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward

questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

 

New York City English Language Arts Standards:

       E1    Reading

       E1d  Demonstrate familiarity with a variety of public documents.

       E2    Writing

       E2e   Produce a persuasive essay.

       E3    Speaking, Listening, and Viewing

       E3d  Make informed judgments about TV, radio, film.

       E4    Conventions, Grammar, and Usage of the English Language

       E4a   Demonstrate an understanding of the rules of the English language in written and oral work.

       E4b   Analyze and subsequently revise work to improve its clarity and effectiveness.