Korematsu

vs.

United States

IS 180 Social Studies 8^th Grade W. Ramos

Introduction:

On December 7,1941 Japanese bombers flew over Pearl Harbor Naval Base in the American Hawaiian Islands and destroyed most of the U.S. naval fleet stationed in the Pacific. This attack marked America’s entry into World War II. Within days of the attack, America was at war with Japan and her allies. The physical fighting took place abroad, but within America’s borders, another battle was being fought. One hundred and twenty thousand Japanese residing on America’s western coast were imprisoned for the duration of the war. They were forced to leave their homes and abandon their businesses. Two-thirds of them were legal American citizens. How could this happen?

Task:

Go back in time. Pretend you are living in America during the 1940’s and America is at war! Pay attention to the world you are in. What are some common attitudes of the time? Will the answer to that question depend on your ethnic background? Using your textbook, the internet and the resources available to you through compulegal, research and analyze the Supreme Court case Korematsu vs. U.S. and produce the following work:

1) a one page typed report in which you include a history of the discrimi- nation experienced by Japanese Americans living in America

2) a one page typed personal statement in which you discuss whether or not you believe the US government was justified in their actions towards Japanese Americans; this should also include a summary of the Supreme Court case

3) as a group, you will prepare and present arguments defending your assigned role in the case; arguments must be supported by legal reasons

Process:

Independent Work

1) Using your textbook, the internet and the classroom library, you will research the history of Japanese discrimination in America and compile a list of specific information

2) Using compulegal, you will analyze the facts of the case

Team Work

1) The class will be randomly divided into three separate groups:

Group A: you represent Mr.Korematsu

Group B: you represent the United States government

Group C: you are the Supreme Court Justices presiding over the case

2) Group A and Group B :

• Assign group roles: investigators(4), recorders(2), lawyers(4)
• Discuss the findings of the case
• Examine any previous cases that may have supported your position in the case
• Examine the US Constitution/Bill of Rights and discuss which rights are protected in regards to your position in the case
• Be prepared to present your case to the Supreme Court
• Group A should include living conditions in Japanese internment camps

3) Group C:

· Examine the legal issues of the case

· Examine any previous court cases that may have set any precedents

· Examine the US Constitution/ Bill of Rights and discuss rights protected therein

· Discuss possible sentencing

· Be prepared to discuss the actual ruling in the case and to support it with a legal basis

Resources:

http://www.maxwell.syr.edu/plegal/scales/korematsu.html

http://www.law.cornell.edu/constitution/constitution.table.html

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

http://www.maxwell.syr.edu/plegal/dcales/instruct1.html

http://bss.sfsu.edu/internment/Congressional%20Records/19880420b.html

Evaluation Rubric:

Excellent Good Needs Improvement

Effort	Student demonstrates excellent effort	. Student demonstrates satisfactory effort	. Student’s effort is not satisfactory
Group Work	Student shows a complete understanding of the research topic Student fully participates in group process	Student shows a satisfactory understanding of the research topic. Student participates in group process	Student shows a minimal under-standing of the research topic. Student has difficulty participating in group process
Presentation	Student provides facts and opinions with supporting details. Student shows the ability to analyze, evaluate, and apply critical thinking skills to information. Student fully participates in group process	.. Student provides facts and opinions with supporting details. ..Student shows the ability to analyze and evaluate information. Student participates in group process.	..Student provides minimal facts and opinions. ..Student shows limited ability to analyze and evaluate information. .. Student has difficulty participating in group process.
Written Work	..Student shows a complete understanding of the research topic. ..Student provides facts and opinions with supporting details. .. Student shows the ability to analyze, evaluate, and apply critical thinking skills to information. ..Student submits complete written project.	..Student shows a satisfactory understanding of the research topic. .. Student provides facts and opinions with supporting details. ..Student shows the ability to analyze and evaluate information. ..Student submits written work.	.. Student shows a minimal understanding of the research topic. ..Student provides minimal facts and opinions. ..Student shows limited ability to analyze and evaluate information. ..Student submits incomplete written project.

Standards

Social Studies

1. prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history

2. understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom)

English Language Arts

STANDARD 1

Students will read, write, listen, and speak for information and understanding.

As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

STANDARD 3

Students will read, write, listen, and speak for critical analysis and evaluation.

As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Conclusion:

Congratulations! You have successfully completed your journey back in time .Upon the completion of this Web Quest, you have used CompuLegal to research some legal issues and reviewed some cases involving civil rights. You used information to analyze the case Korematsu v. U.S. You demonstrated your writing abilities by submitting a written report. Moreover, you demonstrated a full understanding of the issues at hand by presenting your position orally. Now you can utilize technological research, compulegal and the critical thinking skills you have acquired by doing further research on either this topic or any other issue of interest to you!

Good Luck!