Daily Lesson Plan/Learning Guide for Day _2____

Course, Unit Theme and Grade Level

10th Grade Language Arts, Context Matters

Utah State Core Standards

LS 3, WS 9, RL 1

Essential Questions How can we see beyond stereotypes?

How do activities, materials, etc, connect to students’ prior knowledge

This lesson plan mostly connects with day 1 because students will have learned about stereotypes and now they will be looking at them critically in real world situations. They will also be looking at what they can do about stereotypes. In the HW, they will be asked to write a brief news article or informative essay, which we will have covered much earlier in the year since this unit comes closer to the end.

SWKs/SWBATs Terms: context, caption Interpret an image using textual and contextual evidence. Analyze a stereotype or prejudice in a text and image.

Assessments: formative/ summative

Starter (nearpod) Captions (nearpod) Reading responses to short article and headlines

Learning Activities: include a description and time frame

1. Nearpod Presentation for #1-4: https://share.nearpod.com/vsph/nMSpqVGDny There is also a powerpoint version included below, but the nearpod is better. Starter: they would write their answers first in their notebooks and then in the nearpod. (10 min)

2. Now write a caption (explain what a caption is and write an example) that represents the stereotype or even the reality behind it. Write in notebooks first, share with a partner, then put into nearpod. The best caption will go on the door/wall. (We will be writing a lot of captions during this unit, and the best ones get to go on the door/wall.) (10 min)

3. Presentation on context. They would write their answers to the questions in their notebooks as well as the nearpod. (20 min)

4. Japanese internment camp photo: ask questions about context. Talk about WWII. (10 min)

5. 35 min: read the article and the headlines and answer the questions in groups of 3-4.

6. 5 min: introduce HW: oral histories/writing captions on the pictures

Accommodations made for struggling and accelerated learners:

Struggling: Nearpod, reading groups with assigned roles of summarizer, questions, and connections Accelerated: Read the actual executive order 6099 and summarize, make connections, and ask questions. Identify the stereotypes and what can be done to see beyond the stereotypes. Must do option #2 and maybe even write a historically authentic news article.

Grouping patterns, content literacy strategies, etc

Resources Nearpod: https://share.nearpod.com/vsph/nMSpqVGDny https://www.archives.gov/education/lessons/japanese-relocation Really good history lesson: https://www.nps.gov/nr/twhp/wwwlps/lessons/89manzanar/89manzanar.htm Oral histories: http://www.bijac.org/index.php?p=HISTORYWar_ExclusionOrder

Day 2 materials:

Starter:

Discuss the appropriate terms of “undocumented citizens” and why “illegal” and “alien” are

inappropriate.

Name____________________ Period____

Japanese Americans in World War II

In groups of 3, you will have a summarizer, questioner, and a connector. Read the following article.

At the end, the Summarizer will summarize what happened.

The Questioner will think of at least three questions about the article.

The connector will connect what happened with the Japanese to a movie, tv show, current event, or something else happening today.

Then you will identify the stereotypes you see You may help each other, and everyone must write the questions, connection, and summary in the space provided. You will then read the headlines and answer the questions that follow. When you finish, see Ms. H for the next step.

Context of Executive Order 9066, authorizing the internment of about 122,000 Japanese Americans:

Between 1861 and 1940, approximately 275,000 Japanese immigrated to Hawaii and the

mainland United States, the majority arriving between 1898 and 1924, when quotas were

adopted that ended Asian immigration. Many worked in Hawaiian sugarcane fields as contract

laborers. After their contracts expired, a small number remained and opened up shops. Other

Japanese immigrants settled on the West Coast of mainland United States, cultivating marginal

farmlands and fruit orchards, fishing, and operating small businesses. Their efforts yielded

impressive results. Japanese Americans controlled less than 4 percent of California’s farmland in

1940, but they produced more than 10 percent of the total value of the state’s farm resources.

As was the case with other immigrant groups, Japanese Americans settled in ethnic

neighborhoods and established their own schools, houses of worship, and economic and cultural

institutions. Ethnic concentration was further increased by real estate agents who would not sell

properties to Japanese Americans outside of existing Japanese enclaves and by a 1913 act passed

by the California Assembly restricting land ownership to those eligible to be citizens. In 1922 the

U.S. Supreme Court, in Ozawa v. United States, upheld the government’s right to deny U.S.

citizenship to Japanese immigrants.

Envy over economic success combined with distrust over cultural separateness and long-standing

anti-Asian racism turned into disaster when the Empire of Japan attacked Pearl Harbor on

December 7, 1941. Lobbyists from western states, many representing competing economic

interests or nativist groups, pressured Congress and the President to remove persons of Japanese

descent from the west coast, both foreign born (issei – meaning “first generation” of Japanese in

the U.S.) and American citizens (nisei – the second generation of Japanese in America, U.S.

citizens by birthright.) During Congressional committee hearings, Department of Justice

representatives raised constitutional and ethical objections to the proposal, so the U.S. Army

carried out the task instead. The West Coast was divided into military zones, and on February 19,

1942, President Franklin D. Roosevelt issued Executive Order 9066 authorizing exclusion.

Congress then implemented the order on March 21, 1942, by passing Public Law 503.

After encouraging voluntary evacuation of the areas, the Western Defense Command began

involuntary removal and detention of West Coast residents of Japanese ancestry. In the next 6

months, approximately 122,000 men, women, and children were moved to assembly centers.

They were then evacuated to and confined in isolated, fenced, and guarded relocation centers,

known as internment camps. The 10 relocation sites were in remote areas in 6 western states and

Arkansas: Heart Mountain in Wyoming, Tule Lake and Manzanar in California, Topaz in Utah,

Poston and Gila River in Arizona, Granada in Colorado, Minidoka in Idaho, and Jerome and

Rowher in Arkansas.

Nearly 70,000 of the evacuees were American citizens. The government made no charges against

them, nor could they appeal their incarceration. All lost personal liberties; most lost homes and

property as well. Although several Japanese Americans challenged the government’s actions in

court cases, the Supreme Court upheld their legality. Nisei were nevertheless encouraged to serve

in the armed forces, and some were also drafted. Altogether, more than 30,000 Japanese

Americans served with distinction during World War II in segregated units.

For many years after the war, various individuals and groups sought compensation for the

internees. The speed of the evacuation forced many homeowners and businessmen to sell out

quickly; total property loss is estimated at $1.3 billion, and net income loss at $2.7 billion

(calculated in 1983 dollars based on the Commission investigation below). The Japanese

American Evacuation Claims Act of 1948, with amendments in 1951 and 1965, provided token

payments for some property losses. More serious efforts to make amends took place in the early

1980s, when the congressionally established Commission on Wartime Relocation and Internment

of Civilians held investigations and made recommendations. As a result, several bills were

introduced in Congress from 1984 until 1988, when Public Law 100-383, which acknowledged

the injustice of the internment, apologized for it, and provided for restitution, was passed.

For more information and other documents regarding the War Relocation Authority and the

incarceration of Japanese Americans during World War II, visit the National Archives’ Truman

Presidential Museum and Library.

(Information excerpted from Documents from the National Archives: Internment of Japanese

Americans [Dubuque, Iowa: Kendall/Hunt Publishing Company, 1989] pp. 9–10.)

For more information and education lesson plans visit the National Park Service site "The War

Relocation Camps of World War II: When Fear Was Stronger Than Justice."

https://www.ourdocuments.gov/doc.php?flash=true&doc=74

Summary:

Questions:

Connections:

Stereotypes you see (Use textual evidence to support your response):

Headlines:

Jap: an offensive term for people of Japanese origin.

Determining the Facts

Fear!

The following headlines and excerpts from articles appeared in The Los Angeles Times between

December 1941 and February 1942. They provide a glimpse of what people living in Los

Angeles could read in the papers in the months following Pearl Harbor:

SUICIDE REVEALS SPY RING HERE. Japanese Doctor Who Killed Self After Arrest

Called Espionage Chief. (Dec. 19, 1941)

WHAT TO DO IN CASE OF POISON GAS ATTACKS. (Dec. 19, 1941)

JAP SUBS RAID CALIFORNIA SHIPS. Two Steamers Under Fire. (Dec. 21, 1941)

JAPAN PICTURED AS A NATION OF SPIES. Veteran Far Eastern Correspondent Tells

About Mentality of Our Enemies in Orient. (Dec. 23, 1941)

[U. S.] REPRESENTATIVE FORD WANTS ALL COAST JAPS IN CAMPS. (Jan. 22,

1942)

NEW WEST COAST RAIDS FEARED. Unidentified Flares and Blinker Lights Ashore Worry

Naval Officials. (Jan. 25, 1942)

OLSEN SAYS WAR MAY HIT STATE. Shift of Combat to California Possible, Governor

Declares. (Jan. 26, 1942)

EVICTION OF JAP ALIENS SOUGHT. Immediate Removal of Nipponese Near Harbor and

Defense Areas Urged by Southland Officials. (Jan 28, 1942)

THE QUESTION OF JAPANESE-AMERICANS by W. H. Anderson

Perhaps the most difficult and delicate question that confronts our powers that be is the handling-

-the safe and proper treatment--of our American-born Japanese, our Japanese-American citizens

by the accident of birth. But who are Japanese nevertheless. A viper is nonetheless a viper

wherever the egg is hatched. (Feb. 2, 1942)

CALIFORNIANS SEEK MORE ALIEN CURBS. Washington and Oregon Members of

Congress Join in Plea for Expansion of Program. (Feb. 3, 1942)

AMERICAN JAPS REMOVAL URGED. Internment of All Dual Citizens Asked by [Los

Angeles] County Defense Council. (Feb. 3, 1942)

VENTURA COUNTY URGES REMOVAL OF ALL JAPANESE. Supervisor Demands

Drastic Measures in Seeking Evacuation From Coast Area. (Feb. 4, 1942)

LOYAL JAPS MUST AID FIGHT AGAINST SABOTAGE, SAYS OLSON. Governor

Asserts Action Will be Taken to Curb Spy and Fifth Columnist Activities. (Feb. 5, 1942)

JAPANESE HERE SENT VITAL DATA TO TOKYO. American-Born Nipponese Had

Powerful Radios to Transmit Messages, Dies [Chairman, House Un-American Activities

Committee] Will Disclose. (Feb. 6, 1942)

BOWRON ASKS REMOVAL OF ALL JAPANESE INLAND. Mayor would Establish Both

Alien and Native-Born Hundreds of Miles From Coast. (Feb. 6, 1942)

ARMY ORDERS SABOTAGE ALERT HERE. Warning Issued for All California. City

Placed on Air Raid Alert. (Feb. 7, 1942)

ALIEN ISOLATION PLEA MISUNDERSTOOD. Washington Seems to Feel Coast is

Panicky; [Says] All Necessary Measures Have Been Taken. (Feb. 8, 1942)

MILITARY CONTROL OF ALIENS ADVOCATED. Defense Council Wants Army and

Navy to Police Foreigners in Combat Zones. (Feb. 12, 1942)

LINCOLN WOULD INTERN JAPS. [Mayor] Bowron Says Civil War President Would Move

Aliens If In Office Today. (Feb. 13, 1942)

DANGER IN DELAYING JAP REMOVAL CITED. Congress Warned Speed Necessary to

Prevent Widespread Sabotage Attempts on West Coast. (Feb. 14, 1942)

THE FIFTH COLUMN ON THE COAST by Walter Lippmann

The enemy alien problem on the Pacific Coast, or much more accurately, the fifth column

problem, is very serious and it is very special. . . .The peculiar danger of the Pacific Coast is in a

Japanese raid accompanied by enemy action inside American territory. . . . It is the fact that the

Japanese navy has been reconnoitering the Pacific Coast more or less continually and for a

considerable period of time, testing and feeling out the American defenses. It is the fact that

communication takes place between the enemy at sea and enemy agents on land. These are facts

which we shall ignore or minimize at our peril. It is the fact that since the outbreak of the

Japanese war there has been no important sabotage on the Pacific Coast. From what we know

about Hawaii and about the fifth column in Europe, this is not, as some have liked to think, a

sign that there is nothing to be feared. It is a sign that the blow is well organized and that it is

held back until it can be struck with maximum effect . . . The Pacific Coast is officially a combat

zone; some part of it may at any moment be a battlefield. Nobody's constitutional rights include

the right to reside and do business on a battlefield. And nobody ought to be on a battlefield who

has no good reason for being there. (Feb. 13, 1942)

Following is text from Executive Order No. 9066, signed by President Roosevelt on February 19,

1942:

WHEREAS the successful prosecution of the war requires every possible protection against

espionage and against sabotage, . . . I hereby authorize and direct the Secretary of War . . . to

prescribe military areas in such places and of such extent as he may determine, from which any

or all persons may be excluded, and with such respect to which, the right of any person to enter,

remain in, or leave shall be subject to whatever restrictions the Secretary of War or the

appropriate Military Commander may impose in his discretion. The Secretary of War is hereby

authorized to provide for residents of any such area who are excluded therefrom, such

transportation, food, shelter, and other accommodations as may be necessary . . . to accomplish

the purpose of this order.

Answer the following questions about the headlines:

1. Based on the headlines, what do you think people living in Los Angeles were afraid of? What

do you think W. H. Anderson meant when he said: "A viper is nonetheless a viper wherever the

egg is hatched"?

2. If you were a Japanese American living in Los Angeles, how would you react to these

headlines?

3. Walter Lippmann was a highly respected correspondent for the New York Tribune, who had

just returned to the East after a visit to California. What facts did he cite as justification for his

conclusion that a Japanese "fifth column," or spy network, existed on the Pacific Coast? Japanese

submarines were patrolling off the California coast, but neither the Federal Bureau of

Investigation nor the Federal Communications Commission could find any evidence of

communication from the shore. Why do you think officials and others were so willing to believe

that Japanese living on the West Coast were signaling the submarines? Why do you think

Lippmann said that the fact that no sabotage has occurred proved that it would? Answer this

question on the back of this page.

4. Why do you think Executive Order 9066 never mentions the Japanese, even though they are

the people most directly affected?

5. How do these headlines compare to newspaper or television coverage of events occurring

today?

https://www.nps.gov/nr/twhp/wwwlps/lessons/89manzanar/89facts1.htm

For accelerated students: read the following executive order and then provide a summary, questions,

connections to today, and stereotypes you see. Then they would look at the headlines just like everyone

else. They could even move onto to working through the reality-stereotype diagram.

Transcript of Executive Order 9066: Resulting in the Relocation of Japanese (1942)

Executive Order No. 9066

The President

Executive Order

Authorizing the Secretary of War to Prescribe Military Areas

Whereas the successful prosecution of the war requires every possible protection against

espionage and against sabotage to national-defense material, national-defense premises, and

national-defense utilities as defined in Section 4, Act of April 20, 1918, 40 Stat. 533, as amended

by the Act of November 30, 1940, 54 Stat. 1220, and the Act of August 21, 1941, 55 Stat. 655

(U.S.C., Title 50, Sec. 104);

Now, therefore, by virtue of the authority vested in me as President of the United States, and

Commander in Chief of the Army and Navy, I hereby authorize and direct the Secretary of War,

and the Military Commanders whom he may from time to time designate, whenever he or any

designated Commander deems such action necessary or desirable, to prescribe military areas in

such places and of such extent as he or the appropriate Military Commander may determine,

from which any or all persons may be excluded, and with respect to which, the right of any

person to enter, remain in, or leave shall be subject to whatever restrictions the Secretary of War

or the appropriate Military Commander may impose in his discretion. The Secretary of War is

hereby authorized to provide for residents of any such area who are excluded therefrom, such

transportation, food, shelter, and other accommodations as may be necessary, in the judgment of

the Secretary of War or the said Military Commander, and until other arrangements are made, to

accomplish the purpose of this order. The designation of military areas in any region or locality

shall supersede designations of prohibited and restricted areas by the Attorney General under the

Proclamations of December 7 and 8, 1941, and shall supersede the responsibility and authority of

the Attorney General under the said Proclamations in respect of such prohibited and restricted

areas.

I hereby further authorize and direct the Secretary of War and the said Military Commanders to

take such other steps as he or the appropriate Military Commander may deem advisable to

enforce compliance with the restrictions applicable to each Military area hereinabove authorized

to be designated, including the use of Federal troops and other Federal Agencies, with authority

to accept assistance of state and local agencies.

I hereby further authorize and direct all Executive Departments, independent establishments and

other Federal Agencies, to assist the Secretary of War or the said Military Commanders in

carrying out this Executive Order, including the furnishing of medical aid, hospitalization, food,

clothing, transportation, use of land, shelter, and other supplies, equipment, utilities, facilities,

and services.

This order shall not be construed as modifying or limiting in any way the authority heretofore

granted under Executive Order No. 8972, dated December 12, 1941, nor shall it be construed as

limiting or modifying the duty and responsibility of the Federal Bureau of Investigation, with

respect to the investigation of alleged acts of sabotage or the duty and responsibility of the

Attorney General and the Department of Justice under the Proclamations of December 7 and 8,

1941, prescribing regulations for the conduct and control of alien enemies, except as such duty

and responsibility is superseded by the designation of military areas hereunder.

Franklin D. Roosevelt

The White House,

February 19, 1942.

https://www.ourdocuments.gov/doc.php?doc=74&page=transcript

Summary:

Questions:

Connections:

Stereotypes you see:

Name_________________________

Pick one of the following options for homework. Be sure to complete all the questions.

HW option #1 (3 questions):

1. Write a headline for this image that supports the Japanese Exclusion order.

____________________________________________________________

2. Now write a headline that challenges the Japanese Exclusion order:

____________________________________________________________

3. Pick a headline from above and write a half page news article or informative essay on the

back of this page to add additional context to the picture and your headline.

HW option #2 (2 Questions):

Go to http://www.bijac.org/index.php?p=HISTORYWar_ExclusionOrder and watch an interview of a

Japanese camp survivor. (The third or fourth ones are my favorites! But you pick.).

1. Write a headline based on their story that challenges the headlines we read in class.

______________________________________________

2. Write a half page news article or informative essay based on this headline on the back of this

page to add additional context to your headline. Include some of the information you learned from the

interview.

Name____________________________ Period______________

Based on our study of the Japanese internment camp, fill out this diagram as we discuss these

topics in class. Be sure to include textual evidence to support your answer for each column.

Reality Assumption Stereotype Prejudice

What is the reality behind the stereotype?

What assumption connects the reality to the stereotype?

What is the stereotype? How does the stereotype influence people’s judgement of Japanese?

Reflection: What could you have done at the time to see beyond the stereotype? To help others see beyond the stereotype?

What are some stereotypes in today’s world? What can we do to see beyond them?