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Transcript
TEACHING AMERICAN HISTORY PROJECT Japanese American Internment: Examining Racial Tensions from Kristen DeBona Grade: 9-12 Length of class period: Two 50 minute class periods Inquiry: What racial tensions and prejudice against Japanese and Japanese Americans were present before internment? Objectives: Students will be able to recognize and evaluate the context of racial tensions and prejudice before interment. Students will be able to create Anti-Japanese propaganda and discuss how it serves as a piece of propaganda. Materials: PowerPoint Lecture Political Cartoon Photocopies Political Cartoon Analysis Worksheet Propaganda Poster Project Assignment Worksheet Poster Paper Pencils, Colored Pencils, Colored Markers, Rulers Propaganda Poster Grading Rubric Activities: Day 1 I. Initiation (3 minutes) o Teacher will welcome students, introduce objective and topic of the day, and describe the agenda. II. Interactive PowerPoint Lecture & Propaganda Analysis Modeling (20 minutes) o Teacher will use the PowerPoint presentation which introduces Anti-Japanese propaganda through war posters, political cartoons, and popular culture. Specifically, the PowerPoint will focus on the context of racial tensions before and during the relocation process. Teacher will discuss what propaganda is, what kind of propaganda the lesson will focus on, and why we are examining Anti-Japanese propaganda. Teacher will explain the four categories of Anti-Japanese propaganda. Teacher will model how to analyze a piece of propaganda through the four categories of anti-Japanese propaganda. The teacher will pose questions for the students for each cartoon or poster and the students will answer them together as a class. For the fourth and last piece of propaganda the teacher will ask the students to turn to their neighbor and analyze the propaganda together via think-pair-share. After the students analyze together in pairs the teacher will bring the class back together and the pairs will share what they think. III. Small Group Propaganda Analysis Activity (20 minutes) o This political cartoon analysis activity will be an informal assessment. In this activity students will work in four groups to apply their knowledge of anti-Japanese propaganda to help them interpret a set of four political cartoons. In groups of four the students will work together to analyze their given Dr. Suess political cartoon using the political cartoon analysis worksheet. Teacher will walk around the room while students are working to provide assistance, answer questions, and informally assess student learning. After the groups work together the teacher will bring the political cartoons up on the PowerPoint, one at a time, and the group assigned to the cartoon will tell the class what they found. The teacher will ask necessary follow up questions. IV. Closure (5 minutes) o Teacher will lead a short discussion about what the students learned about the time period before internment by asking the following questions: o Teacher will provide a preview description of day 2’s activity. Day 2 I. Initiation (5 minutes) o Teacher will welcome students, review Day 1 through a brief class discussion, and describe the activity and agenda. In order to review Day 1 the teacher will get the students to tell each other what they learned about through questions such as: − Who can describe for the class what we did yesterday? What did we learn about? II. Propaganda Poster Activity (35 minutes) o Teacher will instruct students to create a piece of Anti-Japanese propaganda using the characteristics of Anti-Japanese propaganda learned about in Day 1. In addition to creating a propaganda poster the students must also write a 1-2 paragraph summary that describes what the illustration shows, how it is a piece of Anti-Japanese propaganda, how they think both non-Japanese and Japanese might react to it, and how a piece of propaganda like the one they created could have contributed to the internment. Teacher will pull out all needed art materials and poster paper and will put them on the table at the front of the room. Teacher will pass out the Propaganda Poster Assignment worksheet and provide verbal instructions. The teacher will inform the students of the due date for the poster. Teacher will walk around the room while students are independently working on their posters to provide assistance, answer questions, and informally assess student learning. III. Closure (10 minutes) o Teacher will lead a short discussion/ show-and-tell session. Teacher will ask the students to share with the class their reactions to creating propaganda: Was it easy? Hard? How did it make you feel? What did you learn about propaganda? How might have propaganda contributed to the internment? Teacher will ask the students if anyone is willing to volunteer and share with the class their poster thus far. While students take turns sharing their work teacher may prompt a discussion of each poster by asking the class questions such as: What do you see? How does it make you feel? What characteristics of Anti-Japanese propaganda are being employed? Etc. Teacher will remind the students about the due date for the poster. Assessments: Informal Assessments: − Day 1: Teacher will informally assess the students at multiple points during the lesson – the propaganda analysis modeling, the small group propaganda analysis activity, and the discussion during closure. − Day 2: Teacher will informally assess the students at multiple points during the lesson – the opening review discussion, the propaganda poster activity, the closure discussion and show-and-tell. Formal Assessments: − Day 1: Teacher will formally assess the small group propaganda analysis activity by collecting and evaluating the worksheets that the students will complete together during the activity. − Day 2: Teacher will formally assess the propaganda poster and summary by collecting the work on the assigned due date and evaluate it using the Propaganda Poster Rubric. Connecticut Framework Performance Standards: Connecticut Standard I: Content Knowledge – Knowledge and concepts from history and social studies is necessary to promote understanding of our nation and our world. 1.1 Demonstrate an understanding of significant events and themes in United States history. Connecticut Standard II: Historical/Social Studies Literacy – Competence in literacy, inquiry and research skills is necessary to analyze, evaluate, and present history and social studies information. 2.2 Interpret information from a variety of primary and secondary sources 2.3 Create various forms of written work to demonstrate an understanding of history and social studies issues. 2.5 Create and present relevant social studies materials. Connecticut Standard III: Application – Civic competence in addressing historical issues and current problems requires the use of information, skills and empathetic awareness. 3.1 Use evidence to identify, analyze and evaluate historical interpretations. 3.2 Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view. Propaganda Poster Project Directions: Using what we learned about in class today about Anti-Japanese propaganda, create your own Anti-Japanese war poster or political cartoon. Remember to think about the typical categories for portraying Japanese in propaganda that we talked about in class today: Japanese as Uncivilized, Japanese as Animals, Japanese as Predators, and Japanese as Curiosities when creating your poster or cartoon. You must incorporate at least one of these characteristics into your poster or political cartoon. In addition to your poster or cartoon please include a written 1-2 paragraph summary describing what your illustration shows, how it is a piece of Anti-Japanese propaganda, how you think Japanese-Americans might have reacted to it during the time period, and how a piece of propaganda like the one you created could have contributed to the internment. Remember this is not an art contest! Your drawing skills will NOT be graded but you effort is certainly appreciated! Be Creative and Good Luck! Poster Criteria: Your poster must… − Include at least one characteristic of Anti-Japanese propaganda learned about in class − Be colorful and creative Summary Criteria: Your summary must discuss… − What your illustration shows − How it is a piece of Anti-Japanese propaganda − How you think Japanese-Americans might have reacted to the poster during the time period − How a piece of propaganda like the one you created could have contributed to internment Propaganda Project Rubric The propaganda project will be due by _________. Points awarded for this project will be multiplied 4x and an extra 2 points will be added for projects turned in on time for a total of 50 points. 4 Points 3 Points 2 Points 1 Point Content Student clearly draws on content knowledge from class lectures and homework and incorporates it into the poster or cartoon Student does a fair job of drawing on content knowledge from class lectures and homework but could have incorporated more into the poster or cartoon Student does not draw on content knowledge from class lectures and homework or incorporate it into the poster or cartoon Propaganda Poster or Cartoon clearly includes at least one typical characteristic of anti-Japanese Propaganda Poster or Cartoon includes at least one typical characteristic of anti-Japanese Propaganda but could have been more clear Summary Written summary clearly describes the illustration, explains how the illustration is a piece of antiJapanese Propaganda, how both nonJapanese and Japanese Americans might have reacted to your propaganda, and how a piece of propaganda like the one created could have contributed to internment Written summary does a fair job of describing the illustration, explains how the illustration is a piece of antiJapanese Propaganda, how both non-Japanese and Japanese Americans might have reacted to your propaganda, and how a piece of propaganda like the one created could have contributed to internment Student attempted to draw on content knowledge from class lectures and homework but not enough was incorporated into the poster or cartoon Poster or Cartoon attempted to include at least one typical characteristic of anti-Japanese Propaganda but overall is unclear and unconvincing Written summary almost describes the illustration, explains how the illustration is a piece of antiJapanese Propaganda, how both nonJapanese and Japanese Americans might have reacted to your propaganda, and how a piece of propaganda like the one created could have contributed to internment but is overall unconvincing Poster or Cartoon does not included at least one typical characteristic of anti-Japanese Propaganda Written summary does not describe the illustration, explains how the illustration is a piece of antiJapanese Propaganda, how both nonJapanese and Japanese Americans might have reacted to your propaganda, and how a piece of propaganda like the one created could have contributed to internment Points Awarded