Annotated Resource Set (ARS)
Phase I
1.Title / Content Area:
Japanese Internment in Colorado- 4th Grade Unit
2. Developed by:
Patricia McConaghy-White
3. Grade Level:
4th
4. Essential Question:
Why did the US government take away the Civil Liberties of the American
Japanese People?
What was the World War II experience like for the thousands of Japanese
Americans living in internment camps?
In Colorado what was the experience like?
5. Contextual
Paragraph
The activities in this unit are designed to provide 4th grade students with a
window into the war years. (1 activity listed of form below)
Using primary sources, students will explore a period in United States history
when 120,000 Japanese Americans were evacuated from the West Coast and
held in internment camps.
Lessons are designed as an introductory activity to the study of wartime
America and the Japanese Internment camp in Colorado. The activities will
provide students with background for reading historical fiction from World War
II such as:
Journey to Topaz (Uchida)
So Far from the Sea (Bunting)
Dear Miss Breed (Oppenheim)
The Journal of Ben Uchida: Citizen 13559 Mirror Lake Internment Camp
(Deneberg)
Fences Between Us (Larson)
We Were There Too (Hoose)
Teaching with Primary Sources - Annotated Resource Set
1
6. Resource Set
Children pledging
allegiance to U.S. flag
at Weill public school,
San Fran., prior to
relocation
School children,
Manzanar Relocation
Center, California
Civilian exclusion
order #5
San Francisco, Calif., April
1942. First-graders, some
of Japanese ancestry, at
the Weill public school
pledging allegiance to the
United States flag. The
evacuees of Japanese
ancestry will be housed in
War relocation authority
centers for the duration of
the war
1943
Civilian exclusion order #5,
posted at First and Front
streets, directing removal
by April 7 of persons of
Japanese ancestry, from
the first San Francisco
section to be affected by
evacuation
http://www.loc.gov/pictur
es/item/2001705948
http://loc.gov/pictures/ite
m/2002697874
http://loc.gov/pictures/ite
m/2001705937
Teaching with Primary Sources - Annotated Resource Set
Executive Order 9066: The evacuation of the
Resulting in the
Japanese-Americans
Relocation of
from West Coast
Japanese (1942)
areas under U.S.
Army war emergency
order
Registering JapaneseAmericans upon
arrival
Issued by President
Franklin Roosevelt on
February 19, 1942, this
order authorized the
evacuation of all persons
deemed a threat to
national security from the
West Coast to relocation
centers further inland.
Los Angeles, California. The
evacuation of the JapaneseAmericans from West Coast
areas under U.S. Army war
emergency order. JapaneseAmericans going to camp at
Owens Valley gather around
baggage car at the old Santa
Fe Station
Santa Anita reception center,
Los Angeles, California. The
evacuation of Japanese and
Japanese-Americans from
West Coast areas under U.S.
Army war emergency order.
Registering JapaneseAmericans upon arrival
http://www.ourdocument
s.gov/doc.php?flash=true
&doc=74
http://loc.gov/pictures/ite
m/fsa1998003524/pp
http://loc.gov/pictures/ite
m/fsa1998003584/pp
2
Auction sale sign in
Little Tokyo
Oakland, Calif., Feb.
1942
Entrance to
Manzanar
I am an American
War Production
Board poster (WPB).
"Beware Jap-Germs."
Challenge to
Democracy, 1944
The stocks belong to a
Japanese subject to
evacuation from West coast
areas under United States
Army war emergency order
Photo attributed to Dorothea
Lange
Wooden sign at entrance to
the Manzanar War Relocation
Center with a car at the
gatehouse in the background.
The store was closed
following orders to persons of
Japanese descent to evacuate
from certain West Coast
areas. The owner, a
University of California
graduate, will be housed with
hundreds of evacuees in War
Relocation Authority centers
for the duration of the war
This is one of a series of "JapGerms" posters that were
spread through the
Westinghouse plant at
Bloomfield, New Jersey,
under the auspices of the
labor-management
committee. The two-headed
figure, the Jap-Germ, was
featured in all posters of the
series which warned against
sabotage and encouraged the
objectives of the war
production drive
Government-produced film
attempting to defend the
massive internment of
Japanese Americans in
concentration camps during
World War II.
Video
http://loc.gov/pictures/ite
m/fsa2000049209/pp
http://loc.gov/pictures/ite
m/2001705924
http://loc.gov/pictures/ite
m/2002695960
http://www.loc.gov/pict
ures/item/2004665381
http://loc.gov/pictures/ite
m/oem2002011650/pp
Notes/Comments:
Teaching with Primary Sources - Annotated Resource Set
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Resource Set
Amache, Colorado
Denver Survey of
Resident Japanese &
Japanese Americans
Amache High School
student letters
Granada Relocation Center,
general order and description
http://archives.auraria.ed
u/cdp/rpt4.pdf
http://archives.auraria.ed
u/cdp/rpt7.pdf
Teaching with Primary Sources - Annotated Resource Set
http://archives.auraria.ed
u/cdp/corr.pdf
Three high school Ag
students with three
of their charges
Government's latest
anti-discrimination
poster. -- Denver,
Colorado. 7/19/43
Charles E. Mace and
Hikaru, in the WRAPS
office
The students get farm shop
credit through part-time farm
work at the center farm units.
July 7, 1943
Charles E. Mace and Hikaru,
in the WRAPS office, prepare
more than 1,000 mounted
enlargements to distributed
in order to promote
resettlement.
http://archives.auraria.ed
u/cdp/chsthumbnails.htm
http://www.oac.cdlib.org/
ark:/13030/ft7s200846/?b
rand=oac4
National Archives photo
no. 210-E-G-811
4
Poston residents Rose
Yamanda and
Mitsuye Ohye
“Remember Pearl
Harbor”
National Parks
Look at WRAPS photographs
of resettlers
1942
National Parks Video
Internment ID Tag
ID_Tag_Blank.pdf
Sept 1945
YOUTUBE
National Archives photo
no. 201-G-K-357
http://www.loc.gov/pictur
es/item/2004669768
Teaching with Primary Sources - Annotated Resource Set
http://www.youtube.co
m/watch?v=XgmY2PxT_Y
http://content.cdlib.org/ar
k:/13030/tf3j49n6jd/?orde
r=7
5
Phase II
Foundations Annotations
7. Curriculum Connections
Language Arts: Letter writing, Research
Social Studies: Us History, Colorado History
8. Curriculum Standards
Historical Understanding
Standard 2. Understands the historical perspective
Language Arts
Standard 6. Uses Reading skills and strategies to understand and interpret a variety of literary texts
Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts
Standard 8. Uses listening and speaking strategies for different purposes
Standard 9. Uses viewing skills and strategies to understand and interpret visual media
US History
Standard 25. Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role
in world affairs
Teaching with Primary Sources - Annotated Resource Set
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9. Content & Thinking Objectives
After completing the lesson activities, students will be able to:
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evaluate documents and photographs from the American Memory collections.
explain how major events are related to each other in time.
recognize point of view in print and visual materials.
Create a letter in the first person narrative from the internment camp in Colorado
draw upon primary sources to create a presentation reflective of the Japanese internment experience.
10. Learning Activities & Strategies
-Inquiry Learning Activity
-Reading two of the picture and historical books
-brainstorming activity based on items from resource set
- Students create a power point using Primary Sources and present to class
11. Assessment Strategies
- Observation sheet filled out
-Students demonstrates ability to create a letter in first person narrative relating to the Japanese internment camp in Colorado
-Student demonstrates understanding of Japanese Internments camps in Colorado History through a presentation
Presentation evaluated by the following rubric:
4 - Excellent: The student's work is historically accurate, is exceptionally detailed, meets or exceeds grade-level requirements for written/oral communication. Presentation is
unique and visually outstanding.
3 - Good: The student's work is historically accurate, contains ample detail, meets grade-level requirements for written/oral communication. Presentation is attractive.
2 - Fair: The student's work contains some historical inaccuracies, needs more details, contains many errors in written/oral communication. Presentation lacks quality and attention
to detail.
1 - Poor: The student's work contains numerous historical inaccuracies, lacks focus, lacks content. Presentation lacks effort.
Teaching with Primary Sources - Annotated Resource Set
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Other Resources
15. Web Resources
Digital Storytelling Project from a
TPS Participant from Illinois
http://tps.govst.edu/digital_stories/Japanese_Americans.WMV
Historic Panama Hotel in Seattle Washington
http://www.panamahotelseattle.com/history.htm
Amache Digital Collections Project
http://archives.auraria.xedu/adc.html
http://www.amache.org/Pictures.php
National Park Service Report on the
Preservation of Japanese American
Internment Sites in the US
http://www.nps.gov/history/history/online_books/internment/reportd.html
President Gerald Ford's Remarks in 1976
Regarding Japanese American Internment
http://www.fordlibrarymuseum.gov/library/speeches/760111.htm
Japanese American Internment
http://www.ushistory.org/us/51e.asp
http://newton.uor.edu/Departments&Programs/AsianStudiesDept/asianamintern.html
Ansel Adams's Manzanar Photographs: About
This Collection
http://www.memory.loc.gov/ammem/collections/anseladams/aamabout.html
http://www.coloradopreservation.org/epp/sites/epp_01_04.html
Children of the Camps: Internment History
(PBS)
Teaching with Primary Sources - Annotated Resource Set
http://www.pbs.org/childofcamp/history/index.html
8
Clare Breed
http://www.janm.org/collections/clara-breed-collection/
Woodrow Wilson presidential speech
http://www.densho.org/causes/default.asp?path=1racism/1mythsandstereotypes.asp
Yatsutake story
http://www.densho.org/sitesofshame/index.html
Colorado connection Amache (Granada)
http://www.densho.org/sitesofshame/facilities.xml
The Amache Japanese Internment Camp Through Records at the Colorado State Archives http://www.colorado.gov/dpa/doit/archives/wwcod/granada.htm
Densho: The Japanese American Legacy Project - http://www.densho.org/
Children of the Camps: Internment History - http://www.pbs.org/childofcamp/history/index.html
JARDA: Japanese American Relocation Digital Archives - http://www.calisphere.universityofcalifornia.edu/jarda/
16. Secondary Sources
YouTube: http://www.youtube.com/watch?v=PxNt45q5sHU
http://www.youtube.com/watch?v=bUJD8EPJiwk
http://www.youtube.com/watch?v=mNLWKxAMZY4
17. Print and Other Media Resources
So Far from the Sea
Bunting
Journey to Topaz
Uchida
Dear Miss Breed
website http://www.dearmissbreed.com/Index.asp
Teaching with Primary Sources - Annotated Resource Set
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http://www.janm.org/exhibits/breed/title.htm
The Journal of Ben Uchida: Citizen 13559 Mirror Lake Internment Camp (My Name Is America )
Fences Between Us Larson ( Dear America )
Baseball Saved Us
Deneberg
Mochizuki
We Were There Too
Hoose
Weedflower
Kadohota
ARS Component Guide
Phase I Components
1.
Title / Content Area: Provide the title of the ARS. If the title doesn’t explicitly denote the sets theme, please also provide a content area (e.g. Environment, Government,
Immigration, War/Military, Women’s History, etc.).
2.
Developed by: Provide your name and any other contributors to the ARS.
3.
Grade Level: Provide the grade level(s) for which the set is to be taught.
4.
Essential Question: Provide an essential question that encompasses the set theme and that could be used as a launching point for use in the classroom.
5.
Contextual Paragraph for Resource Set: Provide a short paragraph explaining the resource set and describing the context in which the set is to be used
6.
Resource Set: Provide titles, context, thumbnails and addresses for the specific resources. It isn’t necessary to provide a thumbnail for all resources (e.g. audio and video
files). Important: Be sure to use a permanent URL for all resources (Refer to A2.6).
Phase II Components
7.
Curriculum Standards: Provide local, state or national standards that could be addressed through the use of the ARS and subsequent activities
8.
Curriculum Connections: Provide other curriculum areas to which this set of resources could be applied
9.
Content & Thinking Objectives: Provide objectives to be met through the use of the ARS and subsequent activities
Teaching with Primary Sources - Annotated Resource Set
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10. Learning Activities & Strategies: Provide specific strategies and learning activities which the ARS will be used to support
11. Assessment Strategies: Provide assessment methods which will be used to demonstrate student learning after the use of the ARS and subsequent activities
Other Resources
15. Secondary Sources: Provide any secondary sources that could be used to supplement the ARS
16. Web Resources: Provide links to any additional web resources that could be used to supplement the ARS
17. Print and Other Media Resources: Provide other resources that could be used to supplement the ARS
Teaching with Primary Sources - Annotated Resource Set
11
Learning Activity Procedure
Overview
The activities in this unit are designed to provide 4th grade students with a window into the war years.
Using primary sources, students will explore a period in United States history when 120,000 Japanese Americans were evacuated from the West Coast and held
in internment camps.
Lesson is designed as an introductory activity to the study of wartime America and the Japanese Internment Camp in Colorado.
Preparation
ARS set created. Artifact obtained. Copies of Observation forms- paper or on-line
Procedure
Activity One - Evacuation Day -Group Inquiry Learning Activity Using an artifact and a photograph that contains that artifact in the image, teachers
will begin by holding up, and then passing the artifact around. While the artifact is being passed around have students describe it. (I.e.: color, size, shape, weight,
etc) Next have them speculate how it was used and who used it? (Their answers can be written in lists on the board). Next bring out the photograph and/or digital
image of the photo and have them find the artifact. Next ask them questions such as: Is the artifact being used in the way they guessed it would be? Who is
using it? Is there anything in the photograph that they have in their home? What else is going on in the photo? Why and when do they think this picture was
taken? What is the historical context of this picture? (What was going on in history when this photo was taken?)
Individual Inquiry Activity
Give students a copy of the Observation Sheet to record their observations and a second photo from the ARS set. Guiding questions:
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Is this photograph indoors or outdoors?
What objects and/or structures do you see?
How many people do you see? Men? Women? Children?
How are the people dressed?
Are these people family members?
Do they relate to each other?
Are they touching in any way?
What emotions do you see or sense? Anger? Fear? Confusion? Sadness? Joy? Expressionless?
Is there something happening in the photograph that might trigger emotions?
What is the setting? Where would you place this photo in time and place?
Who was taking this photo?
Why was this photo being taken?
What title would you give this photo?
Activity Extensions -Students
continue
to search
for photos
about
Teaching with
Primary Sources
- Annotated
Resource
Setthe books they are reading and create their own ARS set.
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Teaching with Primary Sources - Annotated Resource Set
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