Names ________________________________ Text Structure? _____________________ Topic ____________________
Farewell to Manzanar Project
An electronic version of this project outline can be found at
www.DurkinHBMS.wordpress.com.
A WebQuest Developed by Margaret Jo Caughman, Woodruff Middle School
Based on Farewell to Manzanar by Jeanne Wakatsuki Houston& James D. Houston
http://www.uscupstate.edu/academics/education/aam/lessons/margaret_caughman/webquest/webquest.htm
Introduction
Soon after the attack on Pearl Harbor, Hawaii, on December 7, 1941, President Roosevelt
declared war on Japan. The United States now entered World War II. On February 19, 1942,
President Roosevelt signed Executive Order 9066, which allowed military leaders to
exclude people from declared military areas. This began the removal of approximately
120,000 Japanese-Americans from the Pacific Coast.
Task
You will write a one page paper in one of the text structures related to Farewell to Mazanar.
You must present your argument to the group, supporting your position with the results of
your research. You will also turn in a ONE PAGE PAPER using the correct text structure.
The paper and project will be graded on the attached rubric.
Process
1. You will be divided into groups. The first step is for you and your group to pick a text
structure and a topic you will research and present. (see below for options)
2. As you gather information, you will need to organize it. Use the appropriate graphic
organizer for your text structure. (see below for graphic organizers)
3. Visit the recommended web sites to gather your information. Make sure you are
thinking about the information from the viewpoint of your topic and text structure.
4. Gather your information and use it to prepare your argument. Be sure to include
visuals. You might want to prepare poster-sized graphic organizers, maps, diagrams, or
even a PowerPoint presentation to present the support for your viewpoint.
5. Your group will present your paper to the class Monday June 24.
6. Your group will also write a one page paper using the appropriate text structure.
7. In addition to the group assessment, each member will be evaluated as to his/her
effectiveness in working with the group.
Names ________________________________ Text Structure? _____________________ Topic ____________________
Text Structure Options
Text structure
Chronological
Graphic organizer
Topic
Write about the internment of the
Japanese from the bombing of Pearl
Harbor until the end of World War II.
Cause and effect
1. What were the causes of the
Japanese internment?
2. What were the effects of Japanese
internment on the Japanese
Americans?
Problem Solution
What was the problem that lead to the
American Government deciding to put all
Japanese American’s on the west coast
into internment camps? Was this a valid
solution?
1. Compare and contrast the Japanese
internment camps in the US to
concentration camps in Europe. How
were they alike? How were they
different?
2. Compare and contrast Jeanne’s life
before and after going to Manzanar?
How did Manzanar change her daily
life? How did her life stay the same?
Compare
Contrast
Resources
Visit these useful sites to complete your research.
http://www.densho.org
List of Internment and Detention Camps
http://www.pbs.org/itvs/conscience/
http://www.cynthialeitichsmith.com/niseiww2.htm
http://memory.loc.gov/ammem/wpaposters/highlight7.html
http://users.owt.com/rpeto/wendigrand/wendi_gran.html
http://www.geocities.com/CapitolHill/Senate/4417/personaljusticedenied.html
http://www.nps.gov/manz/
http://plasma.nationalgeographic.com/pearlharbor/
http://www.pearlharborattacked.com/
http://www.historyplace.com/worldwar2/timeline/pearl.htm
http://www.history.navy.mil/docs/wwii/pearl/survivors.htm
http://my.execpc.com/~dschaaf/personal.html
http://memory.loc.gov/ammem/afcphhtml/afcphhome.html
Names ________________________________ Text Structure? _____________________ Topic ____________________
Rubric: Farewell to Manzanar Text Structure Project
Requirement
Plan for
Organizing
Information
Presentation
Diagrams &
Illustrations
4
3
Students have
Students have
developed a clear developed a clear
plan for
plan for
organizing the
organizing the
information as it is information in the
gathered and in final research
the final research product. All
product. All
students can
students can
independently
independently
explain this plan.
explain the
planned
organization of
the research
findings.
Diagrams and
Diagrams and
illustrations are illustrations are
neat, accurate and accurate and add
add to the
to the
understanding of understanding of
the topic.
the topic.
2
1
Students have
Students have no
developed a clear clear plan for
plan for
organizing the
organizing the
information
information as it is AND/OR students
gathered. All
in the group
students can
cannot explain
independently
their
explain most of
organizational
this plan.
plan
Diagrams and
Diagrams and
illustrations are illustrations are
neat and accurate not accurate OR
and sometimes
do not add to the
add to the
understanding of
understanding of the topic.
the topic.
Presentation and Information
Information
Information
Information has
Paper Quality of clearly relates to clearly relates to clearly relates to little or nothing to
Information
the main topic. It the main topic. It the main topic. No do with the main
includes several provides 1-2
details and/or
topic.
supporting details supporting details examples are
and/or examples. and/or examples. given.
Presentation and All topics are
All topics are
All topics are
One or more
Paper Amount of addressed and all addressed and
addressed, and
topics were not
Information
questions
most questions
most questions
addressed.
answered.
answered.
answered.
Presentation and All information
Most information Most information Information had
Paper
presented was
presented was
presented was
several
Information
clear, accurate and clear, accurate and clear and accurate, inaccuracies OR
thorough.
thorough.
but was not
was usually not
usually thorough. clear.
Presentation and Every major point Every major point Every major point Every point was
Paper Use of
was well
was adequately
was supported
not supported.
Facts/Statistics supported with
supported with
with facts,
several relevant relevant facts,
statistics and/or
facts, statistics
statistics and/or examples, but the
Names ________________________________ Text Structure? _____________________ Topic ____________________
and/or examples. examples.
Presentation
Style
Team consistently
used gestures, eye
contact, tone of
voice and a level
of enthusiasm in a
way that kept the
attention of the
audience.
Presentation and The team clearly
Paper
understood the
Understanding of topic in-depth and
Topic
presented their
information
forcefully and
convincingly.
Contributions to Routinely
the Group
provides useful
ideas when
participating in
the group and in
classroom
discussion. A
definite leader
who contributes a
lot of effort.
Paper Grammar, Routinely uses
Punctuation,
correct grammar,
Capitalization
punctuation,
capitalization in
paper
Paper Text
Uses the
Structure
appropriate text
structure in the
paper
relevance of some
was questionable.
Team usually used Team sometimes
gestures, eye
used gestures, eye
contact, tone of
contact, tone of
voice and a level voice and a level
of enthusiasm in a of enthusiasm in a
way that kept the way that kept the
attention of the
attention of the
audience.
audience.
The team clearly The team seemed
understood the
to understand the
topic in-depth and main points of the
presented their
topic and
information with presented those
ease.
with ease.
Usually provides
useful ideas when
participating in
the group and in
classroom
discussion. A
strong group
member who tries
hard!
One or more
members of the
team had a
presentation style
that did not keep
the attention of
the audience.
The team did not
show an adequate
understanding of
the topic.
Sometimes
Rarely provides
provides useful
useful ideas when
ideas when
participating in
participating in
the group and in
the group and in classroom
classroom
discussion. May
discussion. A
refuse to
satisfactory group participate.
member who does
what is required.
Usually uses
Sometimes uses Rarely uses
correct grammar, correct grammar, correct grammar,
punctuation,
punctuation,
punctuation,
capitalization in capitalization in capitalization in
paper
paper
paper
Generally uses the Attempts to use Does not use the
appropriate text the appropriate appropriate text
structure
text structure
structure
Total ___________________/44
____________%
(the score out of 100 will go in the grade book as a PROJECT grade)