Lesson 9-Relocation and the Children
Submitted by:
Julia Bodenhamer
Lesson Plan Information:
Grade Level: Elementary (Grade 5)
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Introduction/Overview: 110.000 Japanese Americans were forced from their homes and into relocation (internment) camps during World War II. How many of these were children? What were their stories about the camps?
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Learning Objectives: Students understand the meaning of statistical data and can differentiate between, locate, and use primary and secondary sources.
Students are able to link social studies and literature individually and through discussion and inquiry.
Additional Resources/References:
Research for information:

From given sites

Library

Literature
Video--Dear Miss Breed
The Bracelet by Yoshiko Uchida
Journey to Topaz by Yoshiko Uchida
Baseball Saved Us by Ken Mochizuki
Fighting for Honor: Japanese Americans and World War II by Michael
Cooper
Go for Broke: Japanese Americans and World War II by Tom McGowen
Supplementary Materials:
Site for Japanese American soldiers: http://www.homeofheroes.com/moh/nisei/ http://www.goforbroke.org/default.asp

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Suggested Activities/Procedures:
1.
View the video, Dear Miss Breed. Discuss the video by having the students share their reactions to the video. What feelings and emotions exist between the students and their teacher?
2.
Divide the students into two groups. One group reads the novel,
The Bracelet, and the other, Baseball Saved Us. Teacher facilitates class discussion comparing the two books. One is written about a young girl’s experience and the other a young boy’s. Relate the common and different experiences and emotions portrayed in the books.
3.
Refer to Chapter 9 in the book, Journey to Topaz, by Yoshiko Uchida. Do you think anyone tried to escape? Would you have tried to escape?
4.
Are children impacted by war today? Look at the newspaper to find information about the children in Africa, Afghanistan, or Iraq today.
What problems and issues do they face?
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Extending the Lesson:
Students can create friendship bracelets with round elastic and colored beads.
Research the Japanese American soldier. Who was recruited, and what was their service record? Create a poster honoring the Japanese American veteran of World War II. See:
Fighting for Honor: Japanese Americans and World War II by Michael
Cooper
Go for Broke: Japanese Americans and World War II by Tom McGowen http://www.homeofheroes.com/moh/nisei/ http://www.goforbroke.org/default.asp
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Time Required:
Two-three 45-minute class periods
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Preparation:
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Curriculum Fit:
National Standards: 2a, 2c, 2g, 3c, 4b, 4c, 4d
TEKS: 113.7 Social Studies 5.25A; 5.23C; 5.26B,C; 5.22A,B
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Evaluation/Assessment:
Students create a mural of emotions that suggest the feelings expressed in the novels. Include spaces for each student to include “A Letter to My Hero.”
Select a hero in their own lives, someone who embodies the qualities of a hero—male or female of any age, could be a relative or close friend, or someone who you have never met, but for whom you have great respect. The letter should express thanks for their heroic acts.
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Tips for Teacher:
Students may need to brainstorm the qualities of a hero and record them on the chalkboard.
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Student Materials:
Butcher paper, poster boards, markers, and/or paints.
Round elastic and colored beads.
Lesson Plan Sources :
Life Interrupted: The Japanese American Experience in WWII Arkansas
Journey Home Curriculum, Editor Kristin Dutcher Mann,
2004.
The Bracelet Teacher’s Guide, 2004 UCLA Asian American Studies Center and the Japanese American National Museum.
Dear Miss Breed Teacher’s Guide, 2001 UCLA Asian American Studies
Center and the Japanese American National Museum.