Do Now!

1. Do Now! • Directions: • You will receive an image analysis graphic organizer. • You will have 2 minutes to look at a variety of images posted around the room. • Using your graphic organizer, fill in as much as you can about each image. • Be prepared to discuss your reactions.

2. Japanese Internment Culturally Responsive Pedagogy to Culturally Sensitive Topics Elisabeth Berry Ryan Coffey

3. Introduction • Content Area – US History II • Grade Level – 10th/11th • Age Level – 15-17 years of age • Thematic unit: students explore the concepts of human rights, equality, and justice through the lens of national security.

4. Rationale • Build historical knowledge while fostering awareness and understanding of people through multiple perspectives. • Discuss ideals of human rights, equality, and justice to create an informed citizenry that is tolerant and understanding. • Impacts members of the Japanese-American community today. • Japanese-Americans who faced internment held differing perceptions of how human rights, equality, and justice were employed in justification of national security than the perceptions of those who supported internment, and those perceptions evolved over time.

5. Other Areas of Focus • In addition to Japanese-Americans: • Muslims post September 11th, 2001 • Americans as perceived communist threat during the Cold War (McCarthyism) • Vietnamese during Vietnam War

6. Sleeter and Grant Approach • Multiculturalism: • Thematic unit investigating the meanings of tolerance, justice, equality, respect, democracy, inclusion, human rights, patriotism, and security. • Multiple perspectives will create environment where issues can be explored and resolved.

7. Research • Examined how US textbooks analyzed the treatment of Japanese-Americans during World War II (less than 2 pages in our textbook). • Examined scholarly articles that identified opportunities for integrating a more culturally responsive approach to teaching topic.

8. Essential Questions • Can fear justify one’s actions? • Does war change a society’s values? • Why do individuals or groups become scapegoats?

9. Driving Questions • What are the meanings of freedom in the US and in the world? • What are the political and social conditions that make freedom possible in the US and in the world? • What are the boundaries of freedom in the US and in the world, and how have they been reduced as well as expanded? • Who has been included and excluded from freedom in the US and in the world?

10. Objectives • Describe the balance between individual rights, the rights of others, and the common good. • Analyze the ideals, principles, and practices of citizenship in an ideal democracy. • Reflect on the state of national security.

11. Literacy Component Franklin Roosevelt’s Executive Order 9066 Primary Sources: SOAPS gives structure and consistency

12. Literacy Component Reagan’s Apology to the victims of Japanese Internment

13. Literacy Component • Only What We Could Carry - Tells the story of the Japanese Internment through poetry, prose, autobiography, biography, news accounts, government documents, letters, and other primary resources. • Multiple Intelligences; differentiatedinstruction • Student options - pick x-amount of readings based on interests.

14. Literacy Component The Moved Outers • Tells the story of a high school student moving through a series of relocation camps. • Relevant to students • Read at home, weekly journalassignments • Devote a period on Fridays to discuss

15. Assessment Strategies • Journaling • Present through all stages of unit. • Reflective process of writing provides opportunities for students to deepen understanding. • Teacher journals to reflect on successes and opportunities for growth. • Oral History Project • Culminating Product  Interview someone who has been affected by government policies of discrimination in the name of national security.

16. Reflective Practitioner • Students: Through multiple perspectives, learn to exercise caution and diligence when exploring sources, and gain insight on the importance of assessing the reliability of an author. • Teachers: Gain insight from students’ perspectives on issues and culminating products to identify opportunities and implement strategies for improved future instruction. • Knowledge: Provide opportunities for dialogue in the classroom; teacher and students discuss and interpret the balance between democratic ideals and politically sanctioned discrimination and intolerance. • Context: Examine other cultures, be respectful of differences , confront difficult issues, and enact positive strategies to build awareness and acceptance of all people within students’ community.

17. Standards – US History II • USII.3 • Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H) • USII.15 • Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. (E) Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferences.

18. Standards – US History II • USII.17 • Explain important domestic events that took place during the war. (H, E) D. the internment of West Coast Japanese-Americans in the US and Canada. • USII.24 • Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism • USII.33 • Analyze the course of consequences of America’s recent diplomatic initiatives. (H, C). D. America’s response to the September 11th, 2001, terrorist attack on the World Trade Center in New York City and the Pentagon in Washington D.C.

19. Standards – US Government • USG1.2 • Define the terms citizenship, politics, and government, and give examples of how political solutions to public policy problems are generated through interactions of citizens and civil associations with their government. • USG2.6 • Define and provide examples of fundamental principles and values of American political and civic life, including liberty, the common good, justice, equality, tolerance, law and order, rights of individuals, diversity, civic unity, patriotism, constitutionalism, popular sovereignty, and representative democracy. • USG2.8 • Evaluate, take, and defend positions on issues concerning foundational ideas or values in tension or conflict.

20. Standards – US Government • USG3.5 • Distinguish among the enumerated and implied powers in the United States Constitution and the Massachusetts Constitution. • USG5.7 • Analyze and evaluate decisions about rights of individuals in landmark cases of the United States Supreme Court such as Whitney v. California (1927), Stromberg v. California (1931), Near v. Minnesota (1931), Brandenburg v. Ohio (1969), Texas v. Johnson (1989), and Reno v. American Civil Liberties Union (1997).

21. References • Banks, C.A. (2007). Teaching for tolerance and understanding during the Japanese internment: Lessons for educators today. Educational Perspectives, 40(1) 3-6. • Executive Order 9066. (2012). In Encyclopedia Britannica. Retrieved from: http://www.britannica.com/EBchecked/ topic/197921/Executive-Order-9066. • Jenks, C., Lee, J., & Kanpool, B. (2001). Approaches to multicultural education in preservice teacher education: Philosophical frameworks and models for teaching. The UrbanReview, 33(2) 87-105. • Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverseclassrooms. San Francisco, CA: Jossey-Bass. • Ogawa, M. (2004). Treatment of Japanese-American internment during World War II in U.S. history textbooks. International Journal of Social Education, 19(1) 35-43. • Singer, A. (2009). Social studies for secondary schools: Teaching to learn, learning to teach. Mahwah, NJ: Lawrence Erlbaum Associates. • Spring, J. (2010). The American school: A global context from the puritans to the Obama era. New York, NY: McGraw Hill. • Spring, J. (2006). (5th Ed.). Deculturalization and the struggle for equality. New York, NY: McGraw Hill.