WWII+Third+Lesson+Plan

-1.) After the anticipatory set, I will ask the students what happened on December 7, 1941. The students will retell the attack on Pearl Harbor and what led up to it. The students will then look at the pictures I have posted around the room. I will ask the students and they will answer questions: “What do you see? If you could, what would you hear or smell if you were there? Do you know what is happening in the picture?” Some of the students will share their answers with the class.

-2.) I will explain what the Executive Order 9066 was and who ordered it. The students will learn about what are internment camps. I will ask the students why they think the internment camps were created. After students say their beliefs, students will be explained to that the internment camps were created out of fear of Japanese-Americans citizens and other Japanese living on west coast were spies for Japan, and how fear leads to illogical actions. I use the pictures to describe what the conditions of the camps were.

-3.) I will read to the students the book //The Bracelet// by Yoshiko Uchida to the class. It is a book about a seven year old Japanese-American girl named Emi being sent from her home in California to an internment camp with her mother and older sister. Her best friend gives her a bracelet to remember her by as she leaves to go to the camp.

-4.) Students will write two letters, one for me and one to a friend. I will write the students names on a piece of paper and the students will draw a name from a jar. This will help avoid feelings of being left out. Each letter will explain that the student and their family is leaving, going to an internment camp. In the letters, students will describe what is happening (the situation), where they are going (it can be they do or do not know), and how do they feel about it.

-5.) The students will be pretending to be a newspaper reporter and they create a one page news paper article (or could be two separate articles on one page) about the Internment camps and the different points of view of supporting it or not supporting it. Instead of writing about the Internment camps, the students could do research and write an article about the Japanese point of view on the war. The newspaper’s rubric and directions will be gone over and in their folder. This will all be presented. This project would be a great opportunity for students to stretch out their creativity and writing skills. The article also gives the students, particularly gifted students, to also create debates, and provide the opportunity for students to write different points of view. The directions and rubric will be provided on their checklist and in their folder.

-6.) Students will be told about the WebQuest I have created for this lesson, as well as learning about human rights. There are questions to be answered directly from the WebQuest. The WebQuest has many questions to answer and website links are provided for students to get direct answers. The WebQuest is designed to go more in depth of the internment camps and learn about human rights.