Time Allotted: 90 min
Grade Level: 5th
Number of Learners: 30
Unit Theme: “Why were Japanese-Americans interned, and how did the internment affect their lives?”
Standard(s) Met: (see below)
Goal: The learners will be able to explain different interpretations from diverse cultural perspectives and frames of reference (NCSS 1b); locate, analyze, organize, and apply information about a public issue recognizing multiple points of view (NCSS 10c).
Objectives: Learners will map the location of camps and assembly centers to show how geographic features influenced the settlements. (stand. 1 obj. 1)
Material Needed: 30 colored chips (five of six colors), ten cut-outs of two” red squares, 16 cut-outs of one” blue triangles, enlarged poster of Western United States (only shapes of the states drawn), 30 copies of poster (downsized for each student to have a copy), five slips of paper with two relocation camp names and three assembly centers (one slip will have four centers), 30 pencils, 30 erasers, 30 red pencils, 30 blue pencil, tape. Access to map of camps/assemble centers http://oz.net/~cyu/internment/camps.html
Motivation: Ask the students to visualize themselves being relocated. How far from home would they be going? Where would they stay? Are any towns around the camps? How will they get there (bus, car, train)? (5 min)
Accommodations: Provide ESL learners with a story that they may share with the class when it is their group’s turn. If given at the beginning of class, the student will have adequate preparation time and will be able to present to the class orally. They may ask the teacher for help.
Closure: Have each group do an evaluation on the camp sites. Now that they know where they are, why were they located there? Who was afraid, and who volunteered their land? What were the positive and negative aspects of the location? What side are they viewing it from? Instruct the students to place maps in portfolios. (10 min)
Assessment/Evaluation: While students are researching, walk the classroom and pick five to seven students to observe. During the presentation to the class, note how clear and effective the presentation was. Did the students correctly locate the camps/centers? Where did they find their story? Quickly look at the maps of each student to determine whether they could accurately locate and determine cause of location.
Extension: Encourage extra research for those who easily located their assignment. Ask them to write a short blurb about the camp or write a poem or short drama act for their class presentation.