Introduction to Citizen 13660 Time: 50 minutes Purpose The following lesson was designed for a junior English class.

This lesson is part of a collaborative project, which can be found at www.citizen13660.weebly.com. The purpose of this collaborative project was to create a unit to teach and introduce a genocide text. This graphic novel, Citizen 13660 by Mine Okubo, follows Okubos experience in the Japanese Internment camps. Conceptual Framework In this lesson, students will be introduced to the ideology behind Japanese Internment. For this lesson, I have drawn from Doug Lemov and Allen Johnson to explain why it is necessary to provide extensive background information for this particular text. Additionally, I have drawn from Johnsons framework on how to use language to analyze social constructs. According to Lemov, teachers should never assume that students cant appreciate whats not instantly familiar to them or what does not egregiously pander to them (Lemov, 52). If students have never learned about Japanese internment, it is not a reason for them not to have access to the knowledge. Additionally, learning about this topic may cause students to alter the way they think about America and American nationalism. In a future lesson, the teacher might connect this to 9/11 in that similar action could have taken place with Arab-Americans. As part of English studies, students will examine how language and tone alters perception of fact. According to Johnson, reclaiming the language takes us directly to the core reality that the problem is privilege and the power that maintains it (Johnson, 126). In this lesson, students will be asked to determine who has privilege and power by examining the language used in relation to reality. Later in the unit, students will also have the opportunity to define how and why being American gives more power over being Japanese American. Background/Foreground In this lesson, students will examine the way in which Japanese internment was communicated to the American people, specifically looking at the language and tone used in media. This is the introductory lesson to teaching Citizen 13660. Students will take a look at an excerpt from the text and compare it to the educational media distributed to American people. Students will be asked to compare and contrast these different perspectives, and to make predictions about the text they will be reading. At some point after this lesson, students should consider how this event could be considered genocide. Since the students could be unfamiliar with Japanese internment, this idea could be

covered after students are about halfway through the text so that they have foundational knowledge about the events that occurred. Objectives Students will be able to: 1. Use textual evidence to support a claim 2. Begin to identify the implication of tone and language that create underlying meaning 3. Identify the attitude towards Japanese Americans at this time in history Common Core English Standards

CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Students will be asked to make inferences and predictions about the text during the opening exercise and to discuss with their classmates the context clues they used to draw their conclusion. Students will also need evidence from the text to support their claim about the audience. This will be carried through to the next lesson as well. Most importantly, students will be responsible for answering how do you know?.

CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account.

In this unit, students will be reading a personal narrative about Japanese internment, as well as viewing a video produced by the government. The students will begin to answer questions about the audience, bias, and tone to determine where the accounts converge and diverge.

CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Students will begin to understand this point in this lesson, but more prominently in the next. Students will be asked to consider the tone and audience for both the video and the book. Part of this study will include analyzing language used in both texts to understand how each confers the correct meaning to their audience. Materials

Audio/Visual equipment to show the videos and the sample quotes Chalkboard, whiteboard, or SMART board for any notes the teacher wishes to write Copies of the book Citizen 13660 and a method for assigning books to students http://www.youtube.com/watch?v=5_rk3RP5KQs

Preparation Desks should be arranged in a manner that is conducive to pair sharing and whole class discussion Somewhere in the classroom, the objectives and an agenda should be written If using technology (SMART board or other tech), technology should be tested to be sure it will not interfere with the lesson, especially the planned video

Procedure 1. Bell Work: The teacher will show the following quote and ask students to make a prediction about the authors nationality. (15 min) a. Time mellows the harsh and the grim. I remember the ridiculous, the insane, and the humorous incidents and aspects of camp life. I was a(n) _______ citizen and because of the injustices and contradictions nothing made much sense, making things comical in spite of the misery. Crazy things were constantly happening in the camp, with close to ten thousand people confined in an area a mile square. There was not privacy. There was plenty of laughter in sharing discomforts, creating imaginative rumors and stories, and daydreaming wishful hopes. The different personalities and incidents come back to me often and I smile and wonder what happened to the poor souls (x). b. Read the following account from a person who lived in 1941. Where do you think she is a citizen? i. Consider the context clues. What is she describing? Where could she be? What is happening at this time in the world? c. Teacher will reveal the authors nationality and ask students to turn to the person next to them and discuss if they were surprised/what they originally thought and why. 2. As a class, the teacher will lead a discussion about the reasons why the students assigned the author a particular nationality, asking students to provide clues from the text. (5 min) 3. Teacher will introduce the book Citizen 13660 by Mine Okubo. Teacher will ask students what they think this book might be about based on the description from the text. Class will discuss and, if it hasnt already been acknowledged, the teacher will reveal to students that this book is about Japanese internment during WWII. (5 min) 4. The teacher will show students the video produced to educate Americans about the internment camps. Teacher will ask students to consider the narrators tone, the music, and the images. What does the video convey about Japanese Americans? (10 min) 5. Teacher will divide the class in half. Half of the students will look at the video and the other half will look at the excerpt from the bell work to answer the following question: who is the audience for this media? What is the tone of the text? How do you know? The teacher should emphasize using language from the video/text, specific images they might

have seen, etc. to defend their point. Class will return to these the next lesson to discuss the impact. (7 min) 6. Individually, students will answer the following reflection question as an exit slip: Think about the following phrase from the video: we're setting the standard for the rest of the world in the treatment of people who may have loyalties to another nation. We are protecting ourselves. What is the attitude towards Japanese Americans? How do you know? (5 min) Leading Questions 1. What do you know about the Japanese Internment Camps? 2. Is it surprising to you that this occurred in the United States? 3. What are the implications about Japanese people in the video? Language/s Accommodations The teacher has provided a variety of formats for the students to gather content knowledge from. The teacher may provide students who require language accommodations with a transcript of the video, which is also something that could be provided to the entire class, to allow them to reread the text to gather meaning. The teacher should also be sure to check-in with the students needing assistance to be sure that they understand what they should be doing. Another accommodation could be to provide students with the text on a worksheet so that they can mark-up the text. This could be useful to any student struggling with comprehension so that they can identify words they dont know, write down key ideas, and highlight what they dont understand. It would provide the opportunity for yet another representation of the text. The teacher may decide to skew the partners so that the students who speak Mandarin work together. This would be useful to allow the students, depending on their proficiency, to discus in their native language so they have a general idea of the material, and then asking them to help one another be able to talk about it in English. As time goes on, the teacher may ask the students to be split up to be able to practice English more organically. Assessment In an exit slip, students will be given a key line from the educational video and asked to respond to the following questions: What is the attitude towards Japanese Americans? How do you know? This question will test how students perceived the underlying message in the video and ask them to draw on the texts to offer support for their claim. From this assessment, the teacher will know that the students are thinking about the implicit message in the video so that they are prepared to read an account that is quite the opposite. Illinois Professional Teaching Standards

Standard 6 - Reading, Writing, and Oral Communication The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge Knowledge Indicator 6B) understands that the reading process involves the construction of meaning through the interactions of the reader's background knowledge and experiences, the information in the text, and the purpose of the reading situation It is recognized that some students may have never received any instruction about Japanese Internment Camps since the majority of the focus during WWII is the Holocaust. Therefore, the teacher must provide some historical background on the subject before students read the text so that they can make connections between the history and the text. The teacher will do this by asking students to make inferences, which will activate any prior knowledge, context clues, and the purpose of the video and the text so that students can begin to construct what will occur in the book. Performance indicator 6J) selects, modifies, and uses a wide range of printed, visual, or auditory materials, and online resources appropriate to the content areas and the reading needs and levels of each student (including ELLs, and struggling and advanced readers) The teacher will use both visual and print media to enhance students preliminary understanding of Japanese Internment Camps. The teacher will use the text, Citizen 13660, and the video to give students the parallel ideologies at play during this time. The auditory materials will benefit the student who is blind, as well as the other students. Extension Ideas From this activity, I imagine students will begin to ask questions about internment: why was it the only option? How did the military decide this? Is it really democratic? In the Language Arts classroom, the teacher should focus on the language and persuasive techniques used to convince Americans that it was a necessary step for safety. When students begin to read Citizen 13660, the teacher might also incorporate other accounts from survivors. Since the text is primarily visual, it might be uncomfortable for the blind student in the class, especially if the teacher capitalizes on the images that he/she cannot see. It would create an unfair disadvantage to that student. With that in mind, I think the teacher should use the images in the class, but pair it with other audio material. Source of Activity

The inference and predicting aspect of this lesson is inspired by methods taught in Dr. Mark Dressmans class. Additionally, the material of this lesson also came from a website produced in CI 403, which I collaborated with Jaclyn Marta and Emily Snigeowski to complete. Resources & References Johnson, Allan G. Privilege, Power, and Difference. Boston, MA: McGraw-Hill, 2006. Print. Lemov, Doug. Teach like a Champion: 49 Techniques That Put Students on the Path to College. San Francisco: Jossey-Bass, 2010. Print.