Artifact#2 Multicultural Lesson Plan

7th Grade Social Studies

Assignment: Japanese American Internment

Standards:

INTASC Standards:

Learning Environments- The teacher works with others to create environments that

support individual and collaborative learning, and that encourage positive social

interaction, active engagement in learning, and self-motivation.

Content Knowledge- The teacher understands the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches and creates learning experiences that

make these aspects of the discipline accessible and meaningful for learners to ensure

mastery of the content.

Nevada Core Standards:

Social Studies Skills (NV.S1.0)

Nation Building and Development (NV.H2.0)

Curriculum Standard:

H4(6-8)7 Identify the causes of World War II and the reasons for U.S. entry into the war.

Multicultural Goal:

Respect for human dignity and human rights.

Objectives:

Knowledge: SWBAT- describe what it was like for Japanese Americans during the

Internment.

Comprehension: SWBAT- summarize and explain what they see and feel about the

pictures they reflect on.

Application: SWBAT- answer questions based on who, what, when, where, why, and

how.

Analysis: SWBAT- illustrate and interpret what they have learned through observing and

reflecting on picture relating to the Japanese American Internment.

Synthesis: SWBAT- relate what they have learned about the Japanese American

Internment through group interaction.

Evaluation: SWBAT- be evaluated by taking a short ten question quiz at the end of the

class.

VARK- During this lesson students will be able to learn through visual, aural, reading/writing,

and kinesthetic learning styles to assist them in understanding the assignment.

Visual: SWBAT- visually see the assignment by viewing my lecture on power point, smart

board, and through hand-outs.

Aural: SWBAT- listen to my lecture, listen to video, listen and participate to class discussion.

Reading/Writing: SWBAT- read and write on the hand outs and quiz that are given to them.

Kinesthetic: SWBAT- work in groups and participate in class discussion that will allow them to

relate about the Japanese American Internment process.

Materials/Equipment:

Computer, Smart Board, Multi-Media Speakers, Power Point Presentation, Hand-outs, Video,

website links, and quiz.

Instruction:

Do First- Introduce to the students informing them about the Japanese American

Internment through watching a video. (5 min.)

https://www.youtube.com/watch?v=Q_7TJ34Nphg

Mini Lesson- Conduct a lecture using a Power Point Presentation explaining the Japanese

American Internment and have a hand out available for each student to use throughout

the class to use a reference when needed. (25 min.)

Guided Practice- Evacuation Day Present a picture to the students that depicts a child

being evacuated during the Japanese American Internment process:

http://www.loc.gov/pictures/resource/cph.3c29127/ The entire class will observe, reflect

and question the picture as they see fit by answering the following questions:

1. What is the physical setting?

2. What can you learn from examining this image?

3. What do you wonder about this picture and answer who, what, when, where, why,

and how.

(15 min.)
 Independent Practice- A Day That Will Live in Infamy! Present four pictures in a

handout to the class that the students will evaluate and turn in, about the Japanese

American Internment process:

http://memory.loc.gov/cgi-bin/ampage?collId=mcc&fileName=002/page.db&recNum=0

http://www.loc.gov/pictures/collection/cph/item/96522303/

http://www.loc.gov/exhibits/wcf/images/wcf093.jpg

http://www.loc.gov/pictures/resource/fsa.8a31184/

Students will work in groups of three to four students per group and as a group will

observe, reflect, and question the picture as they see fit by answering the following

questions:

1. What is the physical setting?

2. What can you learn from examining this image?

3. What do you wonder about this picture and answer who, what, when, where, why,

and how.

(40 min.)

Exit Slip:

Students will receive a ten-question quiz and turn in before the end of class. (5 min)
 References

Sadker, D. & Zittleman, K. (2016). Multiple Intelligences. Teachers, Schools, and Society

(4th Ed.). (pp.28-32) & (pp. 329-331). New York, NY McGraw-Hill Education.

What were the Japanese Internment Camps? [Video File]. (2016) Retrieved from

https://www.youtube.com/watch?v=Q_7TJ34Nphg

Nelson, Ken. (2017). World War II for Kids: Japanese Internment Camps. Ducksters. Retrieved

from

http://www.ducksters.com/citation.php?title=World%20War%20II%20for%20Kids:%20Japanes

e%20Internment%20Camps&location=http://www.ducksters.com/history/world_war_ii/japanese

_interment_camps.php

Los Angeles, California. The evacuation of Japanese-Americans from West Coast areas under

U.S. Army war emergency order. Japanese-American child who is being evacuated with his

parents to Owens Valley (1942 April). Retrieved from

http://www.loc.gov/pictures/resource/cph.3c29127/

Naval dispatch from the Commander in Chief Pacific (CINCPAC) announcing the Japanese

attack on Pearl Harbor, 7 December 1941. (John J. Ballentine Papers) (December 7, 1941).

Retrieved from

http://memory.loc.gov/cgibin/ampage?collId=mcc&fileName=002/page.db&recNum=0
 References Continued

President Roosevelt signing the declaration of war against Germany (Dec. 11, 1941).

Retrieved from http://www.loc.gov/pictures/collection/cph/item/96522303/

Japanese Exodus (1942 April). Retrieved from

http://www.loc.gov/exhibits/wcf/images/wcf093.jpg

Los Angeles, California. Japanese-American evacuation from West Coast areas under U.S. Army

war emergency order. Photographers at the train taking Japanese-Americans to Owens Valley

(1942 April). Retrieved from http://www.loc.gov/pictures/resource/fsa.8a31184/

Japanese Internment (1942-1945). Retrieved from

lscspringfield.wikispaces.com/file/view/Japanese+Internment+camps.ppt
 Reflection

During this lesson plan the student achieves the confidence and ability to relate and

explain what the Japanese American Internment was and how it affected Japanese American

specifically. For example, the student will use speaking skills to get his/her point across when

talking about the pictures and to include answering specific questions that would be discussed

amongst other students in the class. Also, the student will have to pace themselves to stay on

task during the ninety-minutes of class in order to complete the assignment efficiently. The

student will also be able to relate back into appoint of history where a certain race was

discriminated against and be apply that to real-world situations in the future. Furthermore, the

students engagement is evident from the beginning of class. First, the visual connection that

opens students minds with a video about what the Japanese Internment. Then the students have a

power point presentation and handout that lays a foundation for the entire class. After that,

students are given an instructional lesson on how to evaluate what to look for in the pictures

encompassing the Japanese Internment and give it meaning to the lesson for the day and the

break up into groups to evaluate four more pictures on their own. At the end of the lesson, the

students take a short quiz that evaluates everything that they have learned about the Japanese

Internment. The students go through and experience all aspects of VARK, every student will get

something out of the assignment. Personally, this lesson plan that I designed is very thorough

and contains multiple aspects of Blooms Taxonomy throughout. In conclusion, this assignment

is intended for a middle school social studies classroom.