Unit Overview:

Japanese-American
Internment
By Caitlin Kellegher
Created for 5th Grade
Standards:
ELA & Literacy Standard (CCS): Reading; Informational Texts (RI.5.6) (Social Studies): Students analyze multiple
accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Indicator:
● This will be evident when students create their flipbooks using information obtained by reading various documents,
sources, and materials.

Social Studies Standard (NYS) #4: Government: Constitutions, rules, and laws are developed in democratic societies in
order to maintain order, provide security, and protect individual rights.
Indicator:
● This will be evident when the students create a compare and contrast graphic organizer comparing and contrasting
the rights given to the citizens of the United States in the Bill of Rights versus the rights of Japanese-Americans.

English Language Arts Standard(CSS): Speaking and Listening; Comprehension and Collaboration (SL.5.1): Engage
effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade five
topics and texts, building on others’ ideas and expressing their own clearly.
Indicator:
● This will be evident when students discuss and agree whether or not the rights of Japanese-Americans were violated
during WWII.
Book:
So Far from the Sea
By Eve Bunting

Summary: This book follows Laura Iwasaki and her

family on their last visit to Laura’s grandfather’s grave
at the Manzanar War Relocation Camp. This book
reflects on the experiences of her grandfather
through her father’s memories. By sharing his
memories with Laura, she decided to leave a
memento on her grandfather’s grave. This book
shows that though Japanese-Americans considered
themselves to be true American citizens, fear within
the masses caused Japanese-Americans to be
stripped of their rights as citizens.
Project: Flipbook Timeline
The students will create a flipbook using five events from a timeline of events handout.

Directions: You will create a flipbook that highlights five important events that happened
before, during, and after the relocation of Japanese-American citizens. A timeline will be
handed out. From this timeline, you will choose five events. Then you will start to make your
flipbook.

Materials:
● 3 sheets of construction paper
● Timeline handout
● Glue
● Markers
Document-Based Question:
Using various documents, pictures, cartoons, and posters, the students will
answer the following question:

Was it right and legal for the

United States Government to
send Japanese-Americans to
internment camps?
Role Play:
The students will role-play a scene depicting life as a Japanese-American during
that time period.

Roles the Students May Decide to Play:

● Mother
● Father
● Child
● Armed Guard
● Camp Leader
● Teacher
Vocabulary:
The vocabulary sheet will require the word, dictionary definition, student’s
definition, student-created sentence, and a picture drawn by the student.

They will then create sentences by playing Rock and Roll Vocabulary.
Venn Diagram
The students will compare and contrast the rights given to citizens of the
United States versus rights given to Japanese-Americans during WWII.

The students will be given the Bill of Rights to complete the assignment.
Homework:
The students will read “Eyewitness to History: I’m American No Matter What!”

They will answer questions on an attached worksheet.