japanese american history

American Memories, Japanese American Internment Social Studies, History Web Resources with Adobe Acrobat Teacher Alexandra Drazulowsky Northern Valley Regional High School Demarest, New Jersey December 8, Oakland, a sign appears outside the store owned by a Japanese American, a graduate of the University of California. The sign is in protest to the order giving only days to prepare to be relocated to an unknown destination, along with all other West Coast American residents of Japanese descent. From the National Japanese American Historical Society. http://www.geocities.com/Athens/8420/timeline.html#iam American Memories, Japanese American Internment Contents Page 1. Teacher Statement 2. Course Overview • • • • Course goals State Standards Hardware specifications Software list 3. Research Resources 4. Lesson Plan Table 5. Detailed Lesson Plans 6. Forms and Handouts 7. Tutorials-See Separate Tutorial Files or Go to: http://www.adobe.com/education/curriculum/acrobat_curriculum.html Unloading people at one of the Internment camps. Japanese Relocation photographs http://www.lib.utah.edu/spc/photo/9066/9066.htm -1- American Memories, Japanese American Internment Teacher’s Statement Alexandra Drazuiowsky Northern Valley Regional High School Demarest, NJ The American Memories courses developed by the Social Studies faculty at Northern Valley Regional High School began when District Media Specialist, Janice Cooper, attended Library of Congress Resources training as a part of an education grant, and suggested an approach to expanding the use of technology in the classroom by making use of Library of Congress resources. To facilitate the project, District Technology Coordinators offered workshops in the use of online resources in combination with Adobe Acrobat for project development. Course modules were then developed to combine traditional and web research with technology based projects that have added greatly to the curriculum on a range of topics covering American society and history. In addition, these projects were used as proofs for a technology grant that were successful in bringing new computers into the Social Studies department. We have discovered that access to technology greatly changes what students can do and the level of course work that can be expected of them. Using the internet eliminates the need to compete for limited library resources, but the resources on the internet offer too much information to be processed properly by individual students, so that the opposite problem occurs. To facilitate consistent research the web resources are best identified and evaluated by the teachers in advance. This takes time but insures that web resources will offer focus and consistently high information content. Research guidelines and on-line documents for note taking also proved helpful to students. When researching historic materials, students soon learn that there are no pat answers to the questions they are exploring. The point of these projects is to evaluate life as it is experienced in the United States today in comparison to conditions and events of the past and using research guidelines offer points of focus to insure the success of this exploration. Alexandra Drazulowsky Social Studies Teacher Northern Valley Regional High School Demarest, New Jersey -2- American Memories, Japanese American Internment Course Overview Course Goals At the end of the lesson students will be able to : 1. Compare and contrast visual and written historical evidence. 2. Evaluate visual evidence critically. 3. Evaluate the nature and consequences of the Japanese-American internment experience using both visual and written primary sources. 4. Evaluate how the perception of Japanese-American Internment has changed over time. New Jersey State Standards NJ Core content Curriculum Standards: 6.3 D http://www.state.nj.us/education/ http://www.state.nj.us/njded/cccs/ National Education Technology Standards 9-12 IV. Individual Development and Identity V. Individuals, Groups and Institutions VI. Power, Authority, Governance X. Civic Ideals and Practices NETS Performance Indicators 5. Us technology tools and resources for managing and communicating personal/professional information. 7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications and productivity. 10. Collaborate with peers, experts, and others to contribute to a contentrelated knowledge base by using technology to compile, synthesize, produce and disseminate information, models, and other creative work. Technology Specifications Hardware - Standard desktop computers - Internet Access - On-line Video viewing: Broadband Internet service :(e.g., cable modem, DSL or other 300kbs connection). 1. For a Windows computer: - Check your display settings. We require a display resolution of at least 800x600 pixels (1024x768 is recommended) and 16-bit color depth. - You can change your display settings by right-clicking on the desktop and choosing Properties from the pop-up menu. Click the Settings tab in the Display Properties dialog box. - If the setting indicated under Screen area is less than 800x600 pixels, move the slider toward More until the resolution meets our minimum requirements. Colors should be set to High Color (16 bit). To implement these settings, click OK. 2. For a Macintosh computer: - Ensure you have at least 64 MB of RAM installed in your computer. - Check your monitor settings: - Choose Control Panels -> Monitors from the Apple Menu. - Set the Resolution to at least 800x600 (1024x768 is recommended). - Set the Color Depth to Thousands (Macintosh G4 users should use Millions). NOTE: - Some computers do not support large screen sizes with higher color settings. In this case, try reducing your Color setting to 256. This will give you larger screen size options. - Allocate at least 25 MB of RAM to your Web browser (check the specific recommendation in your browser's help information). - Locate your Web browser on your hard disk. Click once on the icon. NOTE: You must locate the application itself, not an alias. - Choose Get Info -> Memory from the File menu. - In the Info dialog box, indicate 25,000 for Preferred Size. Click OK. Software Adobe® Acrobat™ (Flash 5 required for the Rich-media) Training http://www.adobe.com/education/curriculum/acrobat_curriculum.html -3- American Memories, Japanese American Internment Research Resources: The Virtual Museum of the City of San Francisco http://www.sfmuseum.org/war/evactxt.html Smithsonian National Museum of American History http://www.americanhistory.si.edu/perfectunion/non-flash/index.html Japanese American National Museum http://www.janm.org National Park Service, Department of the Interior Manzanar Internment Camp Website: http://www.nps.gov/manz/ Early 1900’s Timelines http://www.geocities.com/Athens/8420/timeline.html#iam Japanese American History Archives, San Francisco http://www.amacord.com/fillmore/museum/jt/jaha/jaha.html Japanese American Museum of San Jose http://www.jamsj.org/kteh.html 100 442 Combat Team, Ethics, Internment and Relocation http://library.thinkquest.org/26074/allied/internment.htm Densho Project Oral histories by survivors of the Japanese American Internment available as on-line video. http://www.densho.org/ Specifications for Playing Media from Online Video Library: To view video, you must have broadband Internet service (e.g., cable modem, DSL or other 300kbs connection). A to Z Library of Congress Website http://www.loc.gov/resdev/browse/a.html “Suffering a Great Injustice: Photographs of Manzanar” http://memory.loc.gov/ammem/aamhtml/aamhome.html The Equal Protection Clause, 14th Amendment http://www.law.cornell.edu/topics/equal_protection.html Japanese Relocation photographs http://www.lib.utah.edu/spc/photo/9066/9066.htm -4- American Memories, Japanese American Internment One Page Lesson Plan Table Lesson 1. 2. 3. 4. 5. 6. Summarize each lesson and include URLs and reading materials for each lesson Use the Ansel Adams photo series “Suffering a Great Injustice: Photographs of Manzanar” as a basis for discussion of the 14th Amendment. Create an outline to compare and contrast the intention of the 14th Amendment and the visual and historical evidence of the Japanese Internment experience. Select three photographs and complete activity sheet on knowledge of the photos. Search various museum sites and read 5 articles on the subject. Search various museum sites and read 5 articles on the subject. Select 3 Photos that best define the Internment experience for you. Visit the Smithsonian web site to review oral histories completing a TIP Notation sheet created by the teacher. Referencing the Photos, Articles and Oral Histories on the Japanese American Internment experience, complete an essay to review how the perception of the Japanese American Internment has changed over time. Creation of an essay, journal, drawing, sketch, poem, song, etc. which describes the nature of the Japanese-American Internment experience. Use photos, be aware of color selection. Discussion and de-briefing of student discoveries using their KWI, TIP and Compare/Contrast sheets. Student Debate: “In time of war or crisis, civil liberties may be curtailed.” Handouts and URL’s Tutorials Compare and Contrast Form KWI Form Tutorial 1 Working with the Web Tutorial 2 Making Bookmarks Tip Notation Sheet Tutorial 3 Working with Images 7. KWI Notation Sheet -5- American Memories, Japanese American Internment Detailed Lesson Plans Lesson 1. Read and discuss: - Amendment 14 - Introduction from Ansel Adams’ book: Born Equal. Lesson 2. Using the Compare/Contrast sheet as a guide, type an outline to compare and contrast the intention of the 14th Amendment and the visual and historical evidence of the Japanese Internment experience. Compare and Contrast Form Lesson 3. Go to the Manzanar Photos, research database and select three photos. Complete the KWI activity, referencing the photos as visual illustrations of your outline of points. Go to Museum of San Fran site and read the following 5 articles: a) New Order on Aliens Awaited, March 2, 1942 b) Mass Exodus of Japs Begun, March 23, 1942 c) Hundred of Japs Get Ouster Orders, April 2, 1942 d) Manzanar Nice Place--It Better Than Hollywood, April 21, 1942 e) S.F. Clear of All But 6 sick Japs, May 21, 1942 Also read Relocation of Japanese Americans written by War Relocation Authority in May, 1943 KWI Form Tutorial 1 KWI Notation Sheet -6- American Memories, Japanese American Internment Detailed Lesson Plans (continued) Lesson 4. Go to Smithsonian Web site and review oral histories in Internment Section. Tutorial 2 Tip Handout Lesson 5. Complete TIP activity on the articles and oral histories. Be sure to note which written sources or oral histories you selected. Lesson 6. Complete Compare/Contrast Sources Chart. Tutorial 3 Lesson 7. Possible final activities (depending on available time): a. Discussion and de-briefing of student discoveries using their KWI, TIP and Compare/Contrast sheets. b. Creation of an essay, drawing, sketch, poem, song, etc. which describes the nature of the Japanese-American Internment experience. c. Debate: In time of war or crisis, civil liberties may be curtailed. -7- American Memories, Japanese American Internment FORMS AND HANDOUTS 1. ‘KWI’ notation sheet. As they view the photographs, students fill out a sheet which asks them a) What they know about the photo b) What they want to know c) What impressions they have of the photo 2. ‘TIP’ notation sheet. As students read the 1942 news articles and oral histories they note Tone, Information, and Point of View of the source. 3. Compare/Contrast Chart. This chart will help students see how various types of primary sources offer different views or perspectives of a historical event. -8- Compare and Contrast Photos, Articles, and Oral Histories Photos Type Text Here Articles Oral Histories Similarities ____________________________________________________________________________________________ Type Text Here Differences Article or Oral History Type Text Here “TIP” Notation Sheet Tone Information Point of Vie Photograph Type text here “KWI” Notation Sheet What I know. What I want to know. Impressions of phot American Memories, Japanese American Internment Evaluation Form for Ongoing Teacher and Student Evaluations. Course Name___________________________________________________________________________________ Student Name__________________________________________________________________________________ Assignment Criteria Student Evaluation Teacher evaluation I. II. III. . IV. V. -9- American Memories, Japanese American Internment Tutorials See Separate Acrobat Tutorial Files Or Go To http://www.adobe.com/education/curriculum/acrobat_curriculum.html Tutorial 1, Working with the Web, Lesson 8 Tutorial 2, Making Acrobat Bookmarks, Lesson 3 Tutorial 3, Working with Images, Lesson 7 Training Resources www.adobe.com/education -10-