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Morlando 1 Cultural and Historical Context of Hotel on the Corner of Bitter and Sweet Maria Morlando Professor Gordon JFE Fall 2014 The College of New Jersey John Witherspoon Middle School 8 th Grade English Co-op Mrs. Blake

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Page 1: Maria Morlando Professor Gordon JFE Fall 2014 John ... · Morlando 3 OVERVIEW I am teaching my unit in a very structured and sequential format. The novel the students are reading,

Morlando 1

Cultural and Historical Context of Hotel on the Corner of Bitter and

Sweet

Maria Morlando

Professor Gordon

JFE Fall 2014

The College of New Jersey

John Witherspoon Middle School

8th Grade English

Co-op Mrs. Blake

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TABLE OF CONTENTS

Overview…………………………………………………………………………………………………………………….. 3

Rationale………………………………………..……………………………………….…………………………………. 5

Unit Calendar………………………………………………………………………………………….....……………….7

Preparing the Learning Environment……………………………………………………………………….12

Unit Essential Questions……………………………………………………………………………………………13

Lesson Plans

Lesson 1- The Civil War in China and the Japanese Invasion…………………………14

Lesson 2- Attack on Pearl Harbor…………………………………………………………………….28

Lesson 3- Gallery Walk of Japanese Paintings………………………………………………...36

Lesson 4- Learning Stations (Day One)…….……………………………………………………..41

Lesson 5- Learning Stations (Day Two)……………………………………………………………68

Lesson 6- Japanese American Poetry……………………………………………………………….73

Lesson 7- Final Assessment………………………………………………………………………………82

Lesson 8- Peer Response to Final Assessment………………………………………………..85

Lesson 9- Student Presentations………………………………………………….………………….89

Unit Culminating Assessment…………………………………………………………………………………...91

Home/School/ Community Connection………………………………………………………………….…97

Resources…………………………………………………………………………………………………………………….98

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OVERVIEW

I am teaching my unit in a very structured and sequential format. The novel the students

are reading, Hotel on the Corner of Bitter and Sweet, by Jamie Ford, requires my unit to focus a

short amount of time on the history and context in which the setting of the novel takes place.

The setting of the novel is in 1940’s Seattle, Washington, during the prime of the United States

entrance into World War II. The students have almost no background knowledge about World

War II and Japanese Internment, so it is important to provide them with the information they

need to understand the actions and attitudes of the characters in the novel.

The unit will start with two lessons on the Chinese Civil War, the Nanking Massacre, the

Japanese Invasion, and the attack on Pearl Harbor. These four specific topics are essential to

the novel and are the driving forces between the events and attitudes of the main characters in

the novel. Once the basic history has been taught, the lessons will then focus on short stories,

poems, paintings, and a variety of interactive activities to actively engage the students in the

emotions and actions of the people during World War II. The students will be exposed to all

perspectives: Japanese Americans, Chinese Americans, and Americans in order to see the

events of the war in every aspect. I will expose the students to these different perspectives

through short stories, poetry, and letters written by Japanese Americans located in internment

camps. It is important for the students to be able to see the different viewpoints and

perspective of World War II so they do not become biased to one side and so they have all the

information they need to understand the context of the novel.

The approach I am taking to all of the lessons is a very sensitive and aware approach of

the feelings of both the history and the students. John Witherspoon is a very diverse middle

school and on the first day of my unit, I made it clear to the students that this is a very

sensitive topic and there may be some students that have family or relatives that were affected

by the Japanese Invasion or the internment camps. The students needed to understand that

this is not a light topic, and the issues being discussed are very serious. I took this approach for

the reason that it is important for the students to understand what happened, but it is equally

important for them to be sensitive about it. For this reason, each lesson in the unit is designed

in some way for the students to be open about their opinions but at the same time see every

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perspective of World War II. Working in small groups and participating larger class discussions

is very popular among the students. They love being able to express their opinions and I have

found that they tend to be much more insightful during group and large discussions. They

listen to each other and use the comments made to fuel the discussion. During each lesson I

try to incorporate as much discussion as possible so the students can have a voice in the lesson

and when the class is open to discussion they are more engaged and attentive.

Throughout the entirety of the unit, I will be informally assessing the students on their

discussion and class work. Due to the fact that discussion is such a big part of the class, their

comments and responses to the lesson allow me to measure their understanding and reaction

to each lesson and activity. From the beginning to the end of the lesson, the students will be

developing their ability to work in groups, problem solving skills, and writing skills. Formally,

the students will be assessed on how well they can use the information learned about Japanese

Internment and World War II in a creative manor. The final assessment will give the students

options to either write or design something that will represent a variety of perspectives they

have learned during Japanese Internment and World War II. The final assessment will be a

R.A.F.T assignment and the students will have quite a few choices to choose from. Each choice

will allow them to display their knowledge of the chosen role and they will be required to use

textual evidence from three different sources that we have used in class. This final assessment

meets the needs of all students for the reason that there are writing and creative forms. This

formal assessment will wrap up the introductory unit to the novel and allow the students to

show what they have learned in a creative way.

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RATIONALE

The introductory unit to the novel Hotel on the Corner of Bitter and Sweet is a nine day

unit that aims to develop background knowledge of Japanese Internment and the

relationships between the Chinese, Japanese, and Americans during World War II. This

introductory unit will provide students with the necessary political and social context of the

1940s to ensure their comprehension of the events and attitudes that are seen throughout the

novel. It is important to provide the students with this background information for the reason

that without it, they may struggle to follow the attitudes and reasons why certain characters

act in particular ways as they read through the novel. Although much of this information is

strictly historical, I believe it is important to communicate the different perspectives of all

participating parties during the time period of the novel. Perspectives of Americans, Chinese,

and Japanese will be presented to the students through short stories, poems, artwork, and

videos to aid in their understanding how the war impacted all who were involved. Once the

students have considered how each party felt towards one another, it will be easier for them to

grasp the reasons why the characters in the novel feel the way they do.

I will be teaching this unit in a variety of different ways, each lesson capturing an

important element while simultaneously engaging the students intellectually. I will be using

techniques from Kathleen Beers, such as a gallery walk and 3-2-1 exit slip, as well as activities

that I feel present the information in a way that is engaging and interactive. Poems, short

stories, and painting will be presented to the students as well to guide their learning in a more

interesting way, rather than simply presenting the information to them through videos and

PowerPoint presentations. By the end of this unit, students will have a well-rounded

understanding of the general context in which the novel takes place.

Hotel on the Corner of Bitter and Sweet is a great novel for eight grade students to read

for the reason that it teaches them about events of World War II through a perspective that is

usually oppressed and unheard. The novel take place through the eyes of a young Chinese boy,

and through the same boy in his adulthood. Although it may be a little difficult for the

students to connect to Henry in his adulthood, Jaime Ford writes in way that makes young

Henry relatable to the eight grade students. I believe this novel expands the students’

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knowledge about different perspectives of the war, especially of races that were discriminated

against. Through the introductory unit and the novel, I want the students to really understand

and attempt to connect to different perspectives. It is so easy for them to only see one side of a

situation, and they are not always exposed to all perspectives, which more often than not

unintentionally forms a bias opinion. I would like the students to be able to appreciate what

they have while at the same time acknowledging the struggles and challenges people of other

races have faced. Princeton is such a diverse community, and the students need to understand

the different viewpoints and perspectives of everyone involved and develop a sense of respect

for all cultures and races. The Educational Philosophy of the Princeton Public School District,

there is a statement that acknowledges the diverse community and the district strives to make

students aware of the variety of different cultures and backgrounds. The introductory unit

does just that. It makes students aware of the many different perspectives so they do not form

bias opinions towards one perspective.

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UNIT CALENDAR

Cultural and Historical Context to Hotel on the Corner of Bitter and Sweet

Thursday

October 16, 2014

Lesson 1

The Civil War in China and the

Japanese Invasion

Class period 2: 9:25 AM, 3: 10:15 AM, and

4: 11:05 AM

Essential Question: Why do tensions and conflicts rise between countries or regions? Key Objective: Students will be able to state why there is tension between the Japanese and Chinese and hypothesize how this tension carried over to the United States. Main Activity: The main activity for this lesson will be a PowerPoint presentation accompanied by a guided notes packet which produces the background information students need to understand the relationship between the Chinese and Japanese. This lesson prepares the students for the novel for the reason that it begins to form an understanding of the Japanese, Chinese, and Americans attitudes toward each other. Assessment: The main assessment for this lesson will be the discussion of the questions scattered throughout the PowerPoint presentation. The students will be informally assessed based on their answers to the questions and the level of discussion. Homework: The homework for this lesson is for the students to read the article “Japan, China, the United States and the Road to Pearl Harbor, 1937–41” and complete the worksheet that accompanies it. This homework is important for the reason that it leads into the discussion of Lesson 2.

Essential Question: Why do tensions and conflicts arise between countries or regions?

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Friday

October 17, 2014

Lesson 2

The Attack on Pearl Harbor

Class period 2: 9:25 AM, 3: 10:15 AM, and

4: 11:05 AM

Key Objective: Students will be able to identify the relationship between Japan and the United States during the time of the Pearl Harbor attack and draw conclusions as to how the attack influenced society. Main Activity: The main activity for this lesson will be a PowerPoint presentation accompanied by a guided notes packet which produces the background information students need to understand the attack on Pearl Harbor. The students will compare the attack at Pearl Harbor to the attack on the World Trade Center to determine the misconceptions about a specific group of people in relation to the attacks. The students will also look at propaganda and discuss how the use of cartoons and newspapers encouraged these misconceptions. Assessment: The students will be informally assessed on the class discussion to determine whether or not they understand how the propaganda cartoon influences American society and portrayed Japanese people. There will also be a short written reflection.

Monday

October 20, 2014

Lesson 3

Gallery Walk of Japanese Paintings

Class Periods 2, 3, and 4. (There is a 1pm early dismissal today so

class periods are shortened by 10 minutes)

Essential Question: How does art reflect the emotions and events of World War II? Key Objective: Students will be able to connect what they have learned in the previous two days to the themes and messages invoked by the gallery walk images. Main Activity: The students will be participate in a gallery walk around the room examining multiple paintings which portray Japanese internment. As the students walk around to each painting they will answer four questions: What is going on in the picture? What does the

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story/ message seem to be? What do you think the artist’s point of view is? What does the painting remind you of? At the conclusion of the gallery walk the students will participate in a class discussion about each of the paintings based on the questions. Assessment: The students will be assessed based on their class discussion as well as the worksheet filled out as they walked around to each painting.

Tuesday

October 28, 2014

Lesson 4

Learning Stations Day 1

Class period 2: 9:25 AM, 3: 10:15 AM, and

4: 11:05 AM

Essential Question: How are the tensions between Japanese Americans, Chinese Americans, and other Americans reflected in the station activities? Key Objective: Students will be able to identify the socio-political relationships between Chinese-, Japanese-, and non-Chinese/Japanese Americans during WWII. Main Activity: Students will participate in a learning stations activity in order to understand the effects the bombing of Pearl Harbor had on America and American society. Students will understand the Japanese Internment camps that were instituted in America during World War II. Students will analyze a primary document in order to understand the daily life of Japanese Americans imprisoned in the internment camps. Assessment: The station packets will act as a formal assessment of the students’ participation in the activities.

Wednesday

October 29, 2014

Lesson 5

Essential Question: How are the tensions between Japanese Americans, Chinese Americans, and other Americans reflected in the station activities?

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Learning Stations Day 2

Class period 2: 9:25 AM, 3: 10:15 AM, and

4: 11:05 AM

Key Objective: Students will be able to identify the socio-political relationships between Chinese-, Japanese-, and non-Chinese/Japanese Americans during WWII. Main Activity: Students will participate in a learning stations activity in order to understand the effects the bombing of Pearl Harbor had on America and American society. Students will understand the Japanese Internment camps that were instituted in America during World War II. Students will analyze a primary document in order to understand the daily life of Japanese Americans imprisoned in the internment camps. Assessment: The station packets will act as a formal assessment of the students’ participation in the activities.

Thursday

October 30, 2014

Lesson 6

Japanese American Poetry

Class period 2: 9:25 AM, 3: 10:15 AM, and

4: 11:05 AM

Essential Question: How can literature serve as a vehicle for social change? Key Objective: Students will be able to take on WWII perspectives (ie. interned Japanese children) and role play as the authors of their related poetry. Main Activity: Students will read poetry from a variety of different WWII perspectives, teach their peers about what they have learned from these perspectives, and role play as a member of one of these perspectives in order to add additional lines to a poem. Assessment: Students will be assessed on their completion of questions related to the poetry they read, group discussion, and their poetry additions.

Friday Essential Question: How is our understanding of culture and society constructed through and by language?

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October 31, 2014

Lesson 7

Final Assessment

Class period 2: 9:25 AM, 3: 10:15 AM, and

4: 11:05 AM

Key Objective: Students will learn the guidelines and procedures for beginning their final projects. Main Activity: Students will begin to work on their final assessments using RAFT guidelines (role, audience, form, and topic). Projects will range from poetry to comics to newsletters. Assessment: Project proposals will be informally assessed by the teacher.

Monday

November 3, 2014

Lesson 8

Peer Response to Final Assessment

Class period 2: 9:25 AM, 3: 10:15 AM, and

4: 11:05 AM

Essential Question: How is our understanding of culture and society constructed through and by language? Key Objective: Students will be able to use their own knowledge gained from previous lessons on the content as well as knowledge of writing and grammar to provide “glows” and “grows” to their peers. Main Activity: Students will work in pairs to give peer responses to their final assessment rough drafts using “glows” and “grows.” Assessment: The students will be informally assessed based on the “Glow and Grow” organizer, and on the discussion of the anticipatory guide.

Tuesday

November 4, 2014

Lesson 9

Student Presentations

Class period 2: 9:25 AM, 3: 10:15 AM, and 4:

11:05 AM

Essential Question: What can you learn from hearing other student presentations? Key Objective: Students will present their final assessment projects to their classmates in order to have a better understanding of the many different perspectives involved in World War II. Main Activity: The activity for the day are student presentations of their final project. Assessments: The students will be assessed on the final product of their final assessment.

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PREPARING THE LEARNING ENVIRONMENT

The classroom I am teaching in is a longer, narrower room with a whiteboard along one

wall, the student desks arranged in the center, and cabinets and drawers along the back wall.

Towards the far end of the classroom there is a screen and projector, which allows for videos,

movies, and presentations shown on screen. The screen and projector strongly support my

teaching environment for the reason that I am able to show the students videos and movies, as

well as visuals of the work they are doing. For example, in Lesson 1 before the students began

working on the Nanking Massacre activity, I projected the activity site on the screen and went

through the steps with them. Even though they had the steps physically mapped out in front of

them, by me going through each step with them first really helped them visualize the activity

and made it easier for them to navigate the site. The screen and projector are great tools in my

learning environment and I use them as much as possible in my lessons. The whiteboard is

also important and strongly supports the teaching in my learning environment for the reason

that it allows me to write and draw visuals for the students during a lesson or activity. Also on

the whiteboard is the learning objective for the class as well as the homework for the night. It

is important to post the learning objective so the students are aware of the goals of the class.

Lastly, the desks are supportive to my learning environment for the reason that they are easy

to move and maneuver. Due to the fact that each student desk is individual with the chair

attached, it is easy to arrange the desks in a variety of ways depending on the activities of the

lesson. I can move the desks from a group format, to a discussion format, or to individual

aisles within minutes. Being able to move the desks strongly supports my unit for the reason

that each day calls for a different arrangement of the desks and considering the desks are easy

to move and arrange help my lessons go smoothly. Overall the learning environment is very

supportive of my unit and I plan on using all of the available resources to the best of their

ability.

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UNIT ESSENTIAL QUESTIONS

Why do tensions and conflicts rise between countries or regions?

How does art reflect the emotions and events of World War II?

How are the tensions between Japanese Americans, Chinese Americans, and other Americans reflected

in the station activities?

How does tension between two countries affect life in society?

Is it possible for tension to result in a positive outcome?

How can literature serve as a vehicle for social change?

How is our understanding of culture and society constructed through and by language?

What can you learn from hearing other student presentations?

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LESSON PLANS

Lesson 1- Thursday October 16, 2014

THE CIVIL WAR IN CHINA AND THE JAPANESE INVASION

Essential Question:

How did the Nanking Massacre and the Japanese Invasion affect the relationship between China and Japan?

Standards:

ELA.8.SL.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

ELA.8.W.8 ELA.8.W.8.1.A

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Learning Objectives Activities Assessments

Students will be able to state why there is tension between the Japanese and Chinese and hypothesize how this tension carried over to the United States.

Activities for the day include a PowerPoint presentation and accompanying graphic organizer, an interactive website, and a 3-2-1 slip.

The guided note taking worksheet. The answers to the discussion questions. The discussion during the lesson beginning.

Materials:

PowerPoint Presentation PowerPoint Graphic Organizer Inside WWII Interactive Website (Nanking in-class activity) Organizer to accompany the Nanking interactive activity The Road to Pearl Harbor, 1937–41 (homework article) Homework organizer chart

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Guiding Questions: How did this tension between Japan and China start? How did the Chinese Civil War impact the relationship between the Nationalists and

Communists? Did the relationship between the Nationalists and Communists change after Japan invaded?

Based on where you see Nanking located on the map, why do you think Japan chose to target that city?

Did the United States’ choice to support the Chinese government positively or negatively affect the relationship between Japan and the United States? Based on this information, hypothesize what type of relationship Japanese and Chinese immigrants will have while living in the United States.

Pre-Lesson Assignments:

The Century, 1941-1945: Homefront will be shown prior to starting the unit and will establish some prior knowledge of World War II.

Lesson Beginning:

The students will be shown still pictures of events that took place during the Nanking Massacre in China. For each picture students will write a short reflection based on their personal feelings and their emotional reaction to each picture.

Written on the board will be two questions for the students to answer in a short write up. The questions are 1) What types of emotions did you feel while watching this video? 2) What was it about these pictures that made you feel this way? The people, the setting, etc. We will then share and discuss as a class.

After the discussion, the teacher will provide the students with a short overview of the entire unit and its relevance to the novel. (10 min.)

Instructional Plan:

Students will then be given a graphic organizer that outlines essential historic information regarding the Chinese Civil War, the Japanese Invasion, and the Nanking Massacre. This organizer will be structured so that students can fill in information as it is presented on an accompanied PowerPoint presentation. The PowerPoint will include written notes and visuals necessary for students to begin developing the knowledge needed to identify the social and political context of the novel. They will also be able to apply this knowledge in speculating about the hostile relationship between Japanese Americans, Chinese Americans, and non-Japanese/Chinese Americans during World War II. During this time, the teacher will be presenting the content and facilitating the discussion based on the questions throughout the PowerPoint presentation. (15 min.)

At the completion of the instructional period, the students will then use the Nanking Massacre Interactive site to have a better understanding of the location of the Massacre. The students will also use the interactive site to complete a worksheet. The purpose of having the student’s use this interactive site is to aid in locating the places of tension, as well as introduce them to a site that will be used later on in the unit. (20 min.)

Closure:

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Students will complete 3-2-1 Slips requiring them to recall three things they learned during the lesson, two things that confused them, and one question they have. They will complete this activity on a piece of lined paper and turn into the teacher before being dismissed from class. The teacher will then use these 3-2-1 slips to answer any questions and clarify any confusion early on in the next class period. (5 min.)

Homework:

Students will read an article that discusses the relationship between Japanese and the United States. An attached worksheet will include guided questions for them to complete. This article will lead into Lesson 2 regarding the motivations behind the bombing of Pearl Harbor.

Lesson 1 Self Reflection: Overall the three classes in which I taught lesson one went well. The first class did not go as smooth as the second and third, but that was due to the fact that what went wrong in the first class I changed in the second and third classes. The plan was to play the audio of a video about the Nanking Massacre and project still pictures taken in Nanking during the time period of the massacre on the screen while the students listened to the audio. The video was much too graphic for them to watch, so alternatively I just played the audio. However, taking into account that pictures did not exactly match what the audio was saying, it was very difficult for the students to follow along and understand the pictures at the same time. As a result, in the second and third classes, I cut the audio from the lesson and instead projected the pictures on the screen and started a discussion. The students shared their feelings about the photographs, what was happening in each photo, and how the photo portrays the emotions and events of the Nanking Massacre. The pictures were very thought provoking and the discussion went really well. The second change I made from the first class and the second and third classes was the structure of the Nanking Massacre activity. In the first class I divided the students into groups of four or five and gave each group a computer to complete the activity, however it was difficult for all of them to use the computer at once and many of them copied the answers from the students who took control of the computers. The way it happened was not the way I envisioned it so I had to change it by the next class. Before the start of the next class I rearranged the student desks into paired rows and I was able to get six more computers from a teacher across the hall. With the extra computers, each pair was able to have one, and in the following classes the students worked on the Nanking activity in pairs rather than larger groups. I found this to work so much better for the reason that all of the students were involved in the activity and we able to access the computer. The pairs also worked better together and they were more engaged in the activity than when they were in larger groups. Other than those two hiccups, the presentation of the rest of the lesson went really well and the students were well engaged and interested in the topic.

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LESSON 1: NANKING MASSACRE INTERACTIVE ORGANIZER Name: Period: Follow the numbered steps below to complete this assignment.

1. Go to this website http://www.history.com/interactives/inside-wwii-interactive 2. When the map of the world is finished loading, there will be three circles with the name of the

region. Click on the icon that says ASIA. 3. When the square pictures appear, move the mouse over the picture of the skull and bones and

click on it to open up a portion of the interactive. It is titled NANKING MASSACRE. 4. Now that you are in the NANKING MASSACRE screen, first read the information located on the

left hand side. Use that information to answer the following questions. Who ordered the removal of all official Chinese troops from the city of Nanking? What were the results of leaving the city unarmed and vulnerable? What happened to the city and its citizens after the Japanese invaded?

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In a brief summary, what happened to the city of Nanking once the massacre was over?

5. Once you have answered all the questions, click on the square on the bottom right corner of the image of a skull and bones. Scroll through the pictures while reading each blurb at the bottom. How do these pictures represent Nanking’s history? How do the pictures portray Nanking today?

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History Channel Interactive Website

that the students will be using for

this activity.

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MILESTONES: 1937–1945

JAPAN, CHINA, THE UNITED STATES AND THE ROAD TO PEARL HARBOR, 1937–41

Between 1937 and 1941, escalating conflict between China and Japan influenced U.S. relations with both nations, and

ultimately contributed to pushing the United States toward full-scale war with Japan and Germany.

Photograph of the Marco Polo Bridge Incident

At the outset, U.S. officials viewed developments in China with ambivalence. On the one hand, they opposedJapanese

incursions into northeast China and the rise of Japanese militarism in the area, in part because of their sense of a

longstanding friendship with China. On the other hand, most U.S. officials believed that it had no vital interests in China

worth going to war over with Japan. Moreover, the domestic conflict between Chinese Nationalists and Communists left

U.S. policymakers uncertain of success in aiding such an internally divided nation. As a result, few U.S. officials

recommended taking a strong stance prior to 1937, and so the United States did little to help China for fear of provoking

Japan. U.S. likelihood of providing aid to China increased after July 7, 1937, when Chinese and Japanese forces clashed

on the Marco Polo Bridge near Beijing, throwing the two nations into a full-scale war. As the United States watched

Japanese forces sweep down the coast and then into the capital of Nanjing, popular opinion swung firmly in favor of the

Chinese. Tensions with Japan rose when the Japanese Army bombed the U.S.S. Panay as it evacuated American citizens

from Nanjing, killing three. The U.S. Government, however, continued to avoid conflict and accepted an apology and

indemnity from the Japanese. An uneasy truce held between the two nations into 1940.

FDR signing Lend-Lease

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In 1940 and 1941, President Franklin D. Roosevelt formalized U.S. aid to China. The U.S. Government extended credits

to the Chinese Government for the purchase of war supplies, as it slowly began to tighten restrictions on Japan. The

United States was the main supplier of the oil, steel, iron, and other commodities needed by the Japanese military as it

became bogged down by Chinese resistance but, in January, 1940, Japan abrogated the existing treaty of commerce with

the United States. Although this did not lead to an immediate embargo, it meant that the Roosevelt Administration could

now restrict the flow of military supplies into Japan and use this as leverage to force Japan to halt its aggression in China.

After January 1940, the United States combined a strategy of increasing aid to China through larger credits and the Lend-

Lease program with a gradual move towards an embargo on the trade of all militarily useful items with Japan. The

Japanese Government made several decisions during these two years that exacerbated the situation. Unable or unwilling to

control the military, Japan’s political leaders sought greater security by establishing the “Greater East Asia Co-Prosperity

Sphere” in August, 1940. In so doing they announced Japan’s intention to drive the Western imperialist nations from Asia.

However, this Japanese-led project aimed to enhance Japan’s economic and material wealth so that it would not be

dependent upon supplies from the West, and not to “liberate” the long-subject peoples of Asia. In fact, Japan would have

to launch a campaign of military conquest and rule, and did not intend to pull out of China. At the same time, several

pacts with Western nations only made Japan appear more of a threat to the United States. First, Japan signed the Tripartite

Pact with Germany and Italy on September 27, 1940 and thereby linked the conflicts in Europe and Asia. This made

China a potential ally in the global fight against fascism. Then in mid-1941, Japan signed a Neutrality Pact with the Soviet

Union, making it clear that Japan’s military would be moving into Southeast Asia, where the United States had greater

interests. A third agreement with Vichy France enabled Japanese forces to move into Indochina and begin their Southern

Advance. The United States responded to this growing threat by temporarily halting negotiations with Japanese diplomats,

instituting a full embargo on exports to Japan, freezing Japanese assets in U.S. banks, and sending supplies into China

along the Burma Road. Although negotiations restarted after the United States increasingly enforced an embargo against

Japan, they made little headway. Diplomats in Washington came close to agreements on a couple of occasions, but pro-

Chinese sentiments in the United States made it difficult to reach any resolution that would not involve a Japanese

withdrawal from China, and such a condition was unacceptable to Japan’s military leaders.

Faced with serious shortages as a result of the embargo, unable to retreat, and convinced that the U.S. officials opposed

further negotiations, Japan’s leaders came to the conclusion that they had to act swiftly. For their part, U.S. leaders had

not given up on a negotiated settlement, and also doubted that Japan had the military strength to attack the U.S. territory.

Therefore they were stunned when the unthinkable happened and Japanese planes bombed the U.S. fleet at Pearl Harbor

on December 7, 1941. The following day, the United States declared war on Japan, and it soon entered into a military

alliance with China. When Germany stood by its ally and declared war on the United States, the Roosevelt Administration

faced war in both Europe and Asia.

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LESSON 1 HOMEWORK ORGANIZER CHART Name______________________ Period__________

Hotel on the Corner of Bitter and Sweet “Road to Pearl Harbor, 1937–41” Question

Homework - Due October 17th, 2014 What events or political issues led up to the attack on Pearl Harbor? Pick out three pieces of textual evidence (direct quotations) from the article “Japan, China, the United States and the Road to Pearl Harbor, 1937–41” that support your answer. Briefly explain its significance in one to two sentences.

EVENT DIRECT QUOTATION SIGNIFICANCE

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LESSON 1 and 2 GUIDED NOTES

Name______________________ Date_______________ Hotel on the Corner of Bitter and Sweet PowerPoint Study Guide

► _________________ Believe the people should not have

to live under the control of the government.

► _________________ Believe the government should have control

over property and economy.

Qing Dynasty Flag

► Infer… Based on where you see Nanking located on the map, why do you think Japan chose to target that city? _____________________________________ _____________________________________ _____________________________________ _____________________________________

► At first, the two factions worked together against warlords, however, the Nationalists soon turned on the Communists. ► This led to a nearly ten-year Chinese civil war which lasted until 1937.

► ________________ invaded China in 1937.

► In 1912, the _____________________ crumbled, ending imperial rule in China. ► The ensuing political, social and economic chaos led to the formation of two main factions:

► The ____________________ were led by Chaing Kai-shek.

► The ____________________ were led by Mao Zedong.

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► The Chinese Nationalists and Communists declared a temporary truce and fought together against the Japanese. ► People fled to the city of ______________ to escape the Japanese troops.

Imperial Japanese Army Flag

► In December 1937, Japan launched a 6 week assault of unarmed civilians in the city of Nanking.

► Looting, rape, torture, and mass killings led to an estimated death toll of _____________ Chinese citizens. ► Japan never took full responsibility for their actions which remains, to this day, a stumbling block in the relationship between the two countries.

► Influx of Japanese immigration to the ____________________ in the late 19th century.

► Hypothesize… How do you think the tension between the Japanese and the Chinese carried over to the US? ______________________________________ ______________________________________ ______________________________________

______________________________________ ______________________________________ ______________________________________ ______________________________________

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► Japanese immigrants were willing to work for less wages causing American workers to feel financially threatened.

► In the 20th century, the US government did not agree with the aggressive nature of _____________________________. ► As a result, the US supported the _____________ government in their war against Japan.

► On December 7, 1941, Japan bombed Pearl Harbor, a US naval base on the island of ___________________________.

► Within two hours, ______ US naval vessels and ______ airplanes were destroyed.

► _______________ US soldiers and sailors were killed while 1000 were wounded.

► In response, President Franklin D. Roosevelt gained full support from the Congress to declare war against Japan. It was then that the US entered World War II.

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► February 1942, President Roosevelt issued _______________________.

► This allowed the federal government to ban citizens from living in certain areas, mainly within 50-60 miles of the coast stretching from Washington through California. ► It also allowed for the transportation of citizens to assembly centers managed by the military in California, Arizona, Washington, and Oregon. ► (Pictured left.) President Roosevelt signing a declaration of war against Japan.

Relocation of Japanese-Americans

► In March 1942, President Roosevelt signed ___________________ which established the War Relocation Authority which gave the government permission to “relocate” Japanese Americans.

► Opinion… Do you think President Roosevelt was justified in relocating Japanese Americans, regardless of their involvement in the war? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

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PowerPoint Slides for Lesson 1

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Lesson 2- Friday October 17, 2014

THE ATTACK ON PEARL HARBOR

Essential Question:

How did the relationship between Japan and the United States change from before the war started to after the war was finished?

Standards:

ELA.8.SL.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

ELA.8.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Materials:

PowerPoint Presentation PowerPoint Graphic Organizer WWII Anti-Japanese Propaganda (YouTube video)

Guiding Questions: How did the attack on Pearl Harbor affect the relationship between Japan and the United States? What were the reasons Japan attacked Pearl Harbor? What is your interpretation of Bugs Bunny’s action in the cartoon? What is their reaction to the cartoon? How do they think this cartoon influenced children during one of the most uneasy times in

American history?

Learning Objectives Activities Assessments

Students will be able to identify the tension

between Japan and the United States during the time of the Pearl Harbor

attack and draw conclusions as to how the attack influenced

that tension.

Activities for the day include reviewing

homework, a PowerPoint presentation and

accompanying graphic organizer, and a short

propaganda cartoon from the WWII era.

A short writing reflection on their prior knowledge of the

events at Pearl Harbor. A short discussion on how the Bugs Bunny Cartoon influenced

American society and portrayed Japanese people by connecting

the cartoon to the current events of the time period.

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Pre-Lesson Assignments: Students will have read an article for homework the night before introducing Pearl Harbor. This

article will have been followed by guided questions to get them thinking about the topic for the lesson.

Lesson Beginning:

Students will be asked to write down anything they can recall from prior knowledge about Pearl Harbor. This activity will allow students to share personal stories they may have from their family history or knowledge gained from reading books or watching films. It will also lead into a discussion about the homework assignment and the effect the attack on Pearl Harbor had on the United States, including how Americans reacted and how this event led to the formation of Japanese Internment camps. (15 min)

Instructional Plan:

Students will continue filling out their graphic organizers as the teacher presents the content through the PowerPoint. Throughout the presentation questions will be posed for discussion. Propaganda will be discussed by showing newspaper articles, and the students will be asked to connect the events at Pearl Harbor to 9/11. The purpose of this connection is to examine how both historical events created generalized misconceptions about a group of people. Following the attack on Pearl Harbor, Americans saw every Japanese person, whether they were a US citizen or not, as the enemy. Following the 9/11 attacks, Americans saw all people from the Middle East as the enemy. PowerPoint Presentation. (30 min.)

Closure:

Students will be shown an anti-Japanese propaganda clip from the American cartoon Bugs Bunny. The video is something adolescents across the US may have seen at the time it first aired. The students will look at the propaganda and discuss how the use of cartoons and the newspapers they saw earlier encouraged misconceptions of a particular group of people. After showing the clip, we will have a short class discussion. What is their reaction to the cartoon? How do they think this cartoon influenced children during one of the most uneasy times in American history? (5 min.)

Homework: There will be no homework assignment for this lesson.

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Lesson 2 Self Reflection I was very pleased with how all three of these lessons went. Since the students had very little background knowledge on Pearl Harbor they were very interested in the event. They quickly picked up the themes, messages, and how serious the attack was and the importance of it in the entire context of the war. The students were very respectful of how sensitive the topic is, which I found a little surprising for the reason that at that age there are always the few students who want to be the class clown. The students really enjoyed the Bugs Bunny cartoon as well and they were absolutely shocked that the cartoon was shown to the public. Many of them even broke out in laughter and when I asked them what they thought was so funny about the cartoon, they responded that the cartoon itself was not funny, they were laughing out of shock and surprise that there are actually cartoons like this that exist. I am very proud that the students created such wonderful discussion throughout the entirety of the lesson. A few of them shared stories and they were engaged the entire time. There was not much that was changed between the three lessons, but I did learn an important thing while teaching this lesson. I learned the importance of asking the students questions while I teach the lesson. Even if I know the answer to the question, or have no idea what the correct answer is, asking questions to spark conversation and to get them thinking really strengthen the content of the lesson. I found myself asking them a lot of questions to provoke a conversation and the students responded really well. Overall I enjoyed teaching this lesson and it was a great segway into the following lessons.

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PowerPoint Presentation

Bugs Bunny Propaganda YouTube Video

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LESSON 1 and 2 GUIDED NOTES

Name______________________ Date_______________ Hotel on the Corner of Bitter and Sweet PowerPoint Study Guide

► _________________ Believe the people should not have

to live under the control of the government.

► _________________ Believe the government should have control

over property and economy.

Qing Dynasty Flag

► Infer… Based on where you see Nanking located on the map, why do you think Japan chose to target that city? _____________________________________ _____________________________________ _____________________________________ _____________________________________

► At first, the two factions worked together against warlords, however, the Nationalists soon turned on the Communists. ► This led to a nearly ten-year Chinese civil war which lasted until 1937.

► ________________ invaded China in 1937.

► In 1912, the _____________________ crumbled, ending imperial rule in China. ► The ensuing political, social and economic chaos led to the formation of two main factions:

► The ____________________ were led by Chaing Kai-shek.

► The ____________________ were led by Mao Zedong.

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► The Chinese Nationalists and Communists declared a temporary truce and fought together against the Japanese. ► People fled to the city of ______________ to escape the Japanese troops.

Imperial Japanese Army Flag

► In December 1937, Japan launched a 6 week assault of unarmed civilians in the city of Nanking.

► Looting, rape, torture, and mass killings led to an estimated death toll of _____________ Chinese citizens. ► Japan never took full responsibility for their actions which remains, to this day, a stumbling block in the relationship between the two countries.

► Influx of Japanese immigration to the ____________________ in the late 19th century.

► Hypothesize… How do you think the tension between the Japanese and the Chinese carried over to the US? ______________________________________ ______________________________________ ______________________________________

______________________________________ ______________________________________ ______________________________________ ______________________________________

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► Japanese immigrants were willing to work for less wages causing American workers to feel financially threatened.

► In the 20th century, the US government did not agree with the aggressive nature of _____________________________. ► As a result, the US supported the _____________ government in their war against Japan.

► On December 7, 1941, Japan bombed Pearl Harbor, a US naval base on the island of ___________________________.

► Within two hours, ______ US naval vessels and ______ airplanes were destroyed.

► _______________ US soldiers and sailors were killed while 1000 were wounded.

► In response, President Franklin D. Roosevelt gained full support from the Congress to declare war against Japan. It was then that the US entered World War II.

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► February 1942, President Roosevelt issued _______________________.

► This allowed the federal government to ban citizens from living in certain areas, mainly within 50-60 miles of the coast stretching from Washington through California. ► It also allowed for the transportation of citizens to assembly centers managed by the military in California, Arizona, Washington, and Oregon. ► (Pictured left.) President Roosevelt signing a declaration of war against Japan.

Relocation of Japanese-Americans

► In March 1942, President Roosevelt signed ___________________ which established the War Relocation Authority which gave the government permission to “relocate” Japanese Americans.

► Opinion… Do you think President Roosevelt was justified in relocating Japanese Americans, regardless of their involvement in the war? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

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Lesson 3- Monday October 20, 2014

GALLERY WALK OF WORLD WAR II PAINTINGS

Essential Question: How does art reflect the emotions and events of World War II?

Standards:

ELA.8.SL.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Learning Objectives Activities Assessments

Students will be able to connect what they have learned in the previous two days to the themes and messages invoked by the gallery walk images.

Activities for the day include a gallery walk and a “thinking routine” worksheet that connects what they’ve learned in the previous lessons to the artwork.

Participation in class discussions. Thinking routine worksheet.

Materials: Painting #1 Painting #2 Painting #3 Painting #4 Closure Painting Gallery Walk Organizer

Guiding Questions:

What’s going on in the picture? (DOK level 1 example) What does the story/message seem to be? (DOK level 2 example) What do you think the artist’s point of view is? (DOK level 3 example) What does the picture remind you of? (DOK level 4 example).

Pre-Lesson Assignments:

Students will have learned the context of the paintings in the previous two lessons to be able to participate in today’s assignment.

Lesson Beginning:

To begin the lesson, the instructor will review the Gallery Walk organizer and read through the instructions with the students.

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Instructional Plan: Students will be put into four groups and each individual student will be given a “thinking

routine” worksheet. Groups will move around the room from one image to the next filling out their worksheets and discussing the painting between each other. The “thinking routine” worksheet will ask them to write what they “see, think and wonder” about the image. (We will clarify beforehand what each of these terms involves: See - extrinsic observations, Think - internal reflection, Wonder - personal inquiries.) This will be modeled by the teacher by stating what they “see, think, and wonder” about each painting as well as answers that are not acceptable. An example of an unacceptable answer would be “I see a plane in the sky”. (12 min.)

When they have seen each painting they will respond to the DOK (depth of knowledge) questions on the other side of the worksheet individually. (8 min.)

As a class we will then engage in discussion about each image with the intention of hitting each DOK level. (8 min.)

The discussion will rotate around the room to each painting. At each painting, the teacher will ask the students to raise their hand if that specific painting was their favorite out of the four paintings. The students who raise their hands will be encouraged to participate in the discussion for that particular painting. This will ensure that a majority of students will have the opportunity to speak.

Closure:

One final painting will be presented to the students and they will need to write down what they see, think, and wonder, about the painting. This will be their exit slip for the class. (5 min.)

Homework:

There will be no homework assigned for this day for the reason that the students are going on a trip to Washington, D.C. the rest of the week.

Lesson 3 Self Reflection: Due to the fact that the class periods were shortened today, I struggled the most with time management. I had to ensure that the students did not stay at each station longer than planned and I could not take too much time going over the activity. If they did not rotate to the next painting or I took too long to explain, there would not have been enough time for a class discussion of all four of the paintings. I managed my time by keeping the students on a strict rotation schedule. In the first class, we were only able to discuss one painting as a class, but due to the fact that it is an inclusion class, I gave the students slightly more time to work on the worksheet. The other two classes were able to get through three of the four pictures during the discussion. All three classes had great discussion and loved the gallery walk. I think because they were able to get up and walk around, and not be stuck in their seats the entire time is the main reason why they enjoyed the activity so much. The aspect of this lesson that I enjoyed the most was listening to the discussion from the students. They had such wonderful insight and ideas about the paintings which made the discussion flow and smooth. Overall this lesson went really well in all three classes and I hope I have the opportunity to do a gallery walk in the future.

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Gallery Walk Organizer Name______________________ Period__________ Hotel on the Corner of Bitter and Sweet Gallery Walk Worksheet

1. Take a moment to look at your assigned painting. Think about how images or themes in the painting relate to what you have been learning in your graphic organizer.

2. Before discussing the painting with your group, write down what you see, think, and wonder in the blank spots below.

I see …

____________________________________________________________________ ________ __ ____________________________________________________________________________ _ _ ____________________________________________________________________________ __ ____________________________________________________________________________ __

I think … ___________________________________ ____________ ________________________ _______ __________________________________________ ____________________________________ _________________________________________________________ ____________ _________ __________________________________________________________________ ____________

I wonder … __________________________________________ ____________________________________ __________________________________________________ ____________________________ ______________________________________ ________________________________________ ________________________________________________ ______________________________

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What’s going on in the painting? __________________________________________________________________ ____________ ______________________________________________________________ ________________ What does the story or message seem to be? __________________________________________ ____________________________________ ______________________________________________________ ________________________ __________________________________________________________________ ____________ Does the painting relate to anything we have learned about? _________________________________ _____________________________________________ __________________________________________ ____________________________________ ______________________________________________________ ________________________ What do you think the artist wants us to think about? _____________________________ _________________________________________________ ____________________________________ __________________________________________ ________________________________________________ ______________________________

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Estelle (Peck) Ishigo

“Mess Hall, Bathroom, Barracks.

Japanese Relocation Center. Heart Mt.

Wyoming”

Above Left: Henry Sugimoto “Praying for Safety”

Above Right: “Topaze Japanese Internment

Camp”

Left: Jim Laurier “Warriors of Kaneohe”

Below: Henry Sugimoto “Untitled (News of Pearl

Harbor)”

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Lesson 4 - Tuesday October 28, 2014

LEARNING STATIONS (DAY ONE)

Essential Question:

How do the decisions, action, and consequences vary depending on the different perspectives of the people involved?

Standards:

ELA.8.SL.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

ELA.8.RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

ELA.8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Objectives Activities Assessments

Students will be able to connect the effects the bombing of Pearl Harbor to its impact on America and American society. Students will recognize the Japanese Internment camps that were instituted in America during World War II. Students will draw conclusions from a primary document in order to make observations about the daily life of Japanese Americans imprisoned in the internment camps.

Activities for the day include a small inquiry assignment to begin the lesson, a stations activity, a “tweet” closure activity.

Learning stations packet. Participation in responses and discussions at each station. Closure “tweet” will also check for their understanding of the two stations they completed.

Materials:

Computers Learning station packets Camp Harmony Newsletter (Two issues) “How to Spot a Jap” comic Learning Station Packets (attached below) Louis Jordan Jazz YouTube video History Channel Interactive

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Guiding Questions: Do you think anything like this could happen again in the United States? Do you think the civil rights of the Japanese American’s were broken? Why were Japanese Americans relocated to camps? How do you think families were able to cope with this situation? What role did music play in society during World War II?

Pre-Lesson Assignments:

Before this lesson the students will have viewed a video, read an article, and have viewed a presentation on Pearl Harbor, Japanese Internment, the Chinese Civil War, and the Japanese Invasion. The students have the background knowledge they need to be successful in the learning stations.

Lesson Beginning:

A quick review of the previous lessons on the Chinese Civil War, the Japanese Invasion, the Nanking Massacre, and the attack on Pearl Harbor will be conducted. The students are just coming back from Washington, D.C., so the teacher will pose questions about the topics discussed to refresh the student’s memory. This review will also prepare them for the learning stations (5 mins)

Instructional Plan:

The students will rotate every 20 minutes between four stations set up around the room. These stations are designed to allow the students to explore deeper into World War II and provide them with different perspectives of the events they will be reading about in the novel Hotel on the Corner of Bitter and Sweet. Each lesson provides context knowledge about the novel while simultaneously engaging their interest. This lesson will span over a period of two days to ensure that the students have an adequate amount of time at each station. The students will only complete two stations per day.

When the stations are completed on the second day, students will turn the packets in to the teacher for credit. The teacher will read through the answers to check for understanding. This will give them an opportunity to complete any empty parts of the packet for homework.

Station 1: Camp Harmony News-letter Home page, Camp Harmony News-letter May 5, 1942 , Camp Harmony News-letter August 14, 1942

In this station students will read two newsletters that were available to residents in Camp Harmony, a Japanese Internment camp located in Washington State. The first newsletter they will read is the very first that was published for the camp on May 5, 1942, and the second was published on August 14, 1942. The students will read the newsletters and extract information and details about the living conditions and events taking place at the camp during the time. The students will also compare the two newsletters by looking for differences and similarities in the aesthetics and content. The goal of having them read the first and last issue of the newsletter is to have them draw conclusions as to how the conditions of the camp changed, or stayed the same, over the period of two months that the newsletter was published. This activity introduces them to Camp Harmony, which is the first internment camp Keiko, the Japanese American girl in the novel, is relocated to. (20 min.)

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Station 2: Interactive WWII Website In this station students will utilize the interactive WWII map used during the Nanking

assignment. This time, however, they will shift focus to North America and examine the ways in which Japanese Americans, as well as American men and women were involved in the war efforts. In the novel, Jamie Ford opens a window to the lives of many diverse people during WWII. This station will create a foundation for understanding the motives and actions of those people. The group will first split up to answer questions related to their chosen topic in order to become “masters” of that information. These questions will involve inference, summarization, opinion, conclusion, and visualization. When completed, the group will come together and reveal what they’ve learned to the other members in a jigsaw activity. When completed, they will be free to explore the website beyond those topics. (20 min.)

Station 3: How to Spot a Jap comic In this station, students will read a comic strip that was published in “The Pocket Guide to

China”. This guide was distributed to US Soldiers stationed in China during World War II, and this comic was published to help the soldiers distinguish the Chinese citizens from the Japanese. The purpose of this station is to expose the students to stereotypes created by Americans about the Japanese during World War II. The students will read the comic and form their own opinions about what they have just read and use textual support from the comic to support their opinions. The purpose of having the students read this comic strip is to expose them to American viewpoints of the Japanese during World War II. It really shows them how racist and stereotypical Americans were. This perspective introduces them to the American perspective seen in the novel and will give them a better understanding as to why Henry is bullied by his American peers. (20 min.)

Station 4: Louis Jordan Jazz

In this station, students will learn more about the nationwide discrimination minorities faced during the period of World War II. This will allow them to make connections to the novel as Henry begins to learn that he and his Chinese American family are not the only ones facing discrimination and oppression. They will research the Jim Crow laws in order to better understand the discrimination against African Americans, like the character Stanley. Then, they will connect that to a quote from the novel and infer its importance. Next, they will read a short passage about jazz music and its importance to African Americans in the South, and across the nation. They will connect the importance of jazz to their own lives and experiences with music as a form of escape. Finally, they will listen to one jazz song by Louis Jordan. The students will be asked to identify how the tone of the music and the lyrics reflect the events that were discussed in class. (20 min.)

Closure:

Before leaving, the students will compose a “tweet” in 140 characters or less, stating what they learned at the two stations they completed today (5 mins)

Homework:

If the students did not finish the organizers for the two stations they visited today in class they will need to finish them for homework. The documents they need to complete the station are posted on the homework website.

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Lesson 4 Self Reflection: Overall the three class periods today went well. The students really enjoyed the learning stations and were engaged with each station. There were a few minor things that were changed for this lesson. First aspect changed was the lesson beginning. Rob and I decided not to have the students pose questions for the reason that they may have questions that we do not have all of the answers to. Since I am not a History major, and do not know everything about World War II, I did not want a question to be asked that I could not provide the answer too. Not only would that be embarrassing, but that would also not be helpful to the students. I would not feel comfortable allowing the students to pose questions that I could not answer. The second slight change that was made was the closure activity for the first class. For the reason that the first class is an inclusion class, we gave them a little more time to work at each station. As a result, there was not enough time for them to complete the closure activity, thus the closure activity for them will become the lesson beginning for lesson 5. The next two classes went really well. In the second class period, there are 2 “class clowns” (for lack of a better term) who were not really focused, and thought they could get away with answers that were not sufficient because they had a funny response. The two of them began to fall far behind the rest of their group members, which made it a little frustrating for me. I found it hard to force them to do the work for the reason that I am not their real teacher. I guess since I am teaching the lesson, I am their teacher, but they may not see me as much of an authority figure as they do Mrs. Blake. I did say to them that they should have been finished with the work and their answers are not acceptable, but they blamed the temperature of the room for their lack of work. I know that is just an excuse, but I have come to expect it from them since they act in similar ways on a regular basis in class. Other than that the classes went well. I got involved with a lot of the work the students were doing, and had many meaningful conversations with them about the stations.

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Name: Period:

Station 1: Camp Harmony News-Letter

The Camp Harmony News-letter was first issued on May 5, 1942 to the Japanese Americans located in

the camp, and the last was issued on August 14, 1942. It was a community newsletter that circulated

throughout the camp, highlighting camp recreational and sporting events, birth announcements,

community news, as well as announcements made by the War Relocation Authority (WRA) and the

Wartime Civil Control Administration (WCCA). The production of the newsletter was heavily

monitored by the WRA and WCCA, not allowing anything to be printed in the Japanese language. The

news-letter was only printed throughout a two month time span, and it suffered from a periodic paper

shortage.

As a group, first read the article published on May 5, 1942. After you have read the article, answer the

following questions. While you read, take note of details and facts about the camp that you find

interesting and surprising.

1. Based on what is written in the newsletter, what are the living conditions of Camp Harmony? Do the residents have proper, well maintained facilities that promote a healthy living environment? Provide at least 2 examples to support your answer.

2. What are three (3) components of this newsletter that you find interesting and/or surprising? Why is it interesting and/or surprising to you? Did you, or did you not, expect to read about these components in the newsletter? Why or why not?

Now read the very last issue of the newsletter, published on August 14, 1942. After reading the article,

answer the following questions.

1. How does this issue of the newsletter represent the living conditions in the camp compared to how the living conditions were portrayed in the first newsletter?

2. How is the very last issue of the newsletter visually different from the first? Why do you think there are so many differences? Do the differences positively or negatively reflect the camp from when it was first published to the last publication? Why?

3. What are three (3) components of the last issue that you find interesting and/or surprising? Why is it interesting and/or surprising to you? Did you, or did you not, expect to read about this in the newsletter? Why or why not?

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Station 2: Inside World War II

In Hotel on the Corner of Bitter Sweet, author Jamie Ford provides a window into the lives of many diverse

people during World War II. In this activity, you will examine how these diverse groups of people

interacted with the world during this harsh and fearful time period. To be more specific, we will be looking

at Japanese Americans, American women, and American soldiers.

1. Between each other, decide who in the group will research one of the following three topics: Women in

WWII, Japanese Americans, Pearl Harbor, and The Draft. If there are more than four people in your

group, double up on a topic.

2. On the map, click “North America” and then find the picture box that covers your topic. (They will be

labeled with the same titles as listed above)

3. Read the information on your topic and view the related images.

4. Answer the questions for your topic on this worksheet.

5. When everyone is done, you will report what you’ve learned to the other members of your group. Don’t

just answer the questions in this worksheet though! Explain how Japanese Americans, American

women, or American men were involved in the war.

Women in WWII

Infer: Click on the Rosie the Riveter image to take a closer look. Based on the image and what you just

read, why do you think it was such a powerful tool for recruiting women into the workforce?

___________________ ___________________________________________________________

___________________________ ___________________________________________________

___________________________________ ___________________________________________

___________________________________________ ___________________________________

Compare: Now, view the last image in the gallery, a recruitment poster for WAVES. How does this

recruitment image compare to the Rosie the Riveter image? Focus on the message of each image and who is

involved in that message.

_____________________________________ _________________________________________

__________________________________________________________________ ____________

___________________________________________________________________________ ___

_________________________________________________________________________ _____

Conclude: Based on what you read, do you believe women were given an opportunity for equality because

of the war? Why or why not?

_______________________ _______________________________________________________

_______________________________ _______________________________________________

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_______________________________________ _______________________________________

_______________________________________________ _______________________________

Japanese Americans

Summarize: What were conditions like for Japanese Americans put into internment camps? Was anything

done by the military or government to improve these conditions?

__________________ ____________________________________________________________

___________________________ ___________________________________________________

____________________________________ __________________________________________

_____________________________________________ _________________________________

Opinion: Do you think the loyalty questionnaire was fair or unfair? Why? Keep in mind that by declaring

yourself “loyal” you were also volunteering to be a part of the war effort.

____________ __________________________________________________________________

_____________________ _________________________________________________________

______________________________ ________________________________________________

_______________________________________ _______________________________________

Infer: Click on the image of the US on the right. This image is a map of relocation camps in the US. You

can hover over each camp for more information. Based on this map, which camps do you believe were

worst off? Why?

_______________ _______________________________________________________________

______________________ ________________________________________________________

_____________________________ _________________________________________________

_______________ _______________________________________________________________ Pearl Harbor

Summarize: They say one of the “greatest success stories” of the war happened during the aftermath of Pearl Harbor. What was that event, and why was it so crucial for the US? Be specific in your response. _______________________ _______________________________________________________ _________________ _____________________________________________________________ ___________ ___________________________________________________________________

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______ ________________________________________________________________________ Infer: What strategic aspects of the Japanese attack on Pearl Harbor were crucial for success? Use at least one quotation from the reading in your response. ___ _______ ____________________________________________________________________ ______ ________________________________________________________________________ _______ _______________________________________________________________________ __ ____________________________________________________________________________ Visualize: The US suffered tremendous losses during the events at Pearl Harbor. Many lives were taken and naval ships sunk. Based on the reading and photo gallery, did the US manage to successfully recover from these events? How so? ____________________ __________________________________________________________ ___________ ___________________________________________________________________ ______ ______ __________________________________________________________________ _ _____________ ________________________________________________________________

The Draft

Opinion: Based on what you’ve learned about World War II, do you believe the draft was necessary? Why?

_________________________ _____________________________________________________

_____________________________________________________________________________ _

__________________________________________________________________________ ____

_____________________________ _________________________________________________

Visualize: Click on the image to the right. This pie chart reveals the percentages of minorities involved in

the US armed forces during WWII. What is the significance of these statistics?

__ ____________________________________________________________________________

_________ _____________________________________________________________________

Infer: The text reveals that around 16,000 American men were imprisoned for evading the draft. What

reasons do you think they would have for evading the draft?

___________ ___________________________________________________________________

_______________ _______________________________________________________________

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Station 3: “How To Spot A Jap” Comic

In 1942 the United States War Department produced a comic strip in the “Pocket Guide to China”, which

was distributed to US Soldiers stationed in China during World War II. This purpose of this guide was to

help US Soldiers distinguish between their Chinese ally and Japanese enemy. This comic strip is extremely

stereotypical and anti-Japanese. Read through the comic strip and complete the following organizer.

What 5 words would you use to choose to describe the comic “How to Spot a Jap”? Explain and justify your

choices.

On the left side of the chart, list your opinions about the comic. What is your opinion about the message the

comic is sending? What emotions does this comic make you feel? On the right side of the chart, use

examples from the comic to support your opinions. List at least 4 opinions and 4 examples to support your

opinions.

Your opinions Textual examples to support your opinions

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Station 4: Discrimination and Jazz Music During World War II

Read: Last week we discussed the social and civil injustices Japanese Americans faced at the onset of World

War II. However, Japanese Americans were not the only US citizens facing discrimination during this time

period. Asian Americans, African Americans, Latin Americans, Native Americans, and Jewish Americans were

all subjected to widespread segregation in the US during this time. In the novel Hotel on the Corner of Bitter

and Sweet, the main character (a Chinese American boy named Henry) befriends an African American jazz

player named Sheldon. Through their friendship, Henry learns of the nation-wide discrimination that all

minorities face in the land of the free.

Research: As a group, use your laptops to research the Jim Crow laws, and in a two to three sentence

statement summarize what these laws enforced. What specific public services did they affect?

_____________________________ ________________________________________________

__________________________________________ ____________________________________

__________________________________ ____________________________________________

______________________________________________ ________________________________

Infer: Now that you know what the Jim Crow laws meant for African Americans in the US, read the following

quote.

“[Sheldon] was a polished jazz player, whose poverty had less to do with his musical ability and more to do

with color.”

Why do you think this quote is important? What does it say about discrimination during this time period?

___ ____________ _______________________________________________________________

____________ __________________________________________________________________

___________________________ ___________________________________________________

_______________________________________ _______________________________________

Connect: As you will read in the novel, jazz music was an escape for African Americans (and other minorities)

during a period of intense racial discrimination and war. Clubs, especially in the South, provided a shelter away

from the racism they faced on a daily basis. Jazz also provided a universal language in which people of all

backgrounds and histories could communicate. What does music mean to you? Have you ever used music as an

escape from a bad time in your life?

_____ _________________________________________________________________________

________________ _____________________________________________________________

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___________________________ ___________________________________________________

______________________________________ ________________________________________

Listen: Listen to the first minute or so of the YouTube video “Louis

Jordan, Let The Good Times Roll”. How does the tone of this song

reflect the attitudes, feelings, and emotions of World War II? In what

way do they lyrics of the song reflect the events we have been talking

about in class? (Pearl Harbor, Japanese Internment, etc.)

Camp Harmony

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Station #1: Camp Harmony Newsletters Camp Harmony Newsletter, May 5, 1942

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Camp Harmony Newsletter, August 14, 1942

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Station #2:

World War II Interactive

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Station #3: “How to Spot a Jap” Comic

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Station #4: Discrimination and Jazz Music During World War II

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Lesson 5 - Wednesday October 29, 2014

LEARNING STATIONS (DAY TWO)

Essential Question:

How do the decisions, actions, and consequences vary depending on the different perspectives of the people involved?

Standards:

ELA.8.SL.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

ELA.8.RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

ELA.8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Objectives Activities Assessments

Students will be able to connect the effects the bombing of Pearl Harbor to its impact on America and American society. Students will recognize the Japanese Internment camps that were instituted in America during World War II. Students will draw conclusions from a primary document in order to make observations about the daily life of Japanese Americans imprisoned in the internment camps.

Activities for the day include a small inquiry assignment to begin the lesson. The closure activity will ask the students to put themselves in the Japanese American point of view.

Learning stations packet. Participation in responses and discussions at each station. Closure “tweet” will also check for their understanding of the two stations they completed.

Materials:

Computers Learning station packets Camp Harmony Newsletter (Two issues) “How to Spot a Jap” comic Learning Station Packets (attached below) History Channel Interactive Louis Jordan Jazz Youtube video

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Guiding Questions: Do you think anything like this could happen again in the United States? Do you think the civil rights of the Japanese American’s were broken? Why were Japanese Americans relocated to camps? How do you think families were able to cope with this situation?

Pre-Lesson Assignments:

Before this lesson the students will have viewed a video, read an article, and have viewed a presentation on Pearl Harbor, Japanese Internment, the Chinese Civil War, and the Japanese Invasion. The students have the background knowledge they need to be successful in the learning stations.

Lesson Beginning:

The teacher will show the video that the students must watch for homework and go over the homework assignment. This will be done in the beginning of the class period in case time runs out at the end of the class period.

Instructional Plan:

The students will rotate every 15 minutes between four stations set up around the room. These stations are designed to allow the students to explore deeper into World War II and provide them with different perspectives of the events they will be reading about in the novel Hotel on the Corner of Bitter and Sweet. Each lesson provides context knowledge about the novel while simultaneously engaging their interest. This lesson will span over a period of two days to ensure that the students have an adequate amount of time at each station. The students will only complete two stations per day.

If the students do not finish the stations after the second day, they will be able to complete any unfinished section for homework. The next day the teacher will collect the station packets and give credit for the work they have done, as well as read through the packets to check for understanding.

Station 1: Camp Harmony News-letter Home page, Camp Harmony News-letter May 5, 1942 , Camp Harmony News-letter August 14, 1942

In this station students will read two newsletters that were available to residents in Camp Harmony, a Japanese Internment camp located in Washington State. The first newsletter they will read is the very first that was published for the camp on May 5, 1942, and the second was published on August 14, 1942. The students will read the newsletters and extract information and details about the living conditions and events taking place at the camp during the time. The students will also compare the two newsletters by looking for differences and similarities in the aesthetics and content. The goal of having them read the first and last issue of the newsletter is to have them draw conclusions as to how the conditions of the camp changed, or stayed the same, over the period of two months that the newsletter was published. This activity introduces them to Camp Harmony, which is the first internment camp Keiko, the Japanese American girl in the novel, is relocated to. (15 min.)

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Station 2: Interactive WWII Website In this station students will utilize the interactive WWII map used during the Nanking

assignment. This time, however, they will shift focus to North America and examine the ways in which Japanese Americans, men, and women were involved in the war efforts. In the novel, Jamie Ford opens a window to the lives of many diverse people during WWII. This station will create a foundation for understanding the motives and actions of those people. The group will first split up to answer questions related to their chosen topic in order to become “masters” of that information. These questions will involve inference, summarization, opinion, conclusion, and visualization. When completed, the group will come together and reveal what they’ve learned to the other members. When completed, they will be free to explore the website beyond those topics. (15 min.)

Station 3: How to Spot a Jap comic In this station, students will read a comic strip that was published in “The Pocket Guide to

China”. This guide was distributed to US Soldiers stationed in China during World War II, and this comic was published to help the soldiers distinguish the Chinese citizens from the Japanese. The purpose of this station is to expose the students to stereotypes created by Americans about the Japanese during World War II. The students will read the comic and form their own opinions about what they have just read and use textual support from the comic to support their opinions. The purpose of having the students read this comic strip is to expose them to American viewpoints of the Japanese during World War II. It really shows them how racist and stereotypical Americans were. This perspective introduces them to the American perspective seen in the novel and will give them a better understanding as to why Henry is bullied by his American peers. (15 min.)

Station 4: Louis Jordan Jazz

In this station, students will learn more about the nationwide discrimination minorities faced during the period of World War II. This will allow them to make connections to the novel as Henry begins to learn that he and his Chinese American family are not the only ones facing discrimination and oppression. They will research the Jim Crow laws in order to better understand the discrimination against African Americans, like the character Stanley. Then, they will connect that to a quote from the novel and infer its importance. Next, they will read a short passage about jazz music and its importance to African Americans in the South, and across the nation. They will connect the importance of jazz to their own lives and experiences with music as a form of escape. Finally, they will listen to one jazz song by Louis Jordan. The students will be asked to identify how the tone of the music and the lyrics reflect the events that were discussed in class. (15 mins)

Closure:

Students will participate in a “Think, Pair, Share” activity. The students will pretend they are a Japanese American 8th grade student who is now being relocated to an internment camp. They will write down 3 items they can take to the camp with them that are small enough to carry, and they cannot take any of their pets or technology (cell phone, video games, kindle, computer, etc.), and why they chose to take those items to the camp with them. The students will then pair up with the student closest to them and share their items. The teacher will ask a couple students

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to share the items they would bring and why, and then explain how this activity will lead into the next day’s lesson on Japanese American perspective through poetry. (10 mins).

Homework: http://www.history.com/topics/world-war-ii/japanese-american-relocation Students will watch this short video on the History Channel site and answer the question “After

seeing actual footage of Japanese American children and life inside an internment camp, does this put into perspective everything you have learned thus far? What was your reaction to hearing Jimmi Kanaya’s story (the Japanese American who fought for the United States while his family was imprisoned in an internment camp)? Why did you react in this way?”

If the students did not finish their learning station packets in class, they will need to finish them for homework.

Question they must answer for homework:

Follow the link to the History Channel site and answer the following question after watching the video. Do

not click on the “X” when the add pops up. You cannot watch the video unless you allow the

advertisement to play all the way through.

http://www.history.com/topics/world-war-ii/japanese-american-relocation

After seeing actual footage of Japanese American children and life inside an internment camp, does this

put into perspective everything you have learned thus far? What was your reaction to hearing Jimmi

Kanaya’s story (the Japanese American who fought for the United States while his family was imprisoned

in an internment camp)? Why did you react in this way?

PLEASE SEE DOCUMENTS UNDER LESSON 4 FOR THE LEARNING STATIONS FOR LESSON 5

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Lesson 5 Self- Reflection:

The second day of the learning stations went well. During the first period of teaching, there was a fire drill close to the end of the class period which lasted about ten minutes. Considering it was the inclusion class, and the students lost ten minutes of work during the fire drill, I am allowing them an extra day to complete the learning stations packet for homework. There was only one major change to the lesson plan today, and that was the lesson beginning and closure. I decided to switch the beginning and closing activities for the reason that I wanted to make sure the homework assignment was reviewed and understood before the students began working on the stations. This actually worked out well for the first period class due to the fire drill. Once the students got back to the classroom and settled down, there was only about five minutes left of the period and there would not have been enough time to explain the homework assignment. Due to the fact that the students spent most of the time working on the stations today and there was not much instruction, I found that the class periods dragged on. By the third class period I was actually a little bored because the students were diligently working and they did not have many questions. I walked around to each group and talked to them about the stations and what they were writing, but for the most part they worked on their own. I did find one thing interesting, though, that I noticed between the three classes while working on the learning stations. The first class, the inclusion class, was never silent while the students worked on the assignment. They were constantly consulting with each other on the work they were doing and worked really well together. The second and third classes, on the other hand, were silent for almost the entire class. They mostly worked independently, rarely consulted with each other on the work, and kept to themselves with their answers. I think because the students in the first class need that extra support and guidance, they find it easier to work together and bounce ideas off of each other while they work, whereas in the other classes, the students are comfortable working independently and do not need as much support and guidance to complete the work. Overall this lesson went really well. I think the students enjoyed the stations and the activities they worked on and really learned a lot. The only thing I would change about these learning stations is the amount of writing. To me, as a college student, it did not seem like as much writing, but for an eighth grade student, I think it was a little too much writing. In the future I would add more visual and creative aspects and try to limit the amount of writing and questions they need to answer, so the stations do not become redundant.

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Lesson 6 - Thursday October 30, 2014

JAPANESE-AMERICAN POETRY

Essential Question: How can literature serve as a vehicle for social change?

Standards:

ELA.8.RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

ELA.8.L.4.c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Learning Objectives Activities Assessments

Students will have a stronger understanding of the different Japanese American perspectives during the internment period. Students will be able to take on these perspectives and role play as the authors of their related poetry. Students will be able to make inferences and find meaning in the poetry they read based on prior knowledge established in previous lessons.

Activities for the day include discussing and review of the homework, a grouped poetry activity that places students in the perspectives of Japanese Americans during the internment period, an attached organizer with guiding questions, presenting their perspective to the class.

Homework completion. Response to the poetry organizers. Participation in group discussion. This will assess their understanding of perspective.

Materials: Laptops Japanese American poetry Perspective Worksheets Final Assessment Assignment

Guiding Questions:

What do the poems tell you about the different perspectives of adult and children placed in internment camps?

Why do you believe some Japanese Americans retain their national identity despite the infringements on their civil rights?

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Pre-Lesson Assignments:

Students will have watched the History Channel video about Japanese American children in internment camps and will have responded to the accompanying questions for homework.

Lesson Beginning:

Class will begin with a discussion of the questions answered for homework. The video and responses will give the students a context for understanding the perspectives of Japanese Americans during WWII. By hearing real stories and seeing footage of children not to different in age as themselves, students will be able to put the events into perspective. This discussion will also act as a segway into the day’s lesson that involves poetry written by Japanese Americans during the internment period. (5 min.)

Instructional Plan: The description of the instructional plan in RED was used for the third and fourth class period. The instructional plan was changed after the second class period for the reason that it did not

work as well as hoped. The instructional plan in BLACK was used for the second class period only.

Students will be split into four groups and each group will be assigned a different perspective. These perspectives include a generalized Japanese American perspective of internment camps, Japanese American Adults, Japanese American Children, and Japanese Americans Born Inside the Camps. Each group will be given an organizer with poetry from their assigned perspective. These organizers will have guiding questions that will guide the student’s discovery of meaning in the poetry they are reading. While they read the poems and complete the worksheet in their groups, the teacher will walk around the classroom providing help when needed and engaging the students in meaningful discussions. During this group work students will become “masters” of their perspectives. (20 min.)

Students will be jigsawed in such a way that each group contains at least one member from each perspective. Students will then read one poem (or a portion of a longer poem) to their group. Following the reading, students will role play as the poems author and explain from their perspective what the poem means to them and its importance. (This will be modeled beforehand by the teacher.) (8 min.)

When the students have finished their role playing we will regroup as a class and discuss each perspective. The Japanese American perspective reveals the unrest and fear prominent in internment camps, and connects directly to concentration camps. The children’s perspective reveals the great amount of resilience, passion, and naiveté by the younger generation, as well as their maintained national identity. The adult’s perspective reveals the continuing adjustment, confusion, and yielding conformity the older generation felt towards the events. (There is also an interesting use of “refugees.”) Lastly, the perspective of those born inside the camps reveals the shame of those interned and their shielding of the youth. (10 min.)

Once the students become a “master” in their perspective, they will present their perspective to the class. The students will read the assigned poetry and go through the questions they have answered. The students will also have to explain how the poem(s) they read portray the perspective they were assigned and the significance of the poetry. They will explain how the

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emotions and description in the poetry are significant in portraying the perspective of the Japanese American Author.

The teacher will be facilitating the discussion between the group presenting and the other students. The students in the audience will be given a chance to ask any questions they may have about the perspective being presented as well as comment on the poetry.

Closure:

To close the lesson, the final unit project will be assigned to the students. The teacher will explain in detail the assignment and the rubric, and answer any questions they may have regarding the final assessment (10 min.)

Homework:

The homework for this lesson will be for the students to choose a role, audience, form, and topic that they would like to do for their project. They will need to come to class the next day prepared to start working on their final assessment.

Lesson 6 Self- Reflection:

Today Professor Sowder observed my teaching, which made me extremely nervous. Usually I feel very comfortable in front of the class and I do not have trouble speaking to the students, however today, my voice kept cracking and I was stumbling over my words. I think this is due to the fact that as I was teaching, I would see him writing things down and I would focus on his writing and wonder what he could be jotting down. It was the second time I was observed, but the first time I was not as nervous. I think because there was more instruction for this lesson, than the first one, I felt like all eyes were on me and there was a lot of pressure. I think over all the class went well, other than me being nervous. There was one major change from the second period to the third and fourth, but I think the change worked a lot better than the original plan. We had originally planned on the students participating in a jigsaw activity of the poetry that they read, and the goal was to have them role play the perspective of what they read. When we tried to do this with the first class, they did not really understand how to role play the perspective. They focused on answering the questions and writing down the answers rather than listening to the emotion and content of the poetry. This was also reflected the class discussion for the reason that the students read straight from the page of the answers they wrote down. There was very little participation in the class discussion because they did not fully understand the point of the role play activity. For the second and third classes, instead of doing the jigsaw activity, I had each group present their perspective to the class. Each group read their poem and then talked about the answers to the questions. As they were in front of the class, I would ask questions and facilitate a discussion. I think this worked out a lot better than the jigsaw activity for the reason that the students were more engaged in the discussion and were not only focused on getting the answers down on paper. I really liked this lesson for the reason that the students were reading the perspectives of Japanese Americans, rather than just reading about their experiences. This lesson will really help them with their final unit assessment when they are choosing a role. In general this lesson went well, I think. There were a few bumps along the way and it took a little bit of time to figure out what worked and what did not work, but that is normal.

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Japanese American Poetry Packet

Japanese American Unrest

THAT DAMNED FENCE

They’ve sunk the posts deep into the ground They’ve strung out wires all the way around.

With machine gun nests just over there, And sentries and soldiers everywhere. We’re trapped like rats in a wired cage, To fret and fume with impotent rage; Yonder whispers the lure of the night,

But that DAMNED FENCE assails our sight.

We seek the softness of the midnight air, But that DAMNED FENCE in the floodlight glare

Awakens unrest in our nocturnal quest, And mockingly laughs with vicious jest.

With nowhere to go and nothing to do, We feed terrible, lonesome, and blue:

That DAMNED FENCE is driving us crazy, Destroying our youth and making us lazy.

Imprisoned in here for a long, long time,

We know we’re punished–though we’ve committed no crime, Our thoughts are gloomy and enthusiasm damp,

To be locked up in a concentration camp.

Loyalty we know, and patriotism we feel, To sacrifice our utmost was our ideal,

To fight for our country, and die, perhaps; But we’re here because we happen to be Japs.

We all love life, and our country best, Our misfortune to be here in the west,

To keep us penned behind that DAMNED FENCE, Is someone’s notion of NATIONAL DEFENCE!

Anonymous

Cite: Describe what life was like for a Japanese American interned in the camps based on the descriptions in THIS DAMNED FENCE. Quote at least two lines from the poem in your answer. ______________________________________________________________________________ ______________________________________________________________________________

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______________________________________________________________________________ ______________________________________________________________________________ Infer: In the poem THIS DAMNED FENCE there is a conflict presented between patriotism and unrest towards the US. From the speaker’s point of view, which of these feelings are stronger? Why? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Create: Underline five lines in the poem that help you visualize the internment camp described by the speaker in the poem. In the area below, draw a picture of what the internment camp might look like based on those lines.

Japanese American Children

FAITH

My heart is proud, My soul is glorious and free.

You, young Nisei, are fighting for our lives, our country, future, and everything we stand for.

We are right behind you. You are proving that we are loyal

in Italy and wherever you go. You will come back victorious and free,

and we will be waiting for you in this land of liberty.

Yukio Ota

Be Like the Cactus

Let not harsh tongues, that wag in vain,

Discourage you. In spite of pain,

Be like the cactus, which through rain,

And storm, and thunder, can remain.

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Kimii Nagata

MY PLEA

Oh God, I pray that I may bear a cross To set my people free,

That I may help to take good-will across An understanding sea.

Oh, God, I pray that someday every race May stand on equal plane

And prejudice will find no dwelling place In a peace that all may gain.

Mary Matsuzawa

Research: In Faith, the word “nisei” is used to refer to an unknown subject of the poem. Research this word on your laptop and in two to three sentences describe what its significance to the poem is. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Infer: In Be Like the Cactus, who is the poem saying should “be like the cactus” and why? Why do you think the author specifically chose the word “cactus”? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Synthesize: All three authors of the poems you just read were children during the internment period. Based on the messages of these poems, how would you describe the outlook of children in the camps? Quote at least one line from My Plea and one line from either of the other two poems in your response. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Japanese American Adults

BARRACKS HOME

This is our barracks, squatting on the ground, Tar papered shacks, partitioned into rooms

By sheetrock walls, transmitting every sound Of neighbor’s gossip or the sweep of brooms

The open door welcomes the refugees, And now at least there is no need to roam

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Afar: here space enlarges memories Beyond the bounds of camp and this new home.

The floor is carpeted with dust, wind-borne Dry alkalai, patterned with insect feet,

What peace can such a place as this impart? We can but sense, bewildered and forlorn, That time, disrupted by the war from neat

Routines, must now adjust within the heart.

Tojo Suyemoto Kawakami

Camp Memories I have dredged up

Hard fragments lost I thought in years

Of whirlwind dust. Exposed to light,

Silently rough And broken shards

Confront belief.

Tojo Suyemoto Kawakami

Infer: In Barracks Home, the author uses a very interesting word choice when she says “the open door welcomes the refugees.” Why do you believe she chose the word “refugees” to refer to the interned Japanese citizens rather than “prisoners” or “captives”? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Synthesize: The author of the poems you just read was an adult during the internment period. Based on the messages of these poems, how would you describe the outlook of adults in the camps? Quote at least one line from Camp Memories and one line from Barracks Home in your response. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Create: Underline five lines in Barracks Home that help you visualize the internment camp described by the speaker in the poem. In the area below, draw a picture of what the internment camp might look like based on those lines.

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Japanese Americans Born Inside the Camps

Missing Pieces There are missing pieces in my life

Not simply forgotten memories But unspoken words

I wish my parents were still alive And willing to take a step back

To explore what comes up To share who they were when it all happened

They died silent Their stories untold

This pilgrimage helped me with my healing

and by hearing the accounts of others I am able to assemble a story That could have been theirs

That could be mine

Those are the missing pieces That I need

To make myself whole

Ann Muto

Lost in the Desert Repetitive rows of barracks engulfed

My mother’s view. Swirling sand stifled her breath.

Pride spiraled into shame She hated who she was, what she was—

Hers, the face of the enemy.

Ann Muto Conclude: In Missing Pieces, the speaker describes the “missing pieces” of her life. What do you believe those missing pieces are? Remember that the author is a person born inside the camps, so keep her age in mind when responding. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Infer: Why do believe the mother in Lost in the Desert feels “shame”? ______________________________________________________________________________

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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Opinion: Do you believe it was right or wrong of the speaker’s parents to shield her from the memories of the internment camps? Has there ever been a time in your life that you didn’t tell a friend or loved one something because you wanted to protect them from the truth? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Lesson 7 - Friday October 31, 2014

FINAL ASSESSMENT

Essential Question:

How is our understanding of culture and society constructed through and by language?

Standards:

ELA.8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELA.8.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

ELA.8.W.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Learning Objectives Activities Assessments

Students will be able to recall the instructions of their final assessment project and begin to apply concepts learned in the unit thus far to construct their project.

Activities for today include reviewing the final assessment assignment and beginning to work on it in class.

Project proposals will be informally assessed by a teacher based on their chosen role, audience, and topic.

Materials:

Final Assessment Instructions Packet Laptops Articles, videos, and sources used in other lessons compiled in one location

Guiding Questions:

How do you plan on demonstrating that you understand the content by this form of the project? How will completing the assignment further your understanding of the unit? How does the textual evidence you have chosen demonstrate your understanding of the unit? How does the textual evidence you have chosen relate to your topic?

Pre-Lesson Assignments:

The students will have completed four learning stations, read multiple articles, and watched videos about World War II and Japanese Internment to provide them with the context they need to be successful on the final assessment.

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Lesson Beginning: To begin the lesson, the teacher will ask if any of the students would like to share the role,

audience, form, and topic they have chosen from their final project and why they chose each choice. The purpose of this beginning is to allow the teacher to get a general idea of which students need assistance and which students are on the right track. (5 mins)

Instructional Plan: Students will have received a copy of the final assessment instructions packet the previous day.

This packet has the guidelines and requirement for their final project of the unit, which requires students to pick a role they want to portray, an audience they want to address, a form they want to use to complete the project, and a topic related to the unit they want to cover. Their options will be presented to them in a table within the packet. (Examples of roles include Japanese American Child and Newspaper Writer. Examples of audiences include American People and friends. Examples of forms include comic strip and poem. Examples of topics include Life in a Japanese Internment Camp and The Japanese Invasion.) Each topic is designed to connect to different aspects of previous lessons in order to engage the student’s established prior knowledge. Students will also be instructed of the guidelines they must follow (which will also be included in the packet in the form of a rubric) including using at least three sources of information used in class (ie. homework worksheets or the interactive WWII website), citing one piece of textual evidence from each of those sources, and creativity. The teachers will also clarify that racism in any form will not be tolerated.

After reviewing the packets as class, the teachers will give the students an opportunity to ask questions about the project. This will be done as a class so that students shying away from asking questions might have their concerns addressed.

Before the students can begin working, they will need to have the role, audience, form, and topic approved by the teacher.

Students will have the remainder of the class period to begin working on their final assessments. By the end of this class period they should have chosen all three of their sources as well as their textual evidence. This time will allow the teacher to address any issues students may have with their projects before working on them at home.

As the students are working, the teacher will conference with each student to ensure they are on the right track, answer any concerns they may have, and ensure their sources and textual evidence are relevant to their project.

Closure: At the end of the class period, if any students would like to share their project ideas to the class, they will be given the opportunity to do so. By doing this, students will have the chance to hear other ideas and listen to feedback from their peers. Homework:

For homework the students will complete a rough draft of their final assessment project. The completed rough drafts will be used in the peer response activity during Lesson 8.

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Lesson 7 Self- Reflection: Today’s class went really well. There was not much that changed between each class and

the majority of the students worked diligently the entire class period. While meeting with each student, I found some things interesting. The majority of them had really good ideas, were on the right track, and did not need much guidance. But there were a few students who had the most outrageous ideas that needed to be reconstructed. I helped them get on the right track, but it was just surprising to me that even after I explained everything, they were still uncertain. I answered all of their questions and explained why their ideas did or did not work, and they all seemed appreciative of my feedback, so hopefully their final products turn out great. Since this class period was dedicated to working on the project, once I met with each student and went through everything step by step, I found myself just wandering around the room. All three of these classes dragged on for some reason. It may have been because it was a Friday and the kids were excited about Halloween. One student attempted to scare me! It didn’t work because I could tell he was hiding something under his jacket, but it was a good attempt.

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Lesson 8 - Monday November 3, 2014

PEER RESPONSE OF FINAL ASSESSMENT

Essential Question:

How is our understanding of culture and society constructed through and by language?

Standards:

ELA.8.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

ELA.8.W.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELA.8.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

ELA.8.W.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Learning Objectives Activities Assessments

Students will be able to use their own knowledge of writing and grammar to provide “glows” and “grows” to their peers. Students will apply concepts learned in the unit thus far to construct their final project.

Activities for today include peer responses to the final assessment rough drafts using “glows” and “grows” and working on the final assessment project.

The students will be informally assessed based on their responses to the “Glow and Grow” organizer.

Materials:

Rough draft of the students assessments Peer Response organizer Sources used to provide textual evidence for the final assessment Final Assessment Assignment

Guiding Questions:

What is a glow of your partner’s project? What is a grow of your partner’s project?

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How can they improve? What can they do to improve? What do you think you did well in your project? What do you think you need to improve?

Pre-Lesson Assignments:

The students will have spent multiple days working in groups, reading poetry, using interactive websites, watching videos, and reading articles that will allow them to produce a successful final assessment.

The students will have also done a similar “grow” and “glow” activity with previous assignments. Lesson Beginning:

Touch base with the students and the progress they are making on their projects. The first five minutes of class will be dedicated to answering questions they may have about the project and clarify anything. It is essential to give the students as much time as possible to work on their assessment (5 mins)

Instructional Plan:

The students will pair up with another student and fill out a “Glow and Grow” organizer for their partner’s final assessment project. The students will read through their partner’s project and write two aspects of the project that their partner did well and two aspects of the project that their partner can improve on. They will also give their partner two suggestions on ways they can improve their project. The students do not have to use the suggestions that are made, but it is helpful to allow them to look at their project in a different perspective.

Once the students have filled out the organizer, they will return the project to its owner, and discuss the organizer together. Each student will need to tell the other why they thought certain aspects were done well, and where other aspects can be improved. (15 mins)

For the remainder of the period the students will have access to laptops to work on their final assessment. The teacher will be circulating the room, answering questions, and helping the students if they are struggling. (25 mins)

At some point during this class period, the teacher will show an example on the projector of how the sources and textual evidence must look within the final project.

Closure:

The novel Hotel on the Corner of Bitter and Sweet will be distributed to the students. Homework:

Complete final draft of the final assessment which is due tomorrow.

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Lesson 8 Self- Reflection: Today went really well. I constantly walked around the class room reviewing the student’s rough drafts and going over everything with them. Some of their rough drafts were really well written, while others still needed a lot of work. There were even some students that did not even bring a rough draft. When I first started walking around and meeting with the students, I noticed that a majority of them struggled with how to incorporate the textual evidence and citations in the project. In the first two classes, there were two students that did it correctly, so I asked them if I could use their rough draft as an example of how to properly incorporate textual evidence and sources to the class. So I projected the two students work on the screen and explain to the students the proper way to add the evidence and citations. Once they saw a visual of how it needed to be done, it was like a light bulb went off in their heads. Even though I explained it, they didn’t really understand it until I showed them a visual. This really put into perspective of how important it is to have visuals in all of my lessons and to write things on the board, even though I provide oral instructions. I started thinking about when I was in school and my teachers would give oral instructions and not write anything on the board. I could never remember what the instructions were if they were not right in front of me. Now I will be conscious of providing visuals for everything.

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Name: Period:

Glow and Grow

Your Partner’s Name:

Glow

1.

2.

Grow ways to improve

1. 1.

2. 2.

ROLE

FORM

AUDIENCE

TOPIC

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Lesson 9 – Tuesday November 4, 2014

PRESENTATION OF FINAL ASSESSMENTS

Essential Question: What can you learn from hearing other student presentations? Standards: CCSS.ELA-LITERACY.SL.8.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Learning Objectives Activities Assessments

The students will present their final assessment projects to their classmates in order to have a better understanding of the many different perspectives involved in World War II.

The activity for the day is student presentations of their final project.

The students will be assessed on the final product of the assessment.

Materials:

The Academic Conference Center (ACC) Student final projects 30 chairs

Guiding Questions:

What have you learned by hearing other presentations? Has the transparencies of other projects provided additional insight? What do you think you did well while creating your project? What do you think you can improve?

Pre-Lesson Assignments:

The students will have spent multiple days working in groups, reading poetry, using interactive websites, watching videos, and reading articles that will allow them to produce a successful final assessment.

The students will have also done a “grow” and “glow” activity with the rough draft of their assignments.

The students will have had ample amount of time in class to consult with a teacher about any questions or comments they have about the project.

Lesson Beginning The beginning of the lesson will be dedicated to the students preparing themselves to present

their final products. They will be given five minutes to gather their thoughts and any materials they need to present.

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Instructional Plan:

Once the students are prepared to present their final projects, the class will be split into two three groups.

Due to the fact that three full class days cannot be set aside for full class presentations, the students will present in the smaller groups.

After each student presents their project, the rest of the students in the group will provide GLOWS and GROWS for the presenter, as well as state something they learned from listening to the presentation. Each student in the group will need to say at least one thing. This will force students to actively participate in the presentations.

If time permits, half of the students at each group will switch to the other group to allow the students to hear as many presentations as possible.

The reason this lesson will take place in the ACC is to accommodate the two separate groups. There is not enough space in the regular classroom to arrange the desks into circles.

Closure:

To close the lesson the teacher will remind the students of the reading assignment for homework and ask the students for some comments and feedback on what they thought of the introductory unit for the novel. The point of this is to get some feedback from them on what went well and what can be improved for the future.

Homework:

Reading assignment for HOTCOBAS

Lesson 9 Self- Reflection:

Overall I really enjoyed the presentations of the student projects. We decided split the

students into three groups, rather than two, to ensure that each student had the chance to

present. Since there were three adults in the room, there was a monitor at each group. The

small groups also allowed for better feedback and discussion of the projects. The students

provided really good feedback, and I was impressed with their discussions. I was even more

impressed by the final projects that the students handed in and their presentations. In

general, they really worked hard on their projects. There were a few students that did not

complete the project up to par as others, but there were some exceptional projects. After each

student presented, I started a discussion with them about what they thought of the unit in

general. Overall I received good feedback from them. They generally enjoyed the unit and

overall liked the final assessment. Some of them felt as if the unit was dragged out a little bit,

but others thought it was a perfect length and were glad we taught it. I got mixed feelings from

some students as well. From their feedback I learned that it impossible to please every student.

Some things work for students and some things do not. I just have to make sure that my

lessons are varied and well organized and I think both the lessons and students will be

successful.

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UNIT CULMINATING ASSESSMENT

Name: Period:

Final Project for Introductory Unit to Hotel on the Corner of Bitter and Sweet

For this project you will pick a ROLE you want to portray, an AUDIENCE you would like to address, a

FORM in which you want to complete your project, as well a TOPIC.

Once you have chosen a role, audience, form, and topic, you will need to have it approved. Once your

ideas have been approved, you can begin working! However, there are a few guidelines you must

follow….

1. You must use at least 3 sources from the information that we have used in class. This can include any videos we have watched, articles we have read, or sites used. You will have access to all of these documents in class, as well as online. If you would like to use a source you have found on your own, it will need to be approved first.

2. You must cite at least 1 piece of textual evidence from each source you use. This textual evidence must be relevant to your project and must smoothly be incorporated into the form you are using. For example, if you chose to write a letter about Life in a Japanese Internment Camp, there should not be facts about why the government chose to create the internment camps.

3. Completely fill out the Textual Evidence portion of this packet. This will be considered your WORKS CITED page for the project. You will be turning it in with your final project.

4. When citing the textual evidence in your project, it must be BOLDED and have quotation marks around it. At the end of the sentence in which your textual evidence is located, in parenthesis write which source the evidence came from.

5. You ABSOLUTELY CANNOT be racist in any way. You must be respectful of all races while writing or creating your project. You can illustrate a viewpoint without being negative or derogatory. If there are any forms of racism in your rough draft, 10 points will automatically be taken off of your final grade. If there are any forms of racism in your final draft, you will receive a 0 for the project.

6. Be creative and descriptive! Really put yourself in the role that you choose. Imagine what it would have been like to actually be that person during World War II and be as descriptive as possible.

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ROLE AUDIENCE FORM TOPIC

Japanese American Child American Child Japanese American Adult Japanese American Soldier American Soldier Newspaper Writer President Roosevelt

Family American People Congress Newspaper Readers Friends Yourself American Children Japanese American Children Soldiers

Newspaper article Diary entry Letter Poem Speech Song Comic Strip

Life in a Japanese Internment Camp The attack on Pearl Harbor Government reasoning for creating internment camps Life in American society during Japanese Internment The Japanese Invasion

Poem

When writing the poem, you do not need to follow very specific poetry guidelines, however, it

must be at least 25 lines long, have a creative title, and stay focused on the topic you have chosen. It

does not need to be in first person, but you need to keep in mind the role you have chosen to portray.

This poem does not have to rhyme, but it should be descriptive.

Newspaper article

For your newspaper article, you will need a creative headline that captures the audience’s

attention. The headline must be relevant to your topic. For the article, be as creative as possible! You

can pretend to interview people, talk about the setting, the conditions, the casualties, etc. Try to

incorporate as much facts as possible about your topic. Your article must be 1.5 to 2 pages double

spaced.

Some helpful tips for your writing…Before starting to write, get all of your facts together. This

will prevent you from leaving out important information. Begin the article with a leading sentence that

grabs the reader’s attention. This is the most important because if your first sentence does not engage

the reader, they most likely will not continue to read the article. You must remain unbiased. You are

trying to convey direct facts, not voice your opinion.

Diary entry

For a diary entry, you really need to put yourself in the position of the role. This needs to be in

first person and describe everything you are feeling, seeing, and hearing throughout the day. This entry

needs to be about one specific day. This entry needs to be a 1.5 to 2 pages double spaced.

Some helpful tips for your writing… write in chronological order. If you are writing about

multiples events that took place throughout your day, start in the morning and end with the evening.

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Try to avoid describing things that are unnecessary and irrelevant to your topic. And remember to

explain why you are feelings these things. Do not just say things such as “I am sad”. Explain why you are

sad and what made you feel this way.

Letter

To write a letter, it needs to be addressed to a specific person and written in first person. Just

like the diary entry, you really want to put yourself in the position of the role. For example, if you are

writing to an American Soldier, pretend you personally know who this soldier is. This letter has to be

personal and must be written in a traditional letter format. Dear… and Sincerely… You can choose if you

would like this letter to be formal or informal, however, in both cases you need to address the person.

This entry needs to be 1.5 to 2 pages double spaced.

Some helpful tips for your writing…Ask yourself what you want to communicate to your

audience. Once you have figured out the message you want to send, try to be as descriptive as possible,

but also make it personal.

Speech

When writing a speech, you need to choose one specific topic and expand on it as much as

possible. It should reflect what your audience wants to hear, and have passion behind what you are

talking about. You need to think about why you are giving this speech and the purpose of the speech

and make it clear to the audience. Your speech should be organized and persuasive, attempting to get

the audience to agree with your topic. This entry needs to be 1.5 to 2 pages double spaced.

Song

Choose a song that is school appropriate and rewrite the words. The words that you rewrite

should fit with the music of the song you have chosen. Also change the title of the song so that it fits

with the lyrics you write. You must also write a separate, short write up stating the original song you

chose, why you felt the music of that song worked the best with the lyrics you have written, as well as

what you thought was successful in your written lyrics, and what you struggled with when writing the

lyrics.

Comic Strip

Draw and write a comic strip or book that caters to your audience, but is relevant to the topic

you choose. It should be long enough to fit the textual evidence you need. Try to be creative as possible

with this! Make up characters and situations, as well as draw settings and scenes. This also requires a

short write up explaining why you chose to portray your role, audience, and topic in this way as well as

what you thought was successful in your comic, and what you struggled with when creating this comic.

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Name: Period:

MUST BE HANDED IN WITH YOUR FINAL PROJECT

ROLE:

AUDIENCE:

FORM:

TOPIC:

Textual Evidence

Source #1: _______

Textual Evidence #1: _______

Source #2:

Textual Evidence #1: ________

Source #3:

Textual Evidence #1: _______

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The goal of this unit was to make students aware of the many different perspectives

involved in World War II and to provide the students with the historical context of the novel

Hotel on the Corner of Bitter and Sweet. This final unit assessment beautifully connects to both

the cumulative unit and the novel for the reason that it is forcing students to take on a role

and create a final product that encompasses everything the role stands for. Throughout the

unit the students were exposed to multiple perspectives through a variety of different sources,

such as poetry, videos, interactive websites, and primary sources, which gave them the

necessary context needed to be successful for the final assessment. This final assessment has

many different choices for the students to choose from, and is not confined to one specific

form. There are writing and creation choices for the students to ensure that they choose

something they feel comfortable producing. The goal of this is for them to create a final

product that they are proud of, without feeling discouraged for the reason that they are not as

strong of a writer as other students, or they are not as creative. In general, this final

assessment encompasses everything the entire unit aimed to focus on and connects to the

context of the novel.

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HOME/SCHOOL/COMMUNITY CONNECTION

Dear Parents/ Guardians,

I hope you had an amazing summer! I trust that it was filled with wonderful memories for you

and your family. It flew by so fast, but sadly it is coming to an end. You are probably dreading the

upcoming school year, but I, on the other hand, am very excited. We will be getting to know each other

more and more throughout the year, but I am reaching out to you now to introduce you to my

classroom.

I think having an imagination is wonderful, and we need to use it whenever we can, so in class

this year your child will be encouraged to let their imagination run wild. We will be reading a variety of

books in class that will allow us to engage in multiple activities such as class discussions, writing

assignments and reenacting scenes that will allow you to use your imagination. We will also explore

poetry, writing scripts for plays and commercials, as well as looking at techniques to writing the perfect

essay.

Although we will be doing so much in class, I encourage all of my students to independently

read outside of class. I LOVE books, and although I do not force my students to independently read, I

hope they attempt, or already do, to share similar feelings. There are a ton of different novels and series

your child can read, and I want them to feel comfortable with the books they choose. If they do not like

a particular genre or book they are reading, it is okay to put the book down and start another one. Each

student has one job this school year: to find a genre, series, or even one book, that they absolutely

enjoyed and loved. Reading opens up so many new doors, and I can only hope that you encourage your

child to read as much as possible.

Aside from reading, I also ask that you, as a parent, get as involved with your child’s school work

and activities as much as possible. The more involved you are, the more involved your child will be, and

their participation, excitement, and motivation are the driving forces to a successful education. Read a

book with them, take interest in something they are talking about, and just hang out with them. You

may learn more from your child than you think!

I want to be clear that my door is always open. Please feel free to contact me at any time with

questions or concerns. I look forward to an amazing school year!

Miss Maria Morlando

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RESOURCES

All of the worksheets, graphic organizers, and final assessment used for this unit plan were

created by my partner, Rob, and I.

"Camp Harmony News-Letter." Camp Harmony Exhibit. N.p., n.d. Web. 17 Nov. 2014.

"HOW TO SPOT A JAP (1942)." HOW TO SPOT A JAP (1942). N.p., n.d. Web. 17 Nov. 2014.

"Inside WWII." History.com. A&E Television Networks, n.d. Web. 17 Nov. 2014.

Ishigo, Estelle. "Object of the Month Object Archive About Object of the Month." MHS Collections

Online: "We Searched Its Gaunt Face for the Mysteries of Our Destiny ...": Estelle Ishigo's Scenes of

a Japanese Internment Camp. N.p., n.d. Web. 17 Nov. 2014.

"Japanese-American Relocation." History.com. A&E Television Networks, n.d. Web. 14 Nov. 2014.

"Japan, China, the United States and the Road to Pearl Harbor, 1937–41 - 1937–1945 - Milestones - Office

of the Historian." Japan, China, the United States and the Road to Pearl Harbor, 1937–41 - 1937–1945

- Milestones - Office of the Historian. U.S. Department of the State, n.d. Web. 17 Nov. 2014.

Laurier, Jim. "Warriors of Kaneohe." Warriors of Kaneohe. N.p., n.d. Web. 17 Nov. 2014.

"LOUIS JORDAN. Let The Good Times Roll. 1940's R&B / Jazz Soundie."YouTube. YouTube, n.d. Web.

17 Nov. 2014

"Praying for Safety." Home. N.p., n.d. Web. 17 Nov. 2014.

Sugimoto, Henry. "Untitled (News of Pearl Harbor)." Home. N.p., n.d. Web. 17 Nov. 2014.

"Topaz Japanese Internment Camp Painting, Springville Museum of Art."Flickr. Yahoo!, n.d. Web. 17

Nov. 2014.

"World War II Poetry." Poetry. N.p., n.d. Web. 17 Nov. 2014.

"WWII Anti- Japanese Propaganda." YouTube. YouTube, n.d. Web. 17 Nov. 2014.