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I Am an American

Page history last edited by claudette.schaeffer@st.bemidjistate.edu 15 years, 4 months ago

 

 

 

 

 I Am an American On a beautiful Sunday morning in December 1941 Japan attacked Pearl Harbor. Following this attack the United States Federal government imprisioned nearly 120,000 Americans.What was their crime? They were of Japanese ancestory. I Am an American shares this history through the story of Shi, a young Japanese-American. This 90 page book clearly depicts the life many Japanese faced through internment.

 

Claudette Schaeffer

October 15, 2008

8th Grade Social Studies

Standard: U.S. History I.I. A world at war 1930s-1945

 

The student will understand and analyze the economic, social, and political transition or the United States before, during, and after World War II.

 

I.I. 4 Students will evaluate the impact of World War II on the home front and on American culture, including Japanese internment, Tuskegee Airmen, and “Rosie the Riveter.”

 

Objectives:

  •  Students will recall three events that occurred during Japanese internment and evaluate how these events conflict with the civil rights granted to all Americans.    
  •  Students will be able to analyze characteristics of an American.
  •  Students analyze the question “Who belongs here?”

 

Materials Needed:

  •  “I Am An American” book for each student.
  •  3 sticky notes for each student
  •  Bar graph drawn on white board
  •  Writing utensils
  •  Reflection Journal
  •  Reflection questions

 

Anticipatory Set:

Ask students the essential question, "Who belongs here?" Allow 1minute for reflection.

 

 

Procedure:

  •  Give each student 3 sticky notes and ask them to write down one characteristic that makes a person an American.
  •  Have a bar graph printed on the board.
  •  Do not label bar graph until students have completed filling out their sticky notes.
  •  Once students have filled out notes briefly discuss the main ideas. These will be used to label the bar graph.
  •     *The bar graph may include many of these topics: Religion, community life, family life, form of government, where    a person is born, civil rights.
  •  Have students go to the bar graph and place their sticky notes (in such a way to extend the bars) on the bar graph.
  • Students will need to decide where the best fit is if there is not a clear category for their note.
  • Additional categories can be added if needed. Try to get students to use those given.
  •  Read the introduction and chapter 1 in the book, “I Am an American” by Jerry Stanley. Have students read this expressively. Have student readers stand in front of the class while reading.
  •  After reading the introduction pause to reflect on discussion questions. Put questions on the overhead and have students work in groups of three to answer the following questions.

          -Describe  Issei

          -Desribe Nisei

          -What did many most Issei eat?

          -What did many Nisei eat?

          -What religion were many Issei?

          -What religions were many Nisei?

          -What did many Nisei do to demonstrate their loyalty to America?

  •  After reading chapter 1 pause to reflect on discussion questions.Put questions on the overhead and have students answer these questions in their groups of three.

          -How did many Japanese-Americans earn money?

          -Why did this upset many white people?

          -Page 8 discusses a law that was passed. What did this law ban?

          -How did the Japanese-Americans find a way around the law?

          -What nationality were most of Shi’s friends?

          -What activities did Shi enjoy?

          -How is Shi like many Americans?

          -What shattered Shi’s world?

 

Student Assessment:

Students will answer the following questions in their reflective journal:

  •  What makes a person an American?
  •  How is Shi like you?
  •  Is Shi an American?
  •  Does Shi belong here?
  •  List three events that occurred during Japanese internment.
  • Tell how these events conflict with the civil rights granted to Americans.

 

Rubric

Students will evaluate the reflective journal of one of their classmates using the following guidelines.

What makes a person an American?

     ____  3 points if they included wrote in a complete sentence and included 2 complete thoughts about  what makes a person an American.

     ____  2 points if they wrote 2 complete thoughts, but not using sentences about what makes a person an American.

     ____  1 point if they wrote only 1 idea about what makes a person an American.

     ____  0 points if not answered.

How is Shi like you?

     ____ 3 points if they included, using complete sentences, 2 pieces of information from the book.

     ____ 2 points if they included 2 pieces of information from the book, but did not write in complete sentences.

     ____ 1 point if they included one piece of information from the book.

     ____ 0 points if not answered.

 

 "Is Shi an American?     

     ____ 3 points if they included, using complete sentences, 2 pieces of information from the book.

     ____ 2 points if they included 2 pieces of information from the book, but did not write in complete sentences.

     ____ 1 point if they included only 1 piece of information from the book.

     ____ 0 points if not answered.

 

 

 Does Shi belong here?     

     ____ 3 points if they wrote a complete sentences explaining their answer.

     ____ 2 points if answer is explained, but did not write in complete sentences.

     ____ 1point if they answered the question, but did not explain.

     ____ 0 points if not answered.

 

3 events during Japanese internment

     ____ 3 points if they wrote 3 events

     ____ 2 points if only 2 events were listed

     ____ 1 point if only 1 point was listed

     ____ 0 points if not answered

 

Tell how the events of Japanese Internment conflict with the civil rights granted to Americans

     ____ 3 points if ideas are well developed and connected to civil rights being denied to Japanese-Americans

     ____ 2 points if ideas are connected to civil right being denied to Japanese-Americans, but need further

             development.

     ____ 1 point if a civil right is mentioned but not connected to the internment situation.

     ____ 0 points if not answered.

 

Lesson Extensions:

I Am an American,Japanese Internment Vocabulary lesson  A Lesson plan using Marzano's vocabulary strategies

www.wisconsinhistory.org/teachers/lessons/secondary/internment.asp Excellent primary source lesson plan

www.youtube.com/watch A documentary about Japanese internment camps

www.youtube.com/watch Video footage of an unlikely enemy

www.scu.edu/SCU/Programs/Diversity/memorial.html This site shares interesting information about the Japanese internment memorial

www.archives.gov/research/alic/reference/military/japanese-internment.html Find more information about the subject

 

 

 

 

 Reading For Understanding.doc This is an assignment that has students make predictions about chapter 2 before they read it. Check it out.

 

 

 

 

 

I Am An American

Social Studies Standards

NCSS Ten Themes

History

           

 

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