Emily Sniegowski CI 403 Lesson Plan AC Perspectives on Japanese Internment: Post-Reading Lesson for Citizen 13660 Time 50-minute

class period Setting The setting of this lesson is a regular level 10th grade English class in a public high school in the suburbs of Chicago, Illinois. The class has a total of 30 students. There are 17 girls and 13 boys. Five students are African American, 21 are white, and four are Asian. The class is comprised mostly of middle class and upper-middle class students. There is a wide range of reading and writing abilities across the class. Two of the students speak Mandarin. One student is blind. Conceptual Framework The goal of this lesson is for students to critically analyze primary texts from the Japanese interment and be able to identify the different perspectives each text presents, as well as the methods used by the author to show said viewpoint. This lesson is based off the idea that teaching genocide in an English class should not be history-heavy, but should employ language skills and theoretical concepts of things like genocide, as discussed in my CI class. The analysis of primary texts will serve as practice for students critical analysis skills. This framework is also inspired by Burkes book The English Teachers Companion, in which he discusses the various forms of literacy and skills we promote in English classes, beyond the reading of canonical texts and teaching grammar (16-17). Skills honed in English classes range from procedural, cultural, rhetorical, historical, ethical, psychological, etc. Examine primary historical texts and texts along with the book Citizen 13660 will cater to several of these levels of literacy and analytical skill. Burke, Jim. The English Teacher's Companion: A Completely New Guide to Classroom, Curriculum, and the Profession. N.p.: n.p., n.d. Print. Background/Foreground a. The background for this lesson is Min Okubos book, Citizen 13660. Other resources used in this lesson include primary sources from the Japanese interment: Home by Estelle Ishigo, Instructions to all Persons of Japanese Ancestry, War Relocation Work Corps pamphlet, Welcome to Topaz: Dos and Donts pamphlet, Newspaper Clipping of Camp Life. b. This lesson is to be used as a post-reading lesson for the book Citizen 13660. The students will have finished reading the novel at this point, which gives a vivid overview and description of one womans experiences living in the Japanese relocation camps during WWII. The primary sources present different perspectives on the Japanese internment, from government perspectives, to Japanese Americans themselves. Each is in a different medium and will be used to analyze the interment and the texts produced during that time.

c. This lesson links back to the reading of Okubos book, from which students will have gained the background knowledge of the Japanese internment. It can also lead to future lessons because this lesson can be adapted into more than one class period and can also lead to research skills or close reading papers of the primary texts. Objectives 1. By the end of this lesson, students will have analyzed texts of different perspectives and be able to identify what these texts say about differing views of the Japanese interment by using textual or visual evidence. Common Core English Language Arts Standards CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account. This standard is addressed by having students examine various primary texts from the Japanese internment which come in different mediums paintings, newspapers, pamphlets, etc. Each has a distinct pint of view, but is concerned with the same topic. Students will examine each for differences in the portrayal of the Japanese internment. CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Students will be drawing from the primary sources and listing specific examples on their worksheets of words, phrases, and details that give off certain viewpoints unique to each text. They will also be using these to talk about the texts in class discussion, where they will be asked to give examples to support their ideas about each text. Materials 1 Copy of each primary document: o Home by Estelle Ishigo o Instructions to all Persons of Japanese Ancestry o War Relocation Work Corps pamphlet o Welcome to Topaz: Dos and Donts pamphlet o Newspaper Clipping of Camp Life Document evaluation worksheets Student copies of Citizen 13660 Preparation Desks should be grouped in five groups with one of each of the different primary texts per group and document evaluation worksheets for each group member Students names are written on the board in five groups directing them to which group to sit with Procedure 1. Opening (~5 minutes): Explain the days activity to the students 5 minutes per primary source, and then rotate to the next station, examining the text or image with students filling out the document evaluation worksheets as they go.

a. You can preview the worksheet with them before they start so they know how to fill it out. 2. Start rotation, 5 minutes per station (~25 minutes) 3. Discussion (~20 minutes): Come back together as a class to discuss the differences among the primary sources and their various points of view and portrayals of the Japanese internment. a. This discussion will probably spill over to the next days lesson as well, since there will be a lot to talk about. b. Students should still fill out the bottom of their document evaluation worksheets regarding the whole class discussion and turn them in as they exit class. (Give a few minutes before the end of class to have students silently fill out this bottom part of the worksheet.) Discussion Ideas 1. Which of the documents surprised you the most? Why? 2. What is the tone of each piece? What specific language choices or artistic choices give off that tone? 3. What were the agendas of the authors behind these texts? Why present the issue from these angles? 4. How do you think Japanese Americans would have reacted to these different texts? Language Accommodations Because this lesson focuses on textual analysis and interpretation of texts presented to those who might not have spoken English as their first language, the ESL or ELL students in the class could be very insightful and useful in discussion. You could ask them how it feels as a nonnative speaker of English to read these texts, as many of the Japanese Americans for whom these texts were written were also non-native speakers. Perhaps they might be able to attest to the feelings brought on by language barriers, especially in these culturally charged texts. Special Education Accommodations Because the textual analysis and discussion is being done in groups, the students who are placed in the group with the student who is blind can read the texts aloud and work with the student who is blind to talk through the language in the texts together. With the visual images, the other students can describe the image in detail to the student who is blind, which would also help all the students in analyzing the piece anyway. Assessment Assessment for this lesson will be based upon the completion and quality of completion of the document evaluation worksheet, to be filled out individually by each student. The proper completion of this sheet should reflect thoughtful analysis of the primary texts as well as takeaways/reflections from the whole class discussion. This will be turned in at the end of the lesson and assessed for completion and thoughtfulness. The worksheet is attached to the end of this plan. I suggest using a check minus, check, check plus assessment on this worksheet, as it is used as a formative assessment in the progress of students understanding and analysis of the content. Accommodations for the student who is blind can be made orally since this lesson is largely based on communication in small groups and the whole class.

Illinois Professional Teaching Standards #5, Learning Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Knowledge Indicator 5C: Understands how to help students work cooperatively and productively in groups. This standard is key for running this lesson effectively. The teacher must show that he or she can run the groups smoothly. Because each group has a limited time at each station, groups need to work quickly and productively together and collaborate. There is no time for distractions during this lesson. Creating an engaging learning environment is essential to efficient group work. Grouping students ahead of time in groups that the teacher knows will work well together is a good strategy. Performance Indicator 5I: Organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks. The class should be physically conducive to running this activity and set up ahead of time for maximum efficiency. Time management is also very important, and having a stopwatch for the rotations would help run the class smoothly. Materials should already be set up ahead of time also. That way the students will know where to go and what to do exactly at each station, and have an equal amount of time at each. Extension Ideas This lesson could easily be stretched into a 2-day lesson to give more time for examining and discussing the primary sources and the implications of the differing perspectives on Japanese internment that are presented in these texts. A lot could be said about each of the texts in detail. A possible extension activity would be to do a close reading of one of the texts and write a close reading paper on a text of the students choosing. Source of Activity This activity was inspired largely by our CI class discussion on teaching genocide in the English classroom. I decided to use textual analysis as a skill in this lesson so that we are examining primary texts, but with a critical eye for thematic concepts and a focus on perspective and audience, rather than history. This lesson also was inspired by my own experiences in high school, especially history classes, in which we looked closely at primary texts. These were always very helpful in understanding the content and honing critical analysis skills. Furthermore, the resources used in this lesson I obtained from a very helpful lesson plan from the Wisconsin Historical Society website. I took the 5 texts from a large list on this plan and adapted a lesson around them. Resources and References Akamatsu, Robert. Robert and Toshi Akamatsu papers. 1941-2003. Wisconsin State Historical Society. Call Number: M84-402, reel 1 AP93-1539. Estelle Ishigo watercolor painting, Home, Heart Mountain, December 1942. Box 719. Estelle Ishigo Papers (Collection 2010. Department of Special Collections, Young Research Library, University of California, Los Angeles.

Instructions to All Persons of Japanese Ancestry. May 3, 1942. Box 74. Item 33. Manzanar War Relocation Center Records (Collection 122). Department of Special Collections, Young Research Library, University of California, Los Angeles. Okubo, Min . Citizen 13660. Seattle: University of Washington, 1983. Print.