Day: Redhound Day 3

Class: Language Arts

Grade: 7th
Teachers: Jones & Cecil

Name:

Class:

Japanese Relocation During World War II

By National Archives
2016

Following the attack on Pearl Harbor, President Roosevelt ordered the relocation and internment of
Japanese Americans in the United States. This order resulted in devastating *nancial and emotional damage
to Japanese Americans that persisted for generations. As you read, take notes on the di+erent reasons why
the United States authorized the internment of Japanese Americans.
[1]

President Franklin Delano Roosevelt declared

that the day of the Japanese attack on Pearl
Harbor, December 7, 1941, would live in infamy.
The attack launched the United States fully into
1
the two theaters of the world war. Prior to Pearl
Harbor, the United States had been involved in
the European war only by supplying England and
2
other antifascist countries of Europe with
necessary war materials.
The attack on Pearl Harbor also launched a rash
of fear about national security, especially on the
West Coast. In February 1942, just two months
after Pearl Harbor, President Roosevelt as
commander-in-chief, issued Executive Order
9066, which had the eMect of relocating all
persons of Japanese ancestry, both citizens and
aliens, inland, outside of the PaciKc military zone.
"High School Campus at Heart Mountain , Wyoming" by The
The objectives of the order were to prevent
National Archives is in the public domain.
3
espionage and to protect persons of Japanese
descent from harm at the hands of Americans who had strong anti-Japanese attitudes.
In Washington and Oregon, the eastern boundary of the military zone was an imaginary line along the
rim of the Cascade Mountains; this line continued down the spine of California from north to south.
From that line to the PaciKc coast, the military restricted zones in those three states were deKned.
Roosevelts order aMected 117,000 people of Japanese descent, two-thirds of whom were native-born
4
5
citizens of the United States. The Issei were the Krst generation of Japanese in this country; the Nisei
were the second generation, numbering 70,000 American citizens at the time of internment. Within
weeks, all persons of Japanese ancestrywhether citizens or enemy aliens, young or old, rich or
6
poorwere ordered to assembly centers near their homes. Soon they were sent to permanent
7
relocation centers outside the restricted military zones.
1.
2.
3.
4.
5.

In warfare, a theater is an area in which important military events occur or are progressing.
Antifascist countries were countries that opposed radical authoritarian rule, as proposed by Germany and Italy.
Espionage is the practice of spying or using spies.
Issei means Krst generation in Japanese.
"Nisei means second generation and refers to the children of the Krst generation, born in the United States.

[5]

For example, persons of Japanese ancestry in western Washington State were removed to the
assembly center at the Puyallup Fairgrounds near Tacoma. From Puyallup to Pomona, internees found
that a cowshed at a fairgrounds or a horse stall at a racetrack was home for several months before
they were transported to a permanent location. Relocation centers were situated many miles inland,
often in remote and desolate locales. Sites included Tule Lake, California; Minidoka, Idaho; Manzanar,
California; Topaz, Utah; Jerome, Arkansas; Heart Mountain, Wyoming; Poston, Arizona; Granada,
Colorado; and Rohwer, Arkansas.
As four or Kve families with their sparse collections of clothing and possessions squeezed into shared
8
barracks made of tar paper, life took on some familiar routines of socializing and school. However,
eating in common facilities and having limited opportunities for work interrupted other social and
cultural patterns. Persons who became troublesome were sent to a special camp at Tule Lake,
California, where dissidents were housed.
In 1943 and 1944 the government assembled a combat unit of Japanese Americans for the European
theater. It became the 442d Regimental Combat Team and gained fame as the most highly decorated
of World War II. Their military record reLected their patriotism.
As the war drew to a close, the relocation centers were slowly evacuated. While some persons of
Japanese ancestry returned to their home towns, others sought new surroundings. For example, the
Japanese American community of Tacoma, Washington, had been sent to three diMerent centers; only
30 percent returned to Tacoma after the war. Japanese Americans from Fresno had gone to Manzanar;
80 percent returned to their hometown.
The internment of persons of Japanese ancestry during World War II sparked constitutional and
political debate. In the 1940s, two men and one woman--Hirabayashi, Korematsu, and Endo-9
challenged the constitutionality of the relocation and curfew orders. While the men received negative
judgments from the court, in the 1944 case ExParte Mitsuye Endo, the Supreme Court ruled that,
Mitsuye Endo is entitled to an unconditional release by the War Relocation Authority. Some people
refer to the relocation centers as concentration camps; others view internment as an unfortunate
episode, but a military necessity. During the Reagan-Bush years Congress passed Public Law 100-383 in
1988 which acknowledged the injustice of the internment, apologized for it, and provided a $20,000
cash payment to each person who was interned.

[10]

One of the most stunning ironies in this episode of American civil liberties was articulated by
an internee who, when told that the Japanese were put in those camps for their own protection,
countered If we were put there for our protection, why were the guns at the guard towers pointed
inward, instead of outward?

Japanese Relocation During World War II by National Archives is in the public domain.

6.
7.
8.
9.

Assembly centers were location that Japanese Americans would live until they were moved to a permanent
relocation center.
Internment camps
Barracks are buildings, or a group of buildings, used to house soldiers.
In March 1942, the movements of Japanese Americans were further restricted when a night-time curfew was
implemented.

Text-Dependent Questions
Directions: For the following questions, choose the best answer or respond in complete sentences.
1.

Which statement identiKes the central idea of the text?

A.
B.
C.
D.

2.

B.

C.
D.

3.

C.
D.

[RI.4]

Protestor
Victim
Prisoner
Advocate

PART B: Which quote from the text best supports the answer to Part A?
A.
B.

[RI.1]

eating in common facilities and having limited opportunities for work

interrupted other social and cultural patterns. (Paragraph 6)
In 1943 and 1944 the government assembled a combat unit of Japanese
Americans for the European theater. It became the 442d Regimental Combat
Team and gained fame as the most highly decorated of World War II.
(Paragraph 7)
Some people refer to the relocation centers as concentration camps; others
view internment as an unfortunate episode, but a military necessity. (Paragraph
9)
If we were put there for our protection, why were the guns at the guard towers
pointed inward, instead of outward? (Paragraph 10)

PART A: What is a dissident as it is referred to in paragraph 6?

A.
B.
C.
D.

4.

The internment of Japanese Americans was mainly for their protection against
discriminatory citizens.
While internment was said to be for the protection of Japanese Americans, they
were denied constitutional rights and treated like enemy prisoners.
Japanese American internment was necessary to ensure the national security of
the United States.
It wasnt until Japanese Americans participated in WWII that they earned back
the right to be viewed as citizens rather than potential spies.

PART B: Which detail from the text best supports the answer to Part A?
A.

[RI.2]

[RI.1]

persons of Japanese ancestry in western Washington State (Paragraph 5)

four or Kve families with their sparse collections of clothing and possessions
(Paragraph 6)
Persons who became troublesome (Paragraph 6)
d. a combat unit of Japanese Americans (Paragraph 7)

5.

How does paragraph 9 contribute to the development of ideas in the text?

[RI.5]

Discussion Questions
Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to
share your original ideas in a class discussion.
1.

Do you agree with the articles comparison of internment camps to concentration camps?
How were they similar and diMerent?

2.

In your opinion, was the $20,000 cash payment enough to make up for the experiences of
Japanese Americans during relocation and internment?

3.

In the context of the text, how does prejudice emerge? What drove the United States
government to react so severely towards its own citizens? Cite evidence from this text, your
own experience, and other literature, art, or history in your answer.

4.

In the context of the war, how are we changed by war? How does war inLuence our
understanding of right and wrong? Cite evidence from this text, your own experience, and
other literature, art, or history in your answer.

7th Grade Math Redhound Day #3

Anderson, Faulkner, Hamlin

Choose ONE of the following:

Work on IXL/Carnegie for 45 minutes. Log your start & stop times here:
Start Time: _____________

Stop Time: ______________

Complete this worksheet and show any work that you do. If you use a calculator, write down
what you typed in.

1)A computer that originally costs $850 is on sale for 15% off. What is the sale price of the
computer?
a) $127.50 b) $722.50
b) $835.00 d)$977.50

2) Which is the unknown quantity?

a. $74

b $45
c. $37 d. $18.50


3) A video game in on sale for 30% off the regular price of $50. What is the sale price of the video
game?
a) $20

b) $30

c) $33

d) $35

4) One school bus can seat 42 passengers. How many school buses will be needed to transport a
total of 180 passengers on a trip to the state legislature?
a) 138

b) 10

c) 5

d) 4

5) Camille bought 3 pounds of nuts for $10.35. What is the unit price per pound?
a) $3.45 b) $4.65 c) $6.65 d) $7.35

6) Chris made 20 out of 25 free throw attempts in gym class. If this ratio continues, how many shots
would Chris make if he shot the ball 200 times?
a) 160 b) 165 c)127 d)60

7) Corbin Middle School 7th grade ratio of boys to girls is 3 to 1. If there are 60 girls how many boys
are in the 7th grade at CMS?
a) 18

b) 20 c) 180 d) 210

8) Brad earns $115.50 for 22 hours of work. At this rate, how much will Brad earn in 30 hours?
a) $84.70 b) $157.50 c) $215.35
d) $495.00


9) Raficky purchased a television for $420. The original price of the tv was $500. What was his
percent of decrease for the tv?
a) 84%
b) 90%
c) 10%
d) 16%


10) A computer game that originally cost $40 is on sale for $28. What is the percent decrease in
the price of the game?
a) 70%
b) 30%
c) 60%
d) 40%


11) Tia was flying her model airplane. It took the airplane 5 seconds to go 90 feet. What was the
average rate of speed of the model airplane, in feet per second?
a) 18

b) 45

c) 55

d) 90

The graph below shows the prices at which Joanna sells tomatoes according to their weight.

Which rate shows the price at which Joanna sells tomatoes?
a)

$0.83

b) $1.20

c) $1.50

d) $2.50


Redhound Day 3

7th grade Science

Teachers: Rice and Rougeux

Directions: Read the passage, and answer the questions 1-4 on your own paper.

Student Name:

Teacher Name:

Redhound Day Lesson 3 - 7th Grade Social Studies

This lesson replaces one day of classroom instruction in Social Studies. These tasks will be
graded based upon correct completion. Students will have a five-day period including two ESS
dates to complete any work that is not finished on the actual day that we miss school.

Part I: In one or two sentences, summarize the popular story of Pocahontas and John Smith.
You do not need specific details; just write what you have heard in earlier grades or from pop
culture (movies, etc.).

KCAS SS 7 KCAS SS 7 Academic Expectation 2.20: Students understand, analyze, and interpret historical events, conditions, trends, and
issues to develop historical perspective. Reading Standards for Literacy in History/Social Studies 612: Integrate visual information (e.g., in
charts, graphs, 7. photographs, videos, or maps) with other information in print and digital texts.

Part II: Read both primary sources below about how Pocahontas rescued Captain Smith to
answer the following questions in complete sentences. Remember that you do NOT have to
understand every word in each passage in order to comprehend the text as a whole. Also keep
in mind that words that appear to be misspelled were correct by historical standards.

John Smiths 1616 Letter to Queen Anne of Great Britain:

So it is, that some ten years ago being in Virginia, and taken prisoner of Powhatan their chief
King, I received from this great Salvage exceeding great courtesy Pocahontas, the Kings most
dear and well-beloved daughter, being but a child of twelve or thirteen years of age, whose
compassionate pitiful heart gave me much cause to respect her. After some six weeks at
the minute of my execution, she hazarded the beating of her own brains to save mine; and not
only that, but so prevailed with her father that I was safely conducted to Jamestown

------------------------------------------------------------------------------------------------------------------------------

John Smiths 1624 Generall Historie of Virginia, New England, and the Summer Isles

Captaine Smith was led after him (Powhatan) by three great Salvages, holding him fast by each
armethe conclusion was, two great stones were brought before Powhatan; then as many as
could layd hands on him, dragged him to them, and thereon laid his head, and being ready with
their clubs, to beat out his braines, Pocahontas the Kings dearest daughter, when no intreaty
could prevaile, got his head in her armes, and laid her owne upon his to save him from death:
whereat the Emperour was contented he should live

Student Name:

Teacher Name:

1. When did Pocahontas rescue Captain John Smith?

2. While both sources explain that Pocahontas endangered her own life to save Captain Smith,
the later passage adds some specific details about the rescue. In your own words, describe
what Pocahontas did to save Smith.








3. What conclusions could you draw, based upon the fact that this dramatic scene was not
included in the earlier letter written by Smith?






4. Which depiction of Pocahontas (Redhound Lesson Day 2) best matches the description
provided by Captain Smith in his letter?





5. Do the primary sources about Pocahontas and Captain John Smith contradict each other? If
so, provide evidence to explain which you think is most likely true. If not, explain why the
accounts are so different, since they are describing the same event.










KCAS SS 7 Academic Expectation 2.20: Students understand, analyze, and interpret historical events, conditions, trends, and issues to

develop historical perspective. . Reading Standards for Literacy in History/Social Studies 612: CCSS.ELA-LITERACY.RH.6-8.1 - Cite specific
textual evidence to support analysis of primary and secondary sources.