10.+Silenced+Americans+lesson+1

 Prior to this lesson, we will have completed exploring other aspects of man and society. The first focus of man vs. society was the Fairy Tale lesson group. In that group of lessons, we explored how man can exist in conflict with society and the harmful results upon the individual. The second focus of this man vs. society unit explores how far an individual will go to avoid being in conflict with society.

This third focus examines when an individual or group of individuals are rejected by the society they once were considered to be members of. This third area focuses on the treatment of Japanese Americans during WWII and the governments internment of Japanese U.S. Citizens. With Executive Order 9066, President Roosevelt allowed American Citizen to be rounded up, placed in internment camps, and held there without rights or due process. It is a tragic example of a society finding conflict with its own members and expelling or criminalizing fellow citizens on the basis of ethnicity. As a continuation of this unit, students have already chosen and begun to read one of the following books: __Citizen 13660__ by Mine Okubo, __Snow Falling on Cedars__ by David Guterson, __The Joyluck Club__ by Amy Tan, and __The Invisible Thread: Memoir of a Girl Consigned to a Concentration Camp__, by Yoshiko Uchida. Students are divided into reading groups and have met regularly during the semester.

To suppliment student reading, in class focus will be on media and bringing in outside resources to build upon issues in the reading texts. Documents examined will include prisoner artwork, government documents which suspended the rights of this targeted group of American citizens, first person accounts through journal accounts and poetry. During the semester, students periodically break into their designated reading groups. The students are aware of the procedure for reading group discussion. In class discussion, they compare and contrast what is learned in class about WWII Japanese experiences and what they are reading in their literary texts.

This group of lessons leads to the final focus of the man vs. society conflict: how change can be the result of an individual. In this focus and the previous focus, societies rules are wrong, and how man must at times enter into conflict with society to challenge rules.

Grade: 10 Strands: Reading Process, Literary Analysis Standards: ** Length: 2 days Purpose of lesson: to continue to explore the man vs. society conflict unit by examining when society excludes individuals from participating in the society. To explore a historical example of society criminalizing citizens based on circumstances beyond an individual's control.
 * A. Purpose of Lesson 1

Students will be able to recognize, describe, and analyze different types of conflict. Students will be able to analyze conflicts between different groups and individuals in a society. Students will be able to apply conflict analysis skills to a variety of texts, both fiction and non-fiction.
 * B. Objectives:**

1. The students will view the clip from pbs documentary series The National Parks Manzanar: Never Again __http://www.youtube.com/watch?v=XgmY2P-xT_Y&feature=fvsr__ 2. The students will take notes on their viewing guide handout 3. Students will break into small groups of 4 to 5 students 4. Students will take out a sheet of paper and to record notes from group discussion 5. The students discuss their comments as noted on their completed viewing guide handout 6. The students will listen to one another and combine comments into a group summary 7. The student groups will choose a group representative to speak for the group 8. When prompted by the teacher, the student representative will stand and present the group findings. Fellow students will listen to their class members share their findings. 9. Once everyone has shared, the students will right their names on the group comments and place in class period inbox (red folder) to be evaluated for group grade. 10. Students will then take out a new sheet of paper. 11. The students will copy down the reading and writing assignment that is written on the board: Complete Pre-reading Questions: Do you believe constitution protects the rights of all American citizens? Does American society include all groups? Are all groups and individuals treated fairly and equally in the United States? Read Executive Order 9066 and go to http://americanhistory.si.edu/perfectunion/experience/index.html (Smithsonian National Museum of American History). Complete post-reading Questions: Do you believe Executive Order 9066 was constitutional? What does the Executive Order mandate? List key words from the text to substantiate.
 * C. Process/Procedures for Students**

Writing Prompt: In one half to one page, compare and contrast your pre- and post- reading perspectives. Write about 3 things which surprised you.

12. In class, once the students are finish copying everything from the board, the students will complete the Pre-reading Survey and use their computers to access online copy of Executive Order 9066 and http://americanhistory.si.edu/perfectunion/experience/index.html 13. Students will read Executive Order 9066, taking notes of unfamiliar words, adding words to Unfamiliar Word list, looking up and writing short definition of words. 14. Students are to begin in class and finished for homework. Day 2 15. Students will take out completed writing response homework 16. Students will break into groups and select a group spokesperson and group notetaker 17. Students will discuss their writing responses

1. Before class the teacher will prepare movie clips, handouts, and writing prompts. 2. The teacher will explain to class that they will be viewing pbs documentary series The National Parks Manzanar: Never Again __http://www.youtube.com/watch?v=XgmY2P-xT_Y&feature=fvsr__ 4. The teacher will have one student pass out the viewing guide handout and instruct students to take a moment to read questions. 5. The teacher will play the clip using the television or smartboard. 6. The teacher will divide the students into groups of four, being sure to include ESOL students into discussion groups with students who have multiple levels of fluency, and combine students into groups of different skill mastery level. 7. The teacher will tell the class that each group will be discussing the clip and that they should use their comments made on the viewing guide handout to create group points. 8. The teacher will instruct the group to select a notetaker to document discussion and to list the names of the group members on the paper. The teacher will tell each group to select a group spokesperson who will represent the group findings. The teacher will inform students that the group discussion paper will be turned in for a group grade. 9. The teacher will tell the group members to write all of their notes on their s for there will be a discussion about these categories later on in class. 10. The teacher will give the groups time to discuss in small groups 10. The teacher will bring the class together. The teacher will tell the representative from the first group to get up and share findings. 11. As group one talks, the teacher will be writing their findings onto smartboard. 13. Once every group has had a chance to share, the teacher will tell the students to write their names on group notes and collect for grade. 14. The teacher will tell the students to take out a blank sheet of paper 15. The teacher will tell the class to copy down everything that the see on the board. 16. The teacher will tell the students to read the text of Executive Order 9066 and to look for unfamiliar words. Teacher will instruct students to list unfamiliar words, as encountered in reading, onto ongoing Unfamiliar Words list (kept by students). Students should also go to the Smithsonian American History website http://americanhistory.si.edu/perfectunion/experience/index.html and view content/
 * D.** **Process/Procedures for Teachers:**

17. Teacher will remind students that Unfamiliar Words list will be checked in next notebook check. 18. Teacher will explain homework, display pre and post reading questions, writing prompt 19. Class is dismissed.

Day 2: 20. Teacher will instruct students to take out their completed reading response homework 21. Teacher will instruct students to discuss their divide students into small groups. 22. Teacher will instruct students to select group notetaker and group spokesperson 23. Teacher will instruct students to share writing responses, discuss, and create three main points to share with class. 24. Teacher move about groups as they work and discuss Executive Order 9066 25. Teacher will lead group discussion and write main points on smartboard. This will be saved and uploaded to class wiki 26. Teacher will instruct group notetaker to write names of group members onto notes and turn in to class period folder. 27. Teacher will instruct students to turn in homework writing assignment

Viewing Guide Handout Television or large monitor display Executive Order 9066 (Online text or paper copy) http://americanhistory.si.edu/perfectunion/experience/index.html http://www.jacl.org/edu/JAHistory.pdf Smart board Computers Paper Pens
 * E. Materials Needed:**

Individual writing responses to Executive Order 9066 will provide teacher with insights into student understanding of Executive Order 9066** Groups will turn in summary of findings from Group Discussion. Discussion findings should include analysis of conflict between U.S. Government and Japanese Americans held in Internment Camps during WWII. At next notebook check, the teacher will check Unfamiliar Words list for updated words and definitions.
 * F. Assessment:

The movie clip provides background knowledge on subject to entire class. The uses various texts, some multimedia texts, to share knowledge and important facts. The lesson encourages students to ESOL students will benefit from group work and better understand the issue after group discussion. Reading groups include multiple reading levels and fluency levels. Group discussion will involve L1 and L2 students of multiple fluency levels. Students will work in groups to complete list of group findings. Teacher may incorporate student experiences by asking questions to them such as "Have you ever been excluded from a group for a reason beyond your control? How did this experience make you feel? What did you do?"
 * G. Accommodations:**

When discussing the conflict between man and society, it is important to explore instances when society rejects and excludes its own members for reasons beyond their control. These instances may involve instances of discrimination on the basis of race, ethnicity, sex, physical and mental handicaps, sexual identity and orientation. **
 * H. Rationale


 * I. Sunshine State Benchmarks**

__I.Sunshine State Standards Benchmark Number: **LA.910.1.6.2** Benchmark Description:
 * The student will listen to read, and discuss familiar and conceptually challenging text;**

Benchmark Number: **LA.910.1.6.3** Benchmark Description: **The student will relate new vocabulary to familiar words;**

Benchmark Number: **LA.910.1.6.6** Benchmark Description: **The student will distinguish denotative and connotative meanings of words;**

Benchmark Number: **LA.910.1.7.3** Benchmark Description:
 * The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;**

Benchmark Number: **LA.910.2.2.2** Benchmark Description: The student will use information from the text to answer questions or to state the main idea or provide relevant details;__

Benchmark Description: The student will routinely use digital tools for publication, communication, and productivity__ **
 * __Benchmark Number LA.910.6.4.2
 * Summary:Executive Order 906**6, signed by Franklin D. Roosevelt on February 19, 1942, allowed authorized military commanders to designate "military areas" at their discretion, "from which any or all persons may be excluded."
 * Summary:Executive Order 906**6, signed by Franklin D. Roosevelt on February 19, 1942, allowed authorized military commanders to designate "military areas" at their discretion, "from which any or all persons may be excluded."

These "exclusion zones," unlike the "alien enemy" roundups, were applicable to anyone that an authorized military commander might choose, whether citizen or non-citizen. Eventually such zones would include parts of both the East and West Coasts, totaling about 1/3 of the country by area.

Unlike the subsequent detainment and internment programs that would come to be applied to large numbers of Japanese Americans, detentions and restrictions directly under this Individual Exclusion Program were placed primarily on individuals of German or Italian ancestry, including American citizens.

Transcript of Executive Order 9066: Resulting in the Relocation of Japanese (1942)

Executive Order No. 9066 The President Executive Order Authorizing the Secretary of War to Prescribe Military Areas

Whereas the successful prosecution of the war requires every possible protection against espionage and against sabotage to national-defense material, national-defense premises, and national-defense utilities as defined in Section 4, Act of April 20, 1918, 40 Stat. 533, as amended by the Act of November 30, 1940, 54 Stat. 1220, and the Act of August 21, 1941, 55 Stat. 655 (U.S.C., Title 50, Sec. 104); Now, therefore, by virtue of the authority vested in me as President of the United States, and Commander in Chief of the Army and Navy, I hereby authorize and direct the Secretary of War, and the Military Commanders whom he may from time to time designate, whenever he or any designated Commander deems such action necessary or desirable, to prescribe military areas in such places and of such extent as he or the appropriate Military Commander may determine, from which any or all persons may be excluded, and with respect to which, the right of any person to enter, remain in, or leave shall be subject to whatever restrictions the Secretary of War or the appropriate Military Commander may impose in his discretion. The Secretary of War is hereby authorized to provide for residents of any such area who are excluded therefrom, such transportation, food, shelter, and other accommodations as may be necessary, in the judgment of the Secretary of War or the said Military Commander, and until other arrangements are made, to accomplish the purpose of this order. The designation of military areas in any region or locality shall supersede designations of prohibited and restricted areas by the Attorney General under the Proclamations of December 7 and 8, 1941, and shall supersede the responsibility and authority of the Attorney General under the said Proclamations in respect of such prohibited and restricted areas.

I hereby further authorize and direct the Secretary of War and the said Military Commanders to take such other steps as he or the appropriate Military Commander may deem advisable to enforce compliance with the restrictions applicable to each Military area hereinabove authorized to be designated, including the use of Federal troops and other Federal Agencies, with authority to accept assistance of state and local agencies.

I hereby further authorize and direct all Executive Departments, independent establishments and other Federal Agencies, to assist the Secretary of War or the said Military Commanders in carrying out this Executive Order, including the furnishing of medical aid, hospitalization, food, clothing, transportation, use of land, shelter, and other supplies, equipment, utilities, facilities, and services.

This order shall not be construed as modifying or limiting in any way the authority heretofore granted under Executive Order No. 8972, dated December 12, 1941, nor shall it be construed as limiting or modifying the duty and responsibility of the Federal Bureau of Investigation, with respect to the investigation of alleged acts of sabotage or the duty and responsibility of the Attorney General and the Department of Justice under the Proclamations of December 7 and 8, 1941, prescribing regulations for the conduct and control of alien enemies, except as such duty and responsibility is superseded by the designation of military areas hereunder.

Franklin D. Roosevelt The White House, February 19, 1942.

Transcription courtesy of the History Matters project.