- Grade Focus
- Grade 7
- Age Level
- 12
- Subject
- History
- Technology Integration Activity
- Discovering the Internet, Imaging, Video Productions
- Estimated Time of Completion
- 3 Blocks (90 Minute Blocks)
Forced Imprisonment WWII
Downloads for this lesson plan
Introduction
After having studied Nazi Concentration Camps and the Holocaust of WWII, students will investigate Japanese-American Internment camps.
Prerequisite Experience
Knowledge of the Holocaust
Teacher Prep Time
1 HourProject
Students will be able to create a series of journal entries from the perspective of a Japanese-American internee using Microsoft Movie Maker.Assessment/Grading
Rubric on Digital StoryTime Management Tips
Digital Storytelling : Japanese American Internment
- Teacher Name: Mrs. Taylor
Student Name: ________________________________________
CATEGORY | 4 | 3 | 2 | 1 |
Point of View - Purpose | Establishes a purpose early on and maintains a clear focus throughout. | Establishes a purpose early on and maintains focus for most of the presentation. | There are a few lapses in focus, but the purpose is fairly clear. | It is difficult to figure out the purpose of the presentation. |
Images | Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. | Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. | An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. | Little or no attempt to use images to create an appropriate atmosphere/tone. |
Question 1 Answered | Student effectively communicates why the reader has been forced into an internment camp using many details. | Student communicates why the reader has been forced into an internment camp using some details. | Student communicates why the reader is in an internment camp using no details. | Student does not communicate why the read was forced into an internment camp. |
Question 2 Answered | Student effectively communicates the experience of the reader in the internment camp, using many details. | Student communicates the experience of the reader in the internment camp using some details. | Student communicates the experience of the reader in the internment camp using no details. | Student does not communicate the experience of the reader in the internment camp. |
Question 3 Answered | Student effectively communicates the impact of Japanese-American Internment on families, using many details. | Student communicates the the impact of Japanese-American Internment on families using some details. | Student communicates the the impact of Japanese-American Internment on families using n details. | Student does not communicate the impact of Japanese-American Internment on families. |
Voice - Pacing | The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. | Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. | Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. | No attempt to match the pace of the storytelling to the story line or the audience |
Lesson Plan Details
Engage
Show students a picture of Japanese Americans inside of an Internment Camp. Ask them why the people in the picture are imprisoned and then explain that they are there because they are simply Japanese-Americans.
Explore
Using the site investigation guide attached ("Exploring Japanese American Internment"), students explore the following over-arching questions by completing the provided questions on the guide.
http://www.asianamericanmedia.org/jainternment/camps/camplife.html
1. Why were Japanese-Americans forced into internment camps?
2. What was life like in the internment camps?
3. What was the impact of the internment on Japanese-American families?
4. Could something like this happen again in America?
Explain
Students discuss the four main questions using the site investigation “Exploring the Japanese American Internment” with their teammates. Class discussion of the four over-arching questions.
Elaborate
Students use Live Binder “Forced Imprisonment WWII” to create a Venn Diagram comparing and contrasting Japanese-American Internment with Nazi Concentration Camps.
(http://livebinders.com/edit?id=8399, “Forced Imprisonment WWII” key is "Japanese")
Evaluate
Students take a quiz on Japanese Internment Camps and Nazi Concentration Camps. Statements are made about each camp and the students have to determine if it is an example of a characteristic of an Internment Camp or Concentration Camp.Extend
Students write a series of 3-5 journal entries of a Japanese-American who experienced Japanese-American internment during WWII using Google Docs. The students must cover over-arching questions 1-3 in their journal entries. Students peer-edit teammates' entries.
Explain to students that when completing searches for images and information on the Internet, it is often best to do a broad search to find a particular website that has a lot of information, then do a second search within that site to find additional items using the Invisible Internet. Show the students how this works by having them search for Smithsonian Images and using that site to find particular images that match their journal entries.
http://smithsonianimages.si.edu/siphoto/siphoto.portal?_nfpb=true&_pageLabel=home
Students read and record their journal entries of Japanese-American Internment using Audacity (FOSS). Students use the recordings and images to create a movie of Japanese-American Internment using Microsoft Movie Maker.
http://audacity.sourceforge.net/
http://www.nortellearnit.org/LearniT/technology/Webpage_Creation/Intro_to_Windows_Movie_Maker/