L2+Kendall,+Grace


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Kendall / Ms. K **Date of Lesson:** Explain/Xtra Normal video
 * Grade Level:** 9-12 **Topic:** The Pacific Theater of WWII

__**Objectives**__

 * Student will understand that** cultural differences (and misconceptions about those differences) between the US and Japan greatly affected the way the war was fought
 * Student will know** about the following: background of Pearl Harbor and information about the attack itself; that sabotage was a real concern to the American military; FDR; timeline of events leading up to order #9066
 * Student will be able to** c ritically analyze the Presidential order authorizing Japanese internment camps in the United States, as well as American arguments against it and in support of it

__**Maine Learning Results Alignment**__
Maine Learning Results, Social Studies: E - History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma: World War II and Postwar United States, 1939 - 1961 (Pacific Theater) "Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world."


 * Rationale:** This lesson investigates a local (American) effect of cultural differences in war, by examining Executive Order #9066, which authorized the internment of thousands of Japanese-Americans during World War II. This will aid students in their deep understanding of the WWII era, the broad theme of cultural differences in war, and how something like Order #9066 could take place in a country like the United States.

__**Assessment**__

 * Formative (Assessment for Learning):** Students will use a Time-Order graphic organizer to help organize the events that preceded Order #9066 and how those events may have affected the decision to issue the order. As a cooperative learning exercise, students will pair off with their season partners and take part in a Think-Pair-Share activity where they will examine the question "Why do you think FDR issued Order #9066?" If partners come up with different reasons, they will synthesize them and include them both in the class-wide discussion that will follow. During this class discussion, the teacher will take notes on the board keeping track of the various ideas generated by the class. The class will discuss them, and reach a general consensus about three that we believe are the most credible reasons. We will then discuss ways to research these ideas, and students will be given guidance about research and resources to examine and form their own opinions about what FDR's most viable reason was for issuing the order. Research will take place in class, in order to allow students to ask questions of the teacher, if necessary, while researching. Students will develop script first drafts in class, and class time will be devoted to student-teacher conferences, where the teacher "signs off" on the student's idea web and offers feedback. These drafts will then be refined into final drafts of movie scripts for homework, and the movie scripts themselves will also be reviewed by the teacher (using a rubric) before the student movies on to final draft and creation of their Xtra Normal video.


 * Summative (Assessment of Learning):** For this lesson's summative assessment, students will create an Xtra Normal video that will show/explain WWII-era American arguments both for and against Executive Order #9066, which authorized the internment of Japanese-Americans during WWII. Students will be graded, using a rubric, both on their movie and on the final draft of their script along with source citations.

__**Integration**__

 * Technology**: Students will utilize type II technology by using Xtra Normal video creating software during this lesson.
 * English**: Part of students' final product will be a final draft of their movie script, with source citations attached.
 * Art**: Students will take on the role of director when creating an Xtra Normal video during this lesson.

__Groupings__
During this lesson, students will take part in a Think-Pair-Share cooperative learning exercise. Partners will be selected by using the "season partners" that students will have set up earlier in the year. The Think-Pair-Share activity will offer students the opportunity to discuss the question "Why do you think FDR issued Order #9066?" Differing reasons will be synthesized and a class-wide discussion will follow where students present ideas formed during their partner work and the class discusses supporting evidence about which ones are most likely. Students will continue to work with their season partner to develop their script and Xtra Normal video.

__**Differentiated Instruction**__
** Verbal/Linguistic ** : Verbal learners will be engaged through the read-aloud activity in the hook, where they will hear an excerpt from //America’s Women//. They will also connect with the script writing portion of creating an Xtra Normal movie. ** Logical/Mathematic ** : Logical/Mathematical learners will relate to the class list building about likely motivations behind Order #9066, as well as the research activity in class to work with primary documents related to Order #9066 and Japanese internment as a whole.
 * Strategies**

** Visual/Spatial ** : Visual learners will get a lot out of both the final product of this lesson (the Xtra Normal movie) and the fact that I plan to show photos illustrating Japanese internment during our classes. ** Interpersonal ** : Interpersonal intelligence will be utilized during the Think-Pair-Share activity as well as during the class discussion and list building afterwards. ** Intrapersonal ** : To involve intrapersonal intelligence, students will have the option of working alone or with partners during the research portion of the class period, and reading the //America’s Women// excerpt in the hook, I’ll ask students to reflect on what it would be like to be in that situation themselves. ** Naturalist ** : When describing the relocation of Japanese-Americans, I will try to emphasize the homes they were leaving and contrast that against the barracks most of them found themselves housed in (the hook activity specifically mentions families being housed in horse stables [Santa Anita Racetrack in CA was used for this purpose]) to allow students to connect with the environment that many Japanese-Americans found themselves in.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Students can utilize teacher notes and the class agenda on the class wikispace to catch up, but must also communicate with the teacher via email or a personal meeting to be brought up to speed. Work that was due and completed on the day the student was absent may be passed in via email. Skype will be available for students who want to take advantage of it.
 * Absences**

Students will utilize type II technology in the form of Xtra Normal video creating software during this lesson.
 * Extensions**

__Materials, Resources and Technology__ copy of unit syllabus printed excerpts from //America's Women// laptop for each student whiteboard and markers printouts of the Time-Order graphic organizer (1 per student) students will need notebooks projector for use during class review of Manzanar website

__Source for Lesson Plan and Research__
Time-Order graphic organizer: [] Xtra Normal: [] "Behind Rise of Xtranormal, A Hilarious DIY Deadpan: []
 * Classroom tools sources:**

Transcript of Executive Order #9066: [] PBS.com's "Children of the Camps: The Japanese American WWII Internment Camp Experience": [] Manzanar National Historic Site: [] "Camp Houlton" - POW internment camp in northern Maine: [] Roland Marchand's transcripts of documents related to Japanese internment: [] Naval History & Heritage Overview of Pearl Harbor Attack: []
 * Online information sources:**

Robert Shaffer, "Opposition to Internment: Defending Japanese American Rights During World War II." //Historian// 61, no. 3: 597 (1999). America: History & Life, EBSCOhost (accessed February 24, 2011: http://www.library.umaine.edu/ auth/EZProxy/test/authej.asp? url=http://search.ebscohost. com/login.aspx?direct=true&db= ahl&AN=2214910&site=ehost- live&scope=site ). Howard Zinn and Kathy Emery, //A People's History of the United States, Abridged Teaching Edition//, Updated & abridged ed. (New York: New Press, 2003). Gail Collins, //America's Women: 400 Years of Dolls, Drudgery, Helpmates, and Heroines// (New York: Harper Perennial, 2003).. Christopher O’Brien, “US History II,” (class lectures, University of Maine at Farmington, March 20, 2010 - April 8, 2010).
 * Non-web information sources: **

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** To ensure that all students are learning to the best of their own ability, this lesson will strive to work with all of the four learning styles discussed in EDU221, including Puppy, Beach Ball, Microscope, and Clipboard styles. Clipboard learners will work well with the guided reading portions of this assignment, including the read-aloud hook. Additionally, clipboards will get sufficient feedback and guidance through teacher-student check-ins as they complete their idea webs/outlines and the first drafts of their scripts. Microscope learners will be engaged through guided research, including teacher presentations, in-class research time with teacher support, and class readings. Puppy learners will connect with the group work and class discussion portions of this lesson, while beach ball learners will enjoy the variety of research options provided and the class brainstorm time. The read-aloud hook of this lesson will also engage beach ball learners by allowing them a period of time to focus on the lesson's topic.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will know about the following: background of Pearl Harbor and information about the attack itself; that sabotage was a real concern to the American military; FDR; timeline of events leading up to Order #9066, results of Order #9066. These topics will be covered during classroom discussions and through teacher presentations and students will complete an Xtra Normal video to demonstrate their critical thinking about and understanding of the topics. These topics and their coverage will meet the Maine Learning Results standard E1 for History education:

Maine Learning Results, Social Studies: E - History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma: World War II and Postwar United States, 1939 - 1961 (Pacific Theater) "Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world." **Rationale:** This lesson investigates a local (American) effect of cultural differences in war, by examining Executive Order #9066, which authorized the internment of thousands of Japanese-Americans during World War II. This will aid students in their deep understanding of the WWII era, the broad theme of cultural differences in war, and how something like Order #9066 could take place in a country like the United States.

For this lesson's summative assessment, students will be able to create an Xtra Normal video that accurately and thoughtfully portrays WWII-era arguments both for and against Executive Order #9066. This lesson will ask students to use the knowledge gained during class to explain Order #9066 and how it came to be. They will learn about the social environment present during WWII and how the war shaped life in the US.

** Verbal/Linguistic ** : Verbal learners will be engaged through the read-aloud activity in the hook, where they will hear an excerpt from //America’s Women//. They will also connect with the script writing portion of creating an Xtra Normal movie. ** Logical/Mathematic ** : Logical/Mathematical learners will relate to the class list building about likely motivations behind Order #9066, as well as the research activity in class to work with primary documents related to Order #9066 and Japanese internment as a whole. ** Visual/Spatial ** : Visual learners will get a lot out of both the final product of this lesson (the Xtra Normal movie) and the fact that I plan to show photos illustrating Japanese internment during our classes. ** Interpersonal ** : Interpersonal intelligence will be utilized during the Think-Pair-Share activity as well as during the class discussion and list building afterwards. ** Intrapersonal ** : To involve intrapersonal intelligence, students will have the option of working alone or with partners during the research portion of the class period, and reading the //America’s Women// excerpt in the hook, I’ll ask students to reflect on what it would be like to be in that situation themselves.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** Students will use type II technology during this lesson when they create an Xtra Normal video. Other examples of varied instructional strategies and technology usage include:

** Naturalist ** : When describing the relocation of Japanese-Americans, I will try to emphasize the homes they were leaving and contrast that against the barracks most of them found themselves housed in (the hook activity specifically mentions families being housed in horse stables [Santa Anita Racetrack in CA was used for this purpose]) to allow students to connect with the environment that many Japanese-Americans found themselves in.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning):** Students will use a Time-Order graphic organizer to help organize the events that preceded Order #9066 and how those events may have affected the decision to issue the order. As a cooperative learning exercise, students will pair off with their season partners and take part in a Think-Pair-Share activity where they will examine the question "Why do you think FDR issued Order #9066?" If partners come up with different reasons, they will synthesize them and include them both in the class-wide discussion that will follow. During this class discussion, the reacher will take notes on the board keeping track of the various ideas generated by the class. The class will discuss them, and reach a general consensus about three that we believe are the most credible reasons. We will then discuss ways to research these ideas, and students will be given guidance about research and resources to examine and form their own opinions about what FDR's most viable reason was for issuing the order. Research will take place in class, in order to allow students to ask questions of the teacher, if necessary, while researching. Students will develop script first drafts in class, and class time will be devoted to student-teacher conferences, where the teacher "signs off" on the student's idea web and offers feedback. These drafts will then be refined into final drafts of movie scripts for homework, and the movie scripts themselves will also be reviewed by the teacher (using a rubric) before the student movies on to final draft and creation of their Xtra Normal video.

**Summative (Assessment of Learning):** For this lesson's summative assessment, students will create an Xtra Normal video that will show/explain WWII-era American arguments both for and against Executive Order #9066, which authorized the internment of Japanese-Americans during WWII. Students will be graded, using a rubric, both on their movie and on the final draft of their script along with source citations.

__Teaching and Learning Sequence__
Classroom arrangement: My class will be set up with tables arranged in a horseshoe pattern (3-4 students to each table, with everyone facing the inside of the horseshoe) with the horseshoe "opening" towards the board. Desks in this arrangement would best facilitate classroom discussions about what is being learned. There would be one "floating" roller chair in the room that would be used by the teacher to move among table groups during group work. I would have one or two bulletin boards up to display different types of resources and information about opportunities the students might be interested in. There would be at least one bookcase to hold additional research material for students to use, as well as print resources about Turabian citation. Day 1 (80 minutes)
 * Begin class. After students take their seats, class will begin with the reacher reading aloud from //America's Women// by Gail Collins. This excerpt will last about 5 minutes and will include Collins' coverage of Japanese internment. Following the reading, the teacher will ask students to take part in a class discussion, sharing what parts of the reading jumped out at them and why. (15 minutes/65 minutes remaining)
 * Teacher presentation. The preceding class discussion will naturally segue into the teacher presentation for this lesson, which will include the following:
 * Pearl Harbor. Background information about the attack will be offered, and photos presented via the projector. The Pearl Harbor information will close with an explanation of US fear of sabotage and how this was used as justification for Order #9066. (10 minutes/55 remaining)
 * Order #9066. The teacher will offer students a link to read the transcript of Order #9066 if they want, but reading of the order won't be done in class. The teacher will offer a explanation of what the order did and why it was created, including fear of sabotage. The teacher will also discuss the fact that Italian- and German-Americans were also targeted, though not to the same extent, and pictures of Camp Houlton in Aroostook County will be shown. (10 minutes/45 remaining)
 * Internment. The process and nature of internment will be discussed, including property loss suffered by Japanese-Americans, Japanese-American men in the US Armed Forces (442nd Regiment, specifically), the nature of the camps (including Manzanar and Santa Anita). (15 minutes/30 remaining)
 * Think-Pair-Share activity. Students will pair off with their season partners to examine the question "Why do you think FDR issued Order #9066?" If partners come up with different reasons, they will synthesize them and include them both in the class-wide discussion that will follow. During this class discussion, the teacher will take notes on the board keeping track of the various ideas generated by the class. We will then discuss ways to research these ideas, and students will be offered resources (accessible online at the class wikipage) they can explore for their assignment. (15 minutes/15 remaining)
 * Introduction to assignment. Students will be introduced to the Xtra Normal assignment, with the teacher explaining the software, the different parts of the assignment (passing in of first draft script for feedback, final product being the movie + final draft of script + source citations), and assigning students the homework assignment of registering for Xtra Normal before the next class period. (10 minutes/5 minutes remaining)
 * Wrap up. Wrap up time will consist of powering down laptops, cleaning up, and asking/answering any last minute questions. (5 minutes/done)

Day 2 (80 minutes)
 * Begin. Opposition to Order #9066. The teacher will start the class by discussing Eleanor Roosevelt's opposition to the Executive Order issued by her husband, FDR. The teacher will also discuss other reasons why the Order faced some opposition, including constitutionality. Any student questions about the previous day's lecture, resources offered, or this topic can be asked. (20 minutes/60 remaining)
 * Guided research. Again pointing students to the research resources available on the wiki, the teacher will utilize the projector to explore a few of these and inform students of what each of them offer. Students will then get into their table groups and, working together, will begin their research for their videos, and the teacher will move among table groups during this time in order to check on progress, offer ideas or additional resources, and answer any questions students may have. (20 minutes/40 remaining)
 * Work on scripts. Research time will flow into work time, when students will stay in their groups and begin working on the first drafts of their scripts (each group will complete one script). During this time, the teacher will again be moving among students to offer help, and specific focus will be placed on source citations. The teacher will project Microsoft Word from her computer and using this will help students with their citation process by showing proper formatting on the projected screen. For this assignment, students may do handwritten outlines/webs or may use the Inspiration software on their laptops. (20 minutes/20 remaining)
 * Teacher-Student conferences. As scripts are completed, groups will have conferences with the teacher when the script will be evaluated using a rubric and teacher feedback will be offered. Student work will continue during the following class period. (15 minutes/5 remaining)
 * Wrap up. Wrap up time will consist of powering down laptops, cleaning up, and asking/answering any last minute questions. (5 minutes/done)

Day 3 (80 minutes)
 * Begin. Class will begin with the teacher explaining that today is a work day and that Xtra Normal videos for each group should be completed by the end of the class period. (10 minutes/70 remaining)
 * Rubric review. The teacher will go over the project rubric with the class so that they may review their script and so they may have the rubric requirements in mind as they work on their videos. (10 minutes/60 remaining)
 * Work time. Students will continue working in their table groups to complete their videos. While students complete videos, the teacher will move among table groups for a final review of scripts and the check in with group progress and answer questions as necessary. During this time, the teacher will keep track of what sources students are using and will note any common errors in citation for coverage in the following citation review. (40 minutes/20 remaining)
 * Citation review. The final portion of class will be devoted to citation review. During this time, the teacher will utilize the projector and will project Microsoft Word from her computer in order to show students examples of a properly cited source. If any common errors were found during the work time check-ins, these will be given special attention. Students will also have the chance to ask any questions they may still have. (15 minutes/5 remaining)
 * Wrap up. Students will be reminded that the next class period they will be presenting their videos to the class and teacher and they will be graded during these presentations. Laptops will be powered down, and any cleaning up should be completed during this time. (5 minutes/done)

Day 4 (80 minutes)
 * Begin. Students will be reminded that today is video presentation day, and the teacher will take a few minutes to lay out ground rules for behavior during presentation. Presentation order will be decided either via groups volunteering or drawing names from a hat. (10 minutes/70 remaining)
 * Presentations. Each group will play their video for the class and will have an opportunity to answer questions following their video. During this time, the teacher will be grading videos with a rubric, and accepting groups' final drafts of their scripts for grading. (35 minutes/35 remaining)
 * Discussion. The class will have a casual discussion about what they enjoyed or didn't enjoy about the assignment and topic, what worked well and what the teacher needs to focus more on next time. (10-15 minutes/20-25 remaining)
 * Begin next lesson. Instruction for the next lesson will begin following presentations & discussion. (remainder)

This lesson will aid students in developing the understanding that cultural differences (and misconceptions about those differences) between the US and Japan greatly affected the way the war was fought. This is relevant information for today's youth in particular, as the United States is involved in a war in the middle east and has seen cultural clashes have a drastic effect on the war and public opinion of it. This is a common theme in modern history, and students will be well served by examining it critically for themselves. **The Maine Learning Result standard E1 ( **//**Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world)**// is adequately addressed by several aspects of this lesson. See above for lesson layout and process.
 * Where, Why, What, Hook Tailors:** Logical (class list building activity about likely motivations behind Order #9066), Verbal (read-aloud from //America's Women//), Visual (photos of Pearl Harbor, photos of Manzanar).

In order to get the most from this lesson, students will need a variety of background knowledge that the teacher will provide through class presentations and guided discussions, with the teacher offering information about the background of Pearl Harbor and information about the attack itself; that sabotage was a real concern to the American military; FDR; timeline of events leading up to order #9066 (see content notes below). The teacher will ask students to take part by sharing their own opinions and insights into these topics. Student participation will be guided by voluntary additions as well as the teacher posing questions and calling on students for answers. Students will use a Time-Order graphic organizer to help organize the events that preceded Order #9066 and how those events may have affected the decision to issue the order. The goal of this activity will be for students to understand WWII-era justification for an action like Order #9066, that many student's in today's classroom will find hard to imagine. "Checkpoints" along the way to check for students' progress and understanding will include student-teacher conferences to assess first drafts of scripts, instruction about citation style, and a final summative assessment in the form of their Xtra Normal videos and final drafts of scripts, as well as a page of source citations.
 * Equip, Explore, Rethink, Revise, Tailors:** Verbal (script writing), Logical (Time-Order graphic organizer, citation instruction), Interpersonal (class discussions), Intrapersonal (students will be asked to consider what it would be like to be a Japanese-American in WWII, as well as share their personal reactions to Order #9066), Naturalist (teacher instruction will include descriptions of the conditions of Manzanar and some other internment barracks).

During this lesson, students will take part in a Think-Pair-Share cooperative learning exercise. Partners will be selected by using the "season partners" that students will have set up earlier in the year. The Think-Pair-Share activity will offer students the opportunity to discuss the question "Why do you think FDR issued Order #9066?" Differing reasons will be synthesized and a class-wide discussion will follow where students present ideas formed during their partner work and the class discusses supporting evidence about which ones are most likely. Students will continue to work with their season partner to develop their script and Xtra Normal video. For this lesson's summative assessment, students will be able to create an Xtra Normal video that accurately and thoughtfully portrays WWII-era arguments both in support of and against the issuance of Order #9066. This lesson will ask students to use the knowledge gained during class to explain Order #9066 and how it came to be. They will learn about the social environment present during WWII and how the war shaped life in the US.

Students will be provided with the grading rubric at the beginning of the lesson, and will be asked to self-evaluate their first draft script against the rubric once it is completed. They will then have the chance to revise their script and when they turn in their final draft script along with their completed movie they should also turn in their rubrics with the first draft self-assessment done in one color of ink and a final draft self-assessment completed in another color. The teacher will assess students using the same rubric and will provide feedback and final grades within two class periods of the students presentations. Additionally, the teacher will also have teacher-student conferences mid-project, once students have completed their first draft of scripts. These drafts will be evaluated using a checklist and feedback will be given before students move on to completing their final drafts. This lesson and summative assessment ask students to examine the effect that WWII had on Japanese-American civilians, and will lead-in to the next lesson, which asks students to consider what life was like for both American and Japanese soldiers serving in the Pacific theater of WWII. **Evaluate, Tailors:** Intrapersonal (self-assessment with rubric; feedback from teacher); Logical (use of rubric); Verbal (use of rubric and written feedback);

Internment process: Internees were usually given 48 hours notice to prepare to leave and were only allowed to bring with them what they could carry. Often times, husbands and fathers had been taken away already by the FBI for questioning about suspected espionage or sabotage activities. With only a short time to leave, many ended up selling their property for fractions of what it was worth. It is estimated that Japanese-Americans lost homes and businesses worth about $400,000.
 * Content Notes**
 * Pearl Harbor lead-up**: Japanese involvement in WWII ultimately began with its invasion of Manchuria in 1931. They continued to push into China from there, and by 1937 they had captured Nanking. War atrocities followed their progress, notably the "Rape of Nanking," which led to the deaths of more than 200,000 Chinese civilians. Japan's prosecution of the war in Asia is sometimes referred to the Asian Holocaust. Tens of millions were killed across Asia. America put in place a trade embargo, denying Japan access to oil, scrap iron, and other goods essential for its war - this embargo was one motivation for the attack on Pearl Harbor. Japan needed resources.
 * Pearl Harbor attack**: The attack took place on December 7, 1941 around 8am in Pearl Harbor. More than 300 Japanese planes attacked Pearl, resulting in the deaths of more than 2,400 Americans, and injury of another 1,100. The USS Arizona alone lost more than 1,000 crew members. 21 ships of the US Pacific fleet were sunk or damaged. However, all but 3 were raised and repaired and put back to use.
 * Order #9066**: Order #9066 was issued on February 19, 1942, and authorized the internment of Japanese-Americans in 10 makeshift prison camps in the west. German- and Italian- Americans were sometimes interned, as well, but on a much smaller scale.
 * Of the 110,000 - 120,000 interned, three quarters were Nisei (people born in the United States of Japanese parents - American citizens). A quarter were Issei, Japanese-born immigrants.
 * Generally, internees were removed from Western coastal areas because of fear of sabotage or espionage of militarized zones. They were sent inland, to be held at camps in places such as Manzanar, AZ. Santa Anita racetrack also served as a camp for a time, with families being assigned to horse stalls as their shelter.
 * 442nd Regiment**: The 442 Regimental Combat Team was a US Army unit made up almost entirely of soldiers of Japanese ancestry, many of whom had family members interred at the same time they were fighting for the United States.
 * Arguments against internment**: The west coast area in particular had a long standing precedent of anti-Asian racism, dating back to the 19th century. Many Americans recognized this as a driving force behind Japanese internment and spoke out against it. Faculty and students at the University of Washington in Seattle staged a protest in response to government orders that many local Japanese-Americans, including UW students, were to be interned more than 1,000 miles from their homes at a camp in Idaho. Internment tactics were likened by some to the totalitarian governments the US was fighting in Europe and Asia. Opposition to internment was widespread among missionaries, particularly those who had done work in Japan.

Time-Order graphic organizer Script draft checklist Rubric Gail Collins book excerpt
 * Handouts**