Julie Burton ED398 Critical Literacy Invitation Fall 2012 Butler University Invitation Overview and Rationale: WWII from the Japanese Perspective

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1 Julie Burton ED398 Critical Literacy Invitation Fall 2012 Butler University Invitation Overview and Rationale: WWII from the Japanese Perspective

2 Theme The theme of my invitation is the treatment of Japanese Americans during World War II. Almost immediately following the attack on Pearl Harbor, Japanese living in America, even those who were born here were forced to leave their homes, belongings, and lives. They were taken to internment camps across the American West. These camps infringed upon individual liberties granted by the Constitution in order to maintain national security. The essential question of this invitation is How should we treat our perceived enemies in times of war and crisis? Students will look at first hand accounts, photographs, and other documents to learn more about these internment camps as well as others throughout history. Four Literacy Quadrants This critical literacy invitation adequately addresses the four literacy quadrants. First it will disrupt the commonplace by examining the war through the perspective of Japanese Americans. Not only was Japan not on our side, but also they eventually had to surrender. Students should look critically at America s decisions in the past and the present. We will consider multiple viewpoints by looking at a well- known time period from the perspective of a different culture. Additionally, we will examine the lives of many different people including American born Japanese as well as those who immigrated to America. We will look at sociopolitical issues both in America and around the world. The American views will be examined by looking at the decision by the President to relocate Japanese people. Students will also look at the use of internment camps in various countries and what the implications of those are. By looking at the American propaganda students will answer questions of prejudice and humanity. The group doing comparisons should begin to compare these internment camps with modern camps both in the United States and abroad. To finish, students should examine how the issue could have been handled better by the government and what we should do in similar situations. Students show also think of how to better maintain national security without risking the rights of others. Gateway and Three Thematically Linked Instructional Engagements Gateway: Life in the Camps I want students to have a basic understanding of the causes for internment and what life was like in the camps. Then I want to give them a personal story about the experience so they can relate to the people in the camps. I also want them to begin drawing connections between these camps and similar camps or prisons that exist today. Invitations: 1. Picture vs. Propaganda I want students to see more about life on the internment camps as well as how the Japanese were treated in America. I want them to compare the truth of the photos with the messages of the propaganda. I want them to consider how else support for the war could be gained and how these might make Japanese Americans feel.

3 2. Document Analysis In this invitation I want the students to analyze legal and official documents. I want them to draw connections between these and their knowledge of the Constitution and the ideals this country was build on. I want them to think critically about if America s actions were legal and what could have been done instead. I want them to brainstorm some other options regarding how to prevent this in the future. 3. Compare the Camps I want this group to get a sense of the history of concentration and internment camps. We often think that the Nazis were the first to use such tactics, but in reality there are examples of relocations and mass imprisonment for political reasons dating all the way back to ancient times. I also want this group to explore similar camps that exist today. Critical Pedagogy Orientation This gateway activity and accompanying invitations display a critical pedagogy orientation that values and appreciates cultural as well as linguistic differences. According to Rosa Hernandez, there are characteristics of diverse pedagogy and diverse learning. One of these is that it cannot take place in isolation. In these activities, I intend for students to work with others who are working on the same invitation. Also at the end of the invitation I would encourage them to share what they learned. Additionally in the Understanding Culture article, the author provides ways to create a culturally inclusive classroom. These included: Develop cultural self- awareness, Appreciate the value of diverse views, and Examine your own teaching for bias. These are things that would be done by on my part as the teacher, but that would build an inclusive classroom environment for students of all backgrounds. Finally I will allow students to work and write in their own language. This helps students gain cognitive knowledge as well as build language skills according to Katie Brooks and Katya Karathanos. Additionally, the invitations have varied levels and amounts of reading. This will help to differentiate the activities for students of all abilities and learning styles. Standards USH 5.3 Identify and describe key leaders and events during World War II. USH 9.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past. USH 9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events. USH 9.6 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue.

4 Annotated Bibliography Concentration Camp Liberation. (2009). WWII in HD [DVD]. Available from < in- hd/videos/concentration- camp- liberation#concentration- camp- liberation>. We are looking at this text to compare the Nazi concentration camps to the Japanese internment camps. This text is one that the students may have seen already, but that their perspective should be slightly different given what they ve learned about Japanese internment. This may be new information for a student who did not grow up in American culture. Executive Order (1999). Internment History. PBS.org. Web. Accessed December 2, < This text gives an American view of internment at the time it occurred. This illustrates how wide spread the fear, paranoia and prejudice was. This text, though it is a primary document, is biased because of when it was written. Gulag: Many Days, Many Lives Days and Lives. (2009). YouTube. Web. Accessed December 2, < This video is to provide another example for comparison. This text will more than likely be less known than the Nazi concentration camp. I want students to get several views of different types of imprisonment camps for comparison. Japanese Internment Camps War Relocation Authority Photos. (2012). Public Intelligence. Web. Accessed December 2, < internment- camps- war- relocation- authority- photos/>. These photos help to develop the Japanese perspective. They show the humanity and the similarity of the Japanese. The last picture of the soldier is especially important in showing that some of the Japanese had established roots and identities in America. Japanese Internment in America. (2009). WWII in HD [DVD]. Available from < in- hd/videos/japanese- internment- in- america#japanese- internment- in- america>. This is another video to illustrate the Japanese perspective. This video shows even more of the negative ways in which Japanese Americans were treated. This text is much more neutral as far as narrative than others. Pop Culture Items. (2012). WWII Homefront: Anti-Japanese. Authentic History Center. Web. Accessed December 2, 2012.

5 < homefront/3- anti- jap/index.html>. This text is to illustrate the racism and discrimination towards the Japanese. I want the students to remember the picture of the Japanese soldier in light of these artifacts. This shows a dark political and social reality in American history. Presidential Letter of Apology. (1999). Internment History. PBS.org. Web. Accessed December 2, < We are reading this text to get a more modern view on internment. This perspective is an American criticizing past American actions. There are several interpretations and conclusions that the students may draw from this text. Then Came the War. (2009). The People Speak [DVD]. Available from < people- speak/videos/then- came- war#then- came- war>. This text gives the perspective of a young Japanese American girl. I want the students to relate to her and to empathize with her. This text connects with the age of my students and some may even be able to relate to the tumult that occurs in any relocation. This text illustrates a family of American supporters who are still being disenfranchised because of their background. 3 Louis Zamperini Part 3. (2010). YouTube. Web. Accessed December 2, < This is another view of imprisonment camps. This is of the Japanese POW camps told from the perspective an American soldier. Though I want to give a balanced view on these types of camps, I don t want my students to see this video as justification for the internment camps. I hope students can view this video from a global perspective to see the many atrocities that took place in World War II.

6 Julie Burton ED 398 Critical Literacy Invitation Fall 2012 Butler University Student Version: WWII from the Japanese Perspective Standards: USH 5.3 Identify and describe key leaders and events during World War II. USH 9.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past. USH 9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events. USH 9.6 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue. Tasks: Students will look critically at America s decisions during WWII Students will explore this time period from the perspective of another culture Students will address the role of tolerance during time of crisis Students will brainstorm what we can do to prevent history from repeating itself

7 GATEWAY: Life in the Camps So far we have spoken briefly about the atrocities committed by Nazi Germany prior to and during World War II. Now we will look at a similar situation in our own country. Following the attack on Pearl Harbor, thousands of Japanese Americans were relocated to internment camps to maintain national security. You re invited to watch the following videos and consider the following questions. Why did America place the Japanese in internment camps? What are your initial reactions to this decision? How would you feel if this were to happen to you? Can you draw any connections between this event and any others past or present? Resources: History Channel: Internment Camps: Yuri Kochiyama: Then Came the War :

8 INVITATION: Picture vs. Propaganda Propaganda was common in World War II on both sides. We have already looked at some instances of propaganda by and towards Germans. Now we will look at some created in America towards the Japanese. We will compare these artifacts to real pictures of internment camps as well as Japanese Americans away from the camps. You re invited to explore some of the provided pictures as well as find some of your own and consider the following questions: What do you see in these pictures and what does it tell you? (Think about the composition, colors, characters, etc.) How do these compare to other examples of propaganda and political cartoons? What kinds of messages do these pictures and artifacts send to the larger American community about the Japanese? Do you think tolerance should take on a different meaning in times of war? Resources: Japanese Internment Camps: Anti- Japanese Propaganda:

9 INVITATION: Document Analysis The United States Constitution gives the President certain powers in time of crisis. Ultimately it allows him or her to assume more power for the sake of efficiency in a crisis. The decision to put Japanese Americans in internment camps was ordered by the President of the United States, but was it Constitutional? You re invited to read the executive order as well as a document from a modern President about the Japanese internment and consider the following questions: What are your thoughts on the Executive Order? Legally what does the Constitution say about this? What are your initial thoughts on the apology? Does it change anything? When else has there been an infringement on individual freedoms in America to protect the nation? Do you feel that protecting national security is justification for suspending individual rights and tolerance? Explain. Resources: Executive Order: Letter of Apology:

10 INVITATION: Compare the Camps Concentration camps have a history that predates World War II. In fact there is evidence that shows similar environments existed in ancient times. Similar instances of political imprisonment still take place today even in our own country. Although it may be called by many other names, internment has been around for a very long time. You re invited to research the history of internment and consider the following questions: Why are these camps used and what is their effect on society? Is internment for the sake of national security is justified? Explain. What do you think of the rhetoric around these camps? ( Internment, Relocation, Alien, etc.) What can we do to prevent these situations from happening again? Resources: Nazi Concentration Camps: Soviet Gulags: Louis S. Zamperini: