Lesson 11

Lesson: Japanese-American Internment Camps (Part 2)

Objective: Students will be able to explain what happened to Japanese Americans on the
west coast of the United States during World War II. Students will be able to formulate
arguments both for and against the internment of these citizens, and develop their own
opinions on whether or not it was justified or necessary. They will also be able to express
and debate their viewpoints.
Common Core Standards:
10.1 Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
10.2 Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of how key events or ideas develop over the course of the text.
10.6 Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their respective
accounts.
10.9 Compare and contrast treatments of the same topic in several primary and secondary
sources.
Materials: Tablets, blogs
Directions: Review the basic points about Japanese internment camps (Roosevelts
reasons, the effect it had on those interned), and have the students divide into two sides:
the pro-internment students on one side of the room, and the anti-internment on the other.
Have a student from each side give an opening statement defending their position, then
have a debate. A student has to raise his or her hand and be called on to speak, and to
whatever degree possible, do it in a point-counterpoint format. Depending on the students,
you may have to help one or both sides occasionally, but make it clear that youre simply
making sure both sides are heard equally, that its not necessarily your viewpoint. At the
end of the debate, tell them they all made good points and ask if anyone would switch sides
now after hearing both sides debated. Talk about one or two key points or arguments from
each side, and have students go back to their seats.
Have students write in their blogs about their thoughts and feelings during the debate.
They are to state which side they were on at the beginning, write about some of the points
made during the debate and how it affected them, and where they stand now that the
debate is over. They are to include points made by the opposition and address them, not
simply restate why they are on the side they are. It is to be turned in on the class website.
If not completed at the end of the period, it is finished for homework.