Japanese Internment Camps Primary Source Stations Activity

Japanese Internment Camps Primary Source Stations Activity
Japanese Internment Camps Primary Source Stations Activity
Japanese Internment Camps Primary Source Stations Activity
Japanese Internment Camps Primary Source Stations Activity
Japanese Internment Camps Primary Source Stations Activity
Japanese Internment Camps Primary Source Stations Activity
Japanese Internment Camps Primary Source Stations Activity
Japanese Internment Camps Primary Source Stations Activity
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(1 MB|9 pages)
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  1. Increase student engagement and growth while saving time, money and effort!This incredible value contains 28 NO PREP station activities - my most popular products. Each stations activity contains 6 pages of intriguing texts along with captivating historic photosets. All stations have an accompanyi
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  3. These NO PREP stations activities present a variety of World War II topics with intriguing primary source accounts and visually appealing photosets. Increase student growth and engagement using fun and effective methods!All stations have an accompanying worksheet with answer key. The intent of each
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  • Product Description
  • StandardsNEW

"It was depressing, such a primitive feeling…You felt like a prisoner…you have to stay inside and you have a certain amount of freedom within the camp I suppose, but…you’re kept inside a barbed-wire fence, and you know you can’t go out…and you don’t know what your future is…”

The intent of this lesson is to expose students to a variety of topics in a short amount of time using fun and engaging methods. Each station of this NO PREP activity contains enthralling primary source accounts. After completing this lesson, students will have an understanding of the actions taken by the United States government to intern Japanese Americans during World War II and the hardships faced by Japanese Americans during this period of time. Students will examine each of the following topics:

1. Background

2. Executive Order 9066

3. Evacuations and Assembly Centers

4. Internment Camps

5. Supreme Court Decisions

6. Aftermath

Each station contains a brief description, along with intriguing primary source accounts and historic photosets. The lesson is easily adaptable to fit your teaching style. The following methods have proven to be the most successful in my classroom:

1. Hang the information sheets around the class and have students rotate to each sheet.

- This is my favorite because it gets students up and moving. You can assign the worksheet that accompanies this activity, or simply have them summarize each topic as they rotate.

2. Split the students into groups and assign one sheet per group. Have the students read the information sheet and prepare to present the information to the rest of class.

- I assign a number to each group member (number the first group, then start back at 1 for the next group, so that you have multiple 1’s, 2’s, etc. throughout the class) and after students have had adequate time to prepare I tell them all the 2’s are presenting. This method motivates students because they don’t know which group member is presenting until it is time to present.

3. Form groups of 6 and have the students pass around the information sheets.

- I’ve found the best approach for this method is to give students a set amount of time and then have all students pass their sheets to the right when told.

The versatility of this activity allows for several culminating assessments. Typically, once students have completed one of the methods above, I have them write a journal entry from the point of view of a Japanese American relocated during the war. I encourage them to include as much information from the stations as possible. Also, I have the students respond to the following prompt: “Do you believe the government was justified to order the internment of Japanese Americans during the war? Why or why not? How could the U.S. government have handled the situation better?” Then, we have a class debate to determine what factors were most influential in the responses of the students.

Log in to see state-specific standards (only available in the US).
By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Total Pages
9 pages
Answer Key
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Teaching Duration
1 hour
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