Asian Americans Advancing Justice - LA

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Unit Plan: ELA - WWII Internment

9-10, College
English Language Arts
10 one-hour class periods
This unit exposes students to the life of Fred Korematsu, the history of Japanese American Internment, and the fight for civil rights during World War II as well as after September 11, 2001. Students will engage academic vocabulary; critically read, analyze and discuss a variety of texts; and write a creative and argumentative essay as a culminating task.
RL (Reading Standards for Literature grades 9-10)
RI (Reading Standards for Informational Texts grades 9-10)
W (Writing Standards)
SL (Speaking and Listening Standard)
RH 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RH 9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RH 9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
RI 9-10.7 Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
W 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
W 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W 9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
.Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task.
1. Students will understand and use academic vocabulary in context.
2. Students will use historical context to analyze an informational text’s meaning.
3. Students will synthesize multiple genres of text, for recurring themes, connections and differences.
4. Students will write a strong argumentative essay, backing up claims with specific textual evidence.
5. Students will write clearly, paying attention to organization, audience, format and purpose.
6. Students will use the writing process to develop and improve essays.
7. Students will present and discuss ideas with classmates, based upon an informational text, supporting opinions with textual detail.
1. In times of war, how would you safeguard civil liberties while maintaining national security?
2. What was the government’s reasoning behind the internment of Japanese Americans during World War II?
3. How did the Japanese American community respond to the internment order?
4. How did the September 11th attacks affect Americans’ views of Asian Americans?
5. How should we move forward? What can we do to prevent future incidents like this?
1. “Academic Vocabulary - Korematsu” handout (student and teacher versions)
2. “Justice Scalia Interview Mass Internment Inevitable” article
3. “Korematsu Day Background” slides
4. “One Man Seeks Justice from a Nation: Korematsu v. United States Abridged Version
5. “RAFT Essay Rubric – Korematsu” handout
6. “RAFT Essay Writing Prompt - Korematsu” handout
7. “Reader’s Anticipation Guide - Korematsu” handout
8. “Tree Map Graphic Organizer - Korematsu” handout
9. “Unit Slide ELA WWII Internment Unit” (student directions included)
10. “Unit Plan ELA WWII Internment Unit”

Recommended Supplemental Materials:
1. “After Words: September 11, 2001” poem
2. Definitions and examples of civil liberties
3. “Remembering the No-No Boys” article
4. “Silence No More” poem
5. “Transcript of Executive Order 9066
6. “Who Took the Rap? A Call to Action” article
7. “Why Children Did Not Knock at My Door on Halloween This Year” poem
Curriculum Developer:
Anthony Nittle
Lesson Plan: WWII, Japanese American Internment, Post 9/11 >
Curriculum Editor:
Russell Leong
Untold Civil Rights Stories Main Page >





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