Discrimination
Bullying •Terrorism • Japanese Internment Camps
For Graphic Design 8-12
Richelle Barger
bargerr@jsd241.org
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Top | Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits
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Discrimination
Bullying •Terrorism • Japanese Internment Camps
For Graphic Design 8-12
Richelle Barger
bargerr@jsd241.org
What do you remember from the Extreme Challenge? What about the bullying session? What do your remember from that?
What is the first rule in the art room? (Respect. Yes. Yourself, others and stuff.)
When you don’t respect others, and their things it is disrespectful. What else could it be called? (tormenting, bullying) Introduce discrimination.
How have your rights been disrespected? How has the environment been disrespected? What about the
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Top of Page)(Objective)
Students will create an original, multi-page, originally illustrated and written story about respect, discrimination and acceptance while learning about historical injustices on the Japanese during WWII, and other groups of people such as the Jews during WWI.
(software)
Students will write the stories in Microsoft Word and create the illustrations and lay out the type using Adobe Illustrator
Steps
Introduce the lesson, ask all the above questions, invite open discussion.
Activity
Pass out two pieces of paper to each student. On each side, and have them answer the following questions on each side of the paper pieces.
Paper 1:
How have you been disrespected? (side 2) How have others disrespected you?
Paper 2: How have you been nice to another person? (side 2) How has another person shown kindness to you?
Introduce Japanese Internment camps of WWII esp Minidoka. Talk about random acts of kindness.
Day 3
Have the students surf the Densho website: www.densho.org/larning/default.asp
Pass out the “Pay attention to” worksheet: What is Executive order 9066? Roger was 3 when they first got to the concentration camp. Can you remember anything from when you were that young? How does Roger Shimomura crop his images, does it make you wonder some things? What did Roger collect? After they are finished, have them answer Roger Shimomura’s question: What does an American look like? What happens when an American looks like an enemy? How do we make sure that we judge people by what they do and not by what they look like?
Day 4
Write on the board: “The principle on which this country was founded and by which it has always been governed is that Americanism is a matter of the mind and heart; Americanism is not, and never was, a matter of race and ancestry. A good American is one who is loyal to this country and to our creed of liberty and democracy.” -Franklin Delano
Talk to the students about the American “stew,” “tossed salad” (AKA melting pot).
Day 5
Allow a privilege to Brown-eyed students (discrimination)
Read Heros
Talk about discrimination
Assign Short Story (see handout)
Day 6
Allow a privilege to Blue-eyed students
Talk about
Day 7 (Dec 7 actual day if possible)
Bring in headlines:
Rough of story due - Hand back
Day 8 (Dec 8)
How do you get news? (TV, internet)
Show headlines what they looked like: Albany Times: www.rense.com/general11/histpearl.htm
then listen to Radio broadcast:
Quiktime: http://historymatters.gmu.edu/d/5166
Real audio: www.umkc.edu/lib/spec-col/ww2/pearlharbor/ph-txt.htm#fdr
Day 9
Read Aesop’s Fables, discuss lessons in the stories, discuss what morals are. Work on story writing and illustration.
Day 10
Read “Baseball Saved us”
Make edits to story.
Day 11 Read “Hero’s” Work on story writing and illustration.
Resources
* Radio broadcast:
Quiktime: http://historymatters.gmu.edu/d/5166
Realaudio: www.umkc.edu/lib/spec-col/ww2/pearlharbor/ph-txt.htm#fdr
Densho website: www.densho.org/larning/default.asp
Organization
Roger Shimomura Pay attention to . . .
Roger Shimomura What does an American look like?
Short Story Assignment(Go to Top of Page)
Story elements
1 Introduction
2 Conflict
3 Resolution
4 Underlying message
one illustration must be a portrait
one illustration must be a landscape
one illustration must have a cultural pattern in it
one illustration must have your choice of something in it
six pages for an A
five pages for a B
four pages for a C
three pages for a D
Stated Objective or Performance
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1 basic |
2 developing |
3 accomplished |
4 exemplery |
score |
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Story Elements |
Is missing most elements of the story |
Is missing half of the elements |
Is missing one of the lements |
Has every element in the story |
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Illustrations |
has one illustration |
Has 2 illustrations |
has 3 illustrations |
Has at least 4 illustrations and has m |
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Preparedness |
never on task |
usually on task, but highly distracted |
Almost always on task with few interruptions |
Always on task and prepared |
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pages |
3 pages |
4 pages |
5 pages |
6 pages |
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With experience in being discriminated against, looking at how atrocities have been committed against groups of people and having written a story and solved it with nonviolence, hopefully you will look at the world and and to others who are different than you with a more compassion. As a person who creates for the world, either in Graphic Design, or marketing, products, or as a business person, in the future, you do have a responsibility for knowledge of different cultures, handicaps, etc. To discriminate against anyone group of people could mean a loss to your bottom line!
Now we move to the silkscreen (t-shirt design) portion of our class and we will continue to use these principles in this next project.
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Grade Level(s):7-12
Subject(s):Graphic Design
Length of project: 3 weeks
Teaching models used:Inquiry
Extensions to additional grades and subjects: Writing, history, art, technology
Prior knowledge/critical skills needed (either for students or teachers): Typing! Basic knowledge of Adobe Illustrator
Learning Outcomes/Curriculum Standards:
• Students will identify with a situation/people group from another era.
• Students will prepare a research paper or project
• Students will analyze a historical event and make a value judgment on how similar situations might be handled in the future.
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What will students learn as a result of this lesson?
The objective is that students will gleam kindness from a world of violence; that they will take a look at the past and not repeat it; and that will have a finished book with original illustrations.
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The students will learn history, technology, email, creative positive problem-solving.
1. 497.01e The student will understand significant conflicts in
2. 498.01 The student will understand the cultural and social development of the
3. 506.01 The student will understand that all citizens of the
4. 752.03 The student will read and respond to a variety of traditional, technical, and electronic materials for critical analysis and evaluation.
5. 752.04 The student will read to locate information from a variety of traditional, technical, and electronic sources.
6. 752.06 The student will read a variety of traditional and electronic materials for information and understanding.
7. 753.01 The student will understand and use the writing process.
8. 753.02 The student will write and edit for correctness and clarity.
9. 936.02b1 The student will document factors influencing art forms throughout history.
10. 938.01b1 The student will recognize and respond to characteristics an content of various art forms.
11. 936.02b2 The student will investigate and evaluate the visual arts as a way to create and communicate meaning.
12 936.02b3 The student will analyze the visual arts of different cultures and time periods and compare to one’s own culture.
13. 940.01.b2 The student will use different media, techniques and processes to communicate an idea or to tell a story.
Here's a link to the Idaho State Board of Education website for standards.
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FDR Radio address Dec 7, 1941
http://historymatters.gmu.edu/d/5166
Realaudio: www.umkc.edu/lib/spec-col/ww2/pearlharbor/ph-txt.htm#fdr
Densho website: www.densho.org/larning/default.asp
Books
Mochizuki, K. Heroes
Mochizuki, K.; Baseball Saved us
Based on a template from The WebQuest Page