After the Japanese attacked Pearl Harbor in December 1941, US citizens begain to distrust any people from Japan--or any people who even looked like they might be from Japan. Accusations of sabatoge, murder, and espionage bcame rampant. Because of the hysteria of the American public, General George DeWitt pursuaded President Franklin D. Roosevelt to initiate a policy which would remove thousands of Japanese American citizens from their homes and relocate them to internment camps in isolated parts of the United States.

Two of those camps were in Idaho. One, in Kamiah was very small. The other, in Hunt, housed 13,000 people. This project is intended to help you explore the impact of Executive Order 9066 and provide resources for further investigation.

· Summarize the reasoning behind executive order. Why was it issued? Why was it approved?

· Write a three paragraph letter to the appropriate legislator dated 1943 regarding your opinion on executive order (in support of or against the action). You live in San Jose, California.

· Create a list of 15-20 personal items you would gather if the United States government is relocating you for an unspecified period of time. You will have ten days to prepare. You may take only what you can carry, but you have been told that your food and shelter will be provided. Once you have completed the list, identify the feelings associated with each item on the list. For xample if “photo of pets” is on your list, perhaps feelings associated with that item would be “who will take care of my animals?”

· Read Imagine and respond in a three to five-page essay. In your essay, address the reflection questions poised at the end of the article.

· Submit a three to five-page report on the issuance of Executive Order 9066. Discuss the immediate impact on the Japanese Americans as well as the lasting consequences.

· Create a visual representation of a cell block in the camp. You may create posters, dioramas, or model landscapes using materials of your choice.

· Should our government have the ability to repeat this action with a specified people group? Defend your position in a three paragraph response.

3. Students will select one project of their choice to complete as individuals. Projects are designed to give students an opportunity to gain an in-depth understanding of the Japanese Internment at Minidoka.

4. Students will form groups of three and perform a cause and effect analysis of the Japanese-American Internment at Minidoka. Student Groups will present their findings to their peers.

5. Students will write a reflective summary of this lesson and defend their position on whether or not the U.S. Government should be able to take action against a specific people group.

Prior Causes	Immediate Causes	The Event	Immediate Effect	Later Effects
		Executive Order 9066

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Identifying Causes of Executive Order 9066	Group members are unable to independently identify causes and/or effects	Group members independently identify some prior and immediate cause, and/or immediate and later effects.	Group members independently identify one each of prior and immediate causes, immediate and later effects.	Group members independently identify at least two each of prior and immediate causes, immediate and later effects.
Analyzing Cause and Effects of Executive Order 9066	Analysis is not relevant and fails to show correct cause and effect of actual event	Analysis has some factual errors and lacks or is missing causes and/or effects of the event	Analysis is mostly relevant and pertains to causes and effects of the event	Analysis is relevant and demonstrates thoughtful insight to relevant causes and effects of the event.
Organization of Information	Members have no clear plan for organizing the information	Group members have developed a clear plan for organizing the information as it is gathered. Two members can independently explain the plan.	Group members have developed a clear plan for organizing the information in the final product. All members can independently explain the plan.	Group members have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the plan.
Group Presentation	Oral presentation not delivered	Oral presentation is appropriate volume, eye contact is good and body movement and posture is good for one group members as they present their findings	Oral presentation is appropriate volume, eye contact is good and body movement and posture is good for two group members as they present their findings	Oral presentation is appropriate volume, eye contact is good and body movement and posture is good for all group members as they present their findings.
Participation	Group members did not participate as assigned	One Group member has an active part	Two Group members have an active part.	All Group members have an active part.

Students will research and complete a project based learning activity. Students will identify the causes and effects of the Japanese-American internment from 1942-1945. Students will further identify times when certain rights and freedoms have been, and may continue to be, taken away or given up in the name of preserving our National Security. Students will reflect and make a judgement call on whether or not this action was necessary to National Security.

Prior knowledge/critical skills needed (either for students or teachers): Cause and Effect Model Process

3) 495.01b The student will analyze the legal, political, social, and econmic changes in the status of immigrant groups.

4) 497.01e The student will understand significant conflicts in

United States

history, specifically the causes and effects of World War II.

5) 498.01 The student will understand the cultural and social development of the United States.

6) 504.01 The student will understand the organization and formation of the American system of government.

7. 506.01 The student will understand that all citizens of the United States have responsibilities and rights.

8) 752.01 The student will read a variety of traditional and electronic materials for information and understanding

9) 752.03 The student will read and respond to a variety of traditional, technical, and electronic materials for critical analysis and evaluation.

10) 752.04 The student will read to locate information from a variety of traditional, technical, and electronic sources.

11) 752.06 The student will read a variety of traditional and electronic materials for information and understanding.

12) 752.08 The student will read a variety of traditional, technical, and electronic materials for critical analysis and evaluation and evaluate the validity and accuracy of the information, compare and contrast selections within the text, and use personal or objective criteria to draw conclusions; make inferences; form opinions; and make judgments.

17) 753.06 The student will write to gather, synthesize and communicate research findings.

20) 755.03 The student will speak for critical analysis and evaluation, clearly expressing opinions and judgments.