Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits
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Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits |
How are negative attitudes instilled in others, oppressing people of diverse ethnic/racial origins?
The Japanese navy bombed Pearl Harbor on December 7, 1941, causing panic-stricken intolerant feelings toward Japanese-Americans in the western United States. On February 19, 1942, President Franklin Delano Roosevelt signed Executive Order 9066, ordering all persons of Japanese ancestry in the western states to evacuate their homes. Ten camps were hastily built in order to house thousands of men, women, and children for the duration of World War II. Their personal belongings could not exceed 100-pounds of baggage per person and all real estate was to be sold. After three years of internment from 1942 to 1945, starting a new life for most these people was difficult due the injustice of prejudice attitudes from other Americans.
In 1987, the United States Supreme Court declared the internment of Japanese-Americans unconstitutional, calling it “one of the worst violations of civil liberties in American history.” This lesson is important for increasing ethnic/racial tolerance in an ever-changing world. Students will view videos, read, write and discuss how people viewed the ethnic/racial differences of Japanese-Americans, and how it affected their lives.
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As a result of instruction, students will demonstrate an awareness of how negative attitudes towards diverse peoples are initiated and extended to others.
Students will read and discuss in groups--situations and conflicts between characters in the book Bat 6. The teacher facilitates the discussions using anecdotal records;
Personal insight to be articulated through worksheets where students discern the author's/illustrator's purpose; Students will also analyze two DVD presentations to compare the intended message for the audience.
Journalistic accounts and notes to be crafted through worksheets in the literature guide. Students will turn in all completed work in the guidebook at the end of the unit for evaluation.
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Click on each of the separate pages to see the different lessons and worksheets.
Opening Exercise: The Suitcase for Evacuation
Lesson One: Advertisement Propaganda
Lesson Two: Bat 6
Lesson Three: Analyzing Videos: Days of Waiting & 1941 Superman cartoon
Lesson Two: Bat 6
Background Information:
Virginia Euwer Wolff's book, Bat 6, begins shortly after World War II, in the Willamette Valley of Oregon. However the contention between people goes back to the 1800s when the town of Barlow was first settled. The men were in persistent dispute, which led to several families moving and settling at Bear Creek Ridge up the road. In an effort of looking for ways bring peace, the women started an annual baseball tournament. Eventually the communities healed their differences, and the baseball tournament grew to be an annual tradition. After the war, feelings unravel between the players on both teams concerning the philosophical/sacred beliefs of fighting for a country, racial/ethnic values, and socio-economic differences. The story reveals honest emotions and reactions about the characters toward their peers.
Organization
Students will read the book Bat 6 in literature groups (3 groups of six students)
Literature guides will be filled out daily. Students will alternate roles within the group. Jobs include:
Vocabulary Enricher writes down new words, page numbers and looks up definition.
Clarifier writes down concepts that are important to the story and discussion, including page numbers. This may also include connecting with prejudice or bullying on a local level or in other stories.
Questioner writes down questions for discussion. These may include (what if, what then?), (the 5 W's and how), or other things the reader is curious about.
Discussion director leads daily group in shared reading and participation in group discussion.
Investigator writes down important things to research. This may include the role of travel tracer or looking up other historical elements of baseball, World War II, and the Japanese internment.
Daily Summarizer writes down a summary of the key events and presents a prediction for what will happen next in the story.
Teacher Facilitation:
Teacher observes and guides as needed to keep the students engaged in critically thinking about issues of prejudice throughout the lesson. Discussion evaluation could be anecdotal record or a checklist to analyze the information, or things to notice.
Guided discussion will be helpful as students critically analyze a magazine advertisement and two DVD presentations. They will compare images the movie producers portray of people with ethnic/racial differences and fill out a comparison worksheet using supporting evidence.
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This rubric is for grading the Bat 6 literature guides, which will also include the evaluations for the Suitcase, Advertising Propaganda, and the Videos
| Beginning
1 |
Developing
2 |
Accomplished
3 |
Exemplary
4 |
Score | |
|---|---|---|---|---|---|
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Quality of Ideas and Content understanding the "Big Question"
|
Demonstrates little or no focus and few supporting details which may not be appropriate for intended purpose |
Demonstrates an inconsistent focus and includes some supporting details, but may include extraneous/loosely related detail |
Maintains adequate focus on the topic and has adequate supporting detail |
Maintains consistent focus on the topic and has ample supporting details |
|
|
Organization and Use of Class Time
|
Has little evidence of organizational pattern/ wholeness/ completeness Struggles focusing on subject matter |
Shows an attempt at an organizational pattern, minor sense of wholeness and completeness Focuses some on subject matter, but easily distracted |
Has logical organizational pattern and conveys a sense of wholeness and completeness Usually focused and engaged in subject matter |
Has a logical organizational pattern and conveys a sense of completeness and wholeness Engages in subject matter sharing insightful information |
|
|
Word Choice
|
Provides transitions which are poorly utilized or failed to provide transitions |
Provides transitions that are weak or inconsistent |
Provides adequate transitions in an attempt to connect ideas |
Provides transitions which clearly serve to connect ideas |
|
|
Voice Oral and written
|
Provides the reader/group with little or no sense of the person behind the words |
Attempts somewhat to give the reader/group a sense of the person behind the words |
Provides the reader/group with some sense of the person behind the words |
Allows the reader/group to sense the person behind the words |
|
|
Sentence Fluency |
Has little or no variety in sentence length and fluency |
Shows limited variety in sentence length and structure |
Includes sentences/ phrases that are appropriate, somewhat varied in length and structure |
Includes sentences/phrases of varied length and structure |
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Through structured discussion and written response, the strategy of using literature guides channels students toward a deeper understanding of what is read. The individual role sheets for group members are a tool for students to learn, discuss, and contribute to the group. The finished guidebook, combined with the worksheets from the DVDs and advertising propaganda will be used as evaluation tools.
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Grade Level(s): Sixth
Subject(s): Reading, Language Arts, History, Social Studies
Length of project: Approximately 3 weeks
Teaching models used: Inquiry/Discovery
Extensions to additional grades and subjects: These lesson plans could easily be modified to meet the standards of other grade levels
Prior knowledge/critical skills needed (either for students or teachers): Any information concerning the Japanese internment and pre-Civil Rights era would be helpful.
Learning Outcomes/Curriculum Standards:
As a result of instruction, students will demonstrate an awareness of how negative attitudes towards diverse peoples are initiated and extended to others.
Students will learn critical thinking skills, how to inference the authors/artists message, and compare/argue different points of view.
Idaho State Achievement Standards
Language Arts: Reading 725.01 a-h; 725.02 b-e; 725.03 a-d; 725.04 a,c; 725.05 d. Writing 726.01 b,c; 726.02 a-c; 726.03 a,b; 726.04 a; 726.05 a-c; 726.06 b. Listening 727.01 a,b,d; 727.02 a,b; 727.03 a; 728.01 a,b; 728.02 a; 728.03 a,b.
Humanities: Visual Arts 462.05 a; 462.06 d; 462.07 a,c; 464.01 a,c; 464.04; 464.06 a,b; 465.01 a-c; 465.03 b; 469.01 a,c,e; 469.02 d,e,g; 469.03 a,e; 469.04 a,c; 469.05 b,d,e; 469.06 a,c,d; 473.01 a-d; 474.01 b,d,e; 476.01 a,c; 478.01; 480.01 b-d; 482.01 a,b; 483.01 b; 484.01 b; 485.03 a.
Social Studies: 462.05 a; 462.07 a,c; 464.01 a,c; 464.04; 464.06 a,b; 465.01 a-c; 465.03 b; 469.01 a,c,e; 469.02 d,e,g; 469.03 a,e; 469.04 a,c; 469.05 b,d,e; 469.06 a,c,d; 473.01 a-d; 474.01 b,d,e; 476.01 a,c; 478.01; 480.01 b-d; 482.01 a,b; 483.01 b; 484.01 b; 485.03 a.
Other Information:
Students with disabilities may need help from peers in identifying the inferences that authors/artists wish to portray to the reader/viewer.
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Okazaki, Steven. Days of Waiting. DVD from Farallon Films, www.farfilm.com. Academy award winner for best documentary short subject 1990.
Japoteurs-Superman: Nature vs. War. DVD from GoodTimes. www.goodtimes.com. Digitally restored classic collection 1941-1943.
Wolff, Virginia Euwer. Bat 6. Scholastic Books, Inc. New York, NY. Oct. 1998.
Aiken, Kathy, Phd. Time Magazine. Article used during "Art as Evidence." 2005 summer iTEACH seminar.
Chavez, Margaret, Phd. Worksheet from "Ben Uchida." 2005 summer iTEACH seminar.
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