AAPI PERSPECTIVES THEME: Transformation and Change
GRADE LEVEL: 9
SUBJECT: Ethnic Studies
INTENDED UNIT: Social Movements
ESSENTIAL QUESTION: How do we work toward change and justice?
CENTRAL QUESTIONS/BIG IDEAS: How can we communicate the problems in our community to work toward change?
CONTENT OBJECTIVE:
Knowledge: Students will explain how Japanese Americans fought for and won reparations.
Skills: Students will practice research, synthesization, and speaking skills.
Habits: Students will practice code-switching and communicating in ways accessible to lawmakers.
GRADE LEVEL/SUBJECT AREA STANDARDS:
CA.HSS. 11.10 - Students analyze the development of federal civil rights and voting rights.
CA.HSS.11.8 - Students analyze the economic boom and social transformation of post–World War II America.
CA ELD STANDARDS:
CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
IEP/504 ACCOMMODATIONS:
All lesson plans will be accommodated with a transcript (for video clips), student facing worksheets, and visual slides ready to be shared and accessed.
Feel free to accommodate extra time for any formative assignments and provide scaffolds as needed for differing age groups/needs.
INSTRUCTIONAL MATERIALS
Slides (link)
Japanese Incarceration Video (link)
Will Kaku Oral History (25:41 >> 29:15)
Susan Hayase Oral History 1 (1:10:56 >> 1:13:27)
LESSON IMPLEMENTATION SEQUENCE:
Day 1, Step 1: Warmup
Duration: 10 minutes
Implementation:
Students will journal independently, then discuss as a class the prompt “What information should be shared when there is something unjust in society? What do lawmakers need to hear to feel pushed to solve the issue?”
Resources/Materials:
Slides 1-3 (intro slides, skip if appropriate)
Slides 4-5
Assessment: N/A
Step 2 - Lesson: Japanese Incarceration and the Fight for Reparations
Duration: 25 minutes
Implementation:
Students will watch a 12-minute video about Japanese incarceration and the fight for redress. To check for comprehension, ask students to share answers to the following questions:
What was the experience of Japanese Americans during internment like?
Why did they want reparations?
How did they fight for reparations?
What other communities are fighting for reparations?
Resources/Materials: Slides 6-8
Assessment: N/A
Step 3: Will Kaku and Susan Hayase’s Oral History + Discussion
Duration: 20 minutes
Implementation:
Students will watch Will Kaku and Susan Hayase’s oral history (interview 1)
Questions for discussion:
How did the Japanese incarceration/internment affect Will Kaku’s self-image?
How did the redress movement help him understand his family’s story?
Susan Hayase said that she was never a public speaker, but wanted to speak about the redress movement. Why do you think she did this even though she had discomfort from speaking?
How did she feel when she gave the presentation?
Resources/Materials:
Slides 9-11
Will Kaku Oral History
Susan Hayase Oral History 1
Assessment: Class discussion
Step 4: Warmup
Duration: 10 minutes
Implementation:
Students will share what they think Susan Hayase included in her 3-5 minute presentation for redress.
Resources/Materials: Slide 13
Assessment: N/A
Step 5: Students will create a 3-5 minute presentation about a problem in their community
Duration: 40 minutes
Implementation:
The presentations should include:
What is the issue?
How does it impact people?
Number of people impacted
The types of impact (physical, mental, social, etc.)
Quote from an impacted person
What should be done to fix it?
Why is this a good solution?
Resources/Materials: Slides 14-15
Assessment: N/A
NOTES ON HOW THIS MAY BE INTEGRATED IN INTENDED UNIT
This would fit well toward the end of an ethnic studies course, which typically focuses on social change. This lesson would be implemented best following lessons that have shown case studies of historical examples of social movements so that students can get a sense of the efficacy of organizing and fighting for change.