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Executive Orders and Human Impact

AAPI PERSPECTIVES THEME: Systems and Power

GRADE LEVEL: 12

SUBJECT: U.S. Government

INTENDED UNIT: Units 2 and 3 of the AP/US Government Curriculum (specifically covering executive orders, presidential enumerated powers, judicial activism v. restraint, the changing scope of civil rights on the Bill of Rights)

LESSON SEQUENCE/INTENTION: This lesson is intended to be the first part of a 3 part mini-unit, incorporating the continuity of Unit 2 of AP/US Government Curriculum (Branches of Government)

ESSENTIAL QUESTION:

  • How have people historically, and in the present, challenged systems of oppression?

  • How can we identify and analyze the systems of power affecting our lived experience?

CENTRAL QUESTIONS/BIG IDEAS:

  • How have the lawful decisions of the past made intergenerational consequences for U.S. society?

  • Has America as a country “improved/progressed as a nation?”

LESSON PACING:

Monday

  • Unit 2 Lesson 1 Executive Orders and Human Impact

Tuesday

  • Unit 2 Lesson 2 Case Analysis: Korematsu V. United States

Wednesday/Thursday

  • Lecture/Info session

Friday

  • Unit 2 Lesson 3 Protests and Civil Disobedience

CONTENT OBJECTIVE:

Knowledge:

  • Executive Order 9066 (source link)

  • 4th Amendment: The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Skills:

  • Key Ideas and Details

    1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from the specific details to an understanding of the text as a whole.

    2. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

  • Craft and Structure

    1. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Habits:

  • Analyzing and critiquing systemic and structural oppression intergenerationally

  • Understanding Asian Americans as a political identity within the scope of WW2, along with the sociological repercussions that follow this identity.


GRADE LEVEL/SUBJECT AREA STANDARDS:

  • 12.4.4—Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers.

  • 12.5.1—Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment.


CA ELD STANDARDS:

  • Key Ideas and Details

    1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from the specific details to an understanding of the text as a whole.

    2. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

  • Craft and Structure

    1. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

IEP/504 ACCOMMODATIONS:

  • This particular lesson will involve more content and new knowledge acquisition. As such, all new corresponding knowledge will be immediately accessible via student facing slides and handouts. In addition, all videos will offer transcripts.

  • In class discourse will offer multiple peer discussions and warm calling to offer support in case there is difficulty internalizing certain concepts in an aural/linguistic modality.


INSTRUCTIONAL MATERIALS

  1. Slides (link)

  2. “Ugly History: Japanese American incarceration camps - Densho” Video (link)

  3. Student Facing Worksheet (link)

  4. Dale Minami Oral History (19:43 >> 23:04), (26:21 >> 28:23)

  5. Exit Ticket Exemplar (link)

  6. Executive Order 9066 Primary Source (pdf, link)

  7. Wes Mukoyama Oral History (0:00 >> 5:53)


LESSON IMPLEMENTATION SEQUENCE:

Step 1: Warmup

Duration: 5 minutes

Purpose: To establish an understanding of where student awareness of Japanese internment is.


Implementation:

As students to refresh their memory in regards to what they remember/know about Japanese internment. Their U.S. history knowledge should provide them a cursory refresher.


Resources/Materials:

  • Slides 1-2

  • Student Facing Worksheet


Assessment: N/A

Step 2: Instructional Activity

Duration: 25 minutes

Purpose: To provide concepts and challenge student perceptions on the legacy of court cases and laws.


Implementation:

Introduce the key framing questions of the slides and short lecture that you are about to provide (all included in the slide deck). This includes introducing concepts of the 4th Amendment and executive orders/enumerated powers.

Depending on where you are in the course with the students, this information may serve as a refresher, can be cut out entirely, or the very first time they are being exposed to this content.

The main purpose/extension to encourage students in considering that they may not have been exposed in U.S history would involve the intergenerational legacy these executive orders/case rulings have on humans socio emotionally and systemically. Encourage them to consider how this ruling leads the Japanese American community to be seen as a political pawn.

Within the lecture component of the lesson, include an analysis of Dale Minami’s testimony regarding how internment has intergenerationally impacted family and community in the U.S.

*If you have time, you can also show the clip of Wes Mukoyama as he recounts his experience with racism and being called a “Jap”


Resources/Materials:

  • Slides 3-9

  • Student Facing Worksheet

  • Dale Minami Oral History

  • Wes Mukoyama Oral History (Slide 13)*


Assessment: N/A

Step 3: Group Work

Duration: 20 minutes

Purpose: To bring student internalizations into the forefront by applying it into a legal defense claim against the constitutional allowance of Japanese internment.


Implementation:

Students will be asked to form a video. Based on their understanding of constitutionality and laws, was this act of Japanese Internment constitutionally lawful? Was President Roosevelt within his rights to set such an executive order?


Resources/Materials:

  • Slides 10-11

  • Student Facing Worksheet


Assessment: Group Video Project

For the last 5 minutes of class, encourage students to sit with the following question as the exit ticket:

Duration: 5 minutes

Purpose: This is a foreshadowing question intended to prepare students for the next two lessons on legacy and the impact of said legacy.


Implementation:

Why might court cases have long term consequences? What might that imply about the power of court case rulings in the present day?


Resources/Materials:

  • Slide 12

  • Exit Ticket Exemplar


Assessment: Exit Ticket Reflection


NOTES ON HOW THIS MAY BE INTEGRATED IN INTENDED UNIT

This lesson plan can be integrated into the intended unit through this LP’s integration of the constitutional concepts of enumerated powers, executive orders, and constitutionality, consistent with the overarching themes of Unit 2 in U.S. Government curriculum.