The individual identified in Japanese characters, here is, Michibiku Ozamoto, or, in English, T.
Grade Range: 5-8
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/12/2016
This eighth grade annotated inquiry places students in the middle of an important debate—a debate that goes beyond semantics and hypothetical constructs. The trade-off between freedom and security is one of the thorniest dilemmas in United States history. From the Sedition Act of 1798 to the Patriot Act of 2001, the United States has sought to find the right balance between these two fundamental concerns. This inquiry places students in the middle of that important debate—a debate that goes beyond semantics and hypothetical constructs. The compelling question asks what limits we are willing to place on freedom in the face of real and perceived threats to our security. The internment of Japanese Americans represents one instance when the freedom of some Americans was sacrificed in the name of national security and thus can be seen as a case of the balance between freedom and security. The inquiry includes four related formative performance tasks that collectively enable students to build up their knowledge of the issues and events related to the internment of Japanese Americans during World War II and the resulting lawsuit, Korematsu v. United States, which challenged the constitutionality of the internment policy. Students continue the inquiry as they investigate the reconsideration of internment by the US government in the 1980s.
United States History Standards (Grades 5-12)
Historical Thinking Standards (Grades 5-12)
Common Core State Standards (Grades K-12)
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.8 (Research to Build and Present Knowledge): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Common Core State Standards (Grades 6-8)
CCSS.ELA-Literacy.RH.6-8.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.9 (Integration of Knowledge and Ideas): Analyze the relationship between a primary and secondary source on the same topic.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 6-8)
D2.Civ.7.6-8. (Civics): Apply civic virtues and democratic principles in school and community settings.
D2.Civ.10.6-8. (Civics): Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.
D2.Civ.14.6-8. (Civics): Compare historical and contemporary means of changing societies, and promoting the common good.
D2.His.5.6-8. (History): Explain how and why perspectives of people have changed over time.
D3.3.6-8. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
D4.2.6-8. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.