The data on this page was compiled from keyword, internment and/or Japanese, searches within the Social Studies Standards of each of the 50 state’s Departments of Education.
There are 37 states whose Social Studies Standards do not refer to the internment
of German Americans in the
The Social Studies Standards of only 10 states make no mention of Japanese American internment, they are: NE, FL, ME, OR, WA, ND, AL, WY, WV, and MT. Should a reader find Social Studies Standards for any of these 10 states that include reference to Japanese American or Euro Americans internment please notify the author.
The Social Studies Standards of only 3 states,
This research continues and as additional information becomes available this
page will be updated accordingly. July
22, 2003
Research results follow:
In addition,
Discover "...the heart of the Japanese American conscience and a
controversy that continues today. Experience the choice faced by any group when
confronted by mass injustice -- whether to comply or to resist." The page
look at civil disobedience by a small nunmer [sic] of
young Americans who refused to be drafted from an American concentration camp
who were prepared to fight for their country when their rights as U.S. citizens
were granted and their families released from camps.
<http://www.cde.state.co.us/action/curric/ss/history/teacher.htm>
provides a link to “History/Social Studies for
K-12 Teachers”
<http://www.dese.state.mo.us/divimprove/curriculum/frameworks/ss4complete.pdf>
<http://www.ade.state.az.us/standards/sstudies/standard1.asp>
the internment of Japanese Americans (e.g., Fred Korematsu v.
New York - undertake
case studies to research violations of basic civil and human rights and case
studies of genocide. Use examples from
a) explaining how the
b) describing the
contributions of women and minorities to the war effort;
c) explaining the internment
of Japanese Americans during the war;
d) describing the role of
media and communications in the war effort.
<http://www.pen.k12.va.us/VDOE/Superintendent/Sols/historysol2001.pdf>
Indians forced to leave their
homes and move west. <http://databank.ncss.org/article.php?story=20020731122128773>
A. Organizing for war
1. Mobilizing production
2. Propaganda
3. Internment of Japanese
Americans
http://www.collegeboard.com/ap/pdf/history_00-01.pdf
A test question:
23. Which of the following is
true of the forced relocation of Japanese
Americans
from the West Coast during the Second World War?
(A) President Roosevelt claimed
that military necessity justified the action.
(B) The Supreme Court immediately
declared the action unconstitutional.
(C) The relocation was
implemented according to congressional provisions
for the internment of
dissidents.
(D) The Japanese Americans
received the same treatment as that
accorded German Americans and Italian
Americans.
(E) Few of those relocated were
actually
<http://www.ncpublicschools.org/curriculum/socialstudies/resources.html>
<http://www.kyschools.net/NR/rdonlyres/eaiyrxi57f4roa4bmlwnhxlbhdgzpt5rfbjpuirqx2wjmjdthcpkjytmpvb2bhfdnhezzf4i2ub2yqcul6n3opeqykc/HS2.pdf>
examine changes in civil rights in
Hispanic
<http://sde.state.ok.us/acrob/pass/socialstudies.pdf>
with emphasis on:
a.
Events on the home front to support the war effort, including industrial
mobilization, women and minorities in the workforce;
b.
The internment of Japanese-Americans.
<http://www.ode.state.oh.us/academic_content_standards/SSContentStd/PDF/SOCIAL_STUDIES.pdf>
<http://www.doe.mass.edu/frameworks/hss/1022prepub.pdf>
<http://www.nytimes.com/learning/teachers/lessons/19991025monday.html>
<http://www.isbe.net/ils/pdfs/Social%20Stu%20PDs%206-12.pdf>
<http://www.nde.state.nv.us/sca/standards/standardsfiles/social/histcont.pdf>
A attended schools segregated by gender
B were spared internment with their parents
C considered themselves
Children shown saluting The American flag
shortly before the internment of Japanese Americans, 1942
<http://www.dpi.state.wi.us/oea/pdf/hssocitm.pdf>
13. Introduce Japanese
Internment with a “suitcase activity”. Distribute a one-page outline of a
suitcase and ask each student to “fill” it with what he/she wants to take on a
trip. When each student has finished, hand out another “suitcase” and tell the
class that they are going for a year or so and may have no home when they
return. Have each student fill the suitcase again and compare the contents of
the two. Discuss what the differences are.
<http://www.sde.state.id.us/instruct/docs/socialstudies/coursesofstudy/USHistoryII.pdf>
<http://education.state.mn.us/stellent/groups/public/documents/translatedcontent/pub_intro_socstudies_framework.jsp>
See item number 2.
<http://www.doe.state.de.us/DPIServices/Desk_Ref/SSStandrev2001/9_12ssstandards.pdf>
Rhode Island - Theatre
Expresso (The Confession of Ann Putnam- an accuser in
the Salem witch craft trials; Lincoln’s Final Hope; Reconstructing a Nation;
Justice at War: The Story of the Japanese Interment Camps; Julius Caesar: The
Last of All the Romans).
<http://www.ridoe.net/standards/frameworks/social_studies/RI%20SOCIAL%20STUDIES%20GUIDE%20PART%20III.pdf>
Georgia
- Step: 5 Duration: 1 class
Divide the class into debate teams. Ask them to debate the following topics: 1. The American government protected the lives of Japanese-Americans during World War II by removing them from the general population on the West coast. 2. President Roosevelt violated the US Constitution when he issued Executive Order 9066 (this was the order to remove Japanese from the West Coast). 3. The detentions of Japanese-Americans on the West Coast were rooted in racism.
<http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=8163>
OVERVIEW: Students will gain a sense
of historical time and historical perspective as they study the massive
campaign that the
Financing the war, censorship,
rationing, patriotic activities (e.g.,
OBJECTIVES:
1. The learner will
describe the effects of the war on the American home front.
2. The learner will
identify and describe World War II home front Key Concepts as listed in the
Social Studies Teacher’s Guide to Statewide Assessment: Selective Service,
financing the war, censorship, rationing,
black market, mobilization
(e.g., Office of War Mobilization), role of women (e.g., Rosie the Riveter),
Japanese internment (Nicei), price controls,
patriotic activities (e.g.,
movies). Japanese internment (Nisei), 1942- The
government moved 110,000 Japanese Americans to detention centers to camps
located in isolated areas of Utah, Wyoming, Arizona, and other unsettled areas
of Western states. These camps were surrounded by barbed wire and patrolled by
soldiers. They were given menial, low-paying jobs. Detainees were confined
there for the remainder of the war. Many
young Japanese American men were able to escape the camps by volunteering for
military service. The
were involved in brutal
conflict in North Africa and
My note: And this from a state to which thousands of
German Latin Americans were brought in to the U.S. after being kidnapped in the
Latin American republics
Women's participation:
Industry and
volunteerism
Rationing
War bonds
Japanese internment
Racial and ethnic tensions in the country
- Japanese internment
- Do a keyword (Japanese or Internment) search on this
page < http://www.alsde.edu/html/search.asp?footer=general>
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2. |
Describe the relationship of people, places, and environments through time. (C, H, G, E) |
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a. |
Identify significant people from different minority groups and the
contributions they have made in |
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b. |
Analyze the impact minority groups have had on the history of the |
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c. |
Identify and describe the contributions of different minority groups (e.g., art, music, inventions, etc.). |
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d. |
Describe major events that led to civil rights for minority groups. |
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e. |
Examine the interaction of minority groups through time. |
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f. |
Analyze the major events in history that have had an impact on different minority groups (e.g., The Holocaust, Trail of Tears, slavery, etc.). Although this section does not mention Japanese Americans, I do believe that the story “Trail of Tears” concerns Japanese Americans. <http://marcopolo.mde.k12.ms.us/frameworks/social_studies/ss_minority_studies.html |
Students role-play a Japanese American family living in
<http://www.kaimukihs.k12.hi.us/SCHOOLS/D1/KAIMUKIH/syllabus.nsf/d7a19f0d12a92bd18a25681e00291727/bb327861b497e1830a25688e006b99aa?OpenDocument>
A Japanese American boy learns to play
baseball when he and his family are forced to
live in an internment camp during World War II,
and his ability to play helps him after the
war is over.
http://www.michigan.gov/documents/Social_Studies_Trade_Books_42259_7.pdf
Alabama Bus Boycott, land
tensions with Native Americans)
<http://www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/historys.pdf>
<http://www.indianastandardsresources.org/standardDetails.asp?subj=soc&grade=USH&std=Standard+5&ID=594>
South Carolina - Farewell to Manzanar: A True
Story of Japanese American Experience During and After the World War II
Internment, by Jeanne Wakatsuki Houston, James D.
Houston Bantam, 1983. During World War
II a community called Manzanar was hastily created in
the high mountain desert country of
National Council for Social Studies -- 17.0 The multicultural curriculum
should help students to view and interpret events, situations, and conflict
from diverse ethnic and cultural perspectives and points of view.
Historically, students have been taught to view events, situations, and our
national history primarily from the perspectives of mainstream historians and
social scientists sympathetic to the dominant groups within our society. The
perspectives of other groups have been largely omitted in the school
curriculum. The World War II Japanese-American internment and the Indian
Removal Act of 1830, for example, are rarely studied from the points of view of
interned Japanese Americans or the American
The
following was obtained from web site SocialStudies.org - a key word
search on “internment” resulted in the following… |
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Editors note: As of February 20,
2005, the hyperlinks shown are not available. |
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In War, Is Law Silent? Security and Freedom after September 11
...
Court is perhaps not as devoted to individual rights, its decisions have shown that freedom of speech is
still one right that it holds dear. Internment of
Japanese Americans in World War II The U.S. government took one of the most
drastic actions in history aimed at restricting human rights during ...
http://www.ncss.org/members/archives/6507/650704.html
05/08/02, 36763 bytes
SocialStudies.org | Teachable Moments | Security and Freedom after September 11
...
Supreme Court is perhaps not as devoted to individual rights, its decisions have shown that freedom of speech is
still one right that it holds dear. Internment of Japanese
Americans in World War II The U.S. government took one
of the most drastic actions in history aimed at restricting human rights ...
http://www.ncss.org/resources/moments/650704.shtml
, 61345 bytes
Problems of Bias in History Textbooks
...
view of American history and our
democratic ideals. As an example, in several textbooks, the portrayal of
Japanese people and culture prior to the internment of
Japanese Americans creates a particular image. The Japanese are described from
a military perspective in which the impression is strongly conveyed ...
http://www.ncss.org/members/archives/6003/600310.html
09/13/01, 20912 bytes
[No title]
... -Civil War and Civil War era.
The mind and heart of Edmonia made her a woman of
excellence. 1999 Secondary Honor Book LIFE IN A JAPANESE AMERICAN INTERNMENT
CAMP By Diane Yancy (San Diego, CA: Lucent Books)
Reviewed by Dr. Judy Butler, State University of West Georgia, Carrollton,
Georgia This is the ...
http://www.ncss.org/members/archives/6404/640405.html
09/25/01, 14328 bytes
Social Education Vol. 66 No. 5 pp 2262-269, Alien Enemy Registration During World War
...
. Thus, unnaturalized Germans had
little choice but to register at a federally appointed facility, such as a post
office, or face possible arrest and internment at one of the
three designated internment facilities in
http://www.ncss.org/members/archives/6605/660501.shtml ,
14273 bytes
SocialStudies.org | Teachable Moments | Terror and Tolerance: lesson plan
...
civilians was a serious breach of the
democratic principles that we all learn in school. Congress appointed a
Commission on Wartime Relocation and Internment of Civilians
to investigate the charges. As a result, in 1988, President Ronald Reagan
signed a new law, the Civil Liberties Act, which acknowledged ...
http://www.ncss.org/resources/moments/pearlharbor.shtml, 55782 bytes
At Risk of Prejudice: The Arab American Community
: At Risk of Prejudice The Arab
American Community Zeina Azzam
Seikaly If they find out that the attackers were
Arab, will they put us in internment camps like the Japanese
in World War II?” An Arab American boy posed this question to his parents in the
wake of the terrorist attacks on September
...
http://www.ncss.org/members/archives/6506/650604.html
05/08/02, 18210 bytes
More Books Promoting Citizenship in the Upper Elementary and Middle Grades
... 3). Then, read another book
like The Children of Topaz (Tunnell and Chilcoat, Holiday House, 1996) to find out other pastimes
for the children in the internment camps. 3.The
Author's Note at the beginning of the book briefly describes the all-Japanese
American Army regiment that fought in
http://www.ncss.org/members/archives/1002/100206.html
09/06/01, 17967 bytes
Social Education Vol. 66 No. 5 pp 270-275, Teaching Tolerance: What Research Tells Us
...
panic.”4 But the abnegation of civil
liberties in a democracy is a very serious proposition and deserves no less than
our full attention. The internment of Japanese Americans in
the 1940s and the McCarthy hearings in the 1950s are just two of the periods in
recent history during which limitations were
...
http://www.ncss.org/members/archives/6605/660502.shtml ,
28930 bytes
Eugenics Past and
Present Remembering Buck v.
...
for what they saw as the problems of
inherited criminality, harlotry, mental retardation, and feeblemindedness. One
solution was the institutional internment and segregation of
people with cognitive or emotional impairments. Another was the prohibition of
marriage between people with developmental delays ...
http://www.ncss.org/members/archives/6505/650507.html
05/08/02, 38562 bytes