Lesson Overview:

In this lesson, students will come to understand a somber period in American history. During World War II the U.S. government ordered more than 120,000 Japanese Americans to detainment camps—the only reason given: being Japanese American. Drawing upon research and analyzing a variety of sources—including the historical novel The Journal of Ben Uchida, firsthand accounts, government documents, and select portions of the Bill of Rights to the U.S. Constitution—students will write dramatic monologues that testify to some of the injustices of this period.

Length of Lesson:

Three 45-minute periods

Notes:

This lesson is particularly suitable for grades 7-8.

Instructional Objectives:

Students will:

• conduct research and analyze primary and secondary historical sources as background for script writing.
• work in groups to discuss topics with others in order to help clarify and define to their own opinions.
• write theater scripts based upon actual people, places, and events.

Supplies:

• Copies of the novel The Journal of Ben Uchida (optional)

Instructional Plan:

Note: This lesson is best taught in conjunction with reading The Journal of Ben Uchida (Scholastic, 1999). You may also teach the lesson independently of the novel.

Part 1: Introduction

Introduce the lesson by distributing the Mock Evacuation Order handout, which is adapted from the actual evacuation poster distributed to Japanese Americans during World War II. Ask students what they would think if they found this poster in their neighborhood. As people under fifteen, how would they feel? What would their emotions be? Record student responses on the board.

Next, explain to students that the Mock Evacuation Order handout they just received was adapted from an actual government order distributed to Japanese Americans in the United States during World War II. To view a sample of an actual poster, refer the class to page 142 of the novel The Journal of Ben Uchida. Explain to students that it was created during World War II when the United States was at war with Japan—a war that began when the Japanese bombed Pearl Harbor on December 7, 1941. During the war, Executive Order 9066, signed by President Franklin D. Roosevelt, allowed for the relocation of persons of Japanese ancestry—even if they were U.S. citizens—from the West Coast. The evacuation took place in two stages: first, Japanese Americans were sent to assembly centers, and then on to permanent detention camps. More than 120,000 Japanese Americans—two thirds of them U.S. citizens—were forced out of their homes and spent three years living under armed guard; their rights as American citizens were suspended. Encourage a class discussion regarding what students feel about this. Was it fair? What sort of questions does this raise?

Part 2: Researching the History

Tell students that they are going to learn what life was like for Japanese Americans under these conditions. What was this experience like? How did Japanese Americans deal with their situation? What did they feel? Did they ever think this could happen to them?

Two excellent sources are:

• The Journal of Ben Uchida: Citizen 13559. Mirror Lake Internment Camp, a historical novel based on actual people, places, and events of the period. Told from the point of view of a young Japanese American boy who is sent to a detainment camp, the novel contains accurate descriptions of camp life and its effects on Japanese Americans. The book also features an appendix of illuminating photographs, documents, and other historical background.
• A More Perfect Union: Japanese Americans and the U.S. Constitution, a Web site that provides a good overview of the history of Japanese Americans in this country during World War II, firsthand accounts, and photographs. Click on the different topic areas to find out more information.

As students explore and research, ask them to record information about characters or events that they can relate to or that are particularly noteworthy.

Part 3: Discussing Constitutional Rights of Citizens

Tell students that they will explore the Bill of Rights to the United States Constitution (in particular the First, Fourth, and Fifth Amendments) and the question of whether some of these Rights were suspended for Japanese American citizens during World War II.

Distribute the Bill of Rights handout to the class and explain that the Bill of Rights consists of the first ten amendments to the Constitution of the United States. These amendments are commonly referred to as the Bill of Rights because they provide basic legal protection for individual rights. (Teacher note: For further lessons/activities visit the Bill of Rights Institute Web site.) Using the Bill of Rights handout, focus the students' attention on the First, Fourth, and Fifth Amendments to the Constitution, noting specifically the areas in bold below.

• First Amendment: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."
• Fourth 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."
• Fifth Amendment: "No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself; nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation."

Divide the class into small groups. Assign each group one of the three Amendments above. Based on what they’ve learned about Japanese Americans during World War II, ask groups to discuss: Were the rights of Japanese American citizens infringed upon during World War II? Remind students to cite specific facts that support their viewpoints—facts that they have learned from The Journal of Ben Uchida and/or "A More Perfect Union."

Part 4: Bringing the Past to the Present: Script-Writing Activity

Based upon all they have studied regarding Japanese Americans during World War II, students will write monologue scripts from the points of view of Japanese American characters from The Journal of Ben Uchida or from the Web site, A More Perfect Union.

Have each student write a monologue script (1–2 pages) from the point of view of a Japanese American character from the past who is speaking to young people today. Have students consider the following:

• What would this character say about what he/she experienced?
• What are his/her feelings?
• Does he/she feel that his/her rights were violated?
• What would he/she want young people of today to learn from the past?

Discuss with the class what a monologue is: a speech performed by one person. In writing the a monologue script, students will write in the voice of the character they’ve chosen from The Journal of Ben Uchida or the Web site, A More Perfect Union.

As a class, discuss the differences between writing a monologue script and writing an essay. Stress that in writing a script, one writes in the voice of a character. The character might not speak in complete sentences, or might use slang; thoughts may jump from one place to another. Refer to the dialogue from The Journal of Ben Uchida. Have students consider the style of writing and the way Ben Uchida "speaks" in his diary. Students must write in the voice of the character that they choose.

It’s also important to consider the audience the character is speaking to and to have the character portray a scene that describes:

• The time period and location in which your character is living.
• What has happened to your character.
• Any other background information important for the audience to understand about the character.

Peer critiques: Have students work in pairs or small groups as they write their monologues. Have them share their monologues with their partners and have their partners offer constructive criticism. Tell students that they are to ask questions about the monologue, not offer suggestions. If something is not clear, the partner should say so.

After a day or two of first-draft writing and revising in peer groups, have students turn in their scripts.

Assessment:

Use the Assessment Rubric to assess the students' work.

Authors:

• Scholastic Inc.
  New York, NY