- Author:
- Kari Tally, OSPI Social Studies, Washington OSPI OER Project, Jerry Price, Barbara Soots
- Subject:
- Arts and Humanities, U.S. History, Social Science
- Material Type:
- Lesson, Teaching/Learning Strategy
- Level:
- Middle School, High School
- Tags:
-
- Asian American Studies
- Civics
- Civics and Government
- Civil Rights
- Ethnic Studies
- Japanese American History
- Japanese American Incarceration
- Japanese-American
- Kip Tokuda
- OSPI
- Wa-social-studies
- Washington Office of Superintendent of Public Instruction
- kip-tokuda
- ospi
- wa-ela
- washington-office-of-superintendent-of-public-inst
- License:
- Creative Commons Attribution Non-Commercial No Derivatives
- Language:
- English
- Media Formats:
- Downloadable docs, Video
Education Standards
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Learning Domain: Civics
Standard: Evaluate the effectiveness of our system of checks & balances in limiting the power of government at the national, state, and local levels
Learning Domain: History
Standard: Analyze how individuals and movements have shaped world history (1450-present)
Learning Domain: History
Standard: Analyze and interpret historical materials from a variety of perspectives in world history (1450-present)
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Compare and contrast treatments of the same topic in several primary and secondary sources.
Learning Domain: Reading for Informational Text
Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Learning Domain: Reading for Informational Text
Standard: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter From Birmingham Jail"), including how they address related themes and concepts.
Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Learning Domain: Speaking and Listening
Standard: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Learning Domain: Speaking and Listening
Standard: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Learning Domain: Speaking and Listening
Standard: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Learning Domain: Speaking and Listening
Standard: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Compare and contrast treatments of the same topic in several primary and secondary sources.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter From Birmingham Jail"), including how they address related themes and concepts.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9���10 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Cluster: Integration of Knowledge and Ideas.
Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Cluster: Integration of Knowledge and Ideas.
Standard: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter From Birmingham Jail"), including how they address related themes and concepts.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Comprehension and Collaboration.
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Cluster: Comprehension and Collaboration.
Standard: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Cluster: Comprehension and Collaboration.
Standard: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Cluster: Comprehension and Collaboration.
Standard: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Cluster: Comprehension and Collaboration.
Standard: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Cluster: Key Ideas and Details.
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Cluster: Key Ideas and Details.
Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Cluster: Key Ideas and Details.
Standard: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Cluster: Integration of Knowledge and Ideas.
Standard: Compare and contrast treatments of the same topic in several primary and secondary sources.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Exploring the Japanese American WWII experience through documentary film
Overview
These short films by Stourwater Pictures are accompanied by activities for classroom and remote teaching and learning about the story of Japanese American WWII exclusion and incarceration on Bainbridge Island and Washington State.
Films and Teacher Guide
Documentary Films by Stourwater Pictures
- This is the story of the immigration of Chinese, Japanese, and Filipinos to America. The documentary explores the history of each nationality through the personal stories of representative families.
Fumiko Hayashida: The Woman Behind the Symbol
- A historical portrait of Fumiko, her family and the Bainbridge Island Japanese American community in the decades before World War II.
- A short film for university and K-12 classrooms, portraying the history and struggle of Japanese Americans on Bainbridge Island, Washington, and the legacy of their culture in the present-day community.
- Reflections of the role a young caucasian child's father played as he moved his family from Seattle to Minidoka.
Teacher Guide
Exploring the Japanese American WWII experience through documentary film
This teacher’s guide provides social studies activities on the Japanese American WWII experience in Washington State for use in the classroom and remote learning for Grades 4-12. Activities have been specifically adapted for use in conjunction with four documentary films by Stourwater Pictures: • Fumiko Hayashida: The Woman Behind the Symbol • The Red Pines • My Friends Behind Barbed Wire • Home from the Eastern Sea
Attribution and License
Attribution
These films by Stourwater Pictures are made available by a grant from the Kip Tokuda Memorial Washington Civil Liberties Public Education Program funded by the Washington State Legislature and administered by the Washington Office of Superintendent of Public Instruction.
Cover image of frieze by Steve Gardner for the Bainbridge Island Japanese American Exclusion Memorial. Used pursuant to fair use.
Film title screenshots by Stourwater Pictures. Used pursuant to fair use.
Licenses
Except where otherwise noted, the Teacher Guide: Exploring the Japanese American WWII experience through documentary film by the Bainbridge Island Japanese American Community for the Washington Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution-NonCommercial-ShareAlike License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
Home from the Eastern Sea, Fumiko Hayashida: The Woman Behind the Symbol, The Red Pines, and My Friends Behind Barbed Wire, copyright Stourwater Pictures are available under a Creative Commons Attribution-NonCommercial-NoDerivatives License.
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