Grades: 8-12

Subject: Visual Arts, Civics, Historical Understanding, U.S. History, Language Arts, Thinking and Reasoning, Working with Others

Estimated Time of Completion: Part of one classroom period to introduce the activity, and at least one to two other classroom periods for student presentations, depending on the time needed for each student to present his/her work product to classmates.

1. Summary
2. Objectives
3. Materials Needed
4. Procedure
5. Classroom Assessment
6. Extensions and Adaptations
7. National Standards

I. Summary

Students can unleash their creativity to express their understanding and feelings about the human impact that government policies and societal reaction has had on individuals and communities who were targeted as “the enemy” during WWII (with the internment experience of Japanese Americans) and post-September 11 (with the curtailment of civil liberties and hate crimes, particularly against Muslim/Arab/South Asian Americans).

II. Objectives

Students will express their understanding of the WWII experiences of Japanese Americans and the connection with similar situations facing Muslim, Arab, Middle Eastern and South Asian Americans today through an essay, spoken word/poetry, visual art, music or dance. They will then present their work products to their classmates.

III. Materials Needed

• Note cards
• Note paper
• Pencils
• Tape recorder or CD player (if necessary)
• Refreshments
• All fact sheets
• Refer to Internet resources
• Internet access (if available)
• Web sites and materials referred to in Lessons #1 and #2 (optional)

IV. Procedure

This lesson plan assumes that teachers have previously introduced students to basic knowledge of the WWII experience of Japanese Americans (e.g., Executive Order 9066 which led to the incarceration of 120,000 persons of Japanese ancestry, both U.S. citizens and non-citizens; Civil Liberties Act of 1988 which issued an apology and symbolic monetary compensation for the violation of their rights) and the impact of post-September 11 government policies and public reaction on the Arab/Muslim/South Asian communities and the entire society.

If appropriate, the teacher can make reference to or distribute the fact sheets provided with the FACE TO FACE lesson plans #1 and #2 as well as Web site resources for students to gain historical background information and inspiration.

(Class 1)

A. Teacher Preparation for the “Open Mic” activity

• Determine format of each category, for example:
• Essay, Spoken Word/Poetry (haiku, etc.), Journal Entries:
• Length: 5 minutes maximum when read aloud (about 2-3 pages)
• Written Format: 8-1/2" x 11", double-spaced, typed or printed on one side only
• Include title or caption
• Visual Art:
• Maximum size: 11" x 17"
• Materials: anything two-dimensional, portable sculptures, pop-ups
• Include title or caption
• Include artist’s statement:
• Written Format: one page maximum, 8-1/2" x 11", double-spaced, typed or printed on one side only
• Determine the length of time for students to engage in the creative process to produce their work products.
• Determine if refreshments should have a Japanese, Central and South Asian or Middle Eastern focus, and/or if students should be encouraged to bring refreshments reflecting their ethnic heritage.
• Determine if a space other than the classroom is available to allow more room for creative expression or to provide a “coffeehouse” atmosphere (e.g., stage of the school auditorium or outdoors).
• Determine if the teacher or a student should be the emcee. The emcee must be able to help set the tone; be enthusiastic, encouraging and inclusive; show no favoritism; keep the pace moving; and enforce the 5-minute rule. The emcee would also make his/her presentation. The teacher should help the emcee prepare by going over the note cards and arranging the order of the presentations. Intermixing presentation of the different categories will help keep the pace moving; straight readings can get monotonous.
• Determine if there should be feedback (verbal or written) after each presentation. Or the students can decide if they want feedback to be an aspect of the “Open Mic.” Feedback can lengthen the time needed. Giving feedback can be a very sensitive issue, especially since it can be very hard for students just to share their work product.
• This activity can be also be adapted to a “Poetry Slam” format, if the teacher determines the competitive atmosphere is appropriate for his/her classroom. The artistic categories would be narrowed to spoken word or poetry only. Judges need to be selected (e.g., students could select three-five classmates, teachers or community poets), and the rating procedure needs to be determined (e.g., loudness of applause). The emcee would play a strong role to coordinate the audience interaction with the presenters and to keep the flow moving.

B. Introduction of Activity (part of one classroom session)

• Introduce concept of “Open Mic,” with purpose, theme, spirit and format.
• Explain guidelines for activity.
• Facilitate class discussion of the theme and topics, and how those topics could be expressed through the different creative categories.
• (e.g., a spoken word piece connecting life experiences of targeted communities during WWII and today; a poem connecting youth profiling and racial/ethnic profiling of suspected terrorists; an essay on insights into the relationship of national security, civil liberties and the significance of struggles for justice; a drawing depicting the impact Japanese American internment and the “war on terrorism”; a journal entry of personal feelings about being targeted as “the enemy” or about racism/hate crimes; a dramatic reading of interviews and commentary on the topic “What do you think about the ethnic profiling of potential terrorists? Do you think the U.S. government should intern potential terrorists today as they did Japanese Americans during WWII?”).
• Discuss what atmosphere students want to create for the presentations (e.g., should desks be in a circle, should students be able to sit on the floor, do students want to bring their own mats or sheets or pillows for the floor, do students want refreshments, what kind of refreshments, is a sound system needed, other suggestions). If the teacher has parameters or constraints on the atmosphere, this should be clear.
• If appropriate, lead a discussion for the teacher or class to select a student emcee for the “Open Mic.” If appropriate, ask students if they want constructive feedback during the “Open Mic,” either verbally or written.
• Ask students to form teams to organize the “Open Mic”: set up room atmosphere, set up refreshments, be part of a tech crew to set up and run the sound system (if needed), clean up.
• Distribute any background materials for students to review as “food for thought” as they prepare their work products.
• Distribute note cards to students and ask them to list: their name, the category of their presentation, the title of their presentation, whether they need to utilize a tape recorder/CD player, and a one sentence introduction to use at the “Open Mic.” Ask them to hand in the note cards at the classroom session before the “Open Mic” presentations.
• NOTE: During a class session prior to the “Open Mic” session, the teacher can ask each student to share his/her idea for presentation with the rest of the class. Also, the teacher should collect the completed note cards from the students at the classroom session before the “Open Mic,” making sure all five points above are covered.
• NOTE: The teacher should give guidance to the student teams who will be helping to set up and clean up the “Open Mic” session.

(Class 2-3)

C. “Open Mic” Session

• Quickly set up the classroom (either before the session or during the first few minutes of the classroom session)
• Welcome students to the “Open Mic”. Encourage them to get seated quickly. Pass out refreshments. Remind students of the spirit of the “Open Mic”: to show courtesy to their classmates as presentations are being made, to encourage creativity, constructive support, etc.
• If applicable, hand out note paper and pencils for constructive feedback for each presentation.
• Introduce the emcee and tech crew (if applicable). Acknowledge students, parents, stores who have contributed refreshments. Remind presenters to speak clearly and loudly.
• Have the emcee introduce each student presenter by name and read the descriptive sentence from his/her note card.
• Have students present, perform or read their work products to their classmates. Display the visual art pieces in the classroom.
• If applicable, after each presentation is made, ask students to write one thing that they liked about the work product and one suggestion for improvement. If applicable, this feedback can be given verbally.
• At the end of the session, thank all student presenters, the emcee and tech crew for their participation. Retrieve the note cards from the emcee. Collect feedback comments from students. Remind students to clean up before they leave.

D. Teacher Follow-Up

Being aware of how students can be sensitive to peer comments, follow up with each student, giving them copies of and discussing the written evaluations pertaining to his/her work product. Students can read peer evaluations and use them to improve their work products.

V. Classroom Assessment

• Timely completion of work according to guidelines.
• Presentation of work product to classmates.
• Participation and interaction in class discussions.
• Written self-evaluations and peer evaluations, if applicable. (e.g., students could also use journals to express their understanding of the history and current issues, document their creative process, critique the work products of other students and assess their own participation in the class discussions).

VI. Extensions and Adaptations

• Add other categories of creative expression, such as dance, music, theater, video.
• Suggest that students form teams which would work collectively to complete this activity as an alternative to individual effort.
• Select more focused themes or topics for students to address. This can be adapted to younger or older students (e.g., ethnic or racial profiling, reaction to arrest and detention of family or community members or impressions of detention and internment).
• Students could be organized to produce a “book” which includes all the written pieces and photos of the artwork and students. This book could be photocopied, stapled and distributed to the students.
• Class discussion of optional materials or pursuit of other educational opportunities (e.g., field trip to view an exhibition) to enhance understanding of the topics to be expressed through the activity (this would add another class session to the timeframe).
• Encourage students who are studying a non-English language or are bilingual in a language other than English, to develop a work product which uses one or more languages (other than or including English).
• Have students participate in the process of having their work products displayed publicly (in the classroom, in a public space at school, at the local public library or community center). Students can either take on the principal organizing role or assist other teachers, school administrators or other personnel with publicity and parent/teacher/community outreach to showcase these work products (e.g. students can write press releases to school and local media and make follow-up phone calls. Students could write and distribute announcement flyers to other teachers, school staff and parents.)
• Have students research Web site sources and download background materials relevant to the development of their work product (which could become part of their journal).
• If residing in California, students can be invited to submit their work products (essay, spoken word/poetry, visual art) to a state-wide competition (grades 9-12), “LOCKED IN, LOCKED OUT: Linking Japanese American Internment to Your Rights Today,” sponsored by the National Japanese American Historical Society (NJAHS), the American Civil Liberties Union (ACLU) of Northern California, the California Civil Liberties Public Education Program and KPIX-TV. Cash prizes will be awarded. For more information or to receive an official entry form, contact NJAHS at 415-921-5007 or visit their Web site at www.njahs.org. If this activity is chosen, the work product guidelines should be consistent with the contest guidelines.

VII. National Standards

This lesson addresses the following national content standards found in the McRel Standards Database at www.mcrel.org/standards-benchmarks/docs/contents.html

CIVICS

• Understands ideas about civic life, politics and government.
• Understands the essential characteristics of limited and unlimited governments.
• Understands how civil society allows individuals or groups to influence government in ways other than voting and elections.
• Understands the concept of a constitution.
• Understands how constitutions, in the past as well as in the present, have been disregarded or used to promote the interests of a particular group.
• Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy.
• Understands issues that involve conflicts among fundamental values and principles such as the conflict between liberty and authority.
• Understands issues concerning the disparities between the ideals and reality in American political and social life.
• Understands the importance to individuals and to society of personal rights such as freedom of thought and conscience, privacy and personal autonomy, and the right to due process of law and equal protection of the law.
• Understands the importance of each citizen reflecting on, criticizing and reaffirming basic constitutional principles.
• Understands the importance of political leadership and a knowledgeable citizenry in American constitutional democracy.

HISTORICAL UNDERSTANDING

• Understands and knows how to analyze chronological relationships and patterns.
• Understands the historical perspective.
• Analyzes the effects of specific decisions had on history and studies how things might have been different in the absence of those decisions.
• Understands how the past affects our private lives and society in general.
• Knows how to perceive past events with historical empathy.

UNITED STATES HISTORY

• Understands the influence of international events on U.S. policies and political developments (e.g., how the attack on Pearl Harbor led to Executive Order 9066 and the incarceration of Japanese Americans).
• Understands President Roosevelt’s ideas and policies during World War II (e.g., Executive Order 9066 and the incarceration of Japanese Americans).
• Understands how World War II influenced the home front (e.g., the effects of the internment camps on Japanese American families).

LANGUAGE ARTS

• Uses general skills and strategies of the writing process.
• Uses the stylistic and rhetorical aspects of writing.
• Uses grammatical and mechanical conventions in written compositions.
• Uses general skills and strategies of the reading process.
• Uses listening and speaking strategies for different purposes.
• Uses viewing skills and strategies to understand and interpret visual media.

THINKING AND REASONING

• Understands and applies the basic principles of presenting an argument.
• Understands and applies basic principles of logic and reasoning

WORKING WITH OTHERS

• Contributes to the overall effort of a group
• Works well with diverse individuals and in diverse situations
• Displays effective interpersonal communication skills