Tag: Executive Order 9066

Fifth Piece of the Puzzle

I would like to include the Executive Order 9066 for my final project. I will propose an assignment or lesson in which the students will conduct a search for the Executive Order 9066 on the web and examine the differences in the search results for the first page. They will evaluate at least 2 or 3 links that they observe to be credible. They will take notes of their observations and write down 1 or 2 questions about the search activity.

Then, I would direct my students to conduct a visualization activity for the Executive Order 9066, by copying it from ourdocuments.org and pasting it into Concordle. I chose Concordle because it is less distracting than Voyant, and it is simple.  It will result in a low-key word cloud. The students can observe which words were bigger and smaller in the word cloud. Also, they will view the number of frequencies of the 3 biggest words and 3 smallest words in the word cloud. By having a visualization of the Executive Order 9066, the students can reference it in Concordle while trying to make sense of the Executive Order. They will begin to ask questions about certain words and what is missing or hidden.  Also, they will begin to make connections between the Executive Order 9066 and what was happening during that time period in history.  These connections will foster their historical thinking by developing historical questions.

Fourth Piece of the Puzzle

For the 4th Piece of the Puzzle, I would like to design a lesson that includes an image from Densho Digital Repository.  In one of the collections, there is an image titled, “Funeral Service for a Nisei Soldier.”  The link to this image will be posted in Blackboard with credits to Densho Digital Repository and the designated collection. I will post at least 2 questions for students to think about while they are examining the image. This image might be difficult for some students to make sense of after learning about how many of the Japanese Americans were treated during WWII.  Some of the students might think: “Why would a person join the U.S. military after he and his family had to give up their home and be shipped off to an internment camp?”  Also, they will see the contradictions in the image in relation to the social injustice of Executive Order 9066 and the Loyalty Questionnaire. They will begin to develop questions that they want answers for. They begin to think what else in history needs to be uncovered in the 21st century.

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