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It is my opinion that lessons about national history of this sort are important for students to hear. When students learn about impactful events and can connect it back to their own current experiences, I believe that they become more invested in what happens with their education because it is no longer about their individual education. Instead, education becomes a group endeavor where the goal is to help everyone have equality in opportunities, resources, and access to knowledge. When you can get people to understand the importance of compassion and working together, we realize the true power of advocating for others and standing up for what is right. It is very hard to change the world on your own. However, when you have friends, family, and supporters by your side, real change is possible. I do not think that parents would disagree with this notion, however there is a caveat. The caveat is that I think this type of education needs to be done responsibly so that it does not foster resentment and mistrust of the system. Instead, I think the emphasis needs to be on what can be done and is currently taking place to remedy and fix the issues of the past. When the emphasis sways towards this end of the spectrum, I think students will be more inspired to make change rather than live in victimhood full of anger and disdain.

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I believe this lesson plan interests me because it gives students the opportunity to view an event in history from different perspectives. I appreciate how they have the opportunity afterwards to reflect on other viewpoints through the group's assigned opinion. They can apply this process to other events in history and learn to understand other viewpoints in a situation. They can also apply this to topics of today and not only understand but also effectively challenge other viewpoints. A challenge that this lesson plan presents to me as an instructor is that students may be uncomfortable talking in front of the class, which could lead to disengagement. I think that this activity could be taken a step further with students creating their own posters supporting their point of view. One last thing I want to point out that I liked about this lesson is that the author of this lesson plan points out that the purpose of diving into this topic is to equip students with the skills to observe patterns in not only our history but in today's world.

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One challenge of teaching this lesson is managing the emotional weight of the topic, especially the trauma surrounding the Trail of Tears. Students may have strong emotional reactions or personal connections, and it’s important to create a safe, supportive space where they can process their thoughts and feelings. Another consideration is the sensitivity of the content from a parent or community perspective. Some families may be unfamiliar with or uncomfortable discussing the more painful aspects of American history. As an instructor, I would want to be proactive in communicating the educational purpose and value of the lesson to families, while also being prepared to answer questions or address concerns with compassion and clarity. Finally, while I value the depth and relevance of the topic, I recognize the importance of having a solid foundation of historical knowledge in order to teach it effectively and responsibly.

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This lesson helps students understand how race and class affected people working on farms in the 1930s. Students role playing black and white tenant farmers, union leaders, and landowners makes the lesson engaging and helps students put themselves in others’ shoes. One challenge about this topic is that racism can be hard to talk about. As the teacher, I will need to make sure everyone feels safe and respected during the class discussion. Some parents might not like the lesson because it talks about race and unfair treatment, so I will need to explain why it is important to learn this history. As a closure students would reflect about what they learned about unfairness, privilege, and working together, and how this history might help them think about making changes in their own communities. This lesson is developmentally appropriate for high schoolers learning about the history of the United States because it encourages empathy, critical thinking, and dialogue surrounding tough themes like racism and economic injustice.

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The Cherokee/Seminole Removal Role Play lesson feels like a really meaningful way to teach history. It is interactive, emotional, and centers voices that are often left out. I think students would be more engaged with this than a typical textbook lesson, and it pushes them to think about power, injustice, & resistance in a real-world way. That being said, I do think it comes with some challenges. It would take careful planning to make sure students feel safe during the role play, especially since it deals with trauma and forced removal. I also wonder how some parents might react, especially if they're not used to this kind of critical approach to history. Personally, I like this kind of lesson, but I know I would need to grow my own understanding of the history and cultures involved to teach it well. It seems like a great opportunity, but one that definitely requires thoughtfulness and care.

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Based on my evaluation, this is a really great lesson plan for 8th graders. The use of a photo gallery to spark questions that can later be answered and a role play to debate modes of reparations are both engaging activities that will get the students thinking critically and discussing the content with their peers. This sounds like a hands-on way to learn about history, which is often a less favorable subject for kids due to lots of reading and complex texts. I learned about Japanese internment in upper elementary school and then more in depth in high school, so I think it is appropriate for 8th graders to learn about. Japanese Latin Internment is a largely untold story that happened pretty recently and students should be exposed to it. I do think there could be some parents upset about the content of the lesson- reparations are sometimes a politically charged conversation. However, I think the idea of role play and exploring the validity of different methods of reparations is a reasonable method to learn about it and allows students to form their own opinions on the matter, and this could be communicated to parents if needed. Overall, if I taught 8th grade I would definitely teach this lesson and the minor challenges could be overcome and addressed if they occurred.

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Teaching the Chicana/o School Blowouts can engage students by connecting history to issues they care about today, like fairness, identity, and student voice. Teaching this is also beneficial in making the curriculum more inclusive, especially for Latino/a students who don’t often see themselves represented. I recognize that the topic is complex and requires me to deepen my knowledge of Chicana/o history and activism upon teaching this to students. One possible risk of teaching this lesson is facing pushback from parents or administrators who may see this content as too political or controversial, especially since it challenges dominant narratives about education and meritocracy. However, I believe the benefits (critical thinking, cultural awareness, and student empowerment) outweigh the risks. I see this lesson as a developmentally appropriate and meaningful lesson that I would be interested in teaching!

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The East Los Angeles Walkouts of 1968 - Chicano Blowouts

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The East Los Angeles Walkouts of 1968 Chicano Blowouts East Los Angeles has historically been home to many Latinx and Chicano communi…

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One important promise this lesson plan presents to me is the importance of high student engagement through role-play and empathy building. It has students explore historical perspectives and the marginalized voices that sometimes are not included in history. By representing one of the 5 roles provided, they are forced to look deeper into that perspective. However, they also consider the other perspectives through the teaching/ negotiating/ alliancebuilding session. They also participate in group discussion in the circle as all groups present. I also like how their own opinions matter in the lesson. However, some challenges that present to me in this lesson are the sensitive content and matter of developmental appropriateness. This may arise as an issue with parents, as these events in the lesson were very gruesome and sensitive. They also talk about very deeply rooted topics. While these may come up as challenges, I think it is very important as educators, that we teach about all perspectives and build on historical background.

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The Pump Up the Blowouts lesson is an impactful way for students to learn about individuals who look like them, are a similar age as them, and are aiming to have a decent education, just like them. Starting the lesson off with learning the background and the time in history in general, this will allow students and teachers to make "historical-contemporary connections" in order to broaden the scope for learning. The lesson discusses disbarring the idea of the American Dream and the romanticized view of American history. 8th grade Social Studies standards are focused on American history and on the American identity, and this lesson could be a great way to look at what we think the American identity is through the lens of the founding fathers, and then make this more recent connection to offer a new way of thinking. I think this lesson would be the most effective in a high school class because the students taking the course would be the same age as the students who were actually protesting. I've found that a simple commonality such as age plays a huge role on student's engagement in the lesson: when they realize the people they're learning about were their own age (or even younger) when they made such an impact in the world, they always want to know more. Depending on where you're teaching the lesson, the demographic of the school may or may not allow for your students to have more personal connections to this time in history. I would assume that parents would appreciate US history being taught from multiple points of view, but that is not always the case. This lesson could also be a great interdisciplinary lesson with Social Studies, Spanish, and ELA. I have limited knowledge on this topic, so I would be excited to learn along with my students!

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Pump Up the Blowouts: Reflections on the 40th Anniversary of the Chicano/a School Blowouts

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Fortieth anniversary reflections on teaching students about the 1968 walkouts by Chicano students in California.

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The topic is the Southern Tenant Farmers’ Union (STFU) and how it represented a rare example of interracial labor organizing during the Great Depression. I think that this lesson plan is a great way of teaching about important history, as well as having deep rooted connections to today. One promise is that I think this lesson is very powerful and could have a large impact on these students and their social outlook. This lesson gives a chance to engage students in a very meaningful way with real examples of resistance, and social change, which is inspiring to learn about.  This strength however, could be a challenge in the sense of ensuring that the material is taught in a comfortable environment. The topic is very heavy and racism can be a difficult subject to tackle. As the teacher I come from my own perspective and background and it will be my job to have clear communication with the students and to make sure they are comfortable when learning this sensitive material.  Overall, this topic is sensitive, but I believe it is developmentally appropriate for students in high school learning about the civil rights movement.

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This lesson plan promises high student engagement, especially among students who have never seen their histories reflected in school curricula. It can foster critical thinking, civic awareness, and a stronger understanding of social justice. As an instructor, a key challenge might be addressing parent or community resistance due to the political nature of the content. Another challenge could be my own comfort level with teaching historical material that intersects with race and activism, particularly if my knowledge of the topic is limited and the way it can come off coming from a white man to a highly diverse student body. However, the rich resources included make it easier to approach and make it feel less imposing of a topic for me to tackle. Overall, the topic encourages meaningful conversation and builds empathy, which is valuable for any blossoming critical thinker.

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Due to the fact that I will be an elementary teacher, teaching a lesson about the Chicano/a school walkouts that occurred in the 1960s would bring some difficulties and it would have to be adjusted for developmental appropriateness. I think it is extremely beneficial to expose young children to America's history, especially the 'ugly' parts. I would likely paint it as school has not always been fun for everybody and some people were very mistreated by their school, they found it unfair and they wanted to make their dislike known. I would ask them what they think would happen if they all got up and left the school at the same time? I think this lesson could be highly engaging because we would be in a school setting and therefore everybody there can relate to it to a certain degree. I personally love learning about American history and also love sharing that knowledge with children, this particular part of our history was something I was previously familiar with so I enjoyed learning more about it. While I think it could have its challenges, it is important to expose young people with true accounts of history so that they may garner a more informed worldview.

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In regards to this lesson I believe that Japanese Internment is a very important topic to introduce to 8th grade students. In terms of the lesson I think the students were very engaged by the photo gallery as well as by the role playing. I think this was a great way for students to learn about how the U.S. government treated the Japanese during World War ll. A challenge that may arise when completing this lesson with a class is the difficult conversations that come with it. I believe the teacher needs to be able to provide a safe space where the students will feel comfortable being able to talk difficult topics such as race, inequality, injustice as well as families being separated.

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What is the topic?

The topic of this lesson was the debate over whether the US should provide reparations for the damages done to Asian & Latine Americans and their families following their internment during World War II.

What will students learn?

The possible effects of this internment

The causes and motivations behind the internment

The reasons why people want reparations to be paid

The reasons why the US government has not paid said reparations

The different perspectives from this time and involved in the debate in the main topic

How this issue relates to their lives

What they can do to enact change in the US

How will they learn it? (Describe the steps of the activity)

Show pictures of people in internment camps and allow for discussion and questions

Read poems and prompt further questioning

Answer some basic questions

Present basic issue/debate

Assign roles with background info

Stage a debate

Leave time for reflection

Use curiosity and interest to direct them towards action and contacting representatives and policymakers to enact change

Does your team feel this topic and activity are developmentally appropriate for this age? Should it be introduced earlier, or later, if so how?

It can be taught at any age, it is just a matter of the darker subjects being mentioned that changes with age. I believe children who are affected by a government or a society should always have access to information about how it works, why it does certain things, and their relationship to it.

Based on your evaluation, what are some of the promises and challenges that these lesson plans present to you as an instructor (i.e. developmental appropriateness, student engagement, your personal like or dislike of history, your knowledge about the topic, will parents be upset, etc.)?

I would be very excited to involve history in my ELA teachings and fully intend to do so in order to encourage students to become well rounded, well informed critical thinkers that can be more cognizant of their role in various communities. I particularly like the idea of getting students invested in change and then providing an actual opportunity to have a voice by writing letters to people who can make things happen. I am highly interested in politics and think it is very ignorant to try to teach without acknowledging the inherently political nature this powerful role has. I try to keep myself informed while acknowledging that I can be wrong, misinformed, biased, or might reference outdated information unintentionally. I want to learn from and alongside my students as well as teaching them what I can. Parents might be upset with what I teach, but my tendency to back up everything I do with research from many sources and perspectives (including opposing views, just in case) will be hard to argue with if they try to say I’m misinforming or biasing students. I am willing to deal with this if it means not being disingenuous or avoiding important topics with my students that they need to be aware of in order to be decent human beings and informed citizens.

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The topic of this lesson plan is to educate students on the forced removal of the Cherokee and Seminole peoples in the 1830s, while focusing on the injustice of the Indian Removal Act and how Native communities resisted it. Students will participate in a role playing activity where they take on the perspectives of the Cherokee or Seminole communities, U.S. government officials, and settlers. This is a great way to immerse students in history and give them the opportunity to fully understand the complexity behind the time period. This lesson encourages students to think critically about justice and power in U.S. history by putting them in the shoes of people who were directly affected. The role play format increases engagement and empathy, which helps students better understand perspectives often left out of textbooks. It is a heavy topic, so ensuring the emotional safety of students, particularly Native students who may have personal or cultural connections to the topic is extremely important.

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This lesson reaches the right audience when presenting the ‘what would you do’ question to learners. Students at the high school level are equipped to dive into critical thinking questions, problem solving, and self reflection - all while utilizing their background knowledge on racial discrimination and economic segregation that is a common lesson in students' education starting in grades as early as kindergarten. Furthermore, students are successfully immersing themselves in the content as they role play and have their own conversations of some real world situations. Engagement, comprehension, and retention of content are enhanced as students are actively involved in the learning process.

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This lesson about Japanese interment is an important topic for students to learn about. Often students will learn about the Holocaust and other atrocities committed, but rarely learn about what the U.S has done. I never learned this in school, and only found out from a "Drunk History" video I watched years ago. I think it is vital for students to learn about our own government's poor decisions.

The use of pictures and primary sources is an effective way to show the students the reality. It is not always easy to read, but seeing will make the students see the reality of what this meant. I also would like the students to engage in a debate of the ethics of this internment. Then we'll look at the aftermath of this and how it effected Japanese Americans in the U.S. I specifically want to do an activity of comparing this camp to other camps at the time.

I feel this topic could be taught at any age, as ethics and right and wrong are for all ages, but I do think this would tie in well with an American History class in 10th grade or perhaps civics in 11th grade. Tying in our principals as a nation and how this camp may have gone back on these ideals.

I feel some challenges may be making it appropriate for the grade level. The visuals may be disturbing for some students, and may anger some parents. Teaching this lesson impartially would also be difficult, as there are no merits in my eyes to this camp's existence.

I would ask the kids to reflect on what it means to be American, and if this information changed their view on the American Dream and American Identity

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UPI/Bettmann Archive/Getty Images

Published: October 29, 2009

Last Updated: February 27, 2025

Japanese internment camps were established during World War II by President Franklin D. Roosevelt through his Executive Order 9066. From 1942 to 1945, it was the policy of the U.S. government that people of Japanese descent, including U.S. citizens, would be incarcerated in isolated camps. Enacted in reaction to the Pearl Harbor attacks and the ensuing war, the incarceration of Japanese Americans is considered one of the most atrocious violations of American civil rights in the 20th century.

Japanese-American Relocation

After the attack on Pearl Harbor, the United States Government issued executive order 9066, which empowered the military to round up anyone of Japanese ancestry and place them in internment camps.

Executive Order 9066

On February 19, 1942, shortly after the bombing of Pearl Harbor by Japanese forces, President Roosevelt signed Executive Order 9066 with the stated intention of preventing espionage on American shores.

Military zones were created in California, Washington and Oregon-states with a large population of Japanese Americans. Then Roosevelt's executive order forcibly removed Americans of Japanese ancestry from their homes. Executive Order 9066 affected the lives about 120,000 people-the majority of whom were American citizens.

Canada soon followed suit, forcibly removing 21,000 of its residents of Japanese descent from its west coast. Mexico enacted its own version, and eventually 2,264 more people of Japanese descent were forcibly removed from Peru, Brazil, Chile and Argentina to the United States.

Anti-Japanese American Activity

Weeks before the order, the Navy removed citizens of Japanese descent from Terminal Island near the Port of Los Angeles.

On December 7, 1941, just hours after the bombing of Pearl Harbor, the FBI rounded-up 1,291 Japanese American community and religious leaders, arresting them without evidence and freezing their assets.

In January, the arrestees were transferred to prison camps in Montana, New Mexico and North Dakota, many unable to inform their families and most remaining for the duration of the war.

Concurrently, the FBI searched the private homes of thousands of Japanese American residents on the West Coast, seizing items considered contraband.

One-third of Hawaii's population was of Japanese descent. In a panic, some politicians called for their mass incarceration. Japanese-owned fishing boats were impounded.

Some Japanese American residents were arrested and 1,500 people-one percent of the Japanese population in Hawaii-were sent to prison camps on the U.S. mainland.

Photos of Japanese American Relocation and Incarceration

John DeWitt

Lt. General John L. DeWitt, leader of the Western Defense Command, believed that the civilian population needed to be taken control of to prevent a repeat of Pearl Harbor.

To argue his case, DeWitt prepared a report filled with known falsehoods, such as examples of sabotage that were later revealed to be the result of cattle damaging power lines.

DeWitt suggested the creation of the military zones and Japanese detainment to Secretary of War Henry Stimson and Attorney General Francis Biddle. His original plan included Italians and Germans, though the idea of rounding-up Americans of European descent was not as popular.

At Congressional hearings in February 1942, a majority of the testimonies, including those from California Governor Culbert L. Olson and State Attorney General Earl Warren, declared that all Japanese should be removed.

Biddle pleaded with the president that mass incarceration of citizens was not required, preferring smaller, more targeted security measures. Regardless, Roosevelt signed the order.

War Relocation Authority

After much organizational chaos, about 15,000 Japanese Americans willingly moved out of prohibited areas. Inland state citizens were not keen for new Japanese American residents, and they were met with racist resistance.

Ten state governors voiced opposition, fearing the Japanese Americans might never leave, and demanded they be locked up if the states were forced to accept them.

A civilian organization called the War Relocation Authority was set up in March 1942 to administer the plan, with Milton S. Eisenhower from the Department of Agriculture to lead it. Eisenhower only lasted until June 1942, resigning in protest over what he characterized as incarcerating innocent citizens.

Flashback: How Japanese Americans Were Forced Into Concentration Camps During WWII

The internment of Japanese Americans began after President Roosevelt signed Executive Order 9066 in February 1942. For the following three years, American men, women, and children were forced to live under prison-like conditions in remote concentration camps. This 1943 film explains the internment from the U.S. government's perspective.

Relocation to 'Assembly Centers'

Army-directed removals began on March 24. People had six days notice to dispose of their belongings other than what they could carry.

Anyone who was at least 1/16th Japanese was evacuated, including 17,000 children under age 10, as well as several thousand elderly and disabled residents.

Japanese Americans reported to "Assembly Centers" near their homes. From there they were transported to a "Relocation Center" where they might live for months before transfer to a permanent "Wartime Residence."

Assembly Centers were located in remote areas, often reconfigured fairgrounds and racetracks featuring buildings not meant for human habitation, like horse stalls or cow sheds, that had been converted for that purpose. In Portland, Oregon, 3,000 people stayed in the livestock pavilion of the Pacific International Livestock Exposition Facilities.

The Santa Anita Assembly Center, just several miles northeast of Los Angeles, was a de-facto city with 18,000 incarcerated, 8,500 of whom lived in stables. Food shortages and substandard sanitation were prevalent in these facilities.

Life in 'Assembly Centers'

Assembly Centers offered work to prisoners with the policy that they should not be paid more than an Army private. Jobs ranged from doctors to teachers to laborers and mechanics. A couple were the sites of camouflage net factories, which provided work.

Over 1,000 incarcerated Japanese Americans were sent to other states to do seasonal farm work. Over 4,000 of the incarcerated population were allowed to leave to attend college.

Conditions in 'Relocation Centers'

There were a total of 10 prison camps, called "Relocation Centers." Typically the camps included some form of barracks with communal eating areas. Several families were housed together. Residents who were labeled as dissidents were forced to a special prison camp in Tule Lake, California.

Two prison camps in Arizona were located on Native American reservations, despite the protests of tribal councils, who were overruled by the Bureau of Indian Affairs.

Each Relocation Center was its own "town," and included schools, post offices and work facilities, as well as farmland for growing food and keeping livestock. Each prison camp "town" was completely surrounded by barbed wire and guard towers.

Net factories offered work at several Relocation Centers. One housed a naval ship model factory. There were also factories in different Relocation Centers that manufactured items for use in other prison camps, including garments, mattresses and cabinets. Several housed agricultural processing plants.

Violence in Prison Camps

Violence occasionally occurred in the prison camps. In Lordsburg, New Mexico, prisoners were delivered by trains and forced to march two miles at night to the camp. On July 27, 1942, during a night march, two Japanese Americans, Toshio Kobata and Hirota Isomura, were shot and killed by a sentry who claimed they were attempting to escape. Japanese Americans testified later that the two elderly men were disabled and had been struggling during the march to Lordsburg. The sentry was found not guilty by the army court martial board.

On August 4, 1942, a riot broke out in the Santa Anita Assembly Center, the result of anger about insufficient rations and overcrowding. At California's Manzanar War Relocation Center, tensions resulted in the beating of Fred Tayama, a Japanese American Citizen's League (JACL) leader, by six men. JACL members were believed to be supporters of the prison camp's administration.

Fearing a riot, police tear-gassed crowds that had gathered at the police station to demand the release of Harry Ueno. Ueno had been arrested for allegedly assaulting Tayama. James Ito was killed instantly and several others were wounded. Among those injured was Jim Kanegawa, 21, who died of complications five days later.

At the Topaz Relocation Center, 63-year-old prisoner James Hatsuki Wakasa was shot and killed by military police after walking near the perimeter fence. Two months later, a couple was shot at for strolling near the fence.

In October 1943, the Army deployed tanks and soldiers to Tule Lake Segregation Center in northern California to crack down on protests. Japanese American prisoners at Tule Lake had been striking over food shortages and unsafe conditions that had led to an accidental death in October 1943. At the same camp, on May 24, 1943, James Okamoto, a 30-year-old prisoner who drove a construction truck, was shot and killed by a guard.

Fred Korematsu

In 1942, 23-year-old Japanese-American Fred Korematsu was arrested for refusing to relocate to a Japanese prison camp. His case made it all the way to the Supreme Court, where his attorneys argued in Korematsu v. United States that Executive Order 9066 violated the Fifth Amendment.

Korematsu lost the case, but he went on to become a civil rights activist and was awarded the Presidential Medal of Freedom in 1998. With the creation of California's Fred Korematsu Day, the United States saw its first U.S. holiday named for an Asian American. But it took another Supreme Court decision to halt the incarceration of Japanese Americans.

Mitsuye Endo

The prison camps ended in 1945 following the Supreme Court decision, Ex parte Mitsuye Endo. In this case, justices ruled unanimously that the War Relocation Authority "has no authority to subject citizens who are concededly loyal to its leave procedure."

The case was brought on behalf of Mitsuye Endo, the daughter of Japanese immigrants from Sacramento, California. After filing a habeas corpus petition, the government offered to free her, but Endo refused, wanting her case to address the entire issue of Japanese incarceration.

One year later, the Supreme Court made the decision, but gave President Truman the chance to begin camp closures before the announcement. One day after Truman made his announcement, the Supreme Court revealed its decision.

Reparations

The last Japanese internment camp closed in March 1946. President Gerald Ford officially repealed Executive Order 9066 in 1976, and in 1988, Congress issued a formal apology and passed the Civil Liberties Act awarding $20,000 each to over 80,000 Japanese Americans as reparations for their treatment.

Sources

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Citation Information

Article title

Japanese Internment Camps

Date Accessed

March 24, 2025

Publisher

A&E Television Networks

Last Updated

February 27, 2025

Original Published Date

October 29, 2009

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Japanese Internment Camps: WWII, Life & Conditions | HISTORY

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Japanese internment camps were established during World War II by President Franklin D. Roosevelt through his Executive Order 9066. From 1942 to 1945, it was the policy of the U.S. government that people of Japanese descent, including U.S. citizens, be incarcerated.

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I believe that this is an overall fantastic lesson for any secondary education history classes, especially as it pertains to race in our country and how it intersects with labor movements. This is a great way for students to be able to unpack a subject as complex and loaded as racism. Again, it is developmentally appropriate; especially as how students may start to have questions about race / racism in the United States. The first two readings do seem dense for some students and I do appreciate that the teacher mentions that they would read the first text aloud to the class. The second reading, however, I would recommend that the teacher divide up the reading by individual anecdote, put students in groups, and assign each group an anecdote to read and analyze together. Then come back together as a class and share what they learned from their respective assigned anecdote. Another critique I have that I think is emblematic of all history teaching is how this form of racism is still carried over into our current lives; why is this racism still relevant in 2025?