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11.7.5

Local history of Japanese internment and the ties to the High school and the removal of japanese americans to build the school we attend

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11.7.5 Students will view the propagandized approach by the US and how the event of Japanese internment was sugarcoated to avoid the racialized treatment by the US

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11.7.5 Students will view the institutionalized racist approach by the US and the constitutional precedent set against Japanese Americans in the Supreme court case

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To open up the discussion about freedom/authoritative power, students will be asked to draw/paint a picture of what they perceive freedom to be. Students will then share with small groups, and explain their picture.

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Lesson 2: The Power of Images and Film to document History

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Lesson 2: The Power of Images and Film to document History

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"Toyo Miyatake was a Japanese American photographer most widely known for smuggling camera parts into the Manzanar concentration camp during World War II and documenting the lives of those imprisoned. But prior to the war, he was one of several Japanese American photographers taking part in an adventurous avant-garde photography movement in Los Angeles. This video offers a glimpse into Miyatake's work before, during, and after World War II."

-Teach students the importance of photography and film to document the injustices in history.

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Lesson 1: The Social Construction of a Threat

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Lesson 1: The Social Construction of a Threat

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1.2 SWBAT compare and contrast the sociological perspective and how it differs from other social sciences.
1.2.2 Social construction of reality
- the social construction of a threat, completely unfounded in reality

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2.2. SWBAT analyze how culture influences individuals, including themselves
2.2.1 Ethnocentrism
2.2.4 American values
- the idea that "American values" are intricately tied with scapegoating of marginalized racial groups

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Lesson 3: Finding an example of "visual" injustice 

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Lesson 3: Finding an example of "visual" injustice 

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Students will find their own example of social injustice (instutionalized racism) depicted through media. Students will find either a picture or video where social injustice is depicted, and will discuss their example in a group.
In groups, students will discuss how the subject of their picture is depicted, and what artistic decisions inform this.

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4.1 SWBAT identify common patterns of social inequality.
4.1.2 Power
4.1.3 Racial and ethnic inequality
- Defining power and its common basis along racial and ethnic lines. Lack of institutional power led to limited means to oppose on an institutional basis.

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This graphic memoir is based on George Takei's childhood experiences in an internment camp. This will be the anchor text for the ELA section.

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Lesson 4: The Construction of an "Out-Group"

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Lesson 4: The Construction of an "Out-Group"

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4.2 SWBAT analyze the effects of social inequality on groups and individuals.
4.2.3 Inter- and intra-group conflict
- the American identity is contingent on their being an "out-group," who is vilified and targeted as a public threat

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11.7.5

Social Justice approach about whether or not the apology issued by the Ronald Reagan administration was enough and whether reparations were fulfilled.

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Design, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering expressive intent and resources. 7.MA:Cr2

b. Practice and analyze how
the emphasis of elements alters effect and purpose in refining and completing media artworks.3.MA:Cr3

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11.7.5
Students will view the institutionalized racist tactics by the loyalty questionnaire

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Lesson 4: Create a Comic (English and Art)

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Lesson 4: Create a Comic (English and Art)

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- George Takei recounts his personal experiences being imprisoned in a Japanese internment camp during WWII. Takei uses the format of a comic to narrate and look back at an event in his life. In a similar manner, students can recount an event in their life, good or bad, that significantly impacted them which will help them practice this form of narration, touch on the history that is being discussed in the book itself, and also learning about comic elements-panels, dialogues, scenes, etc..

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Students will be creating their own definitions of power by doing a gallery walk and identifying images that align with their own definitions of power. We will then use these definitions to shift into a discussion of what it looks like when power is misused, leading to our theme of institutionalized racism.

(SL. 11-12. 2.
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.)

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Lesson 2: Meeting the Author, Who Is George Takei

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Lesson 2: Meeting the Author, Who Is George Takei

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Students might know who George Takei is from Star Trek, but they might not know what his connection is to Japanese internment. This would be a mini lecture to give background before reading.

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Lesson 3: Reading They Called Us Enemy & How to Read Graphic Novels

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Lesson 3: Reading They Called Us Enemy & How to Read Graphic Novels

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Students will be reading the graphic novel. We will also discuss how to read a graphic novel and how artistic choices can impact the theme of the novel/themes it delves into.

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Lesson 5: Internalized Racism & Colonial Mentality

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Lesson 5: Internalized Racism & Colonial Mentality

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4.4 SWBAT assess responses to social inequality
- internalized racism, as though internment is "deserved," tendency for a colonized people to justify their own oppression

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Introduction
The advent of colonialism dates back to the Renaissance period when European colonial powers navigated the seas to conquer the uncharted lands of the world (Licata, 2012). It is defined as the territorial conquest, extraction of material resources, and the direct control of political and cultural institutions of another nation (Young, 2018). However, Loomba (2015) describes this cross-cultural encounter between the native inhabitants and European colonizers as "the most complex and traumatic relationship in history". According to him, colonialism has profound consequences on the psychology of the colonized that endures even after gaining formal political independence. Similarly, the postcolonial theoretical framework supports the assertion that aside from the economic and political aspect, colonialism lingers in the minds of the natives long after their liberation from overt political control (Decena, 2014).

Due to the unassuming psychological aspects of colonialism, social psychology seeks to recognize its impacts on the mental wellbeing of formerly colonized countries. A salient example is the case of the Philippines that has endured an extensive history of colonialism from the three hundred years of Spanish rule and the subsequent regime of the United States. According to David and Okazaki (2006), the unique colonial experience of the country has resulted to colonial mentality which is a condition that predisposes Filipinos (both mainlanders and diaspora) to uncritically reject anything Filipino and accept anything that is American. Numerous studies have linked this mindset to feelings of inferiority and negative body images that can potentially inflict psychological harm and negative mental health outcomes (David and Okazaki, 2006; Felipe, 2010; Ferrera, 2011; Murillo, 2009, Tuazon et al., 2019, Utsey et al., 2015).

Hence, it is the principal task of social psychology to recognize the historical and cultural context of mental health by identifying the different dimensions of colonial mentality. Furthermore, it presents alternative psychological approaches that veer away from mainstream Western discourse that is ahistorical and blind to power structures that can affect mental health amongst specific cultural and ethnic groups (Painter, 2015).
The Psychological Impacts of Colonial Mentality
Colonial mentality can be conceived as a multifaceted construct. According to David and Okazaki (2006) colonial mentality is manifested through four different ways amongst Filipinos and Filipino Americans: (a) denigration of the Filipino self, (b) denigration of Filipino culture and body, (c ) discrimination against less Americanized Filipinos and (d) tolerance and acceptance of historical and contemporary oppression of Filipinos. Firstly, the denigration of the Filipino self is the internalization of feelings of inferiority about one's ethnic or cultural identity (David and Okazaki, 2006; Ferrera 2016). According to the theories of Memmi (1965), Fanon (1965), and Freire (1997), a direct consequence of colonialism is the internalization of the colonizer's inferior perception imposed on the individual. Hence, the person may constantly experience feelings of shame, embarrassment, and resentment for belonging to a particular social group. These insights compelled David (2008) to conclude that mental health and colonial mentality may be dependent on the internalization of these negative views about one's identity.

The next dimension of colonial mentality is denigration of the Filipino culture and body. This aspect is the unwitting perception that anything Filipino is inferior to anything that is White, European, or American. Moreover, it encompasses normative judgments on culture, physical appearance, language, and material products (David and Okazaki, 2006). A relevant example of this phenomenon, particularly the denigration of the body, is the excessive desire of Filipinos to use skin whitening products. Filipinos perceive that having dark skin is a negative trait while fair skin is conceived as the ideal to mimic their colonizers. Due to their preconceived notion that Europeans are superior, Filipinos aspire to conform to unrealistic beauty standards that can potentially harm their bodies (e.g. bleaching) and reinforce feelings of self-loathing (Bergano and Bergano-Kinney, 1997; Rondilla, 2012; Singson, 2017). This idealization of Western beauty standards has been linked to negative mental health outcomes such as low self-esteem and depression amongst Filipino and Filipino American women (Felipe, 2010).

On the other hand, discrimination against less Americanized Filipinos is another manifestation of colonial mentality. This involves the discriminatory attitudes and behaviors that Filipinos exhibit towards other Filipinos who they perceive to display negative Filipino characteristics (David and Okazaki, 2006). According to Allport (1979), intra-group discrimination may be due to the minority individual's eagerness to conform to the dominant group's values, beliefs, and attitudes, which includes discrimination and racial prejudice. A familiar scenario of discrimination against less Americanized Filipinos is the notion that English proficiency is an indicator of one's status and intelligence (Clement, 2014). Filipinos who speak with an accent are reported to be labelled with subjugating remarks by their highly Americanized Filipino counterparts (Strobel, 1997). Therefore, the study of Clement (2014) has linked a strong correlation between colonial mentality and anxiety amongst Filipino Americans who experience bullying and harassment for speaking in English.

Tolerance of oppression is the final impact of colonial mentality. According to David and Okazaki (2006), colonized individuals start to view their colonizers as "well-intentioned, civilized, freedom-giving, liberating, noble, and sanctified heroes". This belief leads to the normalization of incidents of maltreatment, because such treatment is perceived as a trade-off to achieve progress, or it is an inherent part of the process that colonized individuals must experience to become similar to their colonizers (Memmi, 1965). For example, migrant Filipino workers who experience racism and discrimination in the workplace may remain passive in the face of abuse of their foreign employers (Castro et al., 2011). This deferential attitude of Filipinos towards instances of oppression can further reinforce structures of inequality that breed more negative mental health outcomes due to harassment, abuse, and aggression in the environment (David and Okazaki, 2006).
Alternative Approaches to Address Colonial Mentality
For mainstream psychology, the impacts of colonial mentality are hastily reduced as individual pathologies rather than a consequence of specific historical and cultural contexts (Painter, 2015). Thus, alternative approaches are necessary for the holistic understanding of the psyche of colonized individuals. According to Strobel (1997), a critical approach to the social psychology of colonialism is through the process of decolonization. This is described as the "process of reconnecting with the past to understand the present...and strengthens the cultural connection to Filipino indigenous culture as a source of grounding". In order for Filipinos to overcome their cultural shame, they must acknowledge their internalized oppression, understand their history, and collectively challenge structures of inequality.

A perfect example of decolonization is the emergence of Sikolohiyang Pilipino. It refers to a psychology that originates from the experience, thought, and orientations of Filipino culture and language. Moreover, it is based on the "indigenization" of theoretical frameworks and methodology that contextualize historical and socio-cultural realities (e.g. colonialism) to mental health (Pe-Pua and Protacio-Marcelino, 2002). For Sikolohiyang Pilipino, the negative body image of Filipinos is not merely symptom of depression and other mental illness, but is also a colonial legacy produced by historical and cultural circumstances. Hence, treatment does not only revolve around the diagnosis of the diseases but the critical reflections of one's colonial history to understand deeply ingrained feelings of inferiority, resentment, and shame in one's cultural identity (Adams et al., 2015).
Conclusions
The study of colonialism and social psychology is a budding field in the academe. Although there is a corpus of literature on the psychology of colonialism, it still lacks further research particularly in terms of cross-cultural studies and interdisciplinary dialogue (Okazaki et al., 2008). Firstly, in order to understand the specific history and context of colonial mentality, it must span both urban and rural settings and across various class, gender, and religious strata to yield more substantive insights (Pe-Pua and Protacio Marcelino, 2002). So far, the studies have been limited to women and the Filipino-American diaspora and may not represent the entirety of the Filipino experience. Therefore, incorporating a cross-cultural approach will be beneficial for the enrichment of the topic. On the other hand, Okazaki et al. (2008) believes that there must be collaboration between psychology and postcolonial scholars in order for psychology to theorize culture that is attuned to the complexity of social and psychological lives. Furthermore, it is also essential for psychology to engage with history in order to understand how specific historical developments give rise to problematic practices such as colonialism that can affect the psyche of individuals. All of these identified limitations can further contribute to the refinement of social psychology and liberate our minds from the shackles of colonialism.
References
Adams, G., Dobles, I., Gómez, L. H., Kurtiş, T., & Molina, L. E. (2015). Decolonizing psychological science: Introduction to the special thematic section. Journal of Social and Political Psychology, 3(1), 213-238. https://doi.org/10.5964/jspp.v3i1.564

Allport, G. (1979). The Nature of Prejudice. New York: Doubleday. (Original work published 1954).

Bergano, A. L., & Bergano-Kinney, B. L. (1997). Images, roles, and expectations of Filipino Americans by Filipino Americans. In M. P. P. Root (Ed.), Filipino Americans: Transformation and Identity (pp. 198-207). Thousand Oaks, CA: Sage

Castro de, A., Gee G., and Takeuchi D., (2008). Workplace Discrimination and Health Among Filipinos in the United States American Journal of Public Health 98, 520_526, https://doi.org/10.2105/AJPH.2007.110163

Clement,L. (2014). Is There a Correlation Between Colonial Mentality and Anxiety in Filipino Americans?. https://www.proquest.com/openview/928852b48a13001a12c1572a8fafbb88/1?cbl=18750&diss=y&loginDisplay=true&pq-origsite=gscholar

David, E.J.R. (2008). A colonial mentality model of depression for Filipino Americans. Cultural Diversity and Ethnic Minority Psychology. 2008: 14(2):118-127

David, E. J. R., & Okazaki, S. (2006). Colonial mentality: A review and recommendation for filipino american psychology. Cultural Diversity and Ethnic Minority Psychology, 12(1), 1-16. https://doi.org/10.1037/1099-9809.12.1.1

Decena, A. (2014). Identity, colonial mentality, and decolonizing the mind : exploring narratives and examining mental health implications for Filipino Americans. Masters Thesis, Smith College, Northampton, MA.https://scholarworks.smith.edu/theses/769

Fanon, Frantz. (1963). The wretched of the earth. New York: Grove Press.

Felipe, L. C. S. (2010). Relationship of colonial mentality with filipina american experiences of racism and sexism. (Ph.D., Alliant International University, San Francisco Bay). ProQuest Dissertations and Theses, (745602037).

Ferrera, M. J. (2011). The intersection of colonial mentality, family socialization, and ethnic identity formation among second generation filipino american youth. (Ph.D., The University of Chicago). ProQuest Dissertations and Theses, . (860309509).

Freire, P. (1997). Pedagogy of the oppressed. New York: Herder and Herder.

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Painter, D. (2015). Postcolonial theory: Towards a worlding of critical psychology. In I. Parker (Ed.), Handbook of critical psychology (pp. 366-375). Routledge/Taylor & Francis Group.

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Utsey, S. O., Abrams, J. A., Opare-Henaku, A., Bolden, M. A., & Williams, O. III. (2015). Assessing the psychological consequences of internalized colonialism on the psychological well-being of young adults in Ghana. Journal of Black Psychology, 41(3), 195-220. https://doi.org/10.1177/0095798414537935

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Colonial Mentality: The Social Psychology of Colonialism on the Filipino Psyche

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Introduction The advent of colonialism dates back to the Renaissance period when European colonial powers navigated the seas to conquer the uncharted lands of the world (Licata, 2012). It is defined as the territorial conquest, extraction of material resources, and the direct control of political and cultural institutions of another nation (Young, 2018).

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Lesson 4: Interview Transcript, Michiko Amabe

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Lesson 4: Interview Transcript, Michiko Amabe

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Students will be reading and listening to Michiko Amabe's interview where she shares her first hand account of life was like during the Japanese internment. Students will be engaging with a primary source and comparing it to the memoir. After hearing interview and discussing, will be connecting to restoration/reparation concepts.

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Lesson 5: Writing about their Own Comic!

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Lesson 5: Writing about their Own Comic!

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Building off the comic students created in Art, they will be writing their final essay as a reflection on the comic they created. This will focus on the choices they made when drawing/writing, what their subject matter was, how the experience they wrote about has impacted their relationship to a social system, and how they could work to change that system.