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Please complete steps 6-8 today!

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1. Click on the image below to enlarge it.

2.  Observe the primary source image closely and silently for 30 seconds.

3. Read and consider the citation notes: Lange, Dorothea. (1942) Oakland, CA, Mar. 1942. A large sign reading "I am an American" placed in the window of a store on December 8, the day after Pearl Harbor. The store was closed following orders to persons of Japanese descent to evacuate from certain West Coast areas. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/pictures/resource/cph.3a24566/.

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1. Put 5 minutes on a timer. Press start!

2. Double click anywhere on this section (between the dotted lines ) to post a question.

3. In the Title section, type your question exactly as it first comes to mind.

4. In the Write Something section, type your first and last initial.

5. When finished, click again anywhere on this web page to post another question.

6. Read the questions other people have posted. Feel free to add new, but related questions as "comments" on a question someone else posted.

7. Keep adding questions until time is up.

8. Click and drag your questions so that they aren't blocking anything.

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Step 1: Review the rules for asking questions 

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Step 1: Review the rules for asking questions 

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1.     Ask as many questions as you can

2.     Do not stop to discuss, judge or answer the questions

3.     Write down every question exactly as it first comes to mind

4.     Change any statements into a question

Remember to follow these rules when you begin asking questions!

THINK: What might be difficult in following those 4 rules? Use the Add Comment chat box icon for this post, if you'd like to share a thought. Add your first and last initial after any comments that you make.

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Review the questions that you asked. Find at least one to label “C” for closed-ended or and at least one to label “O” for open-ended.

Closed-ended: can be answered with “yes” or “no” or with one word.

Open-ended: require an explanation and cannot be answered with "yes”, “no”, or one word.

Then, edit your post using the pencil symbol and in the "write something" section, next to your initials, label it C or O.

THINK: What are the advantages and disadvantages of asking each type of question? (optional) Use the Add Comment chat box icon for this post, if you'd like to share an advantage or disadvantage you see for Open and/or Closed questions.  Add your first and last initial after any comments that you make.

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1. Read through all of the questions that have been posted, including the ones that were changed during Step 5.

2. Pick the three questions that you feel most curious about.

3. Click on the heart icon at the bottom of a post to "vote" for it as a priority question.

4. THINK: What were your reasons for selecting those three?  (optional) Click on the Add Comment chat box icon on this post if you'd like to share your rationale and reflect on your choices. Don't forget to add your initials at the end of your comment!

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Pick on of the following questions to respond to:

1. What did you learn?

2. How did you learn it?

3. What are you now wondering about?

Double click to post a reflection comment anywhere on this section (between the two lines).

Feel free to write a comment, or record a video or voice recording. Extra points if you post a picture!

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If you were going to answer your three priority questions right now, what are some possible next steps or avenues for investigation and further exploration?

If you have a next step related to a specific priority question, click on the Add Comment chat box icon to post a comment on that specific question.

Or, if you'd like to share one idea for next steps more generally (not related to just one priority question), click on the Add Comment icon on this post to post your ideas.

Please add your initials at the end of your comments!

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SW

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I learned that you can do the QFT on padlet!

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The Question Formulation Technique (QFT) was created by The Right Question Institute

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The Question Formulation Technique (QFT) was created by The Right Question Institute

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Visit rightquestion.org for free resources and more information!

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In this section, I've put some additional notes on the QFT, Padlet, and how to use this template. Enjoy!

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SW

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What happened to the businesses (and residential houses) once evacuation had to take place? (C)

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What happened to the businesses (and residential houses) once evacuation had to take place? (C)

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PW

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What message is the store owner trying to relay to the community by posting the sign?

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What message is the store owner trying to relay to the community by posting the sign?

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ZW

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VD (c)

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Why did this person feel the need to put this sign up so close to Pearl Harbor? Were they already threatened?

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Why did this person feel the need to put this sign up so close to Pearl Harbor? Were they already threatened?

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CA- O

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What has the photographer written about this photograph?

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What has the photographer written about this photograph?

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ND-O

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DS

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Why does the owner feel like an American?

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Why does the owner feel like an American?

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LB, O

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KM

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CS

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What prompted the government to order Japanese Americans in certain West Coast areas?

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What prompted the government to order Japanese Americans in certain West Coast areas?

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O
BE

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LC

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Today, we'll be using the QFT to begin a new unit on Japanese American Internment. Please complete steps 1-3 today.

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Find one closed question to rewrite as an open question. Add it as a new question here (between these 2 blue dotted lines). Remember the question goes in the "Title" space and you initials go in the "Write Something" space.

Find one open question you'd like to rewrite as a closed question. Add it as a new question here.

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Complete steps 4A, 4B, and 5 today!

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Step 4A: Go back and read everyone's work!

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Step 4A: Go back and read everyone's work!

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Take a couple minutes to read all of the questions.

Please add at least one new question based on someone else's question. Add that new question as a "comment" on their question. Remember to put your first and last initials in your comment.

Feel free to post more than one new question!

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How to make a screencast right here in Padlet!

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How to make a screencast right here in Padlet!

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No need to learn another tool.

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Watch: Guide to Using this Template for a Virtual QFT

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Watch: Guide to Using this Template for a Virtual QFT

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Learn about some of the key settings and features that help to customize this template for your students and setting.

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Check out this video from "2 geeky teachers," aka Michelle Pearson and Laura Israelsen, 2 educators from Colorado who have put together MANY resources on how to use Padlet and other tech tools. Their webinar series is hosted by Teaching with Primary Sources Western Region.

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What is the story of this business and its owners after internment?

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What is the story of this business and its owners after internment?

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c->o SW

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Blue posts: Directions that outline the steps of the QFT
White posts: sample student questions and comments
Purple posts: Tips and How-tos on using Padlet for the QFT

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This one is better for quick QFT blasts, especially if you have a synchronous option (like zoom, Google Meet, etc) to pair with the Padlet

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How to make a screencast with Screencastify

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How to make a screencast with Screencastify

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Screencastify is the free tool I used to create the Guide video above.

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Screencastify Blog | Video Tips, Tricks, Trends and News

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Our education experts offer the best tips for getting the most out of video in the classroom as well as news, insights and more.

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Or, students can respond with audio or video:

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Or, students can respond with audio or video:

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I learned some new padlet features!

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In order to answer some of our priority questions, please spend 15 minutes exploring additional primary sources at the Library of Congress (linked here).

Report back by posting here on which questions you found an answer to. Or, ask a new question!

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The resources in this primary source set are intended for classroom use. If your use will be beyond a single classroom, please review the copyright and fair use guidelines.

Teacher's Guide

To help your students analyze these primary sources, get a graphic organizer and guides: Analysis Tool and Guides

Between 1942 and 1945, thousands of Japanese Americans were, regardless of U.S. citizenship, required to evacuate their homes and businesses and move to remote war relocation and internment camps run by the U.S. Government. This proved to be an extremely trying experience for many of those who lived in the camps, and to this day remains a controversial topic.

Historical Background

"Yesterday, December 7, 1941 - a date which will live in infamy - the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan," declared President Franklin D. Roosevelt in his address to a joint session of Congress.

The repercussions of this event in the U.S. were immediate. In cities and towns up and down the West Coast, prominent Japanese Americans were arrested, while friends and neighbors of Japanese Americans viewed them with distrust. Within a short time, Japanese Americans were forced out of their jobs and many experienced public abuse, even attacks.

When the president issued Executive Order 9066 in February 1942, he authorized the evacuation and relocation of "any and all persons" from "military areas." Within months, all of California and much of Washington and Oregon had been declared military areas. The process of relocating thousands of Japanese Americans began.

Relocation

The relocation process was confusing, frustrating, and frightening. Japanese Americans were required to register and received identification numbers. They had to be inoculated against communicable diseases. They were given just days to divest themselves of all that they owned, including businesses and family homes. Bringing only what they could carry, they were told to report to assembly centers: large facilities like racetracks and fairgrounds. These centers became temporary housing for thousands of men, women and children. Stables and livestock stalls often served as living and sleeping quarters.

There was no privacy for individuals - all their daily needs were accommodated in public facilities. Internees waited, for weeks that sometimes became months, to be moved from the assembly centers to their assigned war relocation centers.

Life in the Camps

These hardships continued when internees reached their internment camp. Located in remote, desolate, inhospitable areas, the camps were prison-like, with barbed wire borders and guards in watchtowers. Many people, not always family members, shared small living spaces and, again, public areas served internees' personal needs. Eventually, life in the camps settled into routines. Adults did what they could to make living quarters more accommodating. Schools were established for the educational needs of the young. Residents performed the jobs necessary to run the camps. Self-governing bodies emerged, as did opportunities for gainful employment and for adult teaching and learning of new skills. Evidence of normal community living appeared as newspapers, churches, gardening, musical groups, sports teams, and enclaves of writers and artists emerged. The barbed wire and watchtowers, however remained in place.

Serving Their Country

Despite this treatment, Japanese Americans did their best to get through the internment experience and serve their country during a time of war. More than 30,000 Japanese American men enlisted in the armed forces. The all Japanese American 442nd Regiment became the most decorated unit of its size in U.S. history.

After the War

First generation Japanese immigrants were hardest hit by the internment. Many lost everything - homes, businesses, farms, respect, status and sense of achievement. Their children and grandchildren also experienced disruptions to their lives, but they emerged after the war with lives that, while changed, were not destroyed. These second- and third-generation Japanese American citizens began to shoulder responsibility for leadership in the Japanese American community.

Suggestions for Teachers

Select and analyze one image of life in a relocation center. What can be learned from the image? What questions does the image raise? Analyze additional images from the set to see what questions can be answered, and what new questions come up. Students might organize their thinking into categories such as living conditions, recreation, or work. If time permits, select one or two questions for further research using primary or secondary sources.

Ask students to study a selection of items related to life in a relocation center and form a hypothesis about how the people shown reacted to being interned, and then list details from one or more primary sources to support the hypothesis. Alternatively, give students a hypothesis, a selection of items from the set, and ask some students to find evidence to support the hypothesis, and others to find evidence that refutes it. Compare photographs by two or more photographers. Consider purpose, style, intended audience, and the impact of each image.

Watch the oral history clip from Norman Ikari. Ask students to write a brief retelling of the oral history in their own words, and then allow time for students to compare their writing with a partner's. What aspect of the oral history did each student emphasize? What is the significance of this oral history? Ask students to think about how this oral history supports, contradicts, or adds to their understanding of the period or events. How does encountering this history firsthand change its emotional impact? (For more questions and ideas, consult the Teacher's Guide: Analyzing Oral History.)

This primary source set also provides an opportunity to help students understand that different times shape different cultural values and mores. The set may also provide impetus for discussions that compare and contrast the unfair treatment of other segments of the U.S. population, in America's past and today.

Additional Resources

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Japanese American Internment | Classroom Materials at the Library of Congress | Library of Congress

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Jump to: Background Suggestions for Teachers Additional Resources Between 1942 and 1945, thousands of Japanese Americans were, regardless of U.S. citizenship, required to evacuate their homes and businesses and move to remote war relocation and internment camps run by the U.S. Government.

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Listen: Sample student explanation of advantages of close-ended questions

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Listen: Sample student explanation of advantages of close-ended questions

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This is an alternative variation for how you might do step 4B

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On one slide!

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Watch: Guide to Posting in Written, Audio, or Video Forms

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Watch: Guide to Posting in Written, Audio, or Video Forms

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Learn how students can respond in multiple modes. Also, hear a couple ideas for alternative ideas and variations on the QFT steps.

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PS

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Step 1: Review the rules for asking questions 

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Step 1: Review the rules for asking questions 

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1.     Ask as many questions as you can

2.     Do not stop to discuss, judge or answer the questions

3.     Write down every question exactly as it first comes to mind

4.     Change any statements into a question

Remember to follow these rules when you begin asking questions!

THINK: What might be difficult in following those 4 rules? Use the Add Comment chat box icon for this post, if you'd like to share a thought. Add your first and last initial after any comments that you make.

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AG

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Review the questions that you asked. Find at least one to label “C” for closed-ended or and at least one to label “O” for open-ended.

Closed-ended: can be answered with “yes” or “no” or with one word.

Open-ended: require an explanation and cannot be answered with "yes”, “no”, or one word.

Then, edit your post using the pencil symbol and in the "write something" section, next to your initials, label it C or O.

THINK: What are the advantages and disadvantages of asking each type of question? (optional) Use the Add Comment chat box icon for this post, if you'd like to share an advantage or disadvantage you see for Open and/or Closed questions.  Add your first and last initial after any comments that you make.