History Mystery

Introduction

Hello History Detectives,

We have opened a new case and we need your expert research skills to solve a mystery.  We have discovered the following two photographs and they seem very important.  They look very old and it looks like it has to do with people being detained (placed in a secure area and not allowed to leave).  We have no idea who they are and why they've been imprisoned.  So, here is your mission.  

1.  Disocvery who these people are (not the names of the people in the picture, but where they come from)

2.  Discover why they are being detained

3.  Discover where they are being detained

Task


 Watch the above video clip for possible clues.  It doesn't contain dialogue but the visuals will help.  You don't have to take notes, but after you have viewed the video, proceed to the Process section for your next intructions.  

Remember, your task is to answer the following question:

1.  Who are the people in the photograph?

2.  Why are they being detained?

3.  What country is this happening in?

You will write a brief paragraph answer each question.  

 

 

Process

Steps to follow:

After examining the photos, takes some initial notes.  A good detective always starts with the information provided; it's a good jumping off point.

1.  How old do you think the photographs are?

2.  What ethnicity do you think the people in the photograph are?

3.  Could the pictures have been taken during a war?  

Then watch the video for more clues.  Pay special attention to symbols and flags that you might see.  

Now do an Internet search.  Some of the following terms might help:

  • Internment
  • Detention camps
  • Peal Harbor aftermath
Evaluation

History dectectives, your evaluation will go as follows:

Excellence:  4 points  MASTER DETECTIVE!!!

Student answered each question thoroughly and accurately.  There was considerable effort evident in the research done and opinions were based on facts and information found.  The writing was solid and contained no capitalization and comma errors.  

Very Good: 3 points  PRIVATE EYE

Student answered each question thoroughly although there were some ideas that were not complete.  The information was solid and effort was evident.  There were some capitalization and comma errors.

Average: 2 points  IN THE PROCESSOF EARNING A BADGE

Student answered each question but very basically.  The answers were simple with not much elaboration (details).  General statements were not followed up. There were many errors in grammar and the student did not proof read.

Poor: 1-0 points *requires redoing the assignment  BACK TO TRAINING

Most of the questions were not answered.  Answers were copied and pasted.  Understanding of basic grammar conventions was not evident.  

Conclusion

Now that you have done some research, write a four paragraph reflection on what you found out.  What shocked you?  What were some of the conditions in the camps?  What was the justification for doing this?  Do you think it was fair?  Do you think it was legal? Do things like this happen in modern times?  

If you have met these objectives, you have done well:

1.  I learned at least five new facts about the photographs

2.  I have a lot more questions about what happened

3.  I can finish this sentence:  "I never knew that ____________________".  

Credits

 iThentic,( 2014, January 30). Historical Animated Short: Yamishita (WWII Japanese-American Internment Camp.

 Retrieved from Historical Animated Short: Yamashita (WWII Japanese-American Internment Camps)

 Using Model Strategies for Integrating Technology into Teaching. (2002). National Educational Technology

Standards for Teachers—Preparing Teachers to Use Technology, ISTE (International Society for Technology.

Retrieved from http://cup.blackboard.com/bbcswebdav/pid-442276-dt-content-rid-

10391700_1/courses/20144041443/resources/week2/usingmodelstrategies.pdf

Teacher Page

The target audience for this lesson is seven grade standard humanities students.  This is an intoructory lesson designed as an extended KWL activity.  To generate interest, the lesson is purposely designed to be somewhat vauge; the students are expected to use research skills to find answers on their own.  

Two full days of computer lab will be necessary.  As these are students from a Title I school, many will not have access to computers at home and others need guidance as they work.  

The instructor should remember to copy the photographs used as they will be a springboard for the next lesson, which will delve deeper into Japanese-American internment during World War II.  

There are no worksheets for this lesson; students should answer the three target questions on paper and then turn it in on the due date.  However, the questions should be projected onto a screen.  

Additional resources:

http://www.history.com/topics/world-war-ii/japanese-american-relocation

http://www.watchknowlearn.org/Category.aspx?CategoryID=3694

https://www.youtube.com/watch?v=OgkNaK6fviA

https://www.youtube.com/watch?v=6mr97qyKA2s