​Materials & Teacher Preparation

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In this download center you can access, download or print copies of handouts, activities, and discussion-related materials you will need to make this lesson a success. We recommend the following class preparation.

Equipment
 

  • Computer with Internet access for teacher

  • Computers with Internet access for students (throughout, or just for student research on Day Two) 

  • Computer projector 

  • Speakers 

  • Whiteboard 

 

Teacher Preparation

Follow the instructions below before starting this lesson.

  1. If teaching this lesson using print materials, make the appropriate number of copies of all student materials. (Quantities listed below.) If running Extension Activity 1 (Gallery Walk of the Japanese American Incarceration) as a physical gallery walk, make one copy of Exhibits A–G and display each exhibit in a different area of the classroom before class starts.  

  2. Set up and test computer, projector, speakers, and all videos before starting the lesson. Confirm that you are able to play and project the videos with adequate audio volume, or that your students can on their own systems. 

  3. Before Day Two, or for both days if you are using online versions of materials, ensure that computers are available for in-class student use.

Students define civil liberties and review excerpts from the U.S. Constitution that guarantee certain civil liberties to all Americans. They then apply their knowledge to hypothetical situations and analyze whether civil liberties violations occurred. For homework, students are assigned a content reading on the Japanese American internment.

Materials

Day One

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Materials

ACTIVITY
Define civil liberties and have students write down examples.

Teacher Information 

Student Handout

one copy per student (optional)

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Teacher Information 

ACTIVITY
Read and discuss key amendments to the U.S. Constitution.

Materials

Student Handout

one copy per student

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Materials

Teacher Information 

Student Handout

six copies

ACTIVITY
Students read scenarios and answer questions related to whether civil liberties have been violated.
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Materials

Teacher Information 

CLOSE-UP

Student Handout

one copy per student

Students discuss what they learned about the Japanese American incarceration and reflect on its lessons for the present and future. They then view a series of videos and reflect on modern-day civil liberty and social equity issues.

Materials

Day Two

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WATCH
Students hear young people’s perspectives on modern social equity issues.

Student Handout

one copy per student (optional)

Teacher Information 

Students on Current-Day Social Equity Issues

Materials

Students Taking Exams

Materials

Teacher Information 

Student Handout

one copy per group of 3–4 students

5. Civil Liberties & Social Equity Research Project
ASSIGNMENT
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WATCH

Student Handout

one copy per student (optional)

Teacher Information 

Video: What Does It Mean to Be a Young Black Man in America?

Materials

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Video: What It Means to Be Muslim American

Student Handout
one copy per student (optional)

Materials

Teacher Information 

WATCH
Students hear from Muslim Americans about what it is like to be Muslim in the United States.
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Materials

Teacher Information 

Student Handout

one copy per group of 3–4 students (optional)

ACTIVITY
Students consider key discussion points based on their reading on the Japanese American incarceration.

Use these extension activities to extend the lesson and reinforce understanding.

Materials

Extension Activies

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Exhibit A: Eviction Poster
one copy

Exhibit B: Map of Prison Camps
one copy

Exhibit C: Photos of the Forced Removal
one copy

Exhibit D: Photos of Life in the Prison Camps
one copy

Exhibit E: Front Page of the Heart Mountain Sentinel
one copy

Exhibit F: Memorandum from Delos Emmons
one copy

Exhibit G: Leave-Related Documents
one copy

Materials

Teacher Information 

ACTIVITY
Students explore and analyze various primary sources from the incarceration.
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Student Handout

Teacher Information 

one copy per student

Materials

ACTIVITY
Use the Japanese American incarceration as a case study to examine how terminology can shape our perceptions.
Statue at the Martin Luther King memoria

Materials

Teacher Information 

Student Handout

one copy per student

ACTIVITY
Students learn about the differences between these two legal terms.

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