• Define and use academic vocabulary in context.
• Use historical context to analyze an informational text’s meaning.
• Synthesize multiple genres of text, for recurring themes, connections and differences.
• Write a strong argumentative essay, backing up claims with specific textual evidence.
• Write clearly, paying attention to organization, audience, format and purpose.
• Use the writing process to develop and improve essays.
• Present and discuss ideas with classmates, based upon an informational text, supporting opinions with textual detail.

1. Academic Vocabulary Worksheet
2. Academic Vocabulary – Teacher Version
3. ELA WWII Incarceration Unit Slides
4. “Justice Scalia Interview Mass Interment Interview” Article
5. Korematsu Day Background Slides
6. “One Man Seeks Justice from a Nation: Korematsu v. United States”
7. “One Man Seeks Justice from a Nation: Korematsu v. United States Abridged Version” Article
8. RAFT Essay Rubric Worksheet
9. RAFT Essay Writing Prompt Worksheet
10. Reader’s Anticipation Guide Worksheet
11. Tree Map Graphic Organizer Worksheet

1. “After Words: September 11, 2001” Poem
2. Definitions and examples of civil liberties at: civilrights.findlaw.com
3. “Remembering the No-No Boys” Article
4. “Silence No More” Poem
5. Transcript of Executive Order 9066
6. “Who Took the Rap? A Call to Action” Article
7. “Why Children Did Not Knock at My Door on Halloween This Year” Poem

• In times of war, how would you safeguard civil liberties while maintaining national security?
• What was the government’s reasoning behind the incarceration of Japanese Americans during World War II?
• How did the Japanese American community respond to the incarceration order?
• How did the September 11th attacks affect Americans’ views of Asian Americans?
• How should we move forward? What can we do to prevent future incidents like this?

• Two instructional sessions:
  • Day 1: Complete a condescend version of the quick-write (Lesson 1, Activity 1), go over the Academic Vocabulary (Lesson 1, Activity), and present the Korematsu Day Background slides (Lesson 2, Activity 1).
    Homework: Assign the Korematsu v. United States Article as reading. Optional: assign the Reader’s Anticipation Guide to pair with the article.
  • Day 2: Start with a condensed version of the idea wave (Lesson 3, Activity 3), complete the 9/11 reading activity (Lesson 5, Activity 1), and facilitate a discussion using the unit’s discussion questions.
    Homework: Culminating essay assignment (outlined in Lessons 6-9).
• Three instructional sessions:
  • Day 1: Complete a condensed version of the quick-write (Lesson 1, Activity 1), go over the Academic Vocabulary (Lesson 1, Activity 2), and have students complete the first column of the Reader’s Anticipation Guide (Lesson 1, Activity 3) + preview the Korematsu v. United States article (Lesson 2, Activity 2, #1).
    Homework: Assign the Korematsu v. United States Article as reading and have students complete the rest of the Reader’s Anticipation Guide.
  • Day 2: Conduct a 5~10-minute discussion on how students’ responses on the Reader’s Anticipation Guide changed before and after the reading, present the Korematsu Day Background slides and play two of the supplemental videos (Lesson 2, Activity 1), and complete a condensed version of the idea wave (Lesson 3, Activity 3).
    Homework (Optional): Assign the Dialectical Journal activity (Lesson 4, Activity 1).
  • Day 3: Complete the 9/11 reading activity (Lesson 5, Activity 1) and have students read at least two of the provided texts. Then, facilitate a discussion using the unit’s discussion questions.
    Homework: Culminating essay assignment (outlined in Lessons 6-9).
• One week:
  • Days 1-4: Complete Lessons 1, 2, 3, and 5. You may choose to assign the Korematsu v. United States Article for homework after one of the lessons to create time for the dialectical journal activity (Lesson 4, Activity 1), supplemental reading (Lesson 4, Activity 2), or to include the unit’s discussion questions.
  • Day 5: Provide time to work on the culminating assignment, which could be introduced + assigned for homework in pieces during the previous lessons. Students could then complete their essays as homework. Alternatively, you can have the assignment due the final day of the unit, and use the final lesson for student essay presentations and a unit reflection (Lesson 10).
• Between one and two weeks:
  • Days 1-4: Complete Lessons 1, 2, 3, and 5. You may choose to assign the Korematsu v. United States Article for homework after one of the lessons to create time for the dialectical journal activity (Lesson 4, Activity 1), supplemental reading (Lesson 4, Activity 2), or to include the unit’s discussion questions.
  • Day 5-7: Introduce the culminating assignment to students and use the recommended times for essay outlines, writing, and editing from Lessons 6-9 to plan how students use class time based on what would be most helpful for them in completing the assignment. (For example, you may choose to skip the peer-editing session, have students type their essays for homework, etc.)
  • Day 8: Assignment due date, student essay presentations, and unit reflection (Lesson 10).

1. Academic Vocabulary Worksheet
2. Academic Vocabulary – Teacher Version
3. ELA WWII Incarceration Unit Slides
4. Reader’s Anticipation Guide Worksheet

1. In order to connect to students’ prior knowledge and introduce some of the themes of the unit, have students complete a journal or “Quick-Write” for the following question (also in unit slides):
   Think of an example from your life, history or current events when maintaining national security conflicted with preserving individual rights or civil liberties. In times of war, when this conflict is more apparent, how would you safeguard civil liberties while maintaining national security?
2. Have students write silently for 5-7 minutes. Then, have them share their ideas/writing with a partner. Make sure students take turns sharing and listening.
3. After students share with a partner, have them create a “T-Chart” on their papers:

   How would you safeguard civil liberties?	How would you maintain national security?
   •	•
   •	•

4. Then, call on students to share their writing with the class. Have students write some of the ideas they hear on the T-Chart in their notes, in order to start discussing the contrasting ideas. You may also write these on the board or type them into the slides for all to see.

1. Pass out the Academic Vocabulary Korematsu Worksheet. Explain that these words are all academic vocabulary that will be used in this unit and will also be used in other subjects as well.
2. Using the teacher version of the worksheet, present each word to the students. After you say the word aloud, have the students repeat it after you to have students practice pronouncing the words. Read the definition/ explanation. Then, read the word in the provided context, and have students fill in the blanks. Read each sentence twice.
3. For a vocabulary practice activity, instruct students to complete a new sentence for each word, using the example sentences on the worksheet as models. They must be “show-not-tell” sentences, meaning that they should show the meaning of the word, not just tell the meaning of the word.
   1. Discourage “Telling Sentences”:
      • My best friend is eclectic.
      • I don’t understand what eclectic means.
      • Eclectic is a difficult word.
   2. Encourage “Showing Sentences”:
      • Darin’s eclectic tastes in music range from hip hop and reggae to gospel and Broadway musicals.

1. Pass out the Reader’s Anticipation Guide Worksheet. Have students complete the “before reading” side of the worksheet, marking whether they agree/disagree with the five statements. Note that the vocabulary words are underlined on the worksheet.
2. Model the first statement to the class. Then, have the students complete the rest quietly on their own.
3. After 1-2 minutes, have the class share whether they agreed / disagreed with the statements by raising their hands.

1. ELA WWII Incarceration Unit Slides
2. Korematsu Day Background Slides
3. “One Man Seeks Justice from a Nation: Korematsu v. United States Abridged Version” Article
4. Reader’s Anticipation Guide Worksheet

1. “Japanese-American Internment During WWII” (History Channel on YouTube) - Run time 03:38
   Source: https://www.youtube.com/watch?v=cZTioTkHcB0
2. “Japanese Relocation” (US Office of War Information) - Run time 09:28
   Source: https://archive.org/details/Japanese1943
3. “A Message from Karen Korematsu” (Korematsu Institute) - Run time 04:02
   Source: https://www.youtube.com/watch?v=dgtAIQZUB6g
4. Korematsu and Civil Liberties (Annenberg Classroom) film - Run time 26:06
   Source: http://www.annenbergclassroom.org/page/korematsu-civil-liberties
5. Pilgrimage (Tadashi Nakamura) - Run time 23:07
   Source: http://www.tadashinakamura.com/Tadashi_Nakamura/Pilgrimage.html

1. To introduce the history of the Japanese American incarceration camps and the story of Fred Korematsu, show the students the “Korematsu Day Background” slideshow. Students will take notes on the slides.
2. After sharing the slideshow, show 2-3 of the videos listed above (all available online). Have students take notes as they watch the videos.
3. After showing each video, ask students how this history matches their understanding before reading the article from the Reader’s Anticipation Guide Worksheet.

1. Before reading the article, have students preview the text. Ask them to identify and discuss text features for 1-2 minutes: photos, title, subtitles, numbered paragraphs, underlined vocabulary words.
2. Have students silently read the article, to familiarize students with the vocabulary, to get the “gist” of the story (5 minutes).
3. While reading, students will mark up/annotate the text:
   • Underline important lines, with interesting, shocking or intriguing ideas/facts.
   • Circle new words/vocabulary.
   • Write a “?” (question mark) in the margins and list any questions you have about the text.
4. Read the paragraphs 1-13 as a class. This section discusses Korematsu’s family background, the beginning of World War II and the reasons for Japanese American incarceration. You may choose to read the paragraphs aloud yourself, or select students to read them. Pause periodically to check for reading comprehension and to ask critical thinking questions about the article.

1. ELA WWII Incarceration Unit Slides
2. “One Man Seeks Justice from a Nation: Korematsu v. United States”
3. Reader’s Anticipation Guide Worksheet

1. Review the vocabulary, the videos, and the reading from the previous lesson. Have students share what they found surprising, important, or had questions about.
2. Have the students read the rest of the “One Man Seeks Justice” article (paragraphs 14-40). This section discusses the Supreme Court cases and Korematsu’s enduring civil rights legacy. Have students work in pairs or small groups and take turns reading the article aloud, switching the reader each paragraph.

1. Students will practice using their academic vocabulary to complete a reading comprehension activity, sharing their ideas about the article. This activity, the “Idea Wave,” has four steps: Think-Write-Pair-Share:
   1. Think (list/brainstorm): Why is Fred Korematsu worth remembering today?
   2. Write: Choose one of the following sentence starters and complete it with your own ideas:
      
      1. Fred Korematsu had a significant impact on the United States, because of…
      2. Even though Fred Korematsu was once sent to an incarceration camp during World War II, he later…
   3. Pair: Share your writing with a partner. Make sure their writing is complete with specific textual detail.
   4. Share: Share your writing with the class. Listen carefully! Record details other students share on your own paper.

1. ELA WWII Incarceration Unit Slides
2. “Justice Scalia Interview Mass Internment Inevitable” Article
3. “Remembering the No-No Boys” Article
4. “Silence No More” Poem

• “Silence No More” is a poem by Kiku Funabiki about her family’s experience in the incarceration camps.
• “Remembering the No-No Boys” is an article posted on About.com by Race Relations guide Nadra Kareem Nittle. Nittle discusses the “No-No Boys,” Japanese Americans who refused to take the Loyalty Oath during World War II, as another example of government resistance in the name of civil liberties.
• In “US Supreme Court Justice Declares Mass Internment Inevitable”, Tom Carter quotes Justice Scalia discussing the history of Japanese American incarceration during World War II. Scalia declares that the war justified the incarceration and that it could definitely happen again, “that in times of war the law is silent.”

1. Using the two texts, “Silence No More” and “Remembering the No-No Boys,” have students complete a Dialectical Journal in the form of a T-Chart.

   Textual Evidence / Quotations (Select Five)	Analysis (Why do I find this quote interesting or important?)
   1.	1.
   2.	2.

2. Have students select five important passages/quotes from the text and cite them in MLA Format on the left side of the chart. On the right side, have students analyze and respond to the quote. Similar to a “Say-Mean-Matter” chart, this activity allows students to interact with the text.

1. “After Words: September 11, 2001” poem
2. ELA WWII Incarceration Unit Slides
3. “Who Took the Rap? A Call to Action” article
4. “Why Children Did Not Knock at My Door on Halloween This Year” Poem

1. Have students consider/discuss the following:
   • After 9/11, Americans were very scared about another possible terrorist attack. There were many negative messages about Arab-Americans and Muslims living in the United States. The government detained and increased surveillance of Arab-Americans and Muslims, because they were considered a national security threat.
   • Discussion Question: What lessons did we learn as a nation from the incarceration of Japanese Americans that we need to remember today after 9/11?
2. After discussing the connection to September 11th, 2001, choose one or two of the following supplemental texts for students to read and discuss. How do these poems connect with Korematsu’s story after WWII?
   1. “After Words: September 11, 2001,” Russell Leong (poem)
   2. “Who Took the Rap? A Call to Action,” Russell Leong (article)
   3. “Why Children Did Not Knock at My Door on Halloween This Year,” Ifti Nasim (poem)
   4. 9/11 - 102 Minutes That Changed America (video)
      Run time: 02:13 - Source: https://vimeo.com/37752839

1. In order to prepare for the Socratic Seminar, have students complete the following pre-discussion exercise:
   1. Explain to students:
      • Evidence: Write at least one quote or paraphrase from one of the texts that stands out to you.
      • Question: Write at least one question you have about one of the texts or about the history of Japanese American incarceration.
      • Synthesis: Write at least one connection you see between the text, the history, and current events (9/11).
   2. Have the students bring their texts/notes and use their chairs to form a large circle in the room. The following guidelines/expectations will assist you in facilitating a successful Socratic Seminar. Encourage students to listen carefully and take notes.
      
      • Speak so that all can hear you.
      • Listen closely.
      • Speak without raising hands.
      • Refer to the text.
      • Talk to each other, not just to me (the teacher).
      • Ask questions. Don’t stay confused.
      • Invite and allow others to speak.
      • Respect other peoples’ viewpoints and ideas.
      • Know that you are responsible for the quality of the conversation.

1. ELA WWII Incarceration Unit Slides
2. RAFT Essay Rubric Worksheet
3. RAFT Essay Writing Prompt Worksheet
4. Tree Map Graphic Organizer Worksheet

1. Students will now write an original argumentative essay, bringing together their ideas from the texts, historical context, and classroom discussion. Pass out the RAFT Essay Writing Prompt and RAFT Essay Rubric worksheets and read/discuss them with students. Students are to choose one of the three persuasive essay options.

   Role	Audience	Format	Topic
   A. Defense Attorney	U.S. Supreme Court	Speech	Closing arguments in Korematsu v. United States.
   B. Student	School District Superintendent	Letter or Speech	Why and how should schools recognize Fred Korematsu Day?
   C. Fred Korematsu	U.S. Congress	Speech	After 9/11, how should the U.S. protect both national security and civil rights?

2. This essay is designed to be a more creative, first-person speech or letter from the point of view of a defense attorney, a student, or Fred Korematsu. Students must have a thesis/main argument, specific textual/historical details as evidence, and strong organization. The following steps are recommended for the writing process:
   • Write an outline of the essay using the Tree Map Graphic Organizer Worksheet (40 minutes)
   • Write a rough draft (1 - 1 1/2 class period, 80 minutes)
   • Assess the draft using RAFT Essay Rubric Worksheet (30 minutes)
   • Peer-edit the draft (30 minutes)
   • Type final draft (1 class period, 60 minutes)

1. ELA WWII Incarceration Unit Slides
2. RAFT Essay Rubric Worksheet
3. RAFT Essay Writing Prompt Worksheet

1. Students will staple their essay final drafts with their RAFT Essay Rubric Worksheet for grading. Instruct students to self-assess their essays, using the RAFT Essay Rubric Worksheet.
2. Students will present a basic summary of their essays to the class. For the sake of time, teachers may allow students to read excerpts from their essays.

• What have you learned from this unit? How have your reading/writing skills improved?
• How have your ideas changed about the history of Japanese American incarceration during World War II? How should the government protect both civil liberties and national security during wartime?